ACHE 86th Annual Conference and Meeting - October 14-16 2024

Pre-Convention Workshops (2 half-day/3 hour workshops)

Colleges and universities face immense pressure to adapt and ensure equitable student success. Demographic shifts, socioeconomic disparities, and heightened stakeholder scrutiny drive institutions toward transformation. Yet, with limited resources and mounting responsibilities, restructuring policies and processes burdens professionals further. This underscores the urgent need for accessible support mechanisms.

In response, Credit for Prior Learning offers a beacon of hope. Recognizing the challenges of traditional university structures, developing a rigorous, relevant, and research based CPL policy and practice provides a way to empower institutional teams for autonomous change. This session guides project teams through each transformation phase, from research understanding to implementing strategic initiatives. Through customizable assets and user-friendly guidance, the session will ease strain on faculty, accelerate the conditions for change, and foster collective ownership for the campus community. This workshop style session will help institutions navigate educational reform confidently and help craft a more equitable, student-ready CPL Policy and Practice.

30-Minute Presentations

While technology plays an important role in how university faculty collaborate, research shows that a range of other socio-political and cultural factors shape the success of these collaborative activities. This is especially true in an inter-institutional qualification where diverse institutions offer the programme in partnership. Drawing from interviews with facilitators on such a programme – a postgraduate diploma in higher education offered across three historically diverse South African universities – this presentation will highlight the factors that have constrained and enabled the collaboration. The postgraduate qualification is designed specifically for academics to support the professionalisation of their teaching. Students on this programme are often colleagues of the facilitators as they are mostly drawn from the universities taking part in the partnership. 

In-depth interviews with 10 participants who have different roles on the programme highlight the different levels of negotiation necessary for an inter-institutional qualification of this nature. The presentation will draw on Raelin’s (2016) collaborative agency to frame the study results, highlighting the personal, group and institutional dialogues that are necessary to successfully mediate the challenges of inter-institutional collaborative teaching – dialogues which are only possible through the agency of individuals. The study also explores the role that technology has traditionally played in this space, how this shifted during the pandemic, and what the future role of technology could be with new technological developments shifting the way we think about teaching and learning, e.g., generative artificial intelligence.

References

Raelin, J.A. (2016). Imagine there are no leaders: Reframing leadership as collaborative agency. Leadership, 12(2), 131–158. https://doi.org/10.1177/1742715014558076

30-Minute Presentations

Middle Tennessee State University began offering Prior Learning Assessment (PLA) in 2007 to help adults finish their baccalaureate degrees by earning credit for their learning from work and outside training programs. More than 1000 students have successfully completed the program, earning an average of 24 PLA credits per student. PLA has proven to be a dynamic recruitment tool, motivating adults to reenter higher education and finish a degree much quicker and more economically than anticipated. It has also been a significant factor in partnering with community colleges and corporations.

In 2017 we extended the use of prior learning to our Masters of Professional Studies (MPS) programs. The parameters are different for graduate level PLA in which the MPS students can earn up to 6 credit hours by creating a graduate portfolio for either one or two courses. The portfolio is approved by the PLA Director, the MPS Director and a graduate faculty expert for the course(s). The graduate PLA has attracted a variety of students who might not have returned to earn their MPS degree.

This presentation will discuss how students are identified for the PLA program, the documentation and assessment of their prior learning and how that credit is applied to various degree programs. It will also address how prior learning assessment is used to recruit potential students and encourage partnerships with other schools and corporations.

30-Minute Presentations

Join us for an engaging session that explores one university's strategy and best practices for fostering student wellness through community, particularly focusing on adult learners in an online environment, through the lens of Social Ecology. At Loyola University Chicago, a Jesuit institution committed to transformative education, we prioritize the values of 'Cura Personalis' and aim to create a culture where students feel connected and supported, recognizing that health and well-being are not solely individual phenomena but also depend on healthy learning communities. 

Our session will delve into how these values are put into action, starting with our fully online orientation designed to facilitate meaningful connections for new students. Participants will gain insights into our comprehensive approach to supporting adult learners throughout their academic journey, from admission to graduation. We'll discuss the reciprocal nature of interactions between individuals and their environment, highlighting the role of ambassadors in guiding and assisting students as they navigate the complexities of returning to college. 

Moreover, we'll spotlight our communication plan, ensuring consistent engagement and recognition of individual achievements. Central to our discussion will be the pivotal role of faculty advisors in providing mentorship and guidance to students, helping them align their academic pursuits with their long-term goals. Attendees will explore practical strategies for promoting student success and well-being in online learning environments, with a specific focus on adult learners. 

By the session's end, participants will leave equipped with actionable insights and best practices for fostering a supportive community and nurturing meaningful relationships in their own online learning initiatives, particularly aimed at supporting the wellness of adult learners. Join us in unlocking the potential of online education to empower students and promote holistic growth and development. 

30-Minute Presentations

Established in 2019, the Palmetto Pathway is a unique and dynamic program which utilizes partnerships between the five Palmetto College campuses and the flagship institution of USC Columbia to promote increased accessibility to students from across South Carolina.  Drawing on system resources, faculty from across Palmetto College are brought in to provide instruction, while central adminstration and staff work with USC Columbia and directly with students to create an on-campus learning community designed to enhance success for first-year freshmen.

30-Minute Presentations

In tune with this year’s ACHE conference theme of “Embracing Care and Collaboration Through a Culture of Wellness,” this paper will focus on managing Professional Development (PD) funding for Part-Time (PT) Faculty members.   In particular, I will share my professional experience of managing the PD fund for CUPFA (Concordia University Part-Time Faculty Association). Based in Concordia University (Montreal, Canada), CUPFA has an average annual membership of 700-1,000. Our members include faculty in the Faculty of Arts & Science, Faculty of Fine Arts, Gina Cody School of Engineering and Computer Science, and the John Molson School of Business.  Funding is provided to PT members for conferences, workshops, research and teaching-related activities.  Findings from my case study will include the structural characteristics of CUPFA’s Research & PD program alongside a summary of challenges and best practices regarding resource management.  I will provide suggestions and recommendations to assist administrators interested in improving the professional development programs targeting part-time and adjunct professors at their own institutions.

