Portland Community College | Portland, Oregon Portland Community College

Priorities for online course development

The following priorities for online course development center on promoting equitable student success, facilitating cross-district coordination, and encouraging faculty collaboration to foster high-quality course design.

Image of concentric circles displaying 2018-19 online course prorities

To support equitable student success, requests for course developments and revisions should focus on:

1. Courses for transfer degrees, AAS, and AGS degrees

Online course developments in this area should focus on courses not yet offered online that meet requirements for the AAOT, ASOTB, OTM, AAS and AGS degrees. Revisions should also focus on courses that meet these requirements. Please consider the number of courses that already exist online that may fulfill a transfer requirement or general elective before submitting requests. 

Opportunities for development of courses in high-demand include:

  • Expanding options in Art
  • Expanding lab sciences for transfer including: BI 101, BI 112, BI 141, BI 142, BI 143, BI 202 ESR 171, ESR 172, ESR 173, GS 106, GS 108, & GS 109
  • COMM 111, 112
  • MTH 211, 212, 213, & 241
  • High enrollment world language courses
2. Fully online CTE degrees and certificates

Online course developments and revisions in this area should focus on courses that expand access to a fully online CTE degrees or certificates or that support the CTE degrees and certificates currently offered fully online. Programs wishing to expand to fully or partially online may be required to provide information on 3 – 5 year program plans.

3. Opportunity gap courses

Course developments and revisions in this area should focus on courses where there is a significant gap between online and face-to-face sections, or the online success rates are low.

To foster cross-district coordination and faculty collaboration, requests should consider:

  • Number of faculty available in the district available to teach a course, before requesting faculty training
  • Average (or expected) online enrollment over an academic year including number of sections
  • Cross-district agreements about number of online sections that will be offered and a plan for offering the course
  • Encouragement of faculty to build courses as cross-district team with the intent of sharing best-practices and shells with other faculty in the discipline