Honorable Mentions

In addition to this year’s award recipients, the OSCQR Awards Review Committee recognizes several outstanding nominations that reflect meaningful contributions to online course quality, faculty collaboration, and continuous improvement through the OSCQR rubric and process.

Honorable Mention — Individual Achievement

Individual Achievement, Dr. Angela Thering, Adjunct Lecturer/Online Instructor, SUNY Buffalo State University and Instructional Consultant for AI/Technology- Enabled Pedagogy, SUNY University at Buffalo
Nominator: Dr. Andrea B. Nikischer, Associate Professor, Higher Education Administration and Adult Education, SUNY University at Buffalo

Dr. Angela Thering is recognized with an Honorable Mention in the Individual Achievement category for her leadership, creativity, and sustained commitment to advancing accessibility, Universal Design for Learning (UDL), and reflective course design through the OSCQR framework.

Through OSCQR self-assessment and peer review processes, Dr. Thering has demonstrated a thoughtful, iterative approach to course design. Her work emphasizes accessibility, alignment, and learner engagement, resulting in meaningful improvements to course structure, navigation, assessment design, and interaction. Her revisions reflect a deep commitment to inclusive, learner-centered online environments grounded in continuous improvement.

Improvements identified and implemented through her OSCQR review and refresh process included:

Strengthening alignment between learning objectives, activities, and assessments
Enhancing accessibility through use of multiple evaluation tools and improved formatting, headings, and link design
Refining course navigation and module structure for clarity and usability
Expanding interactive learning opportunities and instructor presence through video announcements and guided engagement
Developing and integrating analytic rubrics to support transparency and feedback

Her work also reflects innovation in practice, including the use of generative AI tools to support course design and accessibility improvements, and the integration of multimodal strategies to support diverse learners.

Of her experience, she reflects:

Through this more structured evaluation, I gained insights into accessibility, learner engagement, technical support, and assessment alignment… Even minor revisions can have a major impact on course quality.

In addition to her course design work, Dr. Thering contributes to a broader community of practice through collaboration with colleagues, peer review, and mentorship. Her approach models how OSCQR can support reflective, collaborative, and sustainable improvements in online teaching and learning.

We are pleased to recognize Dr. Angela Thering with an Honorable Mention in the Individual Achievement category in acknowledgment of her meaningful contributions to online course quality, faculty collaboration, and continuous improvement.
February 26, 2026

Honorable Mention — Institutional Excellence

Southern Illinois University Edwardsville (SIUE)
Nominated by Dr. Pamela D. Williams, Instructional Designer & Technologist, Center for Faculty Development & Innovation, Dr. Sarah Laux, Instructional Designer, Instructional Design & Learning Technologies, Information Technology Services, and Jennifer Albat, Associate Director of Teaching Innovation and Learning Technologies

Southern Illinois University Edwardsville (SIUE) is recognized with an Honorable Mention in the Institutional Excellence category for its sustained, systems-level integration of the OSCQR rubric across course design, faculty development, and institutional quality assurance practices.

Since adopting OSCQR as its primary instructional design and quality framework, SIUE has embedded the rubric into institutional processes, tools, and culture. OSCQR informs course development, consultation workflows, professional development, and administrative practices, supporting a coordinated and scalable approach to online course quality.

A distinguishing feature of SIUE’s approach is the integration of OSCQR into shared design tools, including a structured course planning grid that aligns learning outcomes, activities, assessments, and Regular and Substantive Interaction (RSI) across each course.
This tool serves as a “road map” for intentional course design, reinforcing alignment, transparency, and consistency across modalities.

SIUE has also embedded OSCQR principles into syllabus templates and course structures, ensuring that accessibility, interaction, and clear expectations are built into courses from the outset rather than applied retroactively.

The institution’s approach emphasizes collaboration between instructional designers and faculty, supported by shared tools, open resources, and ongoing consultation. This model fosters a culture where course quality is not an isolated activity, but a shared, iterative process grounded in evidence-based practice.

As reflected in their instructional design practice:

The course planning grid, along with the OSCQR rubric, provides a ‘road map’ of the course… emphasizing learning outcomes, assessments, and interaction… both tools serve as rigorous justification for intentional course design.

We also commend Dr. Pamela Williams for completing OSCQR Self-Assessment certification and Dr. Sarah Laux for completing OSCQR Reviewer certification. Their leadership and commitment to OSCQR further strengthen SIUE’s institutional practices and long-term impact.

SIUE’s work reflects a strong commitment to continuous improvement, with OSCQR-informed practices supporting iterative course refinement, faculty engagement, and alignment with evolving standards in online education.

We are pleased to recognize Southern Illinois University Edwardsville with an Honorable Mention in the Institutional Excellence category, in acknowledgment of their sustained investment in faculty partnership, instructional design collaboration, and ongoing efforts to strengthen online course quality.
February 26, 2026

These Honorable Mentions reflect the depth and strength of OSCQR-informed work across the community. Together, they highlight how both individual educators and institutions are advancing online course quality through thoughtful, collaborative, and sustained engagement with the OSCQR rubric and process.

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