Quality Learning & Teaching QLT Rubric 3rd Edition (2022)

Welcome messages or materials introducing course structure/components are included, with first communication about the LMS and course access occurring prior to the class start date (e.g., one week prior and repeated 23 days prior).

• Is there a welcome letter distributed via email prior the LMS publish date?
• Is there a “start here” or “welcome” link?
• Is there a course tour or overview?
• Are there clear statements for students about how to begin coursework?

The instructor introduces themself to the class and provides more than one way to be contacted such as email, phone, and/or office hours (in-person and/or online). The preferred communication format is clearly specified.

• Are there working links to the instructor’s email, scheduling, calendaring apps, social media, and/or other communication platforms?

The instructor introduces the purpose of the course, the course format (online/blended), and any prerequisite knowledge required. If there are no prerequisites, indicate “None.”

• Is there a description that expands on the campus catalog description?
• Is the course format explicitly spelled out?
• Is the course’s relevance to their degree progress and potential career goals discussed?

Rules of conduct may include use of the language and formatting. For blended or flipped courses, face-to-face etiquette and participation expectations (e.g., pair work, group work, discussions) are presented and clear to the student in the syllabus. Rules of conduct include expectations regarding listening, respecting others’ opinions, and contributing to pair and group work. Samples - Create Expectations for an Inclusive Learning Environment; Online Etiquette Rules.

• Is there guidance for conduct in the event of disagreements or differences in perspectives?
• Do you encourage your students to inform you when they feel a microaggression went undetected or was ignored?

Policies typically include cheating, plagiarism, copyright, and course grievance procedures. The instructor may also provide sample work that demonstrates plagiarism. It is important to include any links to campus policies.

• Are working links to applicable campus policies readily located?
• Are students expected/required to submit an affirmation of compliance (e.g., an honor code) with assignments, papers, and/or exams? Or is affirmation only implicit?
• Are course and campus policies, procedures, and possible consequences clearly identified?

Technical competencies may include the use of the LMS, downloading and uploading files, communication tools, collaboration tools, discipline-specific software or hardware. Frequency of access to the internet and device(s) needed to succeed in the course are clearly stated. In addition, instructors may want to point students to the CSU Stanislaus Online Readiness Self-Assessment.

• Are the attributes/skills needed for successful online/blended learning (e.g., self-discipline and motivation, time management, initiative, and perseverance) noted?

Samples of student work should include those that are satisfactory as well as those that are unsatisfactory.

• Do (key) assignment instructions include FAQs or open-forum Q&A opportunities?
• Are there reminders throughout the course to provide opportunities for students to ask questions (e.g., via email, messaging threads, forums)?

The instructor encourages students to share or reflect why they take the course and asks about the relevancy of the course to their academic degree, daily life, and potential career goals.

• Is there a Learner Profile Survey or other opportunities to promote metacognition?
• Does the instructor ask students to share biographical information, goals, and personal details as they pertain to success in the course (e.g., name, pronouns, major, why taking the course, concerns re: disability, technology access, extenuating circumstances such as caretaking responsibilities, potential career goals, any questions)?

The instructor includes a diversity statement and encourages students to report violations to them and the appropriate university office.

• Is there a diversity statement (personal, department, college, or university) provided in the syllabus?
• Are students encouraged to report violations to the instructor?
• Does the instructor provide a link to report violations to the appropriate university office (e.g., Office of Equity, Diversity, and Inclusion)? Sample Diversity statements:
• Access CSU Stanislaus College of Education’s Diversity Statement.
• Access Chico State’s commitment to equity, diversity, and inclusion.
• Access Cal Poly’s statement on diversity.
• Access CSU QLT course syllabi diversity statement.

Student Learning Objectives are measurable and reflect a hierarchy of critical thinking and application. Chronological module, weekly, or chapter level objectives must be present, and scaffold student learning objectives. Samples of Taxonomies include: Bloom’s Taxonomy Original and Revised (Forehand, M. 2005), Technology Pedagogy Wheel (Carrington, A).

• Are the module level objectives present?
• Do the module level objectives scaffold the SLOs?
• Are SLOs and module level objectives prominently included in the LMS module?
• Are the SLOs and module objectives specific, well-defined, and measurable?

Statement describing how grades are calculated and late submission policy is provided.

• Is the grading policy prominently provided in the syllabus and the “Start Here/Getting Started” module of the LMS?
• Is there a table/list of all assignments provided along with their respective weights, points, or percentages?
• Does the instructor include a policy in the syllabus regarding submission of late assignments?

