Leaders in Online and Professional Continuing Education

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  • Contains 43 Component(s), Includes Credits

    Course begins 04/01/2024 I Capacity: 25 participants

    Faculty Member

    Carmin Chan, Vice Provost, Northern Arizona University Online

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    What are the processes for identifying opportunities, developing evidence, determining goals, defining key milestones, establishing accountability, and measuring outcomes? How do you engage others in these processes? This course explores how strategy combines analysis and action.  Learning, planning, implementing, and reassessing permeate all levels of professional, continuing, and online education -- more so perhaps than in any other area of higher education. 

    Topics Covered

    • Approaches to planning and innovation 
    • The impact of shared governance on decision-making
    • Moving strategically toward the future
    • The impact of data on decision-making 
    • Evaluating Success 

    Learning Objectives

    • Recognize the impact of strategy, leadership, and implementation on an institution.
    • Develop strategies that reflect effective approaches to internal and external constituents in the approach of a problem or innovation.
    • Develop strategies for maintaining the role of being a learner in strategy for the future.
    • Evaluate strategies for change and innovation.

    Who should take this course? 

    This four week course is designed for both those who are new to online and professional education as well as those who have significant experience (3-5 years and beyond) who want to learn more about strategic planning, innovation, and decision-making. Over this four week course, participants will outline a problem they are facing and develop a change template that they can immediately apply to the challenges they are facing day to day. 

    Format and Schedule

    This is a four week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one hour live class meeting via Zoom. Attendance in the live class is strongly encouraged. Schedule for live meetings will be shared soon. 


    See what past participants have said about this course

    "This course is an exceptional resource for developing the skills you need to plan and implement a project or initiative within your organization. The step-by-step process and feedback are motivating and will help you develop a template and process to use at any point in your PCOE journey." 

    -Allison Shaw, Research Analyst Sacramento State University 


    "The class delivers completely on its objectives."


    "Vickie's feedback was insightful, engaging, and challenging. She has an incredible personality and I loved learning from her and hearing how she engaged everyone in live sessions and in course feedback. An exception leader in PCO and a wonderful instructor for this course."


    "I truly enjoyed this course as well as the assistance and confidence it provided me in creating the policy and procedure manual for my department."


    "I would highly recommend this course to ALL campus leaders, even if not necessarily engaged with PCO education."


    "The readings and activities were excellent and extremely relevant to the work I am doing."


    "Dr. Cook was great. She made sure every voice was heard and kept the discussion lively."


    "Vickie was great and I learned a lot from her. I would love to take a leadership course from her. I appreciated how she was able to engage us during our live session."


    "Vickie was super - very knowledgeable, very responsive to questions, provided clear and useful feedback on assignments, and did a good job facilitating the live sessions."

  • Contains 42 Component(s), Includes Credits

    Course begins 01/09/2023 I Capacity: 25 participants

    Faculty Member

    Dr. Vickie Cook

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    What are the processes for identifying opportunities, developing evidence, determining goals, defining key milestones, establishing accountability, and measuring outcomes? How do you engage others in these processes? This course explores how strategy combines analysis and action.  Learning, planning, implementing, and reassessing permeate all levels of professional, continuing, and online education -- more so perhaps than in any other area of higher education. 

    Topics Covered

    • Approaches to planning and innovation 
    • The impact of shared governance on decision-making
    • Moving strategically toward the future
    • The impact of data on decision-making 
    • Evaluating Success 

    Learning Objectives

    • Recognize the impact of strategy, leadership, and implementation on an institution.
    • Develop strategies that reflect effective approaches to internal and external constituents in the approach of a problem or innovation.
    • Develop strategies for maintaining the role of being a learner in strategy for the future.
    • Evaluate strategies for change and innovation.

    Who should take this course? 

    This four week course is designed for both the new PCO professional as well as those who have significant experience (3-5 years and beyond) who want to learn more about strategic planning, innovation, and decision-making. Over this four week course, participants will outline a problem they are facing and develop a change template that they can immediately apply to the challenges they are facing day to day. 

