Assistant teaching professor Dr. Angela Katenkamp became the 20th faculty member to earn Quality Matters (QM) certification for PSYC 200 (Developmental Psychology) as part of the Quality Matters Impact program. More than half of the QM-certified courses in the University System of Maryland are from UMBC. 

"Going through Quality Matters certification for this course helped me make changes not only to this course but all the courses I teach," said Dr. Katenkamp. "The process has strengthened my skills in course design, helping me to design high quality student-centered courses that promote success."

Individuals interested in learning about the underlying principles behind the QM Rubric may be enrolled into QM’s flagship workshop, Applying the QM Rubric (APPQMR), that will be offered January 6-27, 2026 in an asynchronous online format. 

In this three-week workshop, participants will learn the critical elements of the QM quality assurance process and how to draft helpful recommendations as they apply the Rubric to an actual course. 

Target Audience

QM's workshop on the QM Rubric (Higher Education, 7th edition) and its use in the design of online and hybrid courses is intended for a broad audience, including full time and adjunct faculty, instructional designers, administrators, or students enrolled in approved UMBC programs. 

It is particularly helpful to those new to QM or are considering the adoption of a quality assurance process for online and hybrid learning. The workshop offers hands-on experiences as participants apply what they have learned to review components of a course and draft helpful recommendations based on QM Standards. 

The workshop is recommended for: 

• Those looking to understand the QM Rubric and course review process.
• Those who wish to complete the Higher Ed Peer Reviewer Course.

After completing this workshop, participants will be able to:

1. Identify the origin and scope of Quality Matters.
2. Identify the critical elements of the QM quality assurance program, including the QM Rubric (HE, 7th edition), materials, processes, and administrative components.
3. Apply the QM Higher Education Rubric, 7th ed., to review online courses.
4. Make decisions on whether the demo course meets selected QM Rubric Specific Review Standards.
5. Apply the concept of alignment.
6. Draft helpful recommendations for course improvement by citing Annotations from the QM Rubric and evidence from the course.

In today's diverse college classrooms, providing students with options for how they engage with course materials is not just a convenience - it's a critical component of effective teaching. By proactively incorporating alternative formats that support diverse learning needs, we can create a more inclusive environment that fosters success for all students.

Leverage Ally's Alternative Formats

An effective tool for utilizing alternative formats is Anthology Ally, available in Blackboard, which automatically transforms course content into a variety of accessible formats. By using Ally, instructors can provide students with the power to choose the format that best suits their learning style, device, or situation. 

Ally can generate alternative versions of PDFs, Microsoft Word and PowerPoint files, and even content created within the learning management system's editor. These alternative formats include:

• Audio (MP3): Great for students who learn best by listening, or those who want to review content while commuting or performing other tasks.
• Mobile-Friendly HTML and ePub: Perfect for students accessing content on a smartphone or tablet, as the text adapts to the screen size, eliminating the need to zoom in and out.
• Immersive Reader and BeeLine Reader: These formats use features like color gradients and improved spacing to enhance focus and readability, which can be a game-changer for students with dyslexia, have other reading-related challenges, or want to reduce eye fatigue.

Three Ways to Integrate Ally into Your Course

1. Let Students Know This Option Exists

Many students are unaware of the alternative formats available to them. Make it a point to highlight this feature early and often.

• Syllabus Statement: Include a brief section in your syllabus explaining what Ally is and how to access its features. Include a tutorial video or student guide.
• Course Announcement: Post an announcement at the beginning of the term and periodically remind students about the options, especially before heavy reading weeks.
• Point it Out: When uploading files, make a note in the description to draw attention to the Ally "A" icon, helping students make a visual connection to the tool.
  

Faculty or staff interested in learning about the underlying principles behind the QM Rubric may be enrolled into QM’s flagship workshop, Applying the QM Rubric (APPQMR), that will be offered October 7-28 in an asynchronous online format. 

In this three-week workshop, participants will learn the critical elements of the QM quality assurance process and how to draft helpful recommendations as they apply the Rubric to an actual course. 

Target Audience

QM's workshop on the QM Rubric (Higher Education, 7th edition) and its use in reviewing the design of online and hybrid courses is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors. 

It is particularly helpful to those new to QM or are considering the adoption of a quality assurance process for online and hybrid learning. The workshop offers hands-on experiences as participants apply what they have learned to review components of a course and draft helpful recommendations based on QM Standards. 

The workshop is recommended for: 

• Those looking to understand the QM Rubric and course review process.
• Those who wish to complete the Higher Ed Peer Reviewer Course.

After completing this workshop, participants will be able to:

1. Identify the origin and scope of Quality Matters.
2. Identify the critical elements of the QM quality assurance program, including the QM Rubric (HE, 7th edition), materials, processes, and administrative components.
3. Apply the QM Higher Education Rubric, 7th ed., to review online courses.
4. Make decisions on whether the demo course meets selected QM Rubric Specific Review Standards.
5. Apply the concept of alignment.
6. Draft helpful recommendations for course improvement by citing Annotations from the QM Rubric and evidence from the course.

Louise Murray, Clinical Associate Professor and Director of Undergraduate Programs at the Erickson School of Aging Studies, recently became UMBC’s first faculty member to become certified as a QM Master Reviewer. 