Keywords: Faculty Development, Part-Time Faculty, Professional Development

30-Minute Presentations

A major aspect of student wellness is students’ belief in their ability to progress and succeed in their academic journey. Advising plays a critical role, supporting student success and development in higher education. Through a structured and intentional process, our academic advisors and faculty promote student development as well as academic success. By embracing an expanded, strategic vision of their role, advisors and faculty become key partners in fulfilling higher education's mission of student growth and success. In this manner, advisors and faculty serve multiple advising roles, such as developmental professional, instructor, and mentor. Holland and Westwood (2020) underscored the link between advising and academic attainment. They found while advising may not have a direct, quantifiable impact on grades, it provides critical holistic support enabling students to navigate the higher education environment. A strong advisor-student relationship contributes to students' ability to succeed academically. Saiyad and Mahajan (2023) provided an overview of advising's evolution and best practices, highlighting the shift from prescriptive course planning to a multifaceted, developmental process of advising encompassing intellectual growth, values clarification, career exploration, and more. In our leadership programs, advisors and faculty work to provide strong and intentional advising. Students are contacted on a regular basis for general advising and success coaching. In addition, students who are flagged for potential concerns (late papers, lack of engagement in LMS, low assessment scores) are engaged by faculty and advisor in an attempt to assist them to course-correct and be successful, both in coursework and throughout their academic programs.

30-Minute Presentations

In today's evolving educational landscape, catering to the needs of nontraditional students is paramount for fostering equitable learning environments and achieving enrollment goals. This presentation explores the complexities of nontraditional undergraduate student recruitment and the development of academic policies tailored to their unique needs.

Drawing from extensive research and professional experience, this session explores the diverse characteristics and challenges faced by nontraditional students, including adult learners, veterans, working professionals, and those with family responsibilities. By appreciating students’ distinct backgrounds and motivations, institutions can implement targeted recruitment strategies that resonate effectively with these underrepresented groups.

Moreover, this presentation investigates the pivotal role policy development plays in addressing the needs of nontraditional students. From flexible admissions criteria to tailored support services, specialized policies enhance accessibility, retention, and academic success for this demographic. By examining best practices and engaging in meaningful discussion, attendees will gain insights into crafting comprehensive policies prioritizing inclusivity and student-centeredness.

Furthermore, the session highlights the significance collaboration among various stakeholders plays in the process. Without engaging academic advisors, faculty members, and administrative personnel, nontraditional student policies cannot be successfully implemented. By fostering a collaborative approach to policymaking, institutions can integrate these strategies into existing frameworks while fostering a culture of support, belonging, and academic rigor and success.

Ultimately, this presentation underscores the transformative potential of innovative admissions strategies and policy frameworks in empowering nontraditional students to achieve academic and professional goals. Through proactive adoption and inclusive practices, institutions can cultivate a more diverse, equitable, and resilient higher education landscape.

30-Minute Presentations

With a constantly changing landscape filled with new student characteristics and enrollment and retention challenges, institutions of higher education need to rely on collaboration more than ever to find gaps in service and create quality educational experiences for students. But when faced with (often) conflicting demands and priorities, how can teams in higher education start to tackle these issues to improve the health of their organizations? This session will provide an overview of the improvement sciences and their background (including other industries), address the top three improvement sciences that can be used in higher education, and provide real-world examples of successful implementation in various higher education institutions. 

30-Minute Presentations

Self-care and its connection with overall mental health and wellbeing is an area of concern and conversation - prevalent in the media and loaded with myths and misinformation.  Students, faculty, and staff across the nation’s university campuses are bombarded with expectations, stressors, and challenges to self-care that are often magnified by the sea of information available.  In the Spring of 2022, the College of Interdisciplinary Studies offered a 1 CR workshop for students to provide them with the opportunity to explore the topic of self-care.  This project was a collaborative effort between faculty at two institutions, across three departments.  In this presentation, we will cover the need for the workshop, the process of development, strategies and techniques used, and next steps for revisions. We will also share some simple self-care practices that can be implemented anytime and anywhere. 

30-Minute Presentations

30-Minute Presentations

The academy faces a critical challenge in addressing the well-being of university students at risk for suicidal behavior. As the first line of support, instructors require the necessary training to identify and assist vulnerable students, especially online students. This presentation, "Leveraging Partnerships for Student Mental Health: Strategies for Identifying and Supporting At-Risk Students," proposes a collaborative model between educators and mental health services to bridge this gap. We aim to empower educators through a comprehensive approach involving the development of partnerships using decision trees for intervention and providing accessible mental health resources. This session will outline practical strategies to identify at-risk students and foster a dialogue on best practices within university environments to improve mental health support.

30-Minute Presentations

The Journal of Continuing Higher Education (JCHE) is read by administrators, staff, faculty, and students in adult-serving institutions in the U.S. and the world. JCHE has world-wide reach. We feature articles published via double-blind review. These are “Research” articles and “Ideas in Practice” articles. In addition to tips on overcoming procrastination, we will explore the five steps to writing: Develop the topic, search the literature, gather your data, write, and revise. We’ll finish by reviewing what JCHE needs in your submission. Come with your ideas!

Lightning Sessions (20 minutes)

This session introduces a comprehensive, multi-week self-care and self-study module designed to be implemented by faculty members, campus wellness program administrators, or human resource professionals within academic environments. This project targets students, faculty, or staff and aims to foster holistic well-being and resilience.

Faculty members can seamlessly integrate this module into health-related or First-Year Experience courses and culminating courses like internships and capstone projects. While all participants can benefit from this initiative, individuals pursuing or engaging in high-stress professions such as healthcare or education may have particular advantages. Campus wellness program administrators can administer this module to student workers or within residential settings. Similarly, human resource professionals or seasoned faculty members can utilize this initiative for professional development, personal enrichment, or as part of early-career mentorship programs.

The module commences with a podcast and an article elucidating the significance of self-care. Subsequently, module participants select a self-care book and devise a personalized plan and timeline, to practice the book’s recommended strategies. Throughout the module, they maintain a reflective log of their experiences, culminating in a final reflection on personal growth and enhanced well-being. Moreover, participants are encouraged to contemplate the importance of individual self-care within their professional roles and the broader community context.

At the onset of the session, attendees will receive access to the complete module materials, facilitating active participation and inquiries. Additionally, the presenter will encourage dialogue regarding potential enhancements to the project and its adaptation for diverse settings.

Lightning Sessions (20 minutes)

There is general recognition that participant feedback provides indispensable insights that can be used by instructors, administrators, and staff to enhance teaching materials and improve the overall learner experience in programs. Processing and analyzing this feedback from relatively small sample sizes is a task that can be reasonably accomplished by many people in an organization. 

But what happens when a large data set is pulled together? How can a team that does not have a qualitative expert on staff nor desire to engage in the time it would take to perform a formal analysis of the data proceed? You leverage the power of Generative AI and Large Language models.

30-Minute Presentations

Contemporary learners often bring experiences with them that could allow them to receive college-level credit for prior learning.  While a seemingly straightforward process, students may find challenges that seem impossible to overcome as they seek these credits.  Through digitizing the process of developing a learning portfolio and incorporating modern technology such as artificial intelligence, the credit for prior learning process can be streamlined and simplified to enhance student success and credit awards.  This session will include discussion of new processes that are being integrated in an online undergraduate program, and examples of successes following these changes.  A time for questions and answers with the audience will be included to share ideas during the session.

