Problem/need: There is an "epidemic of disengagement" in higher education which is partially explained by a disconnect between course work and real life application and relevance. Learners incur debt and spend resources (time, tuition $, etc.) as an investment in their careers, and it's incumbent on higher education institutions to support learners in this effort.
Effective practice: Learners explore and apply the Online Course Quality Review (OSCQR) system of tools and practices to support quality online teaching and learning. In addition, masters students complete modules in the SUNY DLE Brightspace Fundamentals course for the same reason. In both cases, they are able to add valuable, transferrable knowledge and skills to their "career toolbelt" and earn credentials that are valued by employers. In graduate and online pedagogy courses, learners connect course content (e.g., online learning frameworks, curriculum design, online pedagogy) to the OSCQR rubric as well as its wrap-around system that supports design, development, review, and continuous improvement of online education. Learners have the option of enrolling in the SUNY Online Certified Reviewer program (available in the 2024-25 academic year), and earning certificates in the SUNY DLE Brightspace Fundamentals course. These real life tools and applications enable the learners to connect their course work to career development by becoming reviewers and earning credentials that are recognized by employers.
Why it's effective: Learners report that connecting theory (e.g., Community of Inquiry, Backwards Design) to real life systems such as OSCQR leads to deeper learning experiences. By applying their learning from the OSCQR system as well as the SUNY DLE course to their own online education projects, they develop meaningful and transferrable knowledge and skills.
How I did it: Learners in online graduate courses and an online pedagogy course (for faculty) connect course content such as the Community of Inquiry, Backwards Design, instructional frameworks (e.g., from instructional design), accessibility and inclusion, and "best practices" for online education to the OSCQR rubric and to topics in the SUNY DLE course. This is the initial phase of connection-building as well as establishing accurate comprehension of both (OSCQR standards and DLE topics). Learners then complete learning activities related to the course (e.g., create an online education resource; design, develop, implement and evaluate an online mini course; build components of a higher education online course) by applying relevant OSCQR standards and DLE topics (e.g., a module called Digital Pedagogy). Finally, learners apply the OSCQR rubric by evaluating their own online education materials and then others and then reflecting and creating action plans.
These steps reflect the wrap-around SUNY system of support for online teaching and learning, beginning with the multi-faceted steps and flexible options that the OSCQR system affords. Equally, having access to faculty resources such as the SUNY DLE course adds a layer of authenticity and quality professional development to the learner experience.
In all cases, learners build transferrable, authentic knowledge and skills that connect their course work to the real world, including career development.