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From Quality Scorecard to Quality Matters: Leveraging Institutional Readiness to Assess Practice and Lead Change

#Twitter: 
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Presenter(s)
Thomas P. Mackey (SUNY Empire State College & Office of Academic Affairs, USA)
Tai Arnold (SUNY Empire State College, USA)
M. Bridget Nettleton (SUNY Empire State College, USA)
Ronnie Mather (SUNY Empire State College, USA)
Kathleen Stone (SUNY Empire State College, USA)
Alexandra Pickett (SUNY, USA)
Additional Authors
Kim Scalzo (State University of New York, USA)
Session Information
October 15, 2015 - 9:15am
Track: 
Institutional Strategies & Innovations
Major Emphasis of Presentation: 
Practical Application
Major Emphasis of Presentation: 
Theory/Conceptual Framework
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Information Session
Location: 
Oceanic 6
Session Duration: 
45 Minutes
Session: 
Concurrent Session 5
Abstract

OLC Institutional Readiness is scaled to assess practices in online learning and to enhance participation in Open SUNY.

Extended Abstract

Presenters: Tom Mackey, Bridget Nettleton, Tai Arnold, Ronnie Mather, and Kathleen Stone
Program Track: Institutional Strategies and Innovations
Type of Session: Information Session (45 minutes)
Target audience: all audiences
Institutional level targeted: Multiple
Title of Presentation (120 characters):
From Quality Scorecard to Quality Matters: Leveraging Institutional Readiness to Assess Online Practices and Lead Change
Presentation Teaser / Abstract (10-25 words):
Institutional Readiness is scaled across the system to assess current practices in online learning and to enhance participation in Open SUNY.
Presentation Description and Goals (1000 words):
One of the advantages of the Open SUNY initiative for participating campuses is involvement in the Institutional Readiness process. This presentation describes the experience from the perspective of SUNY Empire State College as facilitated by system colleagues at the State University of New York (SUNY). As one of the first campuses to benefit from this renewed interest in the OLC Quality Scorecard, we have important insights to share about the ways we leveraged this process to identify gaps, recognize best practices, and lead changes that align with institutional priorities moving into the future. As a mature online program, with expertise at the undergraduate and graduate levels, and both flexible and structured models for online production and delivery, our approach to the institutional readiness process raised many questions about how to manage it to include several different parts of the college. We arrived at a unique solution to facilitate this in two phases, first, including our structured undergraduate online program and School of Nursing, as phase 1, and then our School for Graduate Studies as phase 2. This strategy worked well for our institutional context and provided a unique and iterative method that recognized differences in curriculum, production, and delivery across the college. It also allowed us to build trust among participants related to the goals and outcomes of this process in ways that supported institutional priorities.
This collaborative assessment of our online programs based on the OLC Quality Scorecard involved participation among leadership, faculty, professionals, and governance. The timing was ideal as we expanded our Open SUNY programs beyond our undergraduate Center for Distance Learning to include the School for Graduate Studies and the School of Nursing. In addition, participation from the two new programs offered added expertise related to program accreditation that was helpful as we managed this institutional self-assessment of our comprehensive online efforts. It also promoted a sustained conversation about online strategic planning, identifying priorities and continued opportunities for collaboration among different yet connected areas.
The college wide team we assembled was active in several meetings and developed a best practices collection and defined how we would close gaps for improvement. We examined the 70 Quality Scorecard Indicators related to institutional and technology support, course development and instructional design, course structure, teaching and learning, social and student engagement, faculty and student support, and evaluation and assessment. This process also aligned with a recommendation from faculty in our undergraduate online program and the School of Nursing to adopt the Quality Matters rubric. As an institution we supported the internal use of the rubric through the basic subscription model. By connecting the results of the Quality Scorecard process with our strategic priorities related to curriculum and instructional design across the institution we were able to provide for this nationally recognized, research-based tool to ensure that our blended and online courses meet the highest standards for quality.
This presentation will focus specifically on SUNY Empire State College as one case study within this larger system initiative. This collaborative presentation will outline the methods we followed, including a description of how this was facilitated, which stakeholders participated, the resources needed to enable the conversations, how we organized at the system and college levels, and how this case study differed from other college settings. We will also discuss the results of this assessment, providing details about best practices, areas for improvement, and recommendations for specific change. Presenters will describe lessons learned and specific steps for implementing the recommendations and assessing into the future.
Attendees will be encouraged to ask questions about our case study, share insights about their own experience with institutional readiness, and discuss exactly what is needed to facilitate a similar assessment at their own institution.

Lead Presenter

Vice Provost for Academic Programs in the Office of Academic Affairs at SUNY Empire State College. Published new co-authored book Metaliteracy: Reinventing Information Literacy to Empower Learners (2014) with Trudi E. Jacobson, as well as their forthcoming co-edited book Metaliteracy in Practice to be published in 2016. This presentation includes colleagues from SUNY system administration and SUNY Empire State College that have been actively involved in the Open SUNY initiative and participated in the OLC Institutional Readiness process.