30-Minute Presentations

Join us for the one-stop-shop session of the statistics, trends, and insights you need to know for marketing to and recruiting the adult learner. We’ll package up data from industry studies, LinkedIn data, Carnegie research, and marketing benchmarks from hundreds of campaigns to provide you with the walk-away resource you need to inform future strategy. Information will cover factors throughout their research and decision-making journey including the first questions they’re asking Google, their social media preferences, what they loved or hated on schools’ websites, and ultimately what influenced them to take the next steps along their continuing education journey.

30-Minute Presentations

Many students find college to be an alienating and uninviting space where they do not belong, or they may create an isolated environment for themselves. Imposter syndrome, shame, and other cultural, societal, and socio-economical cues make it difficult for some students to seek help and persist (Felton & Lambert, 2020). However, faculty can implement simple but powerful methods to engage students and foster belonging, ultimately leading to student success. This presentation will explore barriers to connection and ask attendees to contemplate what signals they are sending to students. The presentation will also share connection and belonging “building blocks,” strategies and signals that are easy for instructors to implement and build upon to aid in student success. These building blocks form three levels of connection—to peers and classmates, to the instructor/course, and to the university as a whole. Specific examples for each level of building block will be provided for both online and face-to-face classes. The presentation will conclude with attendees brainstorming building blocks to utilize in their own classrooms and at their own institutions. 

30-Minute Presentations

This session will explore strategies for higher education leadership to create an environment fostering resilience and empowerment for all learners, particularly those who have experienced trauma. While respecting individual privacy, it's vital to acknowledge the prevalence of trauma and the need for tailored support. In the United States, a significant portion of the population has faced various forms of trauma. Research indicates nearly half have experienced psychological aggression, and a quarter of women have endured severe physical violence. Additionally, about one in four children experiences physical abuse at home, with females being the majority of victims. A study at Southern New Hampshire University in 2022 revealed insights into trauma prevalence among undergraduate students, with a notable percentage identifying as females. Alarmingly, 9% reported physical abuse due to failure in adhering to prescribed timeframes set by caregivers, while 13% disclosed verbal abuse, and 31% did not specify the form of punishment endured. Furthermore, 10% chose not to disclose their experiences. These statistics underscore the pervasive nature of trauma and highlight the urgent need for tailored strategies to foster resilience post-trauma, ensuring support and resources are readily available, even for those who may not openly discuss their experiences.

30-Minute Presentations

This presentation proposal aims to delve into the crucial aspects of program evaluation and highlight the invaluable lessons garnered through this in depth process. Program evaluation serves as a pivotal tool for organizations to assess the effectiveness, efficiency, and impact of their programs on adult learners. Through this presentation, we intend to share key insights derived from our program evaluation experience, shedding light on the nuances related to positively impacting the adult learner learning environment, academic success, challenges, and transformative outcomes encountered along the way. 

Participants will engage in discussion and experiential activities that will inform their professional practice.  Understanding that many departments are working with very lean human capital and financial budgets, the importance of program evaluation and implementation is possible, if not imperative for institutional programs to remain relevant, innovative and enhance the student learning environment.  Participants will leave with best practices, lessons learned and tips and tricks to develop and facilitate their own program evaluation.

30-Minute Presentations

Increasing faculty and administrative engagement with continuing education programs increases the capacity of the programs to meet a larger number of students where they are in life, and to meet the educational needs of the student and the community. This improves the morale of 1) students, as they are in a position to be promoted or change employers; 2) faculty, as they are connected to another on-campus community and have more opportunities to teach; 3) academic administration, because they have a deeper bench of instructors for continuing education; 4) admissions officers, because they have a larger application funnel for certificate and degree programs; and 5) employers, because they have a more educated workforce to meet ever-changing demands. In this interactive session, the strategies, challenges, and successes of increasing cross-campus collaborations for continuing education at the University of West Florida will be presented.

30-Minute Presentations

Executive functioning (EF) skills are crucial for success in higher education.  Implementing EF skills in higher education can promote academic success, contribute significantly to adult students' overall well-being, and assist in their career development.  By equipping adult students with the tools they need to effectively manage their time, regulate their behavior, and navigate challenges, institutions can create a culture of care, resilience, and wellness that benefits the entire university community.  Executive functioning involves a range of skills such as attention, working memory, emotional regulation, planning, time management, self-monitoring, and goal setting (Barkley, 2012). 

When college students struggle with EF skills, they face challenges in managing their academic responsibilities, staying organized, meeting deadlines, and achieving their full potential in higher education. These students experience stress and greater distractions due to the inability to self-regulate and engage in independent, purposeful, self-serving behaviors affecting their learning (“Addressing Executive Functioning at the Secondary Level.” 2011). According to Petersen et al. (2006), college students who experience stress and anxiety can exacerbate EF difficulties, and this can affect their academic performance. 

When colleges and universities recognize the importance of EF and implement strategies to strengthen these skills, educators can support their students in improving their academic performance and developing essential skills for lifelong learning and success. 

In our proposed presentation, we will discuss and share how implementing EF skills in our curriculum and classrooms will provide a new learning experience where learning is engaging and efficient for higher education students.  We will share innovative and accessible instructional strategies that prepare students for success. 

30-Minute Presentations

Adult students are increasingly engaging in higher education, yet experience college differently than their traditional peers, especially those enrolled in fully online programs. If higher education institutions hope to see these students achieve their degree attainment, they need to support them in innovative ways that acknowledge their college transition, needs, and wellness.

This session will introduce the University of Louisville Organizational Learning and Leadership undergraduate program’s unique online asynchronous course, Individual Strategies for Success. Designed to acquaint adult students to the university and develop skills for success, the course uses conceptual anchors of Schlossberg’s Transition Theory (1981), Maslow’s Hierarchy (1943), and SAMHSA’s Dimensions of Wellness (2016), to empower students to take stock of their college experience, identify needs or opportunities impacting their journey, and consider how their experience relates to their overall sense of wellness and success. Their goal is to utilize reflection to design a personal action plan that incorporates resources/supports they can engage and strategies to implement to reach their goals, in a way that honors their individual personal experiences.

This interactive session will delve into teaching and learning practices that effectively engage adult students, including those that leverage digital technology. The presenters will share key lessons learned along the way for continuous improvement, offering insights into fostering an environment conducive to the success of adult learners.

