Program | 2026 SOLAR

Who Counts? Rethinking Enrollment and Success Metrics for Overlooked Learners
Traditional enrollment and student success metrics focus on full-time fall beginners, rendering many online and nontraditional students invisible in institutional planning and reporting. This session examines how rethinking KPIs—using unduplicated annual enrollment, revising student cohorts, and better classifying student pathways—can more accurately reflect diverse enrollment patterns and student success. Participants will explore how more inclusive metrics enable leaders to align strategy, advising, and resource allocation with the realities of today’s online and adult learners—and make more defensible decisions about growth and student success.

• Sharon Wavle, Indiana University
• Chris Foley, Indiana University

From Intentional Design to Enterprise Scale: Building a Sustainable Online College for Adult Learners
Launched in 2021, the College of Interdisciplinary and Continuing Studies (CICS) is an academic school at Morgan State University, a public HBCU, designed to serve adult, returning, and online learners through flexible, interdisciplinary programs. This strategic, case-based session examines how CICS aligned curriculum, instructional infrastructure, student success operations, and governance to move from intentional design to enterprise-level sustainability. Co-presented with the Student Success Manager, the session highlights decision-right clarity, internal capacity-building, and cross-functional governance strategies that support scalable growth while preserving quality, flexibility, and learner success.

• Dionne Thorne, Morgan State University
• Emma Minnis, Morgan State University

Navigating the New Federal Landscape: Policy and Regulatory Updates for Online Education Leaders
Federal higher education policy is entering a consequential implementation phase following enactment of the One Big Beautiful Bill Act (OBBBA), and recent negotiated rulemaking. For online, distance, and adult-focused education leaders, the implications extend far beyond compliance, affecting program design, funding eligibility, accountability expectations, and long-term enterprise strategy. This session provides a comprehensive federal policy update focused on how OBBBA provisions and the resulting negotiated rulemaking intersect with online and distance education. Presenters will examine emerging frameworks related to Workforce Pell, evolving accountability and earnings-based metrics, and changes to federal funding and financial aid eligibility. Particular attention will be paid to how these developments may influence online program portfolios and institutional risk management. The discussion will also address what to watch next, including timelines, unresolved issues, and areas where future changes are anticipated.

• Jordan DiMaggio, UPCEA
• Ricky LaFosse, University of Michigan

From AI Policy to Practice: Governance, Curriculum Strategy, and Responsible Innovation in Online Learning
Artificial intelligence is rapidly entering teaching, learning, and digital infrastructure, yet many institutions remain caught between restrictive bans and unstructured experimentation. This strategic session explores how online and digital learning leaders can move beyond reactive responses by aligning AI governance, curriculum strategy, and emerging technology adoption into a coordinated institutional approach. Drawing on an institutional case study and applied frameworks, participants will examine a use-case governance model for evaluating AI tools, approaches for designing scaffolded AI curricula within academic programs, and structured methods for piloting emerging technologies such as AI-enabled wearables. Attendees will leave with practical resources—including governance templates, curriculum design frameworks, decision rubrics, and pilot roadmaps—to guide responsible and scalable AI adoption across the online enterprise.

• Anissa Vega, Kennesaw State University
• Rohan Jowallah, University of Central Florida

From Heroic Effort to Scalable Systems: Designing Mature Infrastructure for Online Learning
Online education initiatives often succeed because of extraordinary individuals rather than strong institutional systems, masking deeper challenges related to sustainability, scalability, and organizational maturity. This session examines how one award-winning online initiative revealed hidden gaps in governance, pricing alignment, and learner support when staffing changes exposed how much institutional success depended on informal coordination and individual effort. Building on this diagnostic perspective, presenters will explore how another online program redesigned its course development architecture by introducing multiple development tracks—such as rapid deployment, modernization, and cohort-based models—to increase flexibility and throughput while maintaining instructional quality. Participants will leave with practical strategies for recognizing when programs rely too heavily on heroic effort and for designing governance, development models, and organizational structures that support reliable, scalable online learning at institutional scale.

• Trevor Cox, University of Central Oklahoma
• Olysha Magruder, Johns Hopkins University
• Dan Horn, Johns Hopkins University
• Toni Picker, Johns Hopkins University

From Innovation to Ecosystem: Scaling Credential Strategy in the Digital University
Universities invest heavily in academic innovation initiatives, yet many pilots fail to translate into lasting institutional change due to limited faculty capacity, complex governance processes, and fragmented program structures. This session explores how institutions can move beyond isolated initiatives by treating innovation as an institutional capability that supports ongoing curriculum and credential evolution across academic units. Participants will examine a university-wide model for credential and curriculum innovation alongside strategies for building digital-first learning ecosystems that connect degree programs, stackable credentials, and noncredit offerings into integrated learner pathways. Attendees will gain practical insights into governance models, portfolio design, and implementation strategies that help institutions scale innovation while preserving academic quality, faculty ownership, and long-term sustainability.

• Jack Rodenfels, North Carolina State University
• Helen Chen, North Carolina State University
• Caleb Simmons, University of Arizona

From Convening to Coalition: Sustaining Academic Innovation Through Community
Innovation scales through people, not dashboards. This informal roundtable convenes academic innovation and online education leaders for candid peer conversation about what it takes to build a durable cross-institution community. Using a lightweight discussion protocol (no tech required), facilitators will guide dialogue on participation pathways, shared norms and roles, and sustainable rhythms that help communities persist through leadership transitions and competing priorities. Attendees will leave with new peer connections and optional post-session resources (templates and protocols) to apply ideas locally.

• Melissa Vito, The University of Texas at San Antonio
• Karen Vignare, Association of Public & Land Grant Universities
• Angela Gunder, University of Arizona
• Josh Herron, University of Arizona Global Campus

Mind Mapping to Support System Analysis and Decision Making
Systems analysis, while valuable, can be quite challenging. Along with this is the challenge of sharing the analysis in such a way that others can use it for their own strategic planning and decision-making. Mind mapping, a process often used for brainstorming, can serve as a method for documenting analysis and supporting decision-making. Join this roundtable session as we explore this versatile tool and how to leverage it to support your strategic efforts.

• Larry Cox II, Virginia Tech

From Pilot to Pressure Test: What Embedded Microcredentials Reveal About Institutional Readiness
As embedded microcredentials move from pilot initiatives toward institutional scale, unresolved questions around ownership, sustainability, and readiness come sharply into focus. This session explores how credential pilots expose underlying assumptions and vulnerabilities within institutional systems, drawing from real-time observation of an in-progress implementation. Participants will engage in facilitated dialogue to surface shared patterns, identify potential failure points, and consider how leaders can approach scaling decisions as an act of strategic sensemaking rather than replication.

