Teaching Commons > Programs > DePaul Online Teaching Series > Course Review
Participants in the DePaul Online Teaching Series (DOTS) program commit to develop at least one hybrid/online course after completing the program’s core activities. Although faculty members work closely with an instructional designer, the course development process is faculty-driven and unless stated otherwise in the DOTS agreement, the final product is intellectual property of the faculty member, according to DePaul policy.
Why is there a review process for online and hybrid courses?
We established the DOTS course review process in order to confirm and improve the quality of the online/hybrid courses developed by DOTS participants. The course review is exclusively formative in nature, as its primary goal is to give faculty participants extensive feedback aimed at enhancing the design of their courses. Which courses will be reviewed?
As indicated in the Course Development Agreement for DOTS, the online/ hybrid courses developed by faculty as a result of their participation of the DOTS program are subject to the review.
What is the primary focus of the review?
The review will focus solely on the design of the course, offering observations and suggestions on, for example, how well the course is structured, how easy it is for students to navigate, whether the teaching and learning activities are well aligned with learning objectives, how appropriately the instructional strategies and technologies are being used, and the extent to which materials are made accessible for students with different learning needs.
This review process is not intended to evaluate course content, nor will it review faculty performance during the delivery of the course.
What criteria will be used for the review?
Above and beyond the review of these individual areas, the review examines the alignment of the critical course components - Learning Objectives (II), Assessment and Measurement (III), Resources and Materials (IV), Learner Engagement (V), and Course Technology (VI) to assure that these elements work together and enable students to achieve the desired learning outcomes.
By adding three pedagogically distinctive features to the review, the criteria used for DOTS course review were upgraded to QM+ in 2017. These features include:
Who will conduct the review?
The review team for DOTS courses consists of instructional designers, teaching and learning experts, and faculty members who have been through Quality Matters course review training. Although the review doesn’t include content area, faculty from related disciplines and subject areas may be selected to participate in the review because of their discipline-specific instructional knowledge.
When will the review be conducted?
DOTS courses should be reviewed either reviewed prior to the official offering date or after being taught for one term. Successfully passing course review is the final and a required step for DOTS completion. It is highly recommended that the instructors work with their instructional technology consultants to conduct a quality-assurance check before submitting their applications for official course review via QualityMatters.
How will the review be conducted?
The review process consists of the following steps for faculty to take:
What are faculty expected to do with the review report?
Faculty should carefully review the report and work with their assigned instructional designer to make revisions based on the reviewers’ feedback. After the revision process is completed, faculty may request the final course development stipend from the Associate Provost for Global Engagement and Online Learning (email@example.com ).
Who will access the review report?
The review is a formative, feedback-gathering process. The report will only be made available to the faculty member and the DOTS administrator.
How long will the process be?
Depending on the availability of the reviewers, the process may take one to three weeks.