California State University Dominguez Hills

2019-2020 CSUDH Quality Assurance Ambassador Community. The Journey Begins: Using a Holistic Approach.

Quality Assurance LeadsSupporting Campus Partners
  • Gloria H. Del Rosario, Faculty, Accounting Department
    • Managed by Dr. Kara, Dellacioppa, FDC Director
  • Reza Boroon, Director, Office of Academic Technology
  • Provost's office
  • Office of Academic Technology Instructional Designers
  • Academic Senate

Quality Assurance Accomplishments:  2019-2020

Commitment Towards Sustainability of Quality Assurance Efforts:

Faculty Development Center Advisory Board is continuing to meet to address Quality Assurance improvements for the University. For example, the Faculty Development Center (FDC) Director, in collaboration with the newly appointed FDC Quality Assurance Lead and Office of Academic Technology Director, implemented the following Quality Assurance improvements: 

2019-2020: Summary of Quality Assurance Accomplishments
  • CSU Chancellor's Office online training courses for the period 2019-2020:
    • Applying the QM Rubric (APPQMR): Independent:  12 faculty completed
    • Improving Your Online Course (IYOC) Independent: (Statewide Systems):  18 faculty completed
    • Introduction to Teaching Online for Summer Session (Q1-S):  18 faculty completed
    • Introduction to Teaching Online Using the QLT Instrument for Summer (QLT1-S):  17 faculty completed
    • Reviewing Courses Using the QLT Instrument (QLT2): 2 faculty completed

  • FDC In-house Faculty Learning Communities (FLCs) for the period Fall 2019:
    • HIPs! Service Learning and Student Success: 4 faculty enrolled
    • Collaborative Assignments & Projects: 7 faculty enrolled
    • Improving online/blended instruction- incorporates QM standards (group 1): 8 faculty enrolled
    • Improving online/blended instruction (group 2): 5 faculty enrolled
    • HIPs! Incorporating Student Research into your Classroom: 12 faculty enrolled
    • Diversity & Inclusion: 6 faculty enrolled

  • FDC, in Partnership with Office of Academic Technology, scheduled workshops for the period Fall 2019:  
    • Held 3 workshop sessions that addressed: Improving online/hybrid courses during the following dates:
      • September 26, 2019:  6  faculty attendees
      • October 14, 2019:       5  faculty attendees
      • November 14, 2019:  10 faculty attendees

  • FDC hosted the CSUDH Innovative Teaching Symposium, Winter 2020 (January 2020), which included six sessions covering the following subjects:  60+ faculty and administration participants in total.
    • Online Best Practices:  TechSmith Relay, Respondus, QM checklist, Assesibility-Subtitles, Groups, Flipgrid, and sharing experiences;
    • Improving undergraduate retention and graduation rates for non-traditional students: A normative approach of a medium-sized, public university in Los Angeles, California;
    • Who we are is how we teach:  Exploring instructor positionality to teach towards equity;
    • Using Collaborative Learning Techniques:  Improving Student Learning Outcomes;
    • Addressing the Digital Divide:  Best Practice for Online Learning Activities; and
    • Service Learning Rocks!  Preparing Students Today for a Successful Tomorrow.

  • FDC In-house Workshops for the period Spring 2020:  5-30+ faculty participants for each session.
    • ABCs of Teaching Online; 
    • Case Studies, Scenarios, and Simulations for onsite, hybrid, and online course; 
    • Creating Engagement and Content Mastery in Online and Hybrid Discussions; 
    • Flipping the Discussion Thread and Blogs into Dynamic Academic Conversations; 
    • Interactive Online Teaching Strategies; 
    • Managing Discussion Boards Workshop; 
    • Managing your Online Classroom: Grading and Time Management; 
    • Migrating Onsite Classes to Hybrid or Online Learning Environments; 
    • Online Teaching Time Management Workshop; and
    • Using Socratic Seminars with Online Webinar.

  • FDC Online Training and Advisory Consultations for the period Spring 2020:
    • March-April 2020, COVID-19:  Blackboard, Zoom, and Faculty Peer-to-Peer online training support.

  • Office of Academic Technology Workshops:  FDC is working in Partnership with the Office of Academic Technology Department to continue to cross-train faculty in more introduction to online teaching workshops, as well as technical online training workshops providing faculty instructions on how to effectively utilize Blackboard features and other CSUDH licensed software applications, i.e. Zoom, TechSmith Relay, Respondus, etc., in an online environment. Technology workshops cover various topics, including:  Assessment of Student Learning, Turnitin – Improve Writing and Prevent Plagiarism, Creating video and audio for courses using TechSmith Relay, Creating Engaging Content - Getting Started with your Course, and Communicating with Students with Zoom and Blackboard Collaborate.

