DECO- Chancellor’s Office Distance Education Professional Development RFI

Justine Pereira and Michael Quiaoit

May 19, 2023

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DE PD Priorities

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PRIORITY 1: STRENGTHEN QUALITY TO MEET NEEDS OF DIVERSE LEARNERS�

• Implement authentic assessments to measure achievement of learning outcomes. 

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• Strengthen faculty digital competency to support powerful use of technology in teaching design and delivery.

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• Design course outlines of record and syllabi that are equitable, culturally responsive, and anti-racist.

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• Adopt research-based quality online course design to support all learners and track the impact of these alignments on student success across key demographics. Click here for an example of a college study and institutionalization across Student Equity Plan.

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• Use course analytics and student feedback data to evaluate efficacy and allow for continuous improvement.

• Provide students with effective feedback to help them monitor and improve their learning by implementing research-based methods.

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PRIORITY 1: STRENGTHEN QUALITY TO MEET NEEDS OF DIVERSE LEARNERS

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• Ensure regular and substantive interaction with and between students through a variety of methods and communicate these methods to students. 

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• Challenge students to meet high expectations with high support, as per the CCC Vision for Success’ Core Commitments.

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• Implement activities that encourage excellence through critical thinking and higher level outcomes.

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• Use self-assessments, informal feedback, and course surveys to help tailor course content and activities to students’ needs and interests. 

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• Use student success metrics and course analytics to make changes during and after the course to facilitate an environment of continuous improvement.

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PRIORITY 2: Equity-Minded Teaching

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• Proactively create an environment that facilitates unconditional belonging among students by eliminating bias in their teaching.

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• Leverage student outcomes data to inform professional development and training for effective teaching.

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• Design courses with impacted students in mind (e.g., working students, older students, part-time students, students with disabilities and those with basic needs and food/shelter insecurity).

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• Ensure teaching strategies for students through an asset-based lens rather than a deficit-based lens.

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• Acknowledge that cultural and social identities are diverse and intersectional to ensure inclusion and success of first-generation, immigrant and BIPOC students.

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• Engage in self-reflection and self-improvement to identify and address unconscious bias in course policies, instructional materials, and teaching. 

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• Acknowledge and remediate teaching to remove stereotype threat and microaggressions.

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• Recognize and implement trauma-sensitive approaches to teaching to increase belongingness of minoritized college students.

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PRIORITY 3: Accessibility

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• Design course to comply with web accessibility standards, including the Americans with Disabilities Act, Section 504 and Section 508 of the federal Rehabilitation Act.

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• Select Open Educational Resources and Zero Textbook Cost materials to eliminate non-academic barriers to learning.

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• Promote student awareness and use of college support services and resources, especially those available online.

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• Provide multiple means of engagement, action, expression, and representation (Universal Design for Learning).

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• Acknowledge learner differences through implementing culturally responsive teaching practices..

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