• Samantha Miller Gurski, Columbus State University

Reframing Bloom’s for the Age of AI: Implications for Assessment, Evidence, and Academic Rigor
As AI becomes increasingly integrated into teaching and learning, institutions must rethink how they define and evaluate evidence of learning. This session explores the implications of a reframed Bloom’s Taxonomy for assessment in AI-enabled environments, with a focus on academic rigor and institutional credibility. Co-presented with leaders from the University of Toledo, the session offers strategic insight into how institutions are beginning to reassess learning outcomes, assessment design, and evidence of student learning in response to AI.

• Lisa Clark, Anthology
• Justin Louder, Anthology
• Barbara Kopp Miller, The University of Toledo
• Peter You, The University of Toledo

Change Management at Scale: Leading Online Organizational Transformation in Traditional Institutions
This presentation equips higher education leaders with knowledge and strategies for managing organizational change at scale while growing online programs. Using real-world case examples from Augusta University Online, participants will explore how data-informed forecasting, enrollment planning, and faculty alignment can drive sustainable transformation. Attendees will leave with actionable frameworks to guide decision-making, manage institutional resistance, and align stakeholders during periods of rapid online growth.

• Luke Urbani, Augusta University
• Mary Celano, Archer Education

“The Wizard” - Transparency in Organizational Change
Step behind the curtain with LSU Online & Continuing Education to see the “wizardry” of leadership during major system and organizational change. By pairing disciplined project management with people-centered change management, teams stayed engaged, learners were supported, and trust and momentum were preserved. This session invites leaders to follow the yellow brick road of transparent communication, cross-functional collaboration, and shared ownership, offering practical insights for guiding teams through complexity and change for good.

• Lisa Jalilian, Louisiana State University
• Brittney Randall, Louisiana State University
• Shannon Lane, Louisiana State University

Re-Architecting the CTL for Impact: From Service Load to Strategic Value
This interactive workshop explores how a Center for Teaching and Learning (CTL) can move from service exhaustion to scalable impact by intentionally redesigning internal systems. Participants will work through real-world CTL case scenarios and apply practical strategies for process improvement, project management, standardized workflows, data-informed decision-making, and diversified faculty development portfolios. Designed as a hands-on session, the workshop emphasizes collaboration and discussion, equipping participants with adaptable tools to improve team sustainability, increase transparency with campus partners, and position the CTL as a strategic institutional asset.

• Jiaqi Yu, The University of North Texas Health Science Center at Fort Worth
• Honor Parks, The University of North Texas Health Science Center at Fort Worth

Stop Solving the Wrong Problems: Slowing Down Decision-Making in Complex Online Enterprises
Senior leaders in online and digital education are under constant pressure to make fast, high-stakes decisions amid uncertainty, complexity, and competing demands. This interactive, strategic-level workshop introduces network consultancy as a disciplined, human-centered approach to enterprise decision-making. Participants work through real institutional challenges alongside peers from diverse contexts, surfacing hidden assumptions, governance dynamics, and risks that often derail well-intentioned initiatives. The session offers a repeatable framework leaders can apply to vendor decisions, AI adoption, partnerships, and large-scale change—especially when urgency threatens alignment.

• Brian Fleming
• Whitney Kilgore, iDesign
• Anita Gabbard, University of Central Florida

Stronger Together: When and How Collaboration Creates Strategic Advantage
As institutions face rapid digital transformation, enrollment uncertainty, and rising expectations for quality in online learning, collaborative models offer a path to scale and resilience. This session explores the IDEA consortium as an evidence-informed, faculty-centered approach to cross-institutional partnership in online program development and delivery. Presenters will discuss how IDEA’s model has been implemented across public research universities through shared governance, a common tuition and revenue-sharing structure, aligned assessment frameworks, and faculty communities of practice. Participants will examine outcomes, lessons learned, and core principles, and engage in facilitated dialogue to identify strategies adaptable to their own institutional contexts.

• Amanda Burris, Kansas State University
• Morgan Jones, Kansas State University

Leading Change and Innovation in Higher Education
Leading change and innovation in complex organizations is challenging. This session draws on the real-world systems, processes, and design approaches used by Butler University’s Transformation Lab to advance meaningful institutional change. Participants will explore how these tools have supported the launch of a new two-year college, the development of new academic programs and models, and the creation of student-run and external business ventures. More importantly, attendees will learn practical methods for turning ideas into action and will apply selected tools to their own change initiatives, leaving with strategies they can use immediately in their work.

• Stephanie Hinshaw, Butler University
• Callie Wright, Butler University
• Tracie Taylor, Butler University

From Legacy Courses to Future-Ready Programs: AI-Enabled Uplift at Scale
Higher education leaders are under pressure to grow enrollments, add flexible modalities, and align programs to workforce needs — without the time or budget to design everything from scratch. Most of the real work now is uplifting and revising what already exists. This session presents an AI-enabled redesign model that ingests existing course materials (e.g., course cartridges), rapidly surfaces gaps against quality and workforce standards, and supports large-scale course and program uplift across modalities. Participants will see concrete examples of how this approach accelerates redesign timelines, improves consistency, and reveals capacity constraints that inform smarter academic planning.

• KC Coburn, Metropolitan State University of Denver
• Carrie O'Donnell, Alchemy

Shifting: Three Areas of Online Change - A Case Study
Join, "Shifting: Three Areas of Change - A Case Study," where we will delve into critical adaptations in online education leadership. This session focuses on three key areas: 1) adapting to diverse work cultures and institutional priorities, 2) transforming leadership styles from autocratic to transformational/servant approaches, and 3) centralizing online programs within a decentralized university model. Participants will engage in discussions and gain practical strategies to navigate these changes effectively, optimizing team collaboration and enhancing student success in today's dynamic educational landscape.

• Tammy McClain-Smith, Johns Hopkins University

Advancing Digital Learning Strategy in Private Residential R1s
COLOs at Boston College, Rice University, the University of Notre Dame, and Vanderbilt University discuss how they developed and are implementing recently published digital learning strategies in residential R1 contexts. The panel examines how COLO leadership shapes institution-wide digital learning strategy that strengthens the residential mission, supports flexible instructional models within degree programs, and aligns selective online growth with institutional priorities, while also helping institutions build the governance, capacity, and shared language needed to incorporate emerging tools such as generative AI responsibly. Panelists share practical lessons on researching institutional needs, socializing strategy with faculty and academic leadership, and translating vision into operational commitments amid governance, resourcing, and culture change challenges.

• Sonia Howell, University of Notre Dame
• Shawn Miller, Rice University
• Mallika Vinekar, Vanderbilt University
• John FitzGibbon, Boston College

Moderator: Patrice Torcivia Prusko, University of Michigan

Building an Educational Ecosystem: Strategies for University Entrepreneurship
How can higher ed capitalize on the relentless pace of change to drive more innovative and entrepreneurial approaches to marketing, teaching, and partnerships? Join us to hear about new ways universities are working with companies, colleges, and high schools; discuss effective strategies for institutional partnerships; and explore a framework to identify opportunities throughout the student journey back to your institutions. We’ll walk through how the Innovation Lab at Furman University transformed their brand, their offerings, and their partnerships to meet the needs of today’s learners. And workshop how you can drive innovation at your institution using our student journey framework.

