Course Review Pathways

GOAL:  Scale and support Formal Online Course Review: to assure online courses are high quality and fully accessible.

Course Review

Opt-In Peer Review

In 2015 we piloted a process for peer review of online courses with 4 faculty members.  With the campus wide Canvas Migration complete and support from our 2018-2019 QA Award, efforts to develop an informal course review process to assure online courses are high quality and fully accessible resumed in Spring 2018.  

Beginning in January 2018 a Course Review Team was established including the Faculty Quality Assurance Lead, and Instructional Designer, and two Faculty members. Each team member completed Course Review trainings through the CSU. Following training, the team developed a Course Review Process was piloted during the Summer of 2018 with reviewing three courses.  To date, our Course Review team consists of 5 faculty.  Reviewers must complete CSU Training, OTPP, and have experience teaching online. A 6th reviewer is training this Summer 2019.

Review was based on the Quality Learning and Teaching (QLT) Rubric’s Core 24 Objectives.  The Core 24 were selected as a focal point to assure current online courses meet these minimum requirements for course quality and to engage new and returning online faculty in conversations focused on course design and redesign.  With online course offerings continuing to increase and varied levels of online teaching experience, we view course design and development as a continuous process defined as: Design, Teach, Review, Revise.

Keeping with our Pathways model, faculty chose from three review Pathways with different options in level of interaction with the course reviewer and the way in which review feedback was communicated.  While faculty feedback was positive, a common critique was the overwhelming nature of review based on 24 Core Criteria.  

Therefore, in Summer 2018 we revised the review focus.  Instead, Faculty choose two to three sections of QLT  and desired Pathway for review. Additionally, Faculty participates in a brief pre-review conference with the reviewer. For details about each pathway visit the Course Review website. Over two-weeks, the review is conducted and personalized feedback drafted.  Reviewer feedback includes:

  • A Completed QLT Rubric of faculty selected sections
  • A Feedback Letter highlighting course strengths, areas for opportunity, and a list of suggested action items to guide revisions
  • A Cover letter from Jill Leafstedt, Associate Vice Provost of Innovation & Faculty Development

Depending on the selected pathway, feedback is provided in writing, writing and a consult, or a collaborative review session. All program documents are linked below:

Including our Summer 2018 Pilot, ten courses have been reviewed.  

Course Review Workshop

Campus commitment 7

Leveraging our Learning Designers (also CSU trained course reviewers), during Spring 2019 we added an in-person workshop,  Peer-to-Peer:  How to Engage in Peer Led Online/Blended Course Review to support self-review, peer course evaluation/observation, or informal peer to peer review. Aligning QLT criteria with the optional CSUCI Peer Evaluation for blended or online learning, we developed an online/blended course observation form  We plan to offer this as a webinar in Fall 2019.

Badging & QLT

GOAL: Highlight QLT Alignment in Faculty Development Offerings

Badgr + Canvas = Access!

During Spring 2019 we piloted the Badgr Digital Badging integration with Canvas.  Using Badgr's Pathway Feature, we piloted the use of individual badges for each part of OTPP.  Once faculty earned all three badges their OTPP completion badge was automatically unlocked and documented in Badgr.

Why Badging?

Given the demanding workload of faculty and rigorous nature of OTPP, we sought a solution that would allow faculty to participate and complete OTPP either in the same semester or over a series of semesters.  While we wanted to provide flexibility, tracking faculty completion over varying time periods presented a challenge in both management and data accuracy.  However, through the issuance of badges tied to the same pathway, we could easily track faculty completion throughout OTPP within and over multiple semesters.

This allows us to:

  • Document Completion at through a program
  • Document Program completion
  • Give faculty an 'a la carte' option for those not interest in the entire program
  • Send out personalized 'Save the Date' reminders
  • Target specific completers with information about upcoming opportunities
  • Verify data accuracy regarding faculty completion rates
  • Follow up with faculty who have started but not completed the program

By requiring faculty complete the course evaluations prior to earning their badge we have increased faculty feedback collection, allowing strategic revision of our program.

QLT Alignment

In migrating our badges to Badgr we were able to author the microcredentials assigned to each badge to identify the QLT objectives supported through each component of OTPP.  The badges and links to their microcredentials are included below.  Click on the badge to view QLT alignment:

Course 1:  Humanizing Online Learning

Course 2:  How to Design Your Online Course

Culminating Project: QLT ePortfolio

OTPP Program Completion Badge

otpp badge

Online Newsletter: The dOLphin

Newsletter & Website

Campus Commitment 6

The dOLphin, a newsletter in support of faculty teaching online/blended launched in Spring 2019.  Published twice a semester, articles include a Faculty Spotlight, teaching tip, and a featured tool.

Supporting Student Success!

Learning Online 101

QLT 4.2 Instructor provides information about being a successful learner/student.

Faculty expressed concern in supporting students in managing both course content and the unique challenges of being an online student.  In searching for strategies to support student success as online students, we learned of an eLearning course created by Humboldt State.  HSU graciously shared their eLearning course along with suggestions for supporting faculty in integrating this mini-course into their existing online courses.  Through many collaborative efforts and talents, our own version of the course entitled Learning Online 101 was piloted in Fall 2018.

The course is self-paced and introduces students to skills and strategies necessary for managing time, technology, the Learning Management System, and how to access campus support resources from online.  The course includes 5 Modules and students report taking between 1 to 3 hours to complete.

The Module Topics in this course include:

  1. Start Here:  Welcome to Learning Online 101
  2. Starting with a positive mindset and reflecting on your readiness
  3. Navigating the online classroom
  4. Establishing a foundation for academic success
  5. Understanding your support system

Digital Badge and Data

Upon completion students earn a digital badge certifying their readiness for online learning.  Badges can be submitted to current and future online and blended instructors requiring this prerequisite course.  Now in its third term, we have successfully badged 412 students!

Support Resources



Student Impact Research

We had started the process to conduct and review student impact data; however, a mid year change in Provost, The Borderline Shooting witnessed by several students, and campus closures due to wildfires, we had to postpone this work but hope to continue in 2019-2020.