CMU's Quality Course Design Rubric
About the Rubric
CMU’s Quality Course Design Rubric outlines specific standards adopted from the Quality Matters Higher Education Rubric. This rubric is used to conduct internal reviews of hybrid and online courses.
View the rubric below, or download a copy.
Scoring
For a course to meet review expectations, all Essential Standards (worth 3 points each) must be met and an overall score of 85% or higher (45+ points) must be achieved. The standards are scored all-or-nothing. A course either meets the standard and gets the full point(s), or it does not and will not receive the point(s). No partial credit is given.
Standard 1: Outcomes and Alignment
Specific Review Standard | Points |
1.1 Course Level Outcomes (CLO's) are stated and measurable. | 3 |
1.2 Module/Unit Level Outcomes (MLO's) are clearly stated, measurable, and aligned to specific CLO's. | 3 |
1.3 Learning Materials directly contribute to students’ achievement of the learning outcomes. | 3 |
1.4 Learning Activities promote the achievement of the learning outcomes. | 3 |
1.5 Assessments measure the stated learning outcomes. | 3 |
Standard 2: Course Introduction and Overview
Specific Review Standard | Points |
2.1 A course welcome message is posted with clear instructions on how to get started in the course and links to the "Start Here" folder. | 3 |
2.2 Students are given information on how to navigate course structure: grades, feedback, quizzes, assignments and course content. | 2 |
Standard 3: Online Presence
Specific Review Standard | Points |
3.1 A welcoming introduction video, instructor biography, contact information, and virtual office hours (MS Teams, Zoom, etc.) are posted. | 3 |
3.2 A self-Introduction exercise is required of all students. | 1 |
3.3 The instructor's plan for RSI is clearly stated in the syllabus. (If hybrid: Instructor's plan for response time and feedback on assignments is clearly stated.) | 3 |
Standard 4: Organization
Specific Review Standard | Points |
4.1 A Syllabus and Course Schedule are posted and clearly labeled. | 3 |
4.2 Gradebook is created and includes linked grade items (and categories if appropriate) for assessments/activities (discussions, assignment submission folders, and quizzes). | 3 |
4.3 Content is organized logically, consistently, and chronologically. | 2 |
4.4 Each module has an overview that includes: learning outcomes, a to-do list, and instructions and due dates for the assignments/activities. | 2 |
Standard 5: Student Engagement & Expectations
Specific Review Standard | Points |
5.1 Opportunities exist for student to actively engage with other classmates, the instructor, and course material. The requirements for interaction are clear. | 3 |
5.2 Student expectations are well established and clearly communicated. | 2 |
5.3 A variety of relevant learning materials are used in the course (readings, videos, graphics, textbook, audio clips). | 2 |
5.4 Incorporated tools support the learning outcomes and promote student engagement. | 2 |
Standard 6: Accessibility & Usability
Specific Review Standard | Points |
6.1 Course design facilitates readability. | 3 |
6.2 Multimedia used in the course, such as images, audio and video, is easy to use and accessible to all learners. | 3 |