My focus since my last evaluation has been on advanced Canvas techniques, preparing for WCAG 2.1 Level AA standards in Canvas, and using AI to enhance, not replace, student learning. Keeping my Canvas courses up-to-date using best practices of UDL is essential to the student experience. In addition, GenAI is becoming more prevalent as a tool for students, and I wanted to get a clearer vision of the ways I can explain the pros and cons, craft effective prompts, and maintain academic integrity.
Remaining current in the field of librarianship is essential. Information technology and pedagogy have evolved rapidly due to the pandemic. Below is a snapshot of some of the ongoing training I have completed since receiving tenure.
Introducing the 2027 Online Course Design Rubric webinar attended 9/22/2026
The 2027 Online Course Design Rubric is being revised, and this webinar offers an overview look at the work behind that effort. Designed for all California community college faculty, this session focuses on how the rubric is being shaped, not a walkthrough of the draft itself.
Presenters will share what has been learned through statewide listening sessions, faculty conversations, and the POCR pilot, where reviewers applied draft criteria to real online courses. These activities have surfaced valuable insights about clarity, usability, and how the rubric functions in practice for both course authors and reviewers.
Whether you are deeply involved in online course design or just beginning to explore online teaching, this session will help you understand how faculty feedback is influencing the next version of the rubric and what to expect as the work moves toward a public release at the Online Teaching Conference in June 2026.
ADA Title II: What Faculty Need to Know webinar attended 9/18/2026
Digital accessibility is a shared responsibility—and faculty play an essential role in creating equitable learning experiences.
This webinar will provide a practical introduction to the updated ADA Title II requirements and what they mean for California Community Colleges faculty. We will explore how the requirements apply across our entire digital landscape, including instructional materials, Canvas content, documents, videos, publisher resources, and other third-party tools.
Participants will learn how proactive accessibility and Universal Design for Learning can help remove barriers before they occur, support a wider range of learners, and make access part of everyday teaching practice. The session will offer clear guidance, familiar examples, and practical steps faculty can begin taking now.
ADA work is equity work. Together, we can build accessibility into our courses and systems so that all students have meaningful access from the start.
“Universal Access Bot: Using AI to Improve Canvas Accessibility and Support ADA Title II” Flex Day activity completed 8/20/2026.
As colleges prepare to meet the updated ADA Title II digital accessibility requirements, Canvas content needs to be designed with accessibility from the start. This session will introduce faculty and staff to the Universal Access Bot, an AI-supported tool that can help review and improve Canvas pages, so they are more accessible, readable, and usable for all students.
In this hands-on Flex Day session, participants will learn how to use the Universal Access Bot to support common Canvas accessibility practices, including improving page structure, using proper headings, writing meaningful links, creating accessible lists, adding alt text, simplifying dense content, and checking for common barriers in Canvas pages. The session will focus on practical strategies for making Canvas content easier to navigate with assistive technology while also improving clarity for all learners.
Participants will also discuss the role of human review. AI can help identify issues and suggest improvements, but faculty and staff remain responsible for reviewing content, confirming accuracy, and using accessibility checkers as part of the process.
By the end of this session, participants will be able to:
- Explain how ADA Title II applies to Canvas course content.
- Use the Universal Access Bot to review and improve Canvas pages.
- Identify common Canvas accessibility barriers related to headings, links, lists, images, tables, and readability.
- Apply AI-supported revisions to make Canvas content more usable for students.
- Build accessibility into their regular Canvas content creation workflow.
“Advanced Teaching Techniques with Canvas” 4-week course completed 2/28/2026.
Description: This 4-week course builds on your experience with Canvas and helps you make more sophisticated use of the Canvas environment to enhance student success. We will explore strategies for using Canvas tools to support effective course design, from making the most out of Modules to using CSS to add visual flair in the Rich Content Editor.
Course outcomes are as follows:
- Guide students along a structured learning path using advanced Module techniques
- Give students individualized opportunities for success using advanced Quiz techniques
- Add meaning to assessment using Outcomes, Rubrics, and Assignment Groups
- Bring visual spice to the Rich Content Editor using advanced HTML techniques
“Teaching on the Edge: Where Technology, AI, and Creativity Collide” Flex Day session completed 1/29/2026.
