Center for Online Learning
Georgia Southern University

Armstrong Campus

Faculty Development: Online and Blended Learning


Solms Hall

Online & Blended Learning
Solms Hall, Room 211
Science Drive


Armstrong’s Center for Teaching and Learning supports faculty and instructional academic staff in their roles as teachers and teacher-scholars. It aims to promote excellence in teaching by making virtual programming, resources, and consultation available to Armstrong’s faculty.


In alignment with Armstrong’s strategic plan, the Center for Teaching and Learning supports faculty with intellectual, technological and other resources for designing, implementing, assessing, and researching innovative instructional strategies for the purpose of enhancing student success.


To promote a culture of reflective practice, teaching excellence, and the scholarship of teaching and learning for purposes of fostering success for the 21st century learner.


  • Serve as a liaison between university faculty and faculty development opportunities across the University System of Georgia
  • Respond to faculty regarding professional development, especially in areas related to instructional design and delivery, incorporating technology into teaching, balancing the manifold structure of faculty professional responsibilities.
  • Recognize and reward excellence across the various aspects of faculty work: teaching, scholarship, service and professional development
  • Engage in scholarly activities to contribute to the body of knowledge surrounding the field of innovative quality instruction.
  • Collaborate with others to assist faculty in designing, implementing, and assessing innovative instruction.
  • Communicate to the campus various opportunities for faculty development through different modalities.

Armstrong Staff

Dr. Nancy Remler
Director, Center for Teaching and Learning

Marsha Miller
Coordinator of Teaching Excellence, Quality and Compliance

Julie Carter
Instructional Designer

Stephen Hufsmith
Instructional Designer

Online Course Support

Solms Hall

Online & Blended Learning
Solms Hall, Room 211
Science Drive


New and existing online programs are supported by OBL faculty development through:

  1. University-level training, such as Online Faculty Status courses and workshops.
  2. One-on-one consultations with individual faculty members.
  3. Presentations made to faculty groups, described below.

OBL representatives can meet with your group to deliver presentations ranging from 20 minutes to two hours. Presentation location can be in the room or auditorium of your choice (OBL will coordinate with the Library Media Desk to provide needed technology if needed). The subject can be any for which we have staff experts, including (but not limited to) online:

  1. Curriculum development
  2. State authorization
  3. Course development
  4. Creating instructional media
  5. Course review
  6. Course delivery
  7. Program publicity
  8. Compliance at the college, SACS-COC, state, or federal levels
  9. Student assessment, instruction, or engagement.

Request a Presentation

To request a presentation for your group, please contact the Office of Online & Blended Learning at 912.344.3607 or to discuss your needs and how we can help you.

Online Faculty Status

Solms Hall

Online & Blended Learning
Solms Hall, Room 211
Science Drive


Before faculty teach courses fully online, they should earn online faculty status. The Office of Online and Blended Learning provides programming so that faculty may earn that status. Faculty in all academic departments have been certified to teach online, and the number of online faculty is growing. Part-time and full-time faculty can participate in online teaching and assessment at several levels:

How to Qualify

Currently, the Office of Online and Blended Learning awards online teaching status for faculty who have completed the course Teaching Online offered through Quality Matters. This course offers a thorough foundation for faculty who have never taught online. To qualify to take this course, faculty must be actively employed at Armstrong, either full-time or part-time, and they must have a valid Armstrong email address and access to the Port of Armstrong. The Office of Online and Blended Learning covers the cost of this online instruction. Faculty do not earn extra compensation for taking this course; however, online teaching status qualifies faculty for further opportunities which might include earning extra compensation.

Online Peer Reviewer Status

Faculty can become peer reviewers for other online courses by completing the twoweek online course Applying the Quality Matters Rubric (AAPQMR) followed by the Quality Matters Peer Reviewer course. Faculty earning this status will be qualified to serve as peer reviewers for Armstrong (and other) courses using the Quality Matters rubric. The office of Online and Blended Learning covers the cost of these courses. Once qualified, peer reviewers may earn extra compensation for participating on peer review teams. They may also gain greater familiarity with the teaching practices of peers inside and outside their own disciplines.

