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Department of Instructional Intervention and Support Instructional Framework

The Department of Instructional Intervention and Support provides professional development in research-based strategies for teaching and learning and engages in the development of instructional interventions with faculty and instructors. Initiatives led through this department are designed to improve student academic outcomes and eliminate equity gaps for the diverse student body of the Community College of Aurora. Collaboration across departments and disciplines in cooperation with department chairs, faculty, and instructors is essential to the work of the department and the design and implementation of an Inclusive Instructional Model and Center for Teaching and Learning. 

Equity Gap

The data set shows the completion rates for students of color compared to white students over time (note that in the absence of easily defined cohorts, completion rate here is the percentage of the overall enrolled population that receives a degree or certificate). Students of color make up a majority of enrolled students at CCA (57.8% of students in FY17), so we would expect them to make up around 57%-58% of our degree and certificate production. Yet only 46.1% of degrees and certificates in FY17 were earned by students of color, thus creating inequitable outcomes for underrepresented student populations.

  Data Set
















Total Enrolled











Total Graduated











Completion Rate











*These numbers are preliminary and subject to change.

Source: CCCS Performance Measures for CCA, IPEDS Completion, and Cognos enrollment and graduation files. Note that those with an unknown race/ethnicity have been excluded from this analysis.

Instructional Support Initiative

The instructional support initiative (ISI), within the Department of Instructional Intervention and Support, builds on CCA’s significant efforts over the past five years to close equity gaps for underrepresented student populations. This is the initial phase of a broader plan to create a Center for Teaching and Learning at CCA. In recognizing the critical role that adjunct instructors play in closing the equity gap, the instructional support initiative will expand professional development opportunities for adjunct instructors. The focus will be on equity-oriented teaching and learning practices. ISI will include two key components: 1) development of a teaching and learning model that embeds inclusive and culturally responsive pedagogy in faculty/adjunct professional development, and 2) the design and implementation of instructional workshop series designed to support adjunct instructors while eliminating equity gaps in course and program success rates. 

In phase one, the instructional team will lead the development of the instructional model. The team is comprised of an instructional coach, a full-time faculty member, and an adjunct instructor.  The instructional team will use research studies, quantitative and qualitative data, interviews with faculty and adjuncts, and collaboration with other metro community colleges with teaching and learning centers to inform the model design. The teaching and learning model will incorporate discipline-specific and cross­ disciplinary instructional approaches, instructional best practices, techniques, and strategies.

In phase two, the instructional team will develop a series of professional development workshops. Workshops will introduce, enhance, and expand current teaching and learning practices through topics that include but are not limited to: high impact practices, implementing student-centered instruction, creating inclusive learning communities, using teaching strategies for differentiated learning, and becoming a reflective and best practitioner. 

The workshops will foster classroom instruction that engages student critical thinking, self-efficacy, active learning skills, ability to co-construct knowledge, and information literacy skills while creating learning experiences and environments that are inclusive and culturally responsive. Expected outcomes include increased student success rates and equitable outcomes for underrepresented student populations. 

Adjunct Instructor

Professional Development Workshops

Adjunct Instructor

Equity in Instruction Leadership Academy (EILA)

CCA Innovation Grant

CDHE/Lumina Grant and

Innovation Funds

Instructional Coach
The instructional coach will co-lead the instructional support initiative and provide departmental support related to design, implementation, assessment, and scaling of instructional interventions. Additionally, this position will lead the adjunct EILA trainings while providing coaching and mentoring for faculty and adjunct instructors as it relates to teaching and learning. Responsibilities will also include collaboration across disciplines, conducting research, collecting data, and building partnerships with CCCS community colleges. 

The association of college and university educators was founded in 2014 by leaders in higher education to promote quality instruction at colleges and universities nationwide. ACUE’s comprehensive Course in Effective Teaching Practices prepares college educators to implement all of the essential practices shown to improve student outcomes. This facilitated, online Course is offered to cohorts of faculty at participating institutions. Educators who satisfy Course requirements earn a Certificate in Effective College Instruction endorsed by the American Council on Education (ACE). Participating faculty receive unprecedented levels of professional development and support. 

The Center for Teaching and Learning
The Center for Teaching and Learning (CTL) is a centralized physical or virtual space that supports the development of full-time faculty and adjunct instructors as it relates to teaching and learning.  Classroom instruction, college-wide collaboration, leveraging faculty and instructor expertise and improving the educational experiences and outcomes of students are at the foundation of a CTL. The CTL provides a space and opportunity for peer to peer learning, development of robust teaching and learning opportunities, establishment of an instructional resource repository, and retention of faculty and adjunct instructors. CTL’s are widely known for providing professional development opportunities and resources that not only lead the growth of faculty and instructors but lead to the advancement of student learning. The ultimate goal would be the creation of a culture of instructional excellence that erases the equity gap.



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