15 Individuals and 7 Programs Receive Association’s Highest Honors
WASHINGTON, Feb. 22 – UPCEA, the leader in professional, continuing, and online education, has announced the recipients of the 2017 Association Awards. The UPCEA Association Awards program includes recognition of both individual and institutional achievement across the UPCEA membership.
Since 1953, UPCEA has recognized its members’ outstanding contributions to the Association and the field, as well as their achievements in innovative programming, marketing and promotion, community development and services, research and publications, and many other areas.
Award recipients will be honored at the 2017 UPCEA Annual Conference, March 22-24, in Chicago, Ill.
“Leading innovative and impactful education is at the core of professional, continuing and online education,” said Michele Long, Director of Student Services, University of Denver and Chair, UPCEA Association Awards Committee. “The exceptional submissions for this year’s awards demonstrate the remarkable contributions our members bring to higher education.”
The recipients of this year’s awards are as follows:
Julius M. Nolte Award for Extraordinary Leadership is given to an individual in recognition of unusual and extraordinary contributions to the cause of continuing education on the regional, national, and/or international level.
Recipient: Bethaida “Bea” González, Syracuse University
Adelle F. Robertson Continuing Professional Educator Award recognizes the scholarship, leadership and contributions to the profession of a person who has entered the field within the past five to ten years.
Recipient: Nicole de Vries, Georgia Institute of Technology
Phillip E. Frandson Award for Literature recognizes the author and publisher of an outstanding work of continuing higher education literature.
Recipient: Sean Gallagher, The Future of University Credentials: New Developments at the Intersection of Higher Education and Hiring
Honorable Mentions:
Handbook of Research on Competency-Based Education in University Settings, Karen Rasmussen, Pamela Northrup, and Robin Colson
Disrupting Adult and Community Education, Robert C. Mizzi, Tonette S. Rocco, and Sue Shore
Dorothy Durkin Award for Strategic Innovation in Marketing and/or Enrollment Management recognizes an individual for achievement in strategic planning, marketing innovation or enrollment management success.
Recipient: Davia Rose Lassiter, Kennesaw State University
Leadership in Diversity Award recognizes an individual or a program representing best practices in promoting the educational success of diverse students.
Recipient: Paul Stapleton, University of North Carolina at Chapel Hill
Excellence in Teaching Award is presented to individuals who have provided outstanding teaching, course development, mentoring of students, and service to continuing education.
Recipients:
Courtney Stewart, Utah State University
Ning Chen, California State University, Fullerton
Research and Scholarship Award recognizes either 1) significant new research with implications for professional practice in the field of continuing higher education, or 2) an individual UPCEA member whose long-term commitment to the conduct of exemplary research has made a significant contribution to the literature and professional practice in the field of continuing higher education.
Recipients:
Jerry Daday, Western Kentucky University
CITL Research Team – “MOOCs: Participant Activity, Demographics, and Satisfaction” in Online Learning, University of Illinois at Urbana-Champaign
Outstanding Professional, Continuing, and/or Online Education Student: Credit Award recognizes outstanding student achievement in professional and continuing education.
Recipients:
Rodolfo “Mr. Rudy” Castillo, Sacramento State University
Timothy Bryant, Syracuse University
Outstanding Professional, Continuing, and/or Online Education Student: Noncredit Award recognizes outstanding student achievement in professional and continuing education.
Recipient: Jermile Richards, Kennesaw State University
Outstanding Program: Credit Award recognizes outstanding professional and continuing education programs allowing students to earn academic credit.
Recipient: Online Master of Science in Computer Science, Georgia Institute of Technology
Outstanding Program: Noncredit Award recognizes outstanding professional and continuing education programs that do not offer credit.
Recipient: University Learning Store, University of Wisconsin-Extension
UPCEA International Leadership Award recognizes an individual for representing innovative leadership in facilitating international professional and continuing education.
Recipients:
John LaBrie, Northeastern University
Madhu Viswanathan, University of Illinois at Urbana-Champaign
UPCEA International Program of Excellence Award recognizes a program engaged in activities that promote the exchange of knowledge and ideas of global significance.
Recipients:
South American Outreach Program, Berklee Online
Global Leadership Development Program, The George Washington University
11th Hour Award for Leadership is given to an individual, team, or unit in recognition of exemplary character, ethics, and decisive action in times of dire circumstances or emergencies.
Recipient: Susan Koch, University of Illinois-Springfield
UPCEA Award for Excellence in Advancing Student Success recognizes an individual or program for advancing the success of students in both credit and non-credit programs.
