The Association for Non-Traditional Students in Higher Education

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ANTSHE Conference 2020 Schedule

"Disrupt the System…Move from Access to Success for the Non-Traditional Student"

APRIL 2 – 4, 2020 | Indianapolis, Indiana


General Sessions


ANTSHE CONFERENCE 2020

APRIL 2 – 4, 2020 | Indianapolis, Indiana  


Day Two - Friday, April 3


8:45 AM Tracks

Starting from Scratch - Ideas Workshop for Focus on the Non-Traditional Student Programs

Time: 8:45am 

Speaker: Erin Peraino, M.Ed.

As our institution chose to take a closer focus on our non-traditional student, we started re-creating a program from scratch to support and engage our non-traditional learner. This presentation will discuss the new ideas and programs that worked for us, as well as those that did not. We will then open up the discussion to an idea sharing segment allowing others to share successes and failures of their own. The goal is to help everyone leave invigorated with new ideas to take back to their own institution.



Getting Personal: Students & Tech-driven SEL

Time: 8:45am 
Speaker: Natalie Murray, Western Governors University

Expanding access to high-quality education and setting up students for success requires faculty engagement. Starting with the question, who needs my help today? Emboldened with social and emotional learning skills to create connection, Western Governors University faculty increase student engagement and improve outcomes using targeted interventions facilitated by the Learner Care Dashboard. Learn how the data-driven approach, technology platform and humanistic engagement make all the difference.



Get Your Piece of the Pie: Adult Student Research

Time: 8:45am 
Speaker: Suzanne Grigalunas, Enrollment Marketing Strategist and Kirsten Fedderke, Senior Vice President,
 Lipman Hearne

The most significant enrollment opportunity for many colleges and universities is the adult student market. Your institution is adapting to shifts and contractions in the undergraduate market and this massive audience–37 million adult students with some college credit but not quite a degree–is up for grabs. Lipman Hearne’s recent research into the Adult Student market will provide you with the edge you need to win these prospective students over.

You will walk away from this session with a deeper and more complete understanding of how to win, assist and retain adult students. We understand their motivations for wanting to earn a degree, the emotional aspects of the college search that might be preventing their application, and the priorities that matter most to them. Lipman Hearne’s enrollment marketing team will present new findings and implications for institutions seeking to grow their adult student audience and align their offerings with the needs of prospects.



Pending

Time: 8:45am 

Speaker: Rikketta Franklin, University of Kentucky

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9:45 AM  - 10:45 AM ACADEMIC LEADERSHIP PANEL DISCUSSION


11:00 AM  Tracks

Creativity Interactive Learning

Time: 11:00 am 
Speaker: Sharon McDonald,
Creativity Interactive Learning

Opening minds to possibilities and opportunities. Encouraging creativity, a fundamental aspect of my Creative Interactive workshop is sparking innovative thinking that results in new ideas, new processes, and new services. Speaking to each group, I strive to educate the mind, touch the emotions, challenge the will, and foster skill development. My activity-based workshop brings Professional Development events to life with Creativity Interactive Learning. Packed full of motivational lessons, this workshop is a great way to develop excited, empowered, life-long learners that maintain high expectations for themselves in demonstrating positive behavior and academic progress. The way I see it, it’s okay and even preferable to have fun while learning (learning is more enjoyable with a little dose of humor)!


To be Determined

Time: 11:00 am 

Speaker: 


Building a Bridge to Career Success

Time: 11:00 am 
Speaker: Steve Neer, 
National Louis University

In an era of increased scrutiny, institutions are challenged to ensure that graduates have the necessary skills to find employment. With a large population of adult and non-traditional students, National Louis University implemented the Career Bridge, an innovative strategy of career readiness support across the entire student experience. By requiring career coaching, embedding career readiness content across the curriculum, and increasing employer engagement experiences, NLU’s multi-faceted approach has led to an increase in career readiness. NLU’s goal is not merely to provide students with a degree, but to provide students with the knowledge, skills and network necessary to be successful in the workforce and capable of securing meaningful employment.



