Whether you are launching a new online initiative or leading a well-established online enterprise, a key component of your work is advocacy and embracing work that can create lasting and meaningful change at your institution. These change initiatives might involve reminding institutional leaders of the importance of a strategy for online/distance learning, securing commitments for action, and emphasizing the important role online learning has in innovative teaching and learning practices, among others. During the Roundtable Convening, peers will lead business case exercises and explore approaches institutions have used to develop and execute effective strategies for distance/online education success. Roundtable facilitators will share an organizational change formula in collaborative problem-solving to identify options and tactics to achieve institutional change and advocate for online learning enterprises.
Facilitators will provide a brief overview of the session and process. Participants will form groups based on institution size/type to discuss the case studies and share experiences from their own institutions. Discussion will be centered around the Organization Change Formula (Dissatisfaction x Vision x First Steps > Resistance).
If you have any questions please email info@upcea.edu or call us at 202-659-3130.
Sponsored by:
| 8:00 a.m. | Introduction and Overview |
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| 8:20 - 8:35 a.m | Examples of Change |
Creating Dissatisfaction with Status Quo:
Creating and Articulating a Vision:
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| 8:35 - 8:55 a.m. | Break-out Discussion I |
| 8:55 - 9:15 a.m. | Report Out |
| 9:15 - 9:25 a.m. | Break |
| 9:25 - 9:40 a.m | Examples of Change |
First Steps of Change:
Addressing Resistance:
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| 9:40 - 10:00 a.m. | Break-Out Discussion II |
| 10:00 - 10:20 a.m. | Report Out |
| 10:20 - 10:30 a.m. | Wrap-up |
Developing an institutional vision, strategy and metrics for success for online/distance education
Creating incentives for faculty/academic units to develop or expand online offerings
Implementing quality standards for courses/programs and a professional development program for teaching
Changing instructional policies such as mandating tools for academic integrity in online courses
Formulating a plan to provide tech support, student services, and other supports specifically designed to serve the online student
Developing a plan for retention/coaching initiatives for online students that will include collaboration across units
Implementing accessibility or Universal Design for Learning (UDL) in online courses
Adopting a new learning management system (LMS) and associated technologies
Creating the right mix of course/program development and delivery support to ensure high-quality, online instruction
Articulating a marketing plan that establishes an online verticle, but doesn’t subtract from face-to-face offerings
Participants will consider sources of influence including hierarchical authority, access to key decision-makers, key stakeholders, and lines of communication to map out a plan to influence the institutional strategy for online education. Groups will identify risks and discuss pros and cons of various approaches to identify strategies most likely to succeed. Small groups will share their approaches and key takeaways with the larger group. Presenters will facilitate large group discussion and summarize key points.
Discuss levels/types of changes, and what change looks like within different organizational models and maturity.
Identify ways to shape change at institutions and beyond by impacting larger conversations in terms of online education.
Connect with colleagues at other institutions who can continue to serve as resources and sounding-boards beyond the conference.
Apply an organizational change formula for influencing institutional leaders and other stakeholders.
Identify the kinds of resources that enhance participant’s ability to influence key stakeholders.
Develop strategies and tactics for advancing key issues to institutional leadership, and recognize approaches to avoid.
Beth Rubin, Campbell University
Beth Rubin is the Dean of Adult and Online Education at Campbell University. She has led academic administration in both for-profit universities (Cardean and DeVry Universities) and non-profits (DePaul and Miami Universities) that provide educational programs for adult learners. Her research includes analyses of the design of higher education, cheating in online courses, the effect of learning management systems on learning, and the Community of Inquiry, among other topics. She has taught courses on organizational behavior and design, and given dozens of presentations and published research in journals such as the Journal of Asynchronous Learning Networks, Internet and Higher Education, Online Journal of Distance Learning Administration and the International Review of Research in Open and Distance Learning, as well as numerous book chapters, conference proceedings, white papers and other works.
After earning her B.A. in Psychology at Cornell University, and M.A. and Ph.D. in Industrial/Organizational Psychology from Michigan State University, Dr. Rubin spent 11 years as a traditional faculty member, earning tenure and winning a teaching award at the Asper School of Business at the University of Manitoba in Canada.
Kim Siegenthaler, University of Missouri
Kim Siegenthaler is Director of Mizzou Online at the University of Missouri, where she defines and operationalizes the mission, vision and strategies of Mizzou Online to develop, market and deliver graduate and undergraduate degree and certificate programs to distance students, while coordinating collaborations between Mizzou Online and various other departments.
Prior to joining the University of Missouri, Dr. Siegenthaler served as Director of Continuing Education and Alumni Relations at Baptist Theological Seminary at Richmond (VA); as faculty at Appalachian State University and at Texas State University.
Kim Siegenthaler holds a M.Div. from the Baptist Theological Seminary at Richmond, a Ph.D. in Leisure Studies from the University of New Mexico, a M.S. in Recreation Administration from the University of Oklahoma, and a B.S. in Recreation from Baylor University.
Registration for the UPCEA 2019 Online Leadership Roundtable is free and limited to UPCEA members designated as Institutional Representatives and Chief Online Learning Officers that are also registered for the UPCEA Annual Conference.