Distance Education at LACC October 2016

Contents I. Distance Education Plan 2015-2020............................................................................. 4 A. Introduction ................................................................................................................ 5 Purpose of the DE Plan................................................................................................ 5 DE and College Governance ....................................................................................... 5 DE Integrated Planning ............................................................................................... 5 DE and Institutional Integrity ...................................................................................... 6 B. DE Plan Development ................................................................................................ 8 History ......................................................................................................................... 8 Rationale for Expanding DE........................................................................................ 8 DE Outcomes from the 2008-2013 Strategic Master Plan .......................................... 9 C. Strategies to Meet the DE Objectives in the 2014-2020 ESMP ............................... 10 ESMP Goal 1: Access................................................................................................ 10 ESMP Goal 2: Success .............................................................................................. 10 ESMP Goal 3: Organizational Effectiveness............................................................. 11 ESMP Goal 4: Resources .......................................................................................... 12 D. DE Institution Set Standards .................................................................................... 12 E. DE and the 2016 Accreditation Self Evaluation ....................................................... 13 II. Distance Education Handbook ................................................................................. 15 A. Mission Statements .................................................................................................. 16 College Mission Statement ........................................................................................ 16 DE Mission Statement ............................................................................................... 16 Congruence with College Mission: Intended Students.............................................. 16 Distance Education Vision Statement ....................................................................... 16 B. Introduction .............................................................................................................. 17 The Role of the DE Subcommittee ............................................................................ 17 Approved DE Modalities at LACC ........................................................................... 17 C. Proficiency for Teaching DE .................................................................................... 19 LACC Policy on Proficiency for All Faculty Teaching DE ...................................... 19 Proficiency in the Course Management System .................................................... 19 DE Pedagogy Training........................................................................................... 20 Development of Course Sites for DE Faculty........................................................ 20 Requirements for Faculty Teaching Web-Enhanced Courses ................................... 22 Support for Faculty in Meeting the DE Proficiency Standards ................................. 22 D. Policies and Expectations of Instructors .................................................................. 23 a. LACC Policy on Use of the Course Management System .................................... 23 b. LACC Policy on DE Faculty Evaluations ............................................................. 23 Additional Information on DE Faculty Evaluations .............................................. 23 c. LACC Policy on Regular and Effective Contact ................................................... 23 Additional Information on Regular and Effective Contact .................................... 24 Absences, and Regular and Effective Contact ....................................................... 25 d. LACC Policy on DE Professional Development................................................... 26 Additional Information on DE Professional Development .................................... 26 E. DE Curriculum Planning, Approval, and Evaluation ............................................... 28

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Planning to Offer a DE Course .................................................................................. 28 Process for Approval of a DE Course ....................................................................... 28 Process for Evaluation of a DE Course ..................................................................... 29 F. Syllabus for DE Courses ........................................................................................... 30 Required Elements ..................................................................................................... 30 Board Rule ............................................................................................................. 30 Student Learning Outcomes and Syllabus Distribution ......................................... 30 Proctored Exams .................................................................................................... 30 G. DE Course Enrollment ............................................................................................. 31 H. Accessibility of DE Courses for Students with Disabilities ..................................... 32 CCC Chancellor’s Guidelines ................................................................................... 32 Course Content vs. Course Design/Format ............................................................... 32 Examples of General DE Access Issues and Possible Solutions ............................... 33 Professional Development Resources for Designing Accessible Online Courses .... 34 I. Services and Resources for DE Students ................................................................... 35 DE Website ................................................................................................................ 35 Assessment Services .................................................................................................. 36 Counseling Website ................................................................................................... 36 Transfer Program Website ......................................................................................... 36 Financial Aid Website ............................................................................................... 36 Office of Special Services (Disabled Student Programs and Services)..................... 37 J. Verification of Student Identity ................................................................................. 39 CMS Login Process ............................................................................................... 39 Appendix A: Rubrics to Evaluate DE Course Shells .................................................... 40 Course Design............................................................................................................ 41 Interaction and Collaboration .................................................................................... 43 Assessment ................................................................................................................ 45 Learner Support ......................................................................................................... 46 Appendix B: OSS Accommodations for DE ................................................................. 49 Appendix C: Approved Definitions of DL/DE ............................................................. 50 Appendix D: Title 5 Definitions and Guidelines for Regular and Effective Contact ... 52 Statement of Authorship................................................................................................ 54 Approval and Revision .................................................................................................. 54

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I. Distance Education Plan 2015-2020

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A. Introduction Purpose of the DE Plan The Distance Education Plan 2015-2020 (DE Plan) addresses the important need for thoughtful college wide DE planning and promotes the DE mission, vision, and strategic direction of the College. The DE Plan aligns with the Educational and Strategic Master Plan (ESMP) 2014-2020 and guides the allocation and use of the College’s DE resources. DE and College Governance The DE Subcommittee reports to the Academic Senate on academic and professional matters. The committee includes administrators who are responsible for implementation of operational matters. The DE Subcommittee reporting structure within the governance structure ensures that faculty members, student services, professional development, technology support services, and students are represented. DE Integrated Planning Program Review. DE is considered a “program” and participates in comprehensive and annual program review. Through program review and planning, the College develops and evaluates all courses and programs offered in DE mode in the same manner as it does traditional courses and programs. One outcome of the process is to document improvements to DE courses and programs as a result of the evaluation. The DE Dean and the Chair of the DE Subcommittee (with input from Student Services) have oversight for DE planning and program review, and work with the DE Subcommittee to complete program review, which is validated through the traditional College integrated planning model. LACC’s integrated planning process outlines a continuous cycle of improvement, grounded in the analysis of data, in which there are well-defined operational relationships linking the College’s mission to supporting plans. The DE Plan thus helps the College achieve the objectives in its Educational and Strategic Master Plan (ESMP).

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DE planning is assessed based on a review of performance measures in alignment with the ESMP. At the beginning of fall semester, the DE Subcommittee receives measure updates for all ESMP objectives, and reviews and analyzes data sets to identify possible College actions that could lead to improvement in the measure. Review and analysis includes: • Making recommendations for revising DE Plan goals and/or measures • Identifying areas of concern that warrant immediate attention for the college • Making recommendations through the college governance structure for actions to improve measures Recommendations and action plans are documented and tracked as “ESMP Progress Report—Committee Updates” on the Strategic Planning Committee (SPC) SharePoint website. At the end of each spring semester, the committee provides a status report on the status of recommendations and outcomes of action plans as part of the annual committee assessment. DE and Institutional Integrity The College website has comperehensive resources for DE students and faculty. (a) Support Services links on the DE Students website: • Admissions • Assessment • Bookstore • Business Office • CalWORKS • Career Center • Child Care • Counseling • Disabled Students (Office of Special Services) • EOPS (Extened Opportunity Program and Services) • Financial Aid • First Year Experience • Foster and Kinship Care • Grievance Procedures • Guardian Scholars • Health and Wellness Center • International Students • Learning Skills Center • Library • Online Learning Readiness Assessment (student self-assessment) • Online Orientation • Outreach and Recruitment • Schedule of Classes (separate list of DE courses) • Scholarships 6

• • • • •

TRIO/SSS (Student Support Services) Tutorials, Guides, Handbooks for Online Research and Etudes/Canvas Upward Bound University Transfer Center Veteran’s Services

(b) Support links on the DE Faculty website: • Media archives, live streaming, podcasting, playlists • Etudes/Canvas training • DE resources from the Chancellor’s Office • The @ONE Project • Online student grievance procedures • Rubrics for teaching online courses at LACC (from the DE Handbook) • Training and proficiency requirements (from the DE Handbook) • Process for creating/teaching an online course (from the DE Handbook) • CCCConfer (c) The LACC Catalog: • General Distance Education information • Academic and student policies, including academic freedom, grading, responsibility, and other student policies • Eligibility requirements • Application for admission • Tuition and fees • Financial aid • Deadlines • Support programs • Learning resources • Scholarships • Graduation requirements • Majors, degrees, certificates, courses (d) DE data on the Institutional Effectiveness and Program Review websites: • Results of District Student Surveys • Discipline Level Completion Rates Disaggregated by Distance Learning and Traditional Sections • Unit program reviews, including assessment of distance education student achievement data and SLO assessments

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B. DE Plan Development History The DL Taskforce was established in 1998. In spring 1999 LACC offered its first online class. At the direction of the College president, in January 2008 LACC established a permanent DE Subcommittee as a subcommittee of the Educational Planning Committee, under the auspices of the Academic Senate. Since then the DE Subcommittee has assumed responsibility for providing oversight and development of instructor certification, working with the Curriculum Committee to develop course approval policies and processes, working with the Technology Steering Committee to evaluate new educational technologies such as online course management systems (CMS), and reviewing administrative procedures related to distance learning. The DE Subcommittee forwards recommendations regarding DE to the Educational Policies and Program Integrity Committee (EPPIC) for review and approval by the Academic Senate. Following a planning objective in the 2008-2013 Strategic Master Plan, LACC began expanding online courses. Over the next few years there was limited growth in online offerings. The adoption of the Etudes course management system in fall 2009, the availability of faculty training to teach online, and the recruitment of new faculty interested in teaching online resulted in a rapid increase in online offerings. Rationale for Expanding DE LACC operates under the belief that DE increases access and success by satisfying student demand, giving students more options to receive college credits, and improving the likelihood of degree and certificate completion. Most of LACC’s DE courses are transferrable to the University of California (UC) and California State University (CSU) as well as private four-year colleges and universities. Increasing enrollment in online courses suggests unmet demand (see Enrollment Trends below). Most LACC online students reside within its service area and concurrently enroll in on- campus classes to increase the number of units they can take each semester to complete their degree and transfer requirements (source: College Profile). DE student satisfaction surveys (2004, 2011) indicated that two of the top three reasons for their enrolling in an online class were “to fulfill requirements for transfer” and “to fulfill requirements for associate degree.” Additionally, students surveyed cited “unable to come to campus” and “convenience” as important or very important reasons for taking a DE course. Enrollment Trends Academic Year DE Sections 2009-10 106 2010-11 168 2011-12 224 2012-13 205 2013-14 197 2014-15 233 2015-16 246

Total Sections 3602 3919 3931 3458 3546 3330 2979

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DE Ratio 2.9% 4.3% 5.7% 5.9% 5.6% 7.0% 8.3%