    Format and Schedule

    This is a four week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one hour live class meeting via Zoom. Attendance in the live class is strongly encouraged. The class will met on the following schedule: 

    • January 11 4:00 p.m. CT
    • January 18 4:00 p.m. CT
    • January 25 4:00 p.m. CT
    • February 1 4:00 p.m. CT

    Vickie Cook

    Associate Vice Chancellor, Online, Professional, and Engaged Learning

    University of Illinois Springfield

    Vickie Cook, Ph.D., is Vice Chancellor for Enrollment and Retention Management the University of Illinois Springfield. Previously, Cook served as Associate Vice President of Innovation and Technology, and Dean of the School of Education and Director of Online Learning at Greenville University. Cook has published more than 40 journal articles and book chapters in a variety of national educational publications, and serves as a peer reviewer for six of the top journals in the field of Online Learning and Education. She holds a Ph.D. in Higher Education Administration and an M.A. in Adult Education from Capella University, and completed her B.A. at Western Illinois University.

    See what past participants have said about this course

    "This course is an exceptional resource for developing the skills you need to plan and implement a project or initiative within your organization. The step-by-step process and feedback are motivating and will help you develop a template and process to use at any point in your PCOE journey." 

    -Allison Shaw, Research Analyst Sacramento State University 


    "The class delivers completely on its objectives."


    "Vickie's feedback was insightful, engaging, and challenging. She has an incredible personality and I loved learning from her and hearing how she engaged everyone in live sessions and in course feedback. An exception leader in PCO and a wonderful instructor for this course."


    "I truly enjoyed this course as well as the assistance and confidence it provided me in creating the policy and procedure manual for my department."


    "I would highly recommend this course to ALL campus leaders, even if not necessarily engaged with PCO education."


    "The readings and activities were excellent and extremely relevant to the work I am doing."


    "Dr. Cook was great. She made sure every voice was heard and kept the discussion lively."


    "Vickie was great and I learned a lot from her. I would love to take a leadership course from her. I appreciated how she was able to engage us during our live session."


    "Vickie was super - very knowledgeable, very responsive to questions, provided clear and useful feedback on assignments, and did a good job facilitating the live sessions."

  • Contains 43 Component(s), Includes Credits

    Course begins 09/25/2023 I Capacity: 25 participants

    Faculty Member

    Dr. Vickie Cook

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    What are the processes for identifying opportunities, developing evidence, determining goals, defining key milestones, establishing accountability, and measuring outcomes? How do you engage others in these processes? This course explores how strategy combines analysis and action.  Learning, planning, implementing, and reassessing permeate all levels of professional, continuing, and online education -- more so perhaps than in any other area of higher education. 

    Topics Covered

    • Approaches to planning and innovation 
    • The impact of shared governance on decision-making
    • Moving strategically toward the future
    • The impact of data on decision-making 
    • Evaluating Success 

    Learning Objectives

    • Recognize the impact of strategy, leadership, and implementation on an institution.
    • Develop strategies that reflect effective approaches to internal and external constituents in the approach of a problem or innovation.
    • Develop strategies for maintaining the role of being a learner in strategy for the future.
    • Evaluate strategies for change and innovation.

    Who should take this course? 

    This four week course is designed for both the new PCO professional as well as those who have significant experience (3-5 years and beyond) who want to learn more about strategic planning, innovation, and decision-making. Over this four week course, participants will outline a problem they are facing and develop a change template that they can immediately apply to the challenges they are facing day to day. 

    Format and Schedule

    This is a four week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one hour live class meeting via Zoom. Attendance in the live class is strongly encouraged. Schedule for live meetings will be: 

    • Wednesday 9/27 at 4:30 PM ET 
    • Wednesday 10/4 at 4:30 PM ET 
    • Wednesday 10/11 at 4:30 PM ET 
    • Wednesday 10/18 at 4:30 PM ET 
    • Wednesday 10/25 at 4:30 PM ET 


    Vickie Cook

    Associate Vice Chancellor, Online, Professional, and Engaged Learning

    University of Illinois Springfield

    Vickie Cook, Ph.D., is Vice Chancellor for Enrollment and Retention Management the University of Illinois Springfield. Previously, Cook served as Associate Vice President of Innovation and Technology, and Dean of the School of Education and Director of Online Learning at Greenville University. Cook has published more than 40 journal articles and book chapters in a variety of national educational publications, and serves as a peer reviewer for six of the top journals in the field of Online Learning and Education. She holds a Ph.D. in Higher Education Administration and an M.A. in Adult Education from Capella University, and completed her B.A. at Western Illinois University.

    See what past participants have said about this course

    "This course is an exceptional resource for developing the skills you need to plan and implement a project or initiative within your organization. The step-by-step process and feedback are motivating and will help you develop a template and process to use at any point in your PCOE journey." 

