The Course Review Process at the University of North Dakota’s Teaching Transformation and Development Academy (TTaDA) is based on the Quality Matters Higher Education Rubric which will provide feedback on course design and emphasizes a continuous, centered, collegial and collaborative review process. The process involves faculty and our Instructional Designers, aiming for continuous improvement and quality assurance.
The Teaching Transformation and Development Academy’s Instructional Designers are Certified in Applying the Quality Matters Rubric, from which the University of North Dakota’s Course Review Process originates.
The Course Review process begins with a Course Representative filling out the Course Review Worksheet. The Course Representative is the individual requesting the Course Review. This could be a faculty member, instructor, Department Chair or another individual who will be able to answer questions and be available during the review process.
The process for Course Reviews is as follows:
- The Course Representative begins by filling out the Course Review Worksheet.
The first two Specific Review Standards, 2.1 & 2.2 and Blackboard Ally Score will be evaluated by the Lead Reviewer.
- QM Specific Review Standard 2.1-Measurable course-level learning objectives precisely and clearly describe what learners will be able to do if they successfully complete the course.
- QM Specific Review Standard 2.2- Learning objectives at the module/unit level align with and are more specific than course-level learning objectives.
- The Blackboard Ally overall score must be 85% or higher.
- The Course Representative will be given feedback on 2.1 & 2.2., the feedback may indicate that revisions need to be made. Once those standards receive a MET, the process moves forward, and the Lead Reviewer will assemble a review team.
- When 2.1 & 2.2 are MET, a group of Instructional Designers will begin the task of reviewing the entire course. This process involves three reviewers evaluating the course utilizing triangulation to reduce subjectivity.
- The timeline for review completion will be communicated to the Course Representative by the Lead Reviewer.
- Once the Course has been reviewed by Instructional Designers, they will meet to discuss the outcome and provide feedback to the Course Representative. The following items will be provided in the review:
- The QM Rubric Annotation for each Specific Review Standard
- Evidence from the Course
- Suggestions for Improvement
- Met or Not Met Decision
- If the course meets the Specific Review Standards for Course Reviews at 85% or higher, the course will receive a Digital Badge. This badge will remain active for the period of five years, unless significant changes have been made to the course. If significant changes are made, we suggest another Course Review.
- If the course does not meet the Specific Review Standards for Course Reviews at 85% or higher, the Lead Course Reviewer and the Course Facilitator will meet to determine a timeline for revisions and a follow-up Course Review.
The UND TTaDA Course Review includes the following QM Standards:
General Standard 1: Course Overview and Introduction
The overall design of the course is made clear to the learner at the beginning of the course.
1.1 - Instructions make clear how to get started and where to find various course components.
1.2 - Learners are introduced to the purpose and structure of the course.
1.3 - Communication guidelines for the course are clearly stated.
1.4 - Course and institutional policies with which the learner is expected to comply are clearly stated within the course, or a link to current policies is provided.
1.5 - Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.
1.6 - Technical skills and digital information literacy skills expected of the learner are clearly stated.
1.7 - Required prior knowledge in the discipline and/or any specific competencies are clearly stated in the course site.
1.8 - The self-introduction by the instructor is welcoming and is available in the course site.
1.9 - Learners have the opportunity to introduce themselves.
General Standard 2: Learning Objectives (Competencies)
Learning objectives describe what learners will be able to do upon completion of the course.
2.1 - The course-level learning objectives describe outcomes that are measurable.
2.2 - The module/unit-level learning objectives describe outcomes that are measurable and consistent with the course-level objectives.
General Standard 3: Assessment and Measurement
Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives.
3.1 - The assessments measure the achievement of the stated learning objectives.
General Standard 4: Instructional Materials
A variety of contextualized instructional materials enables learners to achieve the stated learning objectives.
4.1 - The instructional materials contribute to the achievement of the stated learning objectives.
4.2 - The relationship between the use of instructional materials in the course and completion of learning activities and assessments is clearly explained.
General Standard 5: Learning Activities and Learner Interaction
Learning activities foster and facilitate learner interaction and engagement.
5.1 - The learning activities help learners achieve the stated objectives.
General Standard 6: Course Technology
Course technologies support learners’ achievement of course objectives.
6.1 - The tools used in the course support the learning objectives.
General Standard 8: Accessibility and Usability
The course design reflects a commitment to accessibility and usability for diverse learners.
Disclaimer: Meeting QM Specific Review Standards regarding accessibility does not guarantee or imply that the specific accessibility regulations of any country are met.
8.1 - Course navigation facilitates ease of use.
8.2 - The course design facilitates readability.
8.3 - Text in the course is accessible.
8.4 - Images in the course are accessible.
8.5 - Video and audio content in the course is accessible.
8.6 - Multimedia in the course is easy to use.
8.7 - Vendor accessibility statements are provided for the technologies used in the course.
Questions on the Course Review process can be sent to UND’s Quality Matters Coordinators:
Katie Benton
Catherine.benton@und.edu
Bridget Brooks, PhD.
bridget.brooks@und.edu