ATI Priority 2, Group 1 Meeting Notes
March 27, 2007
Priority Group 2, Items 1-3 Related to Instructional Materials
In attendance:
Brent Boyer, Katharyn
Crabbe, Vanessa
Franklin, Anna Reynolds-Smith
- Followed-up on last week's presentation to EPC on the draft Resolution for Timely Aoption of Textbooks for Students with Disabilities and discussed minor revisions.
- There had been discussion during the EPC meeting that perhaps the “SSU Bookstore” would be replaced with the “Disabled Student Services Office” with regard to who would be “determining the deadline established for turning in textbook and/or reading material requests.” The group present today felt that it would be more appropriate to instead indicate that this responsibility would be with the Vice President for Academic Affairs, which is included in Fullerton’s Textbook Adoption plan. This falls in line with the faculty chain of command and would make more sense ensure appropriate follow-through.
- Humboldt and Fullerton's resolutions were reviewed in comparison with SSU’s current draft resolution.
- The second reading to EPC is April 5th.
2. Timelines for determining textbooks for classes. Discussed whether it makes more sense to determine textbook due dates as it relates to REG dates, or by the beginning date of classes. Does it make sense to go determine this date by ____ weeks before the beginning of the semester or by the first day of Registration?
- The group agreed that it makes more sense to establish textbook adaptation date at a certain number of weeks prior to the beginning of classes, rather than the first day of Registration. Fullerton uses 15 weeks prior to the beginning of classes as the due date, which would appear to be a good beginning point. This allows time to create the “dirty list” and provides adequate time to create the “clean list” prior to the beginning of classes.
- Changes in REG procedures and timelines, such as having Open Registration for several months, would reinforce the idea for setting the date based a certain number of weeks (i.e., 15 weeks) prior to the beginning of classes.
- It was agreed that the due dates for establishing the Schedule of Classes would be kept separate, so as not to confuse the two processes.
3. Continued with the Instructional Materials Self-Study (IMA) items 1-3, which was recently revised with additional questions.
Question K was added under (1)
- A Process for timely adoption of textbooks by faculty.
- How many departments have long-term textbook adoption plans; does the campus have an established deadline by which other instructional materials are selected; and is the deadline at least 6 weeks prior to the start of the following academic term?
- It is unknown whether departments have established these long-term planning with regard to text-book adoption. The group felt that Department Chairs and Deans would be able to provide this kind of data.
- Additional considerations – The campus has not yet established other methods to streamline book adoption; and has not have established a deadline by which other instructional materials (e.g., reader packets, electronic reserves) - at least 6 weeks prior to the start of the following academic term.
- A process for identification of textbooks
for late-hire faculty.
- These questions relate to how long prior to the academic term are part-time faculty hired and what procedures are in place regarding the ordering of textbooks (e.g., do PT faculty choose their own books, and if so, can they do this without being physically on campus, etc).
- The group really has no way of knowing exactly what types of arrangements are in place with the Schools and individual Departments. These questions should be addressed with the Deans if we want accurate data on what procedures might be in place.
- These questions relate directly with the question about departmental long-range textbook adoption plans. For example, should departments agree to use certain books for a certain number of years, or should the same materials be used in classes where the departments expect to hire a large number of instructors to teach the same classes (e.g. remedial English or math classes)?
- A process for early identification of
students with disabilities who require instructional materials to
be provided in an alternate format.
- Addressing this item involves not only tracking these students but also ensuring that they are empowered to submit early requests for alternate formats. This necessitates a review of early registration procedures associated with students with disabilities.
- SSU provides Priority Registration for all currently enrolled students within DSS. Priority Registration occurs on the first day during the first 1-week Registration period. It does not include REG 2 (1 week) or Open Registration periods. Incoming Transfer Students may participate in an early Transfer Orientation if they are accepted into the university and pay their ERD by specified due dates. Transfer students who have not paid their ERD by the specified date and are seeking DSS services must wait for REG 2 (3-4 wks before the first day of classes) or Open REG (2-3 days before classes begin) to register for classes.
- Having a continuous Open Registration period would significantly improve SSU’s ability to complete the process of obtaining materials in accessible materials for students because this would allow students ample opportunity to register for classes, identify books and materials required for the classes, and then provide the DSS office with the request to provide/convert the materials into an accessible format. There will always be students who make requests for accessible materials at the last minute for a variety of reasons (e.g., making changes in classes, recent diagnosis or recent understanding of available technology, late admission, or procrastination). This approach of having a continuous Open Registration would work best if SSU also simultaneously implemented a system similar to Fullerton, whereby books and other materials are inputted into a data base, so students and the DSS office could refer to this list instead of having students contact each instructor to identify materials needed for their classes.
Questions:
- The exact number of students requiring instructional materials in alternate format over the last 3 terms; the number of courses these students enrolled in during that period; and the number of requests for alternate media our campus received over the last 3 terms is not current available without additional research. The DSS office will continue to enhance its production and tracking capabilities, so this data will be readily available.
- The current types of alternate formats currently produced and delivered include audio formatted materials (WAVE & MP3), Daisy formatted audio from Recordings for the Blind & Dyslexic, Kurzweil, and Braille.
- The average time to convert instructional materials into an alternate format over the last 3 terms is approximately 4-5 wks. The percentage of requests delivered in a timely manner over the last 3 terms (defined as delivered either by the first day of class or within 2 weeks of receiving the alternate media request) is probably less than 50%. This is due to the fact that the DSS Assistive Technology Specialist position has been vacant since 9/06. This position will be filled by 6/07.
- All DSS students are provided Priority Registration as outlined above. It is not always an advantage in providing accessible materials in a timely manner due to the limited time that students are allowed to register and the difficulties in identifying the books and materials needed for each class.
- Students are sent reminders about Priority Registration and an email reminding them to contact their instructors to identify books and other materials needed for the upcoming semester, so that alternate media requests can be submitted to the DSS office.
- The campus does not track specifically whether alternate-media eligible students follow-through and utilize priority registration.
Minutes submitted by Brent Boyer
Next Meeting- Tuesday, April 17, 1-2:30 pm in Stev 2046.