Explore our adaptable quality assurance rubric, integrating Universal Design for Learning (UDL), Inclusion, Diversity, Equity, and Accessibility (IDEA), Regular and Substantive Interaction (RSI), and Social-Emotional Learning (SEL). Enhance online course quality and provide actionable data for administrators. Join us to learn strategies for creating impactful, inclusive digital learning environments.

The aftermath of the COVID-19 pandemic has resulted in significant research pointing to the need to support higher education and continuing education students in ways that were perhaps not prioritized much in the past. For example, educators in the K-12 space have long understood the importance of Social-Emotional Learning (SEL) to long-term and deep learning, but this aspect of the learning framework has been slow to adoption in higher education—until now. We now see more research highlighting the need and utility of including SEL in higher education since it is vital for developing students' emotional intelligence, resilience, and ability to manage stress, which are crucial for academic success and personal development (Elmi, 2020; Mintz, 2021; Lynn, et al., 2022) Rubrics such as the SUNY Online Course Quality Review Rubric and Quality Matters are essential tools for ensuring quality in online courses. These rubrics highlight key elements that should be included in course design and delivery to support Universal Design for Learning (UDL), Accessibility, Diversity, Equity, and Inclusion (DEI), Regular and Substantive Interaction (RSI), and aspects of Social-Emotional Learning (SEL). While these standardized rubrics are invaluable, it behooves each institution to customize them to reflect its unique culture and policies. By adapting these rubrics, institutions can emphasize essential best practices while incorporating specific institutional requirements and teaching culture nuances. This tailored approach facilitates greater acceptance and adoption by faculty. The rapid transition to online education during the COVID-19 pandemic posed significant challenges to maintaining educational quality across a wide range of courses, particularly those hurriedly adapted or newly created to meet urgent needs (Hodges et al., 2020). This workshop addresses the critical need for effective quality assurance mechanisms that are adaptable at an institutional level. By integrating UDL, Accessibility, DEI, and RSI into one rubric, this workshop provides a structured approach to ensuring that online courses meet high educational standards. Before the pandemic, we had developed our own internal quality assurance rubric for assessing the quality of our online courses. We went through several iterations, editing for idiosyncrasies to best align with faculty teaching experiences and preferences. There was much trial and error, adding elements to cover institutional policies and eliminating other criteria that didn’t apply or that faculty didn’t seem keen to adopt. Our goal was to create a rubric that best suited our teaching and learning environment, which we feel we have now attained after several years. In addition, our rubric has significantly improved our ability to generate comprehensive data points that provide valuable insights to program directors, deans, and other administrators. These actionable data points can be collected without relying on sophisticated and often costly tools, which lowers the barrier to adoption. They offer a detailed analysis of the strengths and weaknesses of individual courses as well as the overall program. Presenting this information to top-level administrators is crucial for enabling data-driven decision-making, allowing them to identify and address areas for improvement effectively. For the first time, we can offer holistic recommendations that administrators can act upon, significantly enhancing the quality and efficacy of their programs. This data-centric approach ensures that decisions are grounded in concrete evidence, promoting continuous improvement and accountability. Our goal with this workshop is to present our journey in fine-tuning a quality assurance rubric that highlights industry best practices while also allowing for the flexibility to adapt to differing institutional needs or requirements. We will present what our journey looked like, the lessons we learned along the way, how we assess quality at our institution as a small two-member instructional design team that supports over 250 online course sections each semester, and present examples of the data points we can now generate. The session is particularly relevant to educators, administrators, and instructional designers who are tasked with ensuring that the swift expansion of online offerings does not compromise the quality of education. The topic addresses a common challenge across educational institutions—how to scale quality assurance processes without extensive resources. This workshop provides actionable strategies that can be tailored to diverse educational environments, promoting an inclusive approach to online education. Workshop Description This highly interactive workshop is designed to maximize participant engagement and practical learning. The workshop will be divided into three phases: discovering what makes a good online course, applying a crafted rubric, and scaling quality assurance. Phase One: Discovering What Makes a Good Online Course (30 minutes) • Interactive Activity: Participants will reflect on their personal experiences to identify what makes an effective online course. • Analysis of Sample Courses: Participants will review two pre-selected courses (one exemplifying good design and the other poor). • Group Exercise: We will employ active learning strategies to have participants identify key elements of a good online learning experience by moving around the conference space and collaborating with peers. The facilitators will help categorize these elements into the themes of UDL, Accessibility, DEI, and RSI. • Introduction to Our Rubric: Presentation of the existing rubric used at our institution, which integrates UDL, Accessibility, DEI, and RSI criteria. Phase Two: Application of Crafted Rubric (30 minutes) • Hands-On Application: Participants will apply the crafted rubric to the previously analyzed courses or a course of their choice. • Discussion: Facilitated discussion on the application process, challenges faced, and the effectiveness of the rubric in identifying quality elements. Phase Three: Scaling Quality Assurance (30 minutes) • Case Study Presentation Overview of our Quick Review process, including results and lessons learned from its implementation. • Group Discussion: Discussion on how to apply these rubrics at an institutional level to ensure a consistent online learning experience. • Future Planning: Brainstorming session on potential improvements and strategies for post-COVID quality assurance at scale. Participant Learning Outcomes By the end of this workshop, participants will be able to: 1. Identify key elements that contribute to a high-quality online course. 2. Apply a comprehensive rubric that integrates UDL, Accessibility, DEI, and RSI criteria to assess and improve online courses. 3. Develop scalable quality assurance strategies that can be implemented at an institutional level. References Elmi, C. (2020). Integrating Social Emotional Learning Strategies in Higher Education. European Journal of Investigation in Health, Psychology and Education, 10 (3), 848-858. Retrieved from [MDPI](https://www.mdpi.com/1660-4601/17/20/7524) Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review. Retrieved from [Educause Review](https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning) Lynn, S., Osika, A., & Carroll, A. (2022). Make social-emotional learning part of teaching: it’s easier than you think. Times Higher Education. Retrieved from [THE Campus](https://www.timeshighereducation.com/campus/social-emotional-learning-vital-higher-education) Mintz, S. (2021). Social-Emotional Learning Can Help College Students Navigate the Pandemic’s Disruptions. Retrieved from [Inside Higher Ed](https://www.insidehighered.com/views/2021/08/19/social-emotional-learning-can-help-college-students-navigate-pandemics-disruptions-opinion) Quality Matters. (2018). Quality Matters Higher Education Rubric, Sixth Edition. Retrieved from [Quality Matters](https://www.qualitymatters.org/)