UPCEA Central 2016 Concurrent Sessions
2:30-3:15 pm Concurrent Session I
The Transformative Power of the Associate Degree Core and Competencies 
Meridian
CSI-St. Kate’s is an innovative program that focuses on improving access, time to completion and completion of degrees by eliminating developmental courses. These outcomes are achieved by infusing critical skills (originally covered in developmental courses) and online competencies into core courses, implementation of the RTW method, and comprehensive student reporting process. This interdisciplinary team approach brings faculty and staff together to develop and provide curricular and co-curricular support for adult learners. This presentation will cover the tools required, methodology and preliminary results of this program. There will be time after the presentation for Q&A and discussion.
This workshop is designed to allow participants to meet the following learning outcomes:
A Primer on Strategic Enrollment Planning 
Fisher A
Last year, a random post on CORe inquiring about enrollment planning ignited an outpouring of interest in strategic enrollment planning (SEP). Although contexts and needs varied among the many who responded to the post, the significant interest in the topic powerfully
underscored the importance of further education on the topic.
This session is designed to be an introduction to strategic enrollment planning, and will provide an overview of the SEP approach, broad recommendations for how to approach the process, and general templates that can be used as frameworks for the process.
This workshop is designed to allow participants to meet the following learning outcomes:
Change Management: How to Align Internal Stakeholders on New Growth Initiatives 
Fisher B
Traditionally, student lifecycle functions have lived in silos across an institution’s organizational structure. As higher education grows more competitive and complex, we are seeing more overlap in these functions to support the launch, growth and success of new programs, causing roles within the institution to evolve. Individuals and teams are transitioning, and there is an imperative need to work more collaboratively to reinforce the program growth goals of the institution and the teaching and learning objectives of faculty and students.
Additionally, innovation is spurring a new mindset in how programs are run and how students are supported. Partnership models are on the rise and outsourced program management is bringing about new opportunities to reallocate internal resources to minimize logistical tasks and be better directed to shape the teaching and learning experience.
With these adaptations in processes and operations, it’s no wonder colleges and universities are under a tremendous amount of pressure to effectively manage change internally. With so many stakeholders (administrators, program leaders, faculty and more) and priorities across the student lifecycle, this can be a daunting assignment.
Join us as we dissect the roadmap to change management. We’ll explore guiding principles and best practices when it comes to the cultural and operational considerations that will keep your institution advancing and progressing. We’ll also review tactical plans that will allow your organization to be more efficient, while effectively meeting the changing needs of students and delivering the best possible education experience.
This workshop is designed to allow participants to meet the following learning outcomes:
4:45-5:30 pm Concurrent Session II
Seamless Student Services: A Collaborative Approach to Supporting Online Students 
Meridian
The Office of Online Education (OOE) at Indiana University is a university-wide office charged with managing online education across seven distinct campuses. OOE is committed to a collaborative approach to serving students that optimizes scale, resources, reputation, and diversity of offerings by integrating online education into the broader culture of the university.
Building a sense of community is a key factor for online student satisfaction (Hornak, Akweks & Jeffs,
2010). Students expect to participate in a supportive online community with any and all services available at their convenience (Hughes, 2004). This presentation will begin with a general overview of online education in the context of Indiana University, a statewide university with seven distinct campuses enrolling over 107,000 students. With a goal to provide best-in-class, seamless services for online students, including new student orientation, coaching and mentoring, academic tutoring, career services, and assistance with student conduct and grievance issues, in late 2015 OOE turned its attention to leveraging the services, efficiencies and economies of scale already existing at our individual campuses.
The presentation will highlight how OOE operationalized a collaborative approach to providing student services by inviting campuses to respond to a request for proposal (RFP) that identified a suite of services needed to support online students, and established operating principles to ensure partnership success. The presentation will conclude with a discussion of the current state of the campus partner programs, including whether key performance indicators are being met, and the value of a collaborative approach for students and universities.
This workshop is designed to allow participants to meet the following learning outcomes:
Reinventing Extended Campus and Evening/Weekend Programs 
Fisher A
The presenter will provide a brief history of extended campus and evening/weekend programs in the U.S. and discuss challenges and opportunities currently facing these higher education divisions. The focus of this session is to review strategies used at various institutions to sustain and grow extended campus programs. Leadership and organizational structures, financial models and program development processes will be highlighted from across institution types including 2-year colleges, for-profit universities, private and public universities.