Academic Year 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

DE Enrollment 3,860 5,487 7,319 7,578 6,582 7,991 8,702

Total Enrollment 94,335 97,262 98,636 99,009 100,701 92,820 87,961

DE Ratio 4.1% 5.6% 7.4% 7.7% 6.5% 8.6% 9.9%

*Includes fully online and hybrid courses, both credit and non-credit

Additional data on DE courses and students is available online at the program review and institutional effectiveness websites, including (a) quantitative data on access and success rates in DE and non-DE courses by department and discipline, and (b) qualitative data on online learning from District student and campus climate employee surveys. DE Outcomes from the 2008-2013 Strategic Master Plan Objective B.5 Create a distance education program that offers online certificates, degrees, and transfer requirements. Strategy Fall 2015 Update B.5.1 By June 30, 2010, offer full Complete. Online support services include tutoring and Etudes technical academic, technical, and student support. The DE website has links that provide DE students all support support services on line. services provided to traditional students. B.5.2 By December 31, 2009, Complete. All faculty teaching DE are required to complete Etudes provide improved training training and a pedagogy class. programs for faculty who are preparing to teach online. B.5.3 By June 30, 2010, Complete. Since 2008, the DE Subcommittee has overseen all DE implement a system to monitor policies and procedures. distance education policy and procedures. B.5.4 By June 30, 2010, secure In progress. ACCJC was notified that students have the opportunity to ACCJC approval for at least one complete 50% or more of required courses toward 29 degrees and 12 distance education degree, at certificates. Strategies to meet the DE objectives in the 2014-2020 ESMP least two certificate programs, include getting DE approval for additional courses needed to establish a and at least one transfer program. 100% online AA degree, with a focus on a Liberal Arts AA and Business ADT; and working with vocational programs to offer 100% online certificates. B.5.5 By June 30, 2010, expand Complete. Between 2008 and 2015 the number of DE courses increased online class offerings by 30% to almost 200%. Between 2008 and 2012 enrollments in DE courses increase opportunities to increased by over 100%. complete courses, certificates, and degrees online. B.5.6 By June 30, 2010, establish In progress. In order to establish an online AA degree, the College will at least one online degree, need to get DE approval for math, general science, science lab, and certificate, or transfer programs. kinesiology courses. Strategies to meet the DE objectives in the 20142020 ESMP include getting DE approval for additional courses needed to establish a 100% online AA degree, with a focus on a Liberal Arts AA and Business ADT; and working with vocational programs to offer 100% online certificates. Totals: 4 Complete 2 In progress (included as DE objectives towards the 2014-20 ESMP)

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C. Strategies to Meet the DE Objectives in the 2014-2020 ESMP The four DE strategies support the four goals of the Educational and Strategic Master Plan 2014-2020: Access, Student Success, Organizational Effectiveness, and Resources. ESMP Goal 1: Access DE supports the college’s efforts to efficiently manage enrollment by satisfying student demand, giving students more options to receive college credits, and improving the likelihood of degree and certificate completion. These efforts help the college to efficiently manage enrollment in order to maximize student access to educational programs (ESMP Objective 1.1). DE objectives in support of ESMP Goal 1: • Review data each semester with the Enrollment Management Team to ensure that DE courses projected to be offered in the following semester support the college’s efforts to (a) meet all annual state/district-defined FTES targets to maximize growth, (b) maximize course fill rates, and (c) maximize course average section size • Review the enrollment management impact of increasing the percentage of sections online, towards an aspirational target of offering up to 25% of sections as DE • Get DE approval for additional courses needed to establish a 100% online AA degree, with a focus on a Liberal Arts AA and Business ADT • Work with vocational programs to offer 100% online certificates • Expand publicity about DE offerings to increase awareness • Provide incentives to faculty to develop online courses ESMP Goal 2: Success DE at LACC supports the college’s efforts to increase the number of students who successfully achieve their academic and career goals (ESMP objective 2.1). DE objectives in support of ESMP Goal 2: • Ensure that support services are sufficient to support the increase in number of DE students • Maintain one college wide course management system • Provide DE students online tutorials in taking online classes and using the CMS • Require units offering DE courses to assess quality through program review: o Assure the quality of DE offerings by analyzing DE student achievement data in terms of enrollment and course completion. The standards for these measures should be the same as for the College as a whole. o Review disaggregated DE student achievement data to review disproportionate impact in DE courses based on (a) age, (b) gender, (c) ethnicity, (d) socio-economic status, (e) cohort group, if applicable

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o o o o o

Institution-set standards: The standards for the above measures should be the same as for the College as a whole. Assess whether DE students are offered all the student support services provided to traditional students Use the results of student online suitability self-assessments Develop DE skills self-evaluation for faculty Review learning outcomes assessment data results for DE students as a cohort, by discipline Review DE courses to ensure they are in areas of high demand and are needed to complete degrees, certificates, or transfer programs

ESMP Goal 3: Organizational Effectiveness DE supports the college’s efforts to enhance employee development opportunities so that they are frequent, accessible and effective (ESMP Objective 3.2). DE objectives in support of ESMP Goal 3: • Provide DE faculty the following professional development opportunities: o Online pedagogy o Course design o CMS training o Compliance with ADA requirements o Verification of student identity o DE best practices o Training for faculty mentors on using course approval rubrics • Provide DE administrators and staff professional development opportunities: o Workshops in assessing the quality of online courses o Review operational issues with District DE Subcommittee • Consider requiring faculty to recertify periodically on the CMS • Ensure that appropriate DE codes are applied to DE courses at the time the schedule is developed each semester, including a system for coding hybrid classes • Create a DE Implementation Team as a subcommittee of the DE Subcommittee to develop specific action items to support the objectives described in this plan, including devising specific action steps, recording the actions in the online ESMP Progress Report interface, and tracking improvement based on established measures • Create appropriate administrative and faculty coordinator positions to provide consistent leadership

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ESMP Goal 4: Resources DE supports the college’s efforts to ensure that campus facilities and technology support the college’s priorities of student learning and success (ESMP Objective 4.2) and to ensure that the college budget is balanced and achieves maximum efficiency supporting college strategic priorities (ESMP Objective 4.3). • Enhance Facilities and Technology o Provide regular technical support to faculty for the implementation, customization, and enhancement of the CMS o Consider utilizing the work order system to track DE technology issues o Provide appropriate, current, and sustainable technology that supports faculty and students in the online working environment o Use survey results to determine resource needs of current and prospective student needs • Help to Balance the Budget o Consider the viability of utilizing the Canvas CMS, including growth, network, hardware, software, and training needs. Consider a pilot program and how to transition materials from the current CMS to Canvas o Secure additional resources to support and encourage growth and development in DE

D. DE Institution Set Standards As part of annual program review and ESMP assessment, the College measures progress towards its DE institution-set standards through a review of data. These performance measures align with the nine performance measures for the College as a whole. The minimum standards for DE performance in these areas are the same as for the College as a whole: • Course completion/success • Persistence/retention

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E. DE and the 2016 Accreditation Self Evaluation As part of the 2016 Accreditation Self Evalution, the College developed numerous action plans to address the standards and as part of the Quality Focus Essay. The SPC creates annual reports on progress made towards these action plans, documented online at the Strategic Planning Committee’s committee action plan tracking tool: http://effectiveness.lacitycollege.edu/cc/SPC/Lists/APTrack/AllItems.aspx (a) Action Plans Standard I.A.3. The College will consider if the mission should include any statements related to its commitment to distance education. The consideration will take place in the governance structure in spring and summer 2016 and, if appropriate, will be ready for District consideration by fall 2016. Outcomes: Improved specificity of the mission statement. Standard. I.B.2 Starting in the 2016-17 program review cycle, the College will begin using disaggregated CSLO results between DE and traditional course sections. Outcomes: Custom action plans towards increased success in DE courses. Standard II.B.3 As part of the fall 2016 program review, the College will administer Library satisfaction surveys to DE students. The College will also administer other learning support services satisfaction surveys to DE students. All units will use the results of the surveys to inform their 2016-17 program reviews. Outcomes: Improved DE library support services Standard II.B.3 Prior to the fall 2016 program review cycle, add learning support services staff onto the Distance Education Committee to provide input into use, access, and relationship of learning support services for DE students. Outcomes: Improved DE learning support services Standard II.C.2 The College will develop a satisfaction survey instrument for DE students that includes questions on specific College counseling and student support services. Students will be asked which support services they use, how often they use the support services, and the benefits of those services. Survey results will be used to assess student needs and will result in improvements. The committee will create the survey in spring 2016 and implement in fall 2016. Outcomes: Increase in DE support services

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Standard II.C.2 By 2017-18, the College will attempt to allocate resources to hire a dedicated DE coordinator, who, in addition to performing many other responsibilities, will verify that student services support student success in DE courses. Outcomes: Improved DE success rates Standard II.C.3 By fall 2016, the College will provide online tutoring to all students taking online courses. Outcomes: Providing tutoring opportunities for all students Standard III.B.2 The College will review and update the Facilities Master Plan starting in spring 2016, including a review of program and service needs for equipment to support DE course offerings. Outcomes: Increased support for DE courses (b) Quality Focus Essay Objective 1.2.3 Develop and support an online AA degree that a cohort of students can complete in two years. Outcomes: Ability to offer an AA degree fully online; Increased online enrollment; Provide online students all learning support services as offered to traditional students

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II. Distance Education Handbook

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A. Mission Statements College Mission Statement Los Angeles City College empowers students from the diverse communities it serves to achieve their educational and career goals by providing learner-centered pathways to success through transfer, career and technical education, and foundational skills programs. DE Mission Statement Distance Education at LACC empowers its students from the diverse community it serves to achieve their educational and career goals by providing learner-centered pathways to success through transfer, career and technical education, and foundational skills programs. Distance Education strives to meet the needs of all its students while maintaining support for instructors using web-based or web-enhanced classes. Congruence with College Mission: Intended Students The College’s DE mission statement parallels the College mission statement and states that the DE program “strives to meet the needs of all its students while maintaining support for instructors using web-based or web-enhanced classes.” Although the mission statement does not specifically mention DE, the College offers online instruction as part of its commitment to offering broad educational opportunities to its students. Each of the educational components of the LACC mission—transfer, career and technical education, and foundational skills—is enhanced through the availability and opportunities provided by online courses. The purposes of offering DE courses are to satisfy student demand and provide additional opportunities for current students to complete their educational goals. The Educational and Strategic Master Plan drives the campus-wide planning and resource allocation process and implements the College’s mission. In support of the four main goals of the ESMP, DE provides increased learning opportunities (access) for students with demanding schedules, hindered by time and place restrictions, or who prefer the online mode of instruction. Absent the combination of online course delivery and online student support services, many students might not otherwise be able to complete their educational objectives (success); additionally, online courses allow the College to maximize resources by providing educational opportunities for large numbers of students. Distance Education Vision Statement Distance Education offers students preparation for success in the modern world of technology and global accessibility. It serves as an expression of the College’s commitment to embracing student diversity while providing students with the best in educational and technological advancements to help them succeed.

