Association for Continuing Higher Education

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The Network of Leaders for Lifelong learning


ACHE 2017 Annual Conference & Meeting

Workshops and Concurrent Sessions

Day 2 - Tuesday, October 24



10:45 am -12:15 pm                       Concurrent Sessions 4

4.1  A Course Designed to Help Adult Students Persist
Starting in fall 2016, all undergraduate students enrolled in Stevenson University's School of Graduate and Professional Studies’ online and blended programs have been required to take a course called GPS 200 "Adult Learning Theory & Practice." GPS 200, a writing intensive course, helps adult learners, especially those who are returning to school after a gap, to gain confidence that they can complete their degree successfully and in a timely manner. Four pillars support the structure of GPS 200 as a vehicle for student success. The first pillar is a survey of pertinent theories and concepts related to the success of adult learners including learning theories, theories of behavioral change, narrative theory, self-directed learning, and self-efficacy, which provide exposure to academic discourse. 

The second pillar, application, is comprised of practical strategies for success such as learning to learn, reading, researching, and writing. The third pillar looks inward by addressing self-reflection through personal narrative. The fourth pillar develops essential skills in academic research and writing, while cultivating a sense of community (which has been found to be essential to student success in online programs) in peer-review writing workshops. Individually and collectively, these four pillars provide a platform for increased adult student success. In light of this, GPS 200 is taken early in students' programs of study. During this interactive session, the presenters will discuss each pillar, will share lessons learned, and will share course performance metrics using data and information from the first three semesters that GPS 200 has been offered.

  • Ann M. Solan, Ph.D., Stevenson University
  • Laura Pope, M.A., Stevenson University
  • Mary Skipper, M.Ed., Stevenson University
  • Katie Buvoltz, Ph.D., Stevenson University
4.2 Grant Opportunities and Trends for Continuing Education and Workforce Development

Are grants an option to fund continuing education and workforce development at your institutions? This workshop will discuss recent funding trends, grant opportunities, incorporating collaborations, and proposal best practices for a variety of Federal agency grants, such as the Department of Labor, other public resources, private foundations and corporate grant sources. Come prepared to share and interact with colleagues as we explore innovative ways to acquire grant funding.

  • Kortnay Woods, The College of New Jersey
 
4.3  Leadership Southern Style

This session will focus on leadership lessons learned from the combined 75+ years of continuing education experience found in this panel of former ACHE South Chairs. Moderated by another former ACHE South Chair and current ACHE Board member, the topics for discussion include opinions on the state of continuing higher education nationwide, anticipating changes in the continuing higher education landscape, positioning yourself for advancement (in the field and in higher education), and meeting the challenges of leadership in your units--whether you have the title of leader or not. The panelists will share some successes, some failures, and some things on the horizon. Expect frank and honest discussion since none of the panelists' exes live in Texas.

  • Dr. Rick Osborn, East Tennessee State University
  • Dr. Brian Van Horn, Murray State University
  • Dr. Susan A. Elkins, University of South Carolina – Palmetto College
  • Dr. Amy Johnson, East Tennessee State University

4.4 Every Leader Requires a Team

Being a leader or manager only requires that one hold a position which has a group to which they provide guidance and direction with a goal of "E Pluribus Unum." The professional development trend is typically on identifying leadership styles/traits, attempting to codify characteristics of successful leaders/managers, how to improve leadership/managerial effective and similar topics. The true measure of success in a leader is how effectively the workgroup can function across a broad spectrum of personal diversity, varying experiences and conflicting motivations to successfully achieve the common goal. The most critical tool in developing effective teamwork is constructive communication. During this workshop, participants will discuss why communication is critical, delve briefly into how to become a more effective communicator, and participate in a series of interactive activities to experience the effects of communications on team projects.

  • David Donathan, Ph.D., Springfield Campus – Elizabethtown Community and Technical College
4.5 Flipping the Classroom: Flipping the Experience

This interactive workshop asks participants to flip the classroom in a new and imaginative way. Participants assume the roles of returning adult learners. They are provided a detailed composite student profile as they work their way through a simulated "first day of class". Exercises and open discussion focus on student-selected topics, chosen as tools for improved self-awareness and elevated psychological hardiness. This information is pertinent in all instructional modalities.

  • Dr. Amy Conlan Jordan; Loyola University Chicago
  • Dr. Dianne Dawson- Daniels, Loyola University Chicago
4.6 Outsmart CBE Implementation Challenges: Recognize the Pitfalls and Design Ingenious Solutions

Decision-makers in higher education need to correctly apply CBE research in creative ways to guard against pitfalls and solve the challenges of implementing CBE. This workshop is a unique opportunity to work with Elena Gitin, learning science researcher and statistician, and Laura Seuschek, learning environment designer, to learn about CBE implementation challenges and successful outcomes. In this workshop you will apply what we have learned from research and experience to solve your institution’s particular challenges in creative ways.

  • Laura Seuschek, Wisewire 
  • Elena Gitin, Wisewire
 
4.7 Connecting with Adjunct Faculty

This session will discuss the multiple ways that one institution is connecting with approximately 1000 adjunct faculty located around the United States to offer professional development opportunities and keep them engaged and connected to the institution.

