Hi, my name is Jaeyong Choi, and I’m an assistant professor of Criminal Justice at West Chester University. I want to share some thoughts on Quality Matters (QM) based on my own experience as both a course representative and a reviewer. I currently have three courses that are QM certified, and I’ve reviewed more than ten courses in the role of either a Peer Reviewer or a Master Reviewer.

So, What Is Quality Matters?

Quality Matters is a national program focused on ensuring the quality of online and hybrid courses. Courses are reviewed using a specific rubric, and the process is pretty structured. A team of three trained reviewers evaluates the course based on eight general standards:

1. Course Overview and Introduction
2. Learning Objectives (Competencies)
3. Assessment and Measurement
4. Instructional Materials
5. Learning Activities and Learner Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability

Within these areas, there are 44 specific standards. Reviewers leave comments on each one, and it’s a very detailed and thorough process. At WCU, faculty submit their D2L shells for review, and reviewers get access with help from the TLC staff.

Each review team must include at least one person from outside the home institution. The whole review process typically takes three to four weeks, and for a course to get certified, it needs to meet all essential standards and earn at least 85% overall.

While QM focuses on a lot of areas, I think the most valuable part is how it pushes for alignment. This means making sure learning objectives, course materials, assignments, and assessments all fit together logically. The review also checks whether objectives are measurable and clearly written. It looks at how easy the course is to navigate, whether support resources are available, and if privacy and accessibility standards are being met.

Faculty can get a small stipend for getting their course QM certified. If you’re interested in that, you should check with your instructional designer at TLC for details.

Becoming a Reviewer

Now let’s switch to the reviewer side. A typical QM review team includes:

• 1 Master Reviewer (team leader)
• 2 Peer Reviewers, one of whom serves as a content expert

But you can’t just sign up to be a reviewer. You have to go through some training first.

1. APPQMR (Applying the Quality Matters Rubric). This is the first step and gives you the foundation. It’s not too time-consuming and can be completed in a single day workshop at WCU.
2. Peer Reviewer Course (PRC). This is more involved. It’s usually offered online over three weeks and requires about 10 to 12 hours each week. You’ll practice reviewing a sample course using QM’s online system, called the Course Review Management System (CRMS).

If you want to become a Master Reviewer, there’s one more training: the Master Reviewer Certification (MRC). This course is also about three weeks long and goes deeper into how to lead a review team, manage conflicts, and maintain consistency and fidelity to the QM process.

These trainings aren’t cheap, but in many cases, WCU’s TLC office will sponsor faculty to complete them.

What the Review Process Actually Looks Like

Once you’re part of a review team, here’s how it usually goes:

1. Pre-Conference Call. This includes the review team, the course representative (the faculty member who submitted the course), and sometimes the instructional designer. This is where everyone gets on the same page, discusses access, and sets expectations.
2. Individual Reviews (3 weeks). Each reviewer spends time going through the course independently, evaluating it based on the QM rubric, and entering comments and scores in the CRMS.
3. Post-Conference Call. The three reviewers meet to go over any discrepancies, clarify anything unclear, and come to consensus on the final review. The Master Reviewer leads this meeting and finalizes the report.

Is It Worth the Time?

Honestly, yes. Reviewing courses has pushed me to reflect more deeply on my own teaching practices.

• First, when you’re looking at so many well-designed courses from faculty who clearly care about student learning, it reminds you of why we teach in the first place.
• Second, you come across new ideas, tools, and approaches. I’ve learned about technologies like Padlet and H5P, and I’ve adopted a few practices after seeing them in action.
• You do need to ask permission from the course representative if you want to use specific content or design elements from a course you’ve reviewed. However, reviewers often pick up general ideas and inspiration that help them improve their own courses.
• And finally, the review work itself is also a service to the institution. Many WCU courses go through QM, so we need faculty who are trained and willing to participate in that process.

There is some stipend, but modest. For most of us, it’s not the main reason we do it. A single review easily takes 12 or more hours.

Final Thoughts

If you’re someone who cares about online teaching and course design and you’re looking for a way to grow professionally, I highly recommend going through the QM training and getting involved. It’s a great way to support quality in higher education while also improving your own courses through exposure to best practices.

I hope this post is helpful as you think about your role as a faculty member and consider ways to keep evolving in your teaching.