RVCC 2019 NECHE Self-Study

Teaching & Learning
Instructional Techniques & Content
Every course at RVCC has an official document referred to as the course outline. While the
course outline identifies topics to cover in a specific course, faculty have the academic
freedom to teach in whatever manner they feel will best meet the course outcomes.
Frequent methods of instruction include: didactic instruction such as lecture, student group
work, guest lectures, case studies, video supplementation of course content; laboratory
instruction to develop psychomotor skills such as hands-on manipulations, skills, role play,
and simulations; and clinical learning and internships where students are learning directly
in the work environment either under the direct supervision of RVCC faculty also at the
workplace or by a clinical preceptor who is overseen by an RVCC faculty member. Many
faculty incorporate technology into student learning via Canvas or the use of
teleconferencing classrooms to allow for improved utilization of resources across the three
RVCC locations.
Faculty at RVCC utilize a variety of instructional techniques including lectures,
demonstrations, discussions, hands-on labs, videos, readings, research projects, journals,
and observations. The instructional techniques that are used in each course are identified
in the course outline and are approved by the Curriculum Team for each course.
Instructional modes at RVCC include 100% face to face courses, hybrid courses, and 100%
online courses. Hybrid courses and online courses are delivered through Canvas. Faculty
teaching face to face also utilize Canvas for assignments and posting of lecture material.
The CCSNH System is responsible for developing a coordinated and integrated approach to
on-line learning policies. The VPAAs approved a posted list of on-line policies in 2011 that
include class size (maximum 20 students unless agreed upon by instructor and VPAA), and
specific information that must be included in the on-line syllabus (such as information on
Americans with Disability Act, copyright information, proctored exams and student
authentication).
Evaluation Methods
Evaluations of student learning take place at the individual course level as determined by
the individual faculty member through whichever assessment techniques they feel best
measure the required course outcomes. Students who do not feel as though their learning
in a course is sufficient have direct access to their instructors and can also bring their
concerns to the attention of the Program Director, Department Chair, or VPAA. Most
student concerns related to these issues are often a result of courses taught by new
adjunct faculty. When this occurs, Program Directors or Department Chairs have
employed a more rigorous mentoring process including, but not limited to classroom
observations and one on one feedback with the adjunct faculty. Students also evaluate
their learning in the course at the end of each semester during course evaluations and
these evaluations are used by Department Chairs during the faculty evaluation process. All
students must meet minimum passing grade standards in order to obtain credit for their
course and for the course to be credited towards their graduation requirements.
Students are allowed to choose what mode of delivery they would like to pursue based on
the schedule of courses available but may be encouraged by their advisor to take a specific
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