    -Allison Shaw, Research Analyst Sacramento State University 


    "The class delivers completely on its objectives."


    "Vickie's feedback was insightful, engaging, and challenging. She has an incredible personality and I loved learning from her and hearing how she engaged everyone in live sessions and in course feedback. An exception leader in PCO and a wonderful instructor for this course."


    "I truly enjoyed this course as well as the assistance and confidence it provided me in creating the policy and procedure manual for my department."


    "I would highly recommend this course to ALL campus leaders, even if not necessarily engaged with PCO education."


    "The readings and activities were excellent and extremely relevant to the work I am doing."


    "Dr. Cook was great. She made sure every voice was heard and kept the discussion lively."


    "Vickie was great and I learned a lot from her. I would love to take a leadership course from her. I appreciated how she was able to engage us during our live session."


    "Vickie was super - very knowledgeable, very responsive to questions, provided clear and useful feedback on assignments, and did a good job facilitating the live sessions."

  • Contains 37 Component(s), Includes Credits

    Course Start Date: 06/24/2024 I Course Capacity: 25

    Faculty Member 

    Angie Kamath, Dean at NYU School of Professional Studies

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description: 

    This course will explore pragmatic approaches to the opportunities and considerations for online and professional continuing education units in developing and implementing programming, specifically focused on meeting the diversity, equity and inclusion goals of their institutions and communities. We will take a comparative and national perspective on underserved populations and ways their higher education needs can be addressed. Higher education institutions play a critical role at the nexus of career exploration, upskilling, apprenticeship, and credentialing needs of communities through online and professional continuing education. We will examine the role that online and professional continuing education units and their faculty and staff play in creating initiatives  that serve a double bottom line. Students will share their unique perspectives and learn from one another on  program design, marketing, content strategy, and partner engagement. 

    Topics Covered

    • Determining key priorities and metrics to align equity and inclusion goals of the academic institution with online and professional continuing education strategy
    • Maximizing community and stakeholder engagement in planning and identifying opportunities
    • Developing research strategies on target market and potential student demographics
    • Balancing revenue pressures with mission
    • Communicating successes thoughtfully and inclusively 

     Learning Objectives

    • Assess social/community perspectives important and unique to learners’ institutions  
    • Assess, develop, and build programs responsive to underrepresented groups and their education/training needs
    • Develop plans for student outreach and educational experiences sensitive to costs, scheduling flexibility, and accessibility
    • Identify implementation strategies for online and professional continuing education units for managing a diverse classroom, student orientation and advising, communications, fundraising, and partnerships.

    Who should take this course? 

    This course is designed for early-to-mid career higher education administrators, particularly those in professional, continuing, and online education units who seek a deeper understanding of  the responsibilities and opportunities to diversify an online and professional continuing education enterprise and programs for students of all ages. 

    Format and Schedule

    This is a five-week course consisting of approximately five hours of weekly coursework made up of readings, asynchronous activities, and a weekly one hour live class meeting via Zoom. Meeting times will be shared soon. 

  • Contains 41 Component(s), Includes Credits Includes Multiple Live Events. The next is on 05/22/2024 at 3:00 PM (EDT)

    Course Begins 05/13/2024 I Capacity: 25 participants

    Faculty Member

    Michael Jones 

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    How do those in online and professional continuing education analyze opportunities, project revenue and expenses, identify prudent ways to manage resources, monitor cash flow, and mitigate financial disaster? How do you measure success and respond to failure, reallocate resources, and determine new investment opportunities? Those in online and professional continuing education often operate as a stand-alone business by relying on revenue to support operating costs, and depending on forecasting, cash flow, and agile pivoting to new strategies.

    Topics Covered

    • Resource Allocation and Budgeting Basics
    • Forecasting 
    • Creating a Program Business Plan 
    • Evaluating Partnerships 

    Learning Objectives

    • Differentiate between resource allocation and resource generation budgeting and analyze the implications for online and professional continuing education organizations
    • Create a course budget and financial statement
    • Create alternative future scenarios
    • Understand and evaluate opportunity costs
    • Distinguish between development and delivery costs and understand amortization
    • Articulate the value proposition of both partners of the partnership
    • Anticipate and mitigate the common barriers in forming partnerships

    Who should take this course? 

