The grant will be competitive and will seek the best candidates.

All Candidates

  • are leaders in their respective fields
  • have success working collaboratively with faculty on course design projects
  • have experience using digital content and/or digital technologies to enhance learning in face-to-face, hybrid and/or online course(s)
  • have knowledge of or experience with using others' open resources and/or sharing their own digital content
  • have incorporated innovative pedagogical approaches into their course(s) or have assisted others in doing so
    • application questions should be clear that both faculty who have already done innovative stuff as well as those who show genuinely good proposals and ideas for innovation they have not yet tried are encouraged to apply.
  • agree that the content they produce is collectively owned by the WA Community and Technical Colleges and will be given away to the world under open creative commons licensing.
  • agree to attend "all-hands" project meetings, online meetings, and discipline team meetings.
  • agree to take Elluminate training (if they have not already done so). Many team and project meetings will use Elluminate
  • have the support of their Vice President of Instruction (VPI) to fully participate in this project.
    • the VPI will sign off on all grant applications

[The above criteria may not necessarily apply to the Institutional Researcher grant applicants.]


Faculty

  • Full-time and part-time, tenured and non-tenured faculty are welcome to apply
  • Individual faculty or teams of faculty may apply to redesign one course or a series of courses (e.g., Calculus I, II, III)
  • currently teach (and/or have taught the course this past academic year) the course they are applying to design
  • commit to adopting and teaching the course they design (assuming the faculty is assigned to teach the course)
  • have the support of their vice president of instruction to design the course, teach the course during Winter 2011, and then evaluate and re-design the course.
    • if the course is not offered at the college in Winter 2011, the course will be taught the next quarter the course is offered and the faculty designer is assigned to teach that course
  • have taught effectively in face-to-face mode and not exclusively online (well-rounded)
  • have actively participated in curriculum development; having designed from scratch or redesigned one or more courses
  • show evidence of appreciating active-learner strategies in designing a course; encourages interactivity between students and teachers and between students and students.
  • agree to get feedback on their course design plan with at least two other system faculty, in their discipline, who are not part of the grant project, during the design process.
  • agree to work with an instructional designer throughout the design process and to modify the course design, as needed, to meet instructional design best practices in the Quality Matters rubric.
  • agree to create courses that meet the highest standards of transferability to WA Universities.
  • agree to work with Librarians to (a) identify relevant, high quality instructional materials (open content, open textbooks, commercial content, existing library resources, etc.) for use in the course, (b) weave information literacy skills throughout the course, and (c) copyright clear materials where ever possible.
  • agree to identify low cost, high quality instructional materials (textbook, course pack, links to web resources, or other) for use in the course.
    • cap on required instructional costs for each course <$30
  • agree to work with ADA / Disability Directors and instructional designers to ensure the entire digital course is ADA 508 / W3C compliant and employ best practices in universal design in learning principles.
  • agree to work with Global Citizen / Multicultural Experts to design curriculum that includes global citizenship themes appropriate to the course content and weave critical perspectives throughout the course.
  • agree to work with eLearning Directors to (a) select technology tools that can be easily accessed and shared, (b) produce digital content in open, modular formats, and (c) think through how digital, networked technologies and content might affect pedagogical options.
  • agree to work with the Institutional Researchers to find out what, if anything, we can learn from system-wide data about these courses that might positively affect the design of the course
  • agree to integrate the following common "global outcomes" throughout the course design: problem solving, writing, speaking, critical thinking, cultural literacy / competency (supported by global citizen / multicultural experts), information literacy (supported by librarians), and use of technology (supported by eLearning Directors)
  • agree to follow the project time line and to complete the finished course no later than Spring 2011
  • Preference will be given to math faculty, applying to design Elementary or Intermediate Algebra, who are either part of the “Developmental Math Reform” project – or are willing to work closely with that project.


Librarians


  • demonstrated experience in collaborating with faculty to research and identify relevant, high quality instructional materials (open content, open textbooks, commercial content, existing library resources, etc.) for use in the course
  • demonstrated experience identifying potential resources from existing open content repositories
  • demonstrated experience developing information literacy modules and assignments that can be integrated into courses based on outcomes identified in collaboration with the faculty course designers
  • demonstrated experience developing natural inquiry, problem-based learning using library-based resources
  • knowledge of copyright and experience obtaining permission to use copyrighted materials in educational settings
    • knowledge of Creative Commons licensing preferred
  • ability/agreement to provide in-person professional development to faculty at the start of the project relevant to project membership and specific contribution
  • ability/agreement to work with instructional designers and eLearning Directors to provide online professional development materials to support faculty designers


Instructional Designers


  • are familiar with the Quality Matters (QM) rubric and process and/or are QM Master Reviewers.
    • QM Master Reviewers are strongly encouraged to apply.
  • agree to help faculty throughout the design process and to modify the course design, as needed, to meet instructional design best practices in the QM rubric and:
    • design frequent, formative assessments throughout the course
    • create student centered learning outcomes that match the curriculum and the assessment
  • agree to work with instructional designers and eLearning Directors to provide online professional development materials to support faculty designers
  • agree to provide in-person professional development to faculty at the start of the project


Institutional Researchers


  • collaborate with SBCTC researchers to report completion rate analysis to project teams
  • have experience using data to drive curricular design
  • agree to be available as institutional research resources to faculty designers through the end of the project
  • have experience with educational assessment
  • have experience with research design
  • have applied knowledge of experimental design
  • have applied knowledge of multi-method (qualitative and quantitative) and statistical techniques
  • agree to liaise with WARP for additional feedback on the research design and analyses
  • have the support of their supervisor to fully participate in this project.
  • agree to participate in the project to completion.



ADA / Disability Directors


  • have experience using Universal Design in Learning (UDL) principles in designing courses
  • have experience designing ADA 508 / W3C compliant digital educational (including multi-media) content
  • have experience using digital, networked technologies and content
  • have expertise in current student assistive technologies
  • agree to provide in-person professional development to faculty at the start of the project
  • agree to work with instructional designers and eLearning Directors to provide online professional development materials to support faculty designers



Global Citizen / Multicultural Experts


  • have experience designing courses, with faculty, with a focus on global citizenship using various content areas including:
    • trade and commerce, environment and ecology, comparative cultures and identity, creative expression, imagery and the arts, science and technology, and language and communication.
    • linking global issues to local issues
  • have experience designing these content areas, with faculty, with the following critical perspectives:
    • economic competition, communications across cultures, multiple political perspectives, ethical responsibility, humanistic values, and cultural/religious/institutional awareness associated with global citizenship.
  • have experience using nationally and internationally recognized Global Citizenship models with faculty learning communities and other faculty professional development
  • have experience engaging both faculty and students in community service or community based learning opportunities.
  • agree to provide in-person professional development to faculty at the start of the project
  • agree to work with instructional designers and eLearning Directors to provide online professional development materials to support faculty designers



Distribution of project funds from SBCTC to colleges will be linked to successful completion of course design work that meets project deadlines.

If a grant participant is unable or unwilling to meet the timeline in the open library course project, SBCTC reserves the right to work with the Instruction Commission to replace that participant with another qualified (alternate) candidate.