• Garrett Stern, Furman University
• Regina Law, Noodle

Students as Collaborators: Building Scalable, Innovative Courses Together
San Diego State University (SDSU) Global Campus boosts online engagement and course quality by embedding instructional design and multimedia student assistants as collaborators across the full course design lifecycle. This session shares the staffing model, onboarding, mentoring, and QA practices that turn student perspective into clearer navigation, stronger accessibility, and more consistent visuals—at scale. The presentation includes samples of student-enhanced courses and course materials, including AI-enabled scenario/simulation prototyping and a lightweight video workflow. Participants leave with strategies for implementing similar collaborations at their institutions.

• John Alexander, San Diego State University

Designing Workforce-Aligned AI Education at Scale: A Cross-Sector Playbook for Higher Education
How can colleges meet growing AI workforce demand without overextending internal resources or working in isolation? This 60-minute session examines how Charter Oak State College partnered with the Business-Higher Education Forum and LearningMate to design and expand a workforce-aligned AI Academy for working professionals. Presenters will share a practical collaboration model that defines the roles of higher education leadership, employer voice, and learning design expertise, illustrating how cross-sector partnerships moved the initiative from concept to launch. Attendees will gain a scalable playbook adaptable to their own institutional and regional workforce ecosystems.

• David Ferreira, Charter Oak State College
• Kristen Fox, Business-Higher Education Forum
• John Falchi, LearningMate

Building the Online Learning Mobility Flywheel: Reimagining Completion, Belonging, and Scale
This 75-minute workshop uses an HBCU case study to reimagine adult degree completion through an enterprise approach to online learning mobility, positioning generative artificial intelligence as a catalyst for scale rather than a peripheral tool. Framed by Jim Collins’s flywheel effect, participants will analyze, map, and stress-test the accelerators, momentum levers, and sources of friction shaping online learning mobility within their own institutions.

• Nicole Westrick, Morgan State University

After the Reset: Rebuilding Graduate Education When the Old Structures No Longer Hold
Graduate education has entered a new era, one that demands structural redesign rather than incremental revision. This session examines the active transition of a legacy graduate program into a post-reset model shaped by adult learner realities, hybrid delivery, and emerging academic infrastructure. Framed as a live case and guided design inquiry, the session invites participants to surface shared challenges, question inherited assumptions, and collectively explore future-oriented program structures. Attendees will leave with clearer language and strategic insight for navigating graduate program transformation in an evolving higher education landscape.

• Nicole Galante, Stony Brook University

Scaling Digital Operations Through Talent: A Training & Development–Led Model from LSU Online
This session presents Training & Development as core institutional infrastructure for scaling online and workforce education. Using LSU Online as a case example, it demonstrates how leadership behaviors, internal capability-building, and staff development systems function as governance mechanisms that stabilize growth, improve service consistency, and support mission-aligned scale. Rather than focusing solely on programs or platforms, the session highlights how intentional talent strategies and change management practices enable institutions to operationalize digital growth sustainably across teams, roles, and functions.

• Tiana Lindsey, Louisiana State University
• Dalmer Drake, Louisiana State University
• Marynaomi Galatas, Louisiana State University
• Micaela Christopher, Louisiana State University

From Beekeeping to Quantum Computing: How Open edX Powers the Future of Work at Any Scale
The skills gap is real, and higher education institutions are leading the charge to close it. But how can one platform possibly support programs as diverse as local agricultural training and cutting-edge Quantum Computing courses? The answer is Open Source. Join us to see how the flexible, scalable Open edX platform is the strategic choice for non-credit, skills-forward learning initiatives. Our expert panel will share how two mission-driven organizations use Open edX to maintain institutional autonomy, generate new revenue, and deliver high-impact programs: Penn State Extension: Learn how they deliver community-focused training—from food safety to beekeeping—to strengthen local economies. MIT xPRO: Discover how they equip professionals with advanced technical skills in AI and digital transformation.

• Jenna Makowski, Axim Collaborative
• Luke Hobson, MIT
• Rebecca Rumbel, Penn State University

Moderator: Anabel Cellini, Open edX

A Total Game Changer: Using AI Video Avatars to Slash Course Development Costs
The introduction of new AI video avatar tools is a total game changer for learning designers. Whether producing full online courses or supplemental online resources, these new tools provide powerful new strategies for scaling video production while significantly reducing both time and cost relative to traditional approaches. In this session, we will showcase two real-world examples from University of Virginia of integrating cutting-edge AI video avatar tools into online course production. A highly interactive discussion will explore these examples and new strategies for scalable video production.

• Sarah Cochran, University of Virginia
• Rebecca Cochran, University of Virginia

Findings: A Study Correlating Online Enrollment With Budget Models
Findings from a recent study that correlate incentive-based budgeting and increased online enrollment will be shared. This lively dialogue will engage attendees to share their challenges in increasing student headcount and net tuition revenue.

• Brad Johnson, myFootpath
• Sam Nikolai, Indiana State University

No Lone Wolves: Why Online Programs Thrive on Campus-Wide Alliances
Successful online programs require a robust ecosystem beyond academics, yet partnerships with critical units like admissions, financial aid, and the registrar are often overlooked. Treating these cross-campus collaborations as a strategic investment is essential for creating a low-friction student experience and driving growth. This panel, featuring experts from three institutions and an industry-experienced moderator, explores proven strategies for cultivating these vital partnerships. Attendees will gain actionable insights on building scalable collaboration models, creating cross-functional teams, and balancing resource allocation to support a superior online student journey.

• Sunay Palsole, Texas A&M University
• Beth Brunk, University of Texas at El Paso
• Melissa Vito, The University of Texas at San Antonio

Moderator: Adam Fein, Risepoint

AI Use Case for PCOE units
PCOE units are increasingly expected to lead institutional AI experimentation, yet few shared models exist for moving from pilots to practice. This panel, connected to the UPCEA AI Hub, explores active AI use cases across PCOE units, examining how leaders are applying AI to enrollment, learner support, instructional design, and operations while navigating governance, risk, and scale. Panelists will share implementation realities, lessons learned, and emerging frameworks that help align AI initiatives with institutional strategy. Attendees will gain practical insights for advancing AI adoption beyond experimentation and into sustainable enterprise practice.

