Conference Presentations

Sometimes it takes a village. In this interactive session, participants will start with developing the dream Course Team. Participants will then have to develop strategies to launch and reinforce quality assurance. Finally, participants will sample course data at-scale and identify potential points for investigation and course redesign.

Sometimes it takes a village. In this interactive session, participants will start with developing the dream Course Team. Participants will then have to develop strategies to launch and reinforce quality assurance. Finally, participants will sample course data at-scale and identify potential points for investigation and course redesign.

In response to the DOJ’s 2024 ADA rule, UNI launched a campus-wide initiative to meet WCAG 2.1 AA standards and foster inclusion. This session shares how we built faculty engagement through the Digital Accessibility Committee and PALS network, offering PD, mentorship, and incentives. Attendees will gain strategies to turn compliance into a culture of accessibility, with time for Q&A and reflection. 

The CHLOE Report offers insights from Chief Online Learning Officers at U.S. higher ed institutions on technology integration, online staffing, faculty development, and online student support. This session will provide strategies for making the data actionable by using CHLOE as a catalyst for deeper conversations around institution goals, planning, and strategy for quality online learning -- especially with senior leaders -- whether you're an administrator, faculty, or online staff. 

This interactive session will share what instructors at NMSU-A have incorporated into their online classrooms to further engage students in active learning. Incorporating QM Standards has lead to more creative, interactive classrooms that encourage student participation in their own learning. We will provide attendees the opportunity to share what has worked and what has not worked in their own classrooms. This comprehensive list will be shared with any interested participant via email.

Adjunct instructors often lack time, compensation, and access to comprehensive training. This session shares a scalable model for online teaching support via short, targeted sessions (30 minutes or less). Participants will explore effective training models, barriers adjuncts face, and the value of intentional support. Qualitative feedback and evaluation metrics will be shared. Engagement will focus on institutional needs and current approaches to supporting adjunct faculty.  

Students in online courses often struggle with isolation, motivation, and connection. Using the Community of Inquiry framework, we redesigned a three-course educational research sequence to improve retention and engagement. Key design elements included consistent base groups, critical friends, and reflective research journals. Students in the revised sequence reported significantly higher levels of Teaching, Cognitive, and Social Presence.

The transition from a traditional faculty role in higher education to a dynamic career in e-Learning. Drawing from personal experiences and lessons learned, the presentation aims to provide valuable tips, strategies, and practical guidance for faculty members and educators looking to pivot into a career in the e-Learning space. By sharing these insights, the presenter will empower attendees who are thinking about or have transitioned into a career in e-Learning in higher education. 

This session explores how high-tech and low-tech strategies impact student belonging in synchronous online courses. Using Rovai’s Classroom Community Scale, findings reveal how virtual environments and pedagogical techniques shape community. Key takeaways include reasons why community matters, common barriers, and scalable strategies to foster connection in any online class. Participants will leave with a framework for applying personalized, community-building interventions.  

This presentation describes the quality assurance (QA) efforts at Sacramento State to establish systematic support of faculty in designing and delivering high quality online and hybrid courses and developing infrastructures to sustain and institutionalize support. Using a logic model and training data, the QA team determined critical inputs and outputs to achieve their goals. A 3-tiered approach was implemented to meet the needs of novice, moderately-experienced, and highly-experienced faculty.

Step into the virtual world! Explore new ways of presenting your learning materials that will appeal to your learners. Be part of the 21st Century innovation. This presentation emphasizes collaboration and discussion. Please come to listen as well as share your thoughts. We will leave the session with possibilities to explore about educational resources. You will be invited to participate in discussions.

Step into the virtual world! Explore new ways of presenting your learning materials that will appeal to your learners. Be part of the 21st Century innovation. This presentation emphasizes collaboration and discussion. Please come to listen as well as share your thoughts. We will leave the session with possibilities to explore educational resources. You will be invited to participate in discussions. 

Updating the curriculum within programs involves many factors. This session will identify some of the challenges our team faces during the curricular update. We will highlight the external forces that led to the curriculum update, how we initiated the process, the current progress, and our long-term goals for these improvements. Additionally, we will invite participants to share their insights on benchmarking to help our team improve the process.

In this session, participants will discover and discuss the development of a large-scale, programmatic quality assurance plan utilizing master courses across disciplines at a mid-sized community college for an accelerated Associate's Degree program using 5-week courses.

Looking at how game design can lend strategies and concepts to educational instructional design.

We will review our research and findings on the myriad perceptions of who should lead varying course design tasks. We will then discuss an evidence-based approach to negotiate who should lead these tasks when working within an interprofessional course design team.