Prerequisites: Full-time employment at Armstrong, Armstrong online teaching status

Master Reviewer Status

A master reviewer serves on a peer review team to ensure the integrity and consistency of the peer review process through Quality Matters. They manage the peer review process and assist other peer reviewers in offering constructive recommendations to faculty whose courses are under review. In order to chair a peer review team, one must be a master reviewer.

To achieve this status, faculty must take the Quality Matters course Master Reviewer Certification. The Office of Online and Blended Learning covers the cost of this course. Upon receipt of this certification, faculty may earn extra compensation by serving as team chairs for online peer reviews.

Prerequisites: Successful completion of the following Quality Matters courses: Applying the Quality Matters Rubric and Peer Reviewer Course; certification as a peer reviewer; and experience serving on two official higher education Quality Matters-managed or subscriber-managed course reviews (not internal course reviews).

Request More Information

For more information about achieving any online teaching or review status, contact the Office of Online and Blended Learning at (912) 344-3607 or at

Online Course Development

Solms Hall

Online & Blended Learning
Solms Hall, Room 211
Science Drive


The Center for Teaching and Learning subscribes to Quality Matters (TM), an online course review process grounded in rigorous research and administered by Maryland Online. By assisting faculty through the peer review process, the Center for Teaching and Learning helps Armstrong’s faculty deliver appropriate, accessible, and innovative instruction for online and blended courses. Faculty interested in submitting an online course for Quality Matters (TM) review should first view this QM orientation video.

Step 1: Course Development Agreement

Complete the Online Course Development Agreement, making sure to read it carefully before signing. As you determine your completion date, give yourself 20 weeks for the entire process. Enter that date of completion (month, date, and year) in item nine on page three. After it is endorsed by the faculty member, department head, and college dean, the form then goes to the Director of Center for Teaching and Learning (CTL). After the Director of CTL endorses the agreement, it will be taken to Academic Affairs for the Provost’s decision.

Step 2: Contact the Center for Teaching and Learning

Contact our staff and let them know you have submitted an online course development agreement. The OBL director or instructional designers will assist you in signing up for the online course to prepare you for the review. They will also assist you as you apply for a Quality Matters course review.

Step 3: Design and Develop the Class

An instructional designer will schedule an initial consultation. S/he will help you to design your course to meet the Quality Matters Standards for course design and prepare you for the Quality Matters (QM) peer review that will come at the end of course development.

Online Course Review

Submitting your course to a review panel of three peers earns Quality Matters Certification. Course developers that earn QM certification receive professional recognition through Quality Matters as well as a customized QM Certified Course graphic to embed in their course.

Step 4: Get Your Course Reviewed

Near the close of the design and development phase, you will conduct a QM self review (we have instructions for doing this). This review is only concerned with the design of your course, not your methods of delivery. After you are satisfied your course would pass a QM peer review, the Director of CTL will obtain and assign peer reviewers and shepherd your course through the process. Your course may pass on the first review, or it may need some adjustments. If it needs adjustments, make them quickly and resubmit so that peer review team finishes its job.

Step 5: Shout From the Rooftops

After your course passes peer review, you are able to display a QM badge on your syllabus saying it passed peer review. Please do so. You may also display the badge on your department’s website indicating that course has passed. Having your courses pass peer review is also good to use when going up for tenure/promotion or for annual review.

Consultations & Workshops

Solms Hall

Online & Blended Learning
Solms Hall, Room 211
Science Drive


For online instructors and developers who need more than a quick answer but less than a workshop or course, OBL’s instructional designers are available for ad-hoc consultations. These consultations are intended to focus on course design strategy and pedagogy, complementing the “how to”  and troubleshooting assistance from IT Services’ helpdesk (4-2518).

Consultation topics may include, but not be limited to:

  • Introducing online media and/or interactions into Armstrong events, courses, or publicity
  • Developing D2L course outlines, modules, instructor guides, and advice on planning course components.
  • Enhancing student engagement in hybrid or partially online courses.

For this level of support, which necessitates regular meetings, availability depends on the academic department’s needs as well as the instructional designers’ case load. Please email

Online and Blended Learning Faculty Development Model

We have a three-level faculty development model explained in detail on our online Faculty Status web page.