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B. Introduction The purpose of this Handbook is to serve as a professional development and curriculum resource for faculty teaching online, hybrid, and web-enhanced classes, or interested in teaching online. It also provides information about resources, support, policies, and procedures regarding DE at LACC. The Handbook was prepared by the DE Subcommittee and the Academic Senate. The Role of the DE Subcommittee The DE Subcommittee is a standing subcommittee of the Educational Policies and Program Integrity Committee (EPPIC) of the Academic Senate. Its purpose is to make recommendations to EPPIC on academic and professional matters related to DE, including: certifying faculty in the use of college approved DE platforms; recommending policies on preparing faculty for teaching in the DE mode; and ensuring accreditation standards regarding DE programs are maintained. (DE Subcommittee Operating Agreement, Approved by Academic Senate Executive Committee 03/26/13) Approved DE Modalities at LACC The college supports the following DE modes: fully online, hybrid, and web-enhanced. The college does not support correspondence education. Fully Online: • An online course is a course that is offered over the Internet. Typically, content is presented through web pages and class discussions using a combination of email, mailing lists, bulletin boards, chat rooms, or newsgroups. All class meetings, assignments, lectures and assessments are online (with the exception of orientation meetings or other face-to-face examinations as determined by the professor). • Courses are either synchronous or asynchronous and do not require the student to attend campus. All instructional aspects of the course including lectures, assignments, projects, discussion board activity, assessments and communication options are presented in the online format. However, faculty can require proctored in-person exams at a remote location. This information needs to be made available to the student in the syllabus. Hybrid: • A hybrid course is a course that is taught online using similar web-based tools and activities as an online class. Some portion of the course meeting time is conducted online, and the remaining percentage of the class is conducted in a traditional classroom manner. • These blended courses are taught utilizing both the traditional and online classroom. Specific percentages of time used for each format is dictated by the course itself and approved through the curriculum review process. Lab courses are often taught as a hybrid course with the lecture portion being delivered online and the lab component conducted in the physical classroom. 17

Web-Enhanced: • The class is taught face-to-face for 100% of the course meeting time, but classroom assignments and materials are supplemented with web-based activities. Examples are: online projects, handouts and materials, online discussion, or online testing. • All courses can be enhanced with the CMS. Instructors utilizing the CMS are able to use all of features, including lecture and assignment areas, communication, gradebook, and discussion boards to display content for these sections. The CMS is only used to supplement a regularly scheduled traditional course so that students have additional access to course material and the ability to communicate online. It is not used to replace the instructor’s obligation from being in the physical classroom.

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C. Proficiency for Teaching DE LACC Policy on Proficiency for All Faculty Teaching DE Before teaching an online or hybrid class for the first time, faculty must be certified by the DE Subcommittee as meeting its established proficiency standards as approved by the Academic Senate. These standards require that first-time online faculty (1) demonstrate proficiency in the college Course Management System (CMS), (2) complete an approved professional development training course in DE pedagogy, and (3) meet quality standards for the course site in the CMS. Proficiency in the Course Management System In agreement with the LACCD-AFT Contract, the DE Subcommittee has the responsibility of determining CMS proficiency and ensuring that faculty seeking to teach DE courses demonstrate proficiency by fulfilling at least one of the following: (1) training/certification in the college’s CMS or (2) evidence of prior online teaching/experience using the college’s CMS. Before teaching an online or hybrid class for the first time at LACC, faculty must complete training in the college Course Management System (CMS). Instructors who successfully complete the training may be fully reimbursed for the cost, either through Professional Development Funds or Equity Funds. Reimbursement is dependent upon available funds. Prior to the training start date, the instructor is required to submit a Conference or Activity Travel Expense Claim (http://www.lacitycollege.edu/adminservices/forms2/forms.htm). After training, the instructor must complete a Report on Conference Attendance (http://www.laccd.edu/FacultyStaff/forms/Documents/Report-on-ConferenceAttendance.pdf). Beginning in fall 2017, Canvas will be the only contracted vendor that hosts the online, hybrid, and web-enhanced classes so that LACC server issues and maintenance do not affect the CMS course sites. Currently, both Etudes and Canvas are the contracted vendors. Becoming familiar with CMS system requirements, login procedures, and available resources is essential to course delivery that supports student success. Once CMS training is completed, a “development” shell should be requested. This shell will provide a practice course site that can be used in the development of an online course.The @ONE course “Introduction to Teaching with Canvas” satisfies the CMS training requirement. Equivalent courses must meet the standard of this course, which is 40 hours of training on the Canvas CMS, and must be submitted to the DE Committee for approval prior to the faculty member starting the training course.

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DE Pedagogy Training Before teaching an online or hybrid class for the first time at LACC, faculty must also complete DE pedagogy training. Instructors who successfully complete the training may be fully reimbursed for the cost, either through Professional Development Funds or Equity Funds. Reimbursement is dependent upon available funds. Prior to the training start date, the instructor is required to submit a Conference or Activity Travel Expense Claim (http://www.lacitycollege.edu/adminservices/forms2/forms.htm). After training, the instructor must complete a Report on Conference Attendance (http://www.laccd.edu/FacultyStaff/forms/Documents/Report-on-ConferenceAttendance.pdf). It is essential that faculty are familiar with the ways in which courses offered online differ from courses offered in a traditional classroom setting. Instructors must be able to address these differences in order to provide a learning experience that is comparable to that of traditional classes. Assessment in online settings, teaching models for online education, designing curriculum for online education, providing regular and effective contact, building community online, accessibility in online courses are all examples of distance education pedagogy topics that can satisfy this requirement. Once CMS training is completed, “development” shells should be requested. This shell will provide a practice course site that can be used in the development of an online course. Any of the following @ONE courses would meet the DE pedagogy requirement: “Building Online Community with Social Media,” “Designing Effective Online Assessments,” or “Creating Accessible Online Courses.” Equivalent courses must meet the standard of each of these courses, which is 40 hours of training on a DE pedagogy topic, and must be submitted to the DE Committee for approval prior to the faculty member starting the training. In addition to the pegagogy training, instructors must complete the DE Pedagogy Primer, developed by the DE Committee and located on the DE Committee website, to ensure that accreditation guidelines are being met. The Pedagogy Primer ensures that all DE instructors comply with policies including providing online students the syllabus with SLOs, administering unique and individualized assessments to ensure student verification, and engaging in regular and effective contact with online students. The requirement can be met by reading the Pedagogy Primer and taking an assessment at the Teaching and Learning Center. Development of Course Sites for DE Faculty The DE Subcommittee reviews course design to ensure all course shells meet minimum standards. The DE Subcommittee has developed an online course rubric derived from the California State University Chico Rubric for Online Instruction. Each course site approved for presentation to LACC students must first conform to the Course Site Rubric standards. A faculty member who has an interest in teaching a course online for the first time will follow the following process:

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1. Obtain all the necessary online delivery certification in CMS usage and pedagogy described above. 2. Request a DE Subcommittee approved Etudes/Canvas template from the DE Coordinator. 3. Develop the course ensuring that all of the standards of the Rubric are met. 4. Notify the DE Coordinator that the course site is ready for review1. The DE Coordinator will assign the course to two peer mentors. The peer mentors will have full access to the course and be assigned as students in the course. Peer mentors will complete their review within two weeks and will score the course site according to the Rubric. Their recommendations will be sent to the DE Subcommittee for final approval. One of the following recommendations2 will be made based upon the course site review: • Approve as presented • Conditionally approve recommended changes • Not approve 5. If the recommendation is to not approve the course site as presented, the faculty member will be provided with an explanation and directions on how to revise the course site. 6. The faculty member will be given an opportunity to revise the course site to meet the standard. a) Once the faculty member has revised the course site according to the peer mentor assessment, the course site shall then again be presented to the peer mentors for approval. This process can be completed as many times as necessary until the course site meets the standards of the Rubric as determined by the peer mentors. b) The faculty member has the opportunity to dispute the peer mentors recommendations to the full DE Subcommittee. The DE Subcommittee has the authority to override the recommendations of the peer mentors and approve the course site by a majority vote. The faculty member and the peer reviewers shall be given the opportunity to present their findings to the full DE Subcommittee. 7. Peer mentor recommendations shall be voted on at a regularly scheduled DE Subcommittee meeting. 8. Once approved by the full DE Subcommittee, the department chair and his/her supervising dean will be notified that the course site is approved

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This is not Curriculum Committee approval, and this process is not to be used to judge the content of the course. The process is strictly for determining the quality of the online course site itself. DE and hybrid courses are approved by the Curriculum Committee under the college curriculum approval as described in E-65 and E-89. 2 This is not a live course, does not have actual students enrolled, and the review by peer mentors is not to be construed as any sort of performance evaluation of the faculty member as defined in Articles 19 and 42 of the AFT 1521 Agreement. This is strictly professional development to establish proficiency in DE delivery methods. Per Article 40 of the Agreement, time spent by the faculty member in this process can be applied towards his/her professional development (flex) obligation for the year.

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Requirements for Faculty Teaching Web-Enhanced Courses As with fully online and hybrid DE courses, web-enhanced courses will also utilize a common course management system (CMS) housed on the LACC server or delivered by a vendor under contract with LACC. A web-enhanced course is a traditional course delivered in a classroom environment, in which the instructor chooses to use the CMS to share with students such items as the syllabus, course assignments, videos, or other ancillary materials online. Faculty teaching traditional courses who wish to use the CMS to web-enhance their courses must show a minimum level of proficiency on the CMS. Earning the “Learn Canvas 2016” certificate at Lynda.com would satisfy this requirement, as would the full @ONE “Learning to Teach Online in Canvas” course. Equivalency will be determined by the DE Committee. Upon completing the requirement, the instructor can request the CMS shell. Instructors who are webenchancing their courses must also use the LACCD’s Canvas portal and may not use external Canvas accounts (i.e., free Canvas accounts that are not associated with the LACCD’s Canvas portal). Support for Faculty in Meeting the DE Proficiency Standards CMS and pedagogy support is provided by the Teaching Learning Center. The mission of the Teaching Learning Center (TLC) is to provide faculty and staff with training and technical assistance to support instruction, with an emphasis on using technology to increase teaching effectiveness and student learning. The Teaching Learning Center is the academic computing and technology center for faculty and staff at Los Angeles City College. The center provides assistance and training in the use of computer hardware and peripheral devices with particular emphasis on supporting classroom instruction. The TLC also offers software training, including standard office applications such as Microsoft Word, Excel, and PowerPoint, as well as specialized multimedia applications and proprietary administrative software. The TLC provides a pilot/demo location for exploring new technologies and a central repository of shared equipment allowing many departments to utilize more expensive items without incurring repeated costs. The TLC encourages and supports the use of the Internet as a strategy for addressing facility physical constraints, student learning styles, and accessibility considerations and coordinates Internet-facilitated DE for the campus. In addition, instructors are encouraged to use the resources available at the Teaching Learning Center and Digital Design Studio to make their courses more engaging to students by incorporating multimedia, podcasts and videos.

