The Association for Non-Traditional Students in Higher Education

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ANTSHE Conference 2019 Sessions

Check back for updates! Sessions will be added as they are confirmed.









APRIL 4 – 6, 2019 | Orlando, Florida 

Day One - Thursday, April 4


8:40 AM Tracks

The Value-Based Model for Student Veteran Success

Time: 8:40am 
Speaker: Marc Barker (Director) and Tim Weddington (Program Coordinator), Adult Learner and Veteran Services, Colorado State University

Driven both by institutional challenges in serving student veterans and recent data on successful programming, interventions, and engagement; Colorado State University developed a value-based, community-oriented model for co-curricular student services and support. This paradigm re-contextualizes the ‘problems’ of student veterans as manageable barriers to success mitigated by the diverse cultural characteristics, experience, and skills they add to post-secondary environments.  

In this presentation, we will discuss our current engagement philosophy, programming, and intervention models. Also, we will share specific successes and challenges, identify areas for improvement, and address typical constraints affecting success for both veteran-serving higher education professionals and students in areas such as academic performance, functional transitions into civilian life, cognitive dissonance in social and cultural civilian settings, and physical/mental health.

The Application of Andragogical Principles to Better Understand Nontraditional Online Learners

Time: 8:40 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.

“E-ndragogy”: Best Practices in Blended Education for Adult Learners

Time: 8:40am 
Speakers: Dr. Katherine C. Aquino, Faculty & Quality Assurance Coordinator, Rosemary Osso, Assistant Dean, SCPS and Dr. 
Pamela Jimenez, Director of the Camino Program, Manhattan College 

Military-Connected Students in Oklahoma Higher Education: An Examination of the 9-Year Effects of the Post 9/11 G.I. Bill

Time: 8:40am
Bradley Ward, Oklahoma Department of Veteran Affairs/Texas Tech University

Over the last decade, the Post 9/11 G.I. Bill has been advanced at both the state and federal levels to support military-connected students in higher education. An emerging body of research from the Oklahoma System of Higher Education begins to shed light on the benefit's 9-year impact within Oklahoma higher education and the academic performance measures of military-connected students. The first state-level study of it's kind provides data over the academic performances, enrollment, transfer, revenue and additional data that disproves misconceptions regarding veterans in higher education. This session is designed to stimulate support and collaboration on serving military-connected students in higher education through research-based insights.

“So, Tell Me All About You”: Improving Engagement With Post-Traditional Students via Curated Questions and Contact Choices

Time: 8:40am 
Tracey M Wofford, Ph.D., Mercer University, Tift College of Education

This presentation will describe how post-traditional recruiting and admissions teams can transform initial contact strategies and communications plans to improve engagement, qualifying, and appointment-setting with adult learner prospects. Attendees will learn how providing curated questions and contact choices can consistently keep overall inquiry-enrollment conversion percentages above the national average.

9:40 AM Tracks

Hear My Voice and the Voices of Those I Teach: A Critical Perspective on Migrant Education, Change Agency, and Postsecondary Options

Time: 9:40 am 
Dr. Ingrid Bynes, HCPS

In this session, educational stakeholders and nontraditional students will learn more about the Migrant Education Program (MEP), its student population, and the specific challenges they face in high school before pursuing postsecondary education. A study on the role and lived experiences of MEP teachers will be covered to reveal essential information to help higher education professionals advocate for MEP students and themselves. Additionally, the talk is meant to empower, educate, and enrich any stakeholder who influences nontraditional students to pursue postsecondary options. The goal of this presentation is to reinforce how those working with nontraditional students can do the same as secondary MEP teachers: Positively affect their school culture, classrooms, and community.

