1. Use of Quality Matters in the Faculty Mentor-Mentee Relationship
Ladonna McClave, Associate Professor
Jodi Myers, Assistant Professor
Morehead State University Department of Nursing

2. Objectives Following this session, participants will be able to:
describe the use of the QM Higher Education Rubric as a faculty development framework to increase course development and online teaching competence
identify three ways in which the QM Higher Education Rubric can be used in their own faculty mentor-mentee relationships
discuss the use of the QM Higher Education Rubric for course development when minimal instructional design resources are available

3. Background Ladonna Michelle McClave Jodi Myers
BSN with 10 years experience as RN
MSN Nursing Education
Associate Professor of Nursing for 8 years
Ed.D.(candidate) in Educational Technology Leadership
Formerly certified as Quality Matters Master Reviewer
Currently certified as Quality Matters Reviewer
Jodi Myers
BSN with 7 years experience as RN
MSN Family Nurse Practitioner
FNP APRN for 4 years
Currently working on DNP

4. Questions for YOU! Are you in higher education?
Are you looking for new ways to address faculty development?
Do you currently use the QM HE Rubric?
Does your institution subscribe to QM?
Does your institution have dedicated Instructional Designers? If so, what is their role?
Is course design/development an expectation in your role?
Do you have new faculty in your department?
Do you have adjunct faculty in your department?
Do your tenured, full-time faculty need assistance with meeting QM HE Rubric standards?

5. Background Morehead State University
Department of Nursing includes Baccalaureate Nursing Program with two tracks:
Traditional, face-to-face pre-licensure program (hybrid)
Fully online RN-BSN program
Instructional technology support lacking
Minimal IT assistance (tutorials, user guides, professional development opportunities, IT bootcamp)

6. Dilemma Multiple Adjunct Faculty New Full-time Tenure Track Faculty
Tenured Faculty with little/no background in online or hybrid course design
Solution: Instructional Technology (IT) Mentor

7. Instructional Technology Mentor
Informal role
“Go-to” person for issues regarding instructional technology
Provide one-on-one mentoring in certain cases (new adjuncts, new courses, new FT TT faculty)
Blackboard course development/revision
Framework: Quality Matters Higher Education Rubric

8. Quality Matters Higher Education Rubric
8 General Standards used to evaluate the design of online and blended courses
Course Overview and Introduction
Learning Objectives (Competencies)
Assessment and Measurement
Instructional Materials
Course Activities and Learner Interaction
Course Technology
Learner Support
Accessibility and Usability

9. Quality Matters Higher Education Rubric
Includes the concept of alignment
Critical course components
Learning Objectives (2)
Assessment and Measurement (3)
Resources and Materials (4)
Learner Engagement (5)
Course Technology (6)
work together to ensure that students achieve the desired learning outcomes
when aligned, each of these course components is directly tied to and supports the learning objectives

10. Use of QM HE Rubric as a Framework for Instructional Technology Mentoring
Course Overview and Introduction
Great start for the novice instructor
Keeps the instructor on task in regards to being “learner-centered”
Learning Objectives
Assists the novice instructor in writing appropriate behavioral objectives
The overall design of the course is made clear to the learner at the beginning of the course.
Overview Statement: The course overview and introduction set the tone for the course, let learners know what to expect, and provide guidance to ensure learners get off to a good start.

11. Use of QM HE Rubric as a Framework for Instructional Technology Mentoring
Assessment and Measurement
Reminds the novice instructor to maintain alignment with learning objectives
Assists the instructor in choosing appropriate assessment methods
Instructional Materials
Reminds the novice instructor to maintain alignment with learning objectives and assessment methods
Assists the instructor in choosing appropriate and diverse instructional materials

12. Use of QM HE Rubric as a Framework for Instructional Technology Mentoring
Course Activities and Learner Interaction
Reminds the novice instructor to maintain alignment with learning objectives, assessment methods, and instructional materials
Reminds the instructor to provide engaging, interactive activities to connect the learners, instructor, and materials
Course Technology
Reminds the novice instructor to consider appropriate tools from the LMS and other technologies
Assists the instructor in learning about privacy, copyright, etc.