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D. Policies and Expectations of Instructors a. LACC Policy on Use of the Course Management System All fully online, hybrid, and web-enhanced courses will utilize a common course management system housed on the LACC server or delivered by a vendor under contract with LACC. Any deviations from using college-approved CMS will only be allowed upon approval and discretion of the Vice President of Academic Affairs for a limited period. Instructors who are web-enchancing their courses may not use external Canvas accounts. b. LACC Policy on DE Faculty Evaluations If a faculty member is teaching an online class as part of their regular load, the comprehensive evaluation will include a review of at least one DE class. Additional Information on DE Faculty Evaluations All faculty, regardless of teaching modality, are evaluated on a regular basis. The agreement between the Los Angeles Community College District and the Los Angeles College Faculty Guild can be accessed at http://aft1521.org/docs/Faculty%20Contract%202014-2017.pdf. For faculty who teach all or part of their assignment through DE, student evaluations will be conducted using the appropriate form in the contract. Surveys will be distributed and received either online or through email. Managers, deans, chairs, and faculty will use the DE Committee’s training materials to evaluate DE faculty, especially in terms of proving syllabus distribution, and regular and effective contact. c. LACC Policy on Regular and Effective Contact All DE courses at LACC, whether hybrid or fully online, will include regular and effective contact. Regular and effective contact must be instructor initiated and may include email, private messaging, instant messaging, online chat, threaded discussion, and phone and/or web conferencing. Per the AFT-LACCD Contract (Article 25), examples of meaningful regular contact include, but are not limited to: • Submitting/grading assignments • Participating in discussions • Responding to emails/phone calls • Attendance at scheduled chats • Adherence to scheduled events in the syllabus • Reviewing messages and responding to messages in the virtual classroom

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• • •

Attendance or participation in web conferences or other live events scheduled for the class Proctoring exams Attendance to on-campus events or other locations where instructor and students meet for class

Instructors will, at a minimum, use the following resources to initiate contact with students: • Threaded discussion forums within the course management system, with appropriate instructor participation. (“Questions for the instructor” forums are acceptable, but should be used in conjunction with other forums.) • Etudes/Canvas or LACC email • Weekly announcements in the Course Management System • Timely feedback for student work, including posting individual comments to student assignments • Online conferences (Big Blue Button, CCConfer, Zoom, Skype, etc.) Instructors must include information about their office hours, modes of delivery used for office hours, and frequency and timeliness of instructor initiated contact in their syllabus. The syllabus must indicate how and when the instructor will respond to student questions in a regular and timely manner. The frequency of contact will be at least the same as would be established in a traditional course. The number of instructor contact hours per week (asynchronous and/or synchronous) should at least be the same as those available for face-to-face students in the same class. Given the nature of asynchronous instructional methodologies, contact shall be distributed in a manner that will ensure that regular contact is maintained over the course of a week and should occur as often as is appropriate for the course. It is expected that for short term classes instructors reply to student inquiries daily (except weekends) and at least three times per week for full-term classes. Faculty office hours are a contractual obligation beyond the required weekly teaching load and cannot be used to meet the obligations under this Regular and Effective Contact policy. Additional Information on Regular and Effective Contact Suggestions for Regular and Effective Contact In addition to open-ended question forums, utilizing CMS blogs, journals, LACC email, and collaboration chat tools are appropriate for instructor and student interaction. Implementing web 2.0 tools into course activities (i.e., VoiceThread, Twitter, Facebook) is also appropriate for interaction. Some web 2.0 tools can be brought into the CMS and some can be linked from the CMS. Instructor prepared content (written, recorded, broadcast) combined with other course materials, creates the "virtual equivalent" of the face-to-face class and must be included in the course.

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Instructors should also choose to use other forms of communication, as mentioned in section 55204 of Title 5 (“through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities”) and/or CCCConfer, videoconferences, pod casts, or other synchronous technologies. CCCConfer is a web conferencing tool that is free to the California Community College System, http://www.cccconfer.org. It is suggested that instructors have a threaded discussion that is set aside for general questions about the course and may wish to have weekly or other timely, question and answer sessions available to students. This may be accomplished through virtual office hours. It is suggested that instructors engage students with web 2.0 tools and applications, such as VoiceThread, Twitter, Facebook, Polleverywhere, Doodle, Animoto, Prezi, Glogster, GoogleDocs, Wordle, and Bitstrips. A suggested approach for DE instructors to stay current with new and emerging technology is to subscribe to SSE feeds such as Edudemic, wix, MindShift, TED, Mashable, and Online Teaching. Absences, and Regular and Effective Contact Absence of regular meaningful contact can be considered an “absence.” This definition is valid for both students and faculty. Faculty absences. If the instructor must be out of contact for an unexpected reason (such as illness or a family emergency that takes the instructor offline), notification to students will be made in the announcements area of the course that includes when the students can expect regular effective contact to resume. If the offline time results in a lengthy absence (i.e., more than three or four days) a substitute instructor should be sought, with Department Chair and IDWG Dean approval, who can assist students while the instructor is unavailable. If students complain about a lack of contact/response from the instructor, the Chair can ask the instructor to provide documentation of instructor/student interaction to determine the amount, the regularity, and the type of meaningful contact that took place. Multiple complaints regarding lack of regular meaningful contact should be forwarded to the appropriate Department Chair or IDWG Dean. If there is substantial evidence of multiple absences and lack of meaningful contact, the instructor can be removed from the list of approved DE instructors. Student absences. It is recommended that the DE instructor define in the syllabus what constitutes an “absence” in the class and the policy for being dropped due to absences. When a student has multiple absences, the instructor can drop the student from the class in the same way the student would be dropped from a class that meets on campus due to excessive absences. The Federal government has not issued formal guidelines regarding what constitutes the “Last Day of Attendance” in the online classroom. However, because of the potential for 25

financial aid fraud in online programs, the US Department of Education has determined that there should be “regular and substantive interaction between students and faculty” in online courses. It is not enough to evaluate a student’s attendance based solely on the number and frequency of logins or through course statistics on the CMS. The guidelines are meant to protect the institution from students who are receiving financial aid assistance but who are not participating in class. Although guidelines have yet to be created, instructors must drop students based on their participation in class. “Attendance” (through logins) is not the same as participation. Participation means actively completing course activities in the CMS such as assignments, assessments, posting on discussion forums, etc. Participation policies and what constitutes the ‘first day of class’ must be clarified in the online syllabus. It is suggested that the instructor establish a drop policy. A best practice is a Check-In Assignment, such as a discussion forum, an introductory email to the class, or a selfassessment. Simply having the student login for the first day of class is not enough. Federal guidelines to prevent financial aid fraud state that student logins do not count as participation. Suggestions: • State the last day for Check-In to occur. For example, the second or third day after the course begins. • Require students to complete all assignments in the first learning unit by the due date. • Be specific as to the exact day, date and time of your drop deadline. Include time zone information (e.g., PST/EST) so that there is minimal confusion for students. • If a student has not checked in, it is best to send an email before the drop deadline to inform them that they are in danger of being dropped if they do not respond by the deadline. d. LACC Policy on DE Professional Development Faculty are responsible for keeping current on the CMS platform and DE pedagogy. Faculty who teach DE courses shall dedicate a percentage of their professional development engaged in Flex activities that support their online teaching. For example, an instructor teaching a 6-hour DE assignment either fall semester or spring semester shoudd dedicate 3 flex hours to DE training and/or online pedagogy training. Additional Information on DE Professional Development The LACC Professional Development Handbook describes campus approved activites for flex credit. Professional development activities and informational announcements are sent regularly through college email. The Teaching Learning Center (TLC) provides support for faculty for online course development. The college has an additional agreement with its CMS provider to offer online support for faculty in maintaining their course shells.

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There are many professional development opportunities available for DE faculty, including on site training in the Teaching Learning Center, workshops and courses taught through the District, conferences on Distance Education and Technology Mediated Instruction, and online training through programs such as @ONE or Lynda.com. The LACC Professional Development Workshop Calendar is emailed every month to all faculty and posted on the Staff Development website. Online resources available to instructors include tutorials, guides and links to training for Canvas (https://community.canvaslms.com/community/answers) and Etudes (http://etudesproject.org/support.htm). These resources include an Overview of Etudes (PowerPoint and Video) and PowerPoint slide presentations for specific Etudes/Canvas tools.

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E. DE Curriculum Planning, Approval, and Evaluation Planning to Offer a DE Course Through ongoing planning efforts and awareness of external mandates, departments work strategically to increase their DE offerings. The decision to offer a course in the DE modality is a product of comprehensive and annual program review. The DE Subcommittee has a clear approval process for requests to teach DE courses. Although decisions about which courses to take forward to the Curriculum Committee for approval are made by departments based on their own criteria and procedures, the DE Committee expects new DE courses to support College priorities. As part of the curriculum approval process, the DE Addendum includes a justification for DE courses. The expectation is that an online course will provide students additional access to our existing courses. The course must draw on individual learning styles to help students become more versatile learners, and must be appropriate for a collaborative learning environment. First time DE courses must be reviewed in a timely matter to accommodate Deans, Chairs, and Faculty scheduling deadlines. Deadlines for course reviews prior to the start of a semester or intersession: • Fall – Course Approval at DE Meeting in February • Spring – Course Approval at DE Meeting in September • Winter – Course Approval at DE Meeting in September • Summer – Course Approval at DE Meeting in February Process for Approval of a DE Course The process for Curriculum Development and Approval is outlined in two administrative regulations of the Office of the Chancellor for the Los Angeles Community Colleges: 1. E-65: Curriculum Development and Approval: Standards and Procedures: http://www.laccd.edu/About/Documents/AdministrativeRegulations/E-65.pdf 2. E-89: Distance Education Courses: http://www.laccd.edu/About/Documents/AdministrativeRegulations/E-89.pdf Refer to the LACC Curriculum Committee Sharepoint site for curriculum processes: http://sharepoint.lacitycollege.edu/senate/curriculum/default.aspx The timeline for development of an online course depends on many factors such as if the course is a new course or an addendum to an existing course. Generally an addendum to existing course should be presented to the Academic Senate Curriculum Committee at least two months prior to the course being presented to the DE Subcommittee. However, if the addendum is to be included as part of a course update then plan at least one semester before being presented to the DE Subcommittee. Consult your Department Chair and/or Curriculum Committee Chair for specifics.

