This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.

2.  A holistic and personalized approach to
professional development in online/blended
learning and teaching
 Multiple opportunities for feedback and
evaluation while developing and teaching a
new course
 Faculty get to know one another better
across disciplines

3.  Mentor faculty will work
with faculty Course
Developers to meet
personalized course
design goals
 Each course is reviewed
with the Quality Matters
rubric
 Download the rubric and
more:
https://www.dropbox.co
m/sh/7bwhoit985wcgt0/
AACYABAPMR_OTwbPL
0xVp-Cea?dl=0

4.  Can be from any department
 Can be any type of course – new, existing,
online, traditional, hybrid
 Mentors can choose to work with faculty
across multiple departments
 Stay in regular communication with mentors
throughout the academic year

5.  Support!
 Your Guide and Center forTeaching and Learning are here
to help
 New course modules and more effective materials!
 Whether it’s an existing course or something brand new,
you will have something you know is quality
 A stipend!
 For participating, developing your course to meet your
goals, and going through QM review, you receive $1000
 A chance to be a Mentor next year!
 With a course that “passes” the Quality Matters rubric,
you’ll be certified to serve as a Mentor

6.  There is an online course for the PNW Qm
Mentorship Program available in your
MyBlackBoard tab
 Discussions and resources abound, including
downloads for the QM Rubric and much more!
 Use this tool to learn, share, and collaborate

7.  Note: Your timeline may vary depending on
individual goals and needs
 Fall 2016: CTL hosts monthly workshops on
different topics (recommended but not required
for Course Developers)
 Meet with Mentor periodically during the semester
 Guides provide informal QM evaluation
 Upcoming workshops:
 November 2: Scholarship ofTeaching and Learning
 November 7-10 National Distance LearningWeek –
TECH 298, 12pm – 1:30pm,
http://centers.pnw.edu/teaching/calendar/

8.  Spring 2017: Continue your work!
 You may be teaching the course you developed –
great!We will help
 Keep meeting with mentors
 Keep an eye on upcoming workshops available
 Reach out if you need help meeting your goals
 By End of Spring 2017: Mentors will evaluate
all courses and make determinations and
recommendations with the full QM rubric

9.  Mentors provide continual
feedback on all areas of
course
 Objectives
 Assessments
 Interaction
 Course Navigation
 Accessibility
 Formal review by end of
spring semester (can be
earlier if you’re ready) is
performed a collaborative
effort, never punitive

10.  Get to know the QM rubric and ask questions
if you have any
 You can use the rubric as a checklist to keep
your course in top shape
 Many items involve simple fixes, such as:
 adding the instructor’s availability times
 organizing course content into modules or units
for easier navigation
 making grading more transparent

11.  Alignment is key – all course objectives should
align to lessons, activities, and assessments
 What do you absolutely need students to get from
your course?
 How do they get there? How do they know what
your expectations are for getting there?
 Objectives should use “action verbs” – if you
can see someone doing it, it’s a good verb!
 Avoid the use of words like “learn” and
“understand” in course objectives

12.  Use ABCD:
 Audience
 Behavior
 Condition
 Degree
 By the end of the workshop, participants will
be able to write at least five measurable,
student-centered learning objectives using
appropriate action verbs”

13. Thinking skill
Action verbs
Student products

14.  Ask yourself some
questions:
 What do you want your
course to look like?
 Where do you want
students to click and what
do you want them to do?
 Consider using plain old
pen and paper to draw
an outline of what your
ideal course looks like,
and work from there

15.  CTLWorkshop Library:
http://centers.pnw.edu/teaching/workshop-
materials-archive/
 Designing Exemplary BlackBoard Courses from
NIU:
http://www.jasonrhode.com/bbecpworkshop13
 Dr. Curt Bonk’sYouTube feed with wonderful
videos about teaching online:
https://www.youtube.com/user/TravelinEdMan
 Course design resources:
http://centers.pnw.edu/teaching/coursedesign/