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CTTL's Padlet with Links to Padlets for IT, DE, and ID

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CTTL's Padlet with Links to Padlets for IT, DE, and ID

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Alignment of CVC OEI Rubric and Developed in ACCJC RSI Rubric

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Alignment of CVC OEI Rubric and Developed in ACCJC RSI Rubric

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Baseline data will be available by November 15th

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Baseline data will be available by November 15th

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Participant selects two aspects of Substantive interaction for review.

Program lead reviews selected asynchronous online course for alignment with ACCJC rubric, focusing on two identified components of Substantive Interaction. Identified components must meet "Developed" level.

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A Google Sheets spreadsheet listing program participants and identifying which elements of RSI have been met in their courses.

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9 of 10 faculty participants meet RSI in their selected course. Remaining course is still to be reviewed. (10/27/25)]

Update 12/1/25: All RSI assessments have been completed. Two of 10 mentees no longer meet RSI criteria due to falling behind with grading. Seven out of 10 final semester interviews are complete.

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Interventions are case-by-case. Examples: samples of effective communication with students, recommendations for substantive announcement strategies

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Explore efficacy of using student success data for individual instructors/courses to identify trends over time. Explore possible effects of professional development data on student success over time.

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RSI mentees will discuss their experiences with the project as a panel, with Q&A from participants.

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Quality Online Teaching and Learning (QOTL) Level One

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Quality Online Teaching and Learning (QOTL) Level One

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Completion of Coursework and Consultative Review with OEI Rubric

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Completion of Coursework and Consultative Review with OEI Rubric

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Completion of Coursework and Consultative Review with OEI Rubric

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✅ Discussions

✅ Assignments

✅ Sections of the OEI Rubric

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Baseline data are not required because this is a training focused on building capacity, and participants are entering with diverse levels of experience in learning how to teach online, making a single baseline comparison inappropriate.

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Discussion boards – to foster peer interaction, idea exchange, and collaborative problem-solving.

Feedback – individualized guidance on participants’ work to support growth and skill development.

Rubrics – clear criteria to set expectations, guide practice, and facilitate self-assessment.

Office hours – dedicated time for one-on-one support, questions, and coaching from instructors.

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Trained faculty in online teaching – participants gain skills and confidence to effectively design and deliver online courses.

Understanding future professional development needs – the training helps identify areas where instructors may benefit from additional support or skill-building.

Improved course design and student experience – participants apply learned strategies to enhance online learning quality and student engagement.

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Districtwide Collaboration with Instructional Technologist, Instructional Designers, and Distance Education Coordinators 😊

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Districtwide Collaboration with Instructional Technologist, Instructional Designers, and Distance Education Coordinators 😊