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

ANTSHE Conference 2020, April 2-4 in Indianapolis HAS BEEN CANCELED. For more information visit ANTSHE Conference NEWS & ANNOUNCEMENTS! WE WILL POST DATES FOR ANTSHE 2021 IN INDY SOON!

Please check back regularly for updates in the schedule

General Sessions


APRIL 2 – 4, 2020 | Indianapolis, Indiana  

Day One - Thursday, April 2

8:40 AM Tracks

Self-Regulated Learning in Independent Studies

Time: 8:40 am 
Speaker: Lynette Nickleberry Stewart, SUNY Empire State College 

Self-regulation refers to self-generated thoughts, feelings, and actions for attaining one's goals. Grounded in social-cognitive theory, self-regulation amalgamates aspects of motivational, cognitive, metacognitive, affective and behavioral factors involved in academic achievement. Self-regulation has been shown to mediate academic burnout and students who practice self-regulatory behaviors have been shown to initiate and direct their learning effort towards the acquisition of new knowledge. The goals of this discussion are to explore the ways in which faculty integrate learning activities into their courses that will facilitate and expand students' self-regulated learning. Interventions for increasing self-regulatory behaviors will also be explored. This discussion will be guided by facilitator's mixed-method research on the prevalence and structure of self-regulation promoting learning activities in independent studies, students perceptions of the types of learning activities that promote self-regulated learning in independent studies, and student SR strategies used in courses. 

Leadership improvement skills of student employees in a diverse higher education setting

Time: 8:40 am 
Speaker: Sangyoon Park St. Cloud State University

St. Cloud State University follows ‘Our Husky Compact' which seeks and applies knowledge. Every academic year has a different slogan advocated for global citizenship. The presentation will show you how we train student workers to elaborate on their leadership skills along with the ‘Our Husky Compact'. If you are planning to efficiently train your student workers, the training method is what you should be concerned with and prepared for. So how exactly can you construct online training, sustaining and compelling messages for students? This session highlights the online training and provides a real-time performance intervention for the higher education of any interactive web-based training.


Engaging Non-Traditional Students on a Traditional Campus

Time: 8:40 am 
Speaker: Miss Janice Lader, M.Ed. and Susan Bradley,  University of North Texas

The session will cover how colleges and universities can increase engagement with non-traditional students on campuses that primarily serve traditional students. This includes both on-campus students and distance learners, as online students typically do not engage or participate in the resources that are readily available to them. The discussion will include measures the University of North Texas (UNT) has taken to engage our non-traditional students, including veteran students, and prepare them for success, whether they are entering college for the first time as adults or returning to school after many years. The resources these students require greatly differ from those of a traditional student so it is imperative for colleges and universities to create a framework that will benefit non-traditional students and help to increase their academic success and persistence through graduation. This includes holding New Student Orientation sessions for this population of students and modifying the way we advise while determining their strengths and the support they need to achieve their educational goals. Furthermore, implementing a Non-Traditional student group or organization will allow these students to connect with peers whom they share commonalities with (parents, working full-time, married, etc.) and can form relationships with other students on-campus. Colleges and universities must also create and develop special events on-campus for non-traditional students such as family-themed events or career and/or networking fairs separate from those that include traditional students. The most important thing that overshadows everything listed above is the ability to reach out to these students throughout the semester so they feel connected and stay motivated. This demographic of students must feel supported and part of the campus community, and to be reminded that the sacrifices they are making now will have a profound and lasting impact in their lives.

Compassion to Passion: A Son's Gift to His Father

Time: 8:40 am 
Speaker: Robert Shindler, 
Abogados America

Rob Shindler, author of Hot Dogs & Hamburgers, Unlocking Life's Potential by Inspiring Literacy at Any Age, provides a presentation to all attendees explaining how his compassion for his son with a learning disability evolved into his passion to eliminate adult literacy one person at a time.

