DOCUMENTS AND SAMPLES We will distribute several documents that we will refer to during the presentation. They represent artifacts of the four pillars: • Course quality checklist • Syllabus review checklist • Course readiness checklist • Course observation guide • Sample student end of course critique report and analysis • Instructional quality data collection points matrix DETAILED EXPLAINATION OF PRESENTATION The presentation is divided into five sections, continuous process improvement and the eQuality model, quality courses, quality instruction, quality support, and quality administration. During the first section we will discuss a little about our program and the background on the eQuality model. It is a program-wide approach that follows the key points of international quality standards such as Total Quality Management and ISO9000. The second section covers quality courses. We use a variant of QualityMatters. We want to ensure our courses are designed for quality and meet the best practices for design and function. We use student end of course critiques, student complaints, student success rates, syllabus reviews, course readiness checks and course design checklists to measure course quality. Unfortunately, even well built courses do not perform well. We will illustrate this through the use of a case study of a problem we had with college prep math. Our MAT0024 course had consistently low student success rates. The instructors were doing everything we ask, but students were still under-performing. Since our review shows that all of our instructors could not be wrong, we did a complete analysis of the course material in comparison to the end-of-course state-wide exit exam topics. We found that although the course met the College's curriculum outline, several of the exit exam topics were only briefly covered with no homework or practice problems. After a rewrite of the course, student success improved drastically. The third section covers instructional quality. We use a wide range of data in determining instructional quality. We look at student end of course critiques, academic appeals, student complaints, course fill rates, student withdrawal rates, student success rates, withdrawal survey results and institutionally mandated course observations. We use the observations as a learning tool and go in asking the question “how can we make this course or instructor better?” We have several case studies, but will probably focus on two since they show creative approaches that worked exceptionally well. We have an instructor who had historically above average student success rates and no student complaints. During our expansion, most instructors began teaching more than one section. This instructor's success rates began to drop and student complaints about lack of timely feedback increased. In speaking with the instructor, it was determined the workload was too much. We limited this instructor to one class per semester and student success increased and student complaints disappeared. In another group of cases, we began to receive a growing number of complaints concerning a number of otherwise excellent instructors. The complaints were all very similar. These instructors were not grading assignments in a timely fashion and students had to wait too long for feedback. In reviewing assignment submission and grading time lines, it was discovered that the instructors were grading within the same time as they had the previous several semesters or years. In following up, we asked a student focus group when they expected to see feedback and grades on assignments. It was surprising to discover the older adult student responses were in the 5-7 day period, while younger students expected a grade and feedback in 24-48 hours. To alleviate the student complaints we recommend our instructors put a grading timeline in their syllabus so students know when to expect grades. Our complaints of slow grading have slowed down to one or two per semester. The fourth section covers quality support. We rely primarily on focus groups and surveys for analysis of staff, faculty, and student support functions. We have built our program on best practices from online learning literature. However, not everything meets expectations and technology constantly changes support requirements. The case study we plan on using in this section is our Blackboard Quick Start mini-course. Analysis of student withdrawal surveys and student and faculty focus groups showed that many of our students were not prepared for online learning. They lack the technical skills and held the misbelief that online courses were, by nature, much easier and required less work than face-to-face courses. In response to this finding, we designed a mini-course that provided the basic skills needed to succeed in an online course, including video testimonials from successful and unsuccessful online students. In the small scale beta test, student success increased. We are now investigating how to make this course available to all new online students. The final section covers quality administration. When looking at this pillar we primarily analyze focus group data, student withdrawal surveys, and annual faculty surveys. We ask questions relating to “how can the administration improve your online experience?” We have had some very powerful changes come from these questions. The case study we will use in this section is the use of appointment scheduling software to allow students to self-enroll for proctored exams. Using this new program allows students to schedule for exams 24/7. It has taken a tremendous workload off faculty and staff and given the students a new level of freedom. Current feedback is extremely positive. We may use one other case study, but we have not decided which one. The conclusion will cover a brief wrap up of the four pillars and we will stress that the documents and samples will not necessarily fit other institutions. The eQuality model is an approach that addresses the unique structure and needs of all institutions. It is a way of looking at programs with an eye for quality and data-driven decisions. Following that we will open it up for questions.
