Association for Continuing Higher Education

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ACHE 2017 Annual Conference & Meeting

Workshops and Concurrent Sessions

Day 1 - Monday, October 23


11:00 am - Noon                        Concurrent Sessions 1

1.1 Get LinkedIn or Get Left Out: Use This Conference to Network!

LinkedIn is a powerful networking tool – if you actively use it. The speakers will share their tips, tricks, and advice on using LinkedIn to build your self-brand. Imagine a large LinkedIn network that you can use to find instructors, research and connect with alumni, find new employees, and learn about industry trends. It is all in one place in LinkedIn. This session will be highly interactive and participants will actively assess their LinkedIn accounts (bring your mobile device) to connect with each other and help promote each other’s profiles. If you do not yet have an account, that’s okay too. Come learn more about it. Introverts and extroverts welcomed. We will help you connect. Do not leave this conference without building your network. This session will help you do it.

  • Dr. Bonnie J. Covelli, University of St. Francis
  • Ms. Maribeth Hearn, MS, University of St. Francis
1.2 Understanding the Online College Student
In 2016, an estimated 20.5 million students attended college, according to the National Center for Education Statistics. And according to EdTech, one quarter of those college students are enrolled in online courses. At a time when higher education enrollments are flattening or even declining, online education remains a bright spot. But to stand out in an increasingly competitive marketplace, colleges and universities need to understand how to best serve this population.

The sixth annual Online College Students report, developed by The Learning House, Inc. and Aslanian Market Research, shares the results of a survey of 1,500 prospective, current and recently graduated online college students. Learn how students choose a program, how they feel about alternative credentials, what regrets they have, how quickly they make a decision and more.

  • Andrew Magda

  • Carol Aslanian, Aslanian Market Research, Education Dynamics

 

1.3 Imagine a Job for Everyone: Building Integrated Education and Training Programs for Adults with Special Needs

Imagine a society in which all adult learners, of all abilities, are able to become effective participants in the workforce. Come to this session to learn about an Integrated Education and Training Program being launched with an adult special needs population in Southeastern Pennsylvania. This IET model is designed with a competency-based curriculum which aligns specific learning objectives with a designated career outcome. Both noncredit and credit programming are embedded into this model. The intention of this program to prepare each individual participant for job placement in the fields of healthcare, janitorial, hospitality, and retail.

  • Dr. Margaret Bacheler, Penn State Brandywine
1.4  Bachelor's Degree Completion Programs for the Incarcerated: A Case Study
   
This session will explore the societal impact and inner workings of bachelor's degree completion programs for the incarcerated. The session will provide an overview of prison education initiatives with a focus on how such programs reduce recidivism through rehabilitation. Using California State University, Los Angeles' bachelor's degree completion program offered at California State Prison Los Angeles County as a case study, the presenters will share their experiences with and insights from developing and launching California's first-ever, in-person degree completion program offered at a California State Prison. The discussion will specifically focus on program development and curricular considerations, funding opportunities, pedagogical challenges, implementation of prior learning assessment models, advisement and student services, and navigating federal and state agencies to ensure program continuation.

  • Eric A. Bullard, Ph. D., California State University, Los Angeles

  • Tiffany Lim, California State University, Los Angeles

1.5  From a Hunch to Reality: Starting a Lifelong Learning Institute from Scratch

This session will cover how Texas Christian University started the TCU Silver Frogs Lifelong Learning Institute from the bottom up and how it has thrived in only five semesters. From conceptual frameworks to logistical challenges, the Silver Frogs have become a force within the University community. Seasoned, new, and future programs are welcome to share their challenges and successes in this interactive session.

  • Julie Lovett, Texas Christian University
1.6 What Not To Do With Your Advertising (if you want to recruit students)

Just like popular programs about “What Not to Wear” and “What Not to Do on a Job Interview,” What Not To Do With Your Advertising (if you want to recruit students) will help ACHE attendees be aware of some common mistakes made with media buying and management - which are costly and a waste of valuable time.

  • Jim Paskill, Paskill Stapleton & Lord

1.7  What's the Secret Sauce?

As a consultant in higher ed, Mickey Baines has served as the "Interim" enrollment officer at four different institutions. Of course, there's never a great scenario of booming enrollments when he arrives on campus, but fortunately, there have been dramatic changes in those trends by the time his work is done. So what's the secret sauce, and how can you apply it to your unit so you never have to pick up the phone? Join Mickey for 60-minutes and walk through the various scenarios he's entered and review the plans he created to turn things around.

  • Mickey Baines, Kennedy and Company

1.8  What’s Now: Contract Training

If you aren’t doing contract training, you need to be. Businesses and organizations are making a push to improve their employees and Continuing Education needs to be the provider of those programs. Learn how to prepare your program offerings to go out to your community and offer then as custom and contract programs.

