Major Updates 

  • American Rescue Plan Act Passes – Includes Significant Relief Dollars to Higher Education
    The most recent COVID relief bill, one of America’s largest in terms of dollars spent ($1.9 trillion), and Joe Biden’s first major legislation as President, provided a marked increase in funding to colleges and universities compared to previous bills. While falling short of what organizations like UPCEA and others have said is sufficient, the American Rescue Plan Act included $40B to go directly to institutions of higher education. And as we mentioned in last month’s Policy Matters, this is an increase from the $23 billion included in the December COVID relief bill, and almost triple the $14 billion included in the CARES Act last spring. The American Council on Education (ACE) has put together estimates of how much money each institution may receive from this bill.

    A few changes that came through the Senate’s final amendments, which we did not cover in our unpacking of last month, included a change in how student loan forgiveness is counted by the IRS for taxation purposes; and also a change to the 90/10 rule for proprietary institutions. The tax calculation change is an interesting signal which does not authorize any dollars for student loan forgiveness, but does lay the groundwork for it to occur more smoothly for borrowers. The bill now provides for any forgiveness from the federal government to not be calculated as income on borrowers’ tax returns. This change also signals that there is congressional willingness to provide direct loan forgiveness to borrowers in the future. Another significant change was the elimination of the 90/10 loophole for military benefits. For proprietary institutions, there is a 90% to 10% ratio which governs how much of an institution’s incoming dollars can be from federal sources, requiring that at least 10 percent must come from non-Title IV (federal financial aid) dollars. However, up until the recent change, military connected benefits like those from the GI Bill were not actually counted as part of the 90%. Some believe this created a perverse incentive for for-profit institutions to fill the 10%+ of their funding sources by seeking those with military benefits to meet the requirement. The 90/10 funding calculation change allows for a phased approach over the next two years and will include public comment periods.

  • Department of Education Issues $1B to Fully Forgive Loans for Defrauded Students in Borrower Defense to Repayment Decision
    The US Department of Education has announced that it will provide total relief to students whose institutions were engaged in misconduct. The change will provide 72,000 borrowers $1 billion in loan cancellation. “Borrower Defense to Repayment” is a federal law which allows for cancellation of federal student loans for individuals who have attended for-profit institutions that engaged in misconduct. According to the Department, they have tweaked the former Administration’s more restrictive requirements, which included limited disbursement of relief under the rules, and have made to changes to provide:
    • 100 percent discharge of borrowers’ related federal student loans 
    • Reimbursement of any amounts paid on the loans, where appropriate under the regulations 
    • Requests to credit bureaus to remove any related negative credit reporting 
    • Reinstatement of federal student aid eligibility, if applicable

The announcement only applies to former students who have made Borrower Defense to Repayment claims, and the Department has stated it may respond differently to claims that occur in the future. 

Other News

I’m pleased to share with you some exciting news: UPCEA’s industry-leading events will be back live and in-person in April 2022! Even better, we are combining the Annual Conference and the Summit for Online Leadership and Administration + Roundtable (SOLA+R), hosting both events in Orlando, FL, at Disney’s Coronado Springs April 11-14, 2022. For the first time you will be able to travel just once and attend both events.

Here are a few more details to help you with your 2022 travel plans:

  • Our week at Disney kicks off on Monday with the Summit for Online Leadership and Administration with focused sessions for online professionals

  • By Tuesday afternoon the Annual Conference begins, with sessions highlighting the work being done in professional, continuing, and online (PCO) enterprises

  • Each evening we have great events planned, including an all-conference welcome celebration on the first night of our week together (April 11 – open to all attendees)

  • We’ve secured special group rates at the newly renovated Disney’s Coronado Springs, just $249 (tower rooms) and $219 (non-tower rooms) per night. The special rate will apply for the three days before and after the conference, subject to hotel availability — a perfect opportunity to extend your stay and enjoy Disney World’s 50th Anniversary!

 

Unable to travel? Throughout the coming year and soon after our time together in Orlando, UPCEA will host virtual events showcasing the innovative work being done by professional, continuing, and online units. Most of these events will be complimentary with your membership, while others will have a modest registration fee and economical institutional passes like those offered at our 2020-2021 virtual conferences.

