SARA is a voluntary state-level process agreement that allows institutions to offer distance education courses and programs to residents of other states/members of the Agreement. Along with many other states, Ohio is now a member of the State Authorization Reciprocity Agreement (SARA).
Let's be honest: the QM Rubric can be downright scary! One way to help faculty and IDs apply the Rubric is to establish a standard operating procedure (SOP). The goal of a SOP is to map each step in applying the QM Standards, giving the ID and faculty member an overview of the course development process. This session will first look at California State University - East Bay's current three-year quality assurance initiative and then examine the SOP developed to implement it. Participants will also be invited to share procedures established on their campuses.
How did a small, rural, multi-campus community college become one of the top 2 percent of all QM institutions? Come on an interactive journey to discover ideas to achieve QM success at your campus. You'll learn how leadership, internal mentors, faculty workshops, monetary incentives, and a wall of fame motivate faculty to pursue QM Certification. There will be several strategies for how you, too, can get a piece of the pie. Be sure to bring your wireless device to this presentation.
Jill Holmes, Sheryl Barton, and Kim Hansen
Many faculty at this institution have completed the APPQMR training, yet seem unable to take the next step. A Faculty Learning Community (FLC) was created, giving faculty a place to discuss how to revise their courses to meet Quality Matters Standards. Learn more about the FLC structure, meeting agendas, materials used, and results. Participants will also be provided with several of the tools and resources that were developed for this Faculty Learning Community and will leave with a template for creating an FLC at their schools.
Timeline Review and Program Support
Purpose of the Cohort Program -
To provide structure, support and, resources for faculty engagement with Quality Matters Course Review from the early stages of design through the process of certification.
QM standards 3.4 (The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed) and 3.5 (The course provides learners with multiple opportunities to track their learning progress) are not required standards to pass a QM review but these standards have a direct impact on authentic learning and student achievement through the correct implementation of assessments. Meeting standards 3.4 and 3.5 will greatly impact the power to establish authentic learning and create better opportunities for measurable online learning.
A challenge that many online faculty face can be broken down into three areas: 1) they have never been online learners and cannot put themselves in the role of a student, 2) they have never taught online and/or 3) they are not comfortable using the tools within their Learning Management System (LMS). This presentation will review the yearlong process of researching and prototyping to develop two courses, consistent with the QM CPE rubric, that will help faculty succeed in the online environment.
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