    • Fall 2019:
      • 8/19-12/10, On-Campus Training: 
        • Blackboard (Basic & Advanced) Tests, Assignments, Rubrics, Grade Center, Discussion Board, Course Design:  65 attendees
        • Turnitin:  35 attendees 
        • Lecture Capture (TechSmith Relay):  24 attendees
        • Web Conferencing Tools (ZOOM and Bb Collaborate):  19 attendees
        • Online Best Practice Teaching/QM in Partnership with FDC:  33 attendees

    • Winter 2020, January February 2020:
      • 1/13-2/28, On-Campus Training: 
        • Blackboard (Basic & Advanced) Tests, Assignments, Rubrics, Grade Center, Discussion Board, Course Design:  45 attendees 
        • Turnitin - Improve Writing and Prevent Plagiarism:  20 attendees
        • Lecture Capture (TechSmith Relay):  23 attendees
        • Web Conferencing Tools (ZOOM and Bb Collaborate):  20 attendees

    • Spring 2020, COVID-19: 
      • 3/9-3/15, On-Campus Training: 
        • Blackboard, ZOOM, Bb Collaborate, Turnitin, Online Teaching Best Practices , Lecture Capture:  40 attendees
      • 3/16/20, College of Business Faculty Training by AT Instructional Technologists via ZOOM: 
        • Blackboard, ZOOM, Lecture Capture:  56 attendees
      • 3/13/20, College of Education Faculty Training by AT  Instructional Technologists via ZOOM:
        • Blackbaord, ZOOM, Lecture Capture, Online Tests:  62 attendees
      • 3/17 - 4/30, AT Virtual Training via Zoom by AT Instructional Technologists:
        • Blackboard, ZOOM, Bb Collaborate, Turnitin, Online Teaching Best Practices,  Lecture Capture:  280 attendees 
      • 3/17 - 4/30, One-on-One Virtual Training via Zoom by AT Instructional Technologists:
        • Blackboard, ZOOM, Bb Collaborate, Turnitin, Online Teaching Best Practices, Lecture Capture:  160 attendees  
      • 3/9 - 4/30, Online Teaching Self-Paced Training Course, Best practices for teaching online: 
        • Blackboard’s features, Lecture Captures:  64 attendees

    • Summer, June 2020:
      • 6/1 - 6/30, Online via ZOOM: 
        • Blackboard (Basic & Advanced) Tests, Assignments, Rubrics, Grade Center, Discussion Board, Course Design:  25 attendees
        • Turnitin - Improve Writing and Prevent Plagiarism:  12 attendees
        • Lecture Capture (TechSmith Relay):  17 attendees
        • Web Conferencing Tools (ZOOM and Bb Collaborate):  20 attendees


FDC Bootcamp Online Workshops & Seminars:  
Based on the Integral Learning Theory (ILT) Framework (ILT Team, 2020)
The FDC Faculty Learning Community, Improving Online/Blended Instructions (Groups 1 & 2), utilized the Integral Learning Theory (ILT) Framework to structure the online training Summer 2020 Bootcamps offered to CSUDH faculty during the months of May and June.  The ILT approach empowers educators to design and implement high-quality, readily accessible, and dynamic online and hybrid courses.  The knowledge gained from the ILT approach facilitates the development of a train-the-trainer network to share content-based and course development knowledge with their faculty learning community.  ILT courses include multiple pedagogies to instruct students based on a 21st Century teaching and learning modality inter-connected between two component parts.  The first component of ILT originates from the educational principles of Design Your Life concepts (Burnett and Evans, 2016), positive psychology, mindfulness, diversity, equity, and inclusion in the classroom.  The second ILT component addresses Quality Matter (QM) standards and QM course certifications, participative teaching, active learning, and assurance of learning assessments.  (ITL Team, 2020)
Integral Learning
 Theory Framework (ILT Team, 2020)

Faculty Participants
2-week Bootcamp, May 26 - June 8, 2020:  21 faculty attendees

Topics covered: 
  • Structure Syllabus based on QM standards,
  • Develop online Blackboard course using QM standards,
  • Incorporate participative teaching and active learning assignments/activities using technology,
  • Utilize the following technology to structure online Blackboard courses:  Zoom, TechSmith Relay, various Blackboard features (i.e. Discussion Board, Journal, Blogs, Groups, etc.), Flipgrid, etc., and
  • Incorporate cultural diversity and equity in an online environment.
Deliverables: 1) Completion of post-course quiz. 2) Completion of pre- and post-surveys. 