I also encourage you and your team to join us at this fall’s virtual events:

  • October 2021 | UPCEA Regional Conferences | Virtual | Free for members!
  • December 1-3, 2021 | UPCEA Marketing and Enrollment Management Seminar | Virtual

 

Registration and other details for these events will be available soon.

There is an intriguing anthropomorphic trend underway to apply human attributes and attitudes to artificial intelligence-driven chat bots and assorted personal assistant tools.

This is not unique in the history of humans. We tend to assign human attributes and names to tools and conveyances. We all have known over the years individuals who given their automobiles and other devices human names. However, today’s trend is different in significant ways. Most notably, today’s devices can “talk” back; they can respond in intelligent and personalized ways.

Alexa and the Google Assistant apps can address you personally, by responding to queries with your name, acknowledging your preferences while they remind you of your schedule. Both are able to conduct internet searches, control other IoT devices and review your calendar commitments. Of course, a variety of voices can be chosen for your digital companion. Google Assistant can carry on a conversation:

If you ask, “Hey Google, want to chat?” she’ll cheerfully agree, and if you encourage her (“what do you want to talk about?”) she’ll suggest topics of discussion. For example, Google Assistant offered to reveal her secret crush (Jarvis from The Avengers, she told me), and then she asked if I wanted to hear “something weird” (such as the fact that bees have two stomachs). Or you could ask Assistant [if] she wants to do something fun, and she’ll tick off some options.

Alexa has “her” own tricks, such as playing trivia games and performing a litany of tasks when addressed with a simple “good morning” or responding in kind to a whisper:

From a purely practical standpoint, Alexa’s Whisper Mode, which makes Alexa whisper back to you when you whisper to her, is handy for keeping Alexa from waking other household members when you ask her a question in the wee hours. But I’ve found Alexa’s whispered responses to be oddly calming and therapeutic, particularly after reading a bad headline about current events. Sounds kinda weird, right? Perhaps, but it works for me.

Of course, deep learning applications in artificial intelligence go much further than merely preprogrammed responses to commands in predictable ways. Increasingly, AI is utilized for triage in diagnoses of medical conditions — learning new symptoms and associated maladies; reading X-rays; even “knowing” when to call in a specialist to confirm or assess a diagnosis when the algorithm is less certain.

Early on, artificial intelligence brought smart robotics to replace assembly line workers in manufacturing. Now, AI is bringing about radical changes in professions, including the management, medical, accounting and legal fields.

Higher education is not immune to the AI revolution. In this COVID-19 era, chat bots powered by AI have come to the aid of students and others who are in need of information, referrals and help. Utilizing deep learning functions, artificially intelligent bots can learn from questions posed and subsequent answers can be given if such questions arise again. The bot improves with most every new exchange, enhancing the relevancy and accuracy of responses.

Such learning enables the chat bots over time to know just what to say when the human confides personal information or raises ambiguous questions. When the pandemic hit campuses, some chat bots changed their tone to meet the less trivial questions of students:

Beginning in the spring of 2020, students’ relationship with their texting buddies shifted. More began to share concerns above and beyond school — including about the pandemic, racial injustice and the presidential election, Magliozzi said. In turn, said Jill Leafstedt, associate vice provost for innovation and faculty development at Cal State Channel Islands, “our bot took on a different personality.” Ekhobot became an empathetic friend, available at all hours to answer students’ questions, let them vent or cheer them on. It asked students what song was helping them get through the pandemic and used the responses to create a Spotify playlist of “quarantunes.”

Jill Watson, now 5 years old, is the AI teaching assistant created by Georgia Tech professor Ashok Goel. Responding to text-based discussion questions from online students, Jill was often mistaken by students for a human TA. For these past five years, the AI virtual teaching assistant has been “learning,” refining and revising, while spin-offs have been created to facilitate student group work and discussion.

Even further human-AI engagement is advancing through the use of robots. “Eye contact is a key to establishing a connection, and teachers use it often to encourage participation. But can a robot do this too? Can it draw a response simply by making ‘eye’ contact, even with people who are less inclined to speak up? A recent study suggests that it can.”