Professional Development Descriptions

» Teaching Online: An Introduction to Online Delivery (QM)

The Quality Matters workshop “Teaching Online: An Introduction to Online Delivery” will replace Armstrong’s Online Teaching Course (OTC) for providing Online Teaching Certification until we have enough internal capacity to once again offer our own Online Teaching Course. Participants will be introduced to differences between traditional face-to-face learning and online learning, the instructor’s role in the online classroom, the importance of getting (and keeping) students engaged, and methods of facilitating online discussions using the discussion board. Participants can expect to spend 8-10 hours per week to successfully complete this workshop. The $200 workshop fee will be paid on behalf of full-time, part-time, and adjunct faculty pursuing Armstrong’s Online Teaching Certification.

» Applying the Quality Matters Rubric (QM)

Applying the Quality Matters Rubric (APPQMR) is Quality Matters’ flagship workshop on the QM Rubric and the process of using the QM Rubric to review online courses. It is intended for a broad audience, including but not limited to faculty, instructional designers, administrators, and adjunct instructors who wish to understand more about the QM Rubric and process of course review. The workshop has no prerequisite requirements, is fully online for two weeks, and participants can expect to spend about 10-11 hours per week to successfully complete it. The $200 workshop fee will be paid on behalf of full-time faculty pursuing Armstrong’s Peer Reviewer Certification.

» Peer Reviewer Course (QM)

The Peer Reviewer Course is designed to prepare experienced online faculty to become Quality Matters Certified Peer Reviewers.  The Peer Reviewer Course includes a review of Quality Matters, practice critiquing and writing helpful recommendations, and a Practice Review in which the participants are asked to review Specific Standards in an online course using QM’s Course Review Management System (CRMS). Prerequisite: Successful completion of the Applying the QM Rubric (APPQMR) workshop.

QM expects all Peer Reviewers to give significant attention to their reviews, so the Peer Reviewer Course (PRC) is modeled after those expectations.  Since the PRC leads to certification as a Peer Reviewer, it is a rigorous course and demands significant time and attention. Participants can expect to spend 8-10 hours per week to complete this fully online two-week course. Upon successful completion, eligible participants must complete and submit an Application as well as a Memo of Understanding in order to become a QM Certified Peer Reviewer.  QM Certified Peer Reviewers are eligible to serve on both QM-Managed and Subscriber-Managed course reviews. The $200 course fee will be paid on behalf of full-time faculty pursuing Armstrong’s Peer Reviewer Certification.

» Master Reviewer Certification (QM)

The Master Reviewer Certification (MRC) is an advanced certification course for experienced QM Peer Reviewers. The role of QM Master Reviewer is integral to ensuring the rigor and consistency of the peer review process. In this course, Peer Reviewers will learn the role of Master Reviewer including management of the entire review process and coaching peers to ensure helpful recommendations are provided for course improvements. Master Reviewer Certification is a requirement for Team Chairs on all official course reviews, both QM-Managed and Subscriber-Managed. Prerequisite requirements include successful completion of the Applying the QM Rubric workshop and the Peer Reviewer Course, recent online teaching experience, and service on two official Higher Education QM course review teams (either QM-Managed or Subscriber-Managed). Faculty who are master-reviewer certified will receive higher payments per review and will be eligible to lead peer reviews for Armstrong or outside higher education institutions.

The MRC is an intensive, two-week-long course that prepares QM Peer Reviewers to serve in the role of QM Master Reviewer. A substantial time commitment is necessary to demonstrate the competencies necessary to complete the MRC. Peer Reviewers enrolled in the MRC should expect to spend between 16 and 30 hours to complete this course in the two week period. Deadlines must be met to continue. Successful completion is determined by facilitators.

The $300 course fee will be paid on behalf of full-time faculty desiring to upgrade their Peer Reviewer Certification. Prerequisites:

  • Successful completion of the Applying the QM Rubric (APPQMR) workshop
  • Successful completion of the Peer Reviewer Course (PRC)
  • Must be a QM Certified Peer Reviewer
  • Must have served on two official Higher Education QM-Managed or Subscriber-Managed course reviews, (not internal course reviews)
  • To maintain your Master Reviewer status, you will be required to complete the Master Reviewer Re-Certification annually.

