Why are we doing this?

When students can quickly understand where to begin, what is expected, and how to succeed, they spend less time navigating and more time learning. A consistent, high-quality course experience also reduces frustration, increases engagement, and supports persistence, especially for students balancing work, family, and other responsibilities. The initiative also supports faculty professional growth by making quality expectations transparent and by providing practical help to implement improvements.

Our QA approach draws from common elements found in widely used, research-informed digital learning rubrics, including those associated with the Online Learning Consortium (OLC) and Quality Matters (QM). We have adapted these components to fit our digital learning context and institutional expectations, so post-review guidance is both clear and workable.

What the QA review is— and what it is not.

The QA review is a structured look at student-facing course elements that are known to influence learning and satisfaction in both online and face-to-face environments. It focuses on clarity, alignment, accessibility, and the learning experience students encounter from week to week.

Just as importantly, the review is not a critique of your academic expertise or disciplinary decisions. Faculty are experts in their fields. CITL’s role is to support the design and delivery environment so that your teaching comes through effectively no matter what modality you are using.

How the process works

The process is designed to be collaborative, predictable, and respectful of faculty time. A QA liaison coordinates the review and serves as a consistent point of contact. CITL experts then partner with you to translate findings into practical updates that fit your course and your teaching style.

In most cases, the process follows these steps:

• Review: A QA liaison reviews an active or recent course offering using the QA rubric.
• Findings: You receive a concise set of findings organized by rubric category, with notes that distinguish required updates from recommendations.
• Faculty context: If you believe an item does not fit your course context, you may provide a brief rationale for consideration.
• Support and implementation: If you would like help, CITL connects you with the appropriate expert(s) to address updates efficiently.
• Follow-through: The QA liaison stays engaged until updates are completed, and the course reflects shared quality expectations.

Transparency: Our Rubric

Quality work is easier when expectations are visible. As part of this initiative, we share the rubric used during reviews, so faculty can see the specific components being considered. The rubric focuses on practical elements that shape the student experience, such as navigation, alignment, accessibility, assessment clarity, and communication.

Download our Rubric PDF

How this Benefits Students and Supports Faculty

At its best, a quality framework protects what matters most: your teaching, your standards, and your students’ ability to engage with the work. The QA review is designed to reduce avoidable barriers and to surface small design changes that have an outsized impact on learning.

For students, this typically means:

• A clearer starting point and more intuitive course flow
• More transparent expectations for assignments, grading, and participation
• Fewer broken links and fewer "Where do I find...?" hurdles
• More consistent communication and support resources

For faculty, this typically means:

• A clearer, shared definition of quality in course design and delivery
• Practical support from CITL experts to implement updates efficiently
• Fewer recurring student questions related to navigation and expectations
• Professional growth in digital teaching practices that transfer to future courses

Our Commitment to a Supportive, Faculty-Centered Approach

CITL approaches QA as a service and a collaboration. We aim to be clear about expectations, responsive to faculty context, and focused on improvements that meaningfully strengthen student learning.

When a course needs updates, we work with you to identify the most efficient path forward and to ensure the result reflects both quality standards and your instructional intent. In most cases, this review remains between you and the review team; department or college leadership will only be notified if significant concerns are identified or if requested improvements are not addressed.

Next Steps

If your course is selected for review, you will receive a brief summary of findings and requested updates, along with information about available support. If you would like to engage proactively, CITL can help you review your course using the rubric, identify quick wins, and plan improvements that fit your schedule.

We believe the strongest courses are built through partnerships where faculty expertise leads, and instructional design support removes barriers. Thank you for the work you do for our students, and for the opportunity to strengthen the digital learning experience together.