The instructor explains how learning activities such as assignments or discussions contribute to the achievement of the stated SLOs. Aligned Example: A quiz asking students to identify and label body parts would align with an objective such as “Students will be able to identify and label body parts of a human female.” Misaligned Example: A forum having students talk about various body parts, would not align with the objective.

• Are the SLOs or module level objectives referenced in the learning activities (#)?
• Is it clear how the activities align to the SLOs or module level objective(s)?

There are multiple ways for students to demonstrate competence or mastery. E.g., research project, paper, tests, presentations, or multimedia projects. Students are not just graded for online participation (e.g., number of required postings per week), but the quality of their participation and contributions. A clear articulation of requirements to be successful in the assignment must be present.

• Are rubrics/grading sheets available for all major assignments?
• Are there multiple ways students are assessed?

Activities may include but not limited to self-check practice quizzes, draft of an assignment submitted for instructor feedback, and providing a sample of an exemplary assignment. The instructor effectively uses the Canvas gradebook or similar for timely quantitative and qualitative feedback. Substantive feedback is provided at multiple checkpoints in the course.

• Does the instructor use self-check practice quizzes with embedded feedback?
• Do videos include embedded quiz questions?

The instructor may use anonymous mid-point and end of course surveys, instructor office hours, and Question Cafe to solicit feedback or attitudinal data on the effectiveness or difficulty of the resources and activities to improve the course in the future.

• Is there a mid-point survey to collect feedback on the course?
• Are there opportunities for students to self-check their progress?

The instructor provides instructions in the syllabus or elsewhere in the course to acquire course materials including textbooks, and other types of external resources. This information is released to students, as appropriate, through emails/notifications using class rosters available to faculty or announcements via Canvas to help in effective preparation for the classes.

• Are course materials provided in the course catalog or registration system in advance?
• Do course materials include both Open Educational Resources (e.g., MERLOT) and external materials?
• Are “last minute” material changes and/or auxiliary materials communicated with enough lead time before instruction begins?

The instructor separates the materials and labels them as either required or recommended. Supplemental resources and optional content are clearly labeled and placed at the bottom of course pages.

• Does the instructor state the specific edition of the textbook that is required?
• Are students able to clearly identify what materials are required and what are recommended?

For required and recommended materials, there are brief statements as to the value/purpose in meeting student learning objectives/outcome(s). If external links/websites are used, the links should be self-evident, or a short description of the specific link needs to be provided instead of posting a general link for students to explore. Consider using the “Transparent Assignment Design” template as it makes learning more explicit for students.

• Are all links in the course clearly labeled and self-evident?
• Does the instructor explain how the readings will support the SLOs/course topics?

Materials may include diverse racial, cultural, social, and/or global perspectives, providing for discussion and appreciation of diversity, equity, and inclusion goals at CSU campus.

• Is there diversity in authors' backgrounds, as appropriate?
• Are there multiple perspectives represented from scholars in the field?

Material types include PowerPoint, videos, audio, text, and/or websites.

• Are there journal articles and external websites?
• Are there podcasts or any other audio files?
• Does the instructor use visuals such as infographics or images?

Course resources and materials include text, images, tables, videos, audio, and websites. In addition to including the citation, when possible, include a direct link to the source.

• Does the instructor cite all course resources that are not instructor developed by including a link when appropriate and/or the citation?
• Does the instructor include a citation for images?

The instructor may encourage students to post their pictures and share some personal information such as hobbies to build the community at the beginning (e.g., Icebreaker forum, glossary posts, or a blog.

• Is there an ice-breaker activity where students introduce themselves in the first week of the class?
• Does the instructor encourage students to complete their Canvas profile?

The instructor provides a self-assessment for students to identify their readiness for learning online and learning strategies or provide a link to an online readiness survey such as the Online Readiness Self-Assessment from CSU Stanislaus. The instructor also provides feedback or an action plan for students to aid them in successfully completing their course.

• Is there an activity (learner survey) to help students identify roadblocks for being a successful student? Topics in a survey may include collaboration, internet connectivity, hardware issues, commitments outside of class, diversity considerations, past experiences with online courses, etc.
• Is there a link to a campus student orientation that includes information about being a successful online student and navigating the Canvas platform?

Discussions are organized in clearly defined forums, threads, or communities. The course carries a consistent structure across modules. The number of steps users take to reach primary content is minimized.

• Are design elements used repetitively?
• Is everything labeled clearly (self-describing) and intuitive?
• Would it take a student more than 5 minutes to find something?
• Can students easily return to the homepage?
• Does it take two clicks or less to access primary course content, activities, and assessments from the course landing page?
• Is excessive scrolling (especially horizontal scrolling) minimized?

