ࡱ> ` bjbj 4GGGGHT^~JxKKKKKRHMM\]^^^^^^$_h'b$^iXNKKXNXN$^KK^PPPXNFKK]PXN]PPPKrJ nVGNRPRl ^0^PbNbPbPXNXNPXNXNXNXNXN$^$^P XNXNXN^XNXNXNXN$/33 ALTERNATIVE MODES OF INSTRUCTION APPROVAL FORM Form 2 (1/06) NOTE: Form 1 also must be completed for all courses given through the Center for Professional Development. Date: DATE \@ "M/d/yyyy" 1/13/2006Form Action: FORMCHECKBOX  New  FORMCHECKBOX  Change  FORMCHECKBOX  Delete  FORMCHECKBOX  RenewVariant #If unsure about the variant #, contact the Office of the Dean of the Faculties.Effective term: FORMDROPDOWN Effective year FORMDROPDOWN through FORMDROPDOWN [eff. time frame may not exceed five years][special topics courses are only effective for one semester and must be renewed accordingly]College or School: FORMDROPDOWN Department FORMTEXT      Course Submitted for ApprovalPrefix & Number: FORMTEXT      Credit Hours: FORMTEXT      Course is taught by alternative mode of instruction only  FORMCHECKBOX Course is taught by traditional method and by alternative mode of instruction  FORMCHECKBOX Course is a hybrid course  FORMCHECKBOX Course Title: FORMTEXT       FORMTEXT      Total # of Course Contact Hours: FORMTEXT      ex: a standard lecture course has 45 contact hours, a 1 hour lab course has 30 or 45 contact hours. Alternative Mode Requested Note: All four steps in the following block must be completed for the Form 2 to be considered. Step 1. Choose ONE Instructional Delivery Indicator (see instructions for code descriptions)Indicator selected: FORMDROPDOWN Step 2. Select up to a maximum of THREE Instructional Technology Indicators. For each code selected, indicate the number of contact hours associated with or "replaced" by this indicator. The total number of hours should equal the total number of course contact hours listed above. (see back for code descriptions). Peer review committees must approve the contact hour equivalents. Equivalent replacements must be highlighted on the attached syllabi.Indicator I: FORMDROPDOWN Contact Hour(s): FORMTEXT      Indicator II: FORMDROPDOWN Contact Hour(s): FORMTEXT      Indicator III: FORMDROPDOWN Contact Hour(s): FORMTEXT      Acceptable Indicator: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10Step 3. Choose ONE Instructional Origin Indicator (see back for code descriptions)Indicator Selected: FORMDROPDOWN Step 4. Attach the student syllabus for a) the course as approved (traditional) if it is taught in the traditional method and b) the alternative mode version. Objectives and means of evaluation must be clear on both. Signatures:Department and college/school level faculty committee signatures are required to verify that a peer review of the course finds it to be educationally equivalent to the original course as approved. Administrative signatures