  • Emmanuel Saris

1:30 pm - 2:30 pm                       Concurrent Sessions 2


2.1  Assessing and Enhancing Online Faculty Performance

Despite significant increases in online enrollments, little empirical work has been published regarding the assessment of online faculty performance. This session will present the model of faculty training and evaluation currently in use at the College of Online and Continuing Education at Southern New Hampshire University. A discussion of the relationship between faculty performance and student success will follow. Brief active-learning exercises will facilitate the discussion of how to implement best practices for faculty assessment.

  • Marc Wilson, Ph.D., Southern New Hampshire University


2.2  Imagine I Knew Then What I Know Now!

Continuing Higher Education is in a constant state of flux. As a result, administrators never know when their programs and their positions might be reorganized, consolidated, or eliminated. Please join these “seasoned” professionals as we describe our journeys after finding ourselves unexpectedly in the job market due to “refocused priorities.” What do mid-level to upper level administrators need to do to be prepared for these situations? What can you do before “it” happens, and what are good strategies after “it” happens?

  • Dr. Terry Ratcliff, Pacific Oaks College
  • Dr. Roxanne Gonzales, New Mexico Highlands University
  • Paula Hogard, Framingham State University
  • Dr. Bill Boozang, Boston College


2.3  Practices for Workforce Development and Planning for Non-Traditional Healthcare Professionals

This workshop will present facts, objections, theories, and comparative analysis on targeting the problems as well as providing practices and solutions for workforce development and planning for non-traditional healthcare professionals. The significance of this research will help conclude and disseminate knowledge around the bias practices hiring professionals take on the rigor of academic professionalism of non-traditional higher education. The outline will include research from public policy, healthcare management, theories of self-conceptualism, and concurrent hiring practices in the workforce. The goal of this research is to create better practices and generate career possibilities for non-traditional healthcare professionals in the workplace.

  • Dustin Bessette, Post University

2.4 From Face-to-face to Blended: A Model for a Program Launch

In the Fall of 2017 The School of Continuing and Professional Studies at Loyola University Chicago will move to a fully blended model for all on-campus courses. With this move, all of our courses will be offered in a either a fully online or a fully blended format. This presentation explains the decision-making process and preparation for the launch, including: -History and rationale -Student input -Faculty buy-in -Training and support for faculty -Policies, guidelines, and scheduling.

  • Jeanne Widen, Ph.D., Loyola University Chicago

2.5  Extended Education Fee For Service- A Defensible Model

Extended Education units often come under scrutiny and skepticism when it comes to charging fees for services to campus partners for offering academic and training programs. Learn how California State University-Dominguez Hills College of Extended and International Education created a defensible model for tuition, fees and administrative costs associated with operating the completely self support college. The session will encourage discussion among attendees on how they charge for services and what percentage is returned to the university and other stakeholders.

  • Kim McNutt, California State University Dominguez Hills

2.6 Creating a Student Ambassador Community

Initiated in the summer of 2015, the Student Ambassador program at Loyola has been off to an amazing start with more than 40 active student and alumni participants, with numbers continuing to grow with each passing term. These volunteer leadership positions are filled by students and alumni who have been recommended and selected by faculty and staff to serve as liaisons to new and prospective SCPS students, providing assistance to these individuals as they transition to the college environment at Loyola University. The journey to return to college can be an overwhelming and intimidating feat, and having leaders serve as guides throughout this process has provided these students with the support they need to be successful. Outcomes: Through this session, you will learn: Practical strategies to launch your own student ambassador program to serve as supports for your current, new, and prospective students Ways to foster a student community, including remote and non-traditional students Strategies to foster student leadership for adult students. Target Audience: Target audience: staff and faculty who support and encourage student engagement.

  • Natasha Teetsov, Loyola University Chicago
  • Cory Bright, Loyola University Chicago
  • Russell Bright, Loyola University Chicago

2.7 Personalizing the Admissions Process for Non-traditional Students

How do you double full-time enrollment, dramatically increase retention, and degree completion among adult (non-traditional) students? By personalizing the admission, registration, and financial aid processes (beginning with the initial inquiry), while ‘educating’ the prospective adult student from first contact positive results were increased. In this session, Nereida will discuss how Concordia went about all of this for nontraditional adult students ages 25+ (average age range 35-39) and how it has worked to dramatically improve results. Attendees will receive actual packets of the information the prospective adult receives during a personal appointment with an admission staff member.

  • Nereida Quiles-Wasserman, MS, Concordia College - NY

2.8  Using Analytics to Help CE Units Discover Opportunities, Increase Enrollments, and Inform Decisions

Administrators from BYU Continuing Education share recent experiences of using "big data" analytics, dashboards, and never-before-possible reports generated by Tableau Software (a data visualization application licensed by the university). This tool, and innovative use of business intelligence, helps them discover new information about their students, overlooked enrollment opportunities, the effects of online classes on student choices about majors, and other critical elements of their work resulting in increased enrollments and better informed decisions. A new department within BYU Continuing Education responsbile for Assessment, Accreditation, and Research (AAR), which includes two analytics experts, was created to consult 12 other CE units on how to better use their data by building warehouses, DiscoverBoards (dashboards), and VitalSigns (scorecard metrics), customized to the needs (and the data) of the departments. This presentation will showcase some of this department's recent work for the BYU Salt Lake Center, Department of Independent Study, and BYU Online.

