Conference Presentations

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Kotter's 8 at St. Cloud State

This presentation describes the steps being taken at St. Cloud State University to improve the quality of online courses by increasing the percentage of faculty teaching online with Quality Matters training. Since 2016, the number of courses offered online at SCSU has grown; thus, a robust quality assurance structure is needed. Preliminary data for online education in the MN State system partly drove the effort, as did survey data collected from faculty who had completed a Quality Matters training.

Launch & Learn – TEAM with Quality Matters™: Together Everyone Achieves More

The audience will learn that it takes a TEAM to implement a QM initiative. We will describe an implementation plan, highlight data showing progress of success, and identify best practices and challenges involved in implementing QM in a nursing program. The presentation will showcase resources that encourage colleague engagement. Reflections from various colleagues (including administrator, faculty and Instructional Designer) will be included.

Leadership Strategies

Join this leadership panel session after the keynote to further discuss the ways that leaders can develop strategies to tackle projects and challenges at a variety of institutions. Panelists representing leadership positions at private, community, and public universities will share their strategies for addressing a project or challenge at their institution. A template will be provided so that participants can brainstorm a leadership strategy for addressing a project or challenge at their own institution. This session will close with a sharing of ideas and suggestions for moving forward.

Leading a Culture of Quality Assurance to Measure Impact on Student Success

The 23-campus California State University QA program has progressively built a culture of quality and evidence for effective online-blended courses since 2011. This session will demonstrate how we evolved to go beyond professional development activities, to implementing a four-stage course certification process, disseminating certified course exemplars, and analyzing results of our student impact research efforts. Multiple opportunities for discussion-engagement and resources will be made available.

Leading a Culture of Quality Assurance to Measure Impact on Student Success

The 23-campus California State University Quality Assurance program has progressively built a culture of quality and evidence for effective online-blended courses since 2011. This session will demonstrate how we evolved to go beyond professional development activities, to implementing a four-stage course certification process, disseminating certified course exemplars, and analyzing results of our student impact research efforts. Multiple opportunities for discussion-engagement and resources will be made available.

Learning Theories that Underpin Quality Matters

Theories of learning underpin approaches to program development, as well as course development.   This roundtable will focus on the latter and will be an opportunity to discuss the learning theories in relation to the Quality Matters Rubric and peer review process.  Traditional learning theories, such as behaviorism/objectivism, cognitivism, and constructivism, as well as the more recent theories, such as connectivism.  We will also look at the emerging interdisciplinary field of the learning sciences.

Learning-Centered Professional Development: Master Online Instructor Certification

Join us to learn from faculty members in multiple disciplines about a unique set of state system-designed courses, how they can improve face-to-face, hybrid, and online courses, and how they lead to Certification.

Developed by instructional designers across the Virginia Community College System, the course prepare faculty for teaching and designing online courses. Courses are focused on developing the faculty members’ use of the QM HE Rubric. Come learn how we improved online teaching and learning in our colleges.

Less Content, More Application: Rising to Meet the Challenge of ChatGPT

Given what we know about what ChatGPT and other AI tools can—and cannot—do, as educators we must confront two very different issues: First, what should we be teaching our students to prepare them for a world in which they are likely to be using AI tools? Second, how do we assess what students have learned when ChatGPT provides an exceptionally helpful resource for cheating?