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Process for Evaluation of a DE Course DE courses are evaluated in the same manner as traditional courses, which includes annual and comprehensive program review, and faculty and student evaluations. As part of program review, units assess the effectiveness of DE courses and the programs to which those courses align, and units compare success rates in DE and traditional courses. The College has an institution-set standard for satisfactory course completion: the expectation for DE course completion is the same as for traditional courses. At the college level, DE access and success rates are reviewed annually through the ESMP implementation grid and through the DE Committee’s annual assessment of the DE Plan. As part of the DE Plan 2015-2020, the College is analyzing DE student achievement data in terms of (a) enrollment, (b) course completion, and (c) retention. As part of this review, the College is looking at disaggregated DE student achievement data to review disproportionate impact in DE courses based on gender, ethnicity, socioeconomic status, and cohort group. The institution-set standards for student achievement and disproportionate impact are the same as for the College as a whole. Assessment and analysis of course SLOs are required components of program review. The SLOs for course sections taught in DE mode are identical to the SLOs for sections taught in the traditional manner. Assessment in DE courses follows the procedures described in the CSLO Assessment Handbook, so the process is identical to that for traditional courses. Faculty input scores into eLumen and using eLumen reports, can view course SLO results sections taught in DE mode. Faculty can also view a comparision of SLO results between course sections taught in the traditional and DE mode. Based on these results, faculty create and implement action plans to improve courses, and, after implementation, the SLO is reassessed to determine if the action plan was effective. The intention is for the the evaluation of course action plans to lead to improvements in sections taught in DE mode. The College requires that DE courses include multiple types of student assessments. In the DE Addendum form required for all DE courses and approved by the DE Committee and Curriculum Committee, faculty must justify why the course is being offered online, how the interaction between students and instructor is regular and effective, how the course content is adapted from the traditional course, and how students are evaluated. The DE Committee reviews all course addenda and course shells for new online courses, and provides comments and suggestions to new DE instructors to ensure alignment between DE and traditional curriculum and to ensure that the mode of delivery addresses multiple learning styles.

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F. Syllabus for DE Courses Required Elements Board Rule During the first week of classes, the faculty members teaching classes shall provide students and the Department Chairperson (in hard copy or electronically) a syllabus that describes work product which will be the basis for determining each student's grade in the class as well as the grading criteria for the class. Furthermore, the syllabus shall include the approved course student learning outcomes, an accommodation statement for students registered through the DSPS office, instructor contact information, and a reference to the student code of conduct as it relates to academic dishonesty (Board Rule 9803.28). Student Learning Outcomes and Syllabus Distribution The online Syllabus Addendum includes the latest SLOs and per Academic Senate policy must be distributed to all students. Your Department Chair should review your course syllabus prior to each semester. Syllabi must include the online addendum and must be uploaded to the online system, ensuring that all DE students receive a course syllabus that includes the most recently approved student learning outcomes. In Canvas, a course template must be built out and imported into each online course before any content can be added into the course. The first module is titled “Information: Getting Started” and provides students with pertinent information for taking an online course at our college. The instructor is able to lock the first module down so that the student cannot see any other course information until they have read through all the content pages and taken an acceptance quiz, which is stating that they agree to and understand the information that was presented. Once the student reads the information and takes the quiz, all course content in the Modules area will be available. Instructors can not have students access the class before the first module had been completed. Comprehensive and basic evaluations are used to ensure DE faculty adherence to course objectives, learning outcomes, and syllabus distribution. Proctored Exams Faculty may require at their discretion that exams be taken in person and proctored, either at LACC or at a contracted proctored exam site. If in-person exams are required, the instructor must state this requirement clearly in the syllabus and include information about where to take the proctored exams.

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G. DE Course Enrollment The LACCD policy on DE enrollment caps is located in Article 40 of the Agreement between the Los Angeles Community College District and the Los Angeles College Faculty Guild for specifics. The full agreement can be accessed at: http://www.laccd.edu/Departments/HumanResources/Documents/20112014FacultyContract.pdf Online courses are popular and fill quickly. Students wishing to add closed classes may email the instructor. If the student’s full name, Student ID number, the name of the class, and the section number are included in the email request, the instructor may forward the add request to LACC Admissions for processing.

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H. Accessibility of DE Courses for Students with Disabilities In planning or revising a DE course, it is important to be aware of possible accessibility concerns that may arise for students with disabilities and to be aware that planning at the front end can result in a course that reflects the principles of Universal Design. This means that the course is designed to be usable and accessible to all students. Ensuring accessibility expands the market for DE courses and supports the open enrollment policies of the California Community College system. In addition, there are policy and legal mandates regarding access. The following are relevant legal requirements: Federal Rehabilitation Act of 1973, Section 504 Federal Rehabilitation Act of 1973, Section 508 (revised)

Federal Americans with Disabilities Act (ADA) California Title 5

Prohibits discrimination on the basis of disability in educational settings which receive federal dollars. Requires equal access to telecommunications, which is defined to include services and programs delivered via the Internet. The State Attorney General for the CCC has ruled that Section 508 applies to distance education offered by the CCC system schools. Instructors bear the responsibility of making their classes accessible to all students prior to the start of the class. Students with disabilities should not have to request special accommodations because the course is not accessible, nor are they required to reveal their disability. Requires programs and services, including educational programs to be accessible to qualified persons with disabilities. Requires also that all telecommunication must be equal and equally effective. Prohibits discrimination on the basis of disability.

CCC Chancellor’s Guidelines The Office of the Chancellor for the California Community College System has issued a document: DE: Access Guidelines for Students with Disabilities: http://extranet.cccco.edu/Portals/1/AA/DE/2011DistanceEducationAccessibilityGuideline s%20FINAL.pdf. The guidelines are comprehensive and include strategies for addressing access concerns with all DE formats, including online education. The guidelines also address changes in laws that pertain to DE. Course Content vs. Course Design/Format The Curriculum Committee process at Los Angeles City College is designed to review and approve course content, learning goals, etc., which is different from the issue of accessible design. All courses scheduled for even some instruction in a DE modality must be accessible for students with disabilities. In recognition of this difference, the DE Subcommittee has implemented a separate process for ensuring that course design meets accessibility standards before the course can be placed in the Schedule of Classes.

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Examples of General DE Access Issues and Possible Solutions Media

Online

Access Concern

Students who use assistive technology may not be able to access online information, depending on the design of the course Web pages. Multimedia content needs special attention to address access concerns. Some Web technology does not currently have an accessibility strategy.

Solution(s) Resources

Follow accessibility design guidelines for Section 508. Do not use technologies that have no current accessibility solution. (Example: Java-based Chat) Section 508 Government Website (contains most recent updates) http://www.section508.gov/

Media

Print

Access Concern

Students who are blind or visually impaired will not be able to read standard printed materials.

Solution(s)

Braille, e-text, large print, audiotape.

Resources

Students who require assistance with printed materials should work directly with the Office of Special Services (323-953-4000 x. 2270) to develop appropriate accommodations; the OSS will work with students who require any of the alternate print medias listed above.

Media

Audio Conferencing – Telephone

Access Concern

Students who are deaf or hard of hearing can’t hear it. Students with speech problems can’t respond over the system. Text Telephones (TTY). Telecommunication. Devices for the Deaf (TDD). Telephone Relay System (TRS). Web-based “live chat” programs with “real-time” transcription. CCCConfer, which provides captioning or other assistive technology if notified within 48 hours of call or video conferencing

Solution(s)

Resources

Media Access Concern

Solution(s)

Resources

Video Conferencing/Video Transmission (Live), which may include real-time two-way video and audio or one-way video/two-way audio. Blind/low vision canot see it. Deaf/hard of hearing canot hear it. Those with speech impairment can’t readily participate. Supplemental print materials inaccessible to blind/low vision students. Real-time closed or open captioning of broadcasts. (Deaf/HOH) Use of Sign Language interpreter in small window on video screen. (Deaf/HOH) Use of Sign Language interpreter in location of the student. Descriptive captioning (Blind/Low Vision). To facilitate communication, a TTY link to the classroom or studio, TRS, and/or live Webbased chat. Supplemental print materials in appropriate alternate format. Real-time descriptive narration or descriptions by the instructor of visual Objects which have significant instructional content as a part of the course dialogue/lecture. CCCConfer, which provides captioning or other assistive technology if notified within 48 hours of call or video conferencing

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Media

Video Transmission (Pre-recorded)

Access Concern

Blind/low vision canot see it. Deaf/hard of hearing canot hear it. Supplemental print materials inaccessible to blind/low vision students. Closed or open captioning of broadcasts. (Deaf/HOH) Use of Sign Language interpreter in small window on video screen. (Deaf/HOH) Use of Sign Language interpreter in location of the student. Supplemental print materials in appropriate alternate format. Real-time descriptive narration of significant visual elements. INTELECOM videos (precaptioned; can be embedded into online classes) Captioning YouTube & Google captioning CaptionTube Overstream (for videos you don’t have the rights to)

Solution(s)

Resources

Professional Development Resources for Designing Accessible Online Courses Teaching Learning Center and OSS staff are available to assist with training and support for faculty staff wishing to acquire or improve teaching skills, methodologies, and pedagogy in Assistive Computer Technology, Alternate Media and Web Accessibility.

