Engaging Students with Empathy
Tags: Learners
Learners must balance the responsibility of learning with mental health needs, socioeconomic status, and family obligations. The relationship between instructor empathy and student outcomes is strong. Participants will leave understanding the impetus for empathetic teaching, its relationship with student outcomes, and explicit instructional strategies that both challenge and prepare them to see students as collaborative partners. Specifically, participants will develop a minimum of one way to query students' lived experiences relevant to learning, as well as develop actionable change that demonstrates empathetic engagement.

• Rachel Bailey, University of Missouri-Columbia

Getting Intentional about Interaction: Designing for Deeper Learning in Online Courses
Tags: Instructional Design; Learners; Faculty
Interactive digital content is plentiful in online courses, but quantity does not necessarily equal quality. By strategically considering interaction during course design, instructors can build elements that deepen learning in an online environment. The session is designed to be inclusive, catering to a range of teaching contexts, ensuring that the insights shared are applicable to all. Participants will have the opportunity to connect with other online instructors and share their ideas and experiences. Through evidence-based strategies and examples, this session addresses ways to improve student-content interaction in online courses. Attendees will leave with practical techniques for creating content that promotes impactful learning.

• Joe Runciman, Johns Hopkins University
• Maggie Rogers, Johns Hopkins University

Introducing HIDOC: High-Impact Design for Online Courses
Tags: Instructional Design; High-Impact Practices
Whether you’re an ID consultant or instructor designing your own online course, the HIDOC model breaks through the noise of technology and trends to build essential course design skills that stand the test of time. Join this action-oriented workshop to blueprint your online course in eight practical steps. The worksheets and blueprint used in this workshop are free to download and share with colleagues!

• Penny Ralston-Berg, Penn State University

Outside the Chatbot: Hands-On with LLMs for Online Learning Tasks
Tags: Artificial Intelligence
This hands-on workshop explores techniques for harnessing different large language models (LLMs) for various online learning design, instructional, and administrative tasks. Using APIs, participants will directly access these LLMs to see how they can support different processes in online learning. One demonstrated workflow will move from an archived lecture to an invitation to play it on YouTube. They will see how different LLMs have been combined to revise video scripts for online courses. In addition, they will observe how manipulating the system role can help create an advising report based on a syllabus and course attributes. As part of the session, attendees will interact with a Jupyter Notebook to try out leading large language models, including OpenAI's GPT-4 and Cohere's command. Participants will sign up for trial accounts with credit to complete the tasks. While experience with Python or programming is helpful, the notebooks can be followed with minimal experience.

• Eric de Araujo, Purdue University

Performance Improvement using Strengths Finding and Instructional Design
Tags: Instructional Design; Professional Development
This workshop shares how teams can deploy instructional design methodologies to performance improvement plans for employees in learning design units. Starting from a strengths-based approach, workshop participants will identify essential skills needed for a role, employee strengths, and opportunities for improvement. Attendees will experience the concurrent think aloud protocol, how to identify team member struggles with essential skills, coaching, as well as the process to support meaningful bi-directional inputs and outputs. Note: Participants should have access to at least one team member's job description (even their own) to use during the hands-on portion of this workshop.

• Stevie Rocco, Penn State University
• Kent Matsueda, Penn State University

Building Your Institution’s Accessibility Collaborative
Tag: Accessibility and Belonging
Accessibility is an important factor in the development and delivery of online programs, but the online enterprise cannot be the ‘accessibility police’ nor can online teams be the only entity responsible for curricular accessibility at the institution. This workshop will help attendees assess where their institution is and identify ways to move towards a more holistic and comprehensive approach to meeting learner needs. Attendees will discuss the internal stakeholders that can lend a hand with specific accessibility efforts as well as ways online professionals can use compliance requirements, data, and frameworks to recruit advocates that will be good partners in developing a culture of inclusivity and belonging for all learners.

• Kelly Hermann, University of Phoenix

Making it Better: A Case Study of the Redesign of an Adult Online Program to Increase Efficiency, Quality, and Student Engagement
Tags: Learners; Programs
This session will discuss the strategies implemented to redesign and improve an existing adult online program to make it more competitive and effective for learners. Besides the steps that took place during the redesign, this session also provides a framework and action plan that other higher education institutions can use to design or redesign programs for adult learners. Some of the aspects that were considered to redesign this adult online program include student support, enrollment, marketing and recruitment, faculty professional development, course quality assurance, and internal policy development. In addition, this session discusses the kind of research that was conducted to ensure the redesign of the program was competitive and ensuring student employability and success upon graduation. As part of this session, participants will follow and complete an action plan with a program they plan to redesign, as well as a checklist of items to consider during implementation.

• Miko Nino, Rhode Island College

Advancing Equitable Assessment: Directed Self-Placement and Faculty Development for Improved Student Success
Tags: Learners; Strategic Enrollment Management; Accessibility and Belonging
Join us on a journey toward equitable and just assessment in education as we explore our innovative approach to academic skill assessment and addressing the needs of diverse students. Learn about Directed Self-Placement (DSP), Writing Across the Curriculum (WAC), and methods of “ungrading” and their role in breaking down barriers and increasing self-efficacy and self-regulation. Discover how the Personalized Academic Success Tool (PAS Tool) empowers students and supports their academic skill development and gain insights into a faculty micro-credential program that fosters inclusive teaching practices.

• Heidi Marshall, The Chicago School of Professional Psychology

AI an Asset Is: Using the Force of Generative Artificial Intelligence Tools for Innovative Education—Beyond the Cheating Stigma
Tags: Artificial Intelligence; Faculty; Curriculum
This session will present several examples of BYU's AI-powered assignments from online courses in various disciplines, including public health, psychology, world languages, family sciences, and biology. Each assignment requires students to use AI tools to accomplish a specific goal, such as conversing with simulated personas or creating a work that students critique. These assignments enable valuable learning and assessment experiences that are difficult or impossible without AI. In many cases, they also teach students skills that help them to become ethical, intentional, and effective users of AI in their careers. Attendees will explore and brainstorm further possibilities for assignments that harness the power of AI to achieve and assess learning outcomes.

• Eric Orton, Brigham Young University
• Joshua Pope, Brigham Young University

Lessons Learned Building and Distributing a Custom Learning Analytics System for Faculty
Tags: Analytics and Evaluation; Compliance/Governance; Faculty
This session will present lessons learned in the design, development, and distribution of a custom learning analytics system tailored specifically for faculty use. The presentation will offer valuable insights into project funding, pace of development, data complexity, faculty concerns and desires, gathering faculty input, faculty development, and campus adoption.

• Anissa Lokey-Vega, Kennesaw State University

Measuring the Success of Scaled Online Programs
Tags: Analytics and Evaluation; Research
The University of Colorado Boulder currently offers four scaled online degrees, which enroll thousands of learners from across the globe. Designed to support learners who cannot come to Boulder and who are mid-career professionals, these degrees include innovative features such as performance-based admissions, no prior degrees, asynchronous courses, and eight-year completion requirements.  Anyone who can do the work is accepted. As long as students maintain a 3.0, they can make progress toward the degree. The Office of Academic and Learning Innovation is undertaking a research project to better understand how to assess scaled online degrees. This research project will address multiple approaches to assessment: student credit hours sold, revenue generated, credentials conferred, program outcomes learned, diversity goals achieved, and more. In this presentation, we will demonstrate why we need new metrics for success and how to think creatively about new, emerging programs and their impact not just on students, but also on the universities that host them.

• Randall Fullington, University of Colorado Boulder
• Robert McDonald, University of Colorado Boulder
• Karen Gebhardt, University of Colorado Boulder
• Brandi Hart, University of Colorado Boulder

Developing Affordable Health Sciences Course Materials across State Systems
Tags: Theory to Practice; Research; Open Educational Resources
This case-study session in digital transformation will outline how the public university and community college systems in North Carolina are building a collaborative framework to support and scale Open Education to increase affordability, accessibility, and digital equity. . In late 2023, the university and community college systems came together to strengthen their partnership around providing course materials to support health science majors, a critical workforce need for the state. The partnership is enhanced by the systems’ work with the Institute for the Study of Knowledge Management in Education (ISKME), an independent nonprofit whose mission is to improve the practice of continuous learning, collaboration, and change in the education sector. ISKME has led national and state-wide initiatives around open education and digital equity since its founding in 2002.  This session will outline the process used by the two state systems to forge their collaborative partnership and detail their first joint project, a digital equity pilot program aimed to build Open Education Resources for STEM courses that serve as prerequisites to health sciences majors. These courses are part of an articulation agreement between the systems.

