All Program Reviews for Center for Teaching & Learning
| Academic Year | Status | |
|---|---|---|
| 2025-2026 | Submitted | Current |
Center for Teaching & Learning
2025-2026 Program Review
1 ) In 3-5 sentences, describe your unit to an audience of potential students. Many units take this information from their website. If it has been awhile since your unit has updated its website, take this opportunity to design a brief description of your unit for today’s students.
The Center for Teaching and Learning (CTL), housed within the Office of Equity, Institutional Effectiveness, and Innovation, coordinates and sponsors diverse professional development activities and workshops to improve instruction and student success. It supports faculty, staff, and administrators in their professional equity journeys by providing spaces for collaborative innovation, data engagement, and communities of practice aimed at closing opportunity gaps through FLEX week, convocation, professional development workshops, communities of learning, and supporting college-wide events.
The CTL team is reviewing ways to improve the website and discussing the possibility of an accessibility review. Additionally, the CTL team is developing tools and resources to further support and empower the campus community in taking the lead on planning and facilitating events that fall outside of regular CTL programming and planning windows.
2 ) Who is disproportionately impacted in your unit?
The Center for Teaching & Learning serves the broad campus community, and often extends beyond to alumni, emeriti, and college partners. In 2026, the CTL Liaisons reflected college areas that have not historically been highlighted for professional development including Counseling, the Applied Arts, and Welding/Career Education.
We also expect to expand our partnerships with outreach to McClellan and have a Fall 2026 FLEX planned at McClellan. Additionally, we plan to have outreach and partnerships developed at the ARC Natomas Center. As part of this partnership we also anticipate extending this outreach with the North Natomas Library, The Inderkum Library.
The following data sets may be useful in promoting and informing departmental dialogue, planning, decision making, and resource allocation.
Disproportionate Impact
The disproportionate impact (DI) links now direct you to your unit’s DI data in ARC Data on Demand. The DI data will show which student groups are experiencing disproportionate impact for course success rates (A, B, C, Cr, P), A-B rates, and course completion rates (students who did not withdraw) at the course level.
In addition, a new report on intersectional DI (e.g., ethnicity/race by gender) is available for assessing intersectional Di for course success rates. The intersection DI report defaults to the subject code level (e.g., all ENGWR courses). Use the org tree in the side bar to filter to individual courses (click on the right arrow next to American River College, right arrow next to your division, right arrow next to your department/discipline, then select the specific course to view).
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
3 ) What equity advancing actions have your programs already taken?
The CTL has heavily prioritizes "Equity-Minded Service" and "Culturally Responsive Teaching." The following outlines the professional development sessions held that align with equity-advancing competencies the CTL adheres to:
• Specialized Student Support:
o Neurodiversity: Training to increase awareness of ASD, ADHD, and dyslexia to create inclusive environments.
o Tribal Allyship: The "Applied Allies to Tribal Citizens" training provides historical context and authentic voices to support tribal citizens at ARC.
o LGBTQIA+ Advocacy: The "Safe Space Online" micro-course covers identities, activism, and inclusive best practices.
o AANHPI and Latinx Experiences: Focus groups and affinity groups (e.g., Comunidad de LRCCD) address the sense of belonging and professional opportunities for these communities.
• Three-Part EIB Series: A dedicated series (Foundation, Focus, Flourish) addresses white supremacy, systemic racism, and the operationalization of Equity, Inclusion, and Belonging (EIB) objectives.
The CTL is currently developing partnerships with Deaf Education and Professor Erica Oyedele to develop our accessibility. Over the fall from 2024-26 the Dean has partnered with Operations leadership to develop a form to make events accessible for participation.
4 ) What will be your unit’s strategies for eliminating disproportionate impact (DI)?
