Conference Presentations

We use three models for multi-media in our courses: videos of faculty created while collaborating with a video production specialist, student created videos, and faculty “lectures”. We will discuss these models and the successes and challenges we faced in creating multi-media for our courses.

Assessment is a complex subject and can take many forms. Used appropriately, assessments align with course objectives and ensure those objectives are met. Which types of assessment are most appropriate? And at what time should they be administered? How can low stakes assessments be used to build mastery and confidence? How does peer assessment fit into an overall assessment strategy? How can we measure a student's ability to demonstrate real-world skills? Join us to discuss timing, strategies, techniques, and examples participants can use in their own course design.

• Read more about Starting Off Right: Engaging Activities for Facilitating the Writing of Learning Outcomes

This session will discuss a cross-departmental initiative supported by state, system, and institutional stakeholders at a four-year institution to implement the Accessible Syllabus Project, lessons learned, and compliance improvement data; and will demonstrate related tools and resources.

Nearly a decade after designing my courses based on Quality Matters (QM) Standards and teaching fully online, the March 2020 pivot to emergency remote instruction was business as usual for my students while I assisted my colleagues with the transition online.

Ever feel like your online learners have not done any actual learning before attempting an assessment?  Receive assignments that do not meet the requirements that you are pretty sure you spelled out?  Let's strategize ways to guide our learners!

Making learning meaningful through real-world application is a hallmark of academic rigor. However, focusing on the importance of geographic location may neglect online learners, especially those who are remote. This session will provide actionable ideas to implement online teaching and learning strategies that enable students to apply their learning in meaningful ways to their communities, regardless of their physical location.

Making learning meaningful through real-world application is a hallmark of academic rigor. However, focusing on the importance of geographic location may neglect online learners, especially those who are remote. This session will provide actionable ideas to implement online teaching and learning strategies that enable students to apply their learning in meaningful ways to their communities, regardless of their physical location. 

The 3 C's online strategic planning framework is comprised of course quality, capacity, and culture. This framework touches all of the areas necessary to create a strategic plan for online programming at any level. A fully-realized plan will be presented using strategic planning software.

A well-known African proverb advises, “If you want to go fast, go alone. If you want to go far, go together.” As many online educators, administrators, and e-learning professionals can attest, the sentiments expressed in these statements aptly describe the relationship between synergy and success. Institution-wide collaboration for online quality matters! But what strategies are successful Quality Matters implementors incorporating to support academic and student support units while galvanizing the strength of institutional administrators? 

Improve the quality of your students’ research and writing by embedding a learner support team into your online course. Find out how faculty, librarians, writing consultants and instructional designers at Berkeley College teamed up to accomplish this by applying QM General Standard 7.3. Participants will discover how to structure, implement and assess a team-facilitated online course that puts expert academic assistance at students’ fingertips and improves learning outcomes.

A gap in professional development to meet the requirement of online teaching experience was recently identified on our campus. This presentation will discuss how the Strategies for Teaching Online, a fully online course aligned to the QM Rubric, was developed to address the gap.

Although emergency remote teaching pushed the synchronous modality back into the academic spotlight, synchronous learning was actually a popular online modality many decades ago, and is embedded within the rich and lengthy history of distance education. This session will focus on merging our foundational knowledge of synchronous learning with our modern-day technologies and teaching strategies, ending with some great takeaways for research-supported best practices for synchronous design and teaching.

This session will discuss a midsize community college's journey to incorporate common assessment across multi-section courses. We will cover the rationale and research behind using common assessments, the Communication Department's pilot project, and lessons learned from the school-wide roll-out. We will also discuss the logistics of documenting assessment data, tracking common assessment results, project examples, unforeseen benefits, achieving faculty buy-in, and frequently asked questions.

Throughout pandemic, some undergraduate students indicate that they feel disengaged with  online coursework while others struggle in silence.  Mental health concerns and best practices for a healthy, engaged classroom will be examined and discussed.

Throughout pandemic, as a result of stress, some undergraduate students have indicated that they feel disengaged with online coursework while others struggle in silence. Mental health concerns and best practices focused on social emotional learning (SEL) for a healthy, engaged classroom will be examined and discussed. In this interactive session, participants will be able to learn about strategies that can be immediately implemented in their teaching practice.