Credit for Prior Learning (CPL): Putting Policy into Practice

Time: 11:00 am 

Speaker:  Mary Beth Lakin, Minnesota State Colleges and Universities

Join an interactive session on credit for prior learning (CPL) capacity building and program sustainability. Workshop participants will address challenges, opportunities and strategies regarding effective CPL policy and practice implementation. Topics include: infrastructure building, faculty engagement, student outreach and advising, policy development, best practice, and strategic advocacy.




Using Data to Enhance our Student's Story

Time: 11:00 am 

Speaker:  Malissa Ayala

In today's higher education environment, data driven decision making is a common term to hear. While we know our nontraditional students are more than a number or statistic, moving to incorporate data with the heart-felt stories of our students will be necessary in the bigger conversation. Span Plan is a program that began in 1968, this session will explore how we are integrating university data tools to code, track and enhance the stories we tell and use to give voice to our nontraditional students at Purdue University.


12:00 PM - 1:30 PM  Keynote Luncheon: Information Forthcoming


1:40 PM Tracks

Pro Cras Tenere

Time: 1:40 pm

Speaker: Dr. John Sheuring, Wake Technical Community College


This paper delves into the aspect of many people who procrastinate in returning to or completing school. The challenges that nontraditional students face in returning to school, managing classes, managing their lives and completing courses are beyond the norms of traditional students who typically go into college directly from high school. This paper will explore the challenges of how and why procrastination is such a major factor in individuals making the decision to going back and completing school. This paper will also delve into the aspects of depression and anxiety which can be root causes of procrastination. The want of going back to school and completing school can be powerful and stressful. Clouded with life events can push a student to delay or change course. This paper will explore constructive means to helping overcome fears, anxiety and challenges for nontraditional students achieve their goals.


How and what to include in a questionnaire

Time: 1:40 pm
Speaker: 
Timothy Thornton, Athens State University

The session will focus on how programs can use questionnaires to better understand their nontraditional students. The session will provide an opportunity to brainstorm and discuss ideas related to the best practices associated with the use of questionnaires. In the process, ideas will be shared on how to use a questionnaire and what are the potential benefits of including one. Additionally, the different components of the questionnaire including formatting, length, question type, and information to be collected will be detailed and discussed. The goal of the session is to leave with a blueprint on how to develop a questionnaire that will provide insight into nontraditional students.


From Incarceration to Graduation: A Teacher's Perspective on Secondary Education of Juvenile Youth

Time: 1:40 pm
Speaker: 
Dr. Ingrid N. Bynes, Ed.D, Visiting Instructor of Arkansas Tech University (ATU), as well as a secondary and adult educator in the School District of Hillsborough County (SDHC)

In this session, educational stakeholders will learn more about the juvenile justice system, its student population, and the specific challenges they face in the public education system and privatized settings. An overview of the alternative school setting from a teacher's view will be covered to help higher education professionals advocate for incarcerated students and the educators who serve them.





Reach, Teach, and Retain: Inclusive Instructional Methods as the Missing Pieces of the Departure Puzzle

Time: 1:40 pm

Speaker:  Helen Mahoney, Maryville University

Paradox: Nontraditional students make up almost 75 percent of undergraduate enrollment at U. S. colleges and universities. But, recent retention figures indicate that approximately 52 percent of nontraditional students leave their institutions before earning a credential or a degree. Fact: Projections indicate that by 2025, 5.3 million nontraditional students will be enrolled in some form of higher education in the U.S. Problem: How do higher education institutions reach, teach, and retain nontraditional students toward completion?

