Wednesday March 14th | 4:15 - 5:15PM
Managing Online Innovation and Change At a Strategic Level: Examples and Perspectives from Three Institutions
Level: Strategic || Location: GB 1-2
In the 21st century, innovation and change are synonymous with higher education, with online education at the forefront. Successful leaders know that coming up with an innovative idea is just the tip of the iceberg. In this presentation, leaders from three universities will share examples and best practices on turning innovative ideas into successful initiatives, moving organizations forward while adapting institutional culture and operations for long-term positive impact. Presenters will include contemporary examples of how to overcome resistance and create a vision that leads to success and measurable outcomes. Join us for a discussion that will help you apply principles of leadership that can affect real, positive change at your institution.
Thursday March 15th | 8:00 - 9:00AM
Empowering Teaching Excellence – Implementing Digital Badges for Faculty Development
Level: Applied || Tag: Alternative Credentials; Best in Show: West || Location: GB 1-2
The ETE 10 program provides a framework of teaching-related experiences which can help instructors in the career-long process of developing expertise as a teacher. A growing body of literature supports the use of microcredentials and digital badging for faculty development in higher education, and a recent study suggests that microcredentialing is valuable in allowing participants to personalize learning goals by allowing instructors to personalize professional development and make it more individually meaningful. Learn how the ETE 10 program was planned and implemented to serve as a framework for instructors to engage in a variety of different teaching-related experiences, while incorporating the flexibility of personalize learning.
Moderator: Melissa Thomas, Salisbury University
Program Planning & Implementation Network Diverse/Underserved Populations Showcase
Level: Applied || Location: Essex
Addressing the Educational Needs of Non-Traditional Military Affiliated Students
The University of Virginia (UVA) conducted a study to better understand the educational needs of non-traditional military affiliated students. The study’s principal focus was to identify the salient factors used by this population in their selection of academic institutions and educational programs. Additionally, the study aimed to evaluate the alignment of UVA’s non-traditional educational offerings to the needs of this population. The results suggested that this population’s institutional and programmatic decision making is primarily driven by three factors: the institution’s degree of being military-friendly, academic program flexibility, and cost.
- Alan Fiorello, University of Virginia
An Innovative and Collaborative Approach to Online Program Design in Health Care Continuing Education: Meeting the Diverse Needs of Adult Learners in Multiple Programs
The Bachelor of Professional Studies in Health Sciences Management (BPHM) within the School of Continuing and Professional Studies (SCPS) at the University of Virginia is an online program for working allied healthcare professionals. This program integrates diversity and inclusion within the curriculum and integrates pedagogies in a flexible online format to meet the needs of diverse students with varied learning styles. The program focuses on building a strong learning community, based on the community of inquiry framework including social, cognitive and teaching presence. Intra-institutional collaboration between the BPHM program, the Graduate Certificate in Health Sciences Management (HSM), and the Bachelor of Interdisciplinary Studies program offers relevant, flexible learning opportunities for a variety of students, preparing them with the leadership, communication, and cultural competency skills for managing a diverse workforce. Collaboration initiatives include dual-listed courses for graduate and undergraduate students, the HSM concentration, and electives in information technology and human resources.
- Ana Abad-Jorge, University of Virginia
- Maria Kronenburg, University of Virginia
Holistic Academic Progression: An Interprofessional Model and Approach
This session identifies strategies for online adult student outreach, methods for connecting with community organizations, creating co-admission agreements between two-year and four-year institutions, and supporting students in a holistic interprofessional approach from the point of initial contact with the institution to degree conferment. Key roles include outreach coordinator, admission counselor, academic advisor, and faculty members. Acknowledging that each role has unique responsibilities, discover strategies for holistic academic progression to graduation. This model provides high support for busy professional students who incorporate education into their established lifestyle.
