How can we maintain quality after the QM review is over? That was the issue a small CC had to overcome. Hear about a plan that ensures this quality that includes leadership, continuous improvement, maintained quality, integrity of master courses, updates to common pages, scheduling of reviews, etc.
QM Members can login to MyQM and view the QM Success Story recording related to this presentation.
Research shows that student outcomes are significantly affected by the instructor's belief in their abilities. If so, it would be important to understand how this belief gets translated to students through your written and verbal communication. After analysis of several thousand text threads and comparison of student outcome data, patterns of both effective and ineffective communication emerged. These patterns have been codified into a rubric for training and self evaluation. Learn all about our process, findings, the rubric, and how to use it in this session.
After careful analysis of thousands of text threads, we identified a clear pattern of communication which resulted in high student outcomes. We will be sharing our communications rubric which summarizes these findings.
In this session, participants will learn about the quality assessment review process used at Western Governors University to evaluate the quality of objective and performance-based assessments, which are used as sole indicators of student competence. The convergence of the three key teams of program management, performance feedback, and psychometrics has resulted in a continuous improvement model shared by diverse units. Identifying assessment priorities is often a challenge in educational organizations.
This session is a real-time course quality assurance implementation adventure at a high research doctoral institution. The implementation plan has involved one on one consultations, group trainings, a three-day intensive workshop, asynchronous online courses, & Instructional Designers certified in Applying the QM Rubric. This session can be used as an implementation process for new subscribers or institutions ready to relaunch quality course design on their own campuses.
Creating quality courses for online learning can be a challenge. The University of Wisconsin Oshkosh is offering a professional development opportunity called “Quality Courses by Design”. How does one get instructors to share with each other on course design? By being students in an online course and sharing their lived experiences on teaching!
This conference was originally planned to be held in New York City, but we all find ourselves in a very different place and state of mind today. As the QM East conference winds down, this part of the program will open up a space to reflect on what the Covid-19 emergency measures have meant for quality initiatives across institutions (for better, for worse, and as yet to be seen!). How has this time of remote instruction shifted your thinking about the QM Rubric? Are some elements more important than others during a time of crisis?
Are you looking for evidence-based hands-on approaches to quality assurance in online higher education programs? Then this presentation is for you as three institutions will discuss their innovative approaches to seeking quality assurance in online programs.
Because Quality Matters is a program which has received national recognition for its peer based approach to continuous improvement in online course design, lead support staff/faculty from each NMSU campus collaborate to exchange QM implementation ideas, communicate successes, and create connections. In this presentation, each campus will describe their own implementation plan, process, and experiences. Join Sharon, Sherrell, Nicole, and Krista to find out what’s happening at each of the NMSU campuses regarding QM implementation.
Radford University piloted an innovative retention program for high-achieving incoming freshman students during the Summer of 2014. Dubbed “Accelerate" the program moved from concept to launch, including the creation of a new semester and five compressed schedule courses, in less than 30 weeks. This was largely possible due to a systematic program design and improvement process that utilized QM throughout.
Panel Discussion:
This presentation will discuss how a large school district worked across departments to design secondary English and math courses. The presentation will include tools and processes to insure alignment of Common Core State Standards, district Units of Study and Scope and Sequence, 21st Century Skills, NCAA requirements, and QM standards for on-line course delivery. A protocol for collaborative on-line course development will be introduced.
The UNC-C Learning, Design & Technology masters program implemented the QM for Students program into curriculum requirements. This program is one of 10 in the US to implement QM for Students. The instructor and student will present their experiences.
An overview of the recently completed Quality Matters in the Research: A Systematic Literature Review (2015-2021) will be presented. Results from the review and analysis of 102 QM-focused and QM-informed articles and dissertations will be highlighted. Takeaways on conducting a systematic literature review as well as recommendations for future studies will be offered.
Is
quality of course design enough? Quality Matters' new program certification
broadens and strengthens the notion of quality assurance. Early in 2015 the
University of the Rockies had the opportunity to participate in the Quality
Matters program certification pilot. This session will address strategies for
obtaining leadership buy-in and lessons learned from the entire experience. A
Q&A session will follow the 15-minute presentation.
Discuss the merits of conducting QM research that addresses the research questions as a part of a larger national QM framework (QM Impact Infrastructure: Changing the Culture of Teaching a Learning Through Continuous Improvement).
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.
How do you incentivize 200 full-time and adjunct faculty to elevate their online course designs to the next level? A very large community college district developed the Design Challenges to support faculty in such an endeavor.
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