While text, voice and even a robot’s gaze can elicit human engagement with algorithms, research continues to advance in direct brain computer interfaces. Elon Musk’s Neuralink venture is experimenting with micron-width threads that connect directly into the brain to allow users to control and interact with AI without voice or text. Neuralink plans to enable users, by merely thinking, to engage intelligent devices. Meanwhile, Facebook is developing a wristband that “uses electromyography (EMG) to interpret electrical activity from motor nerves as they send information from the brain to the hand. The company says the device, as yet unnamed, would let you navigate augmented-reality menus by just thinking about moving your finger to scroll.”

How can we best utilize the infinite patience, the ever-enhancing deep learning knowledge bases and the multimode communication facility of intelligent applications to further advance our mission? Adaptive learning is but a first step. With the rapid deployment of these AI technologies, one wonders how different higher education might look in the near future. Will these machine abilities replace important aspects of human-delivered teaching, tutoring, student support, counseling and other roles in a more economical, responsive, reliable and effective way?

Are you monitoring these developments and considering the implications for the next year or two? Is your institution upskilling, reskilling and preparing to lead these changes to welcome our new digital colleagues and friends?

 

This article originally was published in Inside Higher Ed’s Transforming Teaching & Learning blog. 

The Third Digital Learning Pulse Survey, Conducted by Bay View Analytics on Behalf of OLC, WCET, UPCEA, CDLRA and Cengage, Looks at How Higher Education is Changing in the Wake of COVID-19

March 24, 2021—As the pandemic has moved U.S. higher education online, half of faculty (51 percent) are more positive about online learning today than pre-pandemic. Most faculty (71 percent) said their teaching in Fall 2020 was “very different” or included a “number of changes” and almost half (47 percent) expect those changes to remain post-pandemic. The data is from the third edition of the Digital Learning Pulse Survey, an ongoing four-part series to better understand the needs of colleges in the wake of the disruption brought on by COVID-19. The final survey installment will incorporate students’ views of their learning experiences during the pandemic.

The survey of 1,702 faculty and administrators at 967 institutions was conducted by Bay View Analytics on behalf of the Online Learning Consortium (OLC), WCET (the WICHE Cooperative for Educational Technologies), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA) and primary partner and underwriter Cengage, a global education technology company.

Additional survey findings include:

  • Digital materials use has soared: pre- pandemic, only 25 percent of institutions made considerable use of digital materials; today 71 percent report considerable use of digital, with 81 percent expecting digital material use to “remain the same” or “increase” post-pandemic.
  • Online homework and courseware systems use more than doubled: pre-pandemic, only 22 percent of institutions made considerable use of online homework or courseware systems; today 58 percent report considerable use of them, with 74 percent expecting use to “remain the same” or “increase” post pandemic.
  • The majority of faculty are more positive about digital learning materials and online learning: 57 percent of faculty are more positive about digital learning materials today and 51 percent are more positive about online learning than pre-pandemic.
  • Faculty have radically changed teaching techniques since the pandemic, and don’t expect to revert back: 71 percent of faculty said their teaching in Fall 2020 was either “very different” from pre-pandemic methods or included a “number of changes,” and only 8 percent expect to revert back to pre-pandemic practices. Nearly half (47 percent) expect post-pandemic teaching will have a number of changes or look very different than how they taught pre-pandemic.
  • Administrators want more professional development support: Less than a quarter of administrators (24 percent) are happy with the professional development support they are receiving. Meanwhile, more than half of faculty (54 percent) think their institution is providing everything they need for professional development.

 

Download Complete Infographic here: Insight on the Post-Pandemic College Classroom – Digital Learning Pulse Survey

“COVID-19 has radically accelerated the growth of online learning and digital learning tools, as well as put greater pressure on affordability,” said Fernando Bleichmar, Executive Vice President and General Manager for U.S. Higher Education at Cengage. “Quality online learning provides a needed, flexible option for students, but services and support for students and faculty along the way is critical for a successful learning experience. Even under pressure to quickly move to these new models, faculty are finding value in digital learning, and it is encouraging to see many plan to keep new formats in place post-pandemic.”