30-Minute Presentations

Higher Ed Faculty members' perceptions and experiences at work significantly impact their engagement and wellbeing. Faculty wellbeing and engagement are associated with student retention and success. While substantial research has explored school-level differences on student outcomes, investigations into faculty perceptions and experiences are limited. This study fills this gap by analyzing the effects of campus social and work environments on faculty outcomes. This project examines the influence of campus social environments (i.e., campus climate, and identification) and work environments (i.e., leadership, team morale, and professional development) on faculty outcomes at five regional campuses within a large southeastern university system.

Utilizing cross-sectional, quantitative research, we administered an online questionnaire to faculty members (n = 275), assessing campus social and work environments alongside faculty outcomes. Data collection occurred during faculty organization meetings at each campus in Spring of 2023. The questionnaire, adapted from the Australian School Climate and School Identification Measurement Tool (ASCSIMT), assessed demographics, identification, campus climate, leadership, team morale, professional development, work health, stress, organizational commitment, retention, and meaning at work.

Data analysis includes Structural equation modeling and multilevel modeling. Preliminary analyses indicate variations across campuses, providing insights into factors influencing faculty outcomes. This study highlights specific components impacting faculty outcomes, with critical implications for student success.

This presentation includes faculty and administration in order to demonstrate how data-driven approaches in understanding campus climate and faculty wellbeing can be incorporated into the strategic plan of an organization like USC Palmetto College, with the intent of also improving student retention and success.

30-Minute Presentations

Engagement of learners in an online degree program can be a challenge. The University of Tennessee at Chattanooga’s Bachelor of Applied Science; Applied Leadership program is designed for contemporary learners. These learners bring unique needs to the program. Addressing these needs means creating a balance between engaging these learners, who often are working full-time jobs, in a way that is both meaningful and works with their busy schedules. Engagement is a focus of the program as we work to retain students and help them successfully navigate the path to a college degree. Using data-informed methods, we continue to adjust the ways we interact with learners to enhance their experiences in our program. Data collection and analysis allow us to assess strengths and weaknesses of the program and move our focus to areas that will have positive impacts on student success. One of the areas showing great promise is instructor presence supporting engagement in an online program.

30-Minute Presentations

In this session, the research behind gratitude will be shared as a basis for why we should practice gratitude in our personal and professional lives. Participants will learn about 

• how gratitude improves relationships (including faculty and student relationships), 
• how gratitude improves the workplace, and
• how to employ one of five essential leadership practices, Encourage the Heart (Kouzes and Posner).

After we discuss strategies to cultivate gratitude, participants will create an action plan based on the session so they can take an idea back to their organization and implement it immediately. With burnout on the rise, gratitude can help faculty and leaders create a culture of wellness.

30-Minute Presentations

How well do you know yourself? As CE professionals, we are skilled at taking care of others, but taking care of ourselves is vitally important. Part of taking care of yourself is getting to know what makes you tick. What makes you feel happy? How can you collaborate with others better so everyone feels happier and more productive? 

In this session, get to know yourself better by recognizing how you meet inner and outer expectations and exploring strategies to help your team meet deadlines more effectively, engage with others collaboratively, inspire your students to know themselves better and appreciate yourself every day. 

Explore new tools, journals, books and apps that will help you make your daily life a happy one that will create meaningful partnerships and increase synergy with your colleagues and students. Knowing yourself better makes every day more fun! 

30-Minute Presentations

In a world where neurodiversity is increasingly recognized and celebrated, it becomes imperative to explore environments that foster the holistic development of all learners. This presentation explores the impact of integrating nature into learning environments for neurodivergent individuals, with a particular focus on Attention Restoration Theory (ART) and Highly Sensitive People (HSP).

Drawing upon the principles of ART, I will demonstrate how exposure to natural environments can significantly enhance attentional capacities, reduce stress, and promote cognitive restoration among neurodivergent learners. Moreover, I will delve into the unique experiences of Highly Sensitive People, exploring how their heightened sensory processing can both enrich and overwhelm traditional learning environments, and how nature can offer a sanctuary for their learning and growth.

This presentation will resonate deeply with educators seeking to create inclusive and nurturing learning environments. By weaving together theory and practice, actionable strategies for incorporating nature-based interventions into educational settings will be explored, catering to the diverse needs of neurodivergent learners.

By prioritizing the integration of nature into learning spaces, we can cultivate a culture of holistic wellness that embraces neurodiversity as a strength rather than a limitation.

Through thought-provoking discussions, practical demonstrations, and interactive activities, this presentation aims to engage the audience, leaving them inspired and equipped with tangible tools to foster the well-being and success of neurodivergent learners in their universities.

30-Minute Presentations

This session encapsulates a transformative journey centered on cultivating wellness within strategic planning and program development at the University of Maryland Global Campus (UMGC).

At UMGC, we recognized the critical role of wellness practices in empowering academic program leadership to navigate the multifaceted landscape of academic program development for adult learners. By prioritizing wellness, we embarked on a journey that sought to not only address the demands inherent in program development but also foster a culture of care and collaboration.

Through strategic interventions such as relieving duties, establishing clear timelines, and implementing proactive student-centric approaches, we facilitated a paradigm shift within our school. This shift entailed a reevaluation of priorities, an emphasis on holistic well-being, and a commitment to fostering an environment conducive to sustainable growth and student success.

Central to our approach was the outcomes of a strategic planning summit held with the school, where we collectively endeavored to bolster the academic portfolio. Through collaborative efforts, we formulated student-centric annual strategic goals aimed at enhancing program relevance and efficacy. Additionally, we undertook the ambitious task of developing 80 potential non-credit learning opportunities to upskill and reskill a burgeoning workforce, thereby aligning our efforts with the evolving needs of industry and society.

Drawing from our experiences, this session offers practical strategies and insights for integrating wellness into the fabric of academic portfolio development. Attendees will gain actionable insights and tools to cultivate wellness within their institutions, fostering a culture of care, collaboration, and student success.

30-Minute Presentations

The present study explores the gap in research related to mindfulness practices and faculty development in higher education by examining the correlation between daily mindfulness exercises and the impact on faculty performance, self-awareness and overall well-being.

30-Minute Presentations

We recognize that many educators, administrators, and staff spend their time focused on students. Additionally, many do not know where to begin to create their own personal brand. This workshop is designed to give you the practical steps you need to create a consistent brand across multiple platforms. We will provide you with the tools you need to design and/or update your LinkedIn, website, signature, and social media.

30-Minute Presentations

After going through the pandemic and all that entailed, the Division of Digital Learning (DDL) were tired of being stressed out and disconnected.  It wasn’t fun, but don’t you remember feeling that way?  We decided to go big and do something about it – Rejuvenate!  Beginning its third year, the Division of Digital Learning sponsors a two-week period called Rejuvenate for all team members to make space for energizing work.  It is not free time; it is just a different kind of work with a less strident cadence.  Come learn more at our session about how taking time once a year to Rejuvenate fosters care and collaboration through our unique cultures of wellness.  Participants will receive handouts and other resources to help them plan similar events at their own campus.