9:40 AM Tracks

Upskilling: Bridging the Gap Between New England's Educators and Employers

Time: 9:40 am 
Speaker: Charlotte Peyser and Candace Williams, 
New England Board of Higher Education

Unemployment in New England is at or near record low rates exacerbating a persistent skill shortage reported by employers across the region. In a recent McKinsey survey, executives increasingly see investing in retraining and “upskilling” existing workers as an urgent business priority. With New England’s share of fast-growing, high-skill industries wherein available jobs largely require a postsecondary credential, upskilling is an essential tool that nearly all businesses need to employ to ensure a greater skills match while improving employee retention and work product. Strada's Consumer Insights Data indicates that adults in New England with no college experience are most likely to feel as if they need additional education to advance in the workforce--the call for meaningful educational programs exists in the region. This presentation will discuss findings to date relative to upskilling initiatives in New England and across the nation; it will detail NEBHE's forthcoming white paper on the subject; and will engage audience members on their experiences with upskilling, best practices they have encountered, and feedback relative to next steps in this project.

Including Non-traditional Students in Defining Student Success

Time: 9:40 am 
Joshua Smith, Loyola University Maryland

College staff and administrators spend considerable time crafting and revising shared definitions of student success, but non-traditional student voices are often missing from the dialogue. Participants will learn about a methodology to identify pain points from non-traditional students at three different types of colleges. The process and results led the three colleges to use the data to better serve transfer students, particularly first-generation and low-income students. The focus on student success and away from retention and persistence is a positive step forward. The movement has concentrated the conversation toward student learning and less on numeric outcomes. Of course, retention is important and colleges strive to increase graduation rates for many good reasons. Strategic planning and initiatives often exclude students, particularly non-traditional, transfer, first-generation, and students of color. With the exception of NSSE data and internal program-level assessment, few colleges consistently engage with students around the challenges they face. The use of peers who are closer in terms of student lived experience can be a powerful tool. The session will share a methodology that was used to identify pain points from students at three different types of colleges. The process and results led the three colleges to use the data to better serve students. We will share ways to identify undergraduate and graduate students who can be credible interviewers and co-creators of interview and focus group protocols. We used this process to create three different protocols at three different colleges (community college, HBCU, and four-year primarily commuter campus). The over-arching question was, “what are the pain points at this college and how did you successfully navigate them?” It was clear from the candid responses of students, that students felt heard and this methodology is transferable to other campuses.

Using Participatory Action Research to Understand Imposter Syndrome and Patriarchy with Mid-career Women

Time: 9:40 am 
Speaker: Dr. 
Michelle Glowacki-Dudka and Colette Kramer, Ball State University

As more women from 40 - 65 years old return to formal education, they encounter internal and external barriers, such as imposter syndrome, backlash, and patriarchal systems of power. This session will explore how Participatory Action Research (PAR) can provide a tool for recognizing and navigating these barriers. In this session we will present findings from a current PAR study and share strategies for others to have their voices heard and experiences honored.

Online Student Success:Doing the extraordinary to retain students

Time: 9:40 am 
Speaker: Dr. Rose G Maina, 
Los Angeles Trade Technical College

Retention of students online is often a problem. Issues of why students drop and what can be done to retain them, possible solutions will be discussed with problem and solution hands-on activities to put into practice. A bonus activities of adding Edutainment to improve,inspire and incentivise to retain your audience, community and tribe. This is for both those who desire to teach online and those currently teaching online.

11:30 AM Tracks

Creating Degree Pathways for Military Students and Veterans

Time: 11:30 am 

Speaker: Millard Juette Bingham,Ph.D.,Carlos Wilson, Ph.D., Gloria Smith, Ph.D., Jie Ke, Ph.D., Jackson State University  

This session will report on how institutions can create degree pathways for military students and veterans. In particular, this session will discuss how one state university system began the process of evaluating the Military Police Occupational Specialty in order to grant credit for prior learning and to create seamless degree pathways. In particular, Jackson State University's Military Police transfer model will be discussed. The session will be invaluable to HBCU and PWI administrators that wish to better serve military students and veterans.

Pathways to Technician Careers

Time: 11:30 am 
Speaker: William "Bill" Worden, Ivy Tech Community College

Despite opportunities for graduates to enter well-paying, high-demand careers, only 20% of community college students on technician pathways complete their programs of study within six years. Why is this? Rutgers University and Ivy Tech Community College are conducting an NSF-funded research project to understand students’ decision-making about Information Technology programs and careers. We will present preliminary results that are already offering insight into how students make these important decisions that can enhance your advising of students in this ever-growing, ever-changing field.