“The Fall 2020 term showed higher education faculty and administrators to be extremely agile and adaptable as their preparation over the summer allowed them to support a massive transition to online learning,” said Jeff Seaman, lead researcher and director of Bay View Analytics. “The change forced faculty to implement new teaching styles, many of which they intend to continue post-pandemic.”

“Researching the faculty and student experience of COVID-19 is critically important in helping us understand near-term faculty and student support opportunities,” said Angela Gunder, Chief Academic Officer of the Online Learning Consortium. “Study upon study have shown that students prefer blended teaching modalities and the ways they leverage the best of what online and face-to-face courses have to offer. This study indicates that more faculty have become more comfortable with digital technologies, which is exciting because it means they are perhaps perfectly positioned to leverage more blended learning approaches in addition to existing online portfolios as we return to a post-pandemic version of normalcy.”

“It’s clear that leaders in higher ed have taken away key lessons brought on by the pandemic and have a renewed appreciation for the value of online learning,” said Robert Hansen, Chief Executive Officer of UPCEA. “Developing methodologies and processes to institutionalize these lessons into sustainable digital initiatives will benefit students, faculty and the institution immeasurably.”

“The survey results have shown that colleges and universities have reached an inflection point,” said Russ Poulin, Executive Director of WCET. “Not all courses will include digital learning, but the pandemic has led to many more using those tools. Now the challenge is scaling faculty development and student support systems to make best use of the technologies.”

For complete survey results, download the infographic here: www.cengage.com/digital-learning-pulse-survey.

The results of the fourth and final installment of the Digital Learning Pulse Survey series will be released this spring and will incorporate insights from students, faculty and administrators.

 

Methodology

The survey of higher education faculty and administrators to understand institutions’ use of digital materials and views on online learning was conducted between December 3 and December 9 by Bay View Analytics in partnership with four leading online learning organizations and underwritten by Cengage.

 

About Bay View Analytics

Bay View Analytics is a statistical research firm with a focus on survey design, implementation, and analysis. Formerly known as the Babson Survey Research Group, the scope of Bay View Analytics’ consulting engagements includes scientific statistical analyses, clinical trial statistics, and survey designs for a range of topics, with a particular focus on online education. Bay View Analytics has been conducting research and publishing annual reports on the state of online education in U.S. higher education for thirteen years. Visit https://bayviewanalytics.com for more information.

About Cengage

Cengage, an education technology company serving millions of learners in 165 countries, advances the way students learn through quality, digital experiences. We serve the K-12, higher education, professional, library, English language teaching, and workforce training markets worldwide.  We believe that through the power and joy of learning, students can enrich their lives and achieve their dreams – no matter their age, experience, abilities, or environment. Our industry-leading products and services make education more accessible and affordable, including Cengage Unlimited, the first-of-its-kind all-access digital subscription service. Visit us at www.cengage.com or find us on LinkedIn, Facebook or Twitter.

About WCET

WCET – the WICHE Cooperative for Educational Technologies, is the leader in the practice, policy, & advocacy of digital learning in higher education. WCET is a member-driven non-profit which brings together colleges, universities, higher education organizations, and companies to collectively improve the quality and reach of technology-enhanced learning programs. Learn more at https://wcet.wiche.edu/.

About UPCEA

UPCEA is the association for professional, continuing, and online education. Founded in 1915, the association serves its members with innovative conferences and specialty seminars, research and benchmarking information, professional networking opportunities and timely publications. Based in Washington, D.C., UPCEA builds greater awareness of the vital link between adult learners and non-traditional learners and public policy issues. Visit www.upcea.edu.

About CDLRA

The mission of the Canadian Digital Learning Research Association (CDLRA) is to measure the evolution of digital learning at publicly funded post-secondary institutions in Canada and to assess its impact on employment, skills development and digital competencies across the country. Learn more at http://www.cdlra-acrfl.ca/.

About Online Learning Consortium

The Online Learning Consortium (OLC) is a collaborative community of education leaders and innovators, dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner – anyone, anywhere, anytime. OLC inspires innovation and quality through an extensive set of resources, including, best-practice publications, quality benchmarking, leading-edge instruction, community-driven conferences, practitioner-based and empirical research and expert guidance. The growing OLC community includes faculty members, administrators, trainers, instructional designers, and other learning professionals, as well as educational institutions, professional societies and corporate enterprises. Visit http://onlinelearningconsortium.org for more information.