Recipient: Academic Advising & Student Disability Services, The Pennsylvania State University World Campus
UPCEA Award for Strategic Innovation in Online Education recognizes an institution of higher education that has set and met innovative goals focused on online education and been strategic in the planning, development, implementation and sustainability in the line with the institutional mission.
Recipient: BPCC’s Open Campus, Bossier Parish Community College
UPCEA Engagement Award recognizes an outstanding mutually-beneficial exchange of knowledge and resources between a UPCEA member institution and one or more external constituents such as local communities, corporations, government organizations, or associations.
Recipients: SPD/FREE Human Services Programs Collaboration, Stony Brook University School of Professional Development and Family Residences and Essential Enterprises, Inc.
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About UPCEA
UPCEA is the association for professional, continuing, and online education. Founded in 1915, UPCEA now serves most of the leading public and private colleges and universities in North America. With innovative conferences and specialty seminars, research and benchmarking information, professional networking opportunities and timely publications, we support our members’ service of contemporary learners and commitment to quality online education and student success. Based in Washington, D.C., UPCEA builds greater awareness of the vital link between adult learners and public policy issues. Visit www.upcea.edu.
Four major associations recently joined together as a cohesive voice to advocate for adult students and the institutions that serve them. With support from Lumina Foundation, the Council for Adult and Experiential Learning (CAEL), the Online Learning Consortium (OLC), President’s Forum, and University Professional and Continuing Education Association (UPCEA) are pleased to announce the National Adult Learner Coalition.
The Council for Adult and Experiential Learning (CAEL), Online Learning Consortium (OLC), Presidents’ Forum and University Professional and Continuing Education Association (UPCEA) have joined forces to create the National Adult Learner Coalition, an organization devoted to advancing the adult learner agenda and expanding post-secondary education and credentialing opportunities. Supported by the Lumina Foundation, the coalition will serve as a “cohesive voice advocating for adult students and the institutions that serve them,” according to a press release.
Several higher education advocacy organizations have united to form a new organization supporting the development of adult learners in higher education.
The National Adult Learner Coalition, a joint venture created by the Council for Adult and Experiential Learning (CAEL), the Online Learning Consortium (OLC), President’s Forum, and University Professional and Continuing Education Association (UPCEA), seeks advocate for policies and initiatives to benefit more than 17 million non-traditional learners.
Washington, D.C., February 6th, 2017 – Today, four major organizations join together as a cohesive voice advocating for adult students and the institutions that serve them. With support from Lumina Foundation, the Council for Adult and Experiential Learning (CAEL), the Online Learning Consortium (OLC), Presidents’ Forum, and University Professional and Continuing Education Association (UPCEA) are pleased to announce the National Adult Learner Coalition.
The Coalition’s mission is to advance the adult learner agenda to expand post-secondary education and credentialing opportunities that will strengthen our communities, regions, and national economy. Together, the founding members represent more than 1,000 higher education institutions throughout the United States that have long been leaders and innovators in expanding opportunities for adult and contemporary learners.
The Coalition will promote policies that align post-secondary education and America’s workforce development goals to produce better outcomes and access for the majority of today’s students. The Coalition fills a void in the higher education policy community which, until now, lacked a unified voice representing the adult learner and the institutions and programs that serve them.
The Coalition’s goals are to modernize federal education and workforce policy to reflect the reality that the adult learner is the new normal; educate stakeholders on the value and needs of adult learners and innovative ways to serve them; and mobilize colleges and universities, employers, government, and other key constituencies to advance the adult learner. The Coalition is also working to increase awareness of the need for support for innovative directions such as competency-based education, prior learning assessment, and alternative credentialing, which hold great promise for reaching those adults currently underserved.
The Coalition has also unveiled an important white paper, entitled “Strengthening America’s Economy By Expanding Educational Opportunities for Working Adults,” which outlines some of the issues facing adult learners including confusing or incomplete information, patchwork of regulations, and a need for more flexible and impactful educational offerings. The Coalition also provides examples of existing building blocks which encourage success, such as Prior Learning Assessment (PLA) and Competency Based Education (CBE), among others. The white paper demonstrates that there are some opportunities to address these challenges and modernize the federal policy framework through expansion of Pell Grants, removal of barriers to financial aid for PLA and CBE, enhanced tax incentives for employer investment in learning, and other policies which need to be adjusted to recognize the importance of adult learners to the American workforce and international economic competitiveness.