• Heather McCullough, University of North Carolina System Office

The Future AI Professor: Charting the Course for Next-Gen Higher Education
Tags: Artificial Intelligence; Faculty; Curriculum
In the rapidly evolving landscape of higher education, the integration of Artificial Intelligence (AI) stands as a beacon of transformative change. Concordia University St. Paul is proud to present a visionary roadmap for the future AI Professor, a concept that redefines the educational experience. This session is dedicated to exploring the multifaceted role of AI in shaping the educators of tomorrow and enhancing the learning journey and experience of students.  Session presenters will shed light on the use of new technology tools in the areas of AI and machine learning for assessment, program design, student satisfaction, and other domains.

• Jacob Trippel, Concordia University, St. Paul
• Heather Wegwerth, Concordia University, St. Paul
• Holly Tapper, Concordia University, St. Paul

Teaching w/AI: Activities and Prompts you Can Use to Enhance and Engage
Tags: Artificial Intelligence; Instructional Design; Curriculum
The advent of generative artificial intelligence tools allow us to accomplish more and faster, both as students and instructors. Join this session and take away a host of activities and prompts you can use immediately to achieve deeper and engaged learning for your students and save time creating your student experiences.

• Wendy Fritz, University of Wisconsin, Madison

Beyond the Cubicle: A Practical Guide to Leading and Inspiring Creative Teams in a Flexible World
Tags: Theory to Practice; Hybrid Work
This session is designed to provide a comprehensive overview of team leadership in today's flexible, digital-centric work environments within the academic sphere. Two experienced leaders from diverse institutions will lead the discussion, sharing their wealth of knowledge, insights, and practical strategies for building effective, engaged teams in a world where location doesn't define collaboration. These leaders will delve into their experiences managing and leading hybrid and remote teams, discussing challenges encountered, solutions implemented, and lessons garnered in the process. The discussion on leading flexible work environments in higher education can be guided by several theoretical frameworks, including Social Network Theory, Distributed Leadership Theory, Self-Determination Theory, and even Psychological Safety. By drawing on these theoretical frameworks, the discussion on leading flexible work environments in higher education can gain greater depth and provide participants with a nuanced understanding of the challenges and opportunities associated with this evolving work model.

• Shawndra Bowers, Auburn University
• Camille Funk, Utah Valley University

Exploring the Future and Present of Distance Education: Federal Policy Updates and Forecasts in the US
Tags: Learners; Compliance/Governance
This session offers a comprehensive overview of the evolving landscape of distance education policy in the United States, spotlighting the latest developments and anticipations in federal regulation and legislation. Join us for an enlightening discussion on what's new in distance education policy, including recent updates from negotiated rulemaking, regulatory changes, and legislative actions that impact the delivery and quality of online education. Our panel of experts will also provide insightful forecasts on what's on the horizon, examining potential policy shifts, emerging trends, and the implications for institutions, educators, and students engaged in distance learning. Whether you're directly involved in distance education or interested in the broader implications of policy changes on the educational landscape, this session will equip you with essential knowledge and perspectives to navigate the future of distance education in the US.

• Jordan DiMaggio, UPCEA
• Jillian Klein, Capella University
• Ricky LaFosse, University of Michigan

Making Your Mark on Course Affordability
Tags: Learners; Compliance/Governance; Open Educational Resources
Providing online courses has become an important way for institutions to increase access and affordability, reducing one’s expenses related to housing, food, commuting, and other ancillary educational costs. Course materials, however, remain a hidden cost that many students struggle to afford. Textbook prices have skyrocketed in recent years, leading students to plead for ways to identify courses that have low, or no, course materials costs. As part of Penn State’s strategic plan initiative, a team was tasked with creating a way for course instructors who use free or low-cost (≤$50) required course materials to indicate that cost-savings in the course registration system, LionPATH. Presenters will share how this vision became a reality, from tackling administrative and technical hurdles to addressing the myriad of questions and concerns that were raised by stakeholders along the way. Using this case study, participants will be better prepared to hit the ground running with such an undertaking at their own institution.

• Ann Taylor, Penn State University

Inclusive Practices in Online Pedagogy
Tags: Instructional Design; Accessibility and Belonging
Students bring many types of diversity and challenges and conversations and approaches can be challenging for an instructor to navigate. Further, while many studies discuss ways to implement inclusive practices in the traditional classroom, few address the online environment. This conversation will explore what inclusive pedagogies look like in an online environment. Participants will discuss questions including: What does inclusivity look like in an online environment? How might it differ from an in-person experience? What measures can instructors and programs take to ensure equitable and inclusive practices in online learning? Collectively, attendees will develop some specific takeaways.

• Kristen Strandberg, University of Evansville

Exploring the Impact of AI on Connection and Belonging
Tags: Artificial Intelligence; Learners; Instructional Design
In this panel conversation, we’ll discuss the rapidly evolving landscape of Artificial Intelligence (AI) in education, focusing on the dynamic between technological advancements and the impact they have on student connection and belonging. Hear how administrators are thinking about and redefining the student experience with AI. Key concepts covered in this session include the relationships between AI and students, the emerging landscape of EdTech, balancing instant access to knowledge with authentic relationships, and the importance of a sense of belonging. We’ll reference established frameworks in educational technology and psychology, offering personal perspectives in online, blended, and distance education.

• Katy Kappler, InScribe
• Miko Nino, Rhode Island College
• Kim Siegenthaler, The City University of New York

I’m Fine, I’m Fine, Everything Is (Not) Fine. Understanding and Addressing Barriers to Post-traditional Student Use of Academic Success Resources
Tags: Learners; Models & Frameworks
Even as many institutions actively increase their investment in creating convenient and accessible student success services for distance and adult students, we often struggling to engage the students who would benefit the most. Join us as we discuss frameworks for understanding barriers to productive help-seeking among post traditional and distance students and work together to identify actionable insights to increase the use and effectiveness of these critical resources.

• Patty Milner, University of Arkansas

The Design Profession: ID Today and AMA
Tags: Instructional Design
This session explores the current landscape in instructional design. A panel of experts will discuss the significant impact and evolving challenges within the design profession. Attendees will gain insights on how contemporary issues are shaping the field. The presentation concludes with an engaging 'Ask Me Anything' segment, inviting a dynamic dialogue between the audience and the panel.

• Penny Ralston-Berg, Penn State University

Conversations with Colleagues

4:15 PM - 4:45 PM
Artificial Intelligence for CE/T Professionals and Adult Learners
Tags: Artificial Intelligence
Join us as we examine how AI is transforming various industries and job markets, offering insights into the opportunities and challenges it presents for career development. Moreover, we will critically evaluate the ethical concerns and potential risks associated with the development and utilization of AI. As we look to the future, we will explore the current and emerging applications of AI in adult learning principles, providing attendees with valuable insights into leveraging AI to foster critical thinking and problem-solving skills.

• Delaney King, International Accreditors for Continuing Education and Training (IACET)

4:15 PM - 4:45 PM
If You Build It....Creating Emerging Technology Sandbox Spaces For Faculty
Tags: Faculty; Technology; Instructional Design
Saskatchewan Polytechnic launched its Technology Enhanced Learning (TEL) Plan in 2021 to guide the meaningful integration of technology into instructional activities. A key priority associated with the TEL Plan has been to increase emerging technology utilization in our learning and teaching environments. The majority of our faculty do not have previous experience in using emerging technologies within their teaching, so as part of our planning a critical component for supporting our instructors was to create resources and spaces for them to experiment and receive support with these tools. The purpose of this session is to showcase the emerging technology sandbox spaces we created at each campus, along with the learning we experienced as an institution in the development and implementation of these spaces.

