Conference Presentations

Academic institutions seem to be facing an accelerating threat to integrity and, consequently, to the credibility of academic degrees (especially those earned online). Growing in both number and scope, these incidents include - but go well beyond - student cheating. For example, acquisition and sale of an institution's course material, such as assignments and exams, appears to be increasing through both the manipulation of students to share materials and cyber attacks.

Academic rigor is promised by educational institutions, but translation from theory to practice poses challenges. This session explores attendees' definitions, interprets QM Standards as evidence of rigor, and solicits areas needing further research.

Are you interested in meeting QM Standard 8.3 by improving the accessibility of your course syllabus? Join me for this hands-on session where we'll explore the accessibility features in Microsoft Word.   You'll have plenty of practice time during the session, so please bring your own computer.  Included for your information is a link to WA SBCTC's Access 101: Introduction to Accessibility Training Course Materials

Did you know universal design improves learner engagement? Hear how an urgent accessibility need resulted in more engaged students. Gain tangible resources and ideas to improve collaborations with instructors by reframing the benefits of universal design as a learner engagement strategy.

Our university has approached accessibility as a something that should be part of the campus culture.  Quality Matter course reviews provide an opportunity to use Quality Matters Rubric Standard 8 as a means of solidifying the concept of accessibility being something that is part of the fabric of campus rather than something that only occurs when asked or required to do so.  The university began using Quality Matters course reviews approximately two years ago.

The Academic Learning Center at Marist College has created a joinable iLearn site that is an extension of the support services that we offer to all students, faculty, and staff at Marist.  The site offers links to campus resources and support topics.  The list of topics was generated by Marist students and can be accessed remotely by the entire Marist community.  The site is interactive, as suggestions and recommendations for additional resources are encouraged and can be requested for addition to the site.  The Academic Learning Center staff takes all suggestions and researches topics and

An experienced APPQMR facilitator will explore the complexities of Specific Review Standard 8.3 as part of the APPQMR workshop. The presentation will include a review and analysis of all of the instructional materials available to APPQMR facilitators. The presentation will conclude with an activity in which participants craft a personal plan to introduce this standard, using a storyboard or other lesson planning tools.

Community promotes a sense of belonging, which provides motivation and encouragement for successful course completion.

Presenters will demonstrate techniques such as reciprocal teaching and formative assessments and the use of online applications like community maps, wikis, Brainshark, and vokis for building community and social presence in blended and online learning.

Use discussion boards, blogs or Twitter-like features to teach, gauge, monitor, and provide civil digital communication and instructional feedback in asynchronous online environments.

Based on faculty recommendation, the Quality+ Program at Idaho State University incorporates a mini student review. Come learn about the process (and templates) and help generate ideas to improve training in applying Specific Standards.

Learn how to create an immersive learning experience to support faculty in earning the Teaching Online Certification and enhance the online student experience within your institution.

Based on faculty recommendation, the Quality+ Program at Idaho State University incorporates a mini student review. Come learn about the process (and templates) and help generate ideas to improve training in applying specific standards.

Based on faculty recommendation, the Quality+ Program at Idaho State University incorporates a mini student review. Come learn about the process (and templates) and discuss ideas to improve student training in applying certain Standards.

This presentation includes a discussion of dark side tendencies in the classroom, an review of basic needs, and the behaviors that are exhibited when these needs aren't met. A series of proven practices educators can implement to minimize these behaviors in the classroom are discussed.

In the vein of continuous improvement faculty members and instructional designers, who want to ensure that online courses meet Quality Matters (QM) Standards, should consider participating in this session. Attendees will interact with each other to examine at least one unit plan from the online statistic course that was the focus of a recent case study. They will reference the QM Rubric, specifically Standards #4, 5, 6, 7, and 8, to make recommendations for course improvement.

Are you a faculty member, instructional designer, or administrator who is experiencing difficulty launching and delivering online quantitative based courses? If so, then you are in the right place! 

This session will allow you to apply QM Standards while reviewing and redesigning at least one unit of an online statistics course. The big goal is to improve the course materials, technological resources, learning activities, and assessments in an effort to reduce cognitive load and create learning experiences that align to the course objectives.

In the vein of continuous improvement, faculty members and instructional designers who want to ensure that online courses meet Quality Matters (QM) standards should consider participating in this workshop. Attendees will interact with each other to examine at least one unit plan from the online statistic course that was the focus of a recent case study. They will reference the QM Rubric specifically Standards #4, 5, 6, 7, and 8 to make recommendations for course improvement.