30-Minute Presentations

Laquetta Bryant, Senior Recruitment Advisor, and Emma Minnis, Senior Admissions Advisor, from Morgan State University will present a holistic approach to student engagement grounded in love and guided by the competencies of ACPA and NASPA for Student Affairs practice. Drawing on their experiences as graduate students in Student Affairs, Laquetta and Emma will demonstrate how love plays a vital role in supporting adult learners returning to school, even in online programs. Through personalized interactions, community events, and technological solutions, Morgan State University fosters a culture of care and collaboration, ensuring that every student has someone to lean on in their educational journey.

This presentation will explore the significance of building relationships in the development of a new college within an HBCU setting at Morgan State University. Examples such as Dr. Carla Jackson's dedicated support for a student completing their master's degree at the age of 80 highlight the profound impact of advisor-student relationships. The integration of innovative technology tools like Hiver and EAB Navigate has further enhanced communication and support mechanisms, ensuring that no student is left behind. Attendees will gain insights into how Morgan State University has prioritized love, community, and personalized support to foster student success and well-being within a culturally enriching environment.

30-Minute Presentations

This session will focus on the importance of considering financial wellness when thinking about a balanced life. A dynamic budget can help! (And, hey, it's a social justice issue, too!) 

30-Minute Presentations

Department chairs are the hugely responsible link between upper administration with the faculty, staff, and students of the department within the university institution. As the crucial link between groups, department chairs face interpersonal conflict from all groups, adding to the weight of their role. This study is part of a larger research study with the purpose of exploring interpersonal conflict of department chairs at public, research one universities. The research question guiding this study is how department chairs describe their role in conflict resolution within the university institution. Using the methodology of narrative inquiry and the conceptual framework of department chairs as administrative leaders, the university as a system, interpersonal conflict, and systems theory, the six participants’ interviews are analyzed through coding and thematic analysis. The findings resulted in the following main themes: department chairs describe their role in conflict resolution as talking, listening, and asking questions; seeking input; and referring outside the department. Future research areas are included.

30-Minute Presentations

 Training the Trainers: Practical Tools to Support SMEs, Subject matter experts, are critical to the success of online and alternative credential programs. But often, their experience with instruction is limited. This session will provide practical tools and time-tested examples to identify, onboard, train, and support SMEs in instruction online and alternative credential programs. Topics covered will include identifying and evaluating subject matter experts for instruction, contracting and onboarding, and supporting the expert through curriculum development and delivery. Examples of course outlines, course design checklists, and contract language will be provided. Kansas State University Salina Aerospace and Technology Campus has created over 50 online courses for academic credit and served nearly 4,000 non-credit learners annually through this process. By applying a standard onboarding, training, and support method for both online degree and alternative credential programs, K-State Salina has found a successful model that allows for instructors to feel supported, curriculum to be accessible for students, and an academic and credential portfolio to grow. Examples from the past five years will be presented by Lisa Shappee, Director of Instructional Design and Faculty Support, and Kirsten Zoller, Executive Director of Strategic Initiatives. Audience engagement will be included through live polling, question prompts, and crowd-sourced Q&A.

30-Minute Presentations

Join us for an engaging session on UpskillOK, a pioneering initiative by the Oklahoma State Regents for Higher Education (OSRHE) that is transforming Oklahoma’s higher education landscape. UpskillOK.org was created through a partnership with Oklahoma colleges and universities and various employer partners that provides learning opportunities to assist with workforce demands across our state. This innovative program offers flexible, accelerated pathways for learners to achieve micro- credentials and digital badges, redefining credential attainment in our state. In this session, you will explore how UpskillOK is reshaping education and employment in Oklahoma, understand the significance and practical application of these cutting-edge credentials in various educational contexts, and learn how UpskillOK is forging new paths for career growth for both job seekers and current employees. Whether you're just starting to explore micro-credentials or seeking to enhance your knowledge of our impactful program, this session will provide you with crucial insights and practical strategies. For more information and additional resources, be sure to visit UpskillOK.org.

Pre-Convention Workshops (1 full day/6 hour workshop)

How can postsecondary institutions imagine and create a sustainable community of care to promote student success, institutional equity, and organizational thrivig? In this interactive workshop, participants will learn how activating compassion can be a catalyst that creates a community of learners at all levels. After establishing a common understanding of how care can function in higher education, participants will consider the multiple ways compassion shows up in different scenarios, roles, and networks. The main takeaway from this workshop will be for participants to identify the resources and priorities they may need to develop an active and sustainable community of care that is both agile and responsive to the institution’s needs and centers individual and organizational wellness.

Through participation in this session presenters and participants will:

• Engage in collaborative higher education problem-solving.
• Discuss shared struggles and explore approaches across institutions. 
• Learn about approaches and outcomes from other institutions around attempts to improve culture and overcome obstacles.
• Through a scenario card game, participants will understand roles they can play in improving and supporting a community of care rooted in accountability.

45-Minute Panel Discussions

In this engaging conversation, we explore the crucial relationship between effective leadership and fostering self-care in the workplace. We delve into strategies that empower leaders to create a supportive environment, enabling their teams to thrive while prioritizing their physical and mental well-being.

45-Minute Panel Discussions

This is a place holder session that will extend the ELI experience in June 2024 to the Palm Springs conference. This session was approved by Bryan Best and Patti Spaniola. More information will be provided immediately following the ELI. It will be based on this format:

The rapidly evolving professional landscape demands a fresh approach to leadership and development strategies, particularly with the rising influence of AI technology, working with and building professional program events for Generation Z . Our panel discussion will include participants and faculty at the Emerging Leaders Institute (ELI) held June 2024. We will highlight the takeaways and the immediate applicable skills learned by the participants.

30-Minute Presentations

In the evolving landscape of online learning and continuing education, heightened attention from government regulators necessitates a paradigm shift in our approach to the assessment of learning. Oregon State University is embracing innovative approaches that meet regulator demands while positioning ourselves at the forefront of the future of learning. Forward-thinking assessment strategies ensure our educational practices remain responsive, effective, and ready to meet the needs of learners in the years ahead.  