• Mike Gillespie, Saskatchewan Polytechnic

4:45 PM - 5:15 PM
Developing an Online AI Course for Small Businesses
Tags: Artificial Intelligence; Credentials
This session will discuss the development of a new online course focused on applying AI in small businesses, a collaboration between the AI Lab and the School of Continuing & Professional Studies at Georgia College & State University in the development of a certificate program in AI for Small Businesses. The session presenters will share insights into the collaborative process, instructional design, key topics relevant for small businesses, and student feedback. With a focus on real-world problem solving, students gained practical knowledge on leveraging AI to streamline operations, lower costs, and drive sales. Participants will come away with an understanding of best practices in delivering an online AI course tailored to owners and the employees of small businesses.

• Angela Criscoe, Georgia College & State University
• Ward Risvold, Georgia College & State University

4:15 PM - 4:45 PM
The ABC's of OPM's: The Good, the Bad and the...
Tags: Online Program Management; Models & Frameworks
This presentation will discuss the pros and cons of working with an OPM. Discussion will focus on an instituion's experiences partnering with three different OPM models. Two of the three contracts were revenue share agreements.  The third contract was a direct fee based-model.  These relationships come with a variety of benefits and challenges. We will discuss the importance of proactively defining the correct scope of work, and the impact of implementation on admission and academics. This presentation seeks to inform other institutions of the overall landscape of OPM partnerships so that they may make informed, proactive decisions.

• Tracey Marx, Marian University
• Christine Martin, Marian University

4:45 PM - 5:15 PM
Lessons Learned: Building an Online University from the Ground Up
Tags: Graduate Education
During this session, we will candidly discuss the ebbs and flows of our partnership to build a university-wide online initiative from the ground up that focuses on new processes, new program development, investment in cultural change, and the implementation of quality teaching and learning experiences. Specifically, the design of three graduate programs is based on engagement strategies from this framework: An Online Engagement Framework for Higher Education. Further, presenters will share various perspectives and roles, including successes and future opportunities for improvement and growth.

• Corey Vigdor, Augusta University
• Leah Chuchran-Davis, iDesign

4:15 PM - 4:45 PM
Next is Now: Harnessing the Power of Artificial Intelligence in Higher Education
Tags: Artificial Intelligence
Over the past year, rapid advancements in generative artificial intelligence (AI) are realizing futuristic projections regarding this technology today. In other words, generative AI fundamentally alters how we think about writing and research skills and approach academic integrity (the other AI). This conference explores the imperative of developing a comprehensive AI strategy for universities to embrace artificial intelligence as a transformative force. The presentation will explore ethical considerations and challenges with implementing AI into a University strategy. By integrating artificial intelligence into all facets of a university, from administration, student affairs, and academic affairs, higher education can streamline approaches, enhance governance and decision-making, and foster a culture of intellectual growth and development for students, faculty, and staff. By delving into tangible case studies, encompassing the engagement of over 300 esteemed faculty members, our conference endeavors to impart actionable insights. Attendees will acquire practical strategies for integrating an artificial intelligence policy and strategy at their respective institutions. Feedback from faculty participants has been resoundingly positive, with expressions such as ""Worth tuning in!! I am so inspired now!"" and recognition of the vital importance of preparing students for ethical use of AI in the workplace. This conference promises to be an invaluable platform for higher education professionals seeking to navigate the complexities of AI implementation with informed and strategic approaches. The conference will provide a platform for dialogue among educators, fostering collaboration and knowledge-sharing to propel the higher education sector into a future where AI is seamlessly integrated into the fabric of academic and faculty excellence. Come with us as we dive into the possibilities of AI in higher education. Let's pave the way for a future that is innovative, adaptable, and centered around students." Explore the transformative impact of generative artificial intelligence on higher education in this conference. Gain practical strategies, insights from case studies, and ethical considerations to seamlessly integrate AI into university administration, student affairs, and academic affairs for enhanced governance, decision-making, and intellectual growth.

• Kailyn Helget, Rasmussen University

4:45 PM - 5:15 PM
What Political Cults Can Teach Us About Building Learning Communities
Tags: Instructional Design; Curriculum; Theory to Practice
Attendees will explore the dynamics of cults and their potential application in enhancing the effectiveness of learning communities within online, blended, and distance education settings. This exploration is anchored in a comprehensive analysis of how cults engage and manipulate identities, social instincts, and individual histories, and the methods they use to maintain their ideologies. Central to the discussion is the approach of Pieter Hintjens, which involves transforming negative cult patterns into positive strategies for community building. The theoretical foundations of this methodology are rooted in well-established psychological theories. Particularly relevant are Albert Bandura's Social Learning Theory, which highlights the significance of observational learning and social interaction in human behavior. These theories provide a solid framework for understanding how the application of reversed cult dynamics can be a powerful tool in creating effective and resilient learning communities.

• Solen Feyissa, University of Minnesota

4:15 PM - 4:45 PM
Microcredentials as a Career Pathway Accelerant
Tags: Graduate Education; Credentials
The University of Wisconsin-Milwaukee’s microcredential intiative is focused on increasing access to higher education with offerings that take less time to complete than a full degree, providing learners with clearly identified skills, and aligning curriculum with workforce demand.
Further the institution's macro approach of nesting stackable microcredentials within a larger career pathway strategy spans K12 to credit and noncredit microcredentials to degrees and to career-long upskilling and graduate degree attainment. This session will cover how UWM developed this approach, featuring examples from IT, occupational therapy, and biomedical sciences career pathways. Curricular designs to attract K12 learners, shorten time to degree, and increase options for credit for prior learning (CPL) will be discussed, as well as strategies to engage employers and workforce development partners in curricular innovation. University infrastructure, policy, and dean/faculty/staff buy-in will also addressed.

• Laura Pedrick, University of Wisconsin-Milwaukee
• Phyllis King, University of Wisconsin-Milwaukee

4:45 PM - 5:15 PM
Stacking Microcredentials for Student Success
Tags: Graduate Education; Credentials
This concurrent session will discuss the strategy that one university has implemented in demonstrating the value of microcredentials by allowing students to “stack,” or apply, credit-bearing graduate certificates into full master’s degree programs. This opportunity has attracted new students who may not have otherwise pursued graduate-level coursework, and has encouraged current graduate students to add a graduate certificate onto their master’s degree.

• Matt Bluem, Saint Mary's University of Minnesota

4:15 PM - 4:45 PM
A Data-Driven Exploration of Online Student Trends and Program Interests in a Digital Higher Education Landscape
Tags: Strategic Enrollment Management; Learners
Join us as we decode the motivations, program interests, demands, and opinions of online college students to help colleges and universities find the best opportunities for future online program development and growth. We'll explore data-backed answers to some of the most pressing questions facing higher education leaders such as how do you market to the online college students and encourage enrollment? What topics should be offered that would be attractive to online college students? How do online college students engage with your website and are you providing the right information? What is important to online college students? Uncover crucial factors in the online students' decision-making, the impact of social media on engaging them, streaming media usage, and the shifting demographics. This discussion will focus on the demands and preferences of online students, providing institutions with insights to build stronger footholds in the online study marketplace.

• Karina Kogan, EducationDynamics
• Stephanie Platteter, University of Minnesota

4:45 PM - 5:15 PM
Signs of Serendipitous Universal Design for Learning in Online Courses
Tags: Accessibility and Belonging; Theory to Practice
Universal Design for Learning (UDL) is a well-established framework but many lack explicit knowledge about UDL. Extending Behling’s (2020) notion of “accidental UDL,” aspects of UDL may be serendipitously implemented by instructors without full knowledge of the framework. Join us as we use share research results that explore what aspects of UDL online instructors serendipitously use when designing and teaching online courses and what aspects of sensemaking online instructors use when describing their serendipitous use of UDL. Presenters will argue that sensemaking could ease instructor transitions from serendipitously implementing strategies aligned with UDL to deliberately designing a course using a robust understanding of UDL as a framework.

• Greta (Margaretta) Underhill, Oregon State University

Building Pathways, Building Bridges
Tags: Learners; Models & Frameworks
With the rapidly evolving workforce, higher education needs to be agile and aligned with a world these embracing skills, alternative credentials, and degree pathways. National University has leveraged UPCEA’s Hallmarks of Excellence in Credential Innovation to develop and implement a strategy for building pathways and bridges between industry, degree, and non-degree programs. Join us to learn more about our approach and explore common challenges and practical tips to promote change!

