ACHE is excited to announce that our team of keynote speakers for the 2016 ACHE Conference & Meeting has been finalized. These individuals are all distinguished thought leaders who strive to innovate, transform, and provide excellence in service.
Look for more information about each of these individuals and their speaking topics in coming weeks, and don’t forget to visit our conference website to register to attend!
F. King Alexander, President, Louisiana State University
A Kentucky native who grew up in north Florida, F. King Alexander has enjoyed a long career in higher education that includes many accomplishments and honors.
Alexander has been asked to represent public higher education colleges and universities on numerous occasions to the United States Congress on issues of college affordability, student indebtedness, and institutional efficiency and effectiveness in efforts to address many of the growing challenges facing American higher education. Due to his national recognition and involvement on higher education issues, Alexander has served on numerous U.S. higher education and statewide organizational leadership boards where he remains very active. He was named the president of Louisiana State University in 2013.
Before accepting his current position as president of Louisiana State University, Alexander served as president of California State University, Long Beach (2005-2013), one of the nation’s largest public universities located in Southern California. During his more than seven-year tenure there, Alexander was twice named the California State University Association (CSSA) “President of the Year,” which represents all 23 California State Universities and its more than 440,000 students.
As a teacher and administrator, Alexander received the University of Wisconsin-Madison School of Education Alumni Achievement Award (2002). He has research university faculty affiliations at the University of Wisconsin-Madison Center for the Study of Postsecondary Education (WISCAPE) and Cornell University Higher Education Research Institute (CHERI).
Alexander received his Ph.D. from the University of Wisconsin-Madison in higher education administration with a focus on finance and educational policy analysis, and a Master of Science degree from the University of Oxford, Oxford, England in comparative educational studies. Alexander and his wide, Shenette, have three children: Kylie, Savannah, and Madison.
Kim Weitkamp, Owner, TreeHouse Artists
Humorist, keynote speaker, presenter, coach, singer, songwriter, producer, and spoken word artist. Kim Weitkamp might be known by many titles, but one theme ties them all together: Story.
For more than 23 years, Weitkamp has been helping educators, organizations, and businesses utilize the power of story.
Weitkamp has been a keynote speaker for some of Forbes most recognized companies and has been the closing speaker for many high profile charity events, helping organizations reach their financial goals. She regularly works as a coach and consultant for companies and nonprofits such as Purina, Nestle, Edward Jones, Habitat for Humanity, Feeding America, International Storytelling Center, and many others.
Weitkamp speaks and performs to tens of thousands of people each year. She is a storyteller at the top of her craft, and whether the story is tucked into a speech, performed from stage, or used as a tool for learning, Weitkamp blends her mastery of humor, story, and communication into her presentations, making them entertaining, enlightening, and educational.
She is a recipient of the prestigious Leadership in Communication Award from Toastmasters Int’l, the Blue Ridge Excellence in the Arts Award, and several Storytelling World Awards. She is the owner of a design company, Treehouse Artists, and a record label, Road Candy Records. She has written, produced, and recorded eight audio collections, six of them award winners. She is also the founder of the Wrinkles Project and creator of the Peace by Piece project in conjunction with the Taubman Museum of Fine Art.
Zach Stone, Cofounder and Chief Strategy Officer, Red Kite Consulting, Inc.
Having spent 16 years as an educator, mediator, facilitator, and corporate coach, Zach Stone has worked in the juvenile justice system, the NGO and nonprofit sector, the private sector, and has trained more than 5,000 first responders in the medical, transportation, and social services community.
Stone helped found the world's first workforce development based resiliency building firm that uses methods built in war zones to help professionals in the harshest jobs to survive and thrive.
He has been a featured lecturer for the Association for Conflict Resolution, the International Coaching Federation, the American Public Transportation Association, the Department of State, and the International Trauma Conference. He has been featured by Apple Inc. twice for innovation in the field of training and education, and he recently developed and delivered curricula for the Department of State-sponsored program, the American Field Service, in both New York City and Washington D.C.