This workshop is designed to allow participants to meet the following learning outcomes:
Operate your Academic Unit Like a Business to Stay in Business 
Fisher B
This is a nuts and bolts view of how a successful CE academic unit and a successful corporate learning leader have run their learning units for both business and academic success and sustainability.
As higher education continues to struggle with costs and to experiment with different delivery and business models, school of professional, continuing and online education have often been on the front lines of innovation. With an entrepreneurial spirit and comparatively more agility, our schools are home to new program offerings as well as new pricing models. We can still benefit from implementing more finely-tuned business practices to not only run our operations more effectively but to also develop programs that better address market need.
This session combines a dialogue between heads of learning divisions in higher education and in the corporate world with audience participation. The dialogue is designed to walk the audience through challenges both experts experience in program development and marketing these “learning products” as well as evolving best practices around meeting these challenges.
What can we learn from each other about ideating, budgeting, and running the business of marketing learning in increasingly competitive and decentralized environments?
Audience members are invited to share current challenges and solutions and to draw on the experience of our experts to address ongoing concerns.
This workshop is designed to allow participants to meet the following learning outcomes:
10:15-11:00 am Concurrent Session III
Meeting the Accessibility Needs of Adult Students in Online Courses 
Meridian
Adult students have a higher incidence of disability and are less likely to seek accommodations than the general student population, so it is critical that we anticipate their needs, especially in online classes. Unfortunately, this is not the norm; it is typical for universities to avoid addressing accessibility unless legislation is brought against them. We need to change the narrative; appealing to and serving adult students with disabilities makes good business sense, and is simultaneously compliant and affordable. Plus, it’s just the right thing to do!
In this session, I will discuss the growing number of students with disabilities, the higher incidence of students with disabilities in online classes, and the benefits and challenges that online classes afford students with disabilities. Likewise, I will provide examples of accessibility considerations for online classes that can be made quickly but have a significant impact for students with disabilities.
Additionally, I will argue for integrating accessibility into the course development process, a topic I have discussed in multiple departmental blog posts, and will revisit in a forthcoming article in UPCEA Unbound. It is my hope that this presentation will serve as a starting point for conversations between concerned faculty, instructional designers and administrators who can affect change at a higher level.
This workshop is designed to allow participants to meet the following learning outcomes:
Novel Approaches to Program Development
Fisher A
Kansas State University and the University of Kansas will present novel approaches to program development. Each university has a different market to be served and a different process for developing new proposals. This presentation will explore two different approaches for program development which could be implemented at your institution.
Program Development from the Inside Out: An Idea Generation and Team-building Exercise - How do you get staff to think about program development and bring ideas back to the team? How do you break down the process of program development into manageable pieces that can be approached by any staff person? Kansas State University implemented a fun, innovative activity loosely based on television’s “Shark Tank” where staff were challenged to develop a new program idea and present it to a team. Learn the process, benefits, challenges and outcomes and how you might implement a similar activity for your team.
Broadening your approach to program development - The University of Kansas, Professional & Continuing Education (PCE) staff moved to the Kansas City campus two years ago to focus on providing needed programming to the Kansas City market. We learned very quickly that what is needed is, well, everything! PCE worked with our Academic Program staff to develop a Science Manager Certification program that offers courses to those interested in credit as well as those interested in non-credit. This innovative new program had a rapid development timetable and staff utilized several key approaches that will be shared.
This workshop is designed to allow participants to meet the following learning outcomes:
The Return on Investment Paradigm for Student Success 
Fisher B
This presentation provided by Colorado State University-Global Campus (CSU-Global) provides unique perspectives on the pedagogy and services that the university incorporates into its student experience for engagement and retention through multiple points of return-on-investment.
For its bachelor’s and master’s degree programs, CSU-Global identifies and hires faculty members that combine academic excellence with real-world experience for both instruction and in-course workplace mentorship so students can seek insight and guidance of real-life application of what they are learning. CSU-Global course information and assignments also include Career Management learning outcomes; and discussions and assignments on academic theory application to the marketplace for a heightened understanding and a measurable ROI.
Degree completion for working adults can take many years. To help provide students with an ongoing sense of accomplishment, CSU-Global has recently launched Degree Optimization. This program ties course and degree program learning outcomes to industry-recognized skills, knowledge and abilities to help students understand and articulate to their employers and others, what they are acquiring during their time at CSU-Global. For incentives and motivational value, the program provides Awards of Completion certificates and LinkedIn endorsements that students can display and share.
