Quality Matters Spotlight: Laurie Lawrence

The Office of Digital Learning congratulates Dr. Laurie Lawrence for the high-quality certification of her online course, COM 5236: Crisis Communication Management. Lawrence, teaching faculty in professional communication at FSU Panama City, received her PhD in communication media and instructional technology from Indiana University of Pennsylvania. She participated in the FSU Online Quality Initiative, where online courses undergo a rigorous peer-review process based on the nationally recognized Quality Matters rubric. In the following Q&A, Lawrence shares her insights into the certification process.

How do you think the Quality Matters (QM) review process has improved your course?
QM has given me the opportunity to rethink not just the structure of my courses, but also how students actually engage with and absorb the material. As instructors, we all develop our own teaching styles, and sometimes it’s easy to become comfortable with the way we’ve always done things. The QM process really pushes you to step back and look at your course from a student perspective. While it is a lot of front-end work, it saves a tremendous amount of time later. I’ve noticed fewer student questions about assignments or expectations, and overall stronger learning outcomes. Ultimately, our goal is to help students learn and succeed, and QM helps us design courses that better support that.

What did you value most about the instructional design support you received from your ODL faculty liaison?
Honestly, I would not have been able to complete the QM process for my courses without our support team. I don’t know what the experience is like at other universities, but from conversations with colleagues elsewhere, I’ve learned that the level of support we receive at FSU really stands out. Our ODL team answers questions quickly, helps align course components, and provides helpful resources throughout the process. At the same time, they respect the instructor’s vision for the course and recognize that we are subject-matter experts. It truly feels like a collaborative partnership.

What did you value most about the accessibility support you received from your ODL course design specialist?
Computer science and accessibility coding are definitely not my area of expertise. I’m comfortable with general technology and AI tools, but making sure a course fully meets accessibility requirements for all students is something I prefer to leave to the experts. Our ODL team is incredibly knowledgeable in that area and does a fantastic job making sure courses meet those standards while still maintaining the integrity of the course content.

If you were to encourage a peer to participate in the QM review process, how would you communicate its value?
For me, the question isn’t “Would I encourage someone?” but “Have I encouraged someone?” and the answer is yes. I’ve encouraged all the instructors in my department to participate in the QM process. In fact, one of my colleagues currently has her first course under review. I really believe the process improves course clarity, organization, and ultimately the student learning experience.

Would you be willing to share any positive feedback you received from your students about your certified course?
The feedback from students is reflected clearly in my course evaluations. Students often comment on how clearly the material is presented and how easy it is to navigate the course. I intentionally incorporate a variety of resources. For example, instead of long lectures, I break video lectures into shorter 20- to 30-minute segments so students can engage with the material throughout the week rather than sitting through a two-hour lecture all at once. I also provide the PowerPoint slides separately so students can reference them easily.

Any videos embedded in the slides, such as TED talks, podcasts, etc., are also provided as separate links, along with additional readings when appropriate. ODL makes sure that the videos are transcribed, and readings are all adequate for accessibility (areas not in my expertise). At the end of each module, I include a short recap that functions as a quick study guide for students. It’s different from the module overview and helps reinforce the key concepts from that week. Even a simple one-page recap, sometimes supported by AI tools, can be very helpful in helping students recall and review the material covered.

For information about online course design and the FSU Online Quality Initiative, visit odl.fsu.edu/quality.