• Susan Zukowski, National University
• Errin Heyman, National University

From ZZZs to As: Enhancing Student Success through Generative AI-Guided Learning
Tags: Artificial Intelligence; Curriculum; High-Impact Practices
As a newly emerging, yet rapidly growing technology, Generative AI has significant implications for online course development and student experiences. In this session, we explore how an AI-enabled platform can enhance student success by providing high-impact on-line learning experiences, developing critical key soft skills, and creating efficiencies in how instructors design and evaluate course assignments.

• Lisa Troy, Texas A&M University
• Shweta Homji, Cartedo

New Year, New You - Stepping into a new COLO Role
Tags: Leadership
The latest senior leadership roles emerging on many college campuses are COLOs: Chief Online Learning Officers. This session brings together a panel of recently appointed COLOs who transitioned into their roles at new institutions after extensive experience elsewhere. Come learn more about diverse pathways into online administrator roles, considerations when applying to a COLO role, and lesson learned from the panels early stages in the transition as a new COLO. This session offers leadership advice for (and by) fellow online educators who are preparing for their next professional step.

• Carmin Chan, Northern Arizona University
• Bettyjo Bouchey, University of Vermont
• Josh Steele, University of Tennessee at Knoxville
• Kelvin Thompson, University of Louisville

Revolutionizing Strategic Enrollment Management- Navigating Pain Points and Pilot Initiatives
Tags: Strategic Enrollment Management; Learners
This presentation dissects the complexities of enrollment processes, proposing data-informed strategies for improving student engagement and increasing enrollment rate and delves into the complexities of the enrollment process. Attendees will learn more about innovative insights and data-informed strategies to enhance student engagement in the enrollment journey with the goal of ultimately affecting an increase in enrollment rates. Presenters will guide attendees through a three-part exploration from identifying enrollment pain points, through piloting targeted initiatives, to a case study on engaging newly admitted students, providing practical, adaptable solutions for educational institution.. The presentation will not only offer theoretical insights but also practical solutions, making it highly relevant for academic institutions facing challenges in enrollment management.

• Caleb Simmons, University of Arizona
• Marqus Dorame, University of Arizona

The New CV: Micro-Credentials and the Future of Learning
Tags: Accessibility and Belonging; Curriculum; Credentials
As more organizations adopt micro-credentials as currency for demonstrating skills, the need to validate progression and competency become fundamental to ensure credibility. This session will look at real-world examples of incorporating authentic assessment principles into course strategy to ensure learners are reaching the desired outcomes and deep dive into cutting-edge approaches to attract, engage, and retain a diverse range of learners, driving significant enrollment increases for institutions.

• Sasha Thackaberry, D2L
• Radhika Krishnadas, Louisiana State University

There is No Going Back: Build a More Flexible Learning Environment
Tags: Learners; Analytics and Evaluation
APLU has worked with institutions for over a decade to leverage effective educational technologies and design more equitable digital learning infrastructure that serves more than just online programs. Starting with both IPEDS and national Student Clearinghouse data post-COVID student enrollment data trends, learn how leaders can intentionally use changing data to build value in higher education, drive their institution’s strategic planning, and build sustainable collaborative change within departments and colleges. Participants will hear from and learn about university exemplars who have been planning for student demand for flexibility before the pandemic. The presenters will share ideas and tools that can be used to initiate these conversations on your campus.

• Karen Vignare, Association of Public & Land-Grant Universities (APLU)
• Angela Gunder, Online Learning Consortium (OLC)

Achieving Student Engagement at Scale in Online/Hybrid Instruction
Tags: Research
As discussed in recent reports from Harvard, MIT, and Stanford, innovative approaches to digital learning were developed during the pandemic that are now improving campus-based learning. Insights from these approaches offer the opportunity for student engagement at scale, taking advantage of strengths of online instruction such as collapsing time, bridging space, personalizing via rich datastreams, using AI-based instructional assistants and learning partners, delivering content and experience across universities, and sustaining online learning communities after formal instruction ends. These advances can enable next-generation massive digital hybrid learning, a means to achieve the aspirational vision of universal global access to higher education. Combined into online Communities of Inquiry, these advances can enable next-generation massive digital hybrid learning. This session presents the theoretical framework and early results of our efforts to create this learning environment.

• Chris Dede, Harvard University
• Steve Harmon, Georgia Institute of Technology

Dispersion of Immersion: A Case Study of the Immersive Learning Initiative at Auburn University
Tags: Learners; Theory to Practice
The transition to remote instruction during the COVID-19 pandemic has highlighted the need for innovative solutions to enhance student engagement and learning outcomes. This presentation provides a case study of how one university responded to this challenge, and offers insights and strategies that can be applied in other institutions. Presenters will examine the creation and implementation of the Student Learning Through Immersive Virtual Experiences initiative at Auburn University. This initiative is a response to the need for improved and deeper immersive learning following the widespread shift to remote instruction due to the COVID-19 pandemic. We will discuss the strategic leadership and resources required for the successful implementation of innovative technology to transform teaching and learning experiences in higher education.

• Asim Ali, Auburn University
• Shawndra Bowers, Auburn University
• Betsy Gilbertson, Auburn University
• Ali Sattari, Auburn University

OPM Contract Language
Tag: Online Program Management
Over the course of 2023, Higher Education researcher, Dr. Jeffrey Sun, explored OPM contracts with the help of UPCEA’s Chief Online Learning Officers. This session will detail the project and Dr. Sun’s findings related to contract terms found in the agreements, including those that institutional leaders might want to include, or avoid, in future agreements. Please note, while not limited to institutional attendees, UPCEA asks that corporate attendees pause before occupying a seat that would otherwise be taken by an institutional attendee, especially if the room reaches capacity.

• Jeffrey Sun, University of Louisville
  

Breaking Barriers: Embracing AI in Teaching and Learning at Purdue University Online
Tags: Instructional Design; Faculty
The Teaching and Learning professionals at Purdue University Online have embarked on a comprehensive exploration of how artificial intelligence (AI) is transforming teaching and learning. This presentation will share the team’s approach to gaining their own foundational knowledge, tcreating priorities and a knowledge-sharing plan, and highlighting the practical applications through internal trainings and workshops. Presenters will share insights into this team’s journey into AI for education and its commitment to being at the forefront of educational technology,  practical applications for faculty support, and recommendations for valuable resources for further exploration. Attendees will leave this session with examples of faculty workshops and an action plan for their own communities.

• Sarah Stearns, Purdue University
• Jenny Monarch McGuire, Purdue University

Data, Decisions, & Discombobulation: Using Market Data to Inform Program Decisions
Tags: Strategic Enrollment Management; Programs; Analytics and Evaluation
Join us to learn how to use market research data to inform program refinement and development decisions. Buckle up as we decode the mysteries of data and unveil how it can be your trusty sidekick in navigating the ever-evolving academic landscape. From enrollment trends to emerging industry demands, we'll dive into the treasure trove of market data that awaits your discovery. Together, we'll decipher the language of numbers to make informed decisions that align seamlessly with the dynamic currents of the market. Discover how market insights can be the secret sauce for designing programs that resonate with student aspirations and industry demand. Let's embrace the chaos, ride the data wave, and turn discombobulation into a thing of the past.

• J. Nathan Bullock, University of Colorado Colorado Springs

Innovation in Teacher Preparation: Integrating Student Choice and Job-Embedded Learning in Online Graduate Courses
Tags: Instructional Design; Programs; Graduate Education
This session outlines how Arizona State University's Mary Lou Fulton Teachers College redesigned its online graduate teacher preparation program, focusing on student choice and job-embedded learning experiences. The conference session aims to describe the redesign process and discuss achievements and challenges based on data collected from faculty, graduate students, and the instructional design team, with a robust Q&A session for the audience.

• Courtney Ellsworth, Arizona State University
• Gulnora Isaeva, Arizona State University

NC-SARA: Expanding Services and Engagement for SARA Participating Institutions
Tags: State Authorization; Compliance/Governance; Analytics and Evaluation
State Authorization Reciprocity Agreements (SARA) is an agreement amongst member states, districts, and territories that establishes comparable national standards and streamlines regulations, fees, and approvals for institutions offering interstate distance education programs. More than 2,400 institutions in 49 member states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands all voluntarily participate in SARA. This session will include both updates and discussion on how NC-SARA can better engage with SARA participating institutions; including the SARA policy modification process and the implementation of new policies and other considerations that might impact SARA participating institutions and State Portal Entities. We will begin with a quick overview of the SARA landscape and move to a few updates of NC-SARA’ current work; followed by a discussion with the participants on improvements and ideas for future engagement with SARA institutions will round out our time together.

• Emily Jacobson, NC-SARA
• Marianne Boeke, NC-SARA

ROI in Distance Learning: Fact, Fad, or Fantasy
Tags: Programs
The use of ROI continues to increase as the demand to show the investment in distance learning grows. At the same time, the concept of ROI stirs up fear, causes debates, and presents challenges among e-learning practitioners in many organizations. Hear the importance of implementing an evaluation strategy using the ROI Methodology, a credible process that measures reaction, learning, application, impact, and ROI. This session will help distance learning designers, developers, and facilitators gain confidence to show the value of what they do and leverage the results to increase funding, support, and commitment.

• Jack Phillips, ROI Institute

Stuck in a Rut? Spark Ideas with the Instructional Strategies & Course Design Showcase!
Tags: Learners; Accessibility and Belonging; Instructional Design
Join your peers in our interactive session to solve course design challenges using the Instructional Strategies and Course Design Showcase—a dynamic website from the University of Wisconsin Extended Campus. Using the site, you will discover proven online teaching strategies for common course design challenges, like increasing student engagement and building community. We will conclude with a discussion on integrating the Showcase into your online programs to foster innovation, inclusivity, and student success in online learning.

• Jessica O'Neel, University of Wisconsin Extended Campus
• Laurie Berry, University of Wisconsin Extended Campus

Transforming Online Learning with XR: Detailing our Experiences Through Research and Practice
Tags: Research; Technology
The University of Michigan Center for Academic Innovation (CAI) conducted and published a scoping review of the current state of knowledge regarding XR and postsecondary learning, identifying these and other important considerations that must be addressed (Cradit et al., 2023). Most notable among the understudied aspects of XR was the lack of research into its effectiveness for online and distance learners. Simultaneously, we have engaged in creating a series of 10 XR-enhanced, online non-credit courses, including original ideation of XR-based learning activities, learning experience design, media production, faculty partnership, and post-deployment evaluation and learner support. In this presentation, a researcher and a design manager from CAI share insights spanning both research and practice based on these experiences.

• Nathaniel Cradit, University of Michigan
• William Cleaves, University of Michigan

Faculty-Centered Rubric Design: An Effective Approach for Large-Scale Online Program Assessment
Tags: Faculty; Programs; Models & Frameworks
Presenters will share a scalable, faculty-centered program assessment model that has increased faculty enthusiasm for, and engagement with, program assessment. The session will not only provide a systematic overview of how we facilitate conversation with faculty to move from Program Learning Outcomes to assessable rubrics but will also demonstrate this rubric-development process using practical examples. These examples use the AAC&U VALUE Rubrics as a foundation and illustrate how we have used rubric design as a way to generate faculty buy-in. Following Stevens & Levi (2012), we further show how our model facilitates a positive culture of assessment across program stakeholders. Session participants will leave with specific practical ideas to adapt and apply towards improving program assessment processes and practices at their institutions.

• Allison Chatterjee, Indiana University

Streamlining Course Revisions: A Holistic Approach to Redefining Learning Experiences
Tags: Instructional Design; Course Development/Revision; Models & Frameworks
Course revision is a regular responsibility of faculty and design and development units in charge of course creation and maintenance. Establishing clear guardrails with intentional planning and preparation can go a long way in streamlining and scaling course revisions. When done thoughtfully, the revisions could lead to more engaging learning opportunities for students and efficiencies for faculty and staff. Join us in this comprehensive session, where presenters will offer an overview of the course revision process implemented for fully online programs across a system of institutions. This session is tailored for educators, course designers, and administrators looking to find an efficient way to enhance the quality and effectiveness of their online courses. This session will provide an overview of the revision process, covering topics like prioritization, goal-setting, and setting revision tiers, and concludes with audience engagement and an interactive activity.

• Hala Esmail, Louisiana State University
• Radhika Krishnadas, Louisiana State University

Teaching First Year Students to use Generative AI Ethically and Effectively
Tags: Instructional Design; Learners
UMGC’s First Term Experience (FTE) program featured one redesigned assignment in two separate courses to incorporate the use of generative AI. Students use generative AI to help scope and identify keywords to assist with the creating of a research question; they also evaluate Boolean search statements created by AI and modify them to produce better results. By incorporating the use of AI directly into assignment instructions and providing students a guided experience in which they both use and critique generative AI, the FTE program at UMGC aims to provide a foundational understanding of both the benefits and pitfalls of using AI in an academic setting. Session attendees will explore the the fundamentals of incorporating generative AI into foundational courses at a large scale and hear about the experiences of faculty, staff, and students during the process.

• Marsha Fortney, University of Maryland Global Campus
• Stephanie Blaher, University of Maryland Global Campus
• Nancy Trojanowski, University of Maryland Global Campus
• Julie Harding, University of Maryland Global Campus

AI and Humans Are Better Together: The Impact of Professor-AI Interaction on Student Writing
Tags: Artificial Intelligence; Research; Graduate Education
AI-powered tools aim to strike a balance between easing the workload of educators, particularly for tasks that can be automated, and preserving the perception of a genuine interaction between educators and students. In this session, we will share the outcomes of a study conducted in online higher education settings where AI was employed to evaluate the grammar, style, and use of citations of academic essays, while educators focused on assessing content. The research results will center on students' and faculty attitudes toward the AI system and underscore the significance of responsible innovation in this context.

• Adam Fein, University of North Texas
• Tania Heap, University of North Texas

Engagement: A Meaningful Multimodal Approach
Tags: Learners; Artificial Intelligence; Theory to Practice
This session will explore methodologies and technologies facilitating effective learner engagement in online learning environments. Modeling approaches this interactive session will engage educators, technologists, instructional designers, and researchers to discuss and share insights on innovative practices fostering interaction, collaboration, and active learning in online courses. Key topics will include the design of interactive and immersive content, the use of AI and adaptive learning tools, strategies for promoting social presence and community building, and the assessment of engagement in online courses.  The session will also explore case studies demonstrating successful implementation of engagement strategies in online educational contexts and professional training. The goal is to share knowledge and the skills to create more inclusive, dynamic, and effective online learning environments, ultimately enhancing the educational experience and learning outcomes.

• Melody Buckner, The University of Arizona

Know Thyself: Using Your Strengths to Lead
Tags: Leadership
Introvert, extrovert, creative, analytical…each one of us has different strengths we call upon in different situations. But what if you are called upon to engage in an activity or lead a team in an area that requires skills different than those you possess? Are you destined for failure?
Join two seasoned online leaders who have risen to the upper echelons of online learning as they share how they evaluated their own strengths and successfully adapted to ever-changing environments.

• Kim Siegenthaler, City University of New York
• Susan Elkins, Palmetto College

Leveraging Artificial Intelligence to Create Authentic Learning Experiences: What if AI is the Scaffolding Our Learners Need?
Tags: Artificial Intelligence; Learners; Theory to Practice
This session explores how AI tools can help designers and instructors leverage Kolb's Theory of Experiential Learning to create more authentic and meaningful learning experiences for our students. In doing so, educators can better leverage the time traditionally spent “covering content” to create more authentic learning experiences for learners who ultimately "own" the content as opposed to just reciting it. We identify authentic learning as creating experiences where learners co-create knowledge out of the content in their courses (using their own definitions, images, and understanding) and use it in their daily lives.       

• Adam Barragato, Purdue University
• Jeff Chicki, Purdue University
• Mickey Robinson, Purdue University

Optimizing Online Education: Unveiling Insights Through Program Performance Analysis
Tags: Programs; Analytics and Evaluation
The growth in online programs was heightened during the COVID-19 pandemic and continues as institutions seek to provide greater educational opportunities to non-traditional students. As these online programs reached maturity, it has become clear that certain programs achieve enrollment success, while others struggle. It can be a challenge to discern why certain programs are able to enroll and graduate large numbers of students, while others either remained stagnant or experience enrollment declines. A Program Performance Analysis can address this by gathering data from many sources to pinpoint the strengths and weaknesses of online programs. This process, which requires collaboration across many teams and offices, has shed light on the strengths and weaknesses of specific programs and institutional processes. The results of this analysis can be shared with faculty, leadership, and internal partners to improve the programs and centralized processes. Attendees will gain an understanding of the Program Performance Analysis process, how it was created, and tips for implementing a similar procedure at their institutions.