The CTL adheres to the following competencies and strategic goals to continue to eliminate DI at ARC. The CTL and any professional development supported by the CTL will continue aligning with these:
Four Primary Strategic Goals
- Goal 1: Students First: Engaging and connecting students early to people, programs, and services; providing proactive support to ensure historically underserved and marginalized students persist and succeed.
- Goal 2: Clear and Effective Paths: Providing recognizable and supported pathways to graduation, transfer, and employment.
- Goal 3: Exemplary Teaching, Learning & Working Environment: Ensuring equitable, safe, and inclusive spaces through culturally relevant curriculum, instructional technologies, and professional growth.
- Goal 4: Vibrancy and Resiliency: Promoting a culture of innovation, sustainability, and data-informed decision-making through efficient operational systems.
Eight Professional Development Competencies
- Equity-minded Service: Authentic connection with a diverse community centered on human experience.
- Effective Communication: Cultivating understanding of how culture and context influence communication.
- Technology Proficiency: Utilizing modern digital tools and emerging technologies to foster institutional effectiveness.
- Organizational Adeptness: Navigating structures and interpreting policies through a lens of equity and transparency.
- Leadership Development: Building capacity for service and social justice in current and future roles.
- Collaborative Innovation: Co-creating solutions and strategically taking risks to transform student outcomes.
- Data Literacy: Responsibly using analytics to understand student experiences and refine institutional services.
- Specialized Expertise: Maintaining currency in discipline-specific concepts, regulations, and practices.
The Center for Teaching & Learning plans to increase knowledge and access to the professional development opportunities through FLEX and beyond with outreach and professional developing on the nuts and bolts of professional development through CTL at ARC.
The CTL plans to continue to partner with the Passionate Scholars Program to enhance the access to programming and partnerships that include the possibility of a book club with Emeriti and ARC faculty.
5 ) What support do you need to eliminate disproportionate impact (DI)?
A key factor that is needed to enhance and expand the reach of the Center for Teaching & Learning is a consistent and centrally accessibly space for events and the development of community. In addition, it is critical to follow the Professional Development and Training Assessment and Recommendations and continue support for a minimum of 1 CTL Coordinator and 3 Faculty Liaisons, including 1 Resource Assistant.
The Professional Development and Training Assessment and Recommendations Report offer more robust staffing layouts that include, to reach maximum impact, CTL includes, 2 Faculty CTL Co-Directors that are permanent, full-time, 2 Professional Development Faculty Trainers with reassignment, 4 Faculty Interns with Special Focus with .2 reassign time or ESAs. “Ensuring every unit plan request related to professional development is captured, reviewed, and considered for future professional development training and offerings” would require the proposed and more developed CTL team listed.
6 ) What other issues or concerns have affected your unit and are important for you to bring up?
A primary concern for the programming CTL is accountable for and an overarching limitation is consistent and accessible space. To offer inclusive and accessible programming more readily, space that is centrally located and in the ARC Library third floor would allow for that. The space in the library where the Center for Teaching & Learning was previously located would allow for the essential and critical student-facing and faculty-facing access.
The following data sets may be useful in promoting and informing departmental dialogue, planning, decision making, and resource allocation.
The continuous review of student service effectiveness through Student Services Outcomes (SSOs) assessment is documented using the Student Services Outcomes Assessment Report (SSOAR). The SSOAR is completed by each student service unit. The aggregated results are then reviewed annually as part of Annual Unit Planning (beginning in 2019-2020)*, in which the results serve as the basis for actions and, if applicable, resource allocation, and are aligned with college goals and objectives.
Please click on the link to your data set and complete the last column answering the question: “Based on the analysis of the data, what actions, if any, are proposed to respond to the SSO data?”
*The Student Services Outcomes Assessment for 2019 was completed in Fall 2021 due to the pandemic.
Support Services
In your program review process, you may want to refer to the goals and actions in your Annual Unit Plans since your last Program Review. Follow this this link to access your previous AUP submissions. For Faculty support, please contact Daniel Slutsky at slutskd@arc.losrios.edu.