As a minority-serving institution, it is especially important that faculty design courses that focus on students' assets - the knowledge and experiences that they bring to their education. Faculty can also understand that students' experiences may differ from their own, recognizing the need to be curious and respectful of these differences and considering how students' knowledge can contribute to the knowledge-making activities that are at the core of faculty members' teaching and research.
UCSB's Office of Teaching and Learning offers many workshops and seminars for faculty to learn about and practice with these ideas, including a New and Nearly New Pedagogy Orientation and multiple workshops, seminars, and guest speakers each year.
The Office of Teaching and Learning also has many resources that can help faculty to put together courses and course materials. These include:
- Teaching resources for course design, assessment, equity, inclusion, and more:
- Sample syllabus language:
- Summaries of research on equitable and just teaching and learning:
Online Education Resources
Online education has changed dramatically in scope and form throughout the last decade. UC Online Courses and UCSB Online Courses aim to provide the same quality instruction that students get in the classroom, and they provide opportunities for pedagogical innovation through interactive instructional technologies. There are many reasons that students may need or want to take a course online, and why some courses, specifically designed for online education, can be more successful in that medium. Online instruction also can serve campus needs by making some courses more accessible, reducing enrollment pressures, and helping students achieve degree objectives in a timely manner.
This resource is meant to help guide you as you consider teaching online and provide answers to the basic questions of where to go, how to apply, and what types of support are available to you. There are three main ways to offer online courses: UC Online (UC-wide courses), UCSB-specific online courses, and UCSB Summer Sessions. All online (and some hybrid) courses must go through a supplemental Course Approval process.
We encourage departments and faculty to propose courses that enrich our current curricular offerings. We are especially interested in supporting courses that:
- Align with departmental priorities (e.g. relieve bottleneck courses or offer online versions of courses for which additional qualified instructors might be useful).
- Incorporate innovative approaches to teaching and learning.
- Are central to a department or major’s equity plans.
UCSB offers funding, pedagogical expertise, help with course design, and technological support. There are multiple grants available to help you develop your online course. Please contact the Instructional Consultants at the Office of Teaching and Learning in order to know which grant or funding source is a good fit for your proposed course.
All of the Educational Technology that UCSB licenses is listed here, along with help information. Faculty can always contact the Instructional Consultants for individualized help choosing and testing the technologies for their courses.
All Senate Faculty are eligible to apply to teach online courses, with the permission of their chair, based on departmental need. In addition, we strongly encourage departments to consider developing online courses to address student demand by offering impacted courses online. Groups of faculty can also collaborate to develop joint projects. Online courses can be based on existing courses or created specifically to be taught online.
Remote teaching (via Zoom) was used during the height of the Covid-19 pandemic as an emergency stopgap measure until universities could resume in-person teaching. Online teaching is intentional, often asynchronous (i.e. uses pre-recorded lectures and assignments that students can do at their own pace), and designed to optimize the student’s learning experience.
Online courses have no required in-person meetings. Online courses can have required online synchronous meetings and online synchronous sections. Online courses also can be fully or primarily asynchronous.
Hybrid courses have some required in-person meetings, with the rest of the learning and interaction happening online in asynchronous and/or synchronous modes. Sections and labs are not allowed to be held regularly online in a hybrid course. For further information about course formats, click here.
It usually takes 12 months to complete the course design, get the necessary approvals, and develop the online materials. If you are applying for a course development grant, you need to factor in the grant application process.
All online courses need to go through the supplemental Course Approval Request (CAR) process. Hybrid courses must be approved if 50% or more of the classes are online. For details about the Course Approval Request process, click here.
Most grants request budgets for developing an online course. Sample budgets are available from the Instructional Consultants, and may include such line items as:
- Faculty compensation.
- Video production and editing.
- Students to help create and test the Canvas site.
- Graduate students revamping existing content into digital format.
- If needed: consultants to create multimedia content, or specialized equipment for the instructor to record content (e.g. on field trips).
Video Services in Kerr Hall has recording studios and producers/directors that can help them become comfortable in front of a camera. The studios have a Learning Glass, green screen, teleprompter, large monitor, and a white board to help with instructional videos. Video Services can film outside of the studios, either on or off campus. Grant funding is available from Instructional Development and can be used to help fund recording and editing fees for UCSB Video Services, or from external video production facilities. Cost for the recording studio begins at about $200/hr to film with a one-camera set up and minimal editing. Fees increase depending on number of cameras, staff involved, filming location, editing needs, etc. Please contact the Instructional Consultants for advice about services and costs.
We encourage faculty to explore these opportunities and work with our highly-qualified and experienced staff.
Academic dishonesty can include but is not limited to the following categories:
- Copying or attempting to copy from another student, allowing another student to copy, or unauthorized collaboration with another student
- Using any unauthorized material such as notes, cheat sheets, or electronic devices during an exam
- Looking at another student's exam
- Talking, texting, or communicating during an exam
- Submitting altered graded assignments or exams for additional credit
- Bringing pre-written answers to an exam
- Having another person take an exam for you, or taking an exam for another student
- Signing an absent student in for attendance, or allowing a fellow student to do the same
- Unexcused exit and re-entry during an exam period
- Taking credit for any work created by another person including, but not limited to, books, articles, methodology, results, compositions, images, lectures, computer programs, or internet postings
- Copying any work belonging to another person without indicating that the information is copied and properly citing the source of the work
- Creating false citations that do not correspond to the information used
- Providing false information in order to obtain exceptions to course requirements, deadlines, and the postponement of exams
- Forging signatures or submitting documents containing false information
- Making false statements regarding attendance at class sessions, requests for late drops, and/or incomplete grades
- Working together on graded coursework without instructor permission
- Working with another student beyond the limits set by the instructor
- Providing or obtaining unauthorized assistance on graded coursework
- Sharing course materials without the explicit written permission of the instructor or creator
- Purchasing or copying assignments or solutions to complete coursework
- Unauthorized use of another student's work
Responding to academic dishonesty involves two processes. You have responsibility for assigning grades, which may reflect breaches of academic dishonesty. The Office of Student Conduct (OSC) has responsibility for handling student discipline matters. If you believe you have evidence of academic dishonesty in a course, you should speak to the student about your concern and provide the student an opportunity to respond. If, after providing the student with this opportunity, you believe there is evidence that the student has violated academic integrity rules, you should notify the OSC. You can choose whether or not to refer the case to the Student Faculty Committee on Student Conduct. Students who are not referred to a hearing will receive a letter of reprimand from the OSC and their name will be kept on file in the case of future violations. If you choose to refer the student to a hearing before the Student Faculty Committee on Student Conduct, you should withhold the student's grade until the case has been resolved.
Incidents of academic dishonesty may be reported to the OSC using an online reporting form. Workshops on preventing and detecting academic dishonesty can also be provided by the OSC. For more information regarding academic dishonesty, visit the OSC website.