Peer Online Course Review (POCR)

The POCR process allows faculty to align their online courses with the highest standards of course design - the CVC Course Design Rubric. Specially trained SBCC peers will provide support, resources, a full review using the CVC Course Design Rubric, and individualized feedback to ensure your online course receives a Quality Badge with priority status on the California Virtual Campus exchange.

Why Align?

Aligning your course to the CVC Rubric translates to improved student success; Quality-Badged courses produce student success rates 4.9% rates higher than the statewide average for online courses and a 2022 study by Chaffey College revealed a 14% increase in course success rates after POCR alignment. The CVC Rubric covers best practices in content presentation, student and instructor interaction, assessments, and accessibility, plus our local review will provide guidance and feedback on equity practices -- all proven course design features that support students’ success in your courses.

Stipend for 2024-2028

$250 for POCR course (12 hours)
$250 For Accessibility work (with FRC Assistance)
$650 for getting your course reviewed locally and submitted to the OEI
$850 when your course is fully approved and badged
$750 for additional Courses

Faculty Reviewers/Mentor:

Must complete have a course badged
Must complete @one POCR reviewer course ($300 stipend)
Must attend at least 2 POCR norming sessions with the CVC per year
$1000 for reviewing other courses A-C (must be in a different discipline)

Does your Course Qualify?

To qualify for the POCR process, courses must be:

Fully online
Asynchronous (no hybrid courses, no mandatory class meetings)
Permanently approved as an online course (not temporary or emergency approved)

POCR Process

Join the POCR self-paced Canvas course – a special Canvas hub for aligning faculty, with helpful resources to prepare you for the process. This course is approximately 12 hours and results in a certificate you can submit for FLEX. To get started email frc-group@pipeline.sbcc.edu and request access to POCR.
Meet one-on-one with a POCR reviewer to plot your course and layout your action plan
Complete a Self-Review of your course design
Meet one-on-one with a POCR reviewer for custom advice and helpful resources to start an Accessibility Action Plan
Submit your course for review and get feedback, suggestions, and support from a POCR peer reviewer
Make any necessary changes or adjustments to align to the CVC Rubric
Final course review by a POCR peer reviewer
Submit your course to the CVC for a Quality Badge

Who should request

Faculty developing a new course that has never been offered before

Departments/Programs who are looking for a place to create interactive training

Faculty on sabbatical who need a space to create or test new content

Departments/Programs who need a space to host information for students that is not related to a single course

Faculty who want to test a new publisher or tool that requires an LTI set up by SBCC

When not to request

If you want to work on your course for next term, you should wait until courses are created by banner.

If you want a place to play or try something

Faculty (anybody really) can make an account at https://canvas.instructure.com/login/canvas (click create an account in the upper right). Here you can make shells you can work on that are outside the SBCC framework, and import and work on your material there. Then in the future you can download that and import it into an SBCC class.

You can also view an exported course file by using this website: https://common-cartridge-viewer.netlify.app/#/ (no account needed)

How to request

email frc-group@pipeline.sbcc.edu with the following

your name

campus email

name of course you are requesting

reason for needing a sandbox course

end date of sandbox (when can we remove it)

Students who enroll in courses that have received Peer Online Course Review (POCR) certification can expect numerous benefits:

High-Quality Learning Experience: POCR-certified courses undergo rigorous evaluation to ensure they meet established standards of excellence, providing students with a high-quality learning experience.
Clear Course Structure and Expectations: POCR-certified courses are designed with clear objectives, organized content, and transparent expectations, making it easier for students to navigate and succeed in their studies.
Engaging and Interactive Content: Courses that have undergone POCR certification often feature engaging multimedia content, interactive learning activities, and dynamic assessments, enhancing student engagement and retention of course material.
Accessible Learning Materials: POCR-certified courses prioritize accessibility, ensuring that course materials are available in multiple formats and are accessible to students with diverse learning needs.
Responsive and Supportive Instructors: Faculty members who have participated in POCR are committed to providing responsive and supportive instruction, offering timely feedback, guidance, and assistance to students throughout the course.
Peer-Reviewed Course Design: POCR-certified courses have been peer-reviewed by experienced educators, ensuring that course design and instructional strategies are effective and align with best practices in online education.

POCR Review Sections

The official Peer Online Course Review (POCR) encompasses four primary sections, each targeting distinct facets of online course quality and efficacy:

Section A: Course Presentation

This section encompasses 14 key criteria that must align for a course to receive certification. It evaluates the arrangement of objectives, ease of navigation, availability of student support services, and more. Ensuring coherence across these criteria enhances the overall presentation and accessibility of the course content.

Section B: Student Interaction

Comprising six essential components, Section B is pivotal in determining the course's badge eligibility. It examines aspects such as pre-course communication, frequency of meaningful interaction between instructors and students, opportunities for student-initiated communication, and other factors crucial for fostering an engaging and interactive learning environment.

Section C: Assessment Practices

With eight integral components, Section C evaluates the effectiveness of the course's assessment strategies. It scrutinizes elements such as the authenticity, validity, diversity, and timeliness of assessments, as well as the quality of feedback provided to students. Ensuring alignment with these criteria enhances the fairness and reliability of the course evaluation process.

Section D: Accessibility

The Accessibility section emphasizes the removal of barriers to learning for all students. Ensuring full accessibility of course materials and resources is paramount, promoting inclusivity and accommodating diverse learning needs. Compliance with accessibility standards ensures that all students have equal access to course content and resources, regardless of their individual abilities or circumstances.

By addressing the requirements outlined in each of these sections, instructors can enhance the overall quality, effectiveness, and inclusivity of their online courses, ultimately providing students with a more enriching and accessible learning experience.

The POCR Review

POCR reviewers conduct a comprehensive examination of the submitted course, meticulously analyzing each section of the POCR rubric to assess alignment with established standards. If a standard is deemed aligned by consensus, no further revisions are required from the instructor of record. Nevertheless, the review team frequently offers recommendations for enhancement. However, if reviewers identify a standard as not aligned by consensus, the faculty member must implement the suggested revisions to progress through the POCR review process. This rigorous evaluation ensures that courses meet the criteria for quality and effectiveness outlined in the POCR rubric, ultimately enhancing the overall online learning experience for students.