will not substitute for a peer review. The department chair and deans signature authorizes the substitution of alternative modes of instruction for face-to-face contact hours.Department Curriculum or EquivalentDateDepartment ChairDateArea or College Committee DateDeanDateForward this completed form, with all four signatures, to Melissa Crawford, 314 WES, mail code 1480. The University Curriculum Committee is charged with seeing that these procedures have been followed.University Curriculum CommitteeDateDean of the FacultiesDate Step 1. Instructional Delivery Indicators IndrDefinitionSSynchronous means that both the student and teacher are scheduled to "meet, tune in or log on" at the same time. Questions and responses generally are carried on at the same time through various means (fax, email, voice, chat room, etc).AAsynchronous means that instruction is not limited to the teacher and student "meeting" at the same time. The instructor may make available instructional materials or content (posting assignments, activities, tests, etc. to a Web site for example) and the student may access those materials whether or not the instructor is present at that time. MMixed means that instructional activities take place both synchronously and asynchronously. A "mixed" time element occurs when neither element totals 75% or more of the total instructional delivery. Step 2. Instructional Technology Indicator Matrix Use the following matrix to help determine the correct technology to associate with the instructional delivery indicator you have selected. In some cases, the use of specific technologies, by their very nature, restrict acceptable instructional delivery indicator values. Once you have determined the appropriate technology, select the code from the list provided in the left hand column and transfer it to the front of this form. NOTE: Any technology can be part of mixed synchronous/asynchronous delivery in the context of a course or class section. The X under Asynchronous or Synchronous indicates that the technology is primarily used in this mode. All delivery modes are usually accompanied by print, i.e., textbooks and study guides. Delivery Indicator CodeTechnology IndicatorsS 75% or more synchronousA 75% or more asynchronousM Less than 75% of either synch. or asynch.0Face to Face: On-campus or off-campus classroom instructionXX1Video: 2-way interactiveXX2Video: 1-way video and 2-way audioXX3TV Broadcast: 1-way prerecorded videoXX4TV Broadcast: 1-way live videoXX5Prerecorded: Video tapes sent to studentsXX6Prerecorded: Audiotapes sent to studentsXX7Audio: 2-way, interactive (audio conference)XX8Audio: 1-way, (radio broadcast)XX9Internet: Chat, computer conferencing, email, listservs, threaded discussion, lectures, slides, etc.XXX10CD-ROMXX