• Radhika Krishnadas, Louisiana State University
• Renee Renegar, Louisiana State University

Transforming Student Support: Breaking Down Silos and Barriers
Tags: Learners; Accessibility and Belonging; Student Support
In higher education, it is common to see distinct centers offering various academic support, such as a writing center, library, or academic skills center. However, these approaches put the work on the student to determine where to go for academic support. This can be a particularly poor experience for learners who struggle with asking for help and adult learners with busy schedules and a short window to receive help. In this presentation, the speakers will share an innovative approach to bringing these teams together to create degree-focused support teams that have the expertise to provide holistic student support services across skill areas, minimizing the need for students to identify the right team or be sent to another tea, thus removing barriers and simplifying the student experience.

• Christy Fraenza, Walden University
• Terren Rye, Walden University

Improving the Competency-Based Model: Onboarding, Refining the New Student Experience, and Overcoming Isolation
Tags: Learners; Curriculum; Research
Join us to learn about the actionable results of our competency-based education (CBE) continuous quality improvement initiative. We will detail the insights gained from our in-depth research, revealing student perspectives and unveiling opportunities for improving student onboarding, curriculum enhancements, faculty practices, and the integration of a social learning platform for community building and professional networking.

• Mary Elizabeth Smith, University of Phoenix

Empowering the Future: Crafting a Campus-Wide AI Literacy Strategy
Tags: Artificial Intelligence; Faculty; Learners
This session will identify practical ways university leaders can elevate the conversation about generative AI, build gen AI experience and expertise amongst students, faculty, professional staff, and business partners, and position their units to be a key part of this transformational shift. Participants will be invited to share their ideas along with learning about proven strategies.

• Asim Ali, Auburn University

Revolutionizing Instructional Design: A Deep Dive into GPT-4-Powered Course Development and AI-Enhanced Learning Outcomes
Tags: Artificial Intelligence; Instructional Design; Learners
This session offers a sneak peek at an experimental AI tool that leverages GPT-4 to streamline course development by refining learning outcomes and auto-generating formatted quiz questions aligned to those outcomes, with the goal of promoting quality and efficiency in instructional design. Attendees will gain insights into the tool's functionality and development process, as well as guidelines for structured integration of generative AI into their own instructional design workflows.

• Casey Wright, Purdue University
• Eric de Araujo, Purdue University
• Varun Alur, Purdue University

The Emotional and Mental Labor of Teaching and Learning
Tags: Accessibility and Belonging; Mental Health
The past several years have yielded an increased focus on the mental and emotional labor of learning. Has the same attention been given to the mental and emotional labor of those leading learning? Through an inclusive lens that considers both the perspective of instructors and instructional design staff, as well as a range of instructional modalities, this interactive panel discussion will encourage attendees to reflect upon their own emotional labor and share strategies to promote well-being.

• Autumn Cartagena, Iowa State University
• Maggie Ervin, Southern Illinois University Edwardsville
• Caleb Simmons, The University of Arizona
• Angela Velez-Solic, Rush University
• Stephanie Blaher, University of Maryland Global Campus

Mastering Online Education: Unveiling Auburn University's Suite of Self-Assessment Tools for Empowering Educators in Quality Online Teaching and Learning
Tags: Instructional Design; Faculty
This conference session will demonstrate a suite of self-assessment tools developed by Auburn University's Biggio Center for the Enhancement of Teaching & Learning. Our team meticulously crafted these tools to empower faculty in the design, teaching, and community and belonging aspects of online courses.

• Betsy Gilbertson, Auburn University
• Shawndra Bowers, Auburn University

Breaking Up Isn’t Hard to Do – Strategies for Leaving Your OPM
Tags: Online Program Management
In 2021 our University successfully exited an OPM relationship and insourced all major functional areas. This session will outline the key milestones and steps taken to exit the relationship and insource the functional areas previously serviced by the OPM which resulted a 400% increase in online enrollment over the last two years. The presentation will highlight three critical time periods: data gathering and developing a rationale for the split, transition and continuity of service, customizing and scaling. Audience attendees will be provided access to de-identified documents the university as guidance through each one of those key time periods. This session will highlight our timeline, process, and lessons learned along the way.

• Humberto Hernandez, D'Youville University
• Jeremiah Grabowski, D'Youville University
• Jamie Tabone
• Kim Boulden

Fostering Human-Connection within Online Courses
Tags: Learners; Theory to Practice
This session is focused on community-focused learning design that rethinks student interaction being limited to constrained, assignment-based situations. Attendees will leave with new ideas to deepen student interaction and use cases to consider inside the classroom and throughout the learning lifecycle. This session will reference motivational and gameful learning concepts explored in a forthcoming chapter by Shaunak Roy (presenting) and Brian Verdine, Ph.D. (in press) entitled “Hybrid Learning Across Time and Space” with an emphasis on how the theories tie to student belonging within online and hybrid courses. The session will explore case studies from Wesley Boyce’s application of the theories resulting in increased belonging within his remote supply chain courses. By effectively incorporating concepts from Self-Determination Theory and its principles of autonomy, competence, and relatedness into a course, learners will increase their intrinsic motivation. All students have their own factors that motivate them to try in a course, from grades to a genuine interest in the course topic, but implementing these three aspects of Self-Determination Theory in courses can spark intrinsic motivation within students - and often even the instructor.

• Wesley Boyce, University of Nebraska - Lincoln
• Shaunak Roy, Yellowdig

The Critical Role of Online Community Building: A Competitive Differentiator and Key to Holistic Student Success
Tags: Strategic Enrollment Management; Student Support; Accessibility and Belonging
Creating a sense of belonging for fully online students can be a challenge. University of Arizona Online and NAU Online leaders tackled this issue head-on by launching a comprehensive virtual peer mentoring program for undergraduate students. Building upon initial success, the case was made to expand mentorship to include undergraduate and graduate students. Presenters will share how an intentionally designed online peer mentorship program contributed to students' sense of belonging and how it fits into other student supports. They will also discuss resourcing considerations from both schools when launching, assessing, or expanding online student engagement programs.

• Carmin Chan, Northern Arizona University
• Caleb Simmons, University of Arizona
• Eric Schueller, Mentor Collective

The Power of Organizational Structure to Ensure Quality Education at Scale
Tags: Programs; Theory to Practice; Graduate Education
The Gies College of Business at University of Illinois Urbana Champaign has experienced exponential growth since the start of the online MBA program less than 10 years ago. What started as a small staff of less than five has grown to over 60 full time employees in the past three years. In this facilitated session, participants will have the opportunity to learn how we used small teams to create an agile organization poised for growth, utilized technology to ensure transparency across the organization, and intentionally built community throughout the unit to ensure that the team was functioning at its peak capacity and therefore the educational experience was high quality for both leaners and professors.

• Sara Barnett, University of Illinois at Urbana-Champaign
• Wendy Wallace, University of Illinois at Urbana-Champaign

Conversations with Colleagues

3:15 PM - 3:45 PM
Owning Your Superpower
Tags: Leadership
Is it time for a promotion, a job change, or an update to your LinkedIn profile? Do your self-effacing tendencies make it difficult for you to call out your own strengths and expertise? Does it feel weird to talk about your accomplishments rather than those of your team? If you answered yes to any of these questions, join us for the conversation. Let’s talk about ways you can let others know about your awesomeness without coming across as arrogant.

• Kim Siegenthaler, City University of New York
• Luke Dowden, Alamo Colleges District
• Cristi Ford, D2L

3:15 PM - 3:45 PM
Creating Workload Flexibility in Online Program Design through Strategic Early Intervention
Tags: Student Support
With the growing demand for online learning, colleges are under pressure to quickly expand their online course offerings without sacrificing quality, and it's crucial to streamline the process of onboarding and supporting new online programs. The leaders of a small online and blended learning department will present their current coaching model, which aims to prevent miscommunication about expectations and maximize efficiency in launching new high-quality online programs.

