The Association for Non-Traditional Students in Higher Education

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ANTSHE Conference 2019 Sessions

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APRIL 4 – 6, 2019 | Orlando, Florida 

Day Two - Friday, April 5


8:45 AM Tracks

New Practices to Increase Academic Success of AAPI Immigrants & Refugees

Time: 8:45 am 
Phoumy Sayavong, Ph.D. and Mildred Lewis, Berkeley City College

Learn about the most up-to-date academic challenges facing new immigrants and refugees; Understand systemic change to improve the academic outcomes for ESL students; Implement effective teaching and student support strategies for ESL students. Often immigrants and refugees end up in the U.S. with limited resources and few readily transferable skills which forces them into low-wage, mostly manual labor jobs and traps families in low-income neighborhoods. Laney College’s Asian American Native American Pacific Islander Serving Institution (AANAPISI) Program uses innovative strategies to address the gaps in retention and success of English language learning (ELL), AAPI immigrants who are seeking technical skills certificates, degrees and transfer pathways to universities.

Adult Learner Focused CBE – The WGU Model of 360-degree Student Support and Program Relevancy

Time: 8:45 am 
Speaker: Dr. Elke M. Leeds, Western Governors University

Today’s students need flexibility. Many are working parents, veterans, career changers and adults seeking to enhance their careers. To keep pace with the ever-evolving career landscape, it’s imperative higher ed institutions explore new strategies to support students as they work to achieve their educational and career goals. This session explores the need to transform the online student experience from a one-size-fits all model into one that offers more specialization within degree programs, targets unique learning and support needs, and helps students focus on what they need to learn, rather than on what they've already mastered. WGU’s CBE model is delivering on its promise of career and social mobility through customized student support and a program relevancy framework.

The Future of Academic Failure and Campus Violence: The Coddling of America

Time: 8:45 am 
 Javier Aguirre, BA, M.ED

There is a notable imbalance between reported successes of the educational system and the actual societal results. The journey from ESEA to No Child Left Behind has seen changes in curriculum, increased efforts at youth counseling, euphemistic distinctions between learning styles and teaching styles, and supposed innovations in teacher and administrative coaching. This paper takes an approach of identifying possible interventions that encourage strong positive changes, not immediately but in opposition of the American mentality of wanting instant results. Short term effects will be seen within 3-5 years, and the long-term results will be seen in the next 10 years. The investment covers Human Capital gains, not remodeling of infrastructure.

Check Your Ish at the Door: Inclusive Practices For Educating the Adult Learner

Time: 8:45 am 
 Rikketta Franklin, The University of Kentucky

The presenter will provide opportunities throughout the presentation for the audience to interact through guided research-based discussion related to how their institutions can include and support adult learners, especially those students of marginalized identities. The presenter will utilize open-ended questions to give members the opportunity to share professional and personal experiences. Program participants will recognize their own cognitive biases, develop techniques to overcome their biases, and be provided with the resources needed to further educate themselves and their colleagues. Participants will also have the opportunity to explore strategies for creating inclusive spaces and supporting adult learners through the challenges of cognitive biases incorporated within instruction.

The Bombing of American Government: A Qualitative Phenomenological Study of Student Veteran’s Academic Performance in POLS 1101-American Government

Time: 8:45 am 
 Wendy Anderson, University of Georgia

As an academic advisor I personally noticed a trend among student veteran that I advise and their academic performance in POLS 1101 – American Government class. Many of my student veterans are very good students and earn mostly A’s and B’s. However, I noticed that their grades in POLS 1101 were much lower, and in many cases failing compared to the grades they made in their other classes. I became curious if this was a trend that was only on my campus or was it a common problem. After speaking with many of my colleagues around the United States, I learned that they too were experiencing the same issue with their student veterans. Given that this issue seemed to be happening all over the country, I decided to conduct a qualitative phenomenological study to determine what student veterans’ lived experiences were in their American Government classes, and why those experiences challenged them to the point of making lower grades than the grades in the rest of their classes. I will present my study in detail.