• Vickie Cook, UPCEA Strategic Advisors

From Program Review to Portfolio Strategy: Rethinking How Institutions Evaluate Online Programs
In an increasingly competitive online education market, institutions must move beyond evaluating programs individually and instead adopt portfolio-level approaches to strategic decision-making. This session examines how program review can evolve from a periodic compliance exercise to a strategic system that informs investment, improvement, stackable pathway development, and program deprecation decisions. Presenters will share how their institutions have integrated market intelligence, advisory input, and internal assessment into recurring program review cycles. We will cover how holistic portfolio reviews, sometimes conducted with third-party partners, can surface misalignments in pricing, workforce demand signals, or duplicated offerings. We’ll be discussing gap analyses, governance, creative program build approaches, and setting realistic timelines for program change, expansion or sunsetting. Participants will leave with examples of practical frameworks in use across multiple types and sizes of institutions.

• Alexandra Shadid, Brandeis University
• Harry Skoyles, Brandeis University
• Dawn H. Mackiewicz, Brandeis University
• Scott Stanley, Brandeis University
• Julie Thalman, University of Cincinnati
• Stacy Snow, Kennedy & Company
• Jamelle Wilson, University of Richmond

Scaling Online Programs: From Business Model Experiments to Sustainable Program Architecture
As competition for new enrollments intensifies, institutions are increasingly exploring new business models to grow revenue while maintaining high-quality online learning experiences. This session examines how online learning leaders can combine strategic experimentation with intentional program architecture to scale programs sustainably. Participants will explore real-world pilots—including all-access program bundles, cohort-based premium offerings, cross-listed courses, and just-in-time short courses—designed to re-engage completers and increase learner lifetime value, alongside structural approaches such as carousel scheduling and course director/facilitator models that stabilize enrollment, support faculty workload management, and maintain instructional consistency. Attendees will leave with practical frameworks for testing new growth strategies, evaluating what to scale, and designing operational systems that support long-term program sustainability.

• Carissa Little, Stanford University
• Jennifer Gray, Stanford University
• Dawn Clineman, University of Cincinnati

Leading the Online Enterprise: COLO Strategy, Organizational Design, and Portfolio Growth
As online education becomes a central institutional strategy, Chief Online Learning Officers must navigate evolving responsibilities that span organizational design, partnerships, leadership development, and portfolio strategy. This session brings together senior leaders from multiple institutions to examine how universities structure and sustain online learning units, including experiences with OPM partnerships, consultant engagements, and shifting reporting lines shaped by institutional culture. Panelists will also reflect on the evolving COLO role, sharing insights from leaders newly promoted into executive responsibilities and discussing competencies such as strategic financial modeling, cross-campus influence, and leading digital transformation. The session concludes by exploring portfolio-level strategies for prioritizing programs, aligning governance, and using data-informed decision-making to scale online offerings intentionally while balancing mission, market demand, and institutional sustainability.

• Chelsea McNeely, Southeast Missouri State University
• Lakitia Avery, Kent State University
• Luke Dowden, Alamo Community Colleges District
• Niki Whiteside, San Jacinto College
• Jocelyn Widmer, Los Alamos National Laboratory
• Casey Evans, Arizona State University

Moderator: Jocelyn Widmer, Los Alamos National Laboratory

People-Centered Leadership for Scaling Online Learning Operations
Successful scaled online operations prioritize people, relationships, and culture, not just technology. In today’s post-secondary landscape, AI and other technological tools often take center stage, leaving the people and team structures needed to sustain growth overlooked. This session explores how intentional staff development and effective team communication practices can strengthen culture, build institutional trust, and support long-term student success. Drawing from leadership expertise of the University of Tennessee, Knoxville’s Office of Digital Learning, Penn State’s Dutton Institute for Excellence in Teaching and Learning, and non-profit coaching and coach training provider InsideTrack, presenters will examine how a coaching-based professional development model and train-the-trainer approach built internal capacity and improved organizational culture, driving institutional effectiveness. The session also highlights practical leadership strategies, including structured one-on-one meetings, to improve transparency, morale, and engagement when managing larger teams and navigating organizational change.

• Ginny Valentin, The University of Tennessee, Knoxville
• Ann Taylor, Penn State University
• Chris Anderson, InsideTrack

Beyond Delivery: Treating Hybrid Education as a Strategic Enterprise
Hybrid education is no longer simply a modality—it is a strategic lever for institutional growth, mission fulfillment, and long-term sustainability. Yet many institutions continue to manage hybrid programs as isolated academic offerings rather than as integrated enterprise initiatives. This session presents a real-world case study of how Saint Francis University launched, scaled, and continuously innovated its hybrid Executive EdD in Organizational Leadership & Innovation as a mission-driven enterprise. Participants will explore how governance, enrollment strategy, financial modeling, faculty engagement, and culture change were intentionally designed to support growth without sacrificing institutional values or academic quality. Designed for senior leaders, strategists, and digital administrators, this session reframes hybrid learning as an ecosystem—one that integrates online delivery, high-touch residencies, community-building, and scholar-practitioner mentorship into a scalable, sustainable model. Attendees will leave with practical frameworks and tools for transforming hybrid programs into strategic portfolios that expand access, align with mission, and unlock new institutional opportunities.

• Tricia Giannone McFadden, Saint Francis University

UPCEA Hallmarks of Excellence in Digital Learning (2026)
The UPCEA Hallmarks of Excellence in Online Leadership have long served as a guiding framework for institutions building and sustaining high-quality online learning enterprises. This session introduces the newly revised Hallmarks, a collaborative effort co-authored by more than 80 Chief Online Learning Officers (COLOs) from across the higher education landscape and reviewed by UPCEA’s senior leadership bodies focused on online and professional education. The updated framework strengthens the original model by integrating research foundations and scholarly citations, identifying clear key performance indicators (KPIs) that help leaders measure progress, and offering concrete, practical tactics that institutions can apply to advance online learning at the enterprise level. Participants will gain insight into how the revised Hallmarks reflect the evolving realities of online education leadership—from governance and strategy to learner success, technology, and organizational capacity—and how the framework can be used as a diagnostic and planning tool to guide institutional growth. Attendees will leave with a deeper understanding of the updated hallmarks and practical ideas for applying the Hallmarks to strengthen strategy, alignment, and execution within their own online learning ecosystems.

• Julie Uranis, UPCEA
• Vickie Cook, UPCEA Strategic Advisors

Beyond Compliance: A Cross-Unit Framework for Scaling Digital Accessibility Ahead of DOJ Enforcement
As the Department of Justice’s April 2026 digital accessibility enforcement deadline approaches, institutions must move beyond one-time compliance efforts toward sustainable, institution-wide practice. This session introduces a replicable cross-unit framework for scaling digital accessibility through executive sponsorship, coordinated communication, and flexible faculty engagement pathways. Using one university’s ongoing approach as an illustrative example, the presenters demonstrate how instructional design expertise, centralized resources, and shared governance can support accessible online learning at scale while addressing the persistent challenges institutions face as accessibility work evolves.

