Preparing Your Course for QM Certification: Four Standards

ENVS 10: Introduction to Environmental Science

ENVS 10 image

Course Description

ENVS 10: Introduction to Environmental Science is a lower-division General Education (GE Area B2: Life Forms) course offered by the Environmental Studies (ENVS) Department at Sacramento State. This course introduces foundational environmental science concepts, including ecosystems, biodiversity, soil, water, atmosphere, energy, and human-environment interactions. ENVS 10 serves as an entry point into the ENVS curriculum and supports both majors and non-majors by building environmental literacy and systems thinking skills.
The ENVS department typically offers ENVS 10 in small in-person sections (30-40 students), but occasionally has large in-person or asynchronous sections (60-120 students).
For this FLC, I have redesigned the course into a hybrid format to accommodate a larger enrollment capacity. The course is now structured as a hybrid model, combining asynchronous recorded lectures with synchronous, in-person or Zoom-based sessions focused on discussion, applied activities, and assessments. This structure allows students to engage with core content independently while using class time for active learning, collaboration, and critical thinking.

**Motivation for Preparing Your Course for QM Certification: 4 Standards Participation**

My primary motivation was to improve the clarity, organization, and accessibility of my course as I transition ENVS 10 into a hybrid format. Because this course serves a large and diverse student population, including many non-majors, I wanted to ensure that students can easily navigate the course, understand expectations, and access the resources they need to succeed.
Through this FLC, I focused on strengthening key components of course design, including course introduction, technology integration, student support, and accessibility.
These changes help reduce confusion, improve student engagement, and create a more inclusive learning environment. Students will benefit from clearer guidance on how to get started, how to use course tools, and where to find academic and technical support, which ultimately allows them to focus more on learning and applying environmental science concepts.

Alignment or Engagement Changes Addressed in Course

I made several targeted redesign changes to improve course clarity, engagement, and accessibility, aligned with QM Standards 1, 6, 7, and 8.

For Standard 1 (Course Introduction and Overview), I redesigned the “Start Here” module to clearly guide students on how to begin the course and navigate course components. I added a “Welcome and Course Navigation” page with step-by-step instructions, along with a reorganized module that includes the syllabus, course schedule, instructor introduction, and course resources. These changes ensure that learners are introduced to the purpose, structure, and expectations of the course from the beginning.
For Standard 6 (Course Technology), I improved alignment between course tools and learning objectives. I added a “Technology & Tools Used in This Course” section in the syllabus to explain the purpose of tools such as Canvas, Zoom, Kahoot, quizzes, and discussion boards. I also revised quiz and discussion descriptions to connect technology to learning objectives and added “Purpose of This Activity” statements to clarify how tools support learning and engagement.
For Standard 7 (Student Support), I enhanced access to institutional support services by creating a centralized “Sac State Student Support” page within the Start Here module. This page includes links to technical support, academic resources (such as the Writing Center and Library), and accessibility services, along with clear instructions on how to access these services. These updates help ensure that students are aware of and able to utilize support systems that contribute to their success.
For Standard 8 (Course Accessibility and Usability), I improved course organization and readability by creating a consistent module structure, using clear headings and formatting across all pages and assignments, and ensuring that course materials are accessible and easy to navigate. I also focused on improving readability by organizing content into manageable sections and using consistent naming conventions. These changes help reduce cognitive load and make the course more accessible to a diverse group of learners.

Evidence of Redesign

Evidence of Redesign
Redesigned “Start Here” module with a Welcome and Course Navigation page.	"Technology and Tools Used" description to clarify tool use and learning alignment for each class assignment or activity.	Centralized “Student Support” page with links to technical, academic, and accessibility resources.	Example of consistent formatting and clear structure in assignment design.

Plan for Redesign / Pathway toward QM Certification

At this time, my primary focus has been on strengthening four core QM standards and I have completed the redesign work associated with these areas.
In future semesters, I intend to focus on the remaining four QM standards, particularly those related to alignment (learning objectives, assessments, and instructional materials) and the design of learning activities. This will allow me to more intentionally refine how course objectives connect to assessments and how students engage with content across both asynchronous and synchronous components.
My tentative timeline is to continue making improvements over the next one to two course offerings, using student feedback and course performance to guide revisions. After addressing the remaining standards, I may consider preparing the course for formal QM review.

Faculty Bio
	Dr. Si Gao is an Assistant Professor in the Department of Environmental Studies. She is a soil ecologist whose work focuses on understanding how land management practices influence soil health and functions. Courses Dr. Gao currently teaches at Sac State include ENVS 10 Introduction to Environmental Science, ENVS 149 Agroecology, and ENVS 150 Soil Science & Sustainability. Her current research broadly includes sustainable agriculture and fire on soil organic matter persistence, soil nutrient dynamics, and climate mitigation potential.