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I. Services and Resources for DE Students Support Services Available to DE Students DE students can access information on academic freedom, student financial aid, and available learning resources in the online version of the Catalog. Additional information is provided at the DE website, including links to the online library catalog, electronic book catalog, access to databases, 24/7 online reference assistance, online bookstore, and online counseling and academic advisement. A webpage specific for DE students provides links and information on additional student resources. For example, Financial Aid services including the FAFSA application can be completed online. If a student is unable to come in person to the Financial Aid office to verify their income or provide proof of residency, the student is contacted to provide such documentation by mail, email, or fax. The current catalog describes the instructional delivery applied in DE courses and the interaction between faculty and students and the accessibility of faculty and staff to students. DE Website The DE website (http://lacitycollege.edu/schedule/openclasses/distance_ed.html) provides access to a comprehensive collection of online resources. The website meets the World Wide Web Consortium’s (W3C) markup validation service requirements and complies with Section 508. The site includes the latest course schedules and a directory of online student services including: • 24/7 Online Student Help Desk • Etudes/Canvas login instructions, video tutorials and FAQs • Information about how to enroll in and add courses • System requirements • Online Student Orientation • Schedules for online and hybrid courses • Access to the Online Writing Lab and online tutorial services • Pre-Assessment Questionnaire for new online students • Online Student Success video • A direct link to the College Bookstore website where students can access information regarding required and recommended course materials and purchase materials to be picked up on campus or shipped to their home or business • Online library services • Biographies, photos, and email addresses of online instructors • Instructor resources • College news and events • Link to the main college website • A Contact Us link • Electronic access to the library catalog • Remote access to periodical and research databases • 24/7 online reference assistance 35

Below are several examples of several commonly available student services for DE students: Assessment Services http://lacitycollege.edu/services/matriculation/assessment.html • Scheduling assessment tests • Practice tests • Assessment testing schedule • Online orientation Counseling Website http://lacitycollege.edu/services/counsel/counsel.html • Counselors and their contact information • Hours, office location and FAQs • Live online chat • Online student transfer information system (ASSIST) link • Associate Degree checklist • California State University checklists • University of California General Education checklists • Counseling discussion board • DegreeWorks video tutorial • Access to DegreeWorks to monitor academic progress towards transfer, degree and certificate completion and view Student Education Plans. Transfer Program Website http://lacitycollege.edu/services/transfer/transfer-general-info.html • Office location, hours and contact information • List of transfer services and requirements • Links to the Accelerated College Transfer (ACT) Program and the Transfers Honors Program • Access to Transfer eChat, live chat with university representatives from Brandman University, Pepperdine University, Regis University, UC Los Angeles, UC Merced, CSU Dominguez Hills, CSU Los Angeles, CSU Northridge and many more. Financial Aid Website http://lacitycollege.edu/services/finaid/financial-aid-info.html • Online application • Office location, hours and contact information • How to apply • Eligibility requirements • Types of aid • Scholarships • Board of Governors Grant (BOGG) fee waiver information • Student loans 36

• • • •

How Financial Aid Works Forms Grant application deadlines Daily financial aid news

Office of Special Services (Disabled Student Programs and Services) http://www.lacitycollege.edu/services/oss/index.html • • • • • • • • • • • • •

OSS Eligibility/Application for Services Eligibility & Intake Types of Services Offered Accommodation Services OSS Tutoring Services Learning Disabilities Services High Technology Center Alternate Text Production Center Specialized Counseling Sign Language Interpreting Policies DE Accommodations Procedures DE FAQ Important Links

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Comparison of Student Services Student Services Admissions & Records Assessment and Placement Services* Associated Student Government** Bookstore Business Office CalWORKS CARE Career Center CAFYES (Foster Youth) Child Care Center Counseling Extended Opportunity Program Services (EOPS) Financial Aid First Year Experience Foster & Kinship Care Guardian Scholars Health & Wellness Center Honor Societies International Students MLK Library Office of Special Services Office of Student Life** Orientation Outreach & Recruitment Scholarships Student Assistance Center Student Discipline Student Grievance Title IX (Discrimination and Harassment Prevention) TRIO/Student Support System University Transfer Center Upward Bound Veterans Services

Traditional Student ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

*Assessment tests may only be taken in-person on campus **Students must be present on campus to participate in student activities

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DE Student ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

J. Verification of Student Identity Los Angeles City College follows the Los Angeles Community College District authentication process. The College will authenticate and verify that the student who registers in a DE course is the same student who participates in and completes the course or program and receives the academic credit. (34 C.F.R. § 602.17.) One or more of these methods will be used to authenticate or verify a student's identity: • Secure credentialing/login and password,or • Students access DE courses using their unique ID and password, or • Proctored examinations CMS Login Process Canvas requires students to use their student ID as their Username. The Password is comprised of 88mmdd (or 88+month+day) the student was born (for example, 880101 for January 1 birthday). Canvas also supports authentication with a variety of third-party identity providers, which can be configured in the Canvas interface. Each provider requires the admin to set an attribute to be associated with the account, such as a user ID, email, or login. Currently supported integrations include Facebook, Github, LinkedIn, Twitter, Google, Microsoft, Clever, CAS, LDAP, OpenID, and SAML. Some providers require custom components for configuration.

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Appendix A: Rubrics to Evaluate DE Course Shells DE course sites must meet ‘Effective Level’ scores to meet DE Committee criteria. DE course sites will be reviewed a semester before the course is offered. DE course sites will be reviewed every three years. In order for a course to be offered through DE, it must meet established standards relating to course design, instruction, and accessibility that are intended to promote a quality learning environment that conforms to existing regulations. The rubric follows the exact specifications established by OEI Prior to the submission of a course for peer review, it is helpful for the faculty member to review these guidelines and conduct a self-evaluation. The outcome of this self-evaluation is a component of the OEI Course Application process. The Course Design Rubric for the Online Education Initiative consists of four components: • Course Design • Interaction and Collaboration • Assessment • Learner Support This rubric is designed to inform the work of reviewers for courses being taught in connection with the California Community College Online Education Initiative. It is informed by the National Standards for Quality Online Courses by the International Association for K-12 Online Learning (iNACOL). After an initial round of course reviews, the lead review team met with faculty at the OEI Professional Development summit and discussed the strengths and weakness of the rubric. The lead review team then provided recommendations to the OEI Steering Committee and Executive Team for revising the rubric language and structure to enhance the review process. Revisions approved by the Online Education Initiative Steering Committee for use during the OEI pilot on March 18, 2015.

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Course Design Course Design addresses elements of instructional design. For the purpose of this program, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies. Sub-category

Distinguished to Exemplary (5-6)

Satisfactory to Accomplished (3-4)

Promising (2)

Incomplete (1)

1. Objectives

Objectives are made available in a variety of areas in the course (within the syllabus and each individual learning unit or module) Objectives are clearly written at the appropriate level and reflect desired outcomes Objectives are written in measurable outcomes (students know what they are expected to be able to do)

Objectives are located within the course syllabus or the individual learning units Objectives are written to reflect desired learning outcomes, although not all are written as measurable outcomes Students understand of what is expected of them

Objectives are not easily located within the course Objectives are not written at the appropriate level to match the desired outcomes Objectives are not clearly written in measurable learning outcomes Students may be unsure of what they are expected to be able to do

Objectives are not easily located within the course Some are missing and others poorly written The level does not match the desired learning outcomes

2. Content Presentation

Content is made available or “chunked” in manageable segments (i.e., presented in distinct learning units or modules) Navigation is intuitive and content flows in a logical progression Content is presented using a variety of appropriate mechanisms (content modules, single pages, links to external resources, and/or multimedia, etc.) CMS tools are used to reduce the laborintensity of learning (e.g., providing links to needed resources where they will be used in the course, integrating publisher resources that are tailored to the course materials, and providing streamlined access to supplementary materials) Clearly labeled tutorial materials that

Content is made available or “chunked” in manageable segments (i.e., presented in distinct learning units or modules) Navigation is somewhat intuitive, but some “exploring” is required to determine the flow of content Content is presented using a variety of mechanisms (content modules, single pages, links to external resources, RSS Feeds, print material) CMS tools are made available to assist students, but could be organized or arranged for even greater usefulness Clearly labeled tutorial materials that explain how to navigate the CMS and the specific course are included

Some content segments are overly large (or possibly too small) for the specified objectives Navigation is only occasionally intuitive, thus the flow of content is sometimes not easily determined The design does not avail of the content presentation tools (content modules, single pages, links) Only a few tools (of those available within the CMS) are used in a way that streamlines access to materials and activities for

Content is not “chunked” into manageable segments; Navigation is not intuitive and the flow of content is unclear The design does not avail of the content presentation tools (content modules, single pages, links) Tools that could reduce the labor- intensity of online instruction are not utilized Tutorial materials explaining how to navigate the CMS or the specific course may be included but are difficult to find, lack detail, are not well

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explain how to navigate the CMS and the specific course are included

3. Learner Engagement

students Tutorial materials that explain how to navigate the CMS and/or the specific course may be evident, but not easily found It is clear how the instructional Instructional strategies are designed to It is not clear how the strategies will enable students to reach help students to reach course objectives, instructional strategies will course objectives although this relationship may not be help learners achieve course Course design includes guidance for obvious to learners objectives learners to work with content in Guidance is provided, but could be Guidance in using content meaningful ways improved with greater detail or depth materials may only be Individualized learning opportunities, Individualized learning opportunities provided on a limited basis remedial activities, or resources for (such as remediation) may be available Individualized learning advanced learning activities are on a limited basis opportunities are not provided Tools available within the CMS could be provided, although there may Tools available within the course utilized more (or more creatively) to be supplementary content management system (CMS) are used to engage learners with course content resources available facilitate learning by engaging students Technologies within the course are used Tools available within the with course content in many cases merely to replicate CMS are not used to their Technologies are used creatively in traditional face-to-face instruction full extent or not used when ways that transcend traditional, teacher- Learners have the opportunity to give it would be appropriate to do centered instruction anonymous feedback to the instructor so Learners have the opportunity to give regarding course design and/or course Technologies within the anonymous feedback to the instructor content, but only after course completion CMS are used primarily by regarding course design and course instructors and not students content both during course delivery and (“students as recipients of after course completion content” model) Learners have the opportunity to give feedback to the instructor regarding course design or course content, but only after course completion, or the feedback is not anonymous

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organized, or are incomplete

Instructional strategies do not provide students with skills needed to achieve course objectives Content is provided but it is not clear what students are expected to do with it No supplementary resources or activities are provided for remediation or advanced study Technologies used within the CMS do not engage students with learning Students are not expected to use technologies available within the CMS Learners do not have the opportunity to give feedback to the instructor regarding course design or course content

Interaction and Collaboration Interaction and Collaboration can take many forms. These criteria place emphasis on the type and amount of interaction and collaboration within an online environment. “Interaction” denotes communication between and among learners and instructors, synchronously or asynchronously. “Collaboration” is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently. Sub-category 1. Communication Strategies

Distinguished to Exemplary (5-6)

Satisfactory to Accomplished (3-4)

Promising (2)

Incomplete (1)

