Academic Info

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Academic Calendar

Academic Calendar

University Calendar

The academic calendar is the official University document listing the major academic dates for the academic year. The academic calendar is maintained by the Office of Faculty Affairs and Development.

Note: The calendars are subject to change. Calendar updates will be posted on the academic calendar site.

PTE Schedule

The student course evaluation administered through the Perceived Teaching Effectiveness (PTE) process is coordinated by the Office of Faculty Affairs and Development for stateside courses. PTE's are scheduled for every fall and spring semester. PTE inquiries for Extended Education courses should be directed to the College of Continuing and Professional Education.

RTP Schedule

The RTP schedule and supplementary information forms for the academic year listed below outlines the dates for each level of review.

Note: Please be advised these dates are subject to change.

Academic Catalog

University Catalog

University Catalog

The Academic Catalog provides a wealth of information to make your expereince at Dominguez Hills be easier. The catalog discusses degree requirements, course descriptions, campus policies, services, and more. Use this as a guide to to help plan and schedule your future semseters. Current students can find more information about their courses using Course Search.

Note: Information on the academic catalog is subject to change on a yearly basis. Information about previous catalogs can be found on the University Catalog Archive

Academic Research

Internal Grants

The annual Research, Scholarship, and Creative Activity (RSCA) Awards Program is an intramural faculty research grant program intended to support faculty research, scholarship, and creative activity, interpreted broadly to mean the disciplined quest for broadening human understanding. The call for proposals is typically announced late Fall-early Spring and applications are due each Spring semester. This opportunity is open to all members of Unit 3.

External Grants

InfoEd Global's SPIN™ funding opportunities database is an online resource that helps faculty, students, and staff find relevant programs available to fund all types of research. SPIN™ tracks approximately 40,000 funding opportunities across thousands of governments, foundations, and commercial entities around the world.

Academic Technology

Academic Software

Campus licensed software, teaching, and learning tools available to faculty.

Canvas Resource Center

Information and guides about CANVAS.

The College of Arts Online Pedagogy Resources

The following list of resources was designed to help faculty as they transition their courses to online modalities.


Today, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field. Several areas of assistive technology and sample products may be found in any given classroom, making a difference in how students of all abilities learn.

PowerPoint presentations tend to be highly visual, and people who are blind or have low vision can understand them more easily if you create your slides with accessibility in mind.

Learn how to use the Audio transcript option (under Cloud Recording) to automatically transcribe the audio of a meeting or webinar that you record to the cloud.

Accessible classroom resources to promote student engagement and agency.

The Critical Design Lab is a multi-disciplinary and multi-institution collaborative drawing on the methods of critical and interrogative design, intersectional feminist design theory, and crip technoscience to address thorny questions about accessibility.

Brueggemann, Brenda Jo, Rosemarie Garland-Thomson, Georgina Kleege. “What Her Body Taught (Or, Teaching about and with a Disability): A Conversation.” Feminist Studies (2005).

Grasgreen, Allie. “Dropping the Ball on Disabilities,” Inside Higher Ed, April 2, 2014.

Wood,Tara, et al, “Why We Dread Disability Myths,” The Chronicle of Higher Education, May 24, 2017.

Michele Pacansky Brock, Open Version of Best Practices for Teaching with Emerging Technologies, Second Edition. Routledge (2017).

Bensimon, Estela. "Five Principles for Enacting Equity by Design" Diversity & Democracy 19, no. 1 (Winter 2016)

Bernal, Dolores Delgado, et al. Transforming Educational Pathways for Chicana/o Students: A Critical Race Feminista Praxis

Garfield, Jay L. and Bryan W. Van Norden. “If Philosophy Won’t Diversify, Let’s Call It What It Really Is,” New York Times, May 11, 2016.

Maday-Travis,Lewis. “6 Ways I Make My Science Class LGBTQ-Inclusive As a Trans Teacher,” GLSEN.

Vidal, Ortiz, Salvador. “Dismantling Whiteness in Academe” Inside Higher Ed, Nov. 10, 2017.

Witham, Keith, et al. “Moving the Attainment Agenda from Policy to Action”Change (New Rochelle, N.Y.) 47, no. 4 (2015): 6-15.

First-Generation College Students

Banks-Santilli, Linda. “First-Generation College Students Struggle With Divided Identities,” The Conversation, June 2, 2016.

Tyson,Charlie. “The Hidden Curriculum," Inside Higher Ed, August 4, 2014.

Zinshteyn, Mikhail. “How to Help First-Generation Students Succeed,” The Atlantic, March 13, 2016.


Hybrid Pedagogy is a community, a conversation, a collaboration, a school, and a journal. It is a place to discuss critical digital pedagogy by advocating for students and fostering awareness of academic hierarchies.

HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory) is an interdisciplinary community of humanists, artists, social scientists, scientists, and technologists changing the way we teach and learn. 16,000+ members from over 400+ affiliate organizations share ideas, news, tools, research, insights, pedagogy, methods, and projects--including Digital Humanities and other born-digital scholarship--and collaborate on various HASTAC initiatives.


Arizona State University is committed to supporting faculty and students in the transition to online teaching and learning in response to the coronavirus crisis. The ASU instructional design community has created this set of vetted resources as an essential toolkit for quality online course development and delivery. The goal is to provide curated resources, actionable steps, and an overall strategy to the rapid development of online course materials, activities, and assessments.

Important concepts that can serve to organize the work of teaching with technology.

A journal of critical digital pedagogy.

Strommel, Jesse. “How to Ungrade”
Provides insight into alternative approaches to assessment.

A podcast on new practices in teaching and learning. Has a variety of discussions of digital tools and practices.

Whether local, national, or international in scope, times of crisis can have a significant impact on the college classroom. There are many possibilities for how to address a crisis in class, from activities that take only a moment to restructuring your entire course, and plenty in between.

Danciewicz, Kyle. “Can You Teach Art Online?” Art in America, April 17, 2020.

Darby, Flower. “5 Ways to Connect With Online Students.” Chronicle of Higher Education, July 6, 2020.

Morris, Sean Michael & Jesse Stommel - An Urgency of Teachers: The Work of Critical Digital Pedagogy (online version)

Toor, Rachel. “Turns Out You Can Build Community in a Zoom Classroom.” Chronicle of Higher Education, June 23, 2020.