Example Courses

Have you ever wondered what a really well-designed course looks like? These NC State courses have undergone a rigorous external review process and have been certified through the nationally recognized Quality Matters (QM) program. Each course meets research-based standards for high-quality online course design.

To view the example courses below:

  1. Click on the link in the “Course Name” column.
  2. Log in with your NC State Unity ID (if you haven’t already done so).
  3. If this is your first time accessing the course, you must first self-enroll as a student by clicking on the Enroll me button.
  4. You will be able to view the course from a student’s perspective.
  5. To view links in the “Course Documents” column, you must be logged in with your NC State Google account.

Course NameCourse Documents
(NOTE: Log in with NC State account to view)		College
ECI 571
Instructional Strategies for Students with Disabilities		ECI 571 example course map
ECI 571 example syllabus		College of Education
ENG 331
Communication for Engineering and Technology		ENG 331 example course map
ENG 331 example syllabus		College of Humanities and Social Sciences
HS 201
The World of Horticulture: Principles and Practices		HS 201 example course map
HS 201 example syllabus		College of Agriculture and Life Sciences
ST 558
Data Science for Statisticians		ST 558 example course map
ST 558 example syllabus		College of Sciences
Examples of Quality Matters Certified Courses at NC State

View all NC State QM-certified courses. Learn about opportunities to improve your course design with NC State’s Course Quality Program.

What makes these good examples?

Each course above includes the following characteristics of high-quality online course design according to the Quality Matters Higher Education Rubric, 7th edition:

  1. The overall design of the course is made clear to the learner at the beginning of the course.
  2. Learning objectives describe what learners will be able to do upon completion of the course.
  3. Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives.
  4. A variety of contextualized instructional materials enables learners to achieve the stated learning objectives.
  5. Learning activities foster and facilitate learner interaction and engagement.
  6. Course technologies support learners’ achievement of course objectives.
  7. The course facilitates learner access to institutional support services essential to learner success.
  8. The course design reflects a commitment to accessibility and usability for all learners.

Reference

QM Higher Education Rubric, Seventh Edition, 2023. Quality Matters. Used under license. All rights reserved. Retrieved from MyQM.