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CSU QLT and QM Alignment Matrix

The CSU Quality Learning and Teaching (QLT) Rubric was originally developed in 2011 after review of related research and literature, as well as careful consideration of existing models for assessing effective online teaching and learning. The CSU QLT Rubric was updated in 2017 through multi-campus consultations to add language, annotations, and examples that are more inclusive of blended and flipped courses, now supporting a full spectrum of course “onlineness.”  Learn more about the CSU QLT and QM Rubric Similarities and Differences.

CSU QLT Section Objectives and QM Equivalents 

While reviewing the table below, you will see all of the CSU QLT objectives listed and the word “Core” for those that are part of the “QLT Core-24” (i.e., subset of objectives deemed most critical to be met). Similarly, in the QM rubric column, you will see “QME” for those QM objectives that are part of the QM 23 Essentials. View the printable version of the CSU QLT and QM MatrixThis link will take you to an external website in a new tab..

CSU QLT Section 1: Course Overview and Introduction
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
(Core) 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. (QME) 1.1
(Core) 1.2  Detailed instructor information is available to students and includes multiple formats for being contacted by students, availability information, brief biographical information, and instructor picture. 1.8
(Core) 1.3  Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable. (QME) 1.2
1.4  Online etiquette expectations for various forms of course communication and dialog (e.g., chat, "hangout," email, online discussion) are presented and clear to the student. 1.3
(Core) 1.5  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. 1.4
1.6  A list of technical competencies necessary for course completion is provided, identifying and delineating the role/extent the online environment plays in the total course. 1.6
1.7  Instructor provides samples of prior student work and opportunity for students to ask related questions.  
1.8  Instructor asks students to share their own learning goals for the course.  
CSU QLT Section 2: Assessment of Student Learning
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
(Core) 2.1  All student learning outcomes are specific, well-defined, and measurable. (QME) 2.1 
(QME) 2.2
(Core) 2.2  Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments. (QME) 3.2 
(QME) 3.3
(Core) 2.3  The learning activities (including graded assignments as well as ungraded activities) promote the achievement of the student learning outcomes. (QME) 2.4
(QME) 5.1
(Core) 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. (QME) 3.1
(QME) 3.3 
(Core) 2.5  Throughout the semester, instructor provides multiple opportunities to give feedback on student learning, as well as helping students "self-check" their learning. 3.5
2.6  Periodically, instructor solicits feedback from students regarding their learning and potential improvements that may be made to the course.  
CSU QLT Section 3: Instructional Materials and Resources
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
(Core) 3.1  Instructor provides students with adequate notice and time to acquire course materials.
3.2 Syllabus clearly indicates whether textbooks and materials are required or recommended. (QME) 4.2
3.3  Instructor articulates the purpose of all materials as to how they are related to the course and module learning objectives. (QME) 4.1
(QME) 4.2
3.4  When possible, instructor promotes or provides options in terms of how students acquire course materials, including Open Educational Resources  
(Core) 3.5  There are a variety of instructional material types and perspectives, while not overly relying on one content type such as text. 4.5
3.6  Modeling academic integrity, instructor appropriately cites all resources and materials used throughout the course. 4.3

CSU QLT Section 4: Students Interaction and Community
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
(Core) 4.1  At the beginning of the course, instructor provides an opportunity for students to introduce themselves to develop the sense of community. 1.9
4.2  Instructor provides information about being a successful online learner/student.  
(Core) 4.3  Navigation throughout the online components of the course is logical, consistent, and efficient. 8.1, 8.2
(Core) 4.4  Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement. (QME) 5.2
4.5  The modes and outcomes for student interaction are clearly communicated. 5.4
4.6  Instructor clearly explains his or her role regarding participation in the online environment. Instructor participates and manages, yet lets students take reasonable ownership. (QME) 5.3
(Core) 4.7  The course learning activities help students understand fundamental concepts, and build skills useful outside of the course.  
CSU QLT Section 5: Facilitation and Instruction
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
5.1  Instructor helps identify areas of agreement and disagreement on course topics.  
5.2  Instructor helps students understand importance of course topics and content in support of course activities and any related practical experiences.  
5.3 The instructor presents the course material and concepts in an effective and engaging manner.  
5.4  Instructor encourages students to explore new concepts through the course experience.  
5.5  Instructor helps focus discussions on relevant issues.  
(Core) 5.6  Instructor provides feedback in a timely manner. 3.5
5.7  Instructor provides communications about important goals and course topics as opportunities arise.  
(Core) 5.8  Instructor provides reminders of due dates and duration of respective modules, as well as other instructions to keep students on task.  
CSU QLT Section 6: Technology for Teaching and Learning
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
6.1  Tools and media support the course learning objectives/outcomes. (QME) 6.1
(Core) 6.2  Instructor takes advantage of the current tools provided by the Learning Management System (or similar) to enhance learning. 6.3 (“variety of tools”)
6.3  Technological tools and resources used in the course enable student engagement and active learning. (QME) 6.2
(Core) 6.4  Instructor provides clear information regarding access to the technology and related resources required in the course. 1.5
6.5  Acceptable technological formats for assignment completion and submissions have been articulated.  
CSU QLT Section 7: Learner Support and Resources
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
7.1  Instructor states her or his role in the support process.  
(Core) 7.2  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. (QME) 7.1
(Core) 7.3  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. E.g., Disability Support Services, Writing Center, Tutoring Center. (QME) 7.3
7.4  Course syllabus (or related) provides information regarding how the institution's student support (non-academic, non-technical) services and resources (E.g., advising, mentoring) can help students succeed and how they can use these services. 7.4
CSU QLT Section 8: Accessibility and Universal Design
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
(Core) 8.1  Syllabus (or similar) links to the campus accessible policy, whether it is required or recommended by the institution. (QME) 7.2
8.2  Instructor supports a range of learning styles and abilities for all students, rather than making reactive accommodations for those with registered disabilities.  3.4
(Core) 8.3  A clear explanation of the disability support services (DSS) is provided and clear links to DSS resources are provided. (QME) 7.2
8.4  Students can clearly ascertain the role of the instructor in providing support for those officially registered with the campus disability services office.  
(Core) 8.5  Course documents and text materials created by the instructor or from external sources are in formats that are accessible to students with disabilities. (QME) 8.3
8.6  The instructor and course use supported campus technologies which are already fully accessible and assistive technology ready. Any third-party tools used are accessible and assistive technology ready when feasible.  
CSU QLT Section 9: Course Summary and Wrap-Up
(Core = Part of QLT Core 24)
QM Equivalent
(QME = QM Essential)
9.1  Instructor provides students with opportunities to ask questions as a form of closure and to foster insight into their accomplishments.  
9.2  Instructor provides students with feedback about their overall learning and progress made during the term. 3.5
9.3  Instructor provides opportunities for students to reflect on their learning and connect their individual learning goals with the expectations (stated learning objectives and outcomes) of the instructor.  
CSU QLT Section 10: Mobile Design Readiness
QM Equivalent
(QME = QM Essential)
10.1  Course content was easy to read on multiple platforms such as PCs, tablets, and smartphones. (QME) 8.1
10.2  Audio and video content can be displayed easily on multiple platforms such as PCs, tablets, and mobile devices. 8.4
10.3  The number of steps users take in order to reach primary content is minimized. (QME) 8.1
10.4  Instructor limits amount of course content that does not contribute directly to student learning outcomes.