45-Minute Panel Discussions

The ACHE conference theme, “Fostering Care and collaboration through a Culture of Wellness” reflects current leadership trends in the workplace.  Leadership strategies and skills are trending towards the development of a culture of wellness where empathy, interpersonal skills, self -care, and trauma-informed problem solving are integrated. Since the pandemic, and with more companies shifting towards a hybrid or remote workforce model, “soft skills” are no longer considered “optional,” but instead have become more valued and sought after by recruiters in the workplace. “Soft skills,” such as empathy, kindness, collaboration, leadership, and problem solving—in combination with “hard skills,” based on expertise and technical capabilities which are more quantifiable, together are transitioning the ways leadership has been defined in the past. Based on recent LinkedIn data, “Hard skills can help you get a recruiter's attention, but soft skills can help you land the job.” In fact, more than 61% of professionals say soft skills, essential for remote work and career longevity in the workplace, are just as important as hard skills.  As reported in a McKinsey survey, the proportion of companies addressing empathy and interpersonal skills doubled in 2020. Further, between 2019 and 2020, skills like leadership and management became a much bigger priority for most companies, jumping ten percentage points year over year, from 40% to 50%.  Expert leaders from Antioch University’s national Women in Leadership program will address these cutting-edge leadership trends based on our Women in Leadership PD Badge Series - Antioch University Continuing Education. ~All Genders Welcome

45-Minute Panel Discussions

A great deal of attention has been paid to how the pandemic affected student mental health and well-being.  Certainly, the health crisis intensified the call for higher education institutions to address and support students’ overall health, despite the shift from the old principle of “in loco parentis,” to an understanding of the university as “facilitator” (Lee 65-90).

Along with this shift in the role of the university toward the care of its students, so comes a shift in the perception of higher education in America.  There has been a dramatic decline in the perception of higher education as an agent for positive change, as only 36% of Americans feel confident in the institution (Brenan).  Student time-to-degree and staggering debt are increasing, while degree completion, happiness, and overall well-being are plummeting. One answer to these predicaments comes in the form of micro-credentials.

Rogers State University and Southern Illinois University Edwardsville both offer micro-credentials, albeit in differing models.  Both models possess opportunities for university expansion in a time of enrollment cliffs and societal disillusionment.  Micro-credentials provide alternative pathways to success for students, and they are a potentially kinder, gentler, and perhaps more practical model for students than the traditional BA or BS pursuit.  Furthermore, they support student growth and wellness.  This presentation will examine the features and benefits of both schools’ micro-credential  models, while also illustrating that micro-credentials  provide new ways of experiencing higher education, ways that are eliminating barriers, expanding access, and contributing to increased student health and well-being. 

45-Minute Panel Discussions

This session will outline the strategies developed, and evolved over the last 10 years,  by the University of Memphis and University of Louisville to reach and support adult learners on their journey to a postsecondary credential. The strategies began with first understanding the student experience and the unique challenges and opportunities adult learners face. Strategies discussed will include robust Credit for Prior Learning (CPL) opportunities, collaborative recruitment strategies to reach adult learners who stopped attending just shy of earning their bachelor’s degree, and corporate partnerships that remove as many barriers as possible so that employees can fully utilize their tuition assistance benefits. The presenters will reflect on the evolution of the strategies, outline challenges and significant achievements to date, and look ahead to what’s on the horizon. You will hear real case scenarios and leave with tips on how to incorporate these strategies in both the credit and noncredit divisions at your institution.

Pre-Convention Workshops (1 full day/6 hour workshop)

As leaders we are often called to come from a place of perpetual abundance and bottomless capacity, always producing, always “on”. Yet our lives move in cycles like the seasons and our humanity requires periods of rest and renewal. 

Space for reflection and connection with the heart of who we are is an essential leadership practice that sustains our ability to be change makers, and nurtures our potential to foster communities and institutions that are inclusive, curious, adaptable, and guided by clear vision. 

This Courage & Renewal mini-workshop offers participants space for reflection on the passion that brought us to our work, time to assess where our energy is invested, and an invitation to explore what we need to create more balance in our lives and work.

45-Minute Panel Discussions

Founded in 1971, Empire State University is the most recent member of the esteemed State University of New York (SUNY) system. Created to support underserved, nontraditional college students, Empire State University was one of the first distance learning institutions and prior learning evaluators in higher education. Guided by our commitment to access and innovation, SUNY Empire has continued as a national leader for exemplary, flexible, and affordable education through an intentional and coordinated effort to serve our students, their families, and their communities. The university is uniquely positioned in the SUNY system to provide adult learners with high-quality, distributed and online academic programs that empower people and strengthen communities. At SUNY Empire, we build on the diversity of our students, their work and life experiences, and their personal and professional goals as the cornerstone for each academic program. Faculty and staff support the individual goals of our students in a collaborative environment to develop positive, supportive, and inclusive relationships. Throughout the educational experience, relationships, collaboration, and active engagement are paramount. 

This panel, comprised of members of the Faculty and Academic Excellence Team, will discuss creating a culture of care, collaboration, and wellness across the university. Attendees will receive best practices to incorporate at their own institutions.   

Pre-Convention Workshops (2 half-day/3 hour workshops)

During the 120-minute workshop, participants will actively participate in various learning stations. Participants will be encouraged to rotate to the different stations, experiencing how learning stations can keep students engaged and interested, pique curiosity, and, most importantly, improve student learning through active learning. By being actively involved, participants will learn first-hand the effectiveness of stations in the college classroom.

Pre-Convention Workshops (1 full day/6 hour workshop)

As a society, we are still experiencing and feelilng the effects from "The Great Resignation" which happened post COVID.  Heatlhcare professions were especially hit hard.  Ironically, educators and/or those in higher education and healthcare providers are perhaps simultaneously the most well versed and cognizant regarding self care and wellness,as well as notoriously negligent when applying the  principles to themselves.  In this workshop we will examine 8 pillars of wellness collectively and individually.  We will discuss their meanings with particular emphasis on personal relevance.  We will also spend time both discussing and generating practical ways to foster each pillar.

Lightning Sessions (20 minutes)

In today's fast-paced and often stressful educational landscapes, the concept of cognitive kindness emerges as a positive way to re-envision our interactions with colleagues and students. This presentation aims to delve into this pivotal topic, exploring how the practice of cognitive kindness can revolutionize teaching and learning environments, promote empathy, and nurture overall well-being.

At the heart of our presentation lies a deep understanding of the interconnectedness between cognitive processes and emotional experiences. We will unpack the concept of cognitive kindness, what it means, how it looks, and ways to enact it. By prioritizing cognitive kindness in education, we create environments where students faculty, and administrators can spend less time doing, and more time being, ultimately enhancing the overall wellness of both learners and educators.

Targeting educators, administrators, and anyone passionate about transformative education, this presentation offers practical strategies and actionable takeaways for integrating cognitive kindness into daily practice. Through thought-provoking discussions, interactive activities, and real-life examples, participants will gain valuable insights into how small acts of cognitive kindness can have profound ripple effects within educational communities.

Furthermore, our presentation invites audience engagement at every turn, encouraging participants to share their own experiences, brainstorm ideas, and collaborate on innovative approaches to fostering cognitive kindness in diverse educational settings.

