The QLT Rubric

A Comprehensive Rubric for Enhancing Quality

Course Overview & Introduction

1.1 Instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, and support files.

1.2 Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and a picture of the instructor.

1.3 Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable.

1.4 Academic integrity or "code of ethics" is defined. Related institutional policies for students to adhere are clearly stated and/or links to those policies (e.g., online catalog; institution web page) is provided.

Assessment of Student Learning

2.1 All Student Learning Objectives/Outcomes (SLOs) are specific, well defined, and measureable.

2.2 Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.

2.3 The learning activities (including the assignments and ungraded activities) promote the achievement of the SLOs

2.4 The assessment instruments (e.g., rubrics) are detailed and appropriate to the student work and respective outcomes being assessed. This includes assessing modes of online participation and contributions.

2.5 Throughout the semester, instructor provides multiple opportunities to give feedback on students learning and to help students “self-check” their learning.

Instructional Materials & Resources

3.1 Instructor provides students with adequate time and notice to acquire course materials.

3.2 There are a variety of instructional material types and perspectives, while not overly relying on one content type such as text.

Student Interaction & Community

4.1 At the beginning of the course, instructor provides an opportunity to have students self-introduce to develop the sense of community.

4.2 Navigation throughout the online components of the course is logical, consistent, and efficient.

4.3 Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement.

4.4 The course learning activities help students understand fundamental concepts, and build skills useful outside of the course.

Facilitation & Instruction

5.1 The instructor provides feedback in a timely fashion.

5.2 Instructor provides reminders of due dates and duration of respective modules, as well as other instructions to keep students on task.

Technology for Teaching & Learning

6.1 Instructor takes advantage of the current tools provided by the Learning Management System (or similar) to enhance learning.

6.2 Instructor provides clear information regarding access to the technology and related resources required in the course.

Learner Support & Resources

7.1 The course syllabus (or related) lists and/or links to a clear explanation of the technical support provided by the campus and suggestions as to when and how students should access it.

7.2 Course syllabus (or related) provides an introduction to campus academic (non- technical) support services and resources available to support students in achieving their educational goals such as Disability Support Services, Writing Center, and/or Tutoring Center.

Accessibility & Universal Design

8.1 Syllabus (or similar) links to the campus accessibility policy, whether or not it is required or recommended by the institution.

8.2 A clear explanation of the disability support services (DSS) is provided and clear links to DSS resources are provided.

8.3 Course documents and text materials created by the instructor or from external sources are in formats that are accessible to students with disabilities.