2018 QM Connect Conference

How do you institute optimal quality assurance on a budget? The conversation revolves around creative and innovative ways of ensuring quality through the use of available institutional resources. We share a four tier review process and discuss ways to manage the process.

This is a "conversation that matters" session and as such will involve group discussions.

Research shows that 25% is the tipping point for social change. Malcolm Gladwell developed a model for starting social change beginning with identifying "mavens," "connectors," and "salespeople." Apply this model in the adaption of QM and ongoing QA. Are you a maven, a connector, or a salesperson?

Continuous quality improvement requires change - and change is difficult. A transition team can thrive when it recognizes and addresses faculty fears. A faculty survey contrasted faculty perceptions before and after QM revision. Their concerns and assessments inform best practices.

Building faculty teams equipped for excellence involves (1) shared vision characterized by clarity and (2) accountability through peer auditors. The outcome of this process, according to surveys, is overwhelmingly positive for the student community.

Who leads quality assurance on a daily basis? Our instructional designers pursue quality using an innovative, collaborative approach to course development. Strike a balance giving feedback on design guidelines without dampening faculty creativity.

Academic rigor is promised by educational institutions, but translation from theory to practice poses challenges. This session explores attendees' definitions, interprets QM Standards as evidence of rigor, and solicits areas needing further research.

There are many myths as to what makes a "good" online presentation. This session will provide an overview of the categories and types of instructional multimedia and the quality research to date. Participants will be invited to discuss the application of these evidence-based practices.

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.

This session will discuss the faculty technological, pedagogical, and content knowledge (TPACK) growth that occurs when attended a QM workshop and taught online courses.

Sometimes students’ learning experience is off course from the syllabus or course outline. Quite often faculty are not course designers, but subject matter experts navigating through unchartered territory called course design. Chart a course to quality student learning by mapping course and module objectives to learning activities and assessments. In this session, learn how college faculty use a performance-based course design model and tool to ensure a quality learning experience for their students.