9:45 AM Keynote Speakers: Dr. Robert Hill, Professor Emeritus (Nova Southeastern University) and Dr. Maria Gambuzza, Assistant Vice-Provost, Academics (Strayer University) Want to Succeed in the Adult Learner Market? Stop Chasing the Next 'Big Thing' and Rededicate Your Institution to the Scholarship of Teaching and Learning


11:00 AM Tracks

The Application of Andragogical Principles to Better Understand Nontraditional Online Learners

Time: 11:00 am 
Speaker: Dr. Wendy Conaway, Ashford University

This session will introduce the principles of Andragogy as posited by Malcolm Knowles and relate them to nontraditional learners in the online environment. Understanding how the principles motivate and shape student behavior will help instructors develop curriculum and approaches to teaching and learning. Participants will be invited to share ways in which principles can be applied to create a dynamic learning environment and support nontraditional online students.

Technology for Lifelong Learning: Engaging adult learners both in and out of the classroom

Time: 11:00 am 
 Darby Munroe,Trauma Informed Solutions, Indian River State College, and Nova Southeastern University

echnology for Lifelong Learning will cover different ways educators can engage adult learners with technology for success both in and outside the classroom. Topics discussed will include learning and feedback, organization and productivity, motivation styles, professional branding and career development. The goal is to brainstorm ways students can learn and use tools and systems in class that they can benefit from in their personal and professional lives.

An Analysis of Adult Degree Completion Programs: Best Practices and Impact

Time: 11:00 am 
Speaker: Drs. 
Millard Juette Bingham and Jie Ke, Jackson State University

This session will discuss adult degree completion programs and their impact upon nontraditional student success. In particular, (1) lessons learned regarding strengths and weaknesses of programs; (2) exemplary principles of good practice; (3) the impact of the programs on the broader educational activities of institutional providers and the higher education community in general.

Managing conflict online...or online conflict?

Time: 11:00 am 
 Dr. Tricia Berry, Purdue University Global

Relationships in the online environment are very different from those in a face to face classroom. Communication errors are more likely in the online environment. Individuals also tend to feel more anonymous and may be more likely to say things they may not say in a face to face environment. This session will explore research related to managing conflict within the online environment in order to establish a framework for developing a toolbox of techniques that can be applied both in and outside of the classroom. Participants will examine case studies and work together as a group to craft responses/solutions.

The Unspoken Silence

Time: 11:00 am 
Dr. John D Sheuring, Wake Technical Community College

The nontraditional student today is faced with more challenges than a typical student who transitions from high school into a college or university. The complexities that are part of a nontraditional student’s life is fraught with many different issues that can push them into removing themselves from school. With families, work, mental and physical health being some of the largest of concerns for nontraditional students, the need to address each of these complexities is critical to the success of nontraditional student. One of the key issues out of the four addressed is mental health. With the steady increase in military veterans returning back to a civilian environment, individuals who have found themselves out of resources which require them to gain new knowledge to face an ever growing population to compete in a work force that is becoming far more technology based and for families who have had either a job loss, loss of a loved one or for separation and divorces; we are in need of new ideas to help address the staggering increase in mental disorders that have come about from challenges that were not foreseen in the past.

12:00 pm - 1:30 pm Purdue University Global Sponsored Lunch Keynote: Dr. Aaron Thompson, President, Kentucky Council on Postsecondary Education - Dr. Thompson is a nationally recognized leader in higher education with a focus on policy, student success and organizational leadership and design.

1:40 PM - 2:30 PM Tracks

"Battle Scars" - Is Higher Education Missing the Boat in Serving Veterans and Those Injured?

Time: 1:40 pm 
Dr. Caroline WesterhofColorado Technical Universty and Benedictine University

As the President determines that soldiers are to be returned to civilian life, many higher education institutions are not prepared for the emotional, physical, challenging actions these students face.. Many faculty are not informed that some students may need personalized attention and that such faculty need sensitivity training. We also know some institutions have special programs; others have not, and the veterans are left to "wander" through their coursework. Some are terribly injured, and though they want to take advantage of federal educational benefits, they do not know how or think they cannot. Many higher education personnel do not know or have not been told how to handle the culture shocks that arise." With more veterans seeking to enroll, universities have a responsibility to ensure the success of returning veterans. Veteran success in institutions of higher education needs to be emphasized. Retention statistics need to be officially kept. Employment searches need to be meaningful and tracked. With benefits from the GI Bill, higher educational institutions have the ultimate responsibility of caring, tracking success, following through on each person's progress. It is not enough to enroll a veteran. The institution has the ultimate responsibility of achieving positive growth for the veteran once they enroll him or her into their bank of students.

