We started an Incentive Program to promote professional development. Faculty can earn up to 500 points; each equal to one dollar. We will discuss how we developed the program, participation and changes we've seen in online teaching and course design.
Elevate your course, administrative goal, or research agenda with the Immersive Online Content (IOC) Approach for evidence-based course design and delivery. Rooted in agentic active learning, explore interactive 360° Virtual Reality (VR) science labs and curated DIY avenues to implement IOC today!
This session reports the professional development opportunities for Quality Assurance (QA) across a 23-campus system and the impact of Quality Matters (QM) training and course certification on online teaching outcomes at California State University. Quantitative and qualitative data gathered as part of the Student Quality Assurance Impact Research (SQuAIR) project at the system level are used to triangulate the relationship to student outcomes and satisfaction.
This session will focus on sharing the findings of a research study to track the impact of QM professional development on online course design and student evaluations.
The session presentation aims to share the findings of an exploratory case study that examined the impact of QM professional development on course design and student evaluations.
The Teaching & Learning unit at a research university developed a sustainable QA program for online courses based on (1) identification and application of various elements of QA at respective points in course development and (2) augmentation of the QA process with context-sensitive dynamics.
Accessibility of online courses is an important part of quality assurance. Federal laws require our courses to be accessible to people with disabilities. Often, the accessible features we implement in our online courses help all learners. Moreover, ensuring that content is accessible and making content accessible is the right thing to do! In this session, we will explore guidelines you can follow to ensure accessibility of course content and review the updated QM standards that support national guidelines.
The College began a three-year, institution-level Quality Matters implementation Plan in 2011, by building QM standards into all aspects of its course development process. The plan included QM-managed course reviews of four model courses, subscriber-managed reviews of 28 courses, internal/unofficial reviews of 120 courses, and a commitment to professional development in PRC, MRC, and face-to-face/online certified facilitation of APPQMR.
High impact educational practices (HIPs) are touted for their association with student retention and engagement; however, implementation of these practices at most institutions is “unsystematic” (Kuh, 2008, p. 9). To address this concern, my institution is developing an intentional approach to foster faculty engagement with HIPs with the goal of embedding them across the curriculum. This initiative has led to the development of resources to support faculty and staff work in HIPs including a review of research, revealing significant gaps in what we know about them.
Come join Dr Yaping Gao, QM's Senior Academic Director of Programs & Services, and Melissa Poole, Director of Quality Assurance, to learn about the benefits of implementing QM and share the challenges you are facing implementing QM at your institution. The facilitators will also share QM's recently developed candidacy approach that prepares institutions for Program Certification, a new program QM recently launched to help institutions initiate and implement quality assurance beyond the course level.
Implementation? Communication Strategies? Reluctant Faculty? We've been there! Come explore how our Regional University is working to successfully implemented a Quality Matters Program.
This session will provide a historical overview of QM's research on implementation, grounded in the literature for implementing quality assurance and navigating change management. Past research results and recommendations will be discussed, as well as how we're moving this research forward to provide new resources and supports for implementing online quality assurance at your institution.
Does your intuition have challenges with faculty buy-in? Are course developers offered professional development? Are design elements embedded into your LMS? This interactive discussion presents a case study addressing these issues and offers solutions for different institutions.
A fully online Learning, Design and Technology graduate program has implemented the Quality Matters (QM) for Students into curriculum requirements for students concentrating in online teaching and learning. This graduate program is one of 10 universities in the united states to implement the QM for Students. The director of the program and the instructor of the course will present the initial QM coaching experience, examples of courses designed and feedback from the students' experience.
Quality feedback is a crucial ingredient in learning. In any design process, a designer must understand the user’s needs, assess trade-offs and analyze alternatives based on a list of criteria. A fully online MBA program developed with quality assurance processes and goals utilized module surveys and end of the course student evaluations to improve course design. The College of Business Administration (CoBA) is dedicated to creating competitive online courses to meet the needs of students, employers, and faculty.
Come see how our student workers provide faculty with student perspectives using the QM Rubric. You will get to choose the order as we discuss finding students, selecting SRS, managing the process, and training the students. All aspects will be included in the handouts and materials provided.
In this session we discuss the connection between Quality Matters and User Experience (UX). First we define UX and why these design principles are important to incorporate in education. We then describe how QM improves student user experience according to the UX design principles, and give examples based on the QM rubric. We conclude with a discussion of my experience implementing QM™ Standards in a hybrid course.
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