Joint Findings and Recommendations of the Commission on
Learning Resources and Instructional Technology (CLRIT)
Work Groups on Academic Issues and Administrative and Fiscal Issues

1. "Instructional technology" refers to a large variety of applications in higher education. It includes, for example, multi-media instruction provided on-line by computers and computer networks and various forms of instructional television (one-way and two-way, live and prerecorded).

2. The principal use of instructional technology that will be examined in this report is the situation where instruction is delivered to sites remote from the classroom (both on and off-campus).

3. Both work groups find the term "technology mediated instruction" or "mediated instruction" provides a better and more general description of these instructional activities whether conducted at on or off-campus sites and recommend that this terminology be used in place of "distance education."

4. The work groups find that technology mediated instruction has great potential to enhance and augment classroom instruction on-campus and to expand access for students who would otherwise be denied the opportunity to earn a degree because they are remote from or, for other reasons, cannot attend the campus.

5. The work groups find that course and degree program sharing, which is facilitated by mediated instruction, has potential to increase educational opportunities for students by providing a broader range of courses or degree programs from which to select.

6. The work groups recommend that course and degree program sharing be encouraged and facilitated with the CSU through consortial arrangements between campuses. Because there are many ways in which course or degree program sharing can be structured, it is further recommended that specific agreements be incorporated in a memorandum of understanding (MOU).

 

 

As appropriate, these MOUs should:

• assign the responsibility for general student advising,

• include articulation agreements that specify which courses satisfy what course requirements (GE and major) at the other campus,

• specify how residency requirements are to be met and which campus will award the degree,

• specify how access to library and other information resources will be provided,

• specify how network access will be provided,

• specify how enrollment and FTE are to be counted, credited, and reported,

• specify how student record keeping will be accomplished,

• specify how differences in academic calendars between the campuses may affect scheduling needs at the receiving campus,

• specify the add-drop schedule and census date for shared courses,

• specify which campus has responsibility regarding financial aid,

• specify how student fees are to be collected and how they may be shared,

• specify how access will be provided to other student support services (counseling, job placement, services for students with disabilities, student body activities, health services, etc.),

• specify whether there may be the need for one campus to reimburse the other for particular expenses incurred in relation to the sharing arrangement. (Course sharing could involve a reciprocal arrangement with two campuses sending courses to each other, the cost of sending a course is offset by the benefit of receiving one. If one campus in primarily a receiver of course and depending upon how the FTE is accounted for, a financial reimbursement could be appropriate.), and

• specify how faculty workload will be distributed, and

• specify the term of the MOU and how it can be reviewed, amended, or extended.



 
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