- Reese Hiller, Linfield College
- Anna Harrington, Linfield College
- Melissa Robinson, Linfield College
- Jessica Mole, Portland State University
Learning Strategies and Program Assessment in Mandated Continuing Education Professional Programs
Mandatory continuing professional education is intended to keep workforce current with economic, social, and technological changes; however, it has had a number of unintended and negative effects: decrease in student motivation and engagement, limited pedagogical experience of instructors, lack of accountability and proper assessment. Lack of unifying standards, the short-term format, and lack of resources needed to evaluate learning outcomes makes adequate assessment of continuing professional education problematic. This presentation explores alternative method that can be used to assess such programs. In the absence of measures of learning outcomes, evaluating students' use of learning strategies can be a useful proxy for assessing student learning outcomes and teaching quality in professional development programs. This presentation is based on the doctoral study of a continuing professional program that utilized multiple surveys and observations to identify students’ level of learning strategies use. This research employs a person-centered approach to motivation-learning strategy clusters.
- Olga Chaban, Rutgers, The State University of New Jersey
Creating an Inclusive Learning Environment from Admissions to Alumni Relations
Learners enrolled in online, hybrid, and blended programs require more than technology-enabled courses – they anticipate and expect an overall learning experience focused on their success. Support structures created for on-campus students do not always translate to students in online programs and the remote situation can often make support more necessary. In addition, despite the advances in technology which improve accessibility, most programs still present barriers to students who have visual, auditory, cognitive, and/or physical disabilities that prevent them from gaining full benefit from learning opportunities. These barriers can occur anywhere in the learning lifecycle: admissions, enrollment, registration, financial aid, course work, student support, graduation, alumni – the full spectrum of academic and student services. Illustrated with real-life examples, this presentation will discuss how to ensure that all students are being appropriately served across their entire learning experience.
- Scott Ready, Blackboard
Thursday March 15th | 9:30 - 10:30AM
The Career Accelerator: Massively Expanding Noncredit Access at the University of Washington
Level: Strategic || Tag: Alternative Credentials || Location: GB 1-2
The University of Washington’s Continuum College (UWC²) currently serves more than 55,000 learners per year. About 4500 of those are learning in noncredit certificates. Demand for the hottest programs is growing faster than Continuum College can add capacity. In fall 2017, UWC² launched our “Career Accelerator” (CA) to add capacity in key noncredit programs. Most of the 100 certificates offered by UWC² are offered part-time face-to-face and about 40% offer some form of online option. The CA Is massively expanding capacity by offering programs in 4 distinct formats (part-time face-to-face, accelerated face-to-face, part-time online, and self-paced online). Each format is designed to maximize the benefits of the approach but all formats align to the same outcomes. The flexibility of CA programs provides options for meeting the goals of global businesses and new student audiences. This session describes the CA rationale, the work to make it happen, and plans for next steps.
Moderator: Alan Fiorello, University of Virginia
Program Planning & Implementation Network Professional Masters Showcase
Level: Applied || Location: Essex
Moderator: Khusro Kidwai, University of Maine
A Guide To Programming in the Professional Master's Degree Space
For more than two decades the number of master’s degrees granted in the U.S. has risen steadily. This trend is expected to continue with nearly one-third of the academic degrees awarded over the next ten years to come at the master’s level. Much of the anticipated continued growth will come from professional master’s programs—programs focused on developing advanced knowledge and professional skills that will help students advance in a current job or shift career orientation. This session will take a lively and engaging look at new opportunities in the professional master’s market. We’ll examine where, why, and how the professional master’s degree has grown. We will look at key trends in professional master’s programming, discuss what these trends portend for future programming, and introduce useful strategies, tools and tips for developing successful programs, building a professional master’s curriculum, and engaging faculty.
- Seth Meisel, University of Wisconsin-Whitewater
- John Stone, University of Wisconsin-Extension
Collaborative Development of Standards for Excellence in Online Graduate Professional Programs
In fall of 2017 the University of Maine's Division of Lifelong Learning and the Graduate School received funding from the Provost's Office for the UMaine Graduate OnLine Degrees (UMaineGOLD) initiative. UMaineGOLD initiative's goal is to develop a comprehensive framework for designing online graduate professional programs of the highest quality. It is recognized that the success of UMaineGOLD hinges on the quality of collaborations between academic departments, Graduate School, and the Division of Lifelong Learning. This session describes the highly collaborative process of developing standards for UMaineGOLD. These standards included process information and artifacts, success metrics, and business processes in key areas of online program operations, including: market research; marketing; inquiry and enrollment advising; application processing; and course design. In this session, we describe the process of arriving at the UMaineGOLD Standards on the basis of standards developed by UPCEA, OLC, Quality Matters and other entities.