Mastering Autoethnography: Changing Your Narrative - Change Your Life

Time: 11:30 am
Venita Thomas,  Venita Thomas Consulting, LLC

Everyone has a story. A "story" is a series of life-changing situations that can catapult the difference between excelling and surviving. What is your story? Each human being can change his/her life by changing their narrative. Non-traditional students are the author of the greatest life lessons that can be heard, shared, written or used as lessons for other students (and faculty) in areas such as Leadership, Human Development, Counseling, Career Development, and Life Coaching. Interested? Attend this session to embrace has Venita changed her life, by changing her narrative.

Collecting against the future: Student-debt practices undermine Ohio’s higher education goals

Time: 11:30 am 
Julie Szeltner, College Now Greater Cleveland and Piet van Lier, Policy Matters Ohio

    State law in Ohio requires public colleges and universities to turn student debt over to the Ohio Attorney General’s office for collection. At the same time, schools withhold the transcripts of students who owe money and/or bar them from re-enrolling. Taken together, these approaches to student-debt collection create what can be a permanent roadblock for students who may want to continue their education but have stopped out for a specific life reason, potentially ending their educational aspirations and trapping them in lower-wage jobs. Some schools in Ohio and elsewhere are taking a better approach that focuses on debt-forgiveness, individual support and advising, re-enrollment and degree completion. Ohio's policies make it harder for these kinds of initiatives to succeed by removing debt from the control of the higher education institutions. Data from the Ohio Attorney General show that this punitive approach has a disparate impact on the state's two-year colleges, which education higher proportions of non-traditional students, including students who are 25 or older, part-time, first-generation, and students of color.

    12:30 PM - 2:00 PM  Keynote Luncheon: Charles Mann is a former twelve (12) year veteran of the National Football League, three (3) time Super Bowl, Champion and four (4) time NFL Pro Bowl Player. Following his playing career, Charles has been involved in various leadership roles at successful for-profit and non-profit enterprises and is actively involved in social and civic causes, and he is a Successful Non-Traditional Student. 

    2:15 PM - 3:10 PM Tracks

    Pro Cras Tenere

    Time: 2:15 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.

    There's an App for that!

    Time: 2:15 pm

    Speakers:  Yahaira Hall, Helena Robertson, and Scott Moreno, American InterContinental University

    AIU Full-time Faculty members' will discuss how they use their competitive advantage tools such as the AIU Mobile App in a positive manner to assist non-traditional students in overcoming obstacles in the online environment. The presentation will elaborate on the benefits for both faculty and students. Additionally, the presentation will include an opportunity for questions and interactive engagement.

    2 Worlds 7 Years

    Time: 2:15 pm 
    Carla D Smith, Purdue University

    In 2011, I embarked on journey to complete my bachelor degree at Purdue University. A three year venture that morphed into 7. As a non-traditional student on a traditional, PWI campus I prepared myself for possible racial bias and macroaggressions but was not prepare for the struggles that came with being an adult and student on traditional campus. The expectation is that you WILL alter yourself to fit the university with little to no support.

    This session will highlight my journey to graduation that will provide non-traditional students will tips and encouragements as well as provide institutions with insight on how they can develop programs/services that will give non-traditional students an opportunity to thrive as they earn their degree(s).

    I Don't Belong Here: Imposter Syndrome among Non-Traditional and First Generation Students

    Time: 2:15 pm 

    Speaker: Kimberly Hilton, Ivy Tech Community College

    On any given day, I still expect someone to come to my office and call me out as a fraud. When I was an adult student, many times I felt out of place with the rest of the younger students. There is a growing body of research on "Imposter Syndrome," which is frequently experienced by non-traditional and/or first generation students. This session will answer the Who, What, When, Where, and Why of Imposter Syndrome, along with suggestions for overcoming it.

