Center for Teaching & Learning

Format & Appointment Schedule:

Fridays 10:00am - 12:00pm (additional weekly day/time meeting pending)

In-person sessions upon request will be held in the ITC building via Calendly appts

Audience
All faculty are welcome to register.

Description:
The Center for Teaching and Learning in the Office of Equity, Institutional Effectiveness, and Innovation is excited to offer a NEW way to support faculty working toward identifying and closing equity gaps for our students. These appointments qualify for Flex credit.

This Spring, we are offering Collaborate for Change appointments where we create space for individual, faculty-driven conversations to support faculty wherever they are in their personal and professional equity journeys. ARC Faculty have made transformational shifts within their spheres of influence by adopting equitable practices and refining their equity lens. One way to support continued growth in these areas is to create space and community where we can talk through and/or bounce ideas off one another. These sessions can involve conversations about but are not limited to:

• Individual Faculty Equity Reflection Statements
• Syllabi, assignments, assessments, etc.
• Program Review and Annual Unit Planning
• Classroom student success/disproportionate impact data
• Department Meetings, available upon request

Collaborators:

Dr. Veronica Lopez (Nutrition)
Jeff Sacha (Sociology)
Marianne Harris (ARC Library)
Pamela Chao (Sociology)

These sessions meet State PD Guideline B; ARC Strategic Goals 1, 3; ARC Competencies: Equity-minded Service, Organizational Adeptness, Data Literacy.

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 a focus on learning through activities that are meaningful and relevant to learners.

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 to unpack these questions, connect with colleagues that want to advance their skills, and connect with students in a culturally responsive way.

This two-part series will provide faculty an opportunity to collaborate with colleagues to transform their assignments. This series will be grounded in the work of Dr. Laura Rendόn that centers teaching to the whole student and the application of Dr. Gholdy Muhammed’s Equity Framework for Culturally and Historically Responsive Literacy.

This event meets State PD Guideline A; ARC Strategic Goals 1, 3.

This series is focused on the following ARC Professional Development Competencies:

• Equity-minded Service
• Collaborative Innovation

Facilitators:

Marianne Harris, Librarian
Veronica Lopez, Nutrition
Pam Chao, Sociology

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

Facilitated by: Pam Chao, Sociology

A 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 cohort dates, times, and registration links, visit the Online Professional Development Document