What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
At our university we continue to move toward improving the quality of online courses, using Quality Matters as our quality metric. In order to measure the impact of our efforts to introduce Quality Matters to the institution, we have been formulating new ideas and new way to measure that impact. In the Spring, we adopted the Noel Levitz PSOL survey sponsored by Quality Matters to learn more about our students perceptions about online courses.
Simulation, common in face-to-face environments, is a means to reproduce clinical situations to facilitate critical thinking. This learning strategy in the form of e-simulations, staged video-simulation, and simulation via robotic telepresence can create an equal learning opportunity for distance nursing students. An established departmental (nursing) online course template, aligned with the QM Rubric for higher education, set the standard for the adoption of various simulation entities.
Historically offering face-to-face programs, our School will experience a transition as we launch our first online Master's degree program in 2020. Our School is re-imagining services and resources to accommodate the needs of online students, including: academic and career services, peer and alumni relations, financial aid and admissions, student health and wellness, and student life. In this session, we will describe the challenges we face, strategies for success, and plans for future growth.
The online students are here! This session will be focused on how to provide high quality student services. Historically offering mainly face-to-face programs, our school has been ramping up our online student services in anticipation of a big transition as we launch our first online Masters degree in fall 2020. The rapid shift to remote education due to COVID-19 forced us to launch these efforts in the spring of 2020.
What does it take to plan and implement a Quality Matters' internal review process? This session will look at the process that the Office of Distance Education at
Cincinnati State employed to put into place a process that is beneficial to faculty and students.
How do checklists work? What makes for an effective checklist? What role can they play in quality assurance? How can checklists improve teamwork and communication? Faculty and IDs can harness the power of checklists to improve the quality of online teaching and course development and the effectiveness of communication and teamwork. Participants will construct a 5-9-item checklist for a quality assurance process and receive feedback from a peer.
Research shows that creating institutional LMS templates embedded with quality standards are a direct aid to advancing QA implementation, and can improve consistency, clarity, ease of use, and even course completions. However, creating such a template can be time-consuming, especially if you're starting from scratch or unsure where to start. Additionally, faculty might erroneously feel that a template meant to support their design work impinges on academic freedom if campus messaging is not accurate, as well as being inclusive of faculty and student needs and concerns.
Three instructional designers from three institutions will be discussing the importance and profession of instructional design. We will focus on how great courses come together when faculty are supported and encouraged to achieve their highest potential in an online offering.
This panel will discuss faculty members’ experiences in working towards completing the QM program certification process. Learn how they went from never having heard of QM to completing all of the steps necessary for QM program certification.
In fall of 2019 our Director of Curriculum and Instruction attended a statewide training with other curriculum directors across the state of Arkansas. In this session, the curriculum directors across the state were asked, "What is your Instructional Model?" It was at that time our Director of Curriculum and Instruction reached out to our C&I team and Design and Development team and asked, "What is our Instructional Model?" We didn't have a clear answer. We had practices, beliefs, procedures, and QM/NSQ standards.
The QM Ohio Consortium has now been in existence for 10 years. Despite having 60 member institutions, we have noticed that some institutions engage deeply with QM, while others do not. In order to address this, we announced an initiative in 2018 called the "QM Year of Review". This initiative was designed to help spur the adoption of QM across our member institutions, promote official course reviews, and encourage faculty and staff to complete QM professional development.
The Helpful Recommendation is the critical driver for continuous improvement in the QM Course Review process. We'll show you how to take what the "QM Rubric Says" and turn it into what "You Suggest" to write an effective and complete helpful recommendation in QM terms.
Academic rigor is often touted but rarely defined, leading to assumptions it exists without evidence. A new definition distinguishes teacher/student responsibilities, disentangles rigor from curriculum/learning and leverages evidence to document it.
Getting buy-in for innovative teaching and learning techniques can be difficult since there are so many different ways, methods and approaches. Creating a QM culture on your campus is no different. Not all campuses work the same way. In this session participants will be introduced to three different approaches to implementing QM on their campus.
Getting buy-in for innovative teaching and learning techniques can be difficult since there are so many different ways, methods and approaches. Creating a QM culture on your campus is no different. Not all campuses work the same way. In this session participants will be introduced to three different approaches to implementing QM on their campus.
This session will look at how a department is moving forward in developing quality online courses through a scaffolded process including an informal peer review process at the department level. Performing an informal peer review will allow the Course Representative the ability to go back and make substantive changes using the feedback given. This process not only helps facilitate better outcomes when the course is submitted for QM certification but also promotes common discussion around online course quality and builds collegiality.
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