Learning activities support active learning and interaction that support SLOs. Activities are clear with concise outcomes that are appropriate and reasonable detail for actively participating. Video lessons that include assessments, polls, discussions, are examples to turn passive students into active students. Other activities include discussion, simulations, case studies, and presentations.

• Does the instructor include frequent peer-to-peer interactions in the course?
• Do lectures incorporate active learning activities (e.g., embedded self-check questions for students)?
• Are students actively engaged with group work?

Requirements for participation (e.g., frequency, length, timeliness) are included in the syllabus and/or in the description of the assignment within the module. Students are reminded of online course etiquette expectations and norms for equity and inclusion.

• Does the instructor clearly explain the specific days and times for participation in the discussion (forums)?
• Does the instructor include specific instructions for how students are expected to participate in group activities (e.g., group roles)?

The instructor explains their role regarding participation in the course through the syllabus, welcome video, or related materials. This role is not universal and will vary based on the course content, type of course, Canvas, etc.

• Does the instructor clearly describe in the syllabus how they will engage with students?
• Does the instructor participate in discussion forums (e.g., responds to 1/3rd of posts)?
• Does the instructor provide insightful comments and make connections between students’ points of view?

Through moderation of course discussions, the instructor presents areas where ideas or viewpoints differ. They use differences as teachable moments, either resolving them based on hard data or acknowledging the respective viewpoints as valid.

See examples of Microaggressions or disrespectful comments and the message it sends. See two examples of strategies to address micro interventions in the classroom Example 1 and Example 2.

• Does the instructor offer opportunities for the students in critical self-reflection by modeling and inviting different worldviews/perspectives?
• Does the instructor create a safe and welcoming environment to maximize the opportunities for all students to learn?
• Are students encouraged to share cultural experiences, validate students’ experiences, and reflect on learning?
• Does the instructor provide students with a choice of topics that show different perspectives?
• Are examples or statements of respectful expressions provided for students to emulate?

Additional methods of helping students understand the importance of course topics may include observations, internships, and service-learning experiences.

• Does the instructor provide examples of roles within corporate or research teams and how the course information relates to that professional activity?
• Are students encouraged to discuss volunteer work, internships or other experiences that are similar to the course topics or objectives?
• Are guest speakers invited to talk about their work and how their education prepared them for the roles they play or the tasks they achieve?
• Are students encouraged to safely explore, share, and renew their own understanding of the course’s concepts, while critiquing each other's perspectives?
• Does the instructor allow students to locate and choose their own resources when exploring and unpacking a module or course concept?

The instructor follows guidelines for effective lecturing including having clear objectives and organized materials.

• Are the Canvas tools used effectively (content is delivered in a chronological manner, self-check quizzes or quick discussions and reflection posts are included, etc.)?
• Is the course content clear, easily accessed, and relevant to the learning objectives and course outcomes noted?
• Does scaffolding (descriptions of learning outcomes, content and resources, and any formative assessment) occur in a logical order?
• Does the instructor present the course material and concepts in a variety of different ways to meet all learners?

The instructor allows students latitude/choice around course topics. Note: The ability to do this varies by discipline and topic.

• Does the instructor encourage students to explore concepts through choice of topics that are relevant or meaningful to them?

Rather than limiting all students to the same traditional or narrow focus, the instructor allows students latitude/choice around course topics.

• Is there a discussion “wrap up” after a significant concept is introduced to the students?
• Does the instructor offer a “reflection” opportunity for students to relate concepts to their own lives with optional responses to other students?

The instructor uses the tools in Canvas to respond to student work submissions with scores and feedback related to strengths and/or weaknesses.

• Does the instructor use the tools in Canvas to provide students with the opportunity to easily submit questions and concerns (e.g., Inbox, Q&A Discussion)?
• Does the instructor use a library of pre-written comments that can be customized to help save time allotted for feedback?
• Does the instructor use rubrics in assessments that offer additional feedback?
• Does the instructor use a variety of formats when providing feedback (e.g., audio and video feedback) that go beyond written comments?
• Does the syllabus include a statement indicating when students can expect instructor feedback?

The instructor sends an announcement about a change of lecture focus and proper readings prior to class. The instructor may post a clarification on a common question about a topic.

• Does the instructor provide a “Current relevant topics” forum and invites class to post newsworthy and relevant items, where each contribution can be evaluated using lessons learned in class?
• Does the instructor send class announcements frequently to keep an ongoing communication with the class?

The instructor provides detailed announcements to guide the students through course content and due dates.