Roadmap Career Connection in the Classroom

Time: 1:40 pm 
 Dr. Melissa A Goodson and Andrea Chartier The College of St.                                 Scholastica

The Value of Community: Creating Non-Traditional Student Campus Organizations

Time: 1:40 pm 

Speaker: Glynis Boyd Hughes, Founder/President, Retro Rams, Virginia Commonwealth University

A meaningful collegiate experience for non-traditional students (NTS) has several components, from engaged professors to accessible learning supports. One of the most important aspects of this experience is the NTS' need for community, the sense of belonging influencing everything from student participation on campus to being a supportive member of alumni after graduation. Due to factors such as full-time work and family commitments, NTS may not connect as easily with the campus community when student activities and resources are typically designed for and targeted to the needs and interests of the traditional student. We will examine how being in community supports NTS success overall, ensuring their needs and interests are addressed, and engaging this unique group of students.

Becoming a Student-Ready Institution for Students Experiencing Financial Insecurity

Time: 1:40 pm 
  Dr. Jan Lloyd-Lesley, Seminole State College of Florida, Keren Rohena,  Heart of Florida United Way, and Amy Geist,  NASPA - Student Affairs Administrators in Higher Education

Developing a Community of Learning at a Distance

Time: 1:40 pm 
Dr. Ruby Cain, Lamaiya Lancaster, Molly McGuire, Ball State University

As the transition from classroom to online delivery of adult and community education continues, online group and problem-based learning becomes a more critical necessity. Challenges are presented along with strategies for successful online group engagement, combining collaborative and critical emancipatory inquiry with community development theory.

2:40-2:55 ANTSHE Drop-In Center located outside on the Cypress Patio (weather permitting) - Topics: Student/Veteran services, nontrad student engagement, academic support, organizational leadership. Lead by ANTSHE Board Members.

3:00 PM - 4:30 PM Plenary Session: Academic Leadership Panel Discussion with Dr. Aaron Thompson (President, Kentucky Council on Postsecondary Education), Dr. Elke Leeds (Western Governors University), Dr. Keith Smith (Purdue University Global), Dr. Luz Randolph (University of South Florida) and special guest panelists and moderated by Dr. Robert HillProfessor Emeritus (Nova Southeastern University) 

4:40 PM Silent Auction Closes (Silent auction items must be picked up by the end of the conference on Saturday).

5:00-6:30 PM Painting Party (must sign up in advance by selecting this option when registering for the conference. No additional cost, included with full conference registration. No experience necessary [instructor led]). 

Image result for day one  Image result for day two  

Institutions across the country cultivate campus and community partnerships to remove or reduce barriers for students. Financial insecurity is a reality for students who may be adult learners, veterans, parents, first-generation, or low-income. Institutions must become student-ready, rather than expecting students to be college-ready. Presenters will share about Destination Graduation (Seminole State College of Florida and Heart of Florida United Way resource of Emergency Persistence funding to address a financial crisis), and (examples of institutional emergency aid efforts and resources to assist institutions in implementing aid). 

Participants will identify on- and off-campus partners and begin to chart a path forward as a non-traditional college that is student-ready.

It is necessary for faculty members to find data that can inform his or her teaching methods and collaboratively explore continuous improvement of curriculum in academic programming with other staff members. This session will share practical tips for staff and faculty in connecting skills, experience and learning with the career exploration process inside and outside of the classroom. There will also be opportunity for audience feedback and sharing as we discuss a bestpractice model for our small private institution in collecting data, developing a road map by program major and implementing it in an academic department.


April 1 - October 31

  • Early Registration
May 15
  • Call for Proposals Open
February 18
  • Call for Proposals Closed
March 1
  • Deadline for Presenters to Register to be included in Program
April 4-6, 2019
  • ANTSHE Conference 2019




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ANTSHE Conference, discounts, events, and discover what’s new in higher education and the non-traditional student.      
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