Description: What happens when computer science thinking, creative problem solving, and emerging technology come together? This session offers a front row look at how the logic of computing and the imagination of creative practice intersect to shape images, video, audio, and interactive digital experiences. Rather than focusing on AI tools or automation, the emphasis is on critical thinking, iteration, and decision making, showing how ideas are structured, tested, refined, and brought to life through both technical and creative reasoning. You will see how today’s creative technologies blur the line between art and computer science, opening new possibilities for experimentation, expression, and innovation. If you are curious about where creativity is headed and do not want to miss what is unfolding right now, this session explores what it truly means to teach and create at the edge.
“Teaching on the Edge: Where Technology, AI, and Creativity Collide” Flex Day session completed 1/29/2026.
“Teaching Students AI Literacy” Flex Day session completed 8/21/2025.
Description: AI is already reshaping nearly every discipline, and it’s part of our role as educators to prepare students to use it ethically and effectively. This flex will help you define what responsible AI use looks like in your classroom and provide practical strategies for teaching it. Join me in exploring how integrating AI literacy not only supports academic integrity but also equips students with essential skills for their future.
“Using AI in our Classrooms: Intentional Educator Use of AI” Flex Day session completed 8/22/2024.
Description: Get ready for the future of education! This Flex Day activity, grounded in peer-reviewed research, will introduce you to the transformative potential of Microsoft Copilot. We’ll engage innovative strategies for lesson planning, assignments, and administrative tasks, all through the lens of AI. Prepare for hands-on exercises to familiarize you with essential AI skills and equip you to address challenges in integrating AI into educational settings. By the end of this session, I hope you’ll be inspired to use AI intentionally to enhance your teaching and actively engage your students. As AI becomes an integral part of the educational landscape, mastering its effective and ethical use is not just an advantage—it’s a necessity for our students’ future careers. Don’t miss this opportunity to expand your teaching toolkit and shape the future educational experiences of your students.
“Artificial Intelligence: Assessments in a World with ChatGPT (and other AI tools)” Flex Day session completed 1/25/2024.
“Artificial Intelligence, Simply Amazing” Flex Day session completed 1/25/2024.
“Equity and Access in the Age of COVID-19: How Academic Libraries Can Build a Better Digital Content Strategy” webinar completed 10/2020.
Description: As colleges and universities continue to grapple with the implications of reopening and the need for more effective remote learning, what will the “new normal” look like for academic libraries? How is the COVID-19 pandemic accelerating existing trends, and what new imperatives has it created for librarians? This panel will bring together librarians, institutional leaders, analysts, and technology developers to discuss the changing role of libraries in an unprecedented and uncertain time, against the backdrop of ongoing digital transformation across the higher education landscape.
“Techniques for Student Engagement in Library Instruction” 4-week course completed 11/1/2020.
Description: How do we engage students in their own learning, especially in short, one-shot library instruction sessions? In this workshop we will examine a variety of student engagement techniques, focusing on Bloom’s Taxonomy of Learning, problem solving, and metacognition. Over the course of four weeks we will examine up to 10 of these techniques and how they can be applied in traditional, blended, and online classes. We will especially uncover approaches that will work for one shot library sessions. In groups we will examine one or two student engagement techniques in detail, and explore how these might work in our own contexts. We will also develop a plan for applying a student engagement technique in our own practice. This will be a discussion intensive workshop in which it will be essential to follow a close schedule of information presentation, interaction, and assessment.
“Building Communities Online” webinar completed 8/17/2021.
“Peer Online Course Review” 4-week course completed 12/17/2022.
Description: The Peer Online Course Review training, affectionately known as “POCR,” is four weeks long, and this version has been designed specifically for campuses developing a local peer-review process similar to the one used by the California Virtual Campus-Online Education Initiative (CVC-OEI). We’ll walk you through the process of completing an OEI peer review and provide regular opportunities for you to practice writing supportive, actionable feedback.
