All Grant Participants

  • Attend "all-hands" project meetings and the discipline team meetings.
  • A project manager will meet periodically with all project team members to track progress and provide assistance. Attendance at these feedback meetings is required.
  • Agree to take Elluminate training (if they have not already done so). Many team and project meetings will use Elluminate.
  • Learn to locate, evaluate, remix, and integrate global, open educational content, best practices and outside experts into the 81 courses.
  • Share with each other. The team members (librarians, etc.) will also share their professional development materials online so the faculty designers can access the information anytime.


Faculty


Each faculty member (or team of faculty) will design one (or more) digital course(s) and that course will be a complete course including: syllabus with clear learning outcomes, course curriculum, instructional materials, formative and summative assessments, surveys, grading rubric, cover letter describing tips and tricks of how to teach the course, etc.

Faculty will be supported by online collaboration facilities, scheduled meetings, and a group of team members including: Librarians, Instructional Designers, Institutional Researchers, ADA / Disability Directors and eLearning Directors.

Faculty (or team of faculty) will be working to design one course, while supporting other members of their discipline team. For example, three accounting faculty will design Principles of Accounting I, II, and III. Each faculty member is primarily responsible for one course, and all three faculty team members will assist one another on redesigning all three accounting courses.

Faculty will:

  • Work with other Faculty on their discipline team and with at least two other system faculty, in their discipline, during the design process.

  • Share resources and ideas with all members of the project.

  • Work with Instructional Designers throughout the design process and modify the course design, as needed, to meet instructional design best practices in the Quality Matters rubric.
    • Design frequent, formative assessments throughout the course.
    • Create student centered learning outcomes that match the curriculum and the assessments.
    • Create courses that meet the highest standards of transferability to WA Universities.

  • Integrate “Global Outcomes” into their course design.
    • Many colleges in the Washington State Community and Technical College system refer to college-wide learning outcomes as “global outcomes.” Global outcomes are those outcomes all students are expected to achieve prior to or upon completion of their programs of study. Global outcomes are the core knowledge, skills and abilities needed to succeed in a world that demands flexibility and continuous learning.
    • All faculty agree to design into their course the following common “global outcomes:” critical thinking, problem solving, writing, speaking, cultural literacy / competency, information literacy (explicitly supported by the librarians), and use of technology.

  • 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.

  • Identify low cost, high quality instructional materials (textbook, course pack, links to web resources, or other) for use in the course.
    • There will not be $100+ textbook(s) associated with these 81 courses.
    • Cap on required instructional costs for each course = $30.
    • "What if there are no high quality open textbooks for my course?


  • 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.

  • 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.

  • 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.
    • If the faculty member designs the course outside of a learning management system (e.g., ANGEL or Blackboard), the design must use the LMS as an anchor for authentication and the gradebook... so existing business processes can be used where the course is adopted.

  • 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.

  • Design the course, teach the designed course, and then evaluate and re-design the course per the project timeline.


Librarians will:


  • help faculty identify relevant, high quality instructional materials (open content, open textbooks, commercial content, existing library resources, etc.) for use in the course
  • help faculty integrate information literacy modules and assignments into courses depending on what component of information literacy faculty deemed appropriate for the course and the discipline
  • help faculty identify potential resources from existing open content repositories
  • help interested faculty move to natural inquiry, problem-based learning using library-based resources
  • help faculty copyright clear content (partner with http://xanedu.com or like companies ?)
  • provide in-person professional development to faculty at the start of the project
  • provide online professional development materials to support faculty designers



Instructional Designers will:

  • help faculty throughout the design process and to modify the course design, as needed, to meet instructional design best practices in the Quality Matters rubric and:
    • design frequent, formative assessments throughout the course
    • create student centered learning outcomes that match the curriculum and the assessments
  • provide in-person professional development to faculty at the start of the project
  • provide online professional development materials to support faculty designers


Institutional Researchers will:


  • collaborate with SBCTC researchers to report completion rate analysis to faculty designers
  • be available as institutional research resources to faculty designers through the end of the project
  • liaise with WARP for additional feedback on the research design and analyses


ADA / Disability Directors will:

  • help faculty use Universal Design in Learning (UDL) principles in designing courses
  • help faculty design courses to be ADA 508 / W3C compliant
  • provide in-person professional development to faculty at the start of the project
  • provide online professional development materials to support faculty designers
  • may choose to partner with UW DoIT, http://www.udlcenter.org and others



Global Citizen / Multicultural Experts will:

  • work with faculty to design curriculum that includes global citizenship themes appropriate to the course content
  • work with faculty to weave critical perspectives throughout the course curriculum:
    • for example: economic competition, communications across cultures, multiple political perspectives, ethical responsibility, humanistic values, and cultural/religious/institutional awareness associated with global citizenship.
  • provide in-person professional development to faculty at the start of the project
  • provide online professional development materials to support faculty designer


eLearning Directors will:

  • help faculty 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.
  • help faculty designers use appropriate digital learning technologies to build their courses
  • help faculty incorporate interactive, multimedia learning components into courses
  • a contingent of eLearning Directors will attend and provide in-person professional development to faculty at the start of the project
  • SBCTC eLearning staff will work with College eLearning Directors to provide online professional development materials to support faculty designers