Webinars
CVC@ONE webinars are free, but require registration. We hope you will join us for one or more this fall! If you can't make it, all of our webinars are available on-demand on our YouTube page.
Building Your Own Multi-Pronged Approach to Reducing AI Misuse in Writing Assignments
Most educators now acknowledge that no single strategy can prevent students from outsourcing their writing to AI—especially in online, asynchronous courses. And yet we must not and need not abandon writing in our pedagogy; its value for learning remains. This webinar will make the case that a well-designed combination of strategies can make AI misuse much less likely.
We will explore three complementary approaches: designing assignments that motivate authentic engagement, implementing accountability measures that respect the student-teacher relationship, and guiding students toward pedagogical applications of AI that stimulate rather than replace writing processes. To support these approaches, we will share resources like AI policies, prompt templates, and examples of tools. Along the way, we'll reflect on pros and cons and workload considerations for each strategy.
Come ready to think creatively, question assumptions, and begin crafting your own academic integrity plan that aligns with your context and teaching philosophy.
Anna Mills has taught writing in California Community Colleges for 20 years and is author of the open educational resource textbook How Arguments Work: A Guide to Writing and Analyzing Texts in College. Before the release of ChatGPT, she started a popular resource list on AI in higher education hosted by the Writing Across the Curriculum Clearinghouse. Her essays on AI appear in The Chronicle of Higher Education and Inside Higher Ed, and she serves on the Modern Language Association/Conference on College Composition and Communication Task Force on Writing and AI and as faculty for the American Association of Colleges and Universities Institute on AI, Pedagogy, and the Curriculum. She is an advisor for MyEssayFeedback.ai, the AI Pedagogy Project, and the NIST U.S. AI Safety Institute MLA team.
AI Breakout Room Challenges
In this hands-on workshop, participants will engage in a series of increasingly challenging collaborative AI tasks, structured as breakout room challenges. Each task will explore the use of AI tools to enhance teaching practices and student learning. Topics will include effective prompt writing, designing assignments that reduce the likelihood of AI misuse, and facilitating comprehension of complex texts. By working through these challenges in teams, participants will deepen their understanding of AI’s role in education and develop concrete strategies to apply in their courses.
Dr. Christopher Stillwell’s award-winning work in AI, higher education, and teacher development includes invited presentations on AI in education for international, national and local teaching organizations; multi-phase US Department of State projects in various countries; and sharing innovations in technology-supported instruction as a Distance Education Coordinator for Professional Development. He is currently leading the AI, Communication, Education (ACE) Group at Saddleback College to explore innovative uses of AI to support language learners, funded by a grant from the California Learning Lab. Dr. Stillwell has done extensive work in teacher education at UC Irvine and at Teachers College Columbia University, and he has contributed numerous publications on collaborative professional development.
Prepping Like a Pro: Setting the Stage for a Great Learning Experience
Being a great professor can be hard. We live in a world of ever-changing and growing responsibilities, complicated systems and on top of all that, teachers are expected to be experts—often without sufficient formal training in the art. There are many points of failure, but one of the most common is insufficient preparation.
In this seminar, veteran faculty and learning expert Bill Moseley will provide tried-and-true approaches to preparing for the term that will revolutionize your teaching, including:
- Framework for Preparation
- Choosing a Powerful Class Structure
- Understanding Pacing and Workload
- Importance of Solid Dates
- Impact of Published Standards
- Myth of the Responsive Classroom
- Using AI Tools to Get it DONE
With over 27 years in higher education, Dr. Bill Moseley brings a wealth of experience in educational leadership, innovation, and digital strategy. He’s served as Vice President of Innovation, Dean of Academic Technology, Faculty Director of Technology, Innovation and Professional Development, Faculty Chair of Computer Science, and is a long-time computer science professor with over two decades of classroom and online experience. Bill also spent 20 years as an adjunct faculty in Pepperdine University’s groundbreaking Learning Technologies graduate programs.
Scroll Less, Talk More: Humanizing the Online Learning Experience
In online learning environments, students often spend more time scrolling through content than engaging with their peers. While we know that human connection—not just information—is the key to deeper academic engagement, is it possible to build these relationships in a scripted online setting like a college course? In this session, we’ll explore what it means to “scroll less and talk more” in the context of online learning and how this shift can support our students’ persistence, motivation, and success.