    This course is designed for learners at various professional levels, particularly those who have some experience in online and professional continuing education education administration who seek to learn more about financial forecasting and creating budgets at the course, program, and departmental level. 

    Format and Schedule

    This is a five week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one-hour live class meeting on Wednesdays at 3:00 PM ET via Zoom beginning May 15.

    Michael Jones

    Director of Finance and Operations at the Center for Excellence in Teaching and Learning

    University of Connecticut

    I serve as the Director of Finance and Operations at the Center for Excellence in Teaching and Learning (CETL) at the University of Connecticut.  In this role, I support the Associate Vice Provost for CETL by providing financial, HR and strategic/operational guidance for all units within our portfolio.  I also serve as the business liaison with university central administration and academic departments.  I have worked in higher education for the last 10 years, and I have been in my current role for the last five years.  Prior to the University of Connecticut, I worked in several different leadership positions at the University of Maryland, College Park.  As someone who was a non-traditional student myself, I am committed to advocating for and working toward advancing opportunities for non-traditional students.

    See what past participants have said about this course 

    "I greatly appreciate all the resources you provided in our course: the readings, lectures, and discussion prompts were excellent."


    "Dr. Matkin was welcoming to all participants. He was intentional about using our names and making connections between what we had each written or said the prior week with our contributions this week. Most importantly, he met each of us "where we are," whether a PCO leader who is very comfortable with budgets or a leader who is new to the financial aspects of their role. I appreciated the respect he demonstrated to each of us by doing so."


    "The examples of budgets and program planning were so beneficial to me. The readings for course budgeting were insightful and helpful too!"


    "Overall, this course was exceptionally run and the material was relevant to the struggles we're facing right now. I speak for my colleagues in saying that we enjoyed this course so much, we are sending 3 additional people to the course."


    "Gary is so knowledgeable about this field and provided valuable practical tools and templates. The course was focused, with clear learning objectives and assignments that aligned to those objectives."


    "I have been asking for this the contents of this very course for 5 years and couldn't find anything remotely relevant. Thank you for this! His book is now my bible."


    "Gary was incredibly knowledgeable and could address every facet of developing a PCO."


    "I will be sending my program leads to this class next time around in February."


    "I thought the content was very good. I learned some new things and validated my thinking on others."


    "A wealth of knowledge. His book is a great tool to keep. Resources provided were top notch. Answered all questions."

  • Contains 75 Component(s), Includes Credits

    Course Begins 09/25/2023 I Capacity: 25 participants

    Faculty Member

    Dr. Gary Matkin

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    How do those in professional, continuing, and online education analyze opportunities, project revenue and expenses, identify prudent ways to manage resources, monitor cash flow, and mitigate financial disaster? How do you measure success and respond to failure, reallocate resources, and determine new investment opportunities? Those in PCO often operate as a stand-alone business by relying on revenue to support operating costs, and depending on forecasting, cash flow, and agile pivoting to new strategies.

    Topics Covered

    • Resource Allocation and Budgeting Basics
    • Forecasting 
    • Creating a Program Business Plan 
    • Evaluating Partnerships 

    Learning Objectives

    • Differentiate between resource allocation and resource generation budgeting and analyze the implications for CE organizations
    • Create a course budget and financial statement
    • Create alternative future scenarios
    • Understand and evaluate opportunity costs
    • Distinguish between development and delivery costs and understand amortization
    • Articulate the value proposition of both partners of the partnership
    • Anticipate and mitigate the common barriers in forming partnerships

    Who should take this course? 

    This course is designed for learners at various professional levels, particularly those who have some experience in PCO education administration who seek to learn more about financial forecasting and creating budgets at the course, program, and departmental level. 

    Format and Schedule

    This is a four week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one hour live class meeting via Zoom. The schedule for the weekly meetings will be: 

    • Wednesday 9/27 at 2:30 PM ET 
    • Wednesday 10/4 at 2:30 PM ET 
    • Wednesday 10/11 at 2:30 PM ET 
    • Wednesday 10/18 at 2:30 PM ET 
    • Wednesday 10/25 at 2:30 PM ET 

    Gary Matkin (Moderator)

    Dean Emeritus, Continuing Education at University of California Irvine; Course Developer and Faculty Member

    Gary Matkin, Ph.D., is Dean Emeritus, Continuing Education at the University of California, Irvine. Matkin directs the activities of the Division of Continuing Education that, with a self-supporting annual budget of $40 million, offers over 3,100 continuing education courses per year, serving approximately 40,000 students. As Vice Provost, Matkin is responsible for coordinating career services across the UCI campus, including the direct supervision of the Division of Career Pathways, whose services are available to over 35,000 UCI undergraduate and graduate students, in addition to alumni and local employers. Previously, Matkin served as Associate Dean for Continuing Education at the University of California, Berkeley. He holds a doctorate in Education and an M.B.A. from the University of California, Berkeley, and a B.S. from the University of San Francisco, and is a Certified Public Accountant.