Explore the transformative power of cognitive kindness in shaping a more empathetic, inclusive, and thriving educational landscape. Together, let us cultivate a culture of care and collaboration where every individual's well-being is valued and nurtured.

30-Minute Presentations

Continuing Education/Programs leverage expertise and leadership both on campus and in the community by crafting quality initiatives, a process which incorporates precise delivery and marketing by campus educational professionals. Program development, integral since the profession's inception, begins with a deep understanding of campus culture and mission, assessing local market needs, and envisioning necessary community services based on solid data. Focusing on learning, engagement, and inclusivity energizes participants.

This session introduces a comprehensive model for program development, covering everything from event planning and budgeting to evaluation and adult learning (andragogy), as detailed in "The Missing Competency: An Integrated Model for Program Development for Student Affairs" by Sharon Aiken-Wisniewski, Rich Whitney, and Deborah Taub. This book addresses a gap in student affairs literature by tracing the 48-year evolution of program development and introducing the Integrated Model for Program Development (IMPD). The IMPD consolidates curricula, event planning, leadership, and adult learning into a unified framework, reflecting the similarities between continuing education and student affairs.

The session will show how contemporary project management methods can enhance program implementation, providing tools to operationalize each aspect of the model. Participants will learn key steps for successful program development, gaining valuable insights into the integrated approach used. This holistic model promises practical benefits for enhancing educational strategies and outcomes in student affairs.

Lightning Sessions (20 minutes)

The costs associated with staff turnover can be staggering and, in today's post-COVID environment, many units are facing retirements and turnover at rates that have not been seen in higher education. This session is for leaders who want to actively promote a culture of care within their unit. We will explore data, consider some best and worst practices to learn about staff needs, and attendees should come prepared with an idea of their own so the collective can leave with strategies for creating a culture that promotes wellness and purpose driven work within their individual units.

30-Minute Presentations

Website personalization is a powerful tool we can use to upgrade our onsite experiences, drive conversions, and collect rich data to better understand our student journey. How much content is needed to drive personalization? What technology is required? How does marketing collaborate with admissions, IT, and other stakeholders to deliver personalization? What is meaningful personalization for higher education anyway? Join us for a presentation that answers these questions with best practices for mobilizing this powerful strategy.

Takeaways:

• What technologies to use
• How to prioritize your content needs
• Who to get involved with the implementation

Lightning Sessions (20 minutes)

When Antioch University restructured its operations into a Schools-based structure, this brought together different sets of campus-based programs across the country as well as programs housed in an online division into a single academic unit.  As part of this shift, leadership recognized the opportunity to integrate the four different methods of prior learning assessment into a unified process that would better serve all programs across the School in a more academically consistent and fiscally sustainable way.  

Though designing prior learning assessment processes warrants careful consideration in any situation, creating a new model out of multiple long established programs requires another level of change management. This collaboration brought together the dean, department chairs, faculty and staff with much prior learning expertise, but also various interpretations and applications of relevant theories and best practices. Managing this change process balanced different priorities and diverse stakeholders over a period of nearly two years, and this session will share strategies that were effective (and not so effective!) over this period. 

The session will also highlight the conceptual frameworks and high impact practices related to prior learning assessment that were prioritized and are now embedded in the new system.  Participants will be encouraged to share elements they prioritize in their own systems and to consider how to develop design criteria that might help focus reviews of their own prior learning practices.

Lightning Sessions (20 minutes)

SUNY Oswego designed the Integrative Professional Studies Degree to meet adult students where they are, help them feel like they belong, and prepare them for the future of work and lifelong learning. Dr. Jill Pippin, Dean for Extended Learning, will share results from this case study of the factors that attract students to apply, enroll, and persist in a degree program and supports designed intentionally for adults.

Despite declining overall enrollment and projected demand, regional comprehensive universities in central upstate New York are not engaging nontraditional adult students to register and complete baccalaureate degrees. To maintain enrollment goals, institutions oriented toward traditional students could embrace their mission to provide access to higher education to people in their region, including adults.

A qualitative descriptive case study was conducted to understand the program design features that affect nontraditional students’ choice to apply, enroll, and persist toward degree completion in a program designed for adult students at a regional comprehensive university in central upstate New York. This study explored three questions that contribute to the body of literature and build greater insight into this area. Content analysis revealed insights into the program design features that encouraged nontraditional students to apply, enroll, and persist in collegiate study. Findings have implications for professional practice and decision making at institutions that have units devoted to adult learning or would like to establish them.

Lightning Sessions (20 minutes)

In the bustling corridors of a modern workplace, where deadlines loom and emails flood in ceaselessly, lies a hidden oasis of calm: mindfulness. Recognizing its transformative potential, companies increasingly invest in mindfulness-based professional development for their employees, realizing its profound benefits for both individuals and the organization as a whole.

For employees, mindfulness serves as a lifeline amidst the chaos, offering a sanctuary of clarity and calm in the storm of daily tasks. Through mindfulness training, they learn to cultivate a deeper awareness of their thoughts, emotions, and actions, enabling them to navigate challenges with greater resilience and focus. As stress levels decrease and job satisfaction increases, employees experience improved overall well-being, translating into higher productivity and engagement.

From an employer's perspective, the value of mindfulness professional development is equally compelling. By fostering a culture of mindfulness, organizations witness a ripple effect of positive outcomes, from enhanced teamwork and communication to reduced absenteeism and turnover rates. Moreover, mindful employees are better equipped to adapt to change and overcome obstacles, driving innovation and growth within the company.

Beyond the tangible benefits, mindfulness also fosters a more inclusive and compassionate workplace culture. As employees develop greater empathy and emotional intelligence through mindfulness practices, conflicts are resolved more effectively, and relationships flourish. This, in turn, leads to stronger bonds between colleagues and a sense of collective purpose aligned with the company's values.

In essence, mindfulness professional development is not just an investment in individual well-being; it's an investment in the success and sustainability of the organization itself. By empowering employees to cultivate mindfulness, companies unlock a wealth of untapped potential, fostering a workplace where both personal and professional growth thrive in harmony.

Lightning Sessions (20 minutes)

In an era where education is moving more online, increasing accessibility for all students has become of utmost importance. Assistive technology ensures an optimal user experience for all learners. Learn more about how both instructors and students gain access to customizable visual content options, catering the learning experience to individual needs. From font size and color adjustments to speech output preferences, this presentation will introduce cutting-edge concepts and applications designed to enhance that learning experience. By integrating with existing LMS platforms and learning environments, these innovations make day-to-day learning more inclusive and engaging.

