That's a slippery slope! Here is my take... You need strong, high-end leadership behind this. It's difficult to get a group of faculty in a room to discuss giving up their academic freedom for a course they like to teach *their way*. You also need someone like an instructional designer to be the facilitator of this conversation for the committee. It's going to be messy : ) Raleigh On Tue, Mar 18, 2014 at 1:49 PM, Jean Whaley <[log in to unmask]> wrote: > Greetings All, > So after doing all this research and looking forward to designing my > class, we were informed by our department head that courses that are part > of the core (we the community colleges have a transfer agreement with the > state universities regarding these courses) will be moving toward > alignment. > > So in my case, the people who are going to me teaching Music Appreciation > (MUS 110) will need to agree on 75% of the course so that administrators > can pull data on how well we are meeting the student learning objectives. > That means we'll be designing this course by committee. One person in > particular is resisting this process kicking and screaming. I'm not > enthusiastic about it, but right now we have three full time people > teaching the course. We're about to add another and a few adjuncts. It > will never be easier to negotiate this than now. > > Advice? Has anyone dealt with this sort of curriculum alignment? How do > you preserve maximum flexibility for the instructor while still making sure > that admins can get the metrics they need? > > I wish we could hire a consultant to come in and help us hash this out, > but that isn't going to happen. No budget. > Thanks, > Jean Marie Whaley > -- Raleigh Way Assistant Director Centers for Teaching and Technology<http://academics.georgiasouthern.edu/ct2/> Henderson Library, Room 1303E Phone: (912) 478-1351