Conference Presentations

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 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.

Ensuring online courses meet eligibility requirements has become of paramount importance in higher education. Knowledge of what these criteria are and the formation of strategies to meet them are essential to delivering online instruction. These strategies must extend to the design of instruction at the course level. This presentation will cover these criteria and explore options for meeting them. Attendees should expect to be engaged and eager to tackle this hot topic.

While QM Standard 8 addresses accessibility for vision and hearing differences, other QM Standards address a wider range of diverse learning and instructional accessibility needs.  This session will help faculty understand how different QM Standards help diverse students and show how QM helps to achieve good universal design.  While assisting those with vision and hearing differences is good practice, statistically there is a higher likelihood that students with other learning and cognitive needs are in our online classes.

In this session we will discuss how we have aligned our online course design strategy with the Middle State's 9 Hallmarks of Quality and the Quality Matters Rubric and how bringing on a QM trained instructional designer has had impact on course design and faculty development. Participants will then have an opportunity to discuss their current professional development offerings for faculty and to create or update a plan for the next academic year.

Accreditation hallmarks, QM Standards, and a DE gap analysis resulted in strategic enrollment action plans for institutional improvements. The process of self-study promotes DE growth that promotes student success when QA principles are followed.

Accreditation hallmarks, QM Standards, and a DE gap analysis resulted in strategic enrollment action plans for institutional improvements. The process of self-study promotes DE growth that fosters student success when QA principles are followed.

Now that QM has been implemented at our institutions, what is the strategy to expand and grow participation? What tools or approaches have been proven to be successful in getting continued faculty buy-in and participation? How do we keep the momentum going even as we face major institutional changes that will impact our organizations? This session will enable participants in any phase of QM implementation to identify strategies that can move their own institutions forward in growing QM and improving course quality across the board.