- Khusro Kidwai, University of Maine
- Monique LaRocque, University of Maine
Ethics By Design: Mission Driven Courses Across MPS degrees
The School of Continuing Studies at Georgetown University offers a range of Masters of Professional Studies degrees. Given our mission-driven commitment to educating people for others, each degree includes an Ethics course, developed at the time the degree was launched. Our challenge was to create a collaborative redesign process to amplify the mission of the school across programs. Strong ethics courses connect each student with our mission, and animate their professional lives. In this session we will share information on our process that could be adapted to creating any global redesign with mission at its heart: our innovative design thinking process to achieve consensus among faculty; concrete outcomes and opportunities to share curricular elements; and next steps for continuing the work to ensure that our mission resonates across the curriculum.
- Uwe Brandes, Georgetown University
- Cynthia Chance, Georgetown University
Implementing Lean Six Sigma Strategies To Improve a Quality Management Degree Program
This session will discuss the deployment of Lean Six Sigma methodology and mindset to improve the Masters of Science and Bachelors of Science programs in Quality Management in the College of Extended and International Education at California State University Dominguez Hills. Lean Six Sigma techniques were used to improve program assessment and success metrics. As a result, the curriculum and online delivery modality have improved significantly, along with student and faculty engagement. Organizations across the world have achieved numerous benefits by deploying Lean Six Sigma. In this session, we will demonstrate how the application of Lean Six Sigma and the mindset of continuous improvement increased student and faculty satisfaction.
- Gurpreet Singh, California State University Dominguez Hills
- Lynda Wilson, California State University Dominguez Hills
Under the Hood of Degrees-at-Scale: The Georgia Tech Experience
Georgia Tech launched its second at-scale degree in August 2017, a $10,000 master of science in Analytics, building upon the successful model of its $7,000 master of science degree in Computer Science which now has 6,000 enrolled students. We are often asked how we are able to create programs that respond to the Iron Triangle challenge of higher education: cost, quality, and access. How do we keep the program affordable for a large number of students, who would not otherwise get this degree, while maintaining the excellence of the Georgia Tech brand? In this session, we will open the hood and share our recipe for success from multiple perspectives: learning design, student services, technology platform, as well as financial modeling. The program also provides a noncredit-to-credit pathway through an edX MicroMasters© degree, creating additional insight into understanding learner progression, lead generation, and a progressive program administration.
- Yakut Gazi, Georgia Institute of Technology
- Patrice Miles, Georgia Institute of Technology
Thursday March 15th | 1:45 - 2:45PM
PARTNER To Win/Win/Win: A Model for Successful Collaborations
Level: Strategic || Location: GB 1-2
This session explores the shared elements of two programs,
the delivery of degree programs at local employer sites and the development of
a non-credit business education program for architects. The success of collaborative
programs requires an equal commitment from all, careful planning, an
understanding of what each partner brings and commits (resources),
identification/mitigation of risks, and the desire to meet a need with a
creative (and innovative) solution that leverages open communication and
transparency. Penn State Mont Alto and Temple University share the do’s and
don’ts of effective collaborations through the PARTNER approach and a
win/win/win orientation, including real-world examples and lessons learned.
Participants will explore ideas for partnerships at their own campuses through
a facilitated discussion and worksheet.
Moderator: Jarrod Murray, Valdosta State University
Implementing Big Data CBE University CE Program As Job Engine for Millennials
Level: Applied || Location: Laurel AB
Looking at the intersection between competency-based CE Fast Tracks with high-end skills’ acquisition in areas of deep labour market shortages, and, Job Engines for our adult learners, this session simulates a successful Big Data Analytics program “in action”: a lab Makerspace with just-in-time customized learner support, expert practitioners, a virtual coach, labor market updates, soft skills mentorship, and career search support. The takeaway from participating experientially in this real-to-life, “creative practice” simulation consists of innovative, practical solutions to take back to our home institutions on the deeply relevant topic of “workforce demand” programs that become job engines for adult learners.