» Designing Your Online Course (QM)

The “Designing Your Online Course” workshop will replace the Online Development Course for Armstrong’s Online Course Developer Certification. The QM Course includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment.  Participants will complete a Learning Objectives and Planning Worksheet to design one module of an online course. The worksheet includes course and module learning objectives, assessments that match the learning objectives, instructional materials that support the learning objectives and activities, and tools and media that enhance student interaction with classmates, content, and the instructor. Participants in this workshop need to have an online course to work on throughout the session.

The DYOC course is a two-week training requiring 8 – 10 hours per week. The $150 course fee will be paid on behalf of full-time faculty asked to develop an online course for Amstrong that requires Online Course Developer Certification.

» Collaborate Instruction

This faculty development course is taught by the Office of Online and Blended Learning. Participants will learn the principles and techniques of synchronous classroom design, management, and assessment, as well as strengthen their command of the Blackboard Collaborate application. The workshop will include both asynchronous and synchronous activities. After completing this workshop, participants will be able to:

  • Select the most appropriate tools and procedures to manage small or large class sizes.
  • Present synchronous content in an engaging, effective, and 508-compliant manner.
  • Design and conduct engaging and effective synchronous learning activities and assessments.
  • Modify default layouts to optimize the synchronous environment for student presentations, guest lectures, and other special activities.
  • Effectively prevent or solve the five most common synchronous class technological difficulties.

Accreditation and State Regulatory Authorizations

Solms Hall

Online & Blended Learning
Solms Hall, Room 211
Science Drive


ASU Accreditation

The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accredits Armstrong State University (ASU). SACSCOC is an institutional accrediting agency recognized by the U.S. Department of Education. This federally recognized body provides assurance to students, parents, and all stakeholders that ASU meets clear quality standards for educational and financial performance. Learn more about SACS-COC.

State Authorization

Armstrong State University seeks to deliver all of our online programs in every state. We work through the State Authorization Reciprocity Agreement (SARA) process and with states directly to ensure that when authorization or licensure is necessary, required approvals are secured. Georgia is a member of SARA and ASU is an approved SARA institution. As such, we adhere to an established common set of standards for offering post-secondary distance education among member states, districts and territories. Participation in SARA is intended to make it easier for students to take online courses offered by postsecondary institutions based in another state. While we do monitor the laws in each state, authorization of distance education is a dynamic environment and prospective students should check this site often for updates. Armstrong State University is currently authorized, licensed, registered, exempt or not subject to approval in all SARA states. It is the student’s responsibility to understand current circumstances or special requirements in their state of residence. Learn more about SARA.

Professional Licensure

Important Note for Prospective Students: If you are considering an academic program that leads to a professional license in your state, it is highly recommended that you first seek guidance from the appropriate licensing agency in your home state BEFORE beginning the academic program located outside your state. It is the student’s responsibility to contact the appropriate licensing board in their home state to confirm whether an ASU program will meet the requirements for licensure in that state.

Important note for students interested in pursuing professional educator programs: Educator licensure and certification are regulated individually by State Departments of Education and no two are exactly alike. Students who seek admission to Armstrong State University’s online program for endorsement or initial educator certification in their home state should contact their home state’s Department of Education for applicable requirements rules and regulations. Students are responsible for determining whether the College of Education’s online program will meet their home states’ requirements for certification, licensure, or otherwise advancing a student’s teaching or administrator credentials.

Complaint Resolution

Armstrong State University is committed to integrating institutional objectives in innovative ways to demonstrate excellence, access and impact in all of our online programs. We greatly value your student experience and urge all students to adhere to the Student Code of Conduct.

When an issue is brought to our attention, ASU will take appropriate action to seek resolution. Often, it is the case that communication with the course instructor is the most direct route to resolving issues. If an issue cannot be resolved at that level, a student may contact the academic unit for guidance.

For questions about tuition refund, please review the Tuition Refund Policy

If grievances are not satisfactorily resolved after an internal attempt by the University, students who do not reside in a SARA state may file a complaint with an agency in the student’s state of residence.

Access a list of appropriate contacts from each state in which a student may file a complaint.

Last updated: 2/20/2018

Center for Online Learning : : Henderson Library, Suite 1303 : : (912) 478-0049