• Does the instructor enter all date ranges and due dates into Canvas?
• Does the instructor provide reminders to students about due dates for assignments?
• Does the instructor provide an alternate method of communication for due dates in case of technology failures within Canvas (e.g., a secondary method of contacting students)?
• Does the instructor encourage students to create a backup plan in case technology fails (e.g., take a screenshot of their computer and encourage them to contact their campus student help desk)?

Begin each course by getting to know your students’ individual strengths, cultural backgrounds, and any previous experience with the course topics.

• Does the instructor include a survey, journal activity, or discussion to learn more about the students?
• Does the instructor recognize the background of the students in the class and incorporate it into lessons, discussions, etc. as appropriate?
• Does the instructor give students the opportunity to explore the course’s concepts in a way that draws upon their local community, culture, or family?
• Does the instructor provide comments and feedback to students in a way that draws and builds upon their assets and strengths?

Tools can provide students with opportunities to explore and learn through videos, apps, simulations, and other types of technology tools.

• Does the instructor use virtual labs and/or simulations (e.g., Labster, interactive textbooks)?
• Does the instructor use video in course content (e.g., instructor created, Khan Academy)?

The instructor integrates technologies that enable learners to actively participate with course content and engage with peers and the instructor.

• Does the instructor use tools for peer collaboration and presentation development (e.g., Google docs, Zoom)?
• Does the instructor use discussion forums and/or social reading with annotation tools for peer-to-peer commenting and discussion?
• Does the instructor use video lessons with interactive content that engage students?
• Do students use video software tools (e.g., Canvas Studio, Flipgrid) to collaborate with each other?

Technology (external tools) and course resources are provided within Canvas, or with a direct link and explanation, which may include: Training videos, Tips and Quick Starts, and Exemplars.

• Does the instructor provide information about where and how to acquire the technologies used in the course (e.g., direct links to downloadable software or directions on how to access the technologies/software)?
• Does the instructor provide tutorials in how to use the external tool(s)/technologies used in the course (e.g., direct links to the third party tool tutorials)?
• Does the instructor provide information on costs associated with the technology used in the course?
• Does the instructor provide additional resources and guides to campus technology loaner programs, wifi access, computer labs, etc.?
• Does the instructor provide the minimum requirements for operating systems for the technologies/resources used in the course (e.g., operating systems, browsers, and accepted mobile devices)?

Clear explanation of accepted formats and files to complete coursework is provided.

• Does the instructor provide clear and specific instructions for acceptable assignment submission types (e.g., MS Word, MS Excel, MS PowerPoint, PDF, .mp4, mov.)

To help with information retention and avoid cognitive overload, consider chunking videos into segments of 10 minutes or less and be mindful of narrative style.

• Does the media have clear audio (minimal background noise)?
• Does the media have good lighting and appropriate background with clear images?
• Are universal file formats used for media (e.g., .mp4, .mov, .avi)?
• Is the media chunked into segments of 10 minutes or less?

The instructor provides clear examples of what they do to support students.

• Does the instructor have a clear policy regarding the availability and reopening of assignments, course content, discussions, and quizzes?
• Does the instructor indicate their policy for providing extra time and other accommodation requests in the syllabus?

The instructor provides clear instructions for where and how students are to receive technical support.

• Are there links to Canvas tutorials for students that offer support and instructions for how to use the course tools (e.g., how to submit an assignment, take a quiz, post to discussion)?
• Does the instructor include the types of technical support available to them and their contact information (e.g., ways to resolve general campus computing issues such as login or software access)?
• If the instructor uses publisher content, are there links to technical support to resolve issues such as textbook access codes and electronic resource issues?

The instructor provides students with information to access campus academic support.

• Does the instructor include a module in the course that includes links to on-campus and online academic support services which may include but are not limited to the library, writing center, online tutoring sessions, supplemental instruction, advising, counseling, transfer center?
• Is there a link to an online orientation for new students, or links to successful learning strategies for online learners?

The instructor includes support services for students that are not related to academic or technical services.

• Does the instructor include a module in the course that includes links to services such as online registration, economic support resources, health and wellness, and student cultural centers?

Using the principles of Universal Design for Learning, as described in EnACT’s UDL-Universe: A Comprehensive Faculty Development Guide or by CAST: About Universal Design for Learning, the course supports a widerange of methods to present and engage with content, and allows students to demonstrate their learning in multiple modalities. This support does not entail sacrificing academic rigor or student learning outcomes. The goal is supporting the needs of all learners as opposed to having an inflexible teaching and learning process.

• Are the students given the option of presenting a final project in the form of a written essay, multimedia presentation, or a video?
• Is the course content presented in written formats, as well as in video or audio?

