QM Summit Breakout Session Information

We have a full day of great sessions at this year’s QM Summit; check out the descriptions and a map of the ECU Main Campus Student Center below!

Main Campus Student Center Map

Breakout Session 1 – 11:00 – 11:50 am

Location	Description	Presenter(s)
Ballroom B	A Friction-Free Course Design Process This session describes an innovative course design approach that will help faculty and Instructional Designers not only expedite course development, but also engage in training. In this session, we will: • Define this course design approach. • Discuss its principles/tenets. • Identify the steps of the course development process. • Examine the benefits of this course design process. Administrators and instructional designers interested in implementing course design processes at their campuses would most benefit from attending this session.	Zakaria Jouaibi UNC-CH
Room 249	NCSU Faculty Experience with QM Certification: Opportunities and Challenges This panel session will provide an overview of the challenges and opportunities that can come when implementing QM in higher education settings. Panel participants are faculty who have QM-certified courses across a variety of disciplines, course levels, and course structures at North Carolina State University. During this session, panelists will: • Share their experiences with course preparation for QM review. • Discuss participation in a cohort and mentorship model. • Provide considerations for future participants. • Address potential barriers to faculty participation in the QM process. An opportunity for questions and discussion will be available to session participants.	Carlos Goller NCSU Megan Lupek NCSU Tamara Pandolfo NCSU Nicola Singletary NCSU Caitlin Stuckey NCSU
Room 253	Graduate Students' Perceptions of the QM 7th Edition Rubric on Learning and Engagement This session will focus on what students find important in the QM rubric to keep them engaged in their learning. This session will provide course designers and faculty with insights and practices that they can apply to their online courses for improvements based on the QM rubric and identify the portions of the QM rubric students value to increase their engagement and perceived learning.	Sheri Conklin UNCW Daisyane Barreto UNCW Eric Richardson UNCW Randyl Cochran UNCW
Room 307	Designing Consistent Online Courses: Insights from ECU College of Nursing’s Journey Facilitators during this breakout session will discuss how the ECU College of Nursing‚ Advanced Practice Nursing Education program addressed a quality issue with their online course consistency with a course template for Canvas courses. This session aims to discuss the practical aspects of the instructional design process, including: • The rationale for a standardized course template. • Strategies for designing simple, consistent, and transparent courses. • Implementation of the course template. • Effective online learning models. • What we have learned from the process.	John Smoot ECU Alexis Hodges ECU

Breakout Session 2 – 1:30 – 2:20 pm

Location	Description	Presenter(s)
Ballroom B	Sowing the Seeds of Course Quality: Gains in Instructor Knowledge and Application of Course Design Best Practices and Tools NC State University’s Digital Education and Learning Technology Applications (DELTA) has collaborated with 65 instructors to apply the Quality Matters course design standards to a single online or hybrid course, resulting in QM certification for all submitted courses. To measure the wider impact of participation, we asked faculty to reflect on what they had learned about course design and how they had applied that knowledge in additional courses. Faculty reported a substantial knowledge gain for each of eight key course design concepts and indicated that they used design tools or concepts in a new or different way in courses beyond the one they improved as part of CI. This session will provide information about what was learned as a result of this project and discuss implications for the lasting and expanding impact of faculty course quality programs.	Rebecca Sanchez NCSU Shweta Trivedi NCSU
Room 249	Faculty Panel Hear from faculty members within the UNC system about their experiences with the QM review process. Emphasis in this panel discussion will be placed on what the panelists wished they had known going into the review process and the challenges the panelists navigated during the review process. Time will be allotted for an open discussion between the panelists and participants related to specific QM concerns and questions.	Justin Littlefield ECU Panel Facilitator Brian Cavanaugh ECU Sheri Conklin UNCW Carol Huynh NC Central Marylaura Papalas ECU
Room 253	Celebrating a Successful LMS Transition with Digital Badges North Carolina Central University (NCCU) transitioned from Blackboard to Canvas last year. A learning management system (LMS) transition requires discovering and implementing tools as well as applying course design best practices. Blackboard was the primary LMS at the institution for over 20 years. Strategic and innovative ideas were implemented to influence a successful Canvas transition. Therefore, the NCCU Office of e-Learning issued digital badges to celebrate and incentivize faculty and staff members who attended Canvas training. Training participants learned how to integrate design skills into Canvas course shells and/or sandboxes. During this session, presenters will: • Identify the benefits of using digital badges to promote a LMS transition. • Describe how to design an assessment guide that can serve as digital badge metadata • Explain how training evaluation criteria integrates Quality Matters standards.	Charlotte Russell Cox NC Central Larrisha McGill-Youngblood NC Central
Room 307	Alignment, Accessibility and Plans for Continued Success: Building the Foundation, Overcoming Gaps, and Adopting Policies for Online Program Design Certification On the journey to Quality Matters Online Program Design Certification, faculty in an online accelerated graduate nursing program strategically addressed curriculum alignment first to ensure a solid foundation from which to base course revisions. We will share our process of curriculum re-evaluation as well as the course template and documents used by faculty to ensure alignment. Additionally, we discovered knowledge & technical proficiency gaps related to accessibility in course design. We will share how we used intentional professional development and an accessibility initiative in collaboration with our Distance Education & e-Learning (DEeL) office utilizing graduate students across two schools to overcome this gap. To facilitate continued professional development of faculty expertise in course design, polices and program assessment outcomes were adopted. We will share our self-assessment and professional development requirements using our DEeL office's online teaching professional development framework.	April Matthias UNCW