Step 3. Instructional Origin Indicator Determination and selection of location codes should be based on the origination of the course content, i.e., from where is the teacher delivering the instruction? These codes do not document where students are when receiving the instruction. In cases where course delivery may occur at several locations, code selection must be documented as "Mixed use of scheduled space" (either 5 or 6) and will be determined by the origination point of 50% or more of the instructional activities and content. Indr #Indicator DefinitionExamples of Code Usage1Scheduled use of FSU main campus classroom space Main campus: physical space owned by University and bordered by Westcott, Turnbull Conference Center, Stone Building, The Union and Landis Hall2Scheduled use of FSU owned space other than main campusSites and facilities physically owned by FSU including, London/Florence & other international program sites, Republic of Panama, Turkey Point, and Panama City Beach3Scheduled use of off-campus space not owned by FSUSites and facilities /78:;=BCطlU,jhVh D5CJOJQJU^JaJ%hK%CJOJQJ^JaJmHnHu)jhVh DCJOJQJU^JaJ#hVh DCJOJQJ^JaJh hVh DCJOJQJ^JaJ#hVh D5CJOJQJ^JaJh>5CJOJQJ^JaJ#h*~h D5CJOJQJ^JaJ)h*~h DB*CJOJQJ^JaJph/== G H b$If^bgd r< $Ifgd D $Ifgd D $Ifgdgd D$a$gd D$a$gd D       % & 4 5 6 = F I M O ϽgO> h@pxh DCJOJQJ^JaJ/j\hVh DCJOJQJU^JaJ/jhVh DCJOJQJU^JaJ/jthVh DCJOJQJU^JaJ)jhVh DCJOJQJU^JaJ hVh DCJOJQJ^JaJ#hVh D5CJOJQJ^JaJ,jhVh D5CJOJQJU^JaJ2jhVh D5CJOJQJU^JaJH I J K L F=11 $$Ifa$gd $Ifgdkd$$Ifl4ֈ t`#&L(4 laf4p<L M N O 1kd$$Ifl4֞ &F*F  L(4 laf4 $$Ifa$gd $Ifgd $$Ifa$gd ʵʝۈw_ʈwG6 hVh!1CJOJQJ^JaJ/jwhK%h>CJOJQJU^JaJ/jhK%h>CJOJQJU^JaJ hK%h>CJOJQJ^JaJ)jhK%h>CJOJQJU^JaJ/j hK%hCJOJQJU^JaJ)jhK%h!1CJOJQJU^JaJ hK%h!1CJOJQJ^JaJ#hK%h!15CJOJQJ^JaJ#hVh D6CJOJQJ^JaJ $Ifgd $$Ifa$gd $$Ifa$gd $$Ifa$gd!1 $Ifgd!1 X  RI=I $$Ifa$gd $Ifgdkd=$$Ifl4֞ P<&T88L(4 laf4 X       $ * 8 > B D ` b d f z | ~ ܺܺ퓂jܨUD hK%h{FCJOJQJ^JaJ)jhK%h{FCJOJQJU^JaJ/jhK%h>CJOJQJU^JaJ hK%h>CJOJQJ^JaJ)jhK%h>CJOJQJU^JaJ#hK%h!15CJOJQJ^JaJ hVh DCJOJQJ^JaJ hK%haCJOJQJ^JaJ hK%h DCJOJQJ^JaJ#hK%h D5CJOJQJ^JaJ     $$Ifa$gd $Ifgd`kdM$$Ifl4F&jL(    4 laf4  B f | | $$Ifa$gd  $Ifgdt $Ifgd`kd$$Ifl4F&pL(    4 laf4   * , @ B D N P R n p ҷҦq`HҷҦ`/jhK%hCJOJQJU^JaJ hK%h{FCJOJQJ^JaJ#hVh D5CJOJQJ^JaJ#hK%h D5CJOJQJ^JaJ hVh DCJOJQJ^JaJ hK%h DCJOJQJ^JaJ4jhK%h{FCJOJQJU^JaJmHnHu)jhK%h{FCJOJQJU^JaJ/j hK%hCJOJQJU^JaJ vv $$Ifa$gd $Ifgdskdy $$Ifl4\l&px L(4 laf4 {rrrff $$Ifa$gd $IfgdkdG $$Iflr&p@L(4 la {o4+ $Ifgd:kd$$Ifl4&L(L(4 laf4 $$Ifa$gdkd$$Iflr&p@L(4 la     * R n rfZf $$Ifa$gd $$Ifa$gd{Fkd$$Iflr&T$ @ L(4 la $Ifgd " > ҷҦraO:) hK%hRPCJOJQJ^JaJ)jhK%hRPCJOJQJU^JaJ#hK%hRP5CJOJQJ^JaJ hVh{FCJOJQJ^JaJ hK%h{FCJOJQJ^JaJ#hK%h{F5CJOJQJ^JaJ hVh DCJOJQJ^JaJ hK%h DCJOJQJ^JaJ4jhK%h{FCJOJQJU^JaJmHnHu)jhK%h{FCJOJQJU^JaJ/j+hK%hCJOJQJU^JaJ {rrrrr $Ifgdkd$$Iflr&@ L(4 la D p{rrr $Ifgdkd}$$Iflr&@ L(4 la> @ B D   @LNjlnprt|kZH7 hK%h DCJOJQJ^JaJ#hK%h D5CJOJQJ^JaJ hVhRPCJOJQJ^JaJ/jhK%hRPCJOJQJU^JaJ&hK%hRP5CJOJQJ\^JaJ/jhK%hRPCJOJQJU^JaJ#hK%hRP5CJOJQJ^JaJ hK%hRPCJOJQJ^JaJ)jhK%hRPCJOJQJU^JaJ/j1hK%hRPCJOJQJU^JaJprtvxz| $Ifgd]kd$$IflF & ,, L(    4 la|~{rr$MkdK$$Ifl40&T!L(4 laf4 $Ifgdkd#$$Iflr&@ L(4 la|~24HJLVX^`]ȷȄȷlȄȷTȄ/jhVhCJOJQJU^JaJ/jhVhCJOJQJU^JaJ4jhVh{FCJOJQJU^JaJmHnHu/jhVhCJOJQJU^JaJ hVh{FCJOJQJ^JaJ)jhVh{FCJOJQJU^JaJ#hVh D5CJOJQJ^JaJ hVh DCJOJQJ^JaJ2Z\ $$Ifa$gd{FMkdE$$Ifl40&T!L(4 laf4 $Ifgd\^`1GB:$a$gd Dgd DMkd$$Ifl40&T!L(4 laf4 $Ifgd`kd[$$Ifl4F &pL(    4 laf4]a  $+FKqr`abɸڸڕڀhڸڸɸɸɸڸڸڸڕ/jhVhCJOJQJU^JaJ)jhVh{FCJOJQJU^JaJ#hVh{F5CJOJQJ^JaJ hVh{FCJOJQJ^JaJ hVh DCJOJQJ^JaJ hVh*~CJOJQJ^JaJ#hVh D5CJOJQJ^JaJ&hVh D56CJOJQJ^JaJ#17kd$$Ifl&F(F(4 la $Ifgd$0]0^a$gd {rfZrr $$Ifa$gd{F $$Ifa$gd $Ifgdkd$$IflrX&\d{5 F(4 la !"#{rrrrr $IfgdkdQ$$IflrY&\e z5 F(4 la#${o7.. $Ifgd7kd$$Ifl&F(F(4 la $$Ifa$gd*~kd$$IflrY&\e z5 F(4 laSG $$Ifa$gd*~kd1$$Iflֈ&f C&@1 F(4 la $$Ifa$gd $Ifgd#$./  &02NPRTvx갞نkYA갞/jhVhCJOJQJU^JaJ#hVh{F5CJOJQJ^JaJ4jhVh*~CJOJQJU^JaJmHnHu/jhVhCJOJQJU^JaJ#hVh D5CJOJQJ^JaJ hVh DCJOJQJ^JaJ/j hVhCJOJQJU^JaJ hVh*~CJOJQJ^JaJ)jhVh*~CJOJQJU^JaJ#0TvGkd-$$Iflֈ&f C&@1 F(4 la $Ifgd $$Ifa$gd*~ $$Ifa$gd  ",.ҷҦqYҦqAҷҦq/j!hVhCJOJQJU^JaJ/j !hVh*~CJOJQJU^JaJ hVh*~CJOJQJ^JaJ#hVh D5CJOJQJ^JaJ#hVh{F5CJOJQJ^JaJ hVh DCJOJQJ^JaJ4jhVh*~CJOJQJU^JaJmHnHu)jhVh*~CJOJQJU^JaJ/jhVhCJOJQJU^JaJv0SGG $$Ifa$gdkd $$Iflֈ&f C&@1 F(4 la $Ifgd $$Ifa$gd*~0246_kd/"$$Iflֈ&f C&@1 F(4 la $Ifgd $Ifgdpkd##$$Ifl\;4&F(4 la./012{r:rrr7kd$$$Ifl&F(F(4 la $Ifgdkd#$$Iflr&X4&2 F(4 la016?JKYZ[elMX#$ef#-t?@D˹܌˹˹˹˹ܹ˹|h Dh D5CJOJQJ^J/j%hVhCJOJQJU^JaJ)jhVh*~CJOJQJU^JaJ#hVh D5CJOJQJ^JaJ hVh DCJOJQJ^JaJ hVh*~CJOJQJ^JaJ#hVh*~5CJOJQJ^JaJ.23456J\]^rfZ $$Ifa$gd*~ $$Ifa$gdkd$$$Iflr 6&\ +F(4 la $Ifgd^_`abcd{rrrrr $IfgdkdG&$$Iflr 6&\ +F(4 lade@ABC{o7.. $Ifgd7kd'$$Ifl&F(F(4 la $$Ifa$gd*~kd '$$IflrX6&\dF(4 laCDEFGHIJKLrkd'($$IflrX&\dMcF(4 la $Ifgd LMYZ[\]{rrrrr $Ifgdkd($$IflrX&\dMcF(4 la]^{o7.. $Ifgd7kdC*$$Ifl&F(F(4 la $$Ifa$gd*~kd)$$IflrX&\dMcF(4 la:]kd +$$IflF<&F(2    4 la]kd*$$IflF<&F(2    4 la $Ifgd"#49:;<=fkd+$$Iflr N&2 z@ F(24 la $$Ifa$gd $Ifgd =>?@AB]:]kd,$$IflF<&F(2    4 la $Ifgd]kdG,$$IflF<&F(2    4 la]bchmnopqrsfkdW-$$Iflr N&2 z@ F(24 la $Ifgd $$Ifa$gd st?@AB{o7.. $Ifgd7kd.$$Ifl&(F(24 la $$Ifa$gd*~kd-$$Iflr N&2 z@ F(24 laBCDEFGH:]kdk/$$IflF<&F(2    4 la]kd.$$IflF<&F(2    4 la $IfgdHhmnfaaU $$Ifa$gdgd Dkd0$$Iflr N&2 z@ F(24 la $$Ifa$gd $Ifgd )* !!̴|k]k]kL hr[h DCJOJQJ^JaJhr[CJOJQJ^JaJ hr[h DCJOJQJ^JaJ#hr[h D5CJOJQJ^JaJ#hr[h DCJOJQJ^JaJh&hr[h D5CJOJQJ^JaJh/hr[h D5B*CJOJQJ^JaJhph#hr[ht^5CJOJQJ^JaJh D5CJOJQJ^JaJ#hr[h D5CJOJQJ^JaJ5Jkd@1$$Ifl0$!4 lal $Ifgdekd0$$Ifl0$! 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