Dr. Subocz has more than 18 years of experience in higher education, and she has served in several leadership roles with Walden and Laureate Education for more than 5 years. She is an outstanding leader who consistently demonstrates her passion for Walden, commitment to the success of our students, and dedication to advancements in curricular innovations that improve learning experiences for diverse adult student populations.
Dr. Subocz most recently has served as Walden University’s Vice Provost for Curriculum, Product Strategy, Innovation and Design. She formerly served as Vice President of Product Strategy, Innovation and Design for Laureate Online, where she improved student engagement with leading innovative digital product design and quality program development.
Prior to joining Laureate Online Dr. Subocz served for 13 years in a number of academic and operational leadership roles at the College of Southern Maryland where her commitment to include full-time and adjunct faculty in decision-making and institutional endeavors led to increased engagement and institutional thought leadership in online learning, faculty development, and learning outcomes assessment. As Vice President of Academic Affairs Dr. Subocz led academic units through the 10-year Middle States reaffirmation process, achieving full re-accreditation and enabling faculty leadership in a variety of high-impact student success and goal completion practices. As Chair of the Division of Distance Learning & Faculty Development Dr. Subocz led efforts to fully incorporate Quality Matters standards, ensuring faculty engagement and support in leading online curriculum development.
Dr. Subocz also served as a faculty member at the College of Southern Maryland, teaching courses in mathematics and physics, in both on-ground and online formats. She led the way in bringing online labs to the College, allowing for a full online student experience in the sciences.
She has published numerous papers on teaching, education innovation, and academic quality. She is also a frequent speaker on digital experiences in higher education, academic quality, and leveraging innovation in technology to improve student experience and success.
A first-generation college graduate, Dr. Subocz earned both her PhD in Education, Instructional Design for Online Learning, and her Master of Science in Education from Capella University. She earned a Master of Science in Civil Engineering from the University of Maryland. Dr. Subocz is a graduate of the U.S. Coast Guard Academy, where she earned her Bachelor of Science degree in Civil Engineering before going on to serve 26 years in the Coast Guard and Coast Guard Reserve.
Ph.D. Education, Capella University
MS, Capella University
MS, University of Maryland
BS, United States Coast Guard Academy
Awards / Honors
Innovation Award, Online Learning Consortium , 2018
Geiger, L., Morris, D., Subocz, S., Shattuck, K. (2014). Effect of student readiness on student success in online courses. Internet Learning Journal.
Hamlin, J., Adair, D., Boyd, Collmer, Dominique, Gao, Gearhart, D., Giger, Knowles, Pascarella, J., Shattuck, K., Subocz, S. (2011). Quality Matters rubric workbook, 2011-2013 update.
Subocz, S. (2008). Attitudes and performance of community college students receiving metacognitive strategy instruction in mathematics courses.
Subocz, S. (2007). Tip 104. In Brandon, B. (Ed.), 162 Tips and Tricks for Working with eLearning.
Subocz, S., Schnappinger, C. (2000). Streamlining the United States Coast Guard infrastructure. In Laufer, A. & Hoffman, E. (eds). Project Management Success Stories: Lessons of Project Leaders.
Subocz, S. (2000). The gazebo. In Laufer, A. & Hoffman, E. (eds). Project Management Success Stories: Lessons of Project Leaders.
Subocz, S., Frick, K., Harless, J., Lombardi, M., Moriarty, L. (2019). Creating cohesive digital experiences in higher education.
Subocz, S., Brandt, C., Duncan, N., Scherer, R. (2019). Data for impact: An executive panel on data strategies to drive institutional success.
Subocz, S. (2018). Academic quality in the digital age.
Simpson, S., Subocz, S., Merranko, S. (2017). Playing their parts: Group collaboration in the online and flipped classroom.
Subocz, S. (2015). Good pedagogy is good pedagogy, regardless of modality. Laureate International Faculty Training.
Subocz, S. (2015). How do I decide if my course or program should be blended, online or hybrid? .
Subocz, S., Crawford, L. (2015). Teaching blended and online best practices.
Subocz, S. (2014). Injecting strategic sense into strategic planning.
Subocz, S., Abney, D., Wilson, M., Gates, S. (2013). Workforce and the state of STEM education.
Subocz, S., Reagan, A. (2012). Making the introductory science lab accessible online.
Subocz, S., Kinison, J., Jacobs, R. (2010). Instructional technology sandbox, Parts 1 and 2.
Runyon, J., Subocz, S., Biro, S. (2009). Best practices for online student success.
Subocz, S., Sperry, D. (2009). It takes two: The instructor/teaching assistant partnership in an online course.
Subocz, S. (2009). The adjunct advantage: Teaching realities in the 21st century.
Subocz, S., McCue, J. (2007). Let’s figure this out: Critical thinking in developmental math class.