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My world before the pandemic included going to sporting events, and trying my hand at fantasy football and baseball leagues.  These activities fed my inner stats nerd. During the pandemic, however, I found that what I had previously found so important to me and my mental health may not be as essential as I thought.  I realized that I placed greater focus on a routine than I did on relationships. 

 

Unsurprisingly, the arrival of the pandemic saw typically coveted athletic fields and buildings reduce in importance for institutions of higher education.  And the value of professional, continuing and online (PCO) education units began to rise.  When the pandemic initially struck a year ago, colleges and universities leaned heavily on outsource service providers and PCO units to rapidly support their remote instruction needs.  These outsourced service providers included online program management (OPM) companies, instructional design firms, and specialty organizations that provide similar services to many PCO units.  Regardless, the dependency on both during the pandemic is certainly clear.  A quick snap poll of 54 UPCEA member institutions found that 70% of those surveyed said that they were viewed as more valuable or much more valuable.  When asked what the PCO’s greatest challenges for 2021 are, they stated:  financial or budget issues; maintaining student enrollment and engagement; creating flexibility or a “new normal”; creating new programs; and helping students, staff and faculty return to campus.

 

The pandemic has greatly impacted society and the economy, and there’s no turning back.  There is also not a “new normal,” as society continues to define itself.  With the economy and the world changing, things sacred to education will also change, such as the credential, the classroom, tuition costs, and the student.  “Normal” is a standard or an expectation.  That standard was a degree earned in a classroom.  Expectations and standards for higher education cannot be set until society defines them.  As a result, innovation and adaptability will be critical until “normal” is defined.  As the great Wayne Gretzky once said, “I skate to where the puck is going to be, not where it has been.”  The problem for higher education is that no one knows exactly where the puck is going to be.  There are clearly signs directing us to automation and a touchless society.  But for higher education, will learning always happen with a degree and within a classroom?  The answer is likely “no” and “no,” so we may have to skate to a number of different places in a new economy and society.

 

See the full snap poll results here.

The future of higher education is bridging the gap between the expectations of learners and the needs of employers. 

Fewer students started or returned to college last fall — numbers were down half a million below 2019. In understanding those numbers, we should remember that enrollments have dropped each of the past 10 years. Prospective students have been balancing the prospect of launching a career or at least a full-time salary or putting that aside for college benefits such as greater long-term income, campus social life, maturing and finding the right career. It is, as Michael B. Horn and Bob Moesta suggest, “A Not-so-Tidy Narrative.” Nevertheless, as Horn and Moesta point out, “According to the University of California, Los Angeles’s annual survey of freshmen entering four-year colleges and universities, roughly 85 percent say they are going so they can get a job. That is up from roughly two-thirds in the 1970s, although down slightly from its peak in 2012.”

And it is not just freshmen, as nearly 90 percent of those returning to college are seeking to enhance their career prospects and earning power.

While these numbers are not unanimous, they show the vast majority of students are seeking our services to move ahead in their professional lives. The expectation of nine out of 10 of the students in our classes — in return for $100,000, more or less, and going into long-term debt — is to advance and enhance their careers. This is a high-stakes investment for our students.

Employers, on the other side of the college experience, are expecting graduates to be able to hit the road running. “Almost half (43 percent) of employers do not provide on-the-job training. Instead, these employers expect for these graduates to know everything.” Hiring a new employee is also a high-stakes investment in orientation, benefits and socialization of their new staff.

Right in the middle of these two highly invested groups are the colleges and universities. We are adapting to new economic, social and technological environments. In order to meet the desires of our learners and their soon-to-be employers, we need to thoroughly understand the changing environment and constantly adjust our curriculum and learning outcomes to match the needs.

An important driver of change in our society today is the advent of the Fourth Industrial Revolution (4IR). This revolution “is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.” And the impact is fueled by technologies such as artificial intelligence that are changing the workforce. No longer are the effects of AI limited to blue-collar jobs, but increasingly the careers of middle managers, accountants and engineers are impacted. Richard and Daniel Susskind, in Harvard Business Review, project the market for physicians and attorneys will be impacted. These impending changes must be included in our calculus as we develop our curricula to best serve both learners and employers.