Thursday March 15th | 4:30 - 5:30PM
MicroMasters Articulating To Your Master's Degrees
Level: Strategic || Location: GB 1-2
There are 40 MicroMasters from 24 universities on edX. The host university will accept credit for MicroMasters if learners complete the verified certificate, take the proctored exams, apply, and are admitted to the master’s program. At MIT, the MicroMasters in Supply Chain Management (SCM)has completed its first cycle with over 600 graduated learners in May 2017. It has greatly improved the supply chain management graduate program’s applicant pool. About 130 of these graduated learners applied to MIT and 40 were accepted to the blended master’s program. MIT has collaborated with a few other universities that also recognize the SCM MicroMasters credential to their graduate programs. There are still many highly qualified learners who are in need of getting into graduate programs somewhere. Where will they continue their studies?
Moderator: Rich Novak, Rutgers, The State University of New Jersey
Innovation, Entrepreneurship, and Lifelong Learning in Summer Sessions: The Role of Online and Continuing Education Units
Level: Strategic || Location: Dover AB
Participation in summer and winter sessions serves to instill appreciation for lifelong learning in our students. These intersessions vary in size, structure and voice within their institutions, but share a commitment to student success, innovation, and lifelong learning, and the twin goals of revenue generation and support of their university's academic mission. Despite reduced state funding, budget cuts, and decentralized budget systems, successful summer sessions can meet fiscal responsibilities for self-support and entrepreneurial activity. In this interactive session, summer and winter session leaders at three large public research universities will discuss their common continuing education mission and the challenges and opportunities each face in achieving it. Panelists will share the strategies they use to build and refine their summer programs and develop new revenue streams in alignment with the strategic goals of their universities. Audience members are invited to share their own experiences and questions in this engaging session.
Friday March 16th | 9:45 - 10:45AM
The 60-Year Curriculum
Level: Strategic || Location: GB 3-4
UPCEA members serve students across their learning life. Many institutional leaders are trying to understand what it would mean to purposefully curate a learner's learning opportunities in a future environment of 110-year life spans, half of jobs being obsolete every ten years, learners expecting to have 20-40 jobs in 3-5 distinct career paths, badges, block chain type credentialing and unbundled education. No one yet knows what the 60-year curriculum is, but we do know it has important dimensions that we need to identify and articulate with peers.
Moderator: Thomas Gibbons, Northwestern University
What Can Loan Default Rates Tell Us About the Future Job Market?
Track: Program Planning & Implementation || Level: Strategic || Tag: Alternative Credentials || Location: GB 1-2
Student loan defaults in the U.S. has been a largely ignored issue and often passed on to government and defaulters to address. However, with a new administration and impending changes, how can professional, continuing and online education units be best prepared. This session reviews factors that may be associated with student loan defaults and through the Chmura Student Loan Default Model isolates a number of potential determinants. The results have been organized in a whitepaper and a discussion around occupations and credentials will be part of the session.
Moderator: Ted Rockwell, University of Colorado, Boulder
Bringing Mobility Skills To the Forefront: A Critical Role for Professional and Continuing Education
Level: Applied || Tag: Emerging Leaders || Location: GB 7-8
Soft skills, non-cognitive skills, nontechnical skills, interpersonal proficiency are terms used to describe the ‘people skills’ identified by employers as essential for success in today’s workplace. A more current term, mobility skills, describes how these skills help learners move laterally (across disciplines) as well as vertically (within them). Despite the growing need, employers increasingly complain of a gap in these skills in new graduates. Why are they underdeveloped in higher education, and what can professional and continuing education units do to address this need? This session will propose answers to those questions and inspire others to take action through highlighting national and international work on mobility skill development in higher education, and through providing examples from the University of Utah and the nonprofit Education Design Lab of initiatives to develop and authenticate mobility skills in both adult learners and degree-seeking students.