• Oliver Snow, Weber State University
• Gisela Martiz Wheeler, Weber State University

Multi-Institutional Perspectives: Mentoring Models to Guide Online Learning Professionals
As online education expands and matures, online learning teams are increasingly central to institutional strategy. Yet many organizations still struggle to build sustainable structures supporting professional growth, collaboration, and innovation among the team. This session explores how institutions can intentionally cultivate stronger communities through structured mentorship programs and creative team initiatives. Drawing on examples from the University of Arizona, Penn State University, Oregon State University Ecampus, SUNY Oneonta, and ID2ID in partnership with EDUCAUSE, presenters will share diverse mentorship models embedding professional support and knowledge-sharing within institutional and professional communities. Panelists will reflect on how mentorship and creative team initiatives can support a range of outcomes, including onboarding, skill development, community building, professional stewardship, and leadership growth without assuming that advancement into formal leadership roles is the sole goal of mentorship. Designed for both senior leaders and mid-level managers in teaching and learning organizations, this session offers practical frameworks for building mentorship cultures, designing collaborative innovation initiatives, and strengthening the long-term capacity and engagement of instructional design teams.

• Adam Davi, University of Arizona
• Matt Romanoski, University of Arizona
• Melody Buckner, University of Arizona
• Angela Dick, Penn State University
• Heather Garcia, Oregon State University Ecampus
• Penny Ralston-Berg, Penn State University
• Ed Beck, SUNY Oneonta

Moderator: Melody Buckner, University of Arizona

From Data to Action: Enterprise Strategies for Online Student Success
Improving retention and engagement for online learners requires more than isolated interventions—it demands coordinated strategies that connect data, communication systems, and academic partnerships. This session explores how institutions are building enterprise approaches to student success through both data-informed planning and CRM-supported engagement strategies. Presenters will share how a statewide online system implemented segmentation, automated nudges, and early-alert workflows to create scalable outreach that improved retention, course completion, and re-engagement, while Oregon State University highlights its collaborative model for disseminating success metrics, conducting retention research, and developing college-specific success plans. Together, these case studies demonstrate how cross-functional collaboration, shared accountability, and strategic use of data and communication tools can transform fragmented student support efforts into sustainable systems that advance online learner success.

• Callie Wise, Tennessee Board of Regents
• Marleigh Perez, Oregon State University Ecampus
• Jessica DuPont, Oregon State University Ecampus

Leading Without Mandates: Earning Trust to Centralize Online Learning
Building a centralized online learning unit within a historically decentralized university requires more than structure—it requires harmony. This session explores how Ohio University unified online learning through a consultative, relationship-driven approach that prioritized listening, trust, and co-creation over mandates. Presenters share how strategic diplomacy and community-building aligned colleges, faculty, and student-facing teams while honoring local needs. Participants will learn how intentional partnerships, shared governance tools, and inclusive engagement strategies strengthened quality, coherence, and belonging for more than 7,000 online students. Attendees will leave with practical, transferable approaches for leading change without positional authority and fostering authentic community at scale.

• Kari Lehman, Ohio University
• Thomas Raimondi, Ohio University

Feedback Loops: Connecting Industry Signals and Learning Design
When employers fund workforce upskilling, high-quality online content isn’t enough; they want learning that transfers to the job. This workshop shares how CAI is evolving an asynchronous-first model into a flexible non-credit portfolio including facilitated, application-driven, workforce-tailored experiences, without losing quality or scale. Using a Problem–Solution (PS) framework, participants will diagnose where self-paced learning still wins, where it breaks down, and what “higher-touch” design choices deliver measurable partner value. We’ll unpack discovery, prototyping, facilitation models, engagement expectations, and value measures, connecting learner experience to workforce outcomes and revenue strategy. You will leave with lessons you can adapt to your context.

• Suzanne Dove, University of Michigan
• Patrice Torcivia Prusko, University of Michigan

Roleplaying Dialogue Across Differences to Build Online Learning Culture
This interactive workshop gives participants a chance to practice what many talk about but rarely have space to work through: navigating difficult dialogue across differences in online and hybrid learning environments. Through realistic roleplay scenarios, participants explore how presence, preparation, and role clarity shape trust, engagement, and learning. Designed for leaders, faculty developers, instructional designers, and program administrators, this workshop offers practical ways to make dialogue practice part of everyday professional learning, instructional design, and program support work.

• Zahra Ahmed, Harvard University

Leading with Visibility: A 90-Day Playbook for COLOs and Online Learning Leaders
Leading online learning initiatives in higher education requires more than strategy. It requires strong relationships, clear communication, and the ability to build credibility within complex institutional environments. This interactive session helps COLOs and online learning leaders navigate the first 90 days of a new role or strategic reset through a practical framework for stakeholder mapping, listening tours, early wins, and communication rhythms that keep partners aligned. Using case examples, focused writing prompts, and applied planning, participants will also explore how communicating mission alignment, operational complexity, student impact, and regulatory responsibility can reshape how decision makers understand online and nontraditional units. Attendees will develop language and strategies for articulating the value and impact of online learning initiatives to senior leaders, accreditors, and institutional partners. Participants will leave with a draft 90-day plan, practical messaging language, and adaptable tools for communication, reporting, and strategic decision-making.

• Deborah Keyek-Franssen, University of Oregon
• Barbara Shousha, University of Nebraska High School

Stop Delivering Content, Start Designing Experiences: A Practical Lab for Scaling Quality
As online programs scale, keeping adult learners engaged gets harder; what works for a small cohort can fall flat with a crowd. In this collaborative lab, we move beyond "building" to design experiences that earn a learner’s attention. We start by getting real about the friction points of growth where automation feels robotic and engagement slips. Participants will work through a practitioner’s lab to uncover the preconceived notions, beliefs, and perceived limitations that often stall innovation. Bring a course module you’d like to reimagine using a scaffolded template and an AI-prompt toolkit. Finally, we’ll "stress-test" these designs against real-world products that have succeeded at scale to determine what must stay authentic. Leave with a practical toolkit to grow your program’s reach without losing the human connection that makes it work.

• Roni Jackson, Red Flag Mania
• Karen Young, University of Michigan
• La Tonya Dyer, Johns Hopkins University

Turning Innovation into Action: Data-Informed Strategy for Online Learning Leaders
Online learning leaders are expected to advance innovation while ensuring new initiatives are strategically aligned, feasible to implement, and supported across campus. In this interactive workshop, participants will use findings from the CHLOE Report along with practical innovation frameworks to examine opportunities related to online strategy, scaling, and organizational change in areas such as learning design, credentials, AI, and student support. Working from a real institutional challenge, they will apply structured tools to clarify the decision at hand, identify implementation needs across units, and anticipate key questions, risks, and tradeoffs. Participants will leave with adaptable tools for turning emerging ideas into campus-ready proposals and actionable implementation plans.

