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Center for Teaching & Learning

The Center for Teaching and Learning (CTL) works to meet the professional development needs of the ARC community.

The CTL supports professional development that helps the college fulfill its mission, values, and commitment to social justice and equity and to achieve its strategic goals. ARC community members develop and facilitate professional development opportunities. In addition, CTL partners with members of the greater community to offer professional learning experiences at ARC.

Professional Development

May
25

Virtual Drop-In Lab

from 1:00 to 3:00 pm

May
26

Virtual Drop-In Lab

from 10:00 am to 12:00 pm

Workshops and Communities of Practice

Who are Your Students? Using Data to Understand the Experiences and Identities Students Bring into Our Classes

Facilitated by: Jeff Sacha, Sociology and CTL Faculty Data Liaison

As instructors at ARC, we have new sources of data to help us identify and address equity gaps in our classes, departments, and divisions. This workshop will introduce participants to that data and will discuss the important role it can play in our equity work in the classroom. This workshop will focus on the ARC Data on Demand tool, to help answer the broad question of, "Who are our students?" The strengths and limitations of this data source will be discussed, and the session will conclude with a consideration of the new kinds of data (including DI Team reports and original, instructor-driven data) that can support efforts to make our classrooms more equitable for all student groups. This workshop is designed to build upon the "Understanding Your Individual Course Data" workshop and is intended for audiences already familiar with data basics. This activity meets State PD Guidelines A, C; ARC Strategic Goals 1, 3; ISLO 5. Attendance at this professional development activity is limited to LRCCD employees and invited participants.For workshop dates, times, and registration links, visit the Online Professional Development Document.

Transforming Assignments through a Culturally and Historically Responsive Literacy Perspective

A professional development series with focus on learning through activities that are meaningful and relevant to learners.Based on the work of Dr. Gholdy Muhammad and Kevin Gannon, this professional development series was designed with teaching faculty in mind. In this three-part series, we will have the opportunity to work in peer groups to transform our assignments by applying Gholdy Muhammed’s Equity Framework for Culturally and Historically Responsive Literacy.As educators, are we fully embracing the art and science of culturally responsive education to engage all our students? Are we willing to check our egos at the door, open our minds, self-interrogate, and reflect? Do we use our hearts to interrogate how we feel about students, and shift our methods/strategies of teaching to meet our students where they are? Are we engaging all our students, especially our students from disproportionately impacted populations? This series is designed for educators who want answers to these questions, want to connect with students in culturally responsive ways, and want to advance their skills.This series is focused on the following ARC Professional Development Competencies:Equity-minded ServiceCollaborative InnovationFacilitation: Veronica Lopez, Ph.D., NutritionUseful foundational work (but not required):

  • Understanding Your Individual Course Data Workshop
  • Actionable Equity Professional Development Series
  • ARC Practitioner Training Series in Applied Allyship: American Indian Tribal Citizens
  • Mejorando ARC para nuestras comunidades: Bridging the gap between education and liberation for Latinx/e students
  • Racial Consciousness Community of Practice
  • Equitable Practitioner Community of Practice
  • Diversity in the Classroom: A Reaching and Learning Institute
  • Equity Action Institute
  • Grading for Equity in CE/CTE
  • Alternatives to A-F Grading

Audience: This series is designed to support collaborative teaching faculty.Professional Development Learning Outcomes:

Session 1 (2 hours)

  • Understand Historically Responsive Literacy (HRL)
  • Apply HRL principles

Session 2 (2 hours)

  • Incorporate collectivist approaches to learning
  • Adopting HRL approach into instructional assignments
  • Peer-to-peer application of HRL principles to assignments

Session 3 (2 hours)

  • -Demonstrate how instructors operationalized HRL skills/knowledge in modified assignments

Format: Each cohort in this series meets three times. All meetings are 2 hours in length. These sessions will not be recorded. Please plan to attend all sessions.For series dates, times, and registration links, visit the Online Professional Development Document

Understanding Your Individual Course Data

Presenter: Jeff Sacha, Sociology

Understanding your individual course data is a fundamental part of practicing equity. This two-hour interactive workshop is designed to support faculty as they engage in an inquiry process that begins with their individual course success data. Workshop participants will examine narratives behind student success data, learn how to read the data, discuss what actions our data suggests we take, and analyze and discuss the data and its relationship to equity. We will consider ways to use the data to inform what we do to be more equitable in the classroom. You will have the opportunity to examine your individual course success data, so please plan to have your data with you during the workshop. The data can be accessed on the ARC Integrated Planning Portal. Under the Resources tab (top-right corner), select ARC Instructor Equity & Department DI Reports. This workshop, offered at the Introductory level, is designed for all faculty and is focused on the ARC Professional Development Competency, Data Literacy. This event meets state PD guidelines A, B; ARC strategic goal 3; ISLOs 5, 6. Attendance is limited to employees of the Los Rios Community College District and invited participants.This foundational data workshop is scheduled based on interest. If you are interested in this workshop, please visit the Online Professional Development Document

Equitable Grading and Implementation

Grading for equity does not mean lowering your standards; it means grading in a way that keeps student learning front and center. As instructors, that requires us to unlearn old habits and implement new practices that guide our students in learning and subject-matter proficiency. In this two-part workshop we’ll analyze and revise our current grading procedures AND discuss actionable practices that we can implement into our classes to get at the heart of the matter, student learning and success. This series builds on theoretical and historical topics discussed in the Fall 2021 workshops: Grading to Sort or Grading for Equity?; Alternatives to A-F Grading; and What Does It Mean to Grade for Equity? Participation in these previous workshops is helpful but not required. This event meets State PD Guidelines A, B, and C; ARC Strategic Goal 3; ISLOS 1, 5, 7, and 8. This professional development activity is limited to LRCCD employees and invited participants.This series is focused on the following ARC Professional Development Competencies:

  • Equity-minded Service
  • Collaborative Innovation

Facilitation: Asha Wilkerson, Legal Studies

Format: There are three cohorts of this series scheduled. Each cohort meets twice. All meetings are 2 hours in length.

