This study of full-time faculty from a large HE system explored faculty perception of impact on students and possible changes to teaching strategies (online and f2f), and asked about preferences related to professional development regarding participation in an official QM course review.
This session shares the far-reaching impact a QM Consortium relationship can have on a large university campus. With more than 300 online courses offered in any given semester, finding a way to manage quality assurance is a daunting task. Faculty collective bargaining agreements can restrict what access an institution has to review faculty courses, so the university worked collaboratively with the faculty union to reach an agreement of minimally invasive online course review.
This session centers on planning a focused Faculty Learning Community to create effective learning objectives (Standard 2.1 and 2.2)
This poster presentation centers around planning a focused Faculty Learning Community based on working with course or program level mandated objectives which are not measurable (QM Standards 2.1 and 2.2).
This presentation focuses on a strategic plan for piloting a focused Faculty Learning Community built around courses with mandated program or course objectives which are not measurable (Standards 2.1 and 2.2).
How do you ensure consistent quality in formative, internal reviews? A full QM review is a significant investment of time and funds -- How can you be confident that a course and a faculty member are “ready” before they go up for a full review? This situation is faced by many QM institutions. In this moderated panel, QM Coordinators from three universities (New Mexico State, Texas A&M International, and Indiana) will compare and contrast how they have approached this challenge.
A short presentation regarding the experiences of the hosts with four sequenced official QM reviews and the lessons learned. Guided discussion about preparation for the first review and how to build on that experience to decrease future preparation time and make each subsequent review easier.
A short presentation regarding the experiences of the hosts with four sequenced official QM reviews and the lessons learned. Guided discussion about preparation for the first review and how to build on that experience to decrease future preparation time and make each subsequent review easier.
Information technology is rapidly changing the way faculty and universities engage learners to ensure student success. The availability of new tools—adaptive learning, early alerts, predictive analytics—offers on demand insights and allows for personalized interventions from educators. The push for personalization challenges notions around quality. Most quality assurance is built around designing for a course or activity versus around student centered design. In this session, we will explore how faculty and advisors are using data to redesign classes.
The acceptance and growth of QM's QA process is due, in part, to peer-to-peer review by qualified faculty peer reviewers? Why was this practice chosen in the first place? Has it achieved its original purposes? Where is it likely to go in the future? Join this session to find out and share your views.
Presenters:
Brett Christie & Ashley Skylar (California State University System); Elizabeth McMahon (Minnesota Online Quality Initiative); Steve Kaufman, University of Akron & Bethany Simunich, Kent State (The Ohio QM Consortium)
Facilitator: Kay Shattuck, Quality Matters
Via short presentations from three statewide systems:
•Identify similarities and differences among systems that might influence inputs, outputs, and outcomes
Data on QM implementation: statewide systems have a lot of it. See how data needs are determined by their desired outcomes, what is collected and tracked - and how. Leave with plans for your own system's meaningful data collection.
Presenters: Brett Christie & Ashley Skylar (California State University System); Elizabeth McMahon (Minnesota Online Quality Initiative); Steve Kaufman, University of Akron & Bethany Simunich, Kent State (The Ohio QM Consortium); Facilitator: Kay Shattuck, Quality Matters
This presentation will tackle the university's attempt to adopt selected QM Standards for F2F academic programs. It will address (a) background, (b) the eLearning pilot project, (c) eCourse design and development templates, (d) leadership support, (e) results and samples, and (f) achievements and future plans.
When universities set out to increase their online program offerings, one of the major challenges is preparing faculty to design, teach, and review online courses. Our university is addressing that challenge through the Online Teaching Fellows Initiative, a cohort-based, hybrid-delivered, multi-semester faculty development program.
Part 1: What does "Academic Rigor" mean to you and your institution? Explore the definition of academic rigor and its role in education during Part 1 of "What's Rigor Got to do with It?". Through panel and small group discussions, you'll come away with an understanding of various interpretations of academic rigor, how institutions address the topic, and what role academic rigor plays in a quality education.
The "Cornerstones of Quality" initiative addresses a lack of formal standards for our online courses, while also establishing standards to evaluate online faculty performance. Our four "Cornerstones" include Quality in Design, Course Management, Course Content, and Online Preparedness.
Cartographers can't have all the fun! Learn and better understand how alignment starts and stops with the clarity of curriculum maps and the assessment tools to measure accuracy and drive continuous curricular improvement.
After this session, participants will be able to . . .
Describe the relationship between assessment and curriculum mapping.
Co-presenters: Dr. Melissa Burton-Williams and Dr. Peggy Simpson
This introduction to easily implemented, accessible design strategies will help you meet the needs of students with disabilities and improve the user experience for all students by making smart decisions about headings, font style and size, white space, and contrast.
After this session, participants will be able to . . .
Identify accessible visual design strategies.
This session will offer a quick presentation on the hints, tips, and tricks that one organization has gleaned on its journey to accessibility.
After this session, participants will be able to . . .
Discover free or low-cost tools and techniques that will help design teams build accessible courses.
Presenters: Kristi Peacock & Krista Tomaselli
This session will offer a quick presentation on the hints, tips, and tricks that one organization has gleaned on its journey to accessibility.
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