• Bethany Simunich, Quality Matters Program
• John McKenzie, The University of North Texas Health Science Center at Fort Worth

Lighting Talks

Revealing the Real Drivers for SCNC Success
The University of Minnesota’s "Restart Your Degree" pilot targeted stop-outs to identify drivers of success for the "Some College, No Degree" (SCNC) population. While structural incentives like lower tuition and credit for prior learning successfully recruited students, they were insufficient for retention. Instead, success hinged on "human infrastructure": dedicated Enrollment and Degree Completion Advisors and a Wellness Coordinator. This session explores the critical distinction between the marketing hooks that attract SCNC learners and the high-touch, relational advising required to help them navigate university bureaucracy and graduate.

• Eric Watkins, University of Minnesota- Twin Cities
  
  

Beyond Delivery: Student Insights on Course Design
Which course design elements have the most impact on the student learning experience? At the end of the semester, students are accustomed to completing a course evaluation, which focuses on the course delivery. It became clear that gathering student feedback regarding the user interface would benefit the design team as well as future students. As a result, a brief survey was developed that focused on the various course design features, such as layout, organization, and structure of the content. This session will share the results from the survey, discuss the impact, and offer suggestions to others that use templated courses.

• Jennifer Redd, San Jose State University

What Do We Need to Know About Today’s Online Learners?
NC-SARA is considering expanding their annual data collection and reporting. This session will explore what data elements might be useful for institutions, states, and external researchers, and engage the audience in a conversation around what they would like to know about today’s distance education learners. Attendees will have the opportunity to influence NC-SARA’s future data collection and publicly available data dashboards.

• Rachel Christeson, NC-SARA

Essential Elements of a Successful Digital Accessibility Initiative
This Stop & Share session explores the essential elements of a successful, institution-wide digital accessibility initiative at a time when new federal ADA Title II requirements are shaping institutional priorities. With a compliance deadline in April 2026 for many public entities, attendees will learn key strategic and operational components that support sustainable accessibility efforts, including faculty development, governance, and procurement practices. Drawing on formal research and leadership experience, the presenter will facilitate discussion and peer exchange, helping participants reflect on their own contexts, share challenges and solutions, and identify practical next steps they can take to advance accessibility work that is both compliant and sustainable.

• Marisabel Irizarry, Seminole State College

Using Data to Enhance Cross-Functional Online Program Support
This presentation explores how student services leadership can leverage reporting and data related to enrollment, persistence and other key areas to facilitate effective collaboration across departments in the service of student success.

• Harry Skoyles, Brandeis University

Optimizing Student Success: Effective Preparatory Methods for Online Graduate Program
This session explores the impact of different preparatory methods on student success in a large-scale online graduate computer science program. We focus on using predictive analytics to examine students’ various preparatory methods and its effectiveness on their learning outcomes across diverse demographic and technical backgrounds. Our research aims to identify the most beneficial preparation types for students, particularly those without strong technical foundations, using advanced machine learning techniques.

• Alex Duncan, Georgia Institute of Technology
• Jeonghyun Lee, Georgia Institute of Technology
• Gayane Grigoryan, Georgia Institute of Technology
• Meryem Soylu, Georgia Institute of Technology

One Portfolio, Many Pathways: Architecting Stackable Credit and Noncredit Credentials Through an Enterprise Online Unit
As institutions respond to accelerating workforce demand, many are expanding both credit and noncredit offerings without a unifying portfolio strategy or enterprise infrastructure to support them. The result is a growing set of programs and microcredentials that coexist without clear pathways, shared governance logic, or sustainable operational alignment. This session examines how Brandeis University’s Rabb School of Continuing Studies addressed this challenge by simultaneously designing a coordinated portfolio of market-driven online master’s degrees, graduate certificates, and skill-aligned microcredentials while launching Brandeis Online, an institution-wide online unit intentionally created to serve as connective tissue across programs, credentials, and academic units.  Drawing on the Rabb School’s experience, the presentation focuses on how Brandeis Online was positioned as portfolio-level architecture rather than a transactional service layer. The session explores how program development, faculty governance, shared services, and operational workflows were aligned to support stackability across credit and noncredit offerings, accelerate time-to-market, and maintain academic standards during a period of rapid growth and organizational formation. Particular attention is given to the strategic decisions involved in defining scope, authority, and processes for a new online enterprise while responding to an administrative charge to build multiple workforce-aligned pathways concurrently. Rather than emphasizing individual program launches, the session foregrounds how enterprise design choices shape coherence, scalability, and long-term adaptability across a credential ecosystem, as well as the institutional tradeoffs required to make such a model viable.

• Scott Stanley, Brandeis University

Developing a Microcredential: Case Example in an Online Graduate Forensic Psychology Program
This proposal presents an online microcredential in forensic psychology and counseling developed by the Online Forensic Psychology Department at The Chicago School and approved by the American Psychological Association for six continuing education credits. The program includes six research-based modules on cultural awareness, youth resilience, trauma identification, impression management, animal-assisted therapy, and policy engagement. Designed to extend learning beyond the core curriculum, the microcredential emphasizes practical application in forensic contexts. Measurable outcomes guide learners in analyzing cultural factors, applying evidence-based interventions, evaluating client behaviors, and engaging in advocacy. The microcredential prepares professionals to enhance forensic practice and promote social justice.

• Erika Liljedahl, The Chicago School
• Rebecca Smith-Casey, The Chicago School

Designing for Higher-Order Thinking: Lessons Learned from Learning Analytics Dashboards and LLM-Supported Discussion Analysis
This session presents lessons learned from the NSF-funded INSIGHTS project, which integrates learning analytics dashboards, user experience (UEX) design, and LLM-based Bloom’s taxonomy classification to support effective online discussions. Presenters will share instructor-informed dashboard design insights and practical considerations from training an LLM to analyze discussion prompts and student replies. The session emphasizes mid-project reflections, design tradeoffs, and implications for promoting higher-order thinking through discussion-based learning.

• Tracie Reding, University of Nebraska, Omaha
• Casey Nugent, University of Nebraska

When the Team Leads the Change: Co-Creating a Scalable Professional Development Pathway Model
Tired of initiatives that stall in endless planning? This session reveals how UCATT moved from prolonged discussion to concrete action by embracing a progress-not-perfection approach. Learn how clear leadership direction combined with team-based collaboration created a scalable Professional Development Pathways Program through iterative design, scoped working groups, and strategic momentum-building. Participants will gain a practical, transferable framework for advancing cross-team initiatives that applies far beyond professional development to any complex, cross-functional project. Leave with actionable strategies to break through barriers that keep your unit stuck in the planning phase.

