Introducing QM Program Certification

QM Program Certification Introducing QM Program Certification Ron Legon Executive Director, QM On behalf of Program Certification Study Group

Why Program Certification? Background Why Program Certification?

Long-Standing Subscriber Interest Desire for broader recognition External validation of Quality Assurance efforts Add momentum to program and institutional initiatives Aid accreditation of online programs Market quality online programs to learners and other stakeholders

Earlier QM Responses QM-approved Implementation Plans (since 2009) 3-year plans to implement QM: Course reviews Course development process Faculty and staff professional development Institution specific quality assurance measures @ 45 plans on file Program and Institutional Audits (since 2011) Three conducted in beta test Self-Study (3 month – 1 year project) Site Visit (2 days on campus) In-depth reports with recommendations for improvement Problems with scalability

Is there more QM could do? Factors in designing QM quality certifications beyond the course Draw on QM’s expertise in conducting online course reviews Base on best practice and research supported criteria Design a review process based on remote access and evidence Build on QM peer review principles Foster continuous improvement in a wider context Focus on areas that directly impact the quality of online learning and demonstrate the results: Course design Faculty training and support Learner orientation and support Learner outcomes

The Study Group A team reflecting the range of QM subscribers and schools already approved for implementation plans: Arizona State University, Steven Crawford (public, 4 year) Capella University, Nick White (for profit, 4 year) Lakeland Community College, Bill Knapp (public, 2 year) National Louis University, Sonja Strahl (private, non-profit) Northland Community and Technical College, Beth McMahon (public) Texas Woman’s University, Allison Peterson (public, 4 year) University of Central Missouri, Kathy McCormick (public, 4 year) University of Cincinnati, Sarah Schroeder (public, 4 year) Lincoln University, Rachael Sale (public, 4 Year) University of the Rockies, Carol Parenteau (for profit, 4 year) + QM Staff: Deb Adair, Melissa Poole, Ron Legon

Online Program Design Certification Two Levels of certification: Stage 1 – Candidate – Making Progress Stage 2 - Certified

Four Criteria Under Consideration Each program put forward includes measurable learning objectives, outcomes, or competencies. The learning objectives, outcomes, or competencies of the individual courses are consistent with the program objectives, outcomes, or competencies. All instructional designers and any instructors who independently design design current online courses have completed professional development in best practices in online course design. A plan to bring all online courses into alignment with the relevant Quality Matters Rubrics either through a course development/revision process that embodies the relevant QM Rubric(s), or a course review process with a mix of official and informal reviews that touches all online courses in a reasonable period of time.

Examples of Supporting Evidence 1. A list of program or institutional learning objectives, outcomes, or competencies 2. Access to a range of courses and an alignment map, or table showing how course-level objectives, outcomes, or competencies match or expand on the program-level objectives, etc. 3. Completion of Applying the Quality Matters Rubric or Improving Your Online Course, or substitute courses from QM, other organizations, or the institution or program itself 4. QM Course Review Management System reports and annual Implementation Plan reports. Documentation of the course development/revision process and/or the internal course review process Instructional designers may be sought to participation in review of candidates for this certification.

Online Teaching Certification Two Levels of certification: Stage 1 – Candidate – Making Progress Stage 2 - Certified

Five Criteria Under Consideration First three criteria: 1. All instructors, including part-time faculty, undergo training in online teaching prior to their online teaching assignment, or concurrently, in the case of recent hires, and are prepared to be effective and responsive online instructors.   2. The institution or program has provisions for pedagogical support or mentoring of faculty new to online teaching. 3. The institution or program has Issued recommendations or guidelines, if not formal policies, on instructor response time and availability appropriate to support and engage online learners.

Five Criteria Under Consideration Last two criteria:   4. The program encourages ongoing professional development for instructors engaged in online course delivery and provides internal PD activities and/or financial resources to seek appropriate opportunities for this purpose, externally. 5. The program has a robust process to collect, distribute, and use learner feedback to inform teaching practices.

Examples of Supporting Evidence 1. A statement of policy and practices for preparation of online instructors. Syllabi of courses/workshops, and a report on % participation by faculty   2. An institutional policy that addresses this commitment and operational plan/proof 3. An institutional policy that addresses this commitment and learner survey data on instructor availability 4. Documentation that the institution or program encourages and supports further professional development, and evidence of participation numbers/ rates 5. A narrative of feedback processes and examples of data reports Instructional designers and faculty development specialists may be sought to participate in reviews of candidates for this certification.

Online Learner Support Certification Two Levels of certification: Stage 1 – Candidate – Making Progress Stage 2 - Certified

Two Criteria Under Consideration 1. Essential direct and indirect support for online learners should include remote access to: ·         Financial aid advising ·         Billing At least 85% accomplishment of the support functions listed above is required to qualify for the certification. ·         Orientation to online study ·         Technical support ·         Academic advising and tutoring   . Writing and Math Labs 2. A robust process to collect, distribute, and use learner feedback to inform and improve learner support efforts. ·         Grade appeals ·         Remote library access . Testing services ·         Accessibility services . Student Organizations ·         Records and Registration ·         Degree advising

Examples of Supporting Evidence 1. A list of links to services and explanation of how they support learner learning or promote learner success.   2. Description of data collection, distribution, and feedback mechanisms to improve learn support efforts Student services professionals may be sought to participate in reviews of candidates for this certification.

Online Learner Success Certification Two Levels of certification: Stage 1 – Candidate – Making Progress Stage 2 - Certified

Based on Institutionally Defined Criteria 3-5 measures defined by the institution/program consistent with mission, and with external quality benchmarks proposed. Examples of measurable criteria that might be considered are: (1) Retention, (2) course completion, and (3) graduation rates – compared to some reasonable benchmarks for successful programs or institutions Capstone assessments that demonstrate achievement of programmatic or institutional learning objectives or competencies Summative assessment of learners, particularly those using nationally recognized assessment instruments

More Possible Ways to Define Student Success Learning outcome reports using data collection rubrics or other tools, demonstrating learners’ achievement of established goals, objectives, or competencies Alumni survey data demonstrating learners’ opinions regarding whether their program contributed to career success   Learner employment data indicating the percentage of learners employed in a field related to their academic program within 6 months of graduation Employer surveys on quality of graduates’ preparation

Examples of Supporting Evidence Justification of the learner success criteria chosen, based on Institutional or Program mission and other factors (e.g., student demographics, location, funding sources, institutional sponsorship, etc.) determining the character and circumstances of the institution/program Minimum of 3 consecutive years of data relevant to the measures chosen Rationale for choice of external benchmarks Longitudinal data for external benchmarks Institutional research specialists may be sought to participate in reviews of candidates for this certification.

Exemplary Online Program Certification A recognition awarded to institutions or programs, based on award of the four specific certifications over a 2-3 year period.

Next Steps The criteria and types of evidence acceptable toward each of the four certifications will be refined over the next 3 months. Additional issues will be addressed subsequently.

Remaining Tasks before Rollout Assess subscriber demand (focus groups, etc.) Identify reviewer qualifications for each certification Develop reviewer training program Solicit and train reviewers Conduct beta reviews with subscriber volunteers (Spring/Summer 2015) Determine price points Open service for all interested subscribers (Summer/Fall 2015)

Discussion Send any feedback comments and suggestions to Ron Legon at Quality Matters: rlegon@qualitymatters.org

Thank you!