• Kristin Strange, Tufts University
• Tim Calvin, Tufts University

3:45 PM - 4:15 PM
Management of State Authorization at a Large University
Tags: State Authorization; Compliance/Governance
The key concept for this session will be to show how a large University works to maintain up to date processes and procedures in State Authorization matters, including new Federal Regulations around Professional Licensure and Certification. A successful outcomes for this session would be the sharing of best practices around State Authorization management and the importance of developing a continuity plan.

• Anna Hollis, University of Texas at Arlington

3:15 PM - 3:45 PM
Institutional Scans, Program Planning and Innovation in a University System
Tags: Programs
It is becoming increasingly important for institutions to offer online programs that meet learner needs. How are institutions using “online” to advance program growth and innovation? What are the key opportunities, challenges, and strategies institutions can use to realize growth ambitions? This session will describe work that leverages diverse courses and programs across the five-campus University of Minnesota system to increase the availability of online learning opportunities that increase access to academic programs and meet learner goals and needs.

• Eric Watkins, University of Minnesota
• Senenge T. Andzenge, University of Minnesota

3:45 PM - 4:15 PM
Coordinating and Building Internal Online Program Support Services
Tags: Online Program Management
In order to meet learner needs, institutions need the ability to quickly develop new programs. It is also too expensive for many institutions to maintain, in-house, all of the service units necessary to quickly develop new programs. How can institutions partner with external service providers to develop new programs in ways that can sustainably help meet long term institutional goals? This session will examine how the University of Minnesota system engages institutional leaders, stakeholders, and external partners to develop and support innovation in online and distributed learning.

• Fritz Vandover, University of Minnesota
• Senenge T. Andzenge, University of Minnesota

3:15 PM - 3:45 PM
Enhancing Equity and Access in Education: Integrating Mental Health and Student Support
Tags: Student Support; Accessibility and Belonging; Mental Health
Increasing student success at universities requires the integration of support services, a vital element for boosting academic performance, retention rates, and overall well-being. The critical role of digital mental health tools in this process is highlighted by studies on the effects of our increasingly connected lifestyles.  By integrating these services into the learning management system (LMS), universities can ensure easy access, enable early intervention, and adopt a holistic approach to student welfare. This strategy is key to creating a supportive and inclusive educational environment for nurturing academic achievement and personal development.

• Julia Spears, Marshall University
• Justin Louder, Anthology

3:45 PM - 4:15 PM
Designing with Empathy: Integrating Trauma-Informed Principles in Asynchronous MOOCs
Tags: Mental Health; Theory to Practice
Join us to learn about trauma-informed principles and how these principles can be effectively integrated into asynchronous online courses, including specific strategies to create inclusive and empathetic learning experiences in Massive Open Online Courses (MOOCs) that do not have direct student-instructor interaction. We will focus on practical applications that can be transferred across various disciplines, using a Coursera course, “Stress First Aid for Healthcare Workers: A Peer Support Tool”, as a key example.

• Hannah Rogers, Duke University
• Megan Lancaster, Duke University

3:15 PM - 3:45 PM
Scaling Online Course Quality: Incorporating the Faculty Self-Review
Tags: Research; Quality; Models & Frameworks
This presentation explores the implementation of a scalable online course quality review system at a public university, using the Quality Matters rubric to boost faculty engagement in a self-review process. Through qualitative research, we assess faculty perceptions of the review system’s impact on course design and evaluate the initial self-review's effectiveness, offering insights into its implications for enhancing online education quality in higher education.

• Megan Holt, Northern Illinois University
• Jason Rhode, Northern Illinois University

3:45 PM - 4:15 PM
A Longitudinal Analysis of Online Program Support
Tags: Research; Student Support
In this session, we will present the findings from our longitudinal study related to the overall support required for online learning programs through the lens of administrators, tenure-seeking faculty, contingent faculty, as well as students. However, our work takes a different approach looking at the structures and support required outside of the classroom but within the online learning environment. Our work provides insight for administrators over online learning programs, which has rarely been discussed in the literature.

• Yvonne Earnshaw, Kennesaw State University
• Mary Ann Bodine Al-Sharif, University of Alabama at Birmingham

AI in the Hands of Students: Not IF… WHEN
Tags: Artificial Intelligence; Learners; Faculty
Auburn Online, a department within the Biggio Center, created student-centered resources that highlight the use of AI for text, coding, or image generation within a course for assignments. The importance of these materials focuses on the understanding that AI is a tool that can enhance learning if students understand the best practices and ethical use of AI. By providing a framework for implementing appropriate use of AI in assignments, it empowers faculty and creates an atmosphere of growth for both faculty and student. The resources created provide faculty with information at their fingertips that they can easily incorporate into their courses and assignments, and it provides students with proper guidance in understanding the use of AI as a tool. This helps eliminate the “cheating” aspect many of us fear.

• Betsy Gilbertson, Auburn University
• Shawndra Bowers, Auburn University
• Asim Ali, Auburn University

Bridging the Gap: Integrating Online Experience and Curriculum Design for Engaged Learning
Tags: Strategic Enrollment Management; Instructional Design; Curriculum
Traditionally, online education separates student support, enrollment, retention efforts and curriculum design. In this concurrent session, the Johns Hopkins University School of Advanced International Students Education Design and Technology Team will share the unique approach of integrating online student experience and retention efforts with curriculum design and development. The team will share best practices, lessons learned, and the various strategies implemented to create a truly integrated learning experience for students in the JHU SAIS Online programs. Attendees will explore approaches and strategies to create a learning environment within online programs in which student engagement and retention efforts are integrated into curricular and program design decisions.

• Pratima Enfield, Johns Hopkins University
• Sandra Chadwell, Johns Hopkins University

Incorporation of DEI into Online Liberal Studies Curricula
Tags: Accessibility and Belonging; Learners
Thomas Edison State University (TESU), an online public university for adult students, is proceeding with a multifaceted project to incorporate DEI methods and content into its online curriculum in Liberal Studies, through revision of courses, majors, and a certificate program. This session will introduce the guiding principles and revision strategies featured in this project and invite audience members to share and compare their own efforts to incorporate into instruction at their own institutions.

• Burton Peretti, Thomas Edison State University

Navigating Internal Buy-In and Staying Aligned with Emerging Initiatives
Tags: Leadership
A panel of four leaders from different organizations and contexts will share the strategies and tactics they are using or have used in the past to navigate the changing landscape of staffing, internal buy-in, the state and federal regulatory environment, and emerging institutional initiatives.

• Luke Dowden, Alamo Colleges District
• Bettyjo Bouchey, University of Vermont
• Cristi Ford, D2L
• Tom Cavanagh, University of Central Florida

Strategic Pathways to Enrollment: Online Program Development
Tags: Strategic Enrollment Management; Learners
Demographic shifts in high school graduates, more pronounced challenges regarding the value of a degree, and the proliferation of alternative education and credential providers suggest that fewer individuals will choose to pursue higher education in the near and distant future. Expanding program access and facilitating learner flexibility are becoming a competitive necessity for many colleges and universities. This session will feature a panel who lead and support online/hybrid academic program development, enrollment and delivery. They will provide insights into how they determine which programs to develop and how they conduct target marketing. They will also discuss the means by which they collaborate across the institution to advance offerings to support cohort enrollment as well as hybrid and high-flex courses to support traditional students, transfers and re-enrolling stop-outs.

• Monique Snowden, University of Colorado Denver
• JT Allen, myFootpath

Using Generative AI to Create Online Courses: The New Imperative for Academic Integrity and Quality
Tags: Artificial Intelligence; Instructional Design; Accessibility and Belonging
Subject Matter Experts (SME) are likely to use Generative Artificial Intelligence (GenAI) tools to create the syllabus, texts, slide decks, scripts, assignments and exams of their online courses - without disclosing the use of GenAI to the institution. In this exploratory session, we share a trailblazing new approach to Online Course Development in which the entirety of the course is first created by Instructional Designers using GenAI, before being reviewed and enhanced by SMEs. This approach provides control over the content created by GenAI and promises significantly shorter production timelines at lower cost. More importantly, it allows SMEs to focus on their personal contributions to the content and opens up opportunities to create more inclusive, comprehensive and market-relevant courses overall. We will share the experiences and learning from our first prototype and engage the audience in an interactive discussion on the future of Online Course Development and Instructional Design with the perspective of creating more inclusive, accessible, comprehensive and market-relevant courses.