30-Minute Presentations

The US educational system is facing many problems due to teacher overwork, stress, and attrition leading to a significant teacher shortage. The California Teacher Association (CTA) offers teachers help to become more successful. In 2021, the CTA partnered with California State University, Chico to screen and register teachers for free professional development units, leading to teacher pay increases and career advancement opportunities. The program has experienced explosive growth, from 1,300 teacher requests for units in 2021 to more than 30,000 requests in 2023. Over the two-year period, nearly 1,000,000 professional development hours have been applied towards credit, at no cost to teachers for up to 12 units a year. Supporting this partnership requires the cooperation and collaboration of other campus departments, including the Office of the Registrar that produces transcripts for these units. In this session, PCE program coordinators will talk about strategies for building and maintaining strong partnerships under pressure and how trust and a commitment to frequent and strong communications across campus led to the selection as winner of the 2023 CTA State Gold Award, presented to PCE in June of 2024.

Lightning Sessions (20 minutes)

In this 20-minute lightning session, participants will learn essential information about creating a new faculty survival kit, its key components, and how to apply the ideas presented at their university. This session discusses how to equip new faculty with a survival kit for "What-If-Not-Then" for adapting to a new college. To have student success, we must provide new faculty with the knowledge, connections, contact information, university background knowledge, and a sense of knowing what to do if this happens – not to - then. The presenter will introduce, discuss, and provide examples and rationales for each element of the new faculty survival kit, helping participants understand the research behind the framework and critical ideas and the purpose of creating it.

30-Minute Presentations

California State University, Dominguez Hills College of Continuing and Professional Education developed an online registration system for their noncredit courses using Salesforce Experience Cloud, integrating the system with their Peoplesoft student information system, so that students would have one final system of record for all of their coursework. In addition, the project launched Salesforce CRM and Marketing Cloud to nurture degree-seeking students to application and certificate-seeking students to registration. The system uses Boomi to integrate Salesforce with Peoplesoft, the Touchnet payment gateway, and Cal State Apply, the Liaison-based application system for the CSU system. Building both the registration system and the integrations was quite an achievement, and there were lessons learned that would be useful for any campus looking to build a customer-friendly way for non-matriculated students to register for courses while integrating that system into the main campus student information system.

30-Minute Presentations

Higher education can currently be described as a turbulent climate in a state of change due to the competitive academic job market, financial instability, administrative bloat, student enrollment decline, institutional striving, pressures from government oversight, and more. These factors have an impact on faculty members’ well-being and their experiences with the tenure process. New faculty may face several challenges in being new to academia as they navigate research, service, and teaching, such as work-life balance, lack of training in teaching, unclear tenure expectations, and a lack of guidance and collegial connectivity (Gosling et al., 2020). Faculty may also feel the pressure to say “yes” to requests from their tenured colleagues or administrators to avoid jeopardizing their tenure. Furthermore, considering the evolving financial state of higher education along with the deceleration of tenure-track faculty and growing openings in administrative positions, some faculty are serving in dual roles, as both faculty members and administrators simultaneously. This duality poses a unique but not uncommon experience for the tenure process. This presentation, therefore, will share with audience members the findings of a phenomenological, qualitative study on the challenges experienced by tenure-track faculty members serving in dual roles. Moreover, this presentation will explore recommendations for tenure processes, dual role processes, and faculty-well-being advocacy. Audience members will engage with each other to share experiences with tenure processes, dual roles, and job creep, whether from a faculty perspective or administrative perspective. Audience members will also discuss and reflect on well-being and advocacy strategies during the tenure process.

30-Minute Presentations

The status of adult continuing education has been an area of concern as programs seek to find space in the rapidly changing higher education landscape.  Educators and administrators find themselves navigating shifting priorities and budgets as they seek to meet the needs of adult learners in a time when those learning needs are expanding incrementally.  How can we carve out sustainable spaces in these challenging times?

This interactive session will engage these issues through the lens of Conceptual Framework Theory.  Understanding our own frameworks, and the frameworks of those we seek to influence, negotiate with, and partner with, can create opportunties for dialog and change.  

Participants can expect to explore the applications of theory to practice and leave with a greater understanding of how to apply these concepts to program creation and modification.

Lightning Sessions (20 minutes)

The Middle Leadership Academy is a California State University initiative designed to bring together campus teams of CSU faculty, student affairs staff, researchers, and students to work on common issues related to student learning, engagement, progression and completion. A representative of the 2024 cohort will talk about how the Chico State MLA team is addressing the lack of re-enrollment of the Some College, No Credential (SCNC) population by uniting campus around a common cause. These “middle leaders” are in the unique position of having day-to-day contact with students, many of whom struggle to overcome barriers to education, like cost, time, and competing commitments. Leveraging these stories to raise awareness has helped to turn a small, passion-project into a campus-wide crusade. Hear how this team has used their “middle” status to gain support from the top on their data-driven mission to find support for non-traditional students seeking to complete their degree.

Lightning Sessions (20 minutes)

This session is presented by an eight-year higher-education faculty member with an Ed.D degree whom has worked at two HSI serving institutions with both undergraduate and graduate students. The presenter has presented at international, national, and regional conferences. The presenter has attended multiple professional developments for working with diverse students and implementing culturally responsive practices. The objectives of this session are that attendees will be able to: 1) describe the Reading Summaries strategy and it’s benefits and applications to student success; and 2) apply the Reading Summaries Assignment to their own coursework. Specifically, this session will discuss the re-imagination of a reading summaries assignment for undergraduate students to make the assignment more meaningful, engaging, and increase student connection to class content and overall success in excelling within the course. The re-imagining for this assignment stems from the completion of ESCALA training, which is designed for HSI institutions or higher education professionals working with predominately Latinx students. The presenter will share their independent research project (the reading summaries) implementation and outcomes and next steps going forward to continue to improve student learning and outcomes. The reading summaries were implemented in two 16-week courses, one in Fall 2023 and one in Spring 2024 with roughly 60 students total.

30-Minute Presentations

Dr. Matthew S. Luckett is the director of the Humanities MA (HUX) program at California State University Dominguez Hills. Between 2016 and 2021 his work focused on teaching out the Legacy MA program and advising its remaining students. Beginning in 2020, however, his focus shifted toward rebooting the HUX program as a hybrid correspondence/online program for incarcerated students, who mostly lack viable graduate educational options across the United States. In this session, Dr. Luckett shares his unique perspective on the life cycle of an academic program by discussing the lessons he learned about equitably, empathetically, and efficiently guiding a program teach-out. He also discusses how he pivoted from closing a program to planning, designing, and launching its eventual replacement. Overall, Dr. Luckett argues, even if a taught-out program has no chance of being redeployed or redesigned in the future, a closing program still contain valuable opportunities for students, faculty, and institutions alike to maximize learning, growth, and return on investment.