1. Tips on Discussing the Standards & Giving Peer Feedback February 2010

2. Process to discuss each standard 1. We will read the specific review standard (e.g. 1.1) (and the annotation, if needed) together 2. You will look for evidence that the standard is met in your course. 3. If you want to share/demonstrate how you think it is met in your course, please do. No feedback needed from peers at this point. 4. If it is not met in your course and you want peer feedback/recommendations, please request it.

3. ConstructiveTry to offer solutions, not just identify problems. SpecificInclude a specific example of what is being recommended. MeasurableMakes is easier for the instructor to implement the recommendation. SensitiveAvoid negative language. Keep recommendations and comments on a positive, constructive note. BalancedPoint out strengths as well as weaknesses. Giving Useful Recommendations

4. Improve These Recommendations… Assignment instructions weren’t clear.  I wasn’t sure if assignment #1 required a written paper. You didn't tell the students how to find the additional resources.  I had trouble locating the resources; you may want to put a link on the home page for easy access. The text on the page was too hard to read.  The green text on a blue background was difficult to read. You might want to try basic black on white.

5. The learning objectives aren’t measurable.  I had trouble figuring out how the objectives would be measured. I think it would help if you rephrased the learning objectives using active verbs (explain, distinguish, compare, etc.) The assessments are weak.  I had difficulty connecting the assessments to the learning objectives; they seemed unrelated to the learning objectives. I think you’ll want to review the learning objectives and make sure that they are reflected in the exams.

6. Sample feedback on Standard 1.1 While the syllabus includes instructions that provide a general course overview (via the course description and course outline), it would be helpful for the student to have clear instructions that indicate what to do first (e.g. “Read the syllabus first and then...”). The instructor might add a “Read Me First” or “Getting Started” icon on the course homepage that links students to the syllabus and additional information such as a schedule for activities (not sure if that information is under the “Calendar” icon) and information on how to explore the course website. To make the latter engaging for students, the instructor might create a “scavenger hunt” assignment that leads students through an exploration of the different areas of the course.

7. What QM is NOT About…  Not about an individual instructor (it’s about the course)  Not about faculty evaluation (it’s about course quality)  Not about judgment (it’s about diagnosis and improvement)  Not about “win/lose” or “pass/fail” (it’s about continuous improvement in a supportive environment)

8. General Standard 1: Course Overview and Introduction Specific Review Standard What does this mean? 1.1: Instructions make clear how to get started and where to find various course components. 1.1: Do the students know what to do first? 1.2: A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components. 1.2: Do the students know what the learning objectives of the course are, how the course is organized, what learning activities are required, how to communicate, and other general course information?

9. General Standard 1: Course Overview and Introduction Specific Review Standard What does this mean? 1.3: Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.3: See annotation 1.4: The self-introduction by the instructor is appropriate and available online. 1.4: See annotation

10. General Standard 1: Course Overview and Introduction Specific Review Standard What does this mean? 1.5: Students are asked to introduce themselves to the class. 1.5: See annotation 1.6: Minimum student preparation, and, if applicable prerequisite knowledge in the discipline are clearly stated. 1.6: See annotation

11. General Standard 1: Course Overview and Introduction Specific Review Standard What does this mean? 1.7: Minimum technical skills expected of the student are clearly stated. 1.7: See annotation

12. Process to discuss each standard 1. We will read the specific review standard (e.g. 1.1) (and the annotation, if needed) together 2. You will look for evidence that the standard is met in your course. 3. If you want to share/demonstrate how you think it is met in your course, please do. No feedback needed from peers at this point. 4. If it is not met in your course and you want peer feedback/recommendations, please request it.