Campus Initiatives

GI 2025: Many of the efforts described in this section have been implemented to support GI 2025. As stated, with retention a critical concern, and high DFWI rates contributing to students stopping out, our OCS project plan, shared below, is strategically designed in response to GI 2025 goals and the goals discussed below. 

OCS Project Outcomes:

To support student success and access through student, staff, and faculty engagement in inclusive digitally mediated learning environments, this project aims to:

  • Provide professional learning pathways that afford faculty seeking to improve their courses with flexible opportunities for synchronous, asynchronous, facilitated, and self-determined learning through options to engage in training programs, workshops, resources, and/or learning experiences. 
  • Provide a process, tools for documentation, and training to support faculty initiated continuous improvement through peer-to-peer course observation and feedback.
  • Position TLi as interdisciplinary partners, that when working with program and/or discipline specific experts, is uniquely able to provide technological, pedagogical, and contextual knowledge (Mishra & Warr, 2020) that compliments the content knowledge necessary to design learner-centered digital learning environments and/or interactions. 

Specific Goals for AY2023-2024

Existing Areas

  1. Continue Learning Design Faculty Projects with (6 projects in Fall 2023 & 6 more in Spring 2024)
  2. Develop and Facilitate 5-Day Online Workouts including Quizzes, Accessible Course Design, Hypothes.is Digital Annotation, and Assessment. 
  3. Continue to host Interest Groups on Various digital teaching tools and modalities
  4. Support the LRC in offering the 3rd EPEC Summer Institute in 2024
  5. Continue to support faculty in developing well-designed and more accessible multimodal course environments.

New Areas

  1. Develop an updated Course Feedback Process with more than one way to engage
  2. Develop a peer-to-peer course feedback process to share with academic programs for internal course feedback and program analysis
  3. Send out monthly Learning Design Micro Moments with links to one featured course in OneHE, an activity instructors can use immediately in their courses (any modality), and provide one free resource faculty can share with students specific to effective metacognitive study strategies
  4. Facilitate two OneHE Learning Path Challenges

2023-2024 OCS RFP Rationale & Goals

Guiding Observations and Assumptions

Our project plan to support multimodal teaching and learning is based on the following observations and assumptions:

  • Throughout 2022-2023 Faculty preferred 1:1 consultations. We had small numbers participating in workshops, webinars, and programs (i.e. typically 5-8 at most)
  • Those who did participate often booked 1:1 consultations for additional support
  • With so many other campus initiatives focused on faculty development that involved long-term programming and commitments we had greater success in providing 1:1 support and designing targeted academic program specific training, that when requested by Chairs, most attended.
  • Learning Design Projects had the best response, with 12 proposals submitted, with individual faculty identifying a learning technology and use in their teaching context. Recipients were matched with a TLi consultant and provided support throughout the development of their project. 
  • With so many “big” course projects taking place throughout campus, TLi adopted James Lang’s “small teaching” approach – supporting faculty in making small changes that over time support their ability to increase student engagement with content, peers, and faculty. 
  • We anticipate 2023-2024 being similar; faculty preferring choice and opportunities to engage in self-directed learning with a variety of support options as needed.
  • Students expect and demand more multimodal and flexible learning options (2023 Horizon Report; 2023, CHLOE 8 Report; Yao, 2023).

Goal 1a: Course Feedback Fall and Spring Cycles: Implementing the process planned for development during Fall 2023, Spring 2023 will be the first cycle of course feedback made available to faculty participants.

Goal 1b: Course Feedback Consultants & Digital Learning Mentors: To support Course Feedback Cycles we will reintroduce Digital Learning Mentors (DLMs). DLMs are faculty who have experience and extensive professional development in online teaching and learning. During AY 2021-2022 we had six DLMs available to support 1:1 faculty needs. We intentionally sought DLMs from different disciplines to better align support with the unique needs of different academic programs. However, as with other faculty training and support options, despite continual outreach, few faculty made use of this peer resource. However, all DLMs during their tenure completed the OCS course review training and are prepared to provide course feedback.

Goal 2: Learning Design QLT Project Cycle: Building on our Spring 2023 learning design project approach, we aim to support 12 faculty in strategic integration of learning technologies into a current or upcoming online, hybrid, or digitally mediated (i.e. flipped) course to support student engagement (QLT Section ) and universal design for learning (UDL) (QLT section). Since this approach was piloted in Spring 2023, other areas might include measuring impact (i.e. prior completers implement their project and gather data on student use, perception, and impact on learning outcomes), and potentially, mobile learning (i.e. developing content that supports both students working from a computer and those using mobile devices. 

Learning Design Projects invite faculty to develop and submit a proposal for a small project that includes the integration of new (or new use of) a learning technology (i.e. VoiceThread, PlayPosit, Canvas Badges, Hypothes.is, etc.) to increase student engagement either with peers and/or course content. It is estimated, recipients will spend approximately 20 hours on their project. Successful completion includes a submission of three deliverables (listed in the sections below). Completers receive $700.00 in special pay. 

Goal 3: Self-Paced Online Teaching Preparation Roadmap Develop and share a self-paced professional learning pathway for faculty seeking to develop, revise, and/or reimagine their online, hybrid, or digitally mediated course. With faculty needing flexible options for professional learning, providing a roadmap or pathway that directs faculty to OCS, Campus, and external free resources for quality online course design and teaching and learning strategies, supports independent development of quality courses.

Other Anticipated Projects:

  • Develop The Reaffirmation Steering Committee (RCS) Fall Virtual Tour (similar to TPR)
  • Support the Design, Development, and Launch of a Health Science Online 2-Year Degree Completion Program (Fall 2024)
  • Whatever else comes our way to support multimodal inclusive teaching and learning at CSUCI