Conference Presentations

In this presentation, we identify cultural aspects that affect course design, we discuss best design practices based on our experience relative to issues of gender, diversity, and inclusion, and we debate some of the pitfalls during the course design process that can arise due to cultural misconceptions.

In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.

In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.

Participants will learn about our institution's Affordability Counts program and how it has impacted course material cost in our courses. Let’s discuss how to design your course with both cost and quality in mind, and the resources at your disposal.

Co-presenter: Maikel Alendy

Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.

Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.

This session will demonstrate best practices in using Discussion Boards to promote active student learning in distance learning environments.

In 2019, Quality Matters published the Academic Rigor white paper series that provided an observable definition of rigor, distinguishing teachers’ and learners’ responsibilities, disentangling academic rigor from the curriculum and from student learning, and leveraging objective evidence to document rigor so it can be improved upon.

Our way to ensure measurable and meaningful student learning outcomes across a higher education program is for the faculty to work together. We utilize backward design in a collaborative process that ensures all program outcomes are addressed.

The Competency-Based Education Network (C-BEN) gathered leading CBE program designers and experts in accreditation and quality assessment to create the Quality Standards for Competency-Based Programs.  Join some of these experts to learn about the Standards and how to apply them in a CBE program.

"Tech in 10" and a "Teach in 10" microlessons were implemented for faculty and staff to get 10 minute chunks on topics related how to learn, plan and solve issues that arise with telework, technology, teaching and especially teaching online.

Once a course is QM-Certified, QM is often asked: "what's next?" Delivering on the promise of the course design with Delivery Standards for QM-Certified Courses will help instructors assure quality through instruction. #QMConnectQMDelivery

With HED’s expectation that all online courses include “regular and substantive interaction,” one college designed delivery standards to ensure that presence in the classroom meets that requirement.  See the delivery standards that are in place.

Gender Through Comics, a Super MOOC delivered in Spring 2013 by Ball State University, examined how comic books explore questions of gender identity, stereotypes and roles. This engaging learning experience was designed for college-age and lifelong learners with enrollment exceeding 7,000 participants.

The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to  measure learning outcomes.

The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to  measure learning outcomes.

The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments that truly measure students' learning outcomes while ensuring academic integrity and meeting QM Standards.

Is AI topping your support tickets? In the last academic year, the STC Digital Learning Dept was flooded with questions! Discover how we collaborated to define roles and leverage AI for development, training, data tracking, and planning. Hear our results and improvement plans. While AI is not a universal tool, we’ve created an active group of faculty and staff using AI tools to create successful learning environments and projects.   

You are halfway to meeting QM Standards when your course is properly aligned. This workshop will demystify the alignment process with a competency/objective visualization tool. By the end of the session, you will be able to design to align. Whether you are a novice or an expert, there are ways to improve course alignment. Take a look at your blended or online course and blaze new trails to quality. Must be able to bring a blended/online course sample to work on during this session.