Participants will explore a range of communication tools—both within Canvas and external platforms—with a focus on strategies that encourage authentic student-to-student connection. Special attention will be given to ways we can replicate the informal spaces where meaningful peer relationships form in face-to-face classes. Attendees will leave with flexible, scalable ideas for building online student communities that support learning in the online classroom and beyond.
Ryan Hitch is an Instructional Specialist in Distance Education at Chaffey College and a long-time English instructor in the California Community College system. With nearly ten years of experience at institutions like Saddleback, Norco, and Cerritos Colleges, he specializes in online pedagogy, accessibility, and equity. He contributed to the OER textbook How Arguments Work and regularly leads professional development on accessible course design and regular substantive interaction. As a former community college student, Ryan brings a practical, student-centered approach to humanizing the online learning experience.
Designing for the Future: Leveraging AI, UDL, and Flexible Course Design for Inclusive Learning
Explore how AI can support faculty in anticipating learner variability, designing flexible, inclusive courses, and fostering metacognition through reflective, growth-oriented rubrics. Grounded in Universal Design for Learning (UDL), participants will discover how to use AI tools to streamline design, embed choice, and support student thinking and ownership. Practical examples and strategies will be shared for immediate application.
Elli Constantin, M.Ed., has dedicated her career to empowering students with disabilities, starting in K-12 education and advancing to higher education. She served for 13 years as a DSPS faculty member at Mission College, where she led UDL trainings and championed institutional accessibility. Now, as the Distance Education Director at Cypress College, Elli supports faculty in creating inclusive online learning environments. She also serves on the AI State Council and various regional and district AI committees. Passionate about nature, Elli enjoys camping, snorkeling, and cherishes her roles as a mom, wife, daughter, and pet parent.
You Say You’re My A11y, But Then UX Me
This session unpacks the often-overlooked disconnect between accessibility and usability in higher ed. Just because content meets technical standards doesn’t mean it’s usable or inclusive. If students are lost, frustrated, or can’t engage meaningfully, we’ve missed the mark.
This webinar will explore what happens when accessibility stops at compliance, why usability must be part of the conversation, and how to design digital experiences that truly work for all learners. Through real examples, a dash of humor, and practical strategies, you’ll learn how to shift from accessible enough to actually inclusive. Because when UX (usability) fails, a11y (accessibility) falls with it.
Whether you’re building Canvas pages or choosing tools for engagement, you'll learn how to make accessibility a shared, intentional practice–because usable is accessible, and everyone has a role to play.
Saša Stojić-Ito, is an Online Multimedia Specialist at Los Angeles Community College distict. Saša doesn’t just work in a11y (accessibility)–she lives it. As an instructional designer and passionate a11y advocate, she treats inclusion as a practice, not a checkbox. At the Los Angeles Community College District (LACCD), she helps faculty and staff get into accessibility shape—one heading style, alt text, and "wait... that’s not a button?" moment at a time.
She believes accessibility isn’t just about compliance, it’s about care, clarity, and community. Whether through content design, district-wide training, or thoughtful use of semantic HTML, she works to turn values into action and explore how AI might help democratize accessibility, one inclusive course at a time.When she’s not weaving equity into online learning, you’ll find her experimenting with ways to bake Nutella into everything or 3D printing.
Peer Online Course Review (POCR) Rubric Listening Session
A statewide workgroup is making recommendations to update the Peer Online Course Review (POCR) Course Design Rubric, which helps faculty develop high-quality online courses. The primary objectives for these updates are to ensure the rubric includes integration of artificial intelligence, regular and substantive interaction, privacy, security, and equity, as directed by the Chancellor’s Office.
In addition to these specific areas, the workgroup conducted a comprehensive review of the entire rubric and made broader modifications to support the evolving needs of faculty and students across the system.
This webinar will review workgroup’s recommendations, discuss how this tool supports faculty statewide, and explore the benefits of ensuring we are meeting the needs of our 2.1 million students. This session will also provide participants with an opportunity to offer critical feedback on the latest POCR rubric revisions, particularly related to the resources necessary for successful statewide adoption.
Xochitl Tirado serves as a Faculty Mentor at CVC@ONE and the Distance Education Coordinator at Imperial Valley College. With over 25 years of experience in education across higher education and K–12 settings, she brings a strong foundation in teaching, instructional design, and faculty development. At Imperial Valley College, she leads the college’s efforts to ensure quality and compliance in online learning, overseeing faculty training, online course design, and distance education policy. In her role with CVC@ONE, Xochitl supports colleges statewide as a POCR faculty mentor, guiding faculty through the Peer Online Course Review process and promoting best practices in online teaching.
