Defining Quality in Blended Programs

In the spring of 2010, the new fully blended Doctorate of Nursing Practice program at Simmons College received CCNE accreditation. While many criteria factored into the accreditation process, a central concern was how to measure the quality of blended courses. The Department of Academic Technology developed tools for formative faculty self-evaluation and summative student and instructional designer/technologist evaluation that enabled the program coordinator to show the accrediting board the results of a well-constructed assessment plan. This session will discuss the design and purpose of the assessment tools and offer a suggested approach to define quality in blended programs.