    See what past participants have said about this course 

    "I greatly appreciate all the resources you provided in our course: the readings, lectures, and discussion prompts were excellent."


    "Dr. Matkin was welcoming to all participants. He was intentional about using our names and making connections between what we had each written or said the prior week with our contributions this week. Most importantly, he met each of us "where we are," whether a PCO leader who is very comfortable with budgets or a leader who is new to the financial aspects of their role. I appreciated the respect he demonstrated to each of us by doing so."


    "The examples of budgets and program planning were so beneficial to me. The readings for course budgeting were insightful and helpful too!"


    "Overall, this course was exceptionally run and the material was relevant to the struggles we're facing right now. I speak for my colleagues in saying that we enjoyed this course so much, we are sending 3 additional people to the course."


    "Gary is so knowledgeable about this field and provided valuable practical tools and templates. The course was focused, with clear learning objectives and assignments that aligned to those objectives."


    "I have been asking for this the contents of this very course for 5 years and couldn't find anything remotely relevant. Thank you for this! His book is now my bible."


    "Gary was incredibly knowledgeable and could address every facet of developing a PCO."


    "I will be sending my program leads to this class next time around in February."


    "I thought the content was very good. I learned some new things and validated my thinking on others."


    "A wealth of knowledge. His book is a great tool to keep. Resources provided were top notch. Answered all questions."

  • Contains 34 Component(s)

    Course Start: 04/01/2024 I Course Capacity: 25

    Faculty Member 

    Stephanie Platteter, Executive Director of Marketing and Enrollment Management, University of Minnesota College of Continuing & Professional Studies 

    Cost 

    UPCEA Members: $459

    Non-Members: $599

    Course Description

    Enrollment management begins when a prospective student inquires and continues to when they are successfully enrolled. It includes all that we do, or should do, as institutions to help prospective students along this journey and to achieve our enrollment goals. This course reviews the steps in the student enrollment journey and analyzes the important activities necessary at each stage including responding to inquiries, admitting new students, staying in touch before the program begins, and onboarding new students to help them anticipate and adjust to their new program. This course will delve into the professional opportunity and responsibility we have to generate new enrollments for our institutions including building the human and technology infrastructure to support the student journey; communication strategies; and the measurement, oversight, and accountability necessary to ensure a seamless and successful process. We will examine enrollment management in both credit-bearing and noncredit programs and across the spectrum of online and continuing professional education strategies, structures, and practices.

    *This course picks up the enrollment management process after initial inquiry.

    Course Objectives

    • Identifies, recruits, and retains students in online and professional continuing education programs
      • Students will understand the stages of the enrollment funnel 
    • Engages in evidence-based decision-making which often requires collaboration and consensus building
      • Students can identify key enrollment metrics, understand how to interpret them, and consider strategies to address them
    • Possesses functional and operational knowledge of information management and digital technology in the support of the online and professional continuing ed enterprise
      • Students will understand the role of technology in managing the funnel and the various systems employed in the process.
    • Manages overall operational resources (people, space, and money) for the purposes of achieving optimal organizational performance
      • Students will have an understanding the roles related to enrollment management and of the pros and cons of various organizational models and resource options

  • Contains 34 Component(s), Includes Credits Includes Multiple Live Events. The next is on 05/21/2024 at 2:00 PM (EDT)

    Course Begins 05/13/2024

    Faculty Member

    Dr. Amy Heitzman

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    What are the various ways universities organize and empower their units for online and professional continuing education?  What are some unique features and approaches within these entities, particularly in how they address the educational needs of adult learners? This course provides a broad understanding of the variety of roles and models for online and professional continuing education across the academic landscape -- and the issues and opportunities they face. This course also looks at internal organizational structures, skill sets, and staffing, and discusses professionalism and the role that UPCEA plays in networking and educating those in this domain.