• Janet Smith, University of Arizona
• Adam Davi, University of Arizona
• Chelsea Timlin, University of Arizona
• Lisa Elfring, University of Arizona

Beyond the Survey Score: Using Student Evaluation Data Responsibly to Improve Online Instruction at Scale
By the end of this session, participants will be able to explain how student evaluation data can be used as an early indicator of instructional risk without relying on survey scores as stand-alone measures of teaching quality. Participants will be able to describe a structured, program-approved action planning process that supports instructor improvement in large-scale online environments. Participants will also be able to evaluate approaches for tracking instructional improvement over time and consider how longitudinal results can inform enterprise-level faculty development and quality assurance strategies.

• David Porter, Johns Hopkins University
• Daniel Horn, Johns Hopkins University

Moderator: Daniel Horn, Johns Hopkins University

Promoting Workforce Development Through Microcredential Programs
Empire State University will share insights from its leading approach to delivering workforce development to employers and communities through its innovative programs and partnerships with external organizations including Sophia Learning.   The presentation will showcase how Empire State is leveraging their Workforce Development contacts to increase student microcredentialing programs with Sophia Learning, including student stories and outcomes data. The combination of the course offerings and affordability of Sophia with the support and credential pathways at Empire State, employees are able to progress through stackable credentials to move through their professional journey.

• Olivia Hoffman, Sophia Learning
• Kelly Mollica, SUNY-Empire State University

FERPA & Trust: Why Universities Must Now Govern the Credential Lifecycle—Collectively
As universities scale digital diplomas, micro-credentials, and badges, many have delegated student data and credential authority to third parties under compliance and capacity pressure. Yet this shift has not resolved FERPA challenges and, combined with AI-driven credential fraud, has increased risk and uncertainty for registrars, employers, and institutions. This session examines why universities now face a strategic choice: continue relying on intermediary-led models, or collectively reclaim governance of the credential lifecycle. It presents a university-led consortium approach that keeps data under institutional control, supports paper and digital credentials, enables trusted status updates, and operates without blockchain or centralized intermediaries.

• Remy Eisenstein, TrustDiplomas
• Jan Figa, Governors State University

Leading Organizational Change Through Faculty Development Partnerships
Faculty development is increasingly central to institutional strategies for online and hybrid learning. This session explores how the Rollins School of Public Health at Emory University leveraged a faculty development initiative—the SEED course—as a mechanism for organizational change within a traditionally structured institution. Presenters will examine leadership, governance, and partnership considerations that shaped the work, alongside design and implementation lessons from RSPH’s collaboration with Six Red Marbles. Attendees will gain practical insights into using faculty development to align strategy and execution, scale quality, and support sustainable change in online education.

• Melissa (Moose) Alperin, Emory University
• Kristin Pinyan, Six Red Marbles
• Geri Atanassova-Boft, Six Red Marbles

Building a Video Library that Does More Than Store Media
This session explores how a simple, spreadsheet-based video library can function as strategic instructional infrastructure. Built by a leanly staffed office with a mandate to support multiple programs, both credit and non-credit, the tool enables content reuse, program coherence, and rapid response during course development disruptions, without new platforms or vendor lock-in. With an emphasis on sustainability, collaboration, and reusability, participants will conduct a mini audit of their own instructional media and explore adaptable strategies for implementing lightweight systems in their own contexts. Attendees will leave with clear, actionable approaches for improving discoverability and reusability across instructional teams and programs.

• Amy King, William & Mary
• Melanie Forehand, William & Mary

Bridging the Distance: A Data-Driven Roadmap for Embedded Academic Coaching
Online learning offers unprecedented access but introduces critical challenges in student persistence and self-regulation. This session moves beyond reactive support, presenting a research-based framework for embedding academic coaches directly into online courses. Drawing on findings from a new edited volume, we explore how integrated coaching—focused on metacognition and proactive outreach—bridges the gap between instruction and student success. Participants will move from theory to practice, analyzing the operational design of the embedded model and drafting a strategic implementation roadmap. Attendees will leave with evidence-based tactics to improve retention and scale high-impact support within their asynchronous programs.

• Harriet Watkins, The University of Texas Rio Grande Valley

Designing Online Education for Institutional Growth and Learner Impact
As institutions rebalance academic portfolios and seek new segments of sustainable growth, online education has become a core strategic lever—not simply a delivery mode. Yet growth alone is insufficient. Long-term impact depends on market-informed portfolio decisions and the intentional design of online learning experiences that align institutional goals with learner success, workforce relevance, and emerging technologies such as AI. This panel explores how universities are building and evolving online programs that are competitive, connected, and outcomes-driven. Panelists will examine how institutional leaders can align strategy, pedagogy, and workforce-focused strategies to foster engagement and career readiness—while preparing learners to adapt and advance in an increasingly complex professional landscape.

• Donna Ritchie, Merrimack College
• Shaunak Roy, Yellowdig
• Douglas Harrison, New York University
• LaMar Bunts, Dartmouth

Moderator: Wendy Colby, Boston University

Scaling Adjunct Hiring, Onboarding, and Faculty Development for Rapid Online Portfolio Growth
This session explores how institutions can scale adjunct hiring, onboarding, and faculty development to support rapid online program growth. Through integrated workflows, governance clarity, and applied scenarios, participants will learn strategies to strengthen instructional readiness, maintain academic standards, and sustain quality across simultaneous online and traditional formats for program launches.

• Dawn Mackiewicz, Brandeis University
• Alexandra Shadid, Brandeis University

Moderator: Dawn Mackiewicz, Brandeis University

From Readiness to Retention: Designing Data-Informed Online Orientation for Student Success
As online and hybrid programs continue to expand, many students begin their first online course without the preparation, confidence, or practical knowledge required for success. This session explores how institutions can combine holistic online orientation design with readiness assessment data to build a scalable student success infrastructure that strengthens early engagement and retention. Participants will examine a student-centered orientation model aligned with the 21st Century Distance Education Guidelines, alongside a large-scale case study demonstrating how a required Online Readiness and Student Success Assessment informs advising, personalized support pathways, and institutional decision-making. Attendees will leave with practical blueprints, readiness frameworks, and implementation strategies for creating coordinated onboarding experiences that prepare online learners for success before day one and support them throughout their academic journey.

