Abstract
As higher education institutions expand online education in the wake of the COVID-19 pandemic, instructional design/course development (ID/CD) teams, units, centers or departments are becoming more commonplace. How will calls for higher education accountability, coupled with decreasing fiscal resources, affect these teams when “COVID panic” dies down? Principles of institutional effectiveness can be used in the assessment of ID/CD teams to justify the team’s existence, combat the lack of knowledge about instructional designers, and drive continuous improvement. An exploratory study of 76 institutions reveals how and why assessment is currently being done and which metrics should be used to assess ID/CD teams.
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