    3:25 pm - 4:25 pm  Keynote Speaker -  Eric "Doc" Wright, PhD, is a decorated US Navy Veteran, business doctor, Founder of Vets2PM, LLC, Co-Founder of the non-profit Veteran Project Management Mentor Alliance

    5:00 pm - 7:00 pm President's Networking Reception & Poster Session

    Adult and Non-Traditional Student Barriers

    Speaker: Sarah Wyatt, M.S., University of Oklahoma - Tulsa and Tulsa Community College

    In higher education, most supports are designed with the traditional student in mind. In actuality, only 16% of the post-secondary population meet the traditional student characteristics. While there is much research on student supports, little literature focuses directly on the unique barriers faced by adult and nontraditional learners. This poster presentation will highlight adult and nontraditional student barriers including age, enrollment status and gender to inform administrators and policy makers and information may be used to design supports that may lead to a higher rate of persistence and graduation among adult and nontraditional learners.

    Veterans and Their Take on Learning

    Speaker: Ms. Arielle Turner, MS., University of North Texas

    This poster will give an overview of the major factors that contribute to Veterans deciding to take online classes. A guideline for how mental effort and task difficulty contribute towards veterans deciding to take online courses versus in-person or hybrid courses will also be given.

    Pathways to Success: Providing Academic Coaching to Non-Traditional First-Generation Community College Transfer Students

    Speaker: Dr. Tywain Griffen, Ed.D., TRIO Student Support Services/ The University of Alabama

    The purpose of this poster presentation is to discuss and provide examples from Kuh’s (2008) theory of student engagement and Johnson, Johnson, and Smith’s (1991) cooperative learning theory. An assessment of multiple ages of first-generation transfer college students who are also introduced. There have been multiple calls by policymakers to boost the number of students entering college and acquiring a degree (Matthews, 2010; Obama, 2009). Due to circumstances such as “poor academic preparation, lack of resources, poverty, and systemic and institutional barriers, the educational attainment gaps are widening between the nation’s underserved students (first-generation, low-income, and students of color) and other students” (Dyce, Albold, & Long, p. 153). There are numerous programs used to assist these students with overcoming some of the obstacles they face in their quest to complete postsecondary education. The issues faced by transfer students can be overwhelming for some, so they need the support offered by faculty and staff to help bridge the gap as they transition from a two-year college. Information from this presentation can provide an insight into how experiences of first-generation transfer college students will influence persistence in educational development.

    Experiences and Perceptions of Asian and Latino Online Doctoral Students

    Speaker:  Richard Jimenez, DrPH, FTPHA, Walden University

    Results of a qualitative phenomenological study exploring the lived experiences, perceptions and needs of 17 Asian and Latino online doctoral students will be presented. The poster presentation will include details regarding the study problem, primary research question, methodology, key findings, application and recommendations for further study. The study principal investigator will be present to interact with conference participants.

    An Unique Partnership Between Chevron Corporation, Two-Year Institutions and Texas A&M University

    Speaker: Dr. David De Sousa Jr., Araceli Trejo, and Edwin Bassett, Texas A&M University

    The Texas A&M Engineering Academy program is the first engineering transition program of its kind in the United States. Unlike traditional transfer programs, students admitted into an Academy are admitted to Texas A&M Engineering and begin earning Texas A&M transcribed credit from semester one. Students enroll in math, science and core curriculum courses through the partner community college and have the unique opportunity to enroll in Texas A&M engineering courses taught by Texas A&M faculty face-to-face on the community college campus. Students spend one to two years co-enrolled at the community college before transitioning full time to Texas A&M University in College Station to finish their bachelor’s degree

    Effects of Employment on Student Experience and Success

    Speaker: Katherine AckermanIndiana University Bloomington

    In an attempt to assess the impact of working for pay while attending school, data from the 2018 National Survey of Student Engagement (NSSE) was used to identify trends and patterns in the lives of working and non-working undergraduate students at Indiana University Bloomington. This research allows for comparisons between non-working and working students in areas such as classroom engagement and participation in study abroad programs, leadership roles, and internships. Findings from this study will highlight engagement variances between these groups as well as provide opportunities for colleges and universities to address these discrepancies.

    Retention of Online Learners

    Speaker: Courtney McQueen, Embry-Riddle Aeronautical University

    Online adult education enrollment has accelerated because of convenience, technology, and more institutions are offering full degrees online. Because of this growth, retaining students can be taxing. My poster presentation will show creative methods to retain non-traditional adult learners by creative engagement, innovative content, and online camaraderie between students and instructors. My suggested methods will lead to a successful semester, higher grades, lower drop rates, and a more enjoyable online learning community.

