Distance education and online learning continue to move from the margins to the mainstream. UPCEA members are leading our institutions and creating new and innovative learning opportunities for students. This often makes UPCEA members integral partners to the development and implementation of institutional strategies for distance education and online learning, as well as the experts on operational models for online administration. With this shift comes a responsibility to continually re-think our services and structures for learners, not just at the administrative level, but about the learning experience in general. We must strive to understand learner expectations and examine the barriers to their goals and aspirations. We must continue to push the boundaries of cost savings for these learners and provide pathways for career mobility while still supporting our faculty as they design innovative learning experiences.
| 3:00 PM |
Concurrent Sessions I |
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Building a Digital Future for Higher Ed: How to Hire, Lead, and Innovate with a Diverse Team of Digital Learning Professionals Who Live All Across the Country.
International Ballroom West | Online Administration | Strategic | Diversity & Inclusion
The pandemic brought about substantial change across the entire higher education landscape. It also placed a microscope on the field of online learning and forced many across higher education to re-evaluate their thoughts on how the future of learning will take place. Our office was able to thrive through these uncertainties by scaling ID staffing through multiple on-ramps, embracing a remote-first mentality, building for multiple expertise, and developing new cultural norms.
- Luis Alvarado, American University
- Joseph Riquelme, American University
Moderator: Tamiko Cooper, Everspring
Accessible and Equitable Learning in a Quasi-Post Pandemic World
Jefferson East | Online Administration | Applied | eDesign Collaborative
Wide differences in digital accessibility during the pandemic is partially responsible for the learning losses in K-12 that National Center for Education Statistics recently reported. Universal design can serve as an academic continuity strategy as well as addressing issues of access, equity, and inclusion. Based on input we gathered from over 250 higher education leaders during a 3-day summit, we will discuss how to propagate and institutionalize universal design to address access and equity in three areas of importance: Accessible course design and quality personalized learning; Education, awareness, and resources for faculty development; Broadband and digital device access for all.
- Yakut Gazi, Duke University
- Warren Goetzel, Georgia Institute of Technology
Moderator: Brett Frazier, Coursera |
| 4:15 PM |
Concurrent Sessions II |
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Building Effective Evaluation Toolkits: Perspectives on Partnerships
International Ballroom West | Online Administration | Foundational | Faculty
Higher education institutions are facing the challenge of evaluating external partnerships, such as OPMs, to ensure they are providing value, meeting security and privacy standards, and are able to evolve throughout the partnership lifecycle. Join experts from the University of Michigan, Georgia Institute of Technology, and Honorlock as they share their perspectives on how to approach developing an evaluation rubric and discuss best practices on how to vet external partners. Participants will have an opportunity to discuss their experiences and approaches to evaluation to consider how they might develop and apply an evaluative framework in their institutional context.
- Paul Morales, Honorlock
- Samba Diop, Georgia Institute of Technology
- David Lawrence-Lupton, University of Michigan
- Soukaina Lamrani, University of Michigan
Moderator: Jennifer Mortensen, University of California, Irvine |
| 8:15 AM |
Concurrent Sessions III |
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A Case for Decentralized Instructional Design Support
Jefferson East | Online Administration | Foundational | Faculty
Instructional design offices support student-centered missions by providing faculty with the instructional tools and knowledge they need to create meaningful, engaging learning experiences. Instructional design offices encourage faculty to individualize their instructional practices and avoid one-size-fits-all approaches, but how does that practice translate to supporting our faculty? Decentralized instructional design support offices facilitate individualized faculty support, aligned with the needs of their students, their learning outcomes, their skill sets, and their comfort levels.
- Audrey Eagle, University of West Florida
Moderator: Nicole Baldassarre, InSpace
Prioritizing Academic Innovation at University of Arizona Global Campus
Cabinet | Online Administration | Applied |
This session walks attendees through a chronological journey of academic technology and innovation at University of Arizona Global Campus, including establishment of an innovation agenda, what data drives innovation and development, what organizational structures support it, and discussion and reflection of innovation practices at attendees’ institutions.
- Cole McFarren, University of Arizona Global Campus
Moderator: Tony Fell, Collegis Education
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| 9:30 AM |
Concurrent Sessions IV and Research Roundtables |
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Community-Based Approaches to Transform Online Learning at a Large Public University
Jefferson East | Online Administration | Applied | Faculty
What does it look like to re-engineer a university towards a new paradigm for digital learning? Recognizing the pandemic will forever change the way we teach and learn, the University of Tennessee, Knoxville has recognized online learning as an integral part of becoming a “21st century land-grant institution.” Creating a full-service central office for the first time, the new office is tasked with empowering the development of online programs and courses at a decentralized, public research institution. Presenters will discuss the development and value of multiple community-based networks, energizing “bottom-up” discussions across the university, leading transformative work at all levels.
