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



Please check back regularly for updates in the schedule

General Sessions


ANTSHE CONFERENCE 2020

APRIL 2 – 4, 2020 | Indianapolis, Indiana  


Day One - Thursday, April 2


8:40 AM Tracks

Self-Regulated Learning in Independent Studies

Time: 8:40am 
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 with Social Media

Time: 8:40am 
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 massages for students? This session highlights the online training through social media and social networking when enabled, 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: 8:40am 
Speaker: Miss Janice Lader, M.Ed, 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: 8:40am 
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.


To be announced

Time: 8:40am 
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9:40 AM Tracks

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

Time: 9:40 am 
Speaker: Charlotte Peyser
, 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 
Speaker: 
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, 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.




To be determined

Time: 9:40 am 
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To be determined

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11:30 AM Tracks

Challenges in Technical Education in India

Time: 11:30 am 
Speaker: Roli Pradhan, 
National Institute of Technical Teachers’ Training and Research, Bhopal, MP India

Technical education in India has been the favorite avenue for economic planning and budgeting. The exponential growth in technical education has, however, not translated into any significant growth in the number of quality graduates acceptable to industry leading to massive unemployment. The prime task is to focus on maintaining quality of education for making Technical education in India more competitive and fruitful for graduates. There is massive need to suggest strategies to attain the same by adopting quality measures. The current state of engineering education in India which shows the factor responsible for degradation of technical education at the lowest level and the highest level. The various problems which affect the quality of technical education are : Lack of curriculum planning, Inadequate physical resources & lack of optimum utilization of infrastructure, Ineligible/fresh pass out joining the teaching profession, Teacher centered instructional processes, Greater emphasis on theory, rather than practical performance, Evaluation system encouraging memorization on the part of students, Inadequate physical resources & lack of optimal utilization. These drawbacks can be solved with help of various methods suggested in this work. These methods include Synergistic Relationships, Continuous Improvement and Self Evaluation, personally and collectively, recognition of the organization as a system. The talk would try to improve the creativity of faculty and students, provides job satisfaction to all employees and enhances healthy competition for development of the institution. It also attempts to analyze the current state of engineering education in India and continued with explaining the need for quality management practices and its role in enhancing the effectiveness of engineering education in India.

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To be Determined

Time: 11:30 am 
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Mastering Autoethnography: Changing Your Narrative - Change Your Life

Time: 11:30 am
Speaker: 
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.



To Be Determined

Time: 11:30 am 
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To Be Determined

Time: 11:30 am 
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12:30 PM - 2:00 PM  Keynote Luncheon: Details Forthcoming

2:15 PM - 3:10 PM Tracks

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

Time: 2:15 pm 
Speaker: Alexandre De Sousa, 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


To be Determined

Time: 2:15 pm


2 Worlds 7 Years

Time: 2:15 pm 
Speaker: 
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.




To be Determined

Time: 2:15 pm 

Speaker: 



3:25 pm - 4:25 pm  Keynote Speaker - Details Forthcoming


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

Adult and Non-Traditional Student Barriers

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

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

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.









IMPORTANT DATES TO REMEMBER

May 21 - August 31

  • Early Registration
June 21
  • Call for Proposals Open
February 7
  • 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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