Stone holds a degree in counseling and behavioral health from Drexel University, certificates in crisis intervention and human services, and is a graduate of the Entrepreneurship and Organizational Development program at Babson College and Goldman Sachs. He is passionate about the use of martial arts to help heal trauma, and he loves adventuring with his wife and Akita Shepherd through New England whenever they have the chance.
Before implementing Entrinsik Enrole, the Continuing Education department at Texas A&M International University (TAMIU) were managing the registrations and payments using only their Touchnet® storefront. Capabilities were limited and employees spent a lot of time on repetitive, manual data entry.
After researching several other products for budget and essential features, TAMIU purchased Enrole. Implementation and training was very quick and TAMIU started using Enrole right away. “We literally went live in 10 working days,” said Kimberly Martin del Campo, former Director of CE.
With Enrole, staff at TAMIU saw an immediate improvement in their daily workloads. Information, students, and classes are entered into Enrole once and the data dynamically populates the external shopping cart and portals, eliminating duplicated effort. “We have to add classes all the time, which is really easy now with Enrole. We added maps, syllabus info and links onto the customer cart. I don’t think there’s one feature we are not using,” said Jacqueline Arguindegui, Associate Director, CE.
Creating and viewing data is an easy task with Enrole’s integrated reporting tool. “It’s fantastic. When it comes to reporting, you’re not having to go to two or three other systems in order to pull reports, you can create one report and it pulls everything.”
This Five Minutes post is sponsored by Entrinsik, an exhibitor for the ACHE 2016 Annual Meeting & Conference.
Whether returning for basic skills, professional certifications, or degree completion programs, adult learners are becoming more prevalent on today's campuses. These learners bring with them unique characteristics and skill sets, and have different wants and needs than typical college students. We are pleased to announce that we are partnering with the School of Education at Regent University to bring a session over this very topic to our Summer Webinar Series.
The key to successful programs and satisfied adult learners lies in understanding what motivates them. During this session, a leader in higher education will discuss the unique characteristics of adult learners and of those who teach them.
During this webinar, Don Finn will provide:
For more information about the webinar and how to register, please visit the webinar event page. Members can also view resources from past ACHE webinars by visiting our Webinar Catalog.
Please join us July 27 at 1:00 pm Central Time to participate in this lively professional development opportunity.
Click Here to Register
About the Speaker
Don Finn, Ph.D. is Dean of the School of Education at Regent University in Virginia Beach, Virginia. He has been an educator for more than 25 years and specializes in adult learning. Don currently serves on the board of directors for the Commission on Adult Basic Education (COABE) and has served on other state and national boards and committees. He has consulted with local, state, and national organizations on effective adult learning principles and has provided professional development opportunities for these groups and stakeholders. Additionally, Don has presented in numerous state, regional, and national conferences on topics related to working effectively with adults in various learning settings. Don holds a B.S. M.S. in Education from Radford University and a Ph.D. in Adult Education and Organizational Development from Virginia Commonwealth University.
ACHE held our inaugural Emerging Leader Institute June 12-16 on the campus of Loyola University Chicago in the heart of the Windy City’s downtown. The Institute was an exciting event that provided higher education professionals with the opportunity to meet with leaders in higher education innovation, network with other emerging continuing education leaders from across the country, and sharpen focus on professional pathways in higher education.
For the first inaugural session, we welcomed 15 emerging leaders from across the continuing higher education spectrum in our initial cohort. These included professionals in the fields of higher education and continuing education, among others.
During the three-day institute, participants attended sessions led by higher education leaders and participated in supporting seminars for professional development. Each day of the Institute highlighted a different keynote speaker who introduced a distinct and valuable perspective for consideration.
For the first keynote, Dr. Paula Peinovich spoke on the topic of “Composing a Career as a Leader.” Throughout the session, Peinovich described to the participants how she developed a personal “mission” focused on serving underserved adult learners, a mission that eventually led her to the helm of the National Labor College. She has devoted her career to institutions that have a mission of access for underserved adult learners and are themselves agents of social change.