Teaching and Learning with Loom in the Online Classroom

Time: 9:40 am 
Dr. Priscilla Bamba

The written word is powerful as feedback on assignments, but it by no means accommodates all learning styles (kinesthetic, auditory, or visual) like Loom. It impacts the way to contact and engage students. It helps them with figuring out feedback much faster as well as why and how to make changes to their work. It also helps instructors by cutting the time and energy involved in grading. It is a free tool that has a secure storage site. End-of-course student surveys have shown improvement for this instructor, and student success rates have also improved in the classes in which Loom is used as a feedback tool. 

Mentor to Success

Time: 9:40 am 
Felicia Young, Higher Minds of Education, LLC

This presentation will focus on mentoring adult learners. Mentor to Success will focus on providing students with a road map of how to succeed in their real lives. Mentoring is not something one thinks of when adult education is discussed. However, mentoring is necessary for future success.

Selecting, Designing, and Developing Active Learning Methods

Time: 9:40 am 
Speaker: Dr. Diane Wright

Presenter will share how to use active learning methods and engage all learners in order to increase retention and build understanding of course content. In this session, we will discuss what active learning is and why it's so much more effective than other teaching methods. We will also review examples of active learning in practice, complete with actionable tips for implementing active learning in the classroom.

Weaving Technology into the Fabric of Higher Education: A Personal View from the Brenau Perspective

Time: 9:40 am 

Speaker: Mary Johnson, Brenau University

This presentation will discuss how Brenau University uses existing services such as the LMS, CRM, SIS and Video Conferencing systems to connect and engage adult students, regardless of location/platform and improve adult student retention, even with non-integrated systems. We will share ways to include adult students into the culture and fabric of the historic institution while providing our successes and learning experiences by using current institutional technology.

11:30 AM Tracks

Bias Against Non-traditional Students

Time: 11:30 am 
Mrs Maisaa Alahmadi

In the United States, the percentage of non-traditional students (students older than 25 years old) who are in colleges and universities is around 47 percent (Pelletier, 2010). Faculty members should put in their consideration this percentage while developing the classes curriculum, teaching methods, and assessments and tests. In reality, many faculties did not do that; thus, there is a bias in the tests they use for these students. This study focuses on the statistical procedures to ensure the fairness of assessments. In addition, it discusses the strengths and limitations of using these methods.

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

Time: 11:30 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.

Listening to Adult Students with ADHD and Co-existing Mental Health Challenges: Transforming Teaching Practice

Time: 11:30 am 
Speaker: Laura Hubbard, Ph.D., Curry College

In this new qualitative research study, adult college students with ADHD and co-occurring psychiatric disorders detailed their experiences managing mental health challenges while negotiating their academic lives. Qualitative interviews provided study participants the space to communicate their unique needs and their views on academic practices that better supported their learning. The participants initiated this study because of their desire to deepen the understanding of professors and college administrators regarding the mental health challenges these students faced in a college environment.

Techniques that can be used to assist faculty in transitioning teaching methods from professor-centered to dynamic and engaging student-focused online environments

Time: 11:30 am 
 Dr. Charlesa Hann, Wingate University

The push toward more inclusion of online courses in college programs creates a need for modifying teaching methods. Adults in the Generation X and Baby Boomer generation report a preference for the professor-student interaction of face-to-face courses. However, the traditional face-to-face lecture format of content delivery in the classroom is not good practice for the online environment. The computer is an active medium that should be used to engage students in the course content through discussion and active participation. This presentation will discuss techniques that can be used to assist faculty in transitioning teaching methods from professor-led to dynamic and engaging student-focused online environments.

"Real Talk On Adult Education"

Time: 11:30 am 
Kimberly Ann Harris,The Catholic University of America 

Topic of discussion will give insight on the day-to-day struggles of an adult student and what are the best practices in overcoming personal challanges to succeed in the classroom. In this session the audience will get the students prospective on how they created time management, organizational and communication skills to enhance their learning experience.This session will also focus on the financial challenges of being an adult student, and the creative methods that non traditional students must put into place in order to help them achieve their educational goals. There will be a 15 minute Q&A towards the end of this session.