Background: For nontraditional students, access to higher education opportunities is at an all-time high. However, success and persistence are not. Characterized as ‘at-risk’, ‘invisible’, ‘neglected’, and nontraditional students arrive with different academic challenges that can be addressed in the classroom and through inclusive instructional practices. Studies show that nontraditional students begin to make persistence decisions in the classroom. I will discuss factors important to nontraditional students’ success: the classroom environment, engagement levels, feelings that an institution is committed to their welfare, inclusive instructional practices (e.g., active learning and Universal Design for Learning principles), and persistence. I will share the results of my recent study that examined all of those factors and discuss future implications for nontraditional students and their institutions. Examples of inclusive instructional methods are provided for teaching faculty.


Faculty and Staff Engagement: Promoting Leadership on Campus and Creating a Culture of Student Success, Retention, and Persistence to Graduation

Time: 1:40 pm
Speaker: Velda Garvin, Non-Traditional Student, Indiana University Southeast

This presentation will discuss the importance of engagement between a university’s Non-Traditional students and its faculty and staff. The presentation will examine how a student’s engagement and connection to their campus, as well as support and caring from the faculty and staff, can help transition a Non-Traditional student’s position of obscurity to one of leadership and pride. Come listen to the presenter’s personal story of how she moved from access to success, and why she stayed the course, and is persisting to graduation.



2:45 PM - 4:15 PM Spotlight Speakers

Student Spotlight Speaker

Dr. Bridgette Adams is a Military Human Resource Technician with the United States Army Institute of Surgical Research. She has served a total of 22 years as an Active Duty Soldier and a Citizen Warrior (Reservists) where she completed one tour of duty in Iraq. She obtained both her Bachelor’s and Master’s Degree in Management with a concentration in Criminal Justice in 2006 and 2009

respectively from CTU Online. She defended her dissertation on December 14, 2019 and is ready and scheduled to attend training to become a Child Appointed Special Advocate (CASA) in San Antonio, TX. Her objective is to be the voice of children that are put into Foster Care and the Child Welfare System that does not have a voice. Her ultimate goal is to become one of the top spokespersons for CASA, and is considering becoming an adjunct instructor. 




Narrative as a Tool for Reframing Disruption Panel Discussion

Dr. Abigail "Abby" Dallman, University of Massachusetts, Amherst

In the University Without Walls adult degree completion program, we use a narrative portfolio to evaluate prior learning. This portfolio includes an introduction and conclusion that allows a student to situate their learning within the context of their full life journey. The portfolio also includes 2-3 analytical essays that each develop an area of learning that is evaluated for credit. The analytical essays use story-telling to present concrete experiences. Students then move through David Kolb’s experiential learning cycle to analyze their stories and articulate their learning from the experience.

The use of a narrative structure to articulate prior experiential learning allows for a transformative experience for the student. The use of the experiential learning process is a central component of this transformation, as other researchers have argued, but the use of story-telling is also central to the transformative power of the prior learning portfolio. The use of narrative structure allows students to understand their life journey as directly relevant to their higher education degree. Many of our students introduce themselves at the beginning of their first course by sharing regret: regret that they did not finish college the first time or times they enrolled; regret that they did not do well in college previously; regret that time had passed since they first made a plan to get a college degree. They often note the disruption to their education with some form of regret. This mindset changes when students are able to trace different threads of their learning through different personal and professional experiences. At the completion of the prior learning portfolio process, students often note that they now see the value in their alternative pathways; they can connect the skills they learned in different settings to their goals for their academic program. This presentation considers the importance of storytelling in higher education for non-traditional students, and pulls from narrative theory and adult learning theory.



4:30 PM Silent Auction Closes


5:30 PM - 7:00 PM ANTSHE Special Event (Jewelry making activity, seating is limited!)




IMPORTANT DATES TO REMEMBER

May 21 - August 31

  • Early Registration
June 21
  • Call for Proposals Open
February 28
  • Call for Proposals Deadline 
March 1
  • Deadline for Presenters to Register to be included in Program
April 2-4
  • ANTSHE Conference 2020


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