The Online Course Improvement Program

Contributed by:

Sharp Tutor Mon, Jan 10, 2022 04:51 PM UTC

We will talk about the points as given below:
1. Assist faculty in enhanced web course design and delivery while reducing student textbook costs.
2. Provide faculty instructional design services with a framework that supports peer interaction and best practices for online learning.
3. Facilitate participation in national digital content consortiums and relevant communities.
4. Create and support a culture of quality for online courses taught at NMSU. 5. Develop a scalable, customized professional development model.

1. A Professional Development Program for Faculty
Teaching Blended and Online
The Online Course Improvement Program
(OCIP)
New Mexico State University
“Every course a quality course.”

2. Program Background
Partnership with Associated Students of New Mexico State University and College
of Extended Learning.
OCIP began Fall 2009
•Program launch January 2010
•Started with 11 One Year Plus Fellows (1-Y+)
•Feb - June 2010 hosted 15 PD events

3. Program Goals
1. Assist faculty in enhanced web course design and delivery while reducing
student's textbook cost.
2. Provide faculty instructional design services with a framework that supports
peer interaction and best practices for online learning.
3. Facilitate participation in national digital content consortiums and relevant
communities.
4. Create and support a culture of quality for online courses taught at NMSU.
5. Develop a scalable, customized professional development model.

4. Role of Quality Matters
Quality Matters (QM) is the theoretical and organizational framework for
the program.
Employs QM's continuous improvement approach.
Professional development online course and monthly PD activities are
thematically organized around the QM Rubric Standards

5. Sept Oct Nov Dec Jan Feb Mar Apr
QM1 QM2 QM3 QM4 QM5 QM6 QM7 QM8
PD follows a predictable learning cycle. QM thematic alignment of PD events-
LTOT, workshop and/or webinar aligned to the 1Y+ PD course as much as

6. Blended Approach
• Using the best delivery methodologies available to meet the learning objectives for
the professional development curriculum.
• Combination of synchronous, asynchronous, face-to-face, online, and hybrid offerings
• Adobe Connect
• Skype
• PBworks(wiki)
• Google Docs
• Program website
• Mentoring
• LMS Canvas

7. Multiple Benefits
• Supports a variety of services and resources available in different
formats.
• Allows for delivery of services beyond main campus faculty that includes
community college campus and non-NMSU participants.
• Increased faculty engagement due to flexibility of access
• Participants can receive professional development credit
• Recorded webinar archives and resources are also posted online for
anytime viewing.

8. Services
• Program services available to a global audience include:
▪ OCIP Resource Center (http://bit.ly/pQM0ZO)
▪ OCIP webinars
• Some program services are only available to NMSU faculty:
▪ Formal and informal course reviews with QM Rubric
▪ Let's Talk Online Teaching (LTOT) sessions
▪ Open Labs
▪ Workshops and Presentations

9. One Year Plus Fellowship
36-hour online PD course Mentoring from Instructional Consultant
12 hours self-selected PD Peer support
$2000 stipend
Revise online course to pass a
50 PD hours toward Promotion & Tenure
QM Review
Certificate of Completion
Collect student evaluation data
on the course design
Give back to larger community
Student technology fees paid only by main campus' students help fund the programs, therefore only
main campus faculty can participate.

10. Cohorts Applications Applicants Completions
Received Accepted
Cohort 1 17 15 8
Year 2009-2010
(Began January)
83% Completion
Cohort 2
Year 2010-2011
19 15 12
Rate of
Cohort 3
Year 2011-2012
20 15 12 1Yr+ Fellowship
Cohort 4 30 22 18
Year 2012-2013
Cohort 5 27 14 11
Year 2013-2014
Cohort 6 24 15 14
Year 2014-2015
Cohort 7 18 12 TBA
Year 2014-2015

11.

12. QM1- Getting Started
“A start here is so simple and helpful for students.” (Y3)
“QM1 changed my life. 150 students and only one
question about where to find something.” (Y5)

13. QM and Organization
“I think my class is so much better organized; it’s
easier to navigate for the students. They know what
to do from the very beginning.” (Y2)
“The OCIP Fellowship forced me to reexamine the way
I structure online, not with respect to technology,
but rather with access to and organization of content
and the various ways to foster student interaction
and engagement.” (Y4)

14. QM2 Learning Objectives
“Objectives started me getting to think about my past
evaluations. I used to think the student did not try hard
enough. I now know it might be me.” (Y3)
“For both my face to face class and online, I think the biggest
impact has been really paying attention to the learning
objectives…then, aligning the activities and the
assessments… which I had not done at all before.” (Y6)

15. QM and Alignment
“In addition, my face-to-face classes are now benefiting
from my new understanding of course organization
and alignment.” (Y1)
“I now ensue my activities are aligned to my learning objectives. I know
now, thanks to OCIP, how important it is to provide students the
guidance on what they were learning and why they were learning it
through clearly stated objectives and course goals.” (Y4)

16. Transfer to face-to-face courses
“The OCIP course changed how I teach both online and face-to-face….Having the
model of quality courses really helped me work through the steps and make
meaningful changes to my courses. All online and hybrid courses that I teach and
coordinate are influenced OCIP.” (Y1 & Y2)
“I don't have any true 100% face to face anymore. There are things in my face-to-
face classes that I realized are better done online as a result of the things that I
learned in OCIP.” (Y1)
“I feel more confident in my face-to-face teaching techniques due to what I have
learned in OCIP.” (Y4)

17. Faculty Student Perspective
“Being in the student role was eye-opening and strength of program.”
(Y1)
“I’m clearly thinking more about course design from the students’ point
of view”. (Y4)
“I got a much stronger sense of students’ needs from an online course”.
(Y4)
“...one thing that I’m doing more is taking the perspective of the student
and thinking about my course design from their perspective and how I
need to organize and spell things out and make things super clear.”
(Y5)

18. What students are saying.
“The layout of this class is wonderful.”
“This class is the best online course I have ever taken.”
“I liked the interaction between my peers and the
availability of course material.”

19. What we have learned.
• Learning from student perspective
• Using Quality Matters framework
• Positive “ripple” effect
• Peer/Mentor support
• Culture of quality is a process

20. Then and now: Growing OCIP
We have expanded program offerings with the
New2Online Program and Course Development
Summer Institute.
We are also partnering with the College of Business and
Master of Social Work cohort focusing on online
degree programs.

21. Then and now: Growing OCIP
• Annual IIQ Celebration
• QM System-wide Subscription and Group
• Peer Reviewer Group
• Looking to address PD for Online Teaching
• Assuring Alignment - Provost’s Focus
Expanding Online Degree Programs

22. Questions??
Thank you for attending!

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