Agenda Item FA 14-22

Submitted by the Faculty Affairs Committee

Resolution on Distance Learning

Approved with qualification (see attached link)

05/15/14: Passed

06/18/14: Approved

Interim Provost approved with qualification.

Resolution on Distance Learning  

Faculty Association has grave concerns about the speed, origin, and direction of recent Distance Learning directives.  Such directives are issued with little (if any) consultation with faculty. The faculty voices on the Distance Learning committee have been side-stepped by having decisions presented to committee members rather than being made by votes at committee meetings.  The directives are being presented to faculty without explanation as to their origination and without explicit votes of support from the Distance Learning committee or other faculty governance body.  In addition, the directives do not seem to be merely the procedural implementation of university policies but rather have implications that affect every faculty member’s right and responsibility to design his or her courses according to his or her disciplinary and pedagogical expertise. More specifically, the directives impose restrictions, to which UNF faculty have never formally agreed, on course delivery models and related pedagogical and curricular decisions.  We are also gravely concerned that a unit whose mission is to support faculty has become a unit that seeks to evaluate faculty outside of evaluative process delineated in the collective bargaining agreement. 

 

Now, therefore, be it resolved that the UNF Faculty Association calls for:

(1) a University-wide conversation about the future of Distance Learning at UNF;

 

(2) an immediate halt to the unilateral policy decisions being made by the AVP for Academic Technology and director of CIRT regarding distance learning;
 

(3) broader faculty decision making authority through explicit votes on Distance Learning policies within Faculty Association committees and the Distance Learning Committee;
 

(4) the careful and deliberate development of policies that imply potential restrictions on faculty judgments about their own pedagogical and curricular choices.