13. Use of QM HE Rubric as a Framework for Instructional Technology Mentoring
Learner Support
Reminds the novice instructor to consider the various needs of the learner as a higher education student
Assists the instructor in learning about the various supports available within the institution
Accessibility and Usability
Reminds the novice instructor to consider appropriate accessibility issues related to the course
Assists the instructor in learning about accessibility and usability, as well as to consider the potential student needs when designing an online/hybrid course

14. Results of Mentoring with the QM Rubric
Adjunct Faculty
New to the role of educator and/or online educator
Courses already developed, but need training on:
How to use LMS
Personalize course and syllabus

15. Results of Mentoring with the QM Rubric
Adjunct Faculty Example
Mrs. D. T. with 20+ years of clinical experience
MSN in Education and Management
Five years of experience as clinical instructor
Hired to teach first online course—Medical Terminology
Little to no experience with Blackboard, , distance education

16. Results of Mentoring with the QM Rubric *Standards
Adjunct Faculty and IT Mentor
Adjunct Faculty
IT Mentor
Course Facilitator 5
IT Facilitator (Course Guest) 6
Course Leader/Faculty of Record 1
Course Instructional Design 1-5, 8
Correspondent with Students 5
Available for Faculty
Typical Faculty Functions
Troubleshooting

17. Results of Mentoring with the QM Rubric
Existing Full-time Tenured Faculty
Familiar with basics of LMS, but need assistance with:
Updating course
Advanced or new features of LMS
Improving student engagement
Troubleshooting

18. Results of Mentoring with the QM Rubric
Existing Full-time Tenured Faculty Example
Dr. L. P. with 15+ years of academic experience
PhD, MSN in Nursing Administration
Chair of Department of Nursing
Teaches fully-online nursing elective courses

19. Results of Mentoring with the QM Rubric *Standards
Existing Full-Time Tenured Faculty
Existing Full-Time Tenured Faculty
IT Mentor
Course Facilitator 5
Educate Faculty re: Course Instructional Design 1-8
Course Leader/Faculty of Record 1
Educate Faculty re: LMS System Functions 6
Correspondent with Students 5
Educate Faculty re: Student Engagement 5
Typical Faculty Functions
Available for Faculty
Troubleshooting

20. Results of Mentoring with the QM Rubric
New Tenure-Track Faculty
New to the role of educator and/or online educator
Needs assistance with how to:
Create courses from scratch
Revise courses
Use LMS
Teach both face-to-face and online

21. Results of Mentoring with the QM Rubric
New Tenure-Track Faculty Example
Jodi Myers, MSN, APRN
7 years nursing experience (cardiovascular critical care)
3 years APRN experience (electrocardiophysiology)
2 years experience as clinical/lab instructor
Teaching face-to-face courses
No preparation as an academic educator
Needs assistance with how to do most everything!

22. Results of Mentoring with the QM Rubric *Standards
New Tenure-Track Faculty (1st semester)
New Tenure-Track Faculty
IT Mentor
Course Co-Facilitator 5
Course Leader/Faculty of Record 5
Typical Faculty Functions 1
Educate Faculty re: University, College, Departmental, and Program Policies 1, 7, 8
Correspondent with Students 5
Educate Faculty re: LMS System Functions 6
Educate Faculty re: Course Alignment 2, 3, 4, 5
Educate Faculty re: Student Engagement 5
Available for Faculty
Troubleshooting

23. Results of Mentoring with the QM Rubric *Standards
New Tenure-Track Faculty (2nd semester)
New Tenure-Track Faculty
IT Mentor
Course Leader/Faculty of Record 5
Educate Faculty re: Course Instructional Design 1-8
Typical Faculty Functions 1
Educate Faculty re: LMS System Functions 6
Correspondent with Students 5
Educate Faculty re: Student Engagement 5
Educate Faculty re: Course Alignment 2, 3, 4, 5
Available for Faculty
Troubleshooting

24. Results of Mentoring with the QM Rubric
New Tenure-Track Faculty
How can this be used in your institution?
Nursing
Consider NLN Core Competencies for Nurse Educators
Consider Benner’s Novice-to-Expert Theory in the development of Novice-to-Expert Nurse Educators
Non-Nursing

25. NLN Core Competencies of Nurse Educators
8 competencies with 66 task statements:
Facilitate learning 1-8
Facilitate learner development and socialization 5, 7
Use assessment and evaluation strategies 3
Participate in curriculum design and evaluation of program outcomes
Function as a change agent and leader 1-8
Pursue continuous quality improvement in the nurse educator role 1-8
Engage in scholarship
Function within the educational environment
*Standards

26. Benner’s Novice-to-Expert Theory
5 stages of competence:
Novice Stage
Advanced Beginner Stage
Competent Stage
Proficient Stage
Expert Stage

27. How can the QM Higher Education Rubric be used in faculty mentor-mentee relationships in your discipline, at your institution?

28. How can the QM Higher Education Rubric be used in to assist in course development in your discipline, at your institution?