  • Scott L Howell, Ph. D., Brigham Young University
  • Jon Spackman, Ph. D., Brigham Young University
 

3:00 pm - 4:00 pm                       Concurrent Sessions 3

 
3.1 The Future of the the Online Enterprise

In this session, we will review trends In online education delivery nationwide and highlight what these trends mean for the strategies employed by individual institutions. How will changing demographics affect the online enterprise at colleges and universities? What will the future of outsourced online education (to online program management providers) be? We will review how the relationships with online program management providers is changing, (and how it's not.) We will also look at how statewide initiatives may change the competitive dynamics of online educational offerings.

  • Benjamin Kennedy, Kennedy & Company

3.2  Engaging Prospective and Current Nontraditional Students through Social Media

Building community with our prospective and current students (in and out of the classroom) can be challenging with nontraditional student populations. The speaker will share various social media tools that our institution has used in the classroom, in the recruitment of students, and in engaging alumni. Tools include the use of LinkedIn groups (alumni and recruitment), blogs (in the classroom and recruitment), Skype (in the classroom and recruitment), Facebook ads (recruitment), Reddit (recruitment), and more. The session will focus on specific ways in which we have implemented these media, and will seek ideas from the audience on other innovative ways to connect.

  •  Dr. Bonnie J. Covelli, University of St. Francis
3.3  Developing a Coaching Mindset for Student Success

With increasing scrutiny being placed on colleges and universities to improve graduation rates, higher education institutions face the formidable task of developing strategies that enhance student success. Since faculty significantly influence student success and a need exists to develop techniques the support and motivate students to complete degree programs. Faculty coaching provides a platform for engaging students encountering academic and personal challenges that threaten degree completion. The objective of this interactive, session is to explore approaches to developing a coaching mindset that facilitates student matriculation and retention. The presentation will define a process for developing a coaching model and techniques for integrating the model into practice. Upon completion, participants will learn the necessary skills required to implement faculty coaching at their institutions.

  • Dr. Mario Jackson, Strayer University
3.4 “Blank” Development: You Should Be Offering It

Whether it is workforce, professional, or personal, you should take advantage of the current demand for a trained workforce since the supply is running low. We won’t go into too much economics, but we will dive into funding sources, key programs, and understanding how to offer the appropriate programs for your region. For those already offering these types of programs, we will also review pricing and profitability.

  • Emmanuel Sarris, Jenzabar

3.5  Enrolling to Retain: 5 Strategies to Improve Online Student Growth and Persistence

Engaging a potential online learner who will persist to graduation requires a strategic approach to the enrollment process. In this session, learn five strategies for developing and implementing a successful enrollment process that is geared toward graduating students. Attendees will learn key strategies to help implement an “enroll to retain” philosophy at their institutions. Topics that will be discussed include: Setting clear expectations Monitoring data trends Making connections to resources Building retention-based scholarships Designing financial aid plans during the admissions process.

  • Julie Delich, MS; The Learning House, Inc.
  • Kimberly Craig, Concordia University

3.6  Refining Prior Learning Assessment Programs to Promote Portfolio Completion and Student Success
Even though it is clear that participation in Prior Learning Assessment promotes degree completion, it is a fact that a minority of adult students pursue PLA. Of those who begin a PLA process, many do not complete it. This is true for every form of PLA, but it is especially the case for programs that require students to write portfolios to earn course and/or general elective credit. This was the dilemma faced by Lewis University's School for Professional and Continuing Education (SPCE) in 2014. Two years after the implementation of a new portfolio process, only 40% of the students who successfully completed the introductory course submitted portfolios for assessment. This presentation explores how SPCE responded to this challenge through instructional changes and programmatic adjustments, aiming for 100% completion rates. After a brief presentation about the interventions designed by Lewis University’s PLA program, the session will facilitate an exchange of ideas so that participants can collaborate and share how their programs have responded to these challenges. Outcomes of the conversation will be shared with participants after the conference, and the facilitator will keep the dialogue going, so that we build a network for knowledge sharing about PLA.
  • Dr. Anne Rapp, Lewis University

3.7 A New Theoretical Model for Prior Learning Assessment

This session is designed to explore a new theoretical model for Prior Learning Assessment. The presenter will discuss application of the model for adult educators that have or will develop prior learning assessment courses in higher education. The session will explore various conceptual and theoretical frameworks designed to acknowledge college level and credit worthy prior learning from outside the confines of the college walls.

  • Matt Bergman, Ph.D., University of Louisville

3.8  Gazing at the Past to Get to the Future: Imagining a Journey in Continuing Higher Education

Learning the ins and outs of the world of continuing higher education is a journey. Taking the pathway forward from the beginning of an education career to the fork in the road at retirement is filled with many side paths, speed bumps, and caution signs. Come with me, as I replay my journey and imagine all the insights and highlight the pathway forward for continuing educators.

  • Robin Plumb, Ed.D., Retired, Southeastern Oklahoma State University.

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