“For more than a century, UPCEA has advocated for adult learners,” said Robert Hansen, CEO, UPCEA. “Once a small minority, adult and non-traditional learners now constitute up to 85 percent of today’s students.” “Our coalition is dedicated to help realign federal policy with this new higher education landscape, advocating for the expansion of access, innovation, and creative solutions.”
“We must invest in adult learners to meet our country’s need for skilled workers.” said Pamela Tate, President and CEO of the Council for Adult and Experiential Learning. “CAEL has been working for over 42 years to realize its vision of meaningful learning, credentials, and work for every adult. This coalition will help advance the adult learner agenda and we are proud to be a part of it.”
“The benefits of a college credential – better job prospects, higher wages, a healthier lifestyle – would remain unattainable for adult learners if not for the work of post-traditional institutions attuned to their unique needs,” said Tina Goodyear, COO, Presidents’ Forum. “The President’s Forum is proud to represent a collaboration of accredited, adult-serving institutions which have embraced innovative online education practices and look forward to working with the coalition to increase the ability of adults around the globe to access a quality post-secondary education.”
“The undeniable shift in education demographics to a student community largely comprised of adult learners demands policies and programs that shift with them,” said Kathleen S. Ives, CEO and executive director of the Online Learning Consortium. “Our coalition has the potential to advocate on behalf of the new majority student in ways more powerful than any of our organizations could advocate individually. We are delighted to join in this important mission.”
Council for Adult and Experiential Learning (CAEL): As a national leader, CAEL works to ensure that every adult has the opportunity for meaningful learning, credentials and employment. CAEL advocates and innovates on behalf of all adult learners, regardless of their socio-economic circumstances, to increase access to education and economic security and to develop and provide effective services and tools. CAEL works to enhance its thought leadership role through research, policy development, convening and direct work with adult learners, postsecondary education institutions, employers and government. Visit http://www.cael.org/ for more information
The Online Learning Consortium (OLC): The Online Learning Consortium (OLC) is the leading professional organization devoted to advancing the quality of online learning worldwide. The member-sustained organization offers an extensive set of resources for professional development and institutional advancement of online learning, including, original research, leading-edge instruction, best-practice publications, community-driven conferences and expert guidance. OLC members include educators, administrators, trainers and other online learning professionals, as well as educational institutions, professional societies and corporate enterprises. Visit https://onlinelearningconsortium.org/ for more information.
The Presidents’ Forum: Established in 2004, The Presidents’ Forum is a collaboration of accredited, national, adult-serving institutions and programs which have embraced the power and potential of online education. The Mission of the Presidents’ Forum is to advance the recognition of innovative practice and excellence in online learning. This is accomplished by providing a venue for leaders in higher education and stakeholders to share their knowledge and learn from others’ best practices. Visit http://www.presidentsforum.org/ for more information.
University Professional and Continuing Education Association (UPCEA) is the association for leaders in professional, continuing, and online education. Founded in 1915, UPCEA now serves most of the leading public and private colleges and universities in North America. UPCEA serves its members and those in the field with innovative conferences and specialty seminars, research and benchmarking information, professional networking opportunities and timely publications. Based in Washington, D.C., UPCEA also builds greater awareness of the vital link between contemporary learners and public policy issues. Visit https://upcea.edu for more information.
For more information on the Coalition, please contact Jordan DiMaggio, [email protected].
With advancements in computing and the Internet, higher education saw a major transformation in the late 1990’s and into the new millennium. With online education, regional boundaries and service areas soon disappeared and institutions of higher education began competing more directly with one another. With greater competition, the degree and higher education experience was quickly changing as power began shifting toward the student-consumer and towards those campuses that built out their online infrastructure and increased their tuition income. We are witnessing a significant redistribution of enrollments and revenue, as institutions are no longer secure in their local monopolies and regional dominance.
As tuition continues to rise along with a growing concern that degree programs may be out of touch with student and employer needs, future students and decision-makers in business and industry are now more willing than ever to try new modes of higher education. The acceleration toward institutional change increased along with changing economies, shifting demographics and new technologies.
Over the past decade, the traditional continuing education unit soon found itself at risk of becoming obsolete and marginalized, shedding names such as “lifelong learning,” “adult education,” or “extended learning,” in favor of schools or units that unify professional, continuing and online education (PCO).
As Millennials move into corporate decision-making roles or to positions of leadership regarding educational standards, it is likely that the portfolio that a PCO unit offers as well as how education is delivered will evolve. The chart below shows that the U.S. has seen a drop in post-secondary enrollment rates despite higher high school graduation rates. This paper reflects some possibilities and scenarios to consider regarding those factors impacting higher education participation and the increasingly vital role of professional, continuing and online higher education.