Maria Elena Fernandez serves as a Faculty Mentor at CVC@One. She is the Distance Education and Instructional Design Coordinator at College of the Siskiyous, where she leads strategic initiatives in online education, supports faculty development, and advances quality in instructional design. She brings strong skills in curriculum design, digital learning design, faculty training, and instructional innovation—developed over more than 30 years in the California Community College system—to her role as a POCR Faculty Mentor with CVC@ONE.
Peer Online Course Review (POCR): Plug and Play
The new Peer Online Course Review (POCR) Plug and Play process facilitates access to select high-quality online courses throughout the California Community Colleges system. This session will not only provide an overview of Plug and Play, but also explain how to adopt a course and which courses are currently available and in development. Adoptable courses assist faculty in creating an excellent experience for students!
Xochitl Tirado serves as a Faculty Mentor at CVC@ONE and the Distance Education Coordinator at Imperial Valley College. With over 25 years of experience in education across higher education and K–12 settings, she brings a strong foundation in teaching, instructional design, and faculty development. At Imperial Valley College, she leads the college’s efforts to ensure quality and compliance in online learning, overseeing faculty training, online course design, and distance education policy. In her role with CVC@ONE, Xochitl supports colleges statewide as a POCR faculty mentor, guiding faculty through the Peer Online Course Review process and promoting best practices in online teaching.
Maria Elena Fernandez serves as a Faculty Mentor at CVC@One. She is the Distance Education and Instructional Design Coordinator at College of the Siskiyous, where she leads strategic initiatives in online education, supports faculty development, and advances quality in instructional design. She brings strong skills in curriculum design, digital learning design, faculty training, and instructional innovation—developed over more than 30 years in the California Community College system—to her role as a POCR Faculty Mentor with CVC@ONE.
Leaning into Our Values: Incorporating GenAI into Our Teaching Practice
With the disruptive innovation of Generative AI, educational leaders and faculty alike face uncertainty with the disruptive innovation of this mutable technology. A key component to dealing with radical change is ‘leaning into’ and living according to our personal and professional values. This webinar will encourage participants to examine the roles our values play as we examine how GenAI impacts authorship, connection and critical analysis and meaning-making in our academic learning and workplace environments.
Katie Datko is a multiple award-winning curriculum developer who has worked in online learning in the California Community College system since 2012. She is currently the Dean of the Library and Learning Support Services at Glendale Community College. In addition to being an instructional designer, she has worked as a teacher trainer in various capacities for over 20 years, and has taught at a variety of post-secondary institutions in California and overseas in Czechoslovakia and Japan.
Human-First Teaching with AI
Modern teaching demands more from faculty than ever before. From formatting and accessibility compliance to upholding rigorous academic standards within the new frontier of online courses, instructors are increasingly consumed by digital busy-work. While these responsibilities are essential, these tasks pull us away from what matters most: meaningful human-to-human connection with our students. In this session we will explore how AI tools can automate repetitive teaching tasks without compromising quality, equity, or integrity. Webinar attendees will learn how to:
- Create and edit accessible Canvas content.
- Streamline the creation of randomized assessments within Canvas to protect integrity in asynchronous classes.
- Model responsible AI use and literacy for our students for academic and professional success.
Participants will receive a digital resources toolkit to help get them reduce and manage their own digital busy work more effectively.
Participants will receive a digital resources toolkit to help get them reduce and manage their own digital busy work more effectively.
E. Nidia González is a dedicated community college educator with nearly a decade of experience in higher education. She has helped launch a STEM speaker series at Chabot College, served as Assessment Coordinator at Los Medanos College, and developed a wide range of open-source resources to support students taking her courses. At Los Medanos College, Nidia is known for her innovative, student-centered approach to course design and teaching. This fall, she will join Norco College as a newly appointed Assistant Professor of Mathematics. A passionate advocate for professional development and collaborative learning, she frequently trains faculty and presents on technology integration and course assessment strategies.
A community college graduate herself, Nidia is deeply committed to equity and inclusion in education, working to ensure that all students have access to engaging, high-quality instruction, both in and beyond the classroom.
