Quality Assurance Faculty Study: Key Findings (Fall 2024–Spring 2025)
Quality Assurance Faculty Study: Key Findings (Fall 2024–Spring 2025)
A total of 222 online and hybrid course sections from all eight colleges were reviewed, including both undergraduate and graduate offerings. The average course section enrollment was 39 students, with a range from 1 to 147.
176 faculty members taught the studied courses.
29% (51 faculty) had completed at least one quality assurance (QA) training related to online or hybrid instruction.
32.4% (72 course sections) were taught by faculty with QA training; 67.6% (150 sections) were taught by those without.
Of the trained faculty, 66.7% completed one training, while 33.3% completed two or more.
None of the course sections reviewed were QM-certified.
Courses taught by QA-trained faculty showed:
Lower percentages of repeatable grades
Higher average course GPAs
Statistically significant improvements for all students, especially first-generation students and Pell Grant recipients
Note: Results reflect a representative sample but should be generalized with caution due to variability in course types and teaching styles.
A campus-wide survey gathered 32 faculty responses regarding online teaching and professional development:
25% taught one online course; 28.1% taught 2–3; 9.4% taught four or more; 37.5% had not taught online courses.
71% participated in at least one campus-based professional development activity; 56.3% in CSU Chancellor’s Office programs.
41.9% completed training recently (Fall 2024 or later).
23.3% of faculty made significant changes to courses after training; 60% made minor changes.
Common enhancements included increased student engagement, improved accessibility, better alignment of learning objectives, more videos, and clearer navigation.
Among 26 reporting faculty, 69.3% observed some improvement in student perceptions post-redesign.
61.5% reported at least slight improvements in student outcomes, such as higher exam scores and GPAs, and lower failure rates.
Benefits:
Flexibility and convenience for students and instructors.
Greater accessibility and opportunity for students to review materials.
Use of diverse technologies.
Challenges:
Exam proctoring and academic integrity.
Student engagement and communication.
Difficulty in fostering community, especially in asynchronous courses.
Flexibility (96.8%) and time-saving (87.1%) are primary reasons for choosing online courses.
Most students prefer hybrid courses (combining synchronous and asynchronous elements).
67.8% of surveyed faculty are familiar with QM.
Two faculty currently have QM-certified courses; most are undecided about pursuing certification in the near future.
The study highlights the positive impact of faculty QA training on student outcomes and perceptions. Ongoing professional development is recommended to sustain improvements in online teaching and learning. Future surveys will continue to inform campus strategies, with a focus on AI integration and evolving student needs.