{"id":337,"date":"2021-10-11T22:58:09","date_gmt":"2021-10-11T22:58:09","guid":{"rendered":"https:\/\/blogs.oregonstate.edu\/success\/?p=337"},"modified":"2021-10-11T22:58:24","modified_gmt":"2021-10-11T22:58:24","slug":"scale-up","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/success\/2021\/10\/11\/scale-up\/","title":{"rendered":"Unpacking Two Current OSU \u201cScale-Up\u201d Efforts"},"content":{"rendered":"

by Clare Creighton<\/a><\/p>\n

The topic of \u201cscaling up\u201d has been prominent on the higher education landscape the past few years. Scaling up refers to the act of taking a program, interaction, or idea that is working on a small-scale, or in one area, and increasing the scope of that work, in many cases to serve more students. One of the values of scaling-up existing innovations is that you\u2019re building upon the programs that have already seen successes, rather than inventing new programs that may be unproven. Yet presumably, there are challenges and growing pains to scaling up as well. This summer I had a chance to connect with Dr. Kim McAloney, Assistant Director of Engagement in the Educational Opportunities Program (EOP), and Chris Gasser, Coordinator of the Supplemental Instruction (SI) program in the Academic Success Center, about scale-up efforts they\u2019re leading in their departments.<\/p>\n

Clare<\/strong>: Let\u2019s start with some context. Would you each share a bit about the program you\u2019re scaling up and the size of the scale-up you\u2019re working on?<\/p>\n

Kim<\/strong>: The EOP Bridge is an extended orientation program that brings EOP-eligible students to campus prior to the start of fall term. Students arrive six days early and engage in a range of activities designed to build community and prepare for the transition to OSU. We\u2019re scaling up from 40 students in Fall 2019 to 100-150 students this fall.<\/p>\n

Chris<\/strong>: SI offers academic collaborative study tables for traditionally challenging courses at OSU. This year, we\u2019re more than doubling in size and the number of courses supported. We\u2019re going from roughly 11 courses to 23 courses, and from 16 SI Leaders last spring to 36 SI Leaders this fall, and a full-time assistant coordinator.<\/p>\n

Clare<\/strong>: From your experience this summer, what is making this scale-up possible? What is it about your existing programs that makes the scale-up work?<\/p>\n

Kim<\/strong>: Understanding our history, where we\u2019ve been, and being able to draw on that knowledge. We know what we do, we know that what we do works, and we\u2019re solid with that. We believe in ourselves, we believe in the work, we believe in the relationships that we\u2019ve built, we believe in the pieces in our programs. This isn\u2019t the first time we\u2019ve done some of these things\u2013 we\u2019ve done pieces of this before, we\u2019ve learned and we\u2019re able to carry that with us. I know these things worked and these things didn\u2019t work and we\u2019re able to lean into that.<\/p>\n

Chris<\/strong>: Having a strong foundation in the existing program is essential. There have been a number of moments where I have had to say \u201cI have to move forward with this, I have to trust in what\u2019s there and know that we\u2019re prepared for it, even if on paper it\u2019s not as clean as I want it or had initially hoped.\u201d The blueprint I have for this scale-up is in the solid foundation and the history of the program. I think that plays a tremendous role.<\/p>\n

Clare<\/strong>: It sounds like you both are building off of strong programmatic foundations. What was needed that was new? What else did you discover was necessary that maybe wasn\u2019t in place previously?<\/p>\n

Chris<\/strong>: With the SI scale-up the logistics are only half of it: do we have the people to lead the tables, where will the tables be held, etc. Those are the pieces we often think of in a scale-up. The other element is the relationship building \u2013 building relationship with new SI faculty — folks who have never heard of the program, don\u2019t know if it works. The same is true for students. SI relies on institutional memory. Students are more likely to sign up when they hear \u201cyes, this is valuable, this is worth your time\u201d about SI from peers and faculty, and it takes time to build that awareness for new courses.<\/p>\n

Kim<\/strong>: With the bridge program there are so many more people involved in the layers: students, peer mentors, academic counselors, campus partners, and community vendors. The program is growing three times its size of students and this is a program that works because of small group dynamics and relationship building. You can\u2019t just make the groups bigger. You have to keep the part of the program that builds relationships. Taking the structure pieces and thinking creatively about how to maintain the relationship building and our goals at this larger size. In this case, we use small cohorts to maintain that small-program feel.<\/p>\n

Clare<\/strong>: What kinds of things have you learned that you would pass along to others who are considering scale-up efforts?<\/p>\n

Chris<\/strong>: It\u2019s not as easy as it seems on paper. There is newness to this. It\u2019s a program I\u2019ve known for a long time but I have been surprised by some new challenges and new places I have had to innovate. I think it\u2019s important to not be too attached to how you\u2019ve done things before because you don\u2019t see new ways of doing things. Leave yourself enough time to innovate, to make changes. Leave yourself enough time to account for that. And construct a good team – that makes a world of difference.<\/p>\n

Kim<\/strong>: I think about creativity and innovation, successes and failures. In moving forward with something new, there is some trial and error there. We\u2019re in it for the long haul \u2013 we need to be able to adapt and change and continue to hone as we go on learning not just from our past but learning from our current as well. We want to be able to be adaptable to our current students and current context as well. It was helpful for me to engage with thought partners to help me hold onto the purpose of the program while also engage in the creativity, innovation, and adaptability that allowed me to dream and then execute.<\/p>\n

Clare<\/strong>: Thank you both for your time today. I appreciate the perspectives you\u2019ve shared with campus and best wishes for the rest of the term!<\/p>\n","protected":false},"excerpt":{"rendered":"

by Clare Creighton The topic of \u201cscaling up\u201d has been prominent on the higher education landscape the past few years. Scaling up refers to the act of taking a program, interaction, or idea that is working on a small-scale, or in one area, and increasing the scope of that work, in many cases to serve … <\/p>\n

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