For workshop dates, times, and registration links, visit the Online Professional Development Document

Creating a Student-ready Syllabus

Facilitated by: Pam Chao, Sociology, and Jennifer Laflam, EnglishA student-ready syllabus prioritizes students, human relationships, and instructor support of student success. In this session designed for teaching faculty who are preparing for next semester, participants will engage in a process of inquiry to assess and revise their syllabus for student-readiness. Information on equity-minded and transformative syllabi from USC’s Center for Urban Education, Skyline College’s Equity Institute, and @ONE will be shared. This event meets State PD Guidelines A, B, and C; ARC Strategic Goal 3; ISLOS 1, 5, 7, and 8. Attendance at this professional development activity is limited to LRCCD employees and invited participants.For workshop dates, times, and registration links, visit the Online Professional Development Document

Racial Consciousness Community of Practice

A Community of Practice is a community of practitioners who study a particular topic, apply learning to understand how the topic occurs in their day-to-day work, make changes in their actions based on the new understanding, reflect on their roles in the change, evaluate the effects, and make adjustments or initiate new changes based on what the group discovers during this process.ARC offers two different Communities of Practice; employees can register for one or both:The Equitable Practitioner Community of Practice builds practitioner capacity in equity with a focus on Black/African American, Native American, and Latinx student success and is offered at the Novice level.The Racial Consciousness Community of Practice will be a community of practitioners focused on developing racial consciousness and building capacity in equity with a focus on Black/African American, Native American, and Latinx student success and is offered at the Intermediate/Advanced levels.See below for detailed description of the Racial Consciousness Community of Practice.DescriptionARC’s Racial Consciousness Community of Practice will be a community of practitioners focused on developing racial consciousness and building capacity in equity with a focus on Black/African American, Native American, and Latinx student success. According to Estela Marie Bensimon of the University of Southern California’s Center for Urban Education, racial consciousness is an essential characteristic of an equity practitioner. Racial conscious practitioners recognize race in an affirmative sense, understand how their racial identities impact them as practitioners, and view educational inequalities in the context of historical racial discrimination and exclusion.The Racial Consciousness Community of Practice is an opportunity to dive deeper into topics addressed in the Actionable Equity Professional Development Series. The Racial Consciousness Community of Practice also provides the opportunity for participants to develop knowledge and skills to contribute to the Academic Senate’s current anti-racism platform. This Community of Practice meets ARC Strategic Goals 1, 2, 3, 4; ARC ISLOs 1, 2, 3, 5, 6; and State PD Guidelines A, B.The Racial Consciousness Community of Practice will operate at the Action/Skill Development and Inquiry/Outcome/Assessment levels and will focus on the following ARC Professional Development Competencies:

  • Equity-minded Service
  • Leadership Development
  • Collaborative Innovation
  • Data Literacy

Facilitation:Pam Chao and Jennifer LaflamAudience:All facultyProfessional Development Learning Outcomes:

  • apply the equity framework and lens
  • increase awareness, knowledge and skills that can be applied to creating equitable outcomes for Black/African American, Native American, Latin, Asian and Pacific Islander American, and LGBTQIA+ members of ARC
  • apply techniques and equitable methods that facilitate culturally responsive interaction
  • use culturally responsive and learner-centered andragogy/pedagogy/heutagogy
  • engage with anti-racist and decolonizing practices
  • increases understanding of leadership styles, methods, principles, and challenges
  • gain self-awareness of individual purpose, talents, presence, commitment, and social power
  • ascertain individual place within ARC’s equity frame as related to personal, professional, and institutional equity (see Institutional Equity Plan)
  • become increasingly mindful of power dynamics and the influence of leadership roles
  • recognize the importance of trust, transparency, authenticity, and resilience
  • celebrate lessons learned from failed attempts as well as successes
  • build a sense of community among the collaborative group
  • conduct in-depth exploration of data and/or research to inform efforts to close the opportunity gap
  • continually assess effectiveness and adapt practice in an effort to improve outcomes
  • unpack data related to disproportionate impact and share insights gleaned
  • Sample Racial Consciousness Community of Practice Activities

Exploring racial identity development

  • Applying recommendations from the Black/African American, Native American, and Latinx DI Team Reports
  • Pre-survey & Post-survey on equitable practitioner attitudes, beliefs, and practices
  • Journal reflections and action plans that reflect changes in practice
  • Readings and online discussions on race, sovereignty, and equity to support our work as practitioners
  • Student demographic and classroom experience survey
  • Workplace observations and feedback
  • Data discussion and reflection on disproportionately impacted student populations within the last three years

For workshop dates, times, and registration links, visit the Online Professional Development Document

Contact

Interim Dean of Equity and Inclusion: 
TBD
CTL Director: 
Jennifer Laflam
Staff Resource Center Assistant: 
Christina Wagner
Phone: (916) 484-8558

Hours

Spring and Fall Hours
Monday - Friday:
7:30 am - 4:00 pm
We are closed in the Summer

Location

Library, 3rd Floor, room 308

Got Ideas?

The CTL and the ITC welcome your requests, suggestions, and ideas.

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Current Flex and Professional Development Document

Keep Up To Date on all PD Opportunities.

Spring 2022 Document