In developing her talk, Peinovich wrote in her session summary that she was inspired by Mary Catherine Bateson’s book, Composing a Life, in which Bateson observes that “it is no longer possible to follow the paths of the previous generation” (p. 2). Peinovich wrote, “this is especially true in higher education, where the landscape is now changing at an increasingly frantic pace: not in a generation or even a decade but rather almost annually. Careers, therefore, can seldom be defined by a single goal derived from paths of the past, or even a fixed group of goals. Leaders must grow into wisdom and find their way in a fluid and ever-changing world, without becoming aimlessly lost.
Following the keynote, afternoon facilitators included Dr. Jim Pappas from the University of Oklahoma and Jan Asnicar, Senior Vice President and Managing Director at EFL Associates. Pappas talked with participants about strategies to get a seat at the table with other administrative and academic departments on campus, while Asnicar held a workshop titled “What Employers are Looking For.” Her workshop focused on positioning and marketing oneself for future professional opportunities. Participants ended the day by meeting one-on-one with Asnicar in individual reviews of their résumés and CVs.
Loyola University Chicago’s Dr. John Pelissero began day two of the Institute by leading an open discussion with the participants on the topic of applying key leadership principles to their own careers. Pelissero reflected on his path from Army officer to faculty member on to his current position as interim president of Loyola University Chicago. He asked the participants to envision their personal paths and what those paths might look like.
After Pelissero’s keynote, Walter Pearson from Loyola University Chicago began the day’s skill-building activities with a workshop titled "How to Hire Good People and Help Them Succeed." Then, Dr. Roxanne Gonzales of Clarion University challenged participants to assess themselves and their personal leadership styles and philosophies during her session “Leadership: Assess Self and Your Road Ahead.” Day two closed with Walter Pearson facilitating an interactive session on ways emerging leaders can better serve adult students.
For the last keynote of the Institute, Dr. Roger Maclean from The University of Montana spoke on an increasingly relevant topic—"Power, Scarce Resources, and Life Balance." His session included discussions of institutional culture, leadership power and influence, dealing with change and scarce resources, negotiating challenges to navigate success, and strategies for work/life balance.
Team Building and Final Thoughts
On each day of the Institute, participants were invited to engage in various networking and team building exercises. These ranged from formal meetings at Loyola University Chicago, to informally gathering for dinner, a baseball game, and at various locations in the Windy City. Throughout the event, the cohort developed valuable relationships with their peers and shared insights and experiences that will help them continue to grow into their roles as innovative higher education professionals.
Kathy Burkholder, an ELI participant from Kansas State University, said after the Institute, “I learned a lot and appreciated the diversity of our cohort. The speakers and leaders were top notch, each day ‘flowed’ easily into the next, and the overall agenda was well thought out.”
Want to share your experience from the Emerging Leader Institute? Please feel free to comment below or connect with us at email@example.com. Photos of the event can be found on the ACHE Flickr account as well as on our Facebook and Twitter pages.
The academic year has come to a close and the summer sun is high. Now is the perfect time to start thinking ahead about how you want to spend the next academic year furthering your education goals or professional development—and we’re here to help.
Each year, ACHE funds grants and scholarships that encourage research, educational attainment, and professional development in the field of adult and continuing higher education by supporting graduate students, staff, and programs in this area. Recipients of these awards have been some of the best and brightest in the field of continuing education. Put simply, recipients of ACHE grants and scholarships have been those just like you.
ACHE members or those with sponsorship from an ACHE member institution can now apply for one or more of ACHE’s scholarships and grants, which are intended to help fund members’ educational or professional goals as well as help us accomplish our own—to promote new knowledge, student success, and innovative practices in the field. This is your opportunity to gain recognition for your work, contribute to the continuing education conversation and your organization’s success, and to gain the support you need to make innovative discoveries and progress in the field.
If this is your first time applying, there are several award opportunities from which you can choose. In 2016, ACHE will offer six different grants and scholarships ranging from $1,000 to $1,500.
Alex Charters Research Grant
Open to: ACHE members who have maintained a membership for at least one year immediately preceding application or doctoral students with sponsorship from an ACHE member institution
Focus: Research in adult and continuing higher education
Submission period: May 15 - July 31, 2016
The ACHE Alex Charters Research Grant promotes the development and dissemination of new knowledge, theories, and practices in adult and continuing education. In 2016, up to two grants of $1500 each may be awarded.