• Frederick T. Wehrle, UCLA Extension

Voice of the Online Learner 2024
Tags: Research; Learners
As the current landscape of online learning evolves post-pandemic, so do the attitudes and behaviors of online students. Explore recent findings from the latest Voice of the Online Learner report, as well as gain actionable takeaways and recommendations that can immediately apply to your institution’s online programs and strategies.

• David Capranos, Academic Partnerships
• Frank Rojas, Bay Path University
• Brandon Johnson, St. Cloud State University  

From Readiness to Success: How an Online Learner Readiness Instrument Can Support the Success of the Student Learning Journey
Tags: Research; Learners
This session will feature a collaboration between a research unit and student success team in developing and implementing an online learner readiness instrument to promote student success in online learning. Speakers will discuss their collaboration in developing the instrument, as well as the ways in which the instrument is now being used in student orientations, in one-on-one success coaching, and as a vehicle for directing students to support resources and services.

• Naomi Aguiar, Oregon State University
• Kyle Whitehouse, Oregon State University

Leveraging Online Curricula to Create Systemwide Degree Completion Pathways
Tags: Learners
Various factors lead many learners to stop-out of their higher education experiences before completion. For many colleges and universities, addressing the needs of the Some College, No Credential (SCNC) learner population is a key institutional priority. What can institutions do to expand online learning options and opportunities without cannibalizing on-campus offerings? How can the online learning opportunities and policy modifications create on-ramps and avenues to degree completion for SCNC learners? This session will describe how the University of Minnesota is piloting a program of policy changes and cooperations between academic programs across five campuses to address degree completion goals for SCNC learners.

• Paula MacDonald, University of Minnesota
• Senenge T. Andzenge, University of Minnesota

Transitioning Online Enrollment and Student Support Services from OPM Partner: Tips and Lessons Learned
Tags: Online Program Management; Student Support
During this session, we’ll share tips and lessons learned transitioning away from an OPM partner for online enrollment and one-stop student support services and building capacity internally for these services. Be inspired to started building your internal online student support team and guiding your institution through the transition away from a third party partner.

• Jason Rhode, Northern Illinois University
• Anna Richardson, Northern Illinois University

Identifying and Activating Student Foundational and Advanced AI Skills
Tags: Artificial Intelligence; Learners; Models & Frameworks
Join us as we delve into the challenges of defining foundational and advanced AI knowledge, skills, and abilities, and learn how our collaborative approach with diverse stakeholders led to the identification of seventeen key skills, forming the basis for the future of AI in our curriculum. We will share the research resources we used as the starting point, the final grouped skills, and how the foundational AI skills framework translated into a framework for advanced program-level skills.

• Mary Elizabeth Smith, University of Phoenix
• Jessica Sylvester, University of Phoenix

Driving Learner Engagement and Outcomes - Actionable Best Practices
Tags: Learners; Strategic Enrollment Management; Analytics and Evaluation
The future of online learning depends on our ability to be innovative in every aspect of the learning experience, particularly in how we support learners and drive engagement to ensure persistence. Join this session to get a peek behind the scenes at how Grand Valley State University uses data, automation, and critical human touch points to transform what it means to support students in achieving their learning goals. Presenters will provide insight into the partnerships and strategies universities are implementing to drive engagement and support learners, including automated risk scoring, leveraging platforms to drive connection, using engagement tactics that drive learners’ best habits, and more. Whether your courses are completely online, hybrid, or leverage distinct moments of synchronous engagement, you’ll walk away with ideas to implement at your institution.

• Kara Van Dam, Grand Valley State University
• Sara Leoni, Ziplines Education

Is Student Motivation Essential for Success in Online and Blended Learning? A Meta-analytic Review of the Evidence
Tags: Research; Learners
In face-to-face courses, student motivation is associated with academic learning outcomes. What happens when learning moves online? This presentation reports results from a meta-analysis examining the relationship between student motivation and learning outcomes in both online and blended courses. Findings indicate a modest relationship that varies based on course modality.

• Naomi Aguiar, Oregon State University
• Mary Ellen Dello Stritto, Oregon State University

Strategic Guide to Generative AI in Learning and Instructional Design
Tags: Artificial Intelligence; Instructional Design; Curriculum
This session will delve into the transformative potential of Generative Artificial Intelligence (AI) in the realm of learning and instructional design. We will explore practical methodologies, strategic considerations, and hands-on techniques for integrating Generative AI into educational practices. Key concepts covered include the utilization of AI-driven content creation, personalization of learning experiences, and the strategic deployment of Generative AI tools in instructional design.

• Rowell Mariano, International Accreditors for Continuing Education and Training (IACET)

The Evolution of an Internal OPM: A Case Study from Indiana University Online
Tags: Online Program Management; Compliance/Governance
Indiana University has invested in an internal online education structure that builds upon the university's traditional academic structures. This approach, similar to an internal online management program, has evolved significantly over the past decade in response to internal and external pressures. With over 8,600 students and 230 academic programs, the results have been a significant driver of innovation and change within the university. This session will explore the history of this approach with an emphasis on the most recent adaptations coming out of the pandemic which has included greater centralization of services a new funding model integration with the university strategic plan and new academic governance structures. This session will explore the how and why of this evolution, provide a blueprint for others and encourage participants to contribute from their experiences of internally managing online programs.

• Chris Foley, Indiana University
• Whitnie Powell, Indiana University

The Instructional Designer's Journey
Tags: Instructional Design; Accessibility and Belonging
There are many pathways and experiences that lead to an individual becoming an instructional designer. Capturing these diverse backgrounds in a living document and publishing it as an Open Educational Resource (OER) allows these perspectives to inform courses teaching instructional design principles, theories, and best practices. Join our presenter for an exploration of instructional design through storytelling and shared experiences.

• Melody Buckner, University of Arizona

Decoding the Brain's Response to Instructional Design in Online Course Videos
Tags: Research; Instructional Design; Curriculum
In this session, we explain the instructional design elements of online video lectures and how these elements activate different brain regions, impacting students' engagement and learning. Revealing distinct brain activations associated with different instructional elements during online video lectures, we invite attendees to engage in in-depth conversations about leveraging neuroscientific evidence to gain insights into designing online video lectures to promote effective online learning.

• Meryem Yilmaz Soylu, Georgia Institute of Technology
• Jeonghyun (Jonna) Lee, Georgia Institute of Technology
• Steve Harmon, Georgia Institute of Technology
• Eric Schumacher, Georgia Institute of Technology
• Tiffany Nguyen, Georgia Institute of Technology

Navigating Digital Accessibility Compliance: Strategies from Three Universities
Tags: Compliance/Governance; Accessibility and Belonging
As the importance of digital accessibility and inclusive technology practices grow, educational institutions must develop and implement effective strategies that ensure equal access to digital resources for all students. Proposed Title II rulemaking from the Department of Justice is prioritizing the need for high educational institutions to revisit their educational practices and operations to ensure that accessibility compliance is met. Online learning administrators from three universities within the University of Illinois System share their experiences addressing digital accessibility compliance on their campuses. Their institutions’ strategies for promoting awareness, providing training, and integrating accessibility into the development of online courses and digital content will be shared. By bringing together these three universities that have different models for digital education, this presentation aims to provide valuable insights, practical strategies, and lessons learned for conference participants to enhance digital accessibility compliance at their institutions.

• Michele Gribbins, University of Illinois, Springfield
• Lisa Anderson, University of Illinois at Urbana-Champaign
• Dara Crowfoot, University of Illinois Chicago
• Agnes Herget, University of Illinois at Chicago

Solving the Equity Paradox of Credit for Prior Learning
Tags: Strategic Enrollment Management; Accessibility and Belonging; Learners
Credit for Prior Learning (CPL) greatly benefits students in persisting and completing their degrees but too few students are able to take advantage of CPL, and black and low income students are the least likely to benefit. Capella University, Sophia Learning, and two students will describe a leading approach to improving equity through Credit for Prior Learning.

• Nick White, Sophia Learning
• Anaice Babic, Sophia Learning
• Katie Rodriguez MacInnes, Capella University