This recent achievement builds on Murray’s long-standing experience with Quality Matters Standards as the guiding framework for designing online courses. In order to earn Master Reviewer certification, Murray first had to first complete the Applying the QM Rubric workshop, followed by QM’s Peer Reviewer Course, and then serve on two QM course review teams. Once eligible to become a Master Reviewer, Murray completed QM’s Higher Ed Master Reviewer Certification. 

She was also among the faculty who completed the QM Impact (QMI) pilot program in 2021. Through that experience, Murray earned QM Certification for AGNG 355: The Experience of Dementia. It is one of UMBC's 19 QM-certified courses.

A Natural Progression 

Driven by “a passion for the quality assurance process in education,” Murray said she embraced the transition to online teaching early in her career. She was introduced to the QM framework at a prior institution, calling it a “pivotal motivator” as early training offered a structure and pathway to enhance her skills in online course design. At UMBC, Murray continued learning and applying the QM Rubric, noting that becoming a Peer Reviewer and having opportunities to participate on QM Review teams allowed her to review how others use the Rubric and increased her confidence to pursue Master Reviewer certification.  

Murray emphasized the importance of having institutional support by noting that Dean Dana Burr Bradley at the Erickson School of Aging Studies and her colleagues “were very supportive, providing the time and resources needed for the QM training” and course review opportunities. 

Bradley said Murray's recent accomplishment is indicative of her dedication to quality course design: “We are so proud of Dr. Murray and are pleased that she is able to share her expertise with the QM community. The Erickson School has been at the forefront of distance/online work, and Louise has led our efforts to ensure we meet our students where they are and need to be.”

As an extension of the award-winning PIVOT program, the Quality Matters Impact (QMI) program is an initiative to formally recognize courses that meet Quality Matters standards and demonstrate exemplary online/hybrid course design. Since its inception in 2021, 19 UMBC faculty have earned QM-certification for their online or hybrid course design through the QMI program.

A formal QM course review is designed to be a collegial process to provide helpful recommendations for continuous improvement and reinforce effective, research-based practices for online and hybrid course design. As part of this process, faculty participants receive feedback from certified Quality Matters peer reviewers including UMBC faculty and staff and other online learning experts in the QM community.

DoIT's Instructional Technology team manages the review using QM's Higher Education Rubric, 7th Edition (Requires UMBC login to access PDF). When a course meets QM standards following a formal review, it is eligible to display the QM Certification Mark.

Selection Criteria: 

Participants selected for the Spring/Fall 2025 QMI cohort agree to submit a hybrid or online course for a formal Quality Matters course review.

Full or part-time faculty who meet the criteria and have not previously received funding through the QMI program are encouraged to apply no later than Friday, December 6. 

Recognizing that the QM Impact program does require an investment of time to participate, a $1000 professional development award will be provided to faculty once a course meets QM standards.

Eligibility:

1. You must have taught your course as online or hybrid for at least two semesters at UMBC.
2. Highly recommended skills that demonstrate proficiency and consistent use of Blackboard Ultra:
1. Ability to demonstrate skills in at least seven of the nine Core Competency Areas for Ultra in a current or past online/hybrid course.

In 2019-20, approximately 21 percent of undergraduate students and 11 percent of post baccalaureate students reported having a disability (National Center for Education Statistics, Fast Facts, 2023). Disability Awareness Month offers an opportunity to increase awareness about the variety of disabilities students may experience and help break down misconceptions. 

Inclusive Experiences for All

Disability awareness includes addressing physical environments and improving accessibility in buildings, classrooms, and public spaces to ensure all individuals can navigate and participate fully. This might involve installing ramps, widening doorways, adding signage, or improving lighting. The Office of Accessibility & Disability raises awareness about the lived experiences of people with disabilities and highlights services for faculty, staff, and students at UMBC. 

Instructors play an important role in recognizing the diverse needs of students with disabilities while striving to promote equity and access for all. This includes creating inclusive learning experiences for students with disabilities and might involve providing assistive technologies, flexible teaching methods, or individualized support plans. 

Creating more accessible courses also requires consideration of diverse learning styles and approaches that result in engaging learning for all students. Strategies grounded in Universal Design for Learning principles can leverage technology in ways that help all students succeed. Key practices that support accessible course design include the following. 

Universal Design for Learning 

One of the most impactful ways instructors can support students is by using Universal Design for Learning (UDL) guidelines, a framework that aims to provide multiple means of engagement, representation, and expression for learners. UDL benefits all students, not just those with disabilities, because it offers flexible ways learners can access content and demonstrate knowledge. 

UDL is a key practice that supports accessible course design. Instructors can get started in any of the following ways:

• Review UDL guidelines that support offering multiple means of representation to learners by employing various formats such as text, audio, and visual materials to accommodate diverse learning preferences. 
• Foster engagement by incorporating interactive elements, discussions, or hands-on activities that cater to visual, auditory, and kinesthetic learners. 
• Ask key questions about learner engagement, representation, action and expression when designing a module or unit in your course. 
• Implement UDL incrementally and intentionally. Refer to scholarly works like Behling & Tobin (2018) for guidance. They encourage faculty to think of UDL as “plus-one thinking about the interactions in your course” (p. 134). Is there just one more way you can help students stay on task, give them information, or demonstrate skills?