We are at the critical pivot point for learners to form career aspirations that are realistic and founded in factual projections. We have a responsibility to make certain that learners understand the market projections from the U.S. Department of Labor Statistics and other credible sources so that they can make informed decisions about their future career paths.

At that pivot point between learners and employers, we are well served by bringing the two groups together to build understanding and connections. An effective strategy can be to create a panel of top industry and HR leaders who will not only provide input into our curriculum decisions, but also provide occasional forums in which students can probe the preferred credentials, competencies and qualities that are in high demand in their field.

As institutions, we need to closely track the changing aspirations of our entering students as well as the realities and forecasts of employers. This is not a once-every-year-or-two event. Rather, it is an ongoing process of knowing our students before they arrive while monitoring the industries and enterprises for which we are preparing the students. It is irresponsible to prepare students for jobs of the past — ones that are fading and disappearing in the rearview mirror of technologies and trends.

Prior to graduation or certificate completion, we also have a responsibility to prepare our learners with tools and networks to track and forecast the future changing environment of their career field. The advent of smart technologies and evolving nature of demand for products and services combine to make for rapid shifts in the need for expertise and specializations. Our graduates must be able to track these changes for the sake of their own employment and advancement security.

Is your college or university making the close connections with both students and employers that will best serve their needs? Are you partners with both groups in building a success and fulfilling future?

 

This article was originally published on Inside Higher Ed’s Transforming Teaching + Learning blog.

7 Individuals Receive Association’s Highest Honors

 

WASHINGTON, March 2, 2021 – UPCEA, the leader in professional, continuing, and online education, has announced the recipients of the 2021 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 virtual 2021 UPCEA Annual Conference, April 7-9.

 

“To align with numerous changes across the higher education landscape, the 2021 Association Awards are different than in prior years,” said Mary Angela Baker, Chair, UPCEA Association Awards Committee. “This year’s awards program was simplified to recognize a narrower set of categories, representing areas of broadest engagement and particularly acute activity in this unprecedented time. We congratulate and recognize each of this year’s recipients for the myriad ways they continue to serve today’s learners and the professional, continuing, and online education field.”

 

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: Christina Sax, Maryland University of Integrative Health

 

Walton S. Bittner Service Citation for Outstanding Service in UPCEA is given to express appreciation to a member for outstanding service in professional, continuing, and/or online education at his/her institution, and service of major significance to UPCEA.

Recipient: Lisa Verma, Louisiana State University Online & Continuing Education

 

Adelle F. Robertson Emerging Professional Continuing 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: Katie Linder, Kansas State University Global Campus

 

UPCEA Leadership in Diversity and Inclusive Excellence Award recognizes an individual or a program that represents best practices and demonstrates positive impact in promoting cultural shift in the organization that promotes diversity and inclusive excellence.

Recipient: Bhaskar Pant, MIT Professional Education

 

Phillip E. Frandson Award for Literature recognizes the author and publisher of an outstanding work of continuing higher education literature.

Recipient: Long-Life Learning: Preparing for Jobs that Don’t Even Exist Yet, Michelle R. Weise, Strada Education Network, Inc.

 

UPCEA Excellence In Teaching Award is presented to individuals who have provided outstanding teaching, course development, mentoring of students, and service to continuing education.

Recipient: Athena Owen Nagel, Mississippi State University

 

UPCEA Outstanding Professional, Continuing, And/Or Online Education Student Award: Credit recognizes outstanding student achievement in professional and continuing education.

Recipient: Javier Cuadras, University of Pennsylvania College of Liberal and Professional Studies

 

# # #

 

About UPCEA

UPCEA is the leading association for professional, continuing, and online education. Founded in 1915, UPCEA now serves the leading public and private colleges and universities in North America. The association supports its members with innovative conferences and specialty seminars, research and benchmarking information, professional networking opportunities and timely publications. Based in Washington, D.C., UPCEA builds greater awareness of the vital link between adult learners and public policy issues. Learn more at upcea.edu.

 

CONTACT:

Molly Nelson, UPCEA Vice President of Communications and Marketing, [email protected]