Research & Best Practices

QM Digital Accessibility White Paper Series

This three-part digital accessibility white paper series shares the results of a 2019 survey conducted by Dr. Barbra Frey and Dr. Rae Mancilla. The first paper addresses institutional leaders and administrators. The second paper addresses faculty and instructional designers. The third paper addresses administrators, centers for teaching and learning, and offices of disability services. The research project provides an important follow up to research conducted in 2010 by Dr.Frey and Denise King.

2020 CHLOE 5 Special Report

See the results from the fifth survey conducted by QM and Eduventures as part of The Changing Landscape of Online Education (CHLOE) project. This was a special installment of the survey aimed at providing insight into how institutions responded to the COVID-19 pandemic and their plans for moving forward.

2020 CHLOE 4 Report

See the results from the fourth survey conducted by QM and Eduventures as part of The Changing Landscape of Online Education (CHLOE) project. The fourth installment of the multi-year project delved deeper into key online learning topics, including faculty preparation, OPM partnerships, online support services, enrollment trends, course design, and quality assurance practices.

Academic Rigor White Paper 3: Aligning Institutional Processes to Support Academic Rigor

In the third and final installment of our white paper series on academic rigor, invited author Andria F. Schwegler, Associate Professor of Psychology at Texas A&M University – Central Texas explores how institutional processes and support impact the application of academic rigor by faculty. Plus, discover what faculty can do to support academic rigor and how their behaviors, expectations, and interactions with students affect student experiences and academic performance.

Academic Rigor White Paper 2: Contextualizing Academic Rigor

Our in-depth look at academic rigor continues in this second white paper from author Andria F. Schwegler. After establishing a comprehensive definition for academic rigor in her first paper, Andria advances the conversation in this second piece by examining the contexts needed to operationalize it — to put academic rigor into practice. Explore how elements such as course design, course delivery and the real world affect academic rigor, including how those elements support academic rigor and higher-level learning.

Academic Rigor White Paper 1: A Comprehensive Definition

In light of today’s higher education environment — an environment where the value of higher education is being questioned and a focus on degree completion is paramount — it is imperative to improve the quality of the courses and programs being offered. Academic rigor is often a signal for the kind of education that is desirable, but the lack of a clear definition of it can actually erode academic expectations and impede student learning. To begin to address these issues, a comprehensive definition of academic rigor is needed.
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