12:30 PM Keynote Luncheon: David A. Vise Pulitzer Prize-Winning Journalist and Executive Director for Modern States Education Alliance

2:15 PM - 3:10 PM Tracks

Adult Students Need Mentors Too: Bringing the Faculty Mentor Experience to Adult Students in Online Programs

Time: 2:15 pm 
Dr. Jeremy Schwehm and Jennifer Saxton, M.S., Arkansas Tech University


Building Successful Academic/Employer Partnerships

Time: 2:15 pm 
Speaker: Dr. Tricia Berry, 
Purdue University Global

Working with non-traditional students requires the use of non-traditional approaches. Similarly, human resources departments that are unable to fill critical positions within their organization often find themselves looking for non-traditional solutions to hiring practices. What if college and university programs stepped into help meet the needs of both groups? Join this session to learn how Purdue University Global (PG) has been partnering with healthcare organizations to help them develop internal employees for roles that are difficult to fill. This interactive discussion will present a summary of the partnership process and describe how the academic program is customized to meet the needs of the employer. The presentation will also discuss lessons learned and success stories from University-employer partnerships.

Innovative Practices in Prior Learning Assessment (PLA)/Credit for Prior Learning (CPL)

Time: 2:15 pm
Speakers: Millard Juette Bingham,Ph.D.,Gloria Smith, Ph.D.,Carlos Wilson, Ph.D.  

This session will focus upon the latest best practices that are being utilized at various institutions in regards to prior learning assessment. The guidelines developed by the two national associations whose member institutions are directly involved in the transfer and award of postsecondary academic credit, the American Association of Collegiate Registrars and Admissions Officers and the Council for 

Higher Education Accreditation, along with the American Council on Education (ACE), which makes credit recommendations for learning gained outside of traditional college classrooms, will be discussed (ACENET, 2017).

Using competency based education for non-traditional students

Time: 2:15 pm
JeVaughn Jones, Lynn University

Competency-Based Education is a learning model that focuses on the mastery level of a student. Students come in variants walks of life; life skills can equal mastery levels of knowledge in many courses. This session will enhance awareness of competency-based education and show varied ways of applying this methodology to improve retention of non-traditional students.

5 Keys to Nontraditional Student Success

Time: 2:15 pm
Speaker: Shannon Brumfield, 
Nontraditional Honors Student, Strayer University

The adage “it takes a village” could not be truer than for non-traditional learners. We are all on a journey. For whatever reason you decided to pursue your degree, somewhere along the way you decided you wanted grow; educationally, financially, personally, or even emotionally. You wanted a better position, or even a better job. You wanted to show your children you can do this. You wanted to be proud of yourself. At least, these are some of the reasons I returned to school. I am going to discuss five keys to continue your success. 

3:25 PM - 4:25 PM 

Keynote Speaker - Steve Pruitt, Director of Graduate and Online Admission, Lynn University

5:00 pm - 6:30 pm President's Networking Reception


Image result for day one  Image result for day two  

This presentation details identified best practices for improved blended program delivery, as well as explores the role technology has in student engagement and student-faculty collaboration. Moreover, this presentation addresses key stakeholders, including the role of student buy-in, in the blended learning development process for system-wide change to occur.

The faculty-student mentoring experience provides a connection to the University for students and has shown to improve student outcomes. That connection can be difficult to attain for adult students in an online program and institutional efforts in the form of mentoring are rarely focused on the adult, online student population. The purpose of this focus group is to introduce the faculty mentor program established at Arkansas Tech University specifically developed for adult students in online programs. Attendees will learn about how the program was established, including successes and opportunities for improvement, provide feedback on research data regarding outcomes, brainstorm on ways to improve the program, and plan for how a similar program might be implemented at their institution.


April 1 - October 31

  • Early Registration
May 15
  • Call for Proposals Open
February 18
  • Call for Proposals Deadline Extended to February 25th
March 1
  • Deadline for Presenters to Register to be included in Program
    April 4-6, 2019
    • ANTSHE Conference 2019




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