CSU-Global also provides its students with a robust virtual Career Center. Unique to CSU-Global, the university provides incoming, active and alumni students with faculty Career Coaches that align with every degree program for one-on-one resume and cover letter review, interview assistance and counsel on career opportunities correlated to specific degree programs for an ROI leading to academic and marketplace student success.
This workshop is designed to allow participants to meet the following learning outcomes:
11:30 am-12:15 pm Concurrent Session IV
Launching a Newly Hybridized MBA Program 
Meridian
Purdue University’s Krannert School of Management is currently hybridizing the Weekend MBA Program for working professionals. The first five courses are set to begin in fall 2016, and since advertising them as hybrid, the program has experienced a 50% enrollment increase which is assumed to be correlated to the added flexibility brought on by the new format. This session will focus on the planning and implementation of the hybridized degree program including gaining faculty buy-in, providing the structure for faculty support, developing consistent programmatic guidelines, developing metrics for success, and making use of the University’s centrally-supported instructional designers. Instructional design strategies used in courses, inspired by the goal of cultivating an environment conducive to experiential learning, and how instructional designers capitalized on the hybrid learning format will be discussed. Emphasis will be on case-based learning, interactive online material, and providing a platform for students to share their knowledge transfer with one another in meaningful ways. Further, some of the support built for learners, including an online resource hub, will be showcased.
This workshop is designed to allow participants to meet the following learning outcomes:
Conference Talk: Conference Services Round Table Discussion
Fisher A
Session facilitators will share a brief description of their leadership and conference services operation. The majority of the session will allow for roundtable discussion/group sharing of topics which may include: unit reporting structure, staffing, funding model, revenue generation, e- commerce, technology use, facilities, as well as topics suggested by the session attendees. Our goal is to provide resource and networking opportunities for those responsible for, or have a relationship with conference operations.
Session facilitators will also compile a participant resource list for those who would like to participate in continued conference services dialogue post-conference.
This workshop is designed to allow participants to meet the following learning outcomes:
Using Technology as an Interview Tool
Fisher B
Hiring practices have changed in higher education. To effectively hire strategically, new tools must be engaged. Many times initial or even second interviews are conducted via Skype rather than on the phone or in person. Based on a single Skype encounter, candidates are invited to campuses as finalists or may be removed from the potential hiring list. Understanding and developing the skills needed for effectively interviewing and effectively being interviewed via Skype is important for today’s continuing education professionals. Attendees will participate in activities that will exemplify best practices and characteristics of using technology as an interview tool. Case-studies, video, and practical application will be used to share effective practices. Web-based tools will be shared to effectively utilize Skype and other web-based interfaces to successfully maneuver the interview process. Participants should bring their own mobile device (or devices) to use during the workshop.
This workshop is designed to allow participants to meet the following learning outcomes:
3:00 pm-3:45 pm Concurrent Session V
Engage and Grow Corporate Training for Continuing Education
Meridian
Corporate partners are a valuable source of revenue and hold great upside potential. Modern employers are investing in workforce training, continuing education and professional development like never before. With so many higher education options, how do you impress potential clients and inspire loyalty in your current clients?
Hear from Kim Goldsberry from Case Western Reserve University’s Weatherhead School of Management discuss how they have developed and grown a successful Affiliate Partnership program. Last year, more than 3,000 people representing almost 600 organizations took advantage of their portfolio of 70+ programs. Over 50% of their business comes from organizations in their Affiliate Partnership program.
See how to create a powerful educational experience and delight your corporate administrators. Customer-first technology for modern education can effectively support even the most complex corporate training programs.
This workshop is designed to allow participants to meet the following learning outcomes:
Fostering Innovation with Instructional Design – A Tale of Two Institutions
Fisher A
Purdue is at the forefront of innovation in delivering higher education, giving students access to some of the most effective and modern teaching and learning approaches. ASU is delivering online education with state-of-the-art technology and tools, designing innovative online learning experience with student success in mind. In this session you’ll hear from team members from both of these institutions working to craft and implement these visions and the innovative instructional design models and programs they’re using to create student centered learning environments for face-to-face, hybrid and online learning.
