"Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its scalable, peer-based approach and continuous improvement in online education and student learning.
Quality Matters Certification Workshop
Applying the Quality Matters Rubric
The Applying the QM Rubric (APPQMR) workshop is QM's flagship workshop on the QM Rubric and the process of using the QM Rubric to review online courses. It is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors who wish to understand more about the QM Rubric and process of course review. The APPQMR is the prerequisite for the Peer Reviewer Course, which is the required course to become a QM Peer Reviewer.
- Face-to-face, 6 hours (9-4pm, 30 min lunch, 6-30 participants)
- 2-Week Online option also available.
Frequency of Offering:
The workshop is offered once in each the fall and spring
Who can attend:
The workshop is pen to IU South Bend faculty, staff, and administrators
Free to IU South Bend faculty, staff, and administrators
Limited Seats! First Come First Served! Email firstname.lastname@example.org
Amy Pawlosky, Center for Online Education, Certified QM APPQMR Face-to-Face Trainer
Peer Reviewer Course
After you've completed the APPQMR workshop you are now eligible to become a Peer Reviewer by taking the Peer Reviewer Course offered regularly online by QM. IU has adopted Quality Matters as their recogintion of quality of online courses and faculty who teach online courses are encouraged to complete the Peer Review Course and become peer reviewers.
The Office of Online Education at IU coordinates informal and formal reviews of online courses using the Quality Matters Rubric and faculty who are part of a review team receive stipends for their involvement. The faculty stipend for conducting an informal review is $75 and the amount increases for a formal review. If you are interested in learning more, the QM website explains the course. The Office of Online Education will pay for a number of faculty to complete the training each year.
Contact Amy Pawlosky email@example.com if you want to take the Peer Review Course.
The Teaching/Learning Partners program is designed to encourage faculty members to collaborate, innovate in the classrooms, share classroom practices, and reflect on their teaching. Each Teaching/Learning Partner will work to improve a particular course, with the help of their partner.
Partners will visit each other’s classrooms several times and review course documents. Partners can implement the same new strategy in their classrooms or they could help each other implement different strategies.
This program is open to all faculty (full-time, lecturer, and associate) at IU South Bend. Partners may be in the same or different disciplines and the same or different ranks. Many types of partnerships are possible. For example, two instructors of the same course could work on a new strategy for that course, two instructors could try the same teaching strategy in two very different courses, or two instructors could help each other with different strategies for different courses.
The key elements are that it is an equal partnership and that it focuses on teaching and learning. Past partnerships have explored using PowerPoint effectively, alleviating classroom anxiety, and writing effective test questions.
UCET support for Teaching/Learning Partners includes assistance in locating a partner, assistance in locating information on teaching strategies, $50 each to spend on teaching related materials, and an end of semester panel to share outcomes with others.
Partners should submit a single application (1-3 pages) to UCET describing their collaboration plans.
Applications should include:
- Name, position, and department of each partner
- A description of the courses that will be targeted
- A description of planned activities (e.g. meetings, classroom observations) and the potential impact on student learning
What is the purpose of the Student Focus Group?
Student focus groups provide the opportunity for faculty to work with a facilitator to gather feedback from groups of students in their course (for 25-30 minutes) about what is helping them to learn and what could improve their learning experiences.
Why conduct Student Focus Groups?
Gathering perspectives from students in focus groups is one of the best ways to help instructors:
- find out what they are doing well in the course
- determine if there might be better ways to facilitate the course so that the same students who gave the feedback may benefit from the improvements
- improve their students’ level of motivation because students perceive that their instructor cares about improving their learning experiences
- place extreme student opinions in context which, in turn, increases the validity of students’ feedback regarding their learning experiences
- improve their end-of-semester course ratings when students perceive that they benefit from the feedback they provided to the instructor
When are the focus groups conducted?
Student focus groups begin mid-way during the semester
One of the best ways to get new teaching ideas is to visit someone’s classroom.
Whether the teacher is in your discipline or in a very different area, whether award-winning or a novice, whether using your favorite teaching strategy or something entirely different, you are sure to pick up some great ideas.
If you are interested in a visit, check our list below for faculty who have volunteered to welcome colleagues into their classroom. You may contact the faculty member directly to ask for more information and/or to arrange a visit.
|Beth Kern||Accounting||200-level, large lecture with activities||Flipped, active learning, peer mentor assist|
|Betsy Lucal||Flipped classroom, active learning, leading discussions/seminars, teaching large classes, difficult/controversial/sensitive topics, teaching first-year students, use of exemplars|
|Hope Davis||Secondary Education/Literacy||400-level, hybrid with on-site meetings, lecture, collaborative activities, and large-/small-group discussion. Spring only.||Complemented by Canvas assignments, surveys, discussion threads; problem-based learning paired with field experience; application of instructional strategies for reading/literacy in disciplinary fields|
|Gary Kern||Operations Management and Information Technology||200- and 300-level, flipped class with problem-solving, case discussions, lab sesions||Flipped classroom, active learning activities|
|Julia Gressick||Education||200-level education psychology with lectures and activities; 300-level hybrid project-based instructional technology||Gamification, problem and project-based learning, online learning|
|Barb White||Nursing||Pediatric nursing, 300-level||Clickers, case studies, and coloring|
|Sharon Jones||Nursing||300-level||Case studies, active learning, Canvas|
|De Bryant||Community Psychology||300- and 400-level with simulations and team tasks||Flipped, active learning, problem-based learning|