• Cynthia Pascal, Northern Virginia Community College
• Meg Foster, Reynolds Community College
• Patrick Wilson, The University of Texas at Arlington
• Derrick Perry, The University of Texas at Arlington

Designing the Online Enterprise: Systems Thinking and Strategic Vision for the Future of Digital Learning
Online learning leaders operate within complex ecosystems shaped by technological, pedagogical, financial, and policy factors that interact in unpredictable ways. This interactive workshop combines systems thinking frameworks with a strategic design approach to help leaders better understand institutional complexity and intentionally shape the future of their online learning enterprises. Participants will learn how to identify key components of their institutional systems, analyze relationships and feedback loops, and apply co-design tools to align vision, strategy, and organizational design. Through guided activities and real-world examples, attendees will leave with practical frameworks and an action plan for building a coherent enterprise-level strategy that supports sustainable growth, cross

• M. Aaron Bond, Virginia Tech
• Larry Cox II, Virginia Tech
• Luke Dowden, Alamo Community Colleges District
• Bucky Dodd, ClearKinetic

Visible Leadership: Recognizing Internal Expertise and Knowing When to Call for Help
Online learning success depends on both the expertise within institutions and the strategic networks leaders build beyond them. This session explores how Chief Online Learning Officers can better recognize and support the often-invisible relational, design, and strategic work that sustains online programs while also knowing when to engage external expertise such as mentors, consultants, coaches, and strategic advisors. Participants will examine the Identity-Infrastructure-Impact framework as a tool for diagnosing organizational blind spots and elevating undervalued internal contributions, alongside candid leadership scenarios illustrating when outside expertise can help navigate complex institutional challenges. Attendees will leave with practical strategies for strengthening internal recognition, building effective professional ecosystems, and making more informed leadership decisions in high-stakes moments.

• Jocelyn Widmer, Los Alamos National Laboratory
• Thomas Cavanagh, University of Central Florida
• Asim Ali, Auburn University
• Kim Siegenthaler, University of Hawaii System
• Kristin Strange, Tufts University

Moderator: Jocelyn Widmer, Los Alamos National Laboratory

From 40 to 140: How Academic Leaders Built a System to Sustain and Scale Graduate Program Growth
As graduate programs expand, academic leaders face a dual challenge: scaling new course developments while sustaining long-term course quality. This case study examines how an institution grew from 40 to 140 course projects while establishing a system to ensure all courses are redeveloped on a 3–5 year cycle. Framed from an associate dean perspective, the session highlights how building institutional systems—rather than flexible delivery models—enabled scalable, sustainable course design and development across a growing graduate portfolio.

• Toni Picker, Johns Hopkins University
• Daniel Horn, Johns Hopkins University
• Olysha Magruder, Johns Hopkins University

Designing for Flexibility: A Collaborative, Phased Approach to Scalable NDNC Microcredentials
Experience a scalable, collaborative model for building high‑quality nondegree, noncredit (NDNC) microcredentials. This session highlights the Johns Hopkins University KSAS (AAP) Instructional Resources Center’s streamlined four‑phase workflow and the tools that make it easy to replicate across programs and teams. In a fast‑paced, hands‑on design sprint, participants will apply a design matrix to clarify objectives, choose modular assets, and build an efficient development timeline. Attendees will leave with adaptable templates, actionable strategies, and a clear roadmap to accelerate microcredential creation at their own institutions.

• Madalina Tincu, Johns Hopkins University
• La Tonya Dyer, Johns Hopkins University
• Maritza McMillan, Johns Hopkins University

From Compliance to Catalyst: Scaling Accessibility Through Strategy, Governance, and Inclusive Teaching
As the ADA Title II accessibility deadline approaches, institutions face increasing pressure to ensure digital learning environments meet accessibility requirements while maintaining program growth and innovation. This session reframes accessibility not as a compliance burden but as a strategic opportunity to strengthen institutional governance, reduce risk, and improve the quality of online learning experiences. Participants will explore leadership frameworks for embedding accessibility into procurement, governance, and centralized support models while also examining how accessibility conversations can engage faculty in inclusive, learner-centered course design grounded in universal design for learning. Drawing on institutional initiatives from large-scale online programs and R1 universities, attendees will leave with practical strategies for aligning accessibility policy, faculty development, and instructional support structures to sustain inclusive online learning at scale.

• Daniel Kalef, OES (Online Education Services)
• Annie Phalen, OES (Online Education Services)
• Dee Masiello, Northeastern University
• Stevie Rocco, Penn State University

Designing the AI-Era Online Enterprise: From Modern Learner Expectations to Market Impact
Higher education is entering a period of rapid transformation as AI reshapes how learners research programs, evaluate value, and choose institutions. This session explores how online learning leaders can respond by aligning portfolio strategy, learner experience design, and institutional market signaling to meet the expectations of the Modern Learner. Presenters will examine how AI is changing enrollment decision-making, why many institutions struggle to communicate their online transformation to the market, and how universities can design cohesive online learning ecosystems that connect strategy, pedagogy, and technology. Participants will leave with practical insights for redesigning program portfolios, strengthening institutional positioning in AI-driven discovery environments, and building online learning experiences that support learner success, workforce relevance, and sustainable institutional growth.

• Karina Kogan, EducationDynamics
• Carmen Aguilar, Brandeis University
• Emily McMahon, Eduvantis
• Bryanna Somers, Eduvantis
• Francesca Reynolds, St. Joseph College NYC

From OPM to Owning It: A New Framework for Strategic Capacity Building and Navigating Partnership Transitions
What does it actually take to move beyond the OPM model and to get it right? This session brings together four practitioners who have lived it. The University of Virginia and Rhodes Advisors present the inside story of UVA's Office of Online Education and Digital Innovation, the strategic choices made, the tradeoffs navigated, and how fractional leadership from a trusted firm helped accelerate internal capacity. OU Education Services and Human Capital Education share candid lessons from scaling the University of Oklahoma's online portfolio through an enablement partnership and successfully transitioning operations in-house. Together, these two perspectives offer COLOs and online learning leaders a rare, unfiltered look at organizational strategy and strategic partnership development, and what it really takes to sustain enrollment momentum through change. Attendees will leave with practical frameworks they can apply immediately.

• Kemi Jona, University of Virginia
• Lee Bradshaw, University of Virginia
• Brett Frazier, Human Capital Education
• Sanam Raza, University of Oklahoma

Designing Scalable Workforce Education: An Engagement Framework for Partnerships and Credentials
As workforce demands accelerate, universities must design scalable education pathways for traditional students, working professionals, and employer partners. This session introduces a practical Engagement Framework that helps institutions identify workforce needs, assess competing solutions and barriers, and design programs that align institutional capabilities with external demand. Presenters will demonstrate how the framework has been applied in two different contexts. Oregon State University will examine how statewide government agency partnerships helped convert place-based workforce training into scalable online delivery. Radford University will present a cybersecurity credential ecosystem that integrates credit courses, micro-credentials, industry certifications, and registered apprenticeship pathways within a single curriculum architecture designed to support multiple learner populations and funding models. Participants will apply the Engagement Framework to their own institutional context, identifying opportunities to evaluate workforce demand and navigate institutional sustainability.

• Patrick Kelley, Oregon State University Ecampus
• John Buzzard, Oregon State University Ecampus
• Tom Bennett, Radford University
• Svetlana Filiatreau, Radford University