Wayne L. Whelan Scholarship
Open to: ACHE members who have maintained a membership for at least one year and are studying in the field of adult continuing higher education
Focus: Graduate study in adult and continuing higher education
Each year, the Association awards one scholarship to a deserving member who has held membership in ACHE for at least one year immediately preceding application and who is engaged in graduate studies on either a full-time or part-time basis. In 2016, one scholarship in the amount of $1,000 may be awarded.
Graduate Student Conference Grant
Open to: ACHE members who have maintained a membership for at least one year immediately preceding application and are working in the field of adult continuing higher education
Focus: Travel to and attendance at the ACHE Annual Conference for a graduate student having a focus in the field of adult and continuing higher education
The ACHE Graduate Student Conference Grant provides financial support to graduate students interested in attending the annual ACHE meeting. The grant covers the awardee's conference registration fee, travel and lodging up to a maximum of $1,500.
Memorial Staff Development Grant
Open to: Staff from an ACHE member institution that has maintained a membership for at least one year immediately preceding application. The staff member’s primary focus must be adult continuing higher education.
Focus: Travel to and attendance at an ACHE professional development event for a staff member from an ACHE member institution whose primary focus is the field of adult and continuing higher education
Submission period: May 15 - July 31, 2016
Each year, ACHE awards one grant in an amount not to exceed $1,500 for a CE staff member to attend an ACHE professional development event in order to further their professional development growth and hone their skills.
Open to: ACHE Institutional Members who have maintained a membership for at least one year immediately preceding application and are applying the funds toward a program with focus on adult continuing higher education
Focus: Programs in adult continuing higher education
Submission period: Rolling
A member institution can apply for an Institutional Minigrant to support a special initiative, project, or research effort that would advance the delivery of continuing education. The maximum award amount for an Institutional Minigrant is $1,500.
Dear ACHE Colleagues,
Greetings from Framingham State University in Massachusetts. June is upon us and it is time to share the results of the ACHE 2016 Election.
First, let me express my deepest appreciation for all of the candidates who ran for ACHE national leadership positions this year. Although only one candidate for Vice President and two Board Directors could be selected, all of the leaders on the ballot showed great enthusiasm to continue their dedicated support for the association.
It is with great pleasure that I announce the newly elected Vice President and Directors at Large for ACHE:
Pamela J Collins, Academic Dean and Executive Director at Philadelphia University
Directors at Large
Tina Marie Coolidge, Manager, Academic and Support Services Center Academic Advisor for Nursing Undergraduate Program at Drexel University
James E. Shamlee Jr., Program Coordinator, Military Services & GoArmyEd POC at The University of Alabama
We welcome the new members of the Board and Vice Presidency and we feel privileged to be guided by the commitment and leadership that they offer to the association.
Thank you for all you do in our field.
ACHE President, 2016
The ACHE Spring Regional Meetings have concluded and I am back on campus. My travels took me to Durant, Oklahoma; Chicago, Illinois; Ocean City, Maryland; Charleston, South Carolina; and Hooksett, New Hampshire. Each region had its own unique conference theme with outstanding presentations and keynote speakers. Common to all regions was the dedication and commitment of ACHE members to our profession, to our communities, and the students we serve. ACHE is a volunteer organization; it would not exist without the hard work of its members. My heartfelt thanks go out to all who worked so hard to make each of the Regional Conferences so successful and productive.
For me, this is an emotional time of the year. It’s that time of the year where we hear through our commencement ceremonies stories of lives changed. We know the stories because we have worked alongside many of the graduating students, doing what we could to help them overcome obstacles and stay the course. Who among us does not melt at the look on the faces of children standing proudly to clap and cheer parents, grandparents, aunts, and uncles who stand as role models? This is when we know we make a difference through the work that we do.
Preparations are well underway for ACHE’s 2016 Annual Meeting & Conference which will take place October 17-19 at the historic Hotel Monteleone in New Orleans. This year’s theme is “Innovation, Transformation, and Service in Higher Education: Creating Pathways to the Future.” Registration is now open, and you can find out more and register at acheconference.org. Please mark your calendars for October. I look forward to meeting you all in New Orleans.