  • Stephani B. Cuddie, Ed.D., Indiana Wesleyan University

4.8  Acting on the Research on Helping Adult Students Persist

Taking action to hep adult students persist is key in today's environment. In this workshop we wil review the current research on adult student persistence and discuss the best steps to help the students persist. Participants will leave with a "waterfront" review and specific ideas on how to help students.

  • Dr. Walter S. Pearson, Loyola University Chicago

2:30 pm-3:30 pm                     Concurrent Sessions 5


5.1 Hijacking the Discussion Board: Creating Fluid Classroom Dynamics and Authentic Learning

Online class discussions can be predictable due to the pre-determined content, especially on discussion boards. While consistency of learning can be an asset, we need to ask ourselves: do these discussion boards stifle fluid learning? This session will discuss some of the pitfalls of pre-determined discussion boards as well as some ways, ranging from low-technology to more advanced methods, for creating fluid discussion boards that are responsive to current events, diverse student learning styles, and move students outside of their comfort zones. The session will also address how critical workplace skills, such as leadership, navigating complexity, problem identification, and solving unstructured problems can be taught through a fluid, imaginative discussion board in a range of disciplines, from business to the liberal arts. Lastly, this session will highlight how having a fluid discussion board, open to faculty and student hijack, creates optimal learning for adult learners specifically. How can you, as a leader of adult learning, foster a culture of fluid learning in your online programs? Attend this session to learn more and cultivate ideas on how to encourage fluid, online learning on your campus.

  • Debra Leahy, New England College of Business

5.2 Present Perfect Future Tense

The post-traditional student of tomorrow is the millennial of today. The mental model of the nontraditional student for most administrators in higher ed is a boomer. How can strategic planing and financial forecasting be fine tuned so that years, sweat and tears are not shed in vain? How can new mental models be updated, shared, and implemented so that our post traditional serving institutions can be at the forefront of creating an educated citizenry once again? Let's talk about what has worked and not worked.

  • Dr. Jo Lobertini, Tusculum College
5.3 Engaging Prospective Students Online and Understanding the Multi-touch Journey

Finding and recruiting the non-traditional audience requires both branding and timely engagement. Whether your students are seeking degrees or taking individual courses, it is critical to be present when these prospects are researching their options. With the rapid expansion of education offerings for non-traditional students, your online presence must be impactful and measurable. In this session we will explore the best ways to target this distinct population across the different channels of their digital life.

  • Melissa Rekos, Carnegie Communications

5.4 How to Measure Success of Your Continuing Education Programs

Learn about measuring your continuing education program and comparing your results to national norms and peer groups with the non-credit bench-marking project. The National Higher Education Bench-marking Institute along with over 20 community and technical colleges across the country created nearly 100 benchmarks to measure continuing education programs including workforce training, life & leisure, adult basic education and contract training. The session will show the benchmarks which include enrollment, course cancellations, staffing, revenues & expenses, marketing expenditures, operating margins and satisfaction. Additionally, it will highlight key findings from the more than 50 college that participated in 2017.

  • Michelle Taylor, The Benchmarking Institute at Johnson County Community College

5.5 Leading Strategic Planning at the Unit Level: From the Ground Up

Strategic planning is a process to help leaders and organizations translate their mission and vision into action and to meet their stakeholders’ needs and desires. Strategic planning typically occurs at the organizational level; however, department or unit managers also have the opportunity to strategically plan within their divisions. Departments as small as one person can incorporate change models to improve the systematic practice of their work. This session will review several models of strategic planning and practical techniques to build a unit level strategic plan. The session will also discuss how to link a departmental plan with an organization plan.
  • Dr. Bonnie J. Covelli, University of St. Francis

5.6 Developing Winning Certificate Programs

Employers are doing more with less and are unwilling to compromise, they are thriving on a hyper talented skeleton staff and are offering entry level jobs but requiring MBA skills. 95% of employers say that they will financially support employees continuing education and spend on average $772B on post secondary education and training each year and yet only 9% of employers maintain a professional development relationship with a college or university. Both employers and the workforce are looking for just in time learning to meet skill gaps. Certificates are becoming the credential of choice to meet these needs. This session will take you through the top 10 steps in developing winning certificate programs to meet employer and employee needs and in doing so increase your bottom line.

  • Paula Hogard, Framingham State University
5.7 Convert a Presentation to a Publication

The Journal of Continuing Higher Education is a premier journal in U.S. dedicated to the field of adult learners in higher education and continuing education. Many practitioners do not think they do anything worthy of publication, but will show off their work in a conference presentation. The journal allows you to share your work with a wider audience. This session will give a step-by-step process for you to convert a presentation into a publication.

  • Royce Ann Collins, Kansas State University
5.8  The Power of Connections: A Study of Accelerated Program Graduates

Adult students who had completed an undergraduate degree in an off-campus, cohort-based accelerated program were interviewed to discover what factors helped them successfully navigate the program. This session will focus on concepts that can be applied to the work of administrators involved in these types of programs.

  • Steven B. Frye, Ph.D., Tennessee Tech University
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