Abstract 

Most of us are aware of the courses within our curriculum that slow student progress towards graduation. Existing research has found research design courses often serve as such a barrier, as students arrive on the first day with high anxiety and low motivation. In this paper, Dr. LaForge reviews how revisions driven by the Quality Matters (QM) framework resulted in higher student attainment in an online research design course. By improving course organization and objective-assignment alignment, increasing low-stakes assignments to build confidence and practice skills, and developing additional instructor feedback opportunities, DFWI rates were significantly reduced, and student satisfaction in the course was improved. 

Biographical Statement 

Chera LaForge is Associate Professor of Political Science for the School of Humanities and Social Sciences. Dr. LaForge received her Doctorate in political science and her Master of Arts in Political Science from the University of Illinois, Urbana-Champaign. She earned her Bachelor of Science in Economics and Political Science from Northern Michigan University. Her research interests include Congress and legislative behavior.