- Josh Steele, University of Tennessee, Knoxville
- Jennifer Gramling, University of Tennessee, Knoxville
Moderator: Stephanie Mullette, StraighterLine
AI Transforming Education: Artificial Intelligence has Begun Impacting Education, But the Best is Yet to Come!
International Ballroom East | Online Administration | Applied | eDesign Collaborative
With a focus on implications of GPT-3 and DALL-E2 in creating research articles, original award-winning art, coding of computer programs, and more without more than a short set of desired
outcomes by a human. We will explore what that means for changing course outcomes, learner assessments and preparation of learners for the changing workforce environment.
Moderator: Brittany Murchinson, Coursera
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| 12:15 PM |
Lunch Pickup for Network Meetings |
| 12:30 PM |
Network Lunch Meetings: Spotlight Sessions and Awards |
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Online Administration Network and eDesign Collaborative Network
Award Presentation | UPCEA Award for Strategic Innovation in Online Education
Spotlight Session
| Invigorating Avenues for Meaningful Faculty Online Course Development
International Ballroom West | Online Administration + eDesign Collaborative | Faculty |
Multimodal Learning is a multifaceted faculty development unit that supports best practices in online, distance and on campus instruction. Participants attending the presentation will gain knowledge of the how and why the Master Online Mentor Program at Central Washington University was created. Then join a discussion with other participants to gain a list of invigorating ideas surrounding new avenues for the course and program development. The presenters will create a master list of ideas and make them available following the presentation.
- Joy Fuqua, Central Washington University
- Delayna Breckon, Central Washington University
Moderator: Annie Taylor, Penn State University
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| 2:00 PM |
Concurrent Sessions V |
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Can We (Should We?) Give Them What They Think They Want?
Georgetown | Online Administration | Applied | Policy
As our campuses emerge from the many challenges COVID presents, the increasing demand for online and hybrid course options by traditional on-campus students and faculty raises unique challenges. Are these courses the responsibility of the PCOE unit? Do Zoom veteran faculty require new development supports? How do the PCOE business and revenue models translate to an allocation budget model? And why does everyone think we are “stealing” their students? Join the leaders of two large, public university PCOE units as we share the challenges faced as we return our campuses to the new normal, where suddenly online is mainstream and everyone wants a piece of the online action.
- Steven Tello, University of Massachusetts Lowell
- Nancy Ludwig, University of Massachusetts Lowell
- John Wells, University of Massachusetts, Amherst
- Kathleen Ives, UPCEA
Moderator: Jay Hatcher, Wiley Education Services
Improving Faculty Performance Deficits With Performance-Based Review Cadence
International Ballroom West | Online Administration | Applied | Faculty
Observing, measuring, and coaching faculty performance is essential for delivering feedback to faculty, keeping them accountable, and helping them develop. While a set performance review cadence, usually annual, to observe faculty teaching is the norm, one size does not always fit all within the faculty performance management space. We will consider and discuss how we can promote positive faculty performance outcomes by modifying the cadence of annual performance reviews, based on faculty performance, resulting in a more intentional approach regarding when and how we review faculty teaching.
- Anna Garner, University of Phoenix
- Rheanna Reed, University of Phoenix
- Peter Conrad, University of Phoenix
Moderator: Steve Ernst, LearningMate |
| 3:30 PM |
Concurrent Sessions VI |
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But What if It IS a Shoe? Mass Customization and Online Learning
International Ballroom East | Online Administration | Applied | Faculty
It’s time for mass customization to come to learning design. We can easily and quickly order a completely custom product and have it show up to our door quickly; why isn’t learning design like that? Faculty members are acclimated to “just-in-time” planning; traditional learning design requires more up-front time and effort. Mass customization offers faculty members a more familiar process, offering a faster turnaround time for all. Starting from the essential question, “What is a course?” we will explore how mass customization can be brought to learning design, enabling designers to work more quickly with faculty members without sacrificing quality.
- Stevie Rocco, The Pennsylvania State University
- Ann Taylor, The Pennsylvania State University
Moderator: Asim Ali, Auburn University |
