Conference Presentations

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Interactive Approaches for Meeting Student Learning Outcomes in a Virtual Setting: Practical Examples from an Online Dietetics Program

Join faculty and an instructional designer from University of Alaska Anchorage as we share ideas for improving learner/content interaction (i.e., OER, e-portfolios, simulation labs) followed by practical solutions to modify and adapt these approaches for use within other programs.

Intersection of ACOTE Accreditation Standards and Quality Matters Rubric Standards for Best Practice in Distance Education

The discussion examines the intersection of exemplar accreditation standards from the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association and Quality Matters Rubric Standards for best practice in distance education for occupational therapy practitioners. The comparison suggests opportunities for dialog between the organizations. The author recommends research and collaboration between accreditation agencies and institutes of higher education to modify standards related to distance education.

Introducing a Framework for Conducting QM-Focused Research

The trajectory of QM-focused research has been from describing experience and observations (such as impact on satisfaction), to exploring narrowing foci (such as interaction), to applying established educational frameworks (such as TPACK and CoI), to correlating data (such as grades).  The result is a rich foundational body of research, along with actionable information on the complexities of educational research.   To encourage researchers to benefit from these foundations, a framework for finding and using evidence on QM impact will be introduced during this poster session.

Introducing the QM Rubrics and Gaining Faculty Buy-in: Using Non-Threatning Approaches to Using the QM Rubrics

As a new subscriber to Quality Matters, we were interested in helping faculty and instructors who teach online use the QM rubrics in course development and revision in nonthreatening
ways. Pilots occurred in the Graduate Program in Nursing, Graduate Program in Education, and in a selection of online summer offerings in the Undergraduate program. This presentation will demonstrate the many ways that institutions might introduce the QM rubrics to their faculty in supportive and non-threatening ways.

Introduction to QM

Designed for faculty, staff, and administrators relatively new
to QM. Come for a quick introduction of QM, how it works, what's in it for institutions, and how QM can support efforts to help students succeed.

Is it 85% Yet?

Master Reviewers and Facilitators, have you ever heard questions like these? How much is enough to pass a standard? How many items from the annotations should they have?How do you know that it’s 85%?  While facilitating QM Applying the Rubric workshops and chairing reviews, I find that participants and reviewers alike can be challenged when it comes to determining if individual Standards are met.

Is it Working? Stop Assuming, Start Assessing

Three years into our Online Teaching Fellows program, we were asked this question: Is it working? After an awkward silence and some shuffling of papers, we realized that we had been spending too much time assuming that it was working and not enough time assessing it. This session will introduce our assessment process and facilitate a discussion on how best to start meaningful assessment of a QM-centered professional development program.

Is what you say you teach, what your students learn? Using strategic design in learning and assessment.

Reliable evidence of student learning depends on assessments that are seamlessly aligned with learning outcomes and activities. In this session, participants will explore how a strategic
performance-based approach to course design has enabled one college to meet QM Standards.