    Topics Covered

    • Benefits and challenges of various online and professional continuing education models
    • The history of continuing education  
    • Analyzing online education at your institution
    • Federal regulations and accreditation 

    Learning Objectives

    • Differentiate between different structures and reporting homes for units of professional and continuing education.
    • Identify and discuss the benefits and challenges of various models.
    • Reflect on the history of continuing education.
    • Identify key considerations for developing new programs.
    • Identify internal and external regulators in higher education.
    • Recognize the direct causal connections between federal regulations, accreditation, and institutional culture.

    Who should take this course?

    This course is designed for new and mid-career higher education professionals who seek a deeper understanding of the history of online and professional continuing education and it's place within the higher education landscape. 

    Format and Schedule

    This is a five-week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one-hour live class meeting via Zoom, Tuesdays at 2:00 PM ET. 

    Amy Heitzman

    Deputy Chief Executive Officer & Chief Learning Officer

    UPCEA

    With degrees in art history from the University of Michigan and the University of Chicago, Amy began her career in museum education, developing programs and training museum educators at various university art museums, as well as the Art Institute of Chicago and the Dallas Museum of Art. In 2002, after having served as Education Director for the Meadows Museum on the campus of Southern Methodist University, her interest in adult learners led her to the directorship of SMU’s Continuing Education unit.

    Over the course of the next decade, she expanded the unit’s reach into the community and on campus, transforming the role of Continuing Education at SMU into one of broad, inter-disciplinary collaboration. As Executive Director of Continuing and Professional Education, Amy directed a new strategic vision for the unit, effectively doubling the number of programs offered and students served, increasing the university’s capacity to more deeply engage with its community. While at SMU, Amy served in various leadership roles including board membership in the SMU Staff Association and the Hegi Family Career Center and as an appointed member of the Presidential Council for Community Engagement and the Faculty and Staff Committee of the Second Century Capital Campaign.

    It was during her time at SMU that she earned graduate certificates in marketing and nonprofit leadership, as well as the M.Ed. Amy earned her doctorate in Higher Education Administration at The University of Texas at Austin in 2014, and her dissertation focused on female student veterans in higher education. Her current research agenda is broad and involves examinations of nontraditional learners, the experiences of student veterans—particularly those of female student veterans, as well as comparative studies of international higher education systems.

    Prior to joining the UPCEA staff, Amy was deeply engaged as a volunteer leader for the organization, having served as Chair of the South Region, Vice-Chair of the Leadership and Management Commission, a member of the Board of Directors, and as Chair of the national Membership Committee and Regional Cabinet.

    Amy lives in Rockville, Maryland, with her husband, Brandt, and their two children.

    See what past participants have said about this course: 


    "This class should be required for any person entering the PCO division for the first time. I wish I had taken this class five years ago when I first started working in this sector."


    "The value of the connections, information sharing and perspectives of peers has been invaluable."


    "This course was incredibly helpful in leading me through the history of PCO and how that looks at my institution and gave me some incredible insight into some of the ways I could be working toward positioning myself for a leadership role."


    "Great experience and perspectives on topics we are all dealing with. I really enjoyed his interviews with other Dean's that we watched early on in the course."


    "I very much enjoyed the conversations among so many great colleagues sharing their experiences. This is very helpful to me knowing what others are doing, brainstorming with them, and sharing experiences, both good and bad, and how we can improve those that didn't work for us. Thank you so much for letting me be part of this wonderful educational experience!"


    "The course provided a solid overview of the PCO field. The best part of the course content was the set of interviews with current and former leaders of PCO units. The interviewees were engaging, thoughtful, refreshingly candid, and, in the case of Dr. Wingard, inspiring. I was pleased to see that there was some diversity in both the interviewees and the organizational structures and universities they represented."


    "The Dean at my institution asked me my opinion about the courses. I spoke highly of the curriculum and instructors. He said he wished more of my colleagues would give them a try."


    "The content was excellent. I especially liked how each module focused on a different aspect, bringing together understanding the adult learner from a variety of aspects such as motivations, marketing, and content."


    "I appreciated the discussion board more than I thought I would. It was great to hear other people's experience and view points of how the topic applied at their institution. I learned a lot from others in this course."


    "The overall topics covered and cadence of the course was great. I know there is a lot but I enjoyed how we touched on everything and the rich resources were available to dive deeper."