    Student Perception of the Impact of Financial Aid on Student Career Preparation Activities that Improve Career Readiness 

    Speaker: Lea Anne Lambert, Southeast Missouri State University

    Students continue to go to college to seek additional education and see that it will lead to a higher income throughout their life. Students often use student financial aid and work to pay for their education. Employers identify that students do not have the skills needed to succeed in the job market. This study found that non-tradition students and females have significantly more debt than traditional students and male students. It also found that students would like to participate in more career-building activities, but financial constraints can impact their ability to do so.

    It's All About Relationships! Leader-Member Exchange in Education: The Effects of Principal and Teacher Dyadic Relationship Quality on Beginning Teacher Retention

    Speaker: Dr. Robin L. Smith, Ed.D.

    The purpose of this qualitative research is to explore the dyadic relationship between
    principals and novice teachers that have decided to leave teaching as a career. The participants
    in this study are novice teachers that left teaching in their first to fifth year of their educational
    career. This research utilized Leader-Member Exchange Theory (LMX) as a lens to investigate
    if the existence of high or low LMX relationships between principal and teacher had an impact
    on the teacher’s sense of relational trust with the principal and colleagues, self-efficacy,
    creativity, sense of autonomy, sense of belonging, happiness, and decision to leave teaching.
    The research also included generational identifiers to better understand the needs of the novice
    teacher and if there was an impact on their decision to leave based upon a generational gap
    between them and their principal.

    Immigrants and Technology: How 5G will Transform and Enhance Mobile Education

    Speaker: Luis Eduardo Orozco, EdD Student

    As our society becomes more interconnected, technology adoption to support lifelong learning presents a continuous challenge for migrants. Mobile devices allow migrants ubiquitous access to education with 5G technologies providing the technical requirements to enhance the use of technology and fulfill their educational needs to foster their integration.

    Using Educational Technology the Reduce Stereotype Threat Impacts on African American Females

    Speaker: Bequita Pegram, Prairie View A&M University

    The research of the impact of Stereotyping Threats on the academic achievement of minority students can be traced back for a few decades (Gorlick, A., & Gorlick, A. 2009; Hines Shelvin, K., Rivadeneyra, R. & Zimmerman, C. 2014; Wright-Adams, V. 2014) . Research has exposed the negative effects of Stereotyping Threats and has provided educators across many content areas with valuable solutions. Aims: The purpose of this case study research is to explore ways educational technology can reduce the negative impact or perceptions of Stereotype Threats on African American Females in higher education classrooms. Findings: A review of the literature indicates that Educational Technology can address the need for positive role models for African American females (If You 2018) , the need for increased rigor in lesson design (Padmore 2009), access to tech to develop 21st century skills (Peoples 2011), student choice and enhanced individualized learning (How Teachers n.d.). Conclusions: Improvement in these areas within the classroom can give African American females the confidence they need to break the barriers that Stereotyping Threats attach to their lives. Implications: This study will make educators aware of strategies they can use to incorporate intentional Educational Technology to help close the academic achievement gap for African American females.

    Ageism and Attitudes toward Adult Students Attending Community College at Midlife

    Speaker: Marla J. Erwin, PhD Candidate and Katie E. Cherry, PhD.,  Louisiana State University

    Adult students are often classified as a single group for study, yet developmental psychologists recognize separate developmental periods during adulthood. Students at midlife may experience higher education differently that younger adult students and they may be exposed to ageism at individual, institutional and internalized levels. This research project applied the concept of lifespan developmental periods to distinguish students at midlife as a specific focus of inquiry. Twenty-nine faculty and 205 students responded to the Relating to Older People Evaluation (ROPE; Cherry & Palmore, 2008) to assess self-reports of both positive and negative ageist behaviors within a community college context. Both students and faculty reported more positive than negative ageist behaviors. With a few exceptions, written comments by the faculty and students document mostly positive expectations of older students who are actively engaged in their own learning and experiencing nurturing relationships with each other, with younger peers and with faculty both in and outside of the classroom.


    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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