Contact information for the instructor is easy to find and includes multiple forms of communication (for example, e-mail, phone, chat, etc.) Expected response time for email replies (or other communication tool) is included The instructor’s role within the course is explained (for example, instructor participation in discussions and activities, role—if any—in tech support, etc.) The instructor’s methods of collecting and returning work are clearly explained There are plentiful opportunities for interaction, as appropriate Communication strategies promote critical thinking or other higher order thinking aligned with learning objectives Communication activities benefit from timely interactions and facilitate “rapid response” communication (i.e., students gain practice discussing course content extemporaneously without looking up basic, declarative information)

Contact information for the instructor is included and contact information includes more than one type of communication tool Expected response time for email replies is included Instructor’s role within the course is clearly spelled out to students The instructor’s methods of collecting and returning work are clearly explained Several communication are included to reinforce the desired learning outcomes Communications sometimes require reflection or other higher order thinking Interactions are meaningful but may not take full advantage of the realtime presence of instructor and/or peers

Contact information for the instructor is provided but not easy to find and includes only one way to reach the instructor Information concerning response time for email replies is not included Little or no information is given regarding the instructor’s role in the course The instructor’s methods of collecting and returning work are evident but not clearly explained. Communication strategies are included, however, they may not consistently reinforce desired learning outcomes Communications are focused primarily on lower levels of thinking (e.g., summarizing, describing, interpreting, etc.) Interactions are used mostly for instructor explanation or

Contact information for the instructor is sketchy, at best Information concerning response time for email replies is not included Information regarding the instructor’s role in the course is not included Instructor’s methods of collecting and returning work are confusing or non-existent. Little to no attention has been devoted to communication strategies Interaction activities that are included do not invoke critical thinking, reinforce learning, or take advantage of the specific strengths of the

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clarification of content, or other communication tools instructor-focused activities used 2. Development of Learning Community

3. Interaction Logistics

Instructors have a plan for initiating contact prior to or at the beginning of class and at regular intervals during the course duration Communication activities are designed to help build a sense of community among learners Student-to-student interactions are required as part of the course Students are encouraged to initiate communication with the instructor Collaboration activities (if included) reinforce course content and learning outcomes, while building workplace-useful skills such as teamwork, cooperation, negotiation, and consensus-building Guidelines explaining required levels of participation (i.e., quantity of interactions) are provided Expectations regarding the quality of communications (e.g., what constitutes a “good” answer) are clearly defined A rubric or equivalent grading document is included to explain how participation will be evaluated The instructor plans to participate actively in communication activities, including providing feedback to students The instructor plans to use communication tools effectively to provide course updates, reminders, special announcements, etc.

Communication activities may help learners build a sense of community, but do not appear to be designed with this in mind Some student-to-student interaction is built into the course Students interact with the instructor, although primarily as a result of instructor-initiated contact Collaboration activities (if included) support some team-building skills, but may not purposefully integrate these elements

Effort has been devoted to fostering a sense of community in the course, but only minimally More focus is needed on designing activities and a course climate that foster student-to-student interactions as well as student-to-instructor interactions

Little to no attention has been devoted to building a sense of community in this course

Expectations of student participation in communication activities are given, but would benefit from more detail Expectations regarding the quality of communications are included, but may be sketchy and lack detail or illustrative examples Minimal information may be provided regarding grading criteria for communications activities The instructor is occasionally involved in communication activities The instructor sometimes takes advantage of CMS tools to post announcements, reminders, etc.

Instructor expectations of student interactions are not made clear Little information is provided regarding what constitutes a “good” response or posting Students are not given a clear set of criteria for how communications activities will be graded The instructor appears to be largely absent from communication activities Few announcements, reminders, or other updates are provided

Few or no guidelines are provided to students regarding the desired quantity or quality of communications/ interactions within the course The instructor does not participate in communications activities with students The instructor does not provide announcements, reminders, or other updates

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Assessment Assessment focuses on instructional activities designed to measure progress towards learning outcomes, provide feedback to students and instructor, and/or enable grade assignment. This section addresses the quality and type of student assessments within the course. Sub-category

Distinguished to Exemplary (5-6)

Satisfactory to Accomplished (3-4)

1. Expectations

Assessments match the objectives Learners are directed to the appropriate objective(s) for each assessment Rubrics or descriptive criteria for desired outcomes are provided (models of “good work” may be shown, for example) Instructions are written clearly and with sufficient detail to ensure understanding

Assessments match the objectives Rubrics or descriptive criteria for desired outcomes are included for some assessment activities Instructions are written clearly, with some detail included

2. Assessment Design

Promising (2)

Students are assessed on the topics described in the objectives There may be some explanation of how assessments will be scored/ graded, however, instructions lack detail that would help students understand how to complete the assessments Assessment activities have “face validity” Assessment activities have It is not clear whether the (i.e., they appear to match the curriculum “face validity” (i.e., they assessment activities actually and are explained using appropriate reading appear to match the measure the desired skill level and vocabulary) curriculum) The vast majority of Higher order thinking is required (e.g., Some activities involve higher assessments require only lowanalysis, problem-solving, etc.) order thinking level thinking (memorization, Assessments are designed to mimic authentic Assessment activities may for example) environments to facilitate transfer focus on tasks similar to real- Assessment activities typically Assessment activities occur frequently world application of skills do not include tasks that are throughout the duration of the course, and Multiple assessments are relevant beyond the scope of the instructor provides meaningful feedback included; at least three this course in a timely manner different types of assessments Two types of assessments are Multiple types of assessments are used are used included, at a minimum (research project, objective test, discussions, Opportunities for student self- Opportunities for student selfetc.) assessment are present, and assessment are present, but it Opportunities for student self-assessment are provide feedback that allows may not be evident to the plentiful, and provide feedback that allows students to seek additional student how they should use the students to seek additional help when help results necessary

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Incomplete (1) Assessments bear little resemblance to objectives Expectations or grading criteria are not provided Instructions are limited or absent

Assessment activities appear to lack validity due to bias, lack of clarity in questions or tasks, or because students are evaluated on performance unrelated to the stated objectives No higher-order thinking skills are required to complete assessment activities There is little or no evidence of authenticity built into assessments Assessments are too few and far apart for the course content Students are not provided activities or resources for selfassessment

Learner Support Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Specifically, learner support resources address a variety of student services. Sub-category

Distinguished to Exemplary (5-6)

Satisfactory to Accomplished (3-4)

Promising (2)

Incomplete (1)

1. Supplemental Software

Clear explanations of optional and/or required software including any additional costs are provided within the course Software required to use course materials is listed with links to where it can be captured and installed Links are located within the course where learners will use the software (i.e., near the materials requiring its use)

Clear explanations of optional and/or required software (in addition to the CMS) are provided within the course Software required to use course materials is listed but links to where it can be captured and installed are not found near where it will be used

Software (in addition to the CMS) required to use course materials is mentioned, but not explained Links to where it can be captured and installed are provided, although they may not be conveniently located

The need for additional software required to use course materials may be mentioned Links to software may be missing or incomplete

Software used for the course is adequately supported by the institution, including information for students on where they can obtain help All activities that might create educational records (as defined by the Family Educational Records Privacy Act) or that involve regular effective contact are conducted within district- or collegesupported systems Links to institutional policies, materials, and forms relevant for learner success (for example, plagiarism policies) are clearly labeled and easy to find Links allow easy navigation from the course to the information and back; course/instructor policies regarding decorum, behavior, and netiquette are easy to find and written clearly to avoid confusion

Links to institutional policies, materials, and forms relevant for learner success (for example, plagiarism policies) are included but may require searching to find; inks allow easy navigation from the course to the information and back Course/instructor policies regarding decorum, behavior, and netiquette are included and are written clearly to avoid confusion Links to institutional services such as the library, writing center, or financial

Links to some institutional policies, materials, and forms relevant for learner success (for example, plagiarism policies) are included but are difficult to find Course/instructor policies regarding decorum, behavior, and netiquette are included but are not clearly written or would benefit from more detail A few links to institutional services such as the library, writing center, or financial aid office may be included but require searching to find

Links to some institutional policies, materials, and forms relevant for learner success (for example, plagiarism policies) are not included Some course/instructor policies regarding decorum, behavior, and netiquette may be included but are not clearly written or would benefit from more detail Links to institutional services such as the library, writing center, or financial aid office are not included

It is permissible to award this subcategory a 6 if the course does not require software beyond the CMS and browser. 2. Course/ Institutional Policies & Support

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3. Technical Accessibility This sub-category will not be reviewed by the peer online course reviewers; it will instead be reviewed by accessibility specialists as part of the initial review process.

Links to institutional services such as the library, or writing center, are clearly labeled and easy to find

aid office may be included but require searching to find

Course materials are compliant with Section 508 and WCAG 2.0 (AA) and can be effectively used with equal ease by all students All non-text communications technologies support multiple digital channels with automatic provision of alternate media accommodations in real time Course materials are HTML-based and employ formatting styles to create semantic structure that facilitates consistent meaning and sequencing across all digital media types All instructional materials can be opened via free and accessible programs or applications, and links are provided for students to download the application with supporting information on how to use the program or application Quiz and assessment activities can be completed with equal ease via the keyboard and assistive technologies without adding cognitive load, and provide individual student-based parameters for time, number of attempts, feedback, and completion

Course materials are compliant with Section 508 and WCAG 2.0 (AA). All non-text communications technologies support multiple digital channels for the provision of alternate media accommodations in real time. Course materials employ formatting styles to create semantic structure that allows for consistent meaning and sequencing across all digital media types All instructional materials can be opened via free and accessible programs or applications Quiz and assessment activities can be completed with equal ease via the keyboard and assistive technologies without adding cognitive load

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Course materials fail to meet all Section 508 and WCAG 2.0 (AA) criteria completely Some non-text communications technologies support limited means for the provision of alternate media accommodations Course materials employ some formatting styles to create semantic structure but fail to provide reliable and consistent meaning and sequencing across all digital media types Most instructional materials can be opened via free and accessible programs or applications Most quiz and assessment activities can be completed with equal ease via the keyboard and assistive technologies without adding cognitive load

Course materials are significantly non-compliant with Section 508 and WCAG or add cognitive load via inadequate accessibility supports Non-text communications technologies do not support multiple digital channels for the provision of alternate media accommodations Course materials do not employ formatting styles to create semantic structure, nor consistent meaning and sequencing across digital media types Instructional materials use proprietary and inaccessible media formats Quiz and assessment activities can not be completed with the keyboard or assistive technologies, and/or extra cognitive load is introduced through inadequate accessibility supports

4. Accommodations for Disabilities This sub-category will not be reviewed by the peer online course reviewers; it will instead be reviewed by accessibility specialists as part of the initial review process.