In addition to providing information about disability support services, the instructor provides students with a clear explanation of the instructor’s role in supporting students registered with disability support services. The information signals that the instructor is familiar with disability support services resources and cooperates with disability support services to comply with any accommodation request.

Some CSU campuses require specific language be included in the syllabus regarding disability supports and accommodations, others offer sample language, and others offer no official guidance. Faculty are encouraged to review campus policies and consult with disability support services to ensure conformance with required and/or recommended campus practices.

• CSU Stanislaus Sample Syllabus Disability Statements
• Humboldt mandatory syllabus language regarding disability support
• Does the instructor include a link to the campus accessibility policy in the syllabus and within the course?

The instructor takes the necessary steps to ensure that all course materials are in an accessible format. Instructors should coordinate with their campus disability support services to assure that their digital materials are in an accessible format. If accessibility of a particular course material is not practical, the instructor provides an equally effective accessible alternative for students. Instructors should collaborate with DSS and campus technology services to provide effective alternatives.

• Are all course materials (readings, supplemental materials, worksheets, presentation notes, media, images, etc.) in the course available in an accessible format?
• Does the instructor meet the 85% threshold of accessibility using Ally and/or use the checklist below as a guide when developing/reviewing a course?

Instructors should strive to meet the 85% threshold using the following guidelines below. Additionally, reviewers should refer to the Ally score and do a random sample of course content containing a variety of content types (e.g., check a video for accurate captioning, images with accurate alt text, table formatting, descriptive links, etc. The CVC-OEI Course Design Rubric offers a valuable section on Accessibility (Section D) that can further support review of course materials.

Accessibility Guidelines to Follow:

• All documents, including PDFs, are searchable and tabbed, easily read by screen-readers. Files and documents contain correct reading order so that content accessed when using a screen reader is presented in the proper sequence.
• Slides (PowerPoint, Google Slides, etc.) are created using accessible slide layouts and each slide contains a unique title and appropriate reading order.
• Images contain a descriptive alternative text (or are appropriately marked as decorative). The alt text does not contain text such as “picture of,” or “image of” and does not utilize the file name.
• Tables contain column and/or row header cells so that screen readers may navigate the table in the correct order. Tables contain a descriptive caption.
• Media (video and audio) is accompanied by accurate captions and/or transcripts.
• Links are identified with meaningful text in place of displaying the raw URL or using indicators such as “link” or “click here.”
• Materials are formatted in a manner that is equitably accessible on a range of devices (computers, tablets, smartphones).
• Heading styles are used consistently rather than manually changing text size/format. Heading levels (Heading 1, Heading 2) are used in correct, logical order.
• Lists are created using the formatted lists tool (bulleted and/or numbered lists) instead of being manually formatted so that lists are recognized when using a screen reader.
• Color contrast has a minimum 4:1 ratio between background colors and text. Color is not used in isolation to convey meaning. Color contrast can be checked using a Color Contrast Accessibility Validator.
• Flashing lights/strobes are not utilized unless directly connected to curricular content. Flashing content must not flash more than three times in any one second period.
• Decorative moving images are used sparingly.

Note: In courses in which texts and course materials include significant use of formulas, symbols, and graphical representations, including STEM fields, extra steps may be needed to make materials accessible. In addition to working with DSS, the following resources may be of assistance:

• Cal Poly Pomona Instructional and STEM Materials Accessibility
• Salt Lake Community College STEM Accessibility

Contact your campus academic technology unit for information regarding accessible campus technology solutions. If accessibility of a particular third-party tool is not practical, the instructor provides an equally effective accessible alternative for students. Instructors should collaborate with disability support services and campus technology services to provide effective alternatives.

• Does the instructor include a link to the accessibility statement for any third-party tools used in the course?
• Does the instructor include a link to the VPAT (Voluntary Product Accessibility Template) for any third-party tools used in the course?

The instructor uses discussion threads to ask students (1) if they have any questions and (2) to reflect on their progress toward their learning objectives and outcomes.

• Does the instructor include a final discussion forum asking if there is anything else they would like to learn about the course (e.g., advice for incoming students)?

At the end of the course, the instructor summarizes the major course themes, highlights from student work and/or discussion posts.

• At the end of the course, the instructor summarizes the major course themes, highlights from student work and/or discussion posts.

The instructor asks students questions to compare what they can do now, having met the student learning objectives, with what they could do prior to taking the course.

• As a form of wrap-up, does the instructor ask students to reflect on their learning (e.g., learning journey, reflect on the CLOs and what they have learned)?
• Does the instructor include a mid-semester and/or end of course reflection?