ACHE is excited to collaborate with Kevin Schwenker of Schwenker & Associates to bring you the next installation of our 2016 Webinar Series on June 1. Kevin, a management consultant, will be presenting on a topic that has taken education organizations by storm—mentoring.
You’ve probably heard of mentoring and might have even considered using it in your organization. Often, however, there is confusion about what mentoring really means, what support it requires, and what kind of direction it needs to be successful. This session will teach you everything you didn’t realize you needed to know about mentoring and how to make it work for your institution. Attendees will leave with a greater understanding of the opportunities mentoring presents to educators and a firm understanding of its potential to be used as continuing education to your target markets.
For more information about the webinar and how to register, please visit the webinar event page. Members can also view resources from past ACHE webinars by visiting our Webinar Catalog.
Please join us June 1 at 1:00 pm Central Time to participate in this professional development opportunity.
Kevin Schwenker, FCMC, OES, has been consulting to management in the fields of strategic planning and change implementation, human resources talent development and project management and since 1986. He has led a wide range of multi-faceted consulting projects locally, nationally and internationally, for private, public and not-for-profit sector clients.
In addition to his consulting portfolio, Kevin is an instructor with the MBA program of the Sobey School of Business, Saint Mary’s university. He has also taught internationally, serving as an adjunct professor at a private management graduate school in Chennai, India.
Kevin has a history of mentoring to youth; especially young entrepreneurs where his expertise and dedication has played an instrumental role in helping launch young and emerging entrepreneurs’ careers and businesses. He was recognized by Futurpreneur Canada (a national, not-for-profit organization which provides funding combined with mentoring services to entrepreneurs) as the National Mentor of the Year in 2010. And in 2012 was awarded a Queen Elizabeth II Diamond Jubilee Medal for his volunteer work as a mentor to young entrepreneurs.
He has designed and delivered a number of introductory courses and in-depth workshops on Mentoring. This has included workshops for delivery through Continuing Education in Canada. As a result, he was hired to deliver an Executive Level workshop to the ACHE Board and was also an invited workshop speaker at the ACHE national conference in St. Louis in November 2015.
This piece was written by Trey Mireles, newsletter editor and a primary consultant in the area of faculty development for the Council for Accelerated Programs (CAP).
Recently I was grocery shopping with my family and a smiling young woman approached me. She was excited and spoke so quickly I didn't catch what she was saying at first. My wife gave me a funny look, one I've seen before, a knowing look that helped me understand what was happening. The young woman was a student from an online course I had previously taught and as she relaxed I was able to hear more of her story.
During the semester she had reached out to me. She was concerned she couldn't be successful in the course. Why? Because life had gotten in the way. At that time she was balancing the costs and the benefits of continuing the course and by reaching out to me she was considering another component of this analysis... she was engaged in what social psychologist refer to as the Social Exchange Theory where she subconsciously was weighing the costs and benefits of continuing not only the course, but her relationship with me as her instructor.
The Social Exchange Theory:
The Social Exchange Theory is an often subconscious (and sometimes conscious) analysis of the costs and benefits in a relationship. If the benefits outweigh the costs we maintain the relationship. Many factors go into these personal and professional relationships and each of us places different value on each factor.
While each of us places different value on each unique factor in our relationship, there are a few factors that consistently come up in education:
Benefit 1 - Caring
While we had never met in person the student recognized the empathy I was feeling. Students will do everything they can to succeed if they perceive their instructor cares about their success.
Benefit 2 - Passion
Passion is contagious. Be passionate about your content, your teaching and your students and that passion will be picked up by your students.
Benefit 3 - Structure and Organization
The most significant cost in a teacher/student relationship is frustration. Students should become frustrated however they should become frustrated by the content, not a lack of structure and organization in the course. Organization and structure allows the teacher to focus their frustration on content and providing resources to help them succeed you increase learning - research shows a little stress improves learning.
Benefit 4 - Flexibility
Be structured to be flexible. Being structured allows the instructor to be flexible as well. Using backwards design I can create courses where I focus on what students need to know. By doing so, I was able to be flexible with the students whose lives get in the way. I can ensure they are learning even if it doesn't happen within the traditional patterns and timelines I have set up.