Survey results: Efficacy of Bootcamp Online Training Sessions  1-Week June Bootcamps Pre and Post-Data Summary Report.pdf

Faculty Participants
1-week Bootcamp, June   8-12, 2020, AM: 21 faculty attendees
1-week Bootcamp, June   8-12, 2020, PM: 19 faculty attendees
1-week Bootcamp, June 15-19, 2020, AM: 22 faculty attendees
1-week Bootcamp, June 15-19, 2020, PM: 23 faculty attendees
1-week Bootcamp, June 22-26, 2020, AM: 31 faculty attendees

Topics covered: 
  • Structure Syllabus based on QM standards,
  • Develop online Blackboard course using QM standards,
  • Incorporate participative teaching and active learning assignments/activities using technology,
  • Utilize the following technology to structure online Blackboard courses:  Zoom, TechSmith Relay, Various Blackboard features (i.e. Discussion Board, Journal, Blogs, Groups, etc.), Flipgrid, etc., and 
  • Incorporate cultural diversity and equity in an online environment.
Deliverables:  1) Lessons-learned reflection paper and develop draft Syllabus. 2) Completion of pre- and post-surveys.



 Developed FDC  Quality Assurance Webpage

Quality Matters
F  O  C  U  S  E  D



 Developed FDC Blackboard Site

Quality Assurance
D  R  I  V  E  N



 Developed FDC QA Ambassador Networking Program

Holistic Approach
B  U  I  L  D  I  N  G     C  O  M  M  U  N  I  T  Y


Purpose of Proposal: 2020-2021

This proposal covers the period 2020-2021 to request for QA funding to provide faculty needed training through formal courses and/or attending seminars/conferences in the following subjects: 

  • Quality Matters,
  • Improving Your Online Courses,
  • Peer-Reviewer,
  • Master Peer-Reviewer, and
  • Assurance of Learning Analysis and Assessments: Student Quality Assurance Impact Research.

In addition, this proposal is to request QA funding for 2020-2021 to have more CSUDH mature online courses to be Quality Matters certified through the CSU Chancellor's Office online/hybrid course certification program.  Currently, CSUDH only has one CSU CO course Quality Matters certified. 

Short-Term Goals: 2020-2021

1. The FDC Quality Assurance team will broaden and strengthen, through various media, the advertising of Quality Matters related courses and Peer-Reviewer classes for faculty to register and complete. Examples of advertisement will include creation of flyers, advertising in the FDC Blackboard and website, and also through partnership with the Office of Academic Technology to advertise available training courses and/or workshops through their website. FDC plans to train 25 faculty in the QA related courses through the CSU Chancellor's Office (CSU CO). FDC would also like to train 5 course Peer-Reviewers and have at least 5 online courses CSU CO certified.

2.  The Faculty Development Center will also build the CSUDH Ambassador Network by identifying faculty from each college to attend and complete the CSU Chancellor’s Office Peer-Reviewer training course (one per college/total of 5 faculty).  Faculty that complete the CSU Chancellor’s Office Peer-Reviewer training will be identified as a CSUDH Ambassador that will be able to conduct online/hybrid course peer-reviews towards achievement of certified online/hybrid courses through the CSU Chancellor’s certification program.

3.  Additionally, the Faculty Development Center will run two Faculty Learning Communities on “Improving your online/hybrid course”; one in Fall and one in Spring. As one of the deliverables, participants will conduct a workshop for other interested faculty to introduce them to online teaching. 

4.  Finally, the Faculty Development Center will begin developing a documented assurance of learning assessment written process to start analyzing and measuring the effectiveness of CSUDH’s faculty online/hybrid teaching and student-centered learning to demonstrate student success impact as relating to the Faculty Development Center’s Quality Assurance efforts.

Quality Assurance Needs: 2020-2021

For 2020-2021, training is required to develop a strong foundation and structure for CSUDH’s online and/or hybrid teaching pedagogy. There is a need to develop well-defined best practices that incorporate quality matters standards for online and/or hybrid courses offered by the university to satisfy learning goals of the diverse student body.  Additionally, this proposal includes a request for funding to create a documented process and to implement this process to assess the effectiveness of student-centered learning to thrive and succeed in a virtual learning environment.  Success translates into student:

  • academic achievements,
  • enhanced graduation rates, and 
  • personal fulfillment and improved quality of life.  

Developing well-designed online and/or hybrid courses require much time to organize, patience, attention to details, among other requirements.  A significant amount of time must be invested in the curriculum design and deployment of these courses.  Therefore, it is of utmost importance to have a structured process for CSUDH faculty to utilize to provide assurance that virtual courses are developed with a foundation to offer students the same level of education, which is comparable to courses taught in an on-campus in-person venue.

