Fall 2014 Edition
Faculty Spotlight
My Course Peer Review
By Diana Matthews
Librarian and Associate Professor
M
I knew that increasing student
interaction was a must in order to
make my course better. I attended
many of the active learning
workshops from the Center for
Academic Technologies, and was able
to apply some of what I learned in my
online classes, but it wasn’t enough.
y name is Diana Matthews, and
I am a SF Librarian. I teach library
science courses, mostly the 1-credit
course LIS2004, Internet Research. I
have been teaching since the Fall of
2008, mostly online, starting with
Angel and now Canvas. I inherited a
course with a lot of great content,
and have been working throughout
I was invited to
the years with the
Quality Matters
other librarians
“I knew that I had great training, and as I
who teach LIS2004
went through the
to make
content, and that the
rubric and saw the
improvements and
information was relevant, standards, my mind
keep up with
changes, but I often but student interaction was definitely started
whirring. I could
felt stuck. I knew
next to nothing.”
see easy ways to
that I had great
make my course
content, and that
more interactive and intuitive, and I
the information was relevant, but
started making changes immediately.
student interaction was next to
nothing. As I’ve heard it described
My course was the first one to be
before, my class was serving as more
reviewed by Santa Fe faculty using
of a “correspondence course.” Even
before I heard about Quality Matters, the QM rubric, and I had prepared for