Breakout Session 3 – 3:00 – 3:50 pm

Location	Description	Presenter(s)
Ballroom B	Course Quality Research Planning and Implementation at Faculty Level At NC State University, several faculty across colleges are conducting course quality research independently. Upon completion of QM certification for their courses, two faculty from College of Agriculture and Life Science and College of Sciences are collaborating to have a systematic approach to conducting course quality research. The steps that will be shared with participants are listed below. • Completing the Designing Quality Online Learning Research DQOLR workshop • Identifying areas of pedagogical research within their courses • Consulting with DELTA Staff • Completing IRB (Institutional Review Board) approval and pedagogical research • Presenting research at conferences and manuscript preparation This ongoing collaboration model will serve as an example of professional development that can be fostered post-QM certification. Through planned interactions participants will respond to multiple-choice questions via mentimeter, discuss ideas for designing and implementing as well as use the strategies to set goals for their own research. Administrators, instructional designers and QM Coordinators would most benefit from attending this session.	Shweta Trivedi NCSU Carlos Goller NCSU
Room 249	UNC System QM Master Reviewer Panel QM Certified Master Reviewers have an in-depth knowledge of the QM Rubric and the QM Course Review Process. Participants in this session will have the opportunity to ask 6 QM Master Reviewers from across the UNC System about the review process and best practices for faculty submitting a course for review for the first time or under the new rubric.	Tonya Amankwatia NC A&T Panel Facilitator Tracy Appling NCSU Jennifer Larson UNC-CH Joanie Chavis NC A&T Sherry Edwards UNC-P Craig Paddock UNC-C Larrisha McGill-Youngblood NC Central
Room 253	Navigating Nursing Education: Andragogy-Powered Course Transformation A team of three graduate faculty and one instructional designer created a 5-module Canvas course used to introduce faculty to evidence-based course design. The team used a collaborative approach to integrate the principles of Universal Design for Learning (CAST, n.d.) and Quality Matters‚ (n.d.). Each module included short instructional videos with transcripts, hyperlinks to published resources, learning activities, and a Discussion Board for participant questions. Some modules offered other learning resources such as templates for syllabi, guidance for competency-based education, Blooms Taxonomy, and assistance with writing module-level objectives. Facilitators provided a virtual synchronous meeting during each module. Eleven nurse educators volunteered for the pilot initiative, and participants stated they developed new insights and found applicable information in each module. College of Nursing leadership determined that a systemic approach to course design could enhance course navigation and improve students engagement. An unintended outcome was that the faculty agreed to consistent course design for both masters and doctoral level courses. Three additional cohorts will begin in January 2024. Facilitators in this session will describe the Canvas course, share results from pilot participants, and discuss what we have learned through this project.	Alexis Hodges ECU Elizabeth De Jesus Toderick ECU John Smoot ECU
Room 307	Clicking with Learners, so they can keep clicking with the course When designing fully online content for online learners, instructional designers face several learner-specific demands, including alignment to state standards and assessments and age-appropriate cognitive demands. Learn how a state-led virtual school applies the QM rubric and various course design frameworks to design fully online, asynchronous courses for North Carolina students.	Darlene Schaefer NCVPS