Today, all members of the CSUDH faculty community, who are teaching online and/or hybrid courses, have not satisfied the minimum standards of quality assurance, such as Quality Matters.  Currently, CSUDH is in need of additional training to create a process that will assist in developing a foundation to ensure online and/or hybrid courses have structure to prepare faculty to do an effective job to teach online and/or hybrid courses, as well as to prepare students to succeed in a virtual learning environment.  Additionally, there is a need for CSUDH faculty to have access to certified online training that will assist in facilitating peer-reviews for online/hybrid course certification through the CSU Chancellor’s Office program.

At CSUDH, there is a continuing trend that shows below average diverse student graduation rates.  Now, with the advent of COVID-19, and the prospect in coming months of increasing mandates to teach online and/or hybrid courses, the university is facing an impetus and even more of a reason to act now to establish a strong university-wide foundation and structure for teaching online and/or hybrid modality.

Long-Term Goals: 2021 and Beyond

Faculty Development Center is continuing efforts to support CSUDH faculty to improve their online/hybrid teaching aligns with the University’s Strategic Plan to raise our 4 to 6 year graduation rates for incoming freshman and transfer students. Specifically, the Strategic Plan includes the goal of raising the six year graduation rate to 60% and the three year graduation for transfers by 10%.  By training CSUDH faculty in the most effective online technologies and improving how their courses are designed and delivered, the Faculty Development Center's plan will contribute to those goals.  Built on the work accomplished thus far at Dominguez Hills, with funding from the Chancellor’s office, FDC can broaden the scope of efforts to encourage a “culture of course improvement."

Contacts have been made across different colleges and disciplines to train faculty in Quality Assurance related courses in 2019-2020 and will continue in future years.  Through conducting numerous training workshops/courses throughout the current and future Academic Years, the Quality Assurance team will increase awareness about online course improvements and promoting student success.  The Faculty Development Center will continue discussions with the Provost to provide baseline support for Quality Assurance efforts.

Through development of CSUDH Ambassador Networking Community established by the Faculty Development Center, the Quality Assurance team plans to work department-by-department to increase the number of faculty trained in Quality Assurance workshops and/or courses. The Faculty Development Center will also commit to increasing the number of online workshops throughout the coming years to introduce faculty to quality assurance online teaching. The Quality Assurance Team, in collaboration with the Provost, will work to strategize how to secure funding to strengthen FDC’s Quality Assurance efforts.

In the years beyond 2019-2020, the Quality Assurance Team will organize, through the Faculty Development Center (faculty learning communities), Improving Online/Hybrid Teaching workshops, which incorporates Quality Matters standards, targeting colleges/disciplines that make heavy use of online/hybrid teaching; but, where the majority of faculty are not trained in Quality Matters standards (rubrics.)

Previous Years:  Summary of Quality Assurance Accomplishments

  • CSU Chancellor's Office Training prior to 2019-2020:  
    • Quality Matters:  160 faculty completed 
    • CSU Quality Learning & Teaching:  66 faculty completed

  • Faculty Development Center Training:
    • 2018-2019
      • 19 Face to Face QM trainings were complete February 22, 2019
      • 15 online CO online/blended training courses completed
      • 20 intro to online/blended workshop attended (Fall and Spring)

    • 2017-2018:  
      • Data & Information not available.

    • 2016-2017
      • Launched a faculty learning community focused on effective online teaching with 11 faculty participants. 
      • Offered revised and completely online version of the eAcademy in fall and spring totaling 16 of participants who completed the intensive workshop.
      • Offered a “just-in-time” online teaching workshop entitled, “Add Pizzazz to your Fall Online Class.” This course was presented live via Blackboard Collaborate and was tailored to the needs of faculty who wanted information to improve online teaching but did not want to take the eAcademy. This session was co-led by Faculty Development and Academic Technology and included 15 participants. 
      • Hosted a face-to-face session on site for "Applying the Quality Matters Rubric" course with 25 participants. 
      • During Summer 2016, 11 faculty signed up for 36 QM summer workshops. 

    • 2015-2016
      • Three offerings of the eAcademy totaling 20 of participants [this included a specific session targeting faculty from the College of Arts and Humanities.]
      • Face-to-Face session on site for "Applying the Quality Matters Rubric" course with 18 participants.
      • Hosted the Teaching with Technology track at the CSUDH Innovative Teaching Symposium (Nov. 2015), which included seven sessions.