The reviewers are your colleagues. Each review team consists of three members. Each member of the team has successfully completed the online Applying the Quality Matters Rubric two-week training course. Each member of the team has taught an online course before. At least one of the three peer reviewers is from your content area. If we do not have a reviewer from your content area, we will have you approve someone who has knowledge of your content area.
The peer review process is completely voluntary. We consider the process to be faculty development.
- Post review, faculty will have an opportunity to work closely with the UAS instructional design team to improve their courses based on feedback from reviewers.
- The peer review process is an excellent opportunity for faculty to engage in professional development.
- A university that proactively engages in supporting the peer review process is able to promote that fact during accreditation and to the community at large. They effectively say that they care about the quality of the education that they offer.
- Research has been presented at WCET showing that even faculty who use peer review independently as self-evaluation, gain substantial insights into the course improvement process.
Compensation for faculty who have their course reviewed includes the services of an instructional designer during Phase 2 to help make any changes that the instructor chooses to make. That support and mentoring is priceless!
Yes, during the Title III grant, faculty who volunteer to review a course are provided a credit’s worth of compensation. After the grant ends, we hope that the campuses will continue to write this into faculty workloads and compensate appropriately.
Another priceless benefit is the knowledge reviewers gain about best practices in online courses. As they review the course and go back and forth between the rubric and the course, they learn invaluable things about their own course organization, their assessment, their communication, their goals and objectives etc.