Maximizing benefits such as caring, passion, structure/organization and flexibility are integral to student success. The same principles of the Social Exchange Theory and these four benefits in particular can be applied to other aspects of education as well.
Administration and Management:
Think of the best supervisor you have ever worked for. Now think of the worst supervisor. What was different? It's likely that the benefits greatly outweighed the costs with the best supervisor and the opposite was true for the worst. If you are in a management position focus on maximizing the benefits in your relationships with employees through caring, passion, structure and flexibility.
Advising and Student Support:
Whether it's an 18 year old traditional student, a returning adult interested in the flexibility of hybrid learning or a student whose several states away in an online program all students need to be feel supported. By investing in advising and student support models that maximize the benefits in the relationship between the student and the college you will increase persistence and retention.
In faculty development, the teachers become the students. Model for them how caring, passion, organization and flexibility can change the relationship and the dynamics in the classroom.
Trey Mireles is the interim Director of Psychology and Faculty Development at Bay Path University and a 2014 recipient of the Council on Accelerated Programming (CAP) Excellence in Teaching Award for his work as a Psychology Instructor in online, on-ground and accelerated formats. With his degrees in Psychology, Trey has an array of experience working in special education, psychotherapy and college teaching. This mix of education and experience allows Trey to apply his understanding of social sciences and neuropsychology to course design, instruction and facilitation of trainings and workshops with other educators. Connect with Trey via email (firstname.lastname@example.org) or Twitter (@MirelesTrey).
This piece was written by Kayla Ohmes and Farah Habli, doctoral candidates in Higher Education Administration at Saint Louis University. “Promoting ‘Traditional’ Student Services to Degree-Seeking Evening Students: Examining barriers of your unit in reaching this growing demographic” was originally presented at the ACHE annual conference, November 2015 in Saint Louis, MO. We look forward to seeing you at ACHE 2016 in New Orleans for even more fantastic discussions.
There is a shortage of student services made available to students who enroll in evening courses. While daytime students have access to these offices with traditional 9:00 a.m. – 5:00 p.m. business hours, evening students often do not. These student services include but are not limited to: academic advising, career resources, Cashier/Bursar office, tutoring and writing assistance, disability/accommodation services, financial aid counseling, and student health services. While many institutions promote evening programs as flexible and convenient to the working professional and adult student, this flexibility often comes at a price – a campus full of student services offices that are closed by the time the evening student arrives to campus.
Examining Barriers of Your Unit in Reaching This Growing Demographic
This is a series of questions to consider when evaluating the student services available to evening students on your campus.
Remember, even small steps can make a big impact to these students. Consider the following:
1. A dedicated page on your unit’s website that specifically list the campus resources that are made available to evening students. Office hours, contact information, and campus address are helpful.
2. Consider working with your Parking and ID Card Services office to allow students to take care of these action items during their Orientation. This may require Parking and Card Services to stay open an additional hour or two in the evening, but with advanced notice (and this occurring only once a term), there is a greater likelihood to accommodate the request. From a customer service standpoint, this partnership among units goes far with the students!
3. Consider adjusting hours in your unit one or two nights each week. An hour or two extended into the evening can make a huge impact on delivering student services to evening students. This is particularly valuable in areas such as academic advising that aid in promoting meaningful student-staff interaction and fostering student success. Be sure to market the change to students as a way to emphasis customer service and a nod of recognition to the various roles your students are juggling (school, work, family, etc.).
Kayla Ohmes works at the John Cook School of Business at Saint Louis University and manages all aspects of Student Services and Academic Advising for graduate business students. She also serves as an instructor for a First-Year Experience seminar and is a doctoral candidate in the Higher Education Administration program at Saint Louis University.
Farah Habli is a graduate of the Lebanese American University, Beirut, Lebanon, where she earned master's degrees in Educational Leadership. Currently, she is a doctoral student at Saint Louis University in the College of Education, where she is pursuing her PhD in higher education administration. Her primary research focuses on recruiting and the mobility of international students to higher education institutions.
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