This workshop is designed to allow participants to meet the following learning outcomes:
Change Leadership Ain’t for Wimps
Fisher B
You can refer to Kotter all you want. By all means, bone-up on the Thomas-Kilmann Conflict Mode Instrument. All useful stuff, but the theories and the models won’t tell you what it feels like to be a change leader on your campus. The goal of this workshop is to provide a practical perspective on change leadership during a time when enormous pressures are forcing universities to behave in completely new ways.
Why are so many campuses experiencing such significant change? Demographics. Changing educational preferences. Technology. Political hostility toward higher education. All are factors driving change at campuses across the country.
Within the last year, the University of Wisconsin System faced massive budget cuts combined with a tuition freeze compounded by political rhetoric about “lazy professors with jobs for life.” Retirement incentives and layoffs ensued. With 20% fewer employees, UW-Eau Claire had to adapt – quickly – in ways that challenged existing organizational structures and work processes.
As a leader of a significant change initiative at UW-Eau Claire, I can share some lessons learned from a year in the trenches: Prepare to feel stressed. Expect to be a pariah (to some). Confront entrenched power. Recognize that the future isn’t for everyone. Take chances. Expect to make mistakes, accept them and move on. Know that being a change agent doesn’t come with a long-term contract. Take care of yourself; no job is worth your health. Don’t sacrifice your core values.
Change leadership may not be fun, but it will make a difference.
This workshop is designed to allow participants to meet the following learning outcomes:
9:15 am-10:00 am Concurrent Session VI
Debunking Online Quality Myths: Using Data to Evaluate Online Education 
Meridian
Faculty often perceive online education to be less rigorous and academically inferior to face-to-face instruction. However, students are increasingly choosing online classes to gain new degrees or complete those they are already pursuing. Colleges are expanding their online offerings to replace shrinking traditional student enrollments. Amidst this hunger for online education, faculty rightly ask: “Is online any good?”
Within the Office of Online Education (OOE) at Indiana University, significant levels of analyses to determine the effectiveness of online courses and programs form the basis of our data-driven approach to decision making for campus leadership. As a university-wide office, OOE has a unique opportunity to examine the impact of online education on various campus types: a national flagship institution, a research-intensive urban campus, and smaller teaching-focused regional campuses, making our results applicable to many institutional types.
We consider three common myths regarding online education in this presentation. Using a “myth busters” approach, we present data from tableau dashboards and ask our audience to help us determine whether our findings “bust” these myths. Our myth busting will address online student demographics, measures of online student success (including retention and graduation rates), and online course completion rates.
We discuss how data and business intelligence tools can inform the campus community about the value and place of online education within larger discussions of enrollment management, enrollment growth, and student success. Attendees will be encouraged to share their experiences using data to evaluate online education and shape the future of their own institutions.
This workshop is designed to allow participants to meet the following learning outcomes:
Staying Relevant with Innovative Non-Credit Offerings and Partnerships
Fisher A
During a time when Schools of Education are seeing lower enrollments, the office of Outreach and Program Services (OPS) at Oakland University has extended its non-credit workshop offerings to provide additional professional development options to K-12 Educators. Through innovative collaborations and K-12 partnerships, these workshops provide a forum for educators to share knowledge and concerns about current topics in the classroom. Workshop offerings include current issues such as: Mindfulness, Restorative Practices and Enhancing Instruction with Technology in the Classroom. Nearly 630 educators attended non-credit workshops offered at Oakland University throughout the past year.
Educators are coming from various public and private school districts from across the Southeast Region of Michigan. Attendees indicated “the workshops are high quality, relevant, and affordable”. Other comments include “so many take aways from the session - the resources, activities, and thoughts; the workshop provided a sense of support and understanding”. These workshops are engaging educators in current practices, improving upon their classroom practice, and providing State Continuing Education Clock Hours (SCECHs). The non-credit workshops have strengthened the school’s community engagement amongst educators and is helping the School of Education and Human Services to stay connected.
This workshop is designed to allow participants to meet the following learning outcomes:
The Nuts & Bolts of Creating an Online Consortium 
Fisher B
Many independent, not-for-profit institutions have limited resources and face stiff competition from for-profit institutions. Through partnership and collaboration, these institutions are able to expand course options for their respective students by utilizing quality courses offered by other like-minded institutions. During the session, we will review the blue print for creating the Online Consortium for Independent Colleges and Universities (OCICU). We will explore challenges, victories, and lessons learned.
This workshop is designed to allow participants to meet the following learning outcomes: