Update: Course Development and Revision Changes
For many years, our faculty have gone above and beyond to ensure that online courses meet the highest standards of quality. The stipend model for Quality Matters (QM) course development has been one way we’ve recognized and supported this work. We know that stipends have been a valued incentive, and we want to acknowledge the effort and care that faculty have invested in creating strong online learning experiences for students.
As we look to the future of digital learning, we are making an important shift in how we invest in quality. Instead of tying resources only to QM stipends, we will be reinvesting those funds into broader initiatives that directly support faculty across departments, encourage innovation, and raise the overall quality of digital teaching and learning.
What's Changing
- End individual stipends for QM development or revision. Instead, funds will be used to strengthen and support digital teaching and learning quality more widely.
- Course selection will be strategic. Digital Learning will use data (enrollment, student performance, LMS metrics, etc.) to identify where course development and revision will have the most impact.
- Faculty recognition will grow. Faculty contributions will be acknowledged through promotion and tenure processes, service recognition, merit awards, competitive innovation grants, and highlighted exemplars.
- Greater empowerment through training. Our design team will shift from a narrow QM focus to broader, proactive support: training, outreach, self-assessment tools, and strategies to help faculty improve quality in ways that fit their teaching.
Why this Change
- Broader impact. Rather than supporting only a limited number of QM projects, funds will now reach more faculty and students.
- Recognition for excellence. Faculty who innovate, integrate new tools (including AI), and lead in course design will have opportunities for recognition and support that go beyond a one-time stipend.
- Faculty-driven quality. With new self-assessment tools and professional development, faculty will be empowered to strengthen their own courses without always depending on a lengthy review cycle.
- Sustainable growth. This model ensures that improvements in online teaching are consistent, scalable, and integrated into the university’s academic mission.
We understand this is a culture shift. Change is never easy, especially when it involves the end of a long-standing incentive. But we believe this shift better reflects the value of faculty work, aligns with institutional goals, and ensures that every student has access to high-quality digital learning. If you have any questions, please do not hesitate to contact the CITL.
Our commitment is clear: we will continue to support, recognize, and celebrate faculty who put student success and quality experience at the center of their teaching.
Sent on behalf of Brett Welch, Ph.D., Provost and Vice President for Academic Affairs
Meet the Author
Dr. Ashley L. Dockens, Ph.D., Au.D., CCC-A, serves at ÃÛÌÒÊÓƵ University as Associate Provost of Academic Innovation and Digital Learning and Associate Dean of Policy and Procedure, College of Graduate Studies. As an Associate Professor of Audiology, she leads university AI initiatives and speaks on generative AI. Dr. Dockens chairs the AI Taskforce for the Council of Academic Programs in Communication Sciences and Disorders, contributing to higher education through diverse leadership roles.
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