There are no pedagogically-essential learning activities or instructional media that are inherently inaccessible, or in the presence of such inaccessible materials, a DSPS approved plan for accommodation is in place and ready to be provided as necessary for each inaccessible learning activity or instructional media Course CMS settings are configurable by faculty to allow individual student-based accommodations to be provided within the CMS Links to CMS technical support as well as contact information for DSPS support are consistently provided and easy to find, and accompanied by a module within the CMS explaining how to request services or report a problem An instructional material inventory of any inherently inaccessible learning objects is provided, and referenced to the accompanying course outline with plans for accommodating students with disabilities for each inaccessible learning object or activity

There are no pedagogically-essential learning activities or instructional media that are inherently inaccessible, or in the presence of such inaccessible materials, faculty and DSPS have agreed to work with OEI to formulate an acceptable plan of accommodation for each inaccessible learning activity or instructional media Course CMS settings can be configured in a timely manner (24 hours) by faculty and/or the CMS System Administrator to allow student accommodations to be provided within the CMS, or alternate plans for accommodation have been created and approved by DSPS Links to CMS technical support and DSPS support are provided, and easy to find An instructional material inventory of any inherently inaccessible learning objects is provided, along with some potential accommodations for each learning object or activity

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There are pedagogicallyessential learning activities or instructional media that might be inherently inaccessible, but a deeper assessment of the course and institutional resources is required to determine the ability to support accommodations Some of the CMS settings can be configured by faculty or CMS System Administrator to allow student accommodations to be provided within the CMS CMS technical support is provided, or a link to DSPS department web page, but not always easy to find An instructional material inventory of any inherently inaccessible learning objects is provided

There may be learning activities or instructional media that are inherently inaccessible, or there is no DSPS approved plan for accommodation. CMS settings cannot be configured to allow student accommodations to be provided within the CMS. CMS settings are not configurable to allow for student accommodations No link to technical support or DSPS department is provided Inherently inaccessible learning objects have not been identified, and no accommodations have been conceived or approved

Appendix B: OSS Accommodations for DE Recommended syllabus statement for DE classes: Any student who feels she/he may need an academic accommodation based on the impact of a disability can contact the Office of Special Services (OSS) at 323-953-4000, ext. 2270 or visit OSS in the Student Services Building. Students may also refer to the DE FAQ for Students with Disabilities and the Online Accommodation Procedures on the OSS webpage. http://www.lacitycollege.edu/services/oss/index.html OSS DE Accommodations Procedures: 1. LACC Students with disabilities requesting accommodations should be referred to the Office of Special Services, Student Services Building, 323-953-4000, ext. 2276, or at http://www.lacitycollege.edu/services/oss/index.html 2. Please complete the OSS application and submit it with appropriate disability verification documents (from a psychologist, psychiatrist, medical doctor, LD specialist, etc.) that state the student’s diagnosis and relevant information. Documents must include the professional’s contact information, signature and state license number. 3. In addition, please complete the OSS student online orientation as well as the questionnaire and submit it with the application. 4. The completed application package can be emailed to: [email protected] or sent by mail to: Attention: OSS Intake, Office of Special Services, Los Angeles City College, Student Services Building, 855 N. Vermont Avenue, Los Angeles, CA 90029. 5. After the completed OSS application is submitted, students must make an appointment (by phone or in person) with an OSS Counselor or Learning Disability Specialist for intake processing and a Student Education Contract (to determine educational limitations and appropriate accommodations). 6. Students will receive an Academic Accommodation Authorization (AAA) letter that must be signed by the instructor and returned to Accommodation Services in the OSS. 7. The AAA authorizes students to receive accommodations including alternate media and, if appropriate, to make appointments to take their exams at OSS. An AAA must be generated for each course taken, each semester of attendance. 8. For more information, please refer to the OSS website http://www.lacitycollege.edu/services/oss/index.html and/or contact OSS at 323-953-4000, ext. 2270

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Appendix C: Approved Definitions of DL/DE Section 51865 of the California Education Code defines distance learning as: Instruction in which the pupil and instructor are in different locations and interact through the use of computer and communications technology. Distance learning may include video or audio instruction in which the primary mode of communication between pupil and instructor is instructional television, video, telecourses, or any other instruction that relies on computer or communications technology. The Accrediting Commission for Community and Junior Colleges defines Distance Education as: Distance education is defined, for the purpose of accreditation review as a formal interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously. Distance education often incorporates technologies such as the internet; one-way and two way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVDs, and CDROMs, in conjunction with any of the other technologies. (Guide to Evaluating Distance Education and Correspondence Education, August 2012, p.2). Additionally, Correspondence Education means: (1) Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor; (2) Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student; (3) Correspondence courses are typically self-paced; and, (4) Correspondence education is not distance education. The important difference between distance education and correspondence education is that interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Los Angeles Community College District Office of the Chancellor Administrative Regulation E-89 defines distance education as: Distance education is defined, for the purpose of accreditation review, as a formal interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive

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interaction between the students and instructor, either synchronously or asynchronously. Distance education often incorporates technologies such as the internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVDs, and CDROMs, in conjunction with any of the other technologies. Article 40 of the 2011-2014 agreement between the Los Angeles Community College District (LACCD) and the Los Angeles College Faculty Guild (AFT) defines distance learning as: A formal mode of interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously.

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Appendix D: Title 5 Definitions and Guidelines for Regular and Effective Contact Title 5, 55202. Course Quality Standards. The same standards of course quality shall be applied to any portion of a course conducted through DE as are applied to traditional classroom courses, in regard to the course quality judgment made pursuant to the requirements of section 55002, and in regard to any local course quality determination or review process. Determinations and judgments about the quality of DE under the course quality standards shall be made with the full involvement of faculty in accordance with the provisions of subchapter 2 (commencing with section 53200) of chapter 2. NOTE: Authority cited: Section 66700 and 70901, Education Code. References: Sections 70901 and 70902, Education Code. Guideline for Section 55202 This section emphasizes the extent to which course quality depends upon the full involvement of faculty in the design and application of DE courses. It discusses course quality standards for DE and combines language formerly found in sections 55207 and 55209 which it replaces. Language is added to clarify that normal course quality standards apply to any portion of a course conducted through DE. 55204. Instructor Contact. In addition to the requirements of section 55002 and any locally established requirements applicable to all courses, district governing boards shall ensure that: (a) Any portion of a course conducted through DE includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voicemail, e-mail, or other activities. Regular effective contact is an academic and professional matter pursuant to sections 53200 et seq. (b) Any portion of a course provided through DE is conducted consistent with guidelines issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the Board of Governors. NOTE: Authority cited: Sections 66700 and 70901, Education Code. Reference: Sections 70901 and 70902, Education Code. Guideline for Section 55204 This section defines what contact must be maintained between instructor and student. It is virtually identical to section 55211 which it replaces, except that language has been added to clarify that rules related to conduct of DE and effective instructor contact apply to any portion of a course conducted through DE. Subdivision (a) stresses the responsibility of the instructor in a DE course to initiate regular contact with enrolled students to verify their participation and performance status. The use of the term "regular effective contact" in this context suggests that students should have frequent opportunities to ask questions and receive answers from the instructor of record.

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The last published DE Guidelines, August 15, 2008, issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the Board of Governors, as referenced in subdivision (b), establishes the principle that for DE courses there are a number of acceptable interactions between instructor and student, not all of which may require in-person contact. Thus, districts and/or colleges will need to define "effective contact" including how often, and in what manner instructor-student interaction is achieved. It is important to document regular effective contact and how it is achieved. Since regular effective contact was declared an academic and professional matter, this documentation must include demonstration of collegial consultation with the academic senate, for example through its delegation to the local curriculum committee. A natural place for this to occur is during the separate course approval process (see section 55206) as well as during faculty evaluations, student surveys, and program review. Documentation should consist of the inclusion of information in applicable outlines of record on the type and frequency of interaction appropriate to each DE course/section or session. Local policies should establish and monitor minimum standards of regular effective contact. Background: In hybrid or fully online courses, ensuring Regular Effective Instructor/Student Contact guarantees that the student receives the benefit of the instructor's presence in the learning environment both as a provider of instructional information and as a facilitator of student learning. In a face-to-face course the instructor is present at each class meeting and interacts via all class announcements, lectures, activities and discussions that take a variety of forms. For example, discussions can be held as part of a lecture format, group work scenarios, or content review sessions. The instructor also serves as a content advisor when he or she answers questions both as they come up in class and as they arise in individual situations. These types of questions are dealt with via the telephone, email, or face-to-face office visits. Title 5 regulations do not make a distinction between regular and DE courses beyond the need to have a separate curriculum approval process and the need to ensure regular effective contact. The guidelines do say that quality assurances within the regulations apply to all DE courses, which include hybrid courses. Therefore, it is assumed that those qualities of regular effective contact described above for the face-to- face environment, should also be applied to the DE situation. The DE Guidelines require colleges to develop a policy regarding regular effective contact that addresses “the type and frequency of interaction appropriate to each DE course/section or session.”

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Statement of Authorship This revised document was approved by the DE Subcommittee on October 18, 2016; reviewed by the Educational Policies and Program Integrity Committee (EPPIC); approved by the Academic Senate on October 20, 2016; and approved by the President of LACC on _________. The Academic Senate, through its DE Subcommittee, and the Vice President of Academic Affairs are jointly responsible for ensuring the accuracy of all contents. (a) DE Plan 2015-2020 The DE Plan 2015-2020 was developed by the DE Subcommittee and the Academic Senate and vetted through the participatory governance structure. Major steps in the approval of the DE Plan: • May 2013: DE Substantive Change approved by the ACCJC • December 2014: DE Handbook approved by College Council and Academic Senate • September 15, 2015: DE Plan approved at DE Subcommittee • October 1, 2015: Approved at Academic Senate • October 14, 2015: Approved by Strategic Planning Committee • November 2, 2015: Approved by College Council The goals of the DE Plan 2015-20 were not edited for this document. (b) DE Handbook An earlier version of the DE Handbook was approved in Fall 2013. It was significantly edited for this document to reflect the 2016 ACCJC recommendation for compliance with all DE standards.

Approval and Revision This document is approved by mutual agreement between the Academic Senate of LACC and the President of LACC, effective _________. Revisions shall be by mutual agreement between the Academic Senate of LACC and the President of LACC and shall be consistent with the Collegial Consultation Agremement approved by the board of Trustees on December 5, 2012 and the governance structure revision adopted on June 3, 2013. ____________________________ Reneé Martinez, President LACC

___________ Date

__________________________________ Dan Wanner, Academic Senate President

____________ Date 54