In this session, the presenters will discuss how one historically black university (HBCU) sought to overcome skepticism by engaging science faculty in their area of expertise: research.Preliminary results from research conducted on flipped classroom methodology will be discussed along with their implications.Additionally, presenters will discuss efforts to develop a Community of Practice (CoP) on campus.The session will conclude with some hands-on exploration of different tools and techniques for creating fl
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.
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.
This poster session displays the innovative resources developed at the Johns Hopkins University School of Nursing that has helped faculty and staff become more familiar with the Quality Matters rubric and standards. These initiatives support the overall goal of the institution that is to certify all of the online and blended courses offered. Two main aspects can be highlighted in the session: the use of templates that contain several of the Quality Matters standards and the development of an online tutorial for faculty and staff involved in online course design.
This session will bring you up to speed on the MOOC craze. We will look at how Penn State has applied its online learning experience to MOOCs, exploring specific course design approaches that we have applied to MOOC models and platforms that were designed by relative newcomers to the field…and the advantages we have found in combining the “old” with the “new.” We will also explore the specific resources that are needed to support course development and learning at this scale. Bring your questions, your stories, and your ideas to share!
If you have ever tried to tie your course competencies to specific pages and paragraphs in a required textbook, you know it is not a quick task. Once you have accomplished the task, it becomes even more difficult to motivate students when you ask them to read the first three paragraphs on page 12 and the last paragraph on page 14. This poster session is based on my solution to this cumbersome problem.
This presentation shares the initial results of a QM funded research project empirically examing Texas A&M University-Central Texas' internal peer review processes and their associated training and faculty involvement, to determine their effectiveness and utility in improving the online components of online courses to meet nationally recognized QM standards. The research also applied the "Theory of Planned Behavior" to examine the faculty's attitudes, beliefs and norms underlying their participation in the peer review process.
