Principles Regarding Technology Mediated Instruction in the CSU

1. Because a university education involves a balance between content, skills, and interactive processes that varies within and among disciplines, faculty have the responsibility for determining the pedagogies and instructional methods most appropriate for the instructional modules, courses, and academic programs which the university offers.

2. The quality of instructional modules, courses, and academic programs delivered by or using technology mediated instruction must be at least equivalent to the quality in existing academic offerings.

3. Academic and student services in support of technology mediated instruction at a distance should be comparable to the academic and student services supporting on-campus instruction.

4. Campus and systemwide efforts to promote the use of technology mediated instruction should be supported fully by professional development programs that focus on pedagogies and student learning styles appropriate to the technology as well as training in the use of the technology.

5. Campus and systemwide efforts to promote the use of technology mediated instruction must provide appropriate instructional design support and technical support to assist faculty in the development and presentation of technology mediated instruction.

6. If technology mediated instruction results in increased class sizes or student-faculty ratios beyond traditional classroom and curricular standards, additional resources or workload adjustments necessary to maintain the quality of instruction must be provided.

7. Faculty personnel processes (hiring, retention, tenure, promotion, and review of tenured faculty) must value and reward all course and curriculum development and professional development activities that result in improved instruction. Instructional improvement may be accomplished through technology mediated instruction, but technology mediated instruction ought not be the value per se.

8. Where appropriate, other campus and systemwide policies should be reviewed to establish collegial mechanisms to address issues related to the expanding role of technology mediated instruction in the CSU. Areas where adjustments may be necessary include the assessment of curricular quality, the ownership of intellectual property, the determination of the fair use of copyrighted material, and long-range academic planning and capital budgeting.



 
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