ACHE 2017 Annual Conference & Meeting
Workshops and Concurrent Sessions
Day 1 - Monday, October 23
1.1 Get LinkedIn or Get Left Out: Use This Conference to Network!
LinkedIn is a powerful networking tool – if you actively use it. The speakers will share their tips, tricks, and advice on using LinkedIn to build your self-brand. Imagine a large LinkedIn network that you can use to find instructors, research and connect with alumni, find new employees, and learn about industry trends. It is all in one place in LinkedIn. This session will be highly interactive and participants will actively assess their LinkedIn accounts (bring your mobile device) to connect with each other and help promote each other’s profiles. If you do not yet have an account, that’s okay too. Come learn more about it. Introverts and extroverts welcomed. We will help you connect. Do not leave this conference without building your network. This session will help you do it.
1.2 Understanding the Online College Student
In 2016, an estimated 20.5 million students attended college, according to the National Center for Education Statistics. And according to EdTech, one quarter of those college students are enrolled in online courses. At a time when higher education enrollments are flattening or even declining, online education remains a bright spot. But to stand out in an increasingly competitive marketplace, colleges and universities need to understand how to best serve this population.
The sixth annual Online College Students report, developed by The Learning House, Inc. and Aslanian Market Research, shares the results of a survey of 1,500 prospective, current and recently graduated online college students. Learn how students choose a program, how they feel about alternative credentials, what regrets they have, how quickly they make a decision and more.
1.3 Imagine a Job for Everyone: Building Integrated Education and Training Programs for Adults with Special Needs
Imagine a society in which all adult learners, of all abilities, are able to become effective participants in the workforce. Come to this session to learn about an Integrated Education and Training Program being launched with an adult special needs population in Southeastern Pennsylvania. This IET model is designed with a competency-based curriculum which aligns specific learning objectives with a designated career outcome. Both noncredit and credit programming are embedded into this model. The intention of this program to prepare each individual participant for job placement in the fields of healthcare, janitorial, hospitality, and retail.
1.4 Bachelor's Degree Completion Programs for the Incarcerated: A Case Study
1.5 From a Hunch to Reality: Starting a Lifelong Learning Institute from Scratch
This session will cover how Texas Christian University started the TCU Silver Frogs Lifelong Learning Institute from the bottom up and how it has thrived in only five semesters. From conceptual frameworks to logistical challenges, the Silver Frogs have become a force within the University community. Seasoned, new, and future programs are welcome to share their challenges and successes in this interactive session.
1.6 What Not To Do With Your Advertising (if you want to recruit students)
Just like popular programs about “What Not to Wear” and “What Not to Do on a Job Interview,” What Not To Do With Your Advertising (if you want to recruit students) will help ACHE attendees be aware of some common mistakes made with media buying and management - which are costly and a waste of valuable time.
1.8 What’s Now: Contract Training
If you aren’t doing contract training, you need to be. Businesses and organizations are making a push to improve their employees and Continuing Education needs to be the provider of those programs. Learn how to prepare your program offerings to go out to your community and offer then as custom and contract programs.
2.1 Assessing and Enhancing Online Faculty Performance
Despite significant increases in online enrollments, little empirical work has been published regarding the assessment of online faculty performance. This session will present the model of faculty training and evaluation currently in use at the College of Online and Continuing Education at Southern New Hampshire University. A discussion of the relationship between faculty performance and student success will follow. Brief active-learning exercises will facilitate the discussion of how to implement best practices for faculty assessment.
2.2 Imagine I Knew Then What I Know Now!
2.3 Practices for Workforce Development and Planning for Non-Traditional Healthcare Professionals
This workshop will present facts, objections, theories, and comparative analysis on targeting the problems as well as providing practices and solutions for workforce development and planning for non-traditional healthcare professionals. The significance of this research will help conclude and disseminate knowledge around the bias practices hiring professionals take on the rigor of academic professionalism of non-traditional higher education. The outline will include research from public policy, healthcare management, theories of self-conceptualism, and concurrent hiring practices in the workforce. The goal of this research is to create better practices and generate career possibilities for non-traditional healthcare professionals in the workplace.
2.4 From Face-to-face to Blended: A Model for a Program Launch
2.5 Extended Education Fee For Service- A Defensible Model
2.6 Creating a Student Ambassador Community
2.7 Personalizing the Admissions Process for Non-traditional Students
2.8 Using Analytics to Help CE Units Discover Opportunities, Increase Enrollments, and Inform Decisions
3.1 The Future of the the Online Enterprise
3.2 Engaging Prospective and Current Nontraditional Students through Social Media
3.3 Developing a Coaching Mindset for Student Success
3.4 “Blank” Development: You Should Be Offering It
3.5 Enrolling to Retain: 5 Strategies to Improve Online Student Growth and Persistence
3.6 Refining Prior Learning Assessment Programs to Promote Portfolio Completion and Student Success
Even though it is clear that participation in Prior Learning Assessment promotes degree completion, it is a fact that a minority of adult students pursue PLA. Of those who begin a PLA process, many do not complete it. This is true for every form of PLA, but it is especially the case for programs that require students to write portfolios to earn course and/or general elective credit. This was the dilemma faced by Lewis University's School for Professional and Continuing Education (SPCE) in 2014. Two years after the implementation of a new portfolio process, only 40% of the students who successfully completed the introductory course submitted portfolios for assessment. This presentation explores how SPCE responded to this challenge through instructional changes and programmatic adjustments, aiming for 100% completion rates. After a brief presentation about the interventions designed by Lewis University’s PLA program, the session will facilitate an exchange of ideas so that participants can collaborate and share how their programs have responded to these challenges. Outcomes of the conversation will be shared with participants after the conference, and the facilitator will keep the dialogue going, so that we build a network for knowledge sharing about PLA.
3.7 A New Theoretical Model for Prior Learning Assessment
3.8 Gazing at the Past to Get to the Future: Imagining a Journey in Continuing Higher Education