  • Contains 40 Component(s), Includes Credits

    Course Start Date: 11/06/2023 I Course Capacity: 25

    Faculty Member 

    Angie Kamath, Dean at NYU School of Professional Studies

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description: 

    This course will explore pragmatic approaches to the opportunities and considerations for PCO units in developing and implementing programming, specifically focused on meeting the diversity, equity and inclusion goals of their institutions and communities. We will take a comparative and national perspective on underserved populations and ways their higher education needs can be addressed. Higher education institutions play a critical role at the nexus of career exploration, upskilling, apprenticeship, and credentialing needs of communities through professional, continuing, and online education. We will examine the role that PCO units and their faculty and staff play in creating initiatives  that serve a double bottom line. Students will share their unique perspectives and learn from one another on  program design, marketing, content strategy, and partner engagement. 

    Topics Covered

    • Determining key priorities and metrics to align equity and inclusion goals of the academic institution with PCO strategy
    • Maximizing community and stakeholder engagement in planning and identifying opportunities
    • Developing research strategies on target market and potential student demographics
    • Balancing revenue pressures with mission
    • Communicating successes thoughtfully and inclusively 

     Learning Objectives

    • Assess social/community perspectives important and unique to learners’ institutions  
    • Assess, develop, and build programs responsive to underrepresented groups and their education/training needs
    • Develop plans for student outreach and educational experiences sensitive to costs, scheduling flexibility, and accessibility
    • Identify implementation strategies for PCO units for managing a diverse classroom, student orientation and advising, communications, fundraising, and partnerships.

    Who should take this course? 

    This course is designed for early-to-mid career higher education administrators, particularly those in professional, continuing, and online education units who seek a deeper understanding of  the responsibilities and opportunities to diversify a PCO enterprise and programs for students of all ages. 

    Format and Schedule

    This is a four week course consisting of approximately five hours of weekly coursework made up of readings, asynchronous activities, and a weekly one hour live class meeting via Zoom. Meetings will be on Wednesday afternoons from 2:00-3:00 ET. The first meeting will be Wednesday November 8, 2023 at 2:00PM ET. 

    Angie Kamath

    Dean - NYU School of Professional Studies

    NYU School of Professional Studies Dean Angie Kamath has had a distinguished career in government and higher education. Amplified by her deep expertise in partnering with industries on skills-based education and workforce development, Kamath is a champion for fostering equal opportunities through higher education and workforce programs that provide immediately applicable skills in hospitality, real estate, and functional business leadership, among other growing and emerging fields.

    Kamath is an expert on workforce development and skills-based training, providing foresight with grounded research expertise in the future of work. Passionate about developing programs with industry leaders, she has created partnerships with national and local organizations to advance access to education.

    While in her role as dean at the nation’s largest urban public university, City University of New York (CUNY), Kamath was responsible for continuing education and workforce development programs. In addition, she oversaw grant-funded opportunities that sought to improve the skills, career prospects, and outcomes of targeted industries such as IT, finance, healthcare, and municipal government. Kamath also led several workforce development and training programs that addressed the future of work in New York City and beyond.

    Before her role at CUNY, Kamath served as an executive vice president and executive director at Per Scholas, a national IT job training nonprofit in South Bronx. There, she was responsible for launching the social enterprise team, which was tasked with generating fee-for-service revenues. In addition, she oversaw the New York training operation that trained and placed over 500 individuals each year in middle-skills jobs in the IT field. 

    Prior to Per Scholas, Kamath worked as deputy commissioner at the NYC Department of Small Business Services for seven years, overseeing adult workforce programs that served more than 100,000 New Yorkers each year during the Bloomberg administration. 

    Kamath holds a BS in Business Management from Cornell University and an MPP from the Harvard Kennedy School.

  • Contains 54 Component(s), Includes Credits Includes Multiple Live Events. The next is on 05/22/2024 at 1:00 PM (EDT)

    Course Starts 05/13/2024 I Capacity: 25 Participants

    Faculty Member

    Julie Uranis, Ph.D.

    Cost

    Members: $459.00

    Non-Members: $599.00

    Description

    Possessing a solid understanding of the program planning process is critical for an online and continuing education professional, particularly for those involved in the development, design, and delivery of opportunities for diverse learners. 

    Program planning is exciting, complicated, and dependent on the contexts and variables that exist at an institution. This course provides essential background on the process of program planning, good sources of information to guide essential elements in the process, and perspectives online and professional continuing education professionals should consider when planning programs. 

    As a learning community, participants will have an opportunity to explore program planning, collaborate and share perspectives, and will be encouraged to create a non-mandatory program plan of their own with the goal of developing a better sense of the considerations necessary to build a successful and sustainable program.

    Because a program can be any learning experience we create intentionally for a specific target population, participants can apply the information in this course to short (non-credit) programs, such as a one hour lecture, or lengthier (degree) programs regardless of the credential received by learners. This course explores the consistent attributes needed for all programs: the existence of learning outcomes/impact on learners as well as the ability to assess and evaluate the programs offered by a unit. Because program planning is the act of developing ideas, working through the logistics of a program, and a systematic means of determining the initial viability of a program, this course can provide insights in all areas of an enterprise.

    Topics Covered

    • Internal and external resources necessary to develop programs
    • Key stakeholders in the program planning process
    • Operational and curricular components to online and continuing professional education programs
    • The centrality of the learner and learner needs in the design of programs

    Learning Objectives

    • Achieve an understanding of how programs are planned, executed, and evaluated relevant to the online and continuing education enterprise and initiatives
      • Assessing, managing, and advocating for resources
      • Collaborating with internal and external partners
      • Assessing and evaluating performance
    • Become familiar with curriculum design, sourcing, and revisions inclusive of learning strategies and theories delivering instruction and supporting programmatic outcomes and objectives for programs
      • Designing curriculum and credentials
      • Detailing operational components of programs
    • Become more socially perceptive and ready to facilitate diverse, inclusive, and culturally sensitive working and learning environments
      • Identifying program ideas and responding to the needs of learners

    Who should take this course? 

    This five-week course is designed for both the new online and continuing education professional as well as those who have significant experience (3-5 years and beyond) planning credit and non-credit learning experiences. New professionals will have an opportunity to explore the multifaceted process and hone in one the skills and knowledge they need immediately to be more effective in their roles. More seasoned professionals will be challenged to review their program planning approach and determine if they can refine or be more inclusive of different components covered in the course. 

    Format and Schedule

    This is a five-week course consisting of about five hours of weekly course work made up of readings, asynchronous activities, and a weekly one-hour live class meeting via Zoom, Wednesdays at 1:00 PM ET.

     


    See what past participants have said about this course: 


    "I would recommend this course to my fellow directors/deans for their teams. I will strongly consider using this course, or ones related to it, to help onboard new employees in the future. It will definitely help establish a common understanding and provide a framework to help them operate.” John Freeze, Director, Center for Professional Education, University of Tennessee at Chattanooga (Download John's story)


    "This course provided relevant and helpful information in a user-friendly format, which allowed for a variety of participants to engage in a variety of ways at their convenience. The discussions were thoughtful and I really enjoyed gaining perspectives from professionals and practitioners from all over the country. This was my first UPCEA course, and I look forward to future opportunities to enroll in other UPCEA courses."  R Katherine Samford, GA Institute of Technology


    "Julie was great. She has such a positive, energetic demeaner and it was fun learning from her. She engaged the group well."


    "This was the fourth PCO course that I have taken with UPCEA. What a delight it was to see that this course was designed as a truly online course by an experienced ID! I appreciated the mix of content, the clear identification of required and supplemental readings, the "TLDR" summaries (even though I always read all of the materials), and the optional "challenge" activities."


    "I just want to say, Julia Uranis is a national treasure. Her energy and accessibility made this course. Thank you!"


    "The scope of the course was great--I was able to understand the broad, overarching principles of program planning, then it also zoomed in and covered some of the details of each topic. I appreciated that the course didn't require too much prior knowledge about program planning, and that the readings and resources were approachable and informative. I enjoyed the interaction with my peers, and the course was well organized and easy to navigate."


    "All the content was very beneficial. Plus I enjoy being able to discuss our unique situations during the live class versus going back over everything we just read or studied."


    "Julie was friendly, engaging, and had both a sense of humor and realistic expectations about pacing/workload. During the weekly synchronous Zoom sessions, Julie consistently and deliberately referred to a range of participants by name and their comments in the asynchronous discussion threads, inviting them to elaborate on their thoughts. This made a larger class seem more intimate and was a thoughtful way to signal that Julie had read our contributions to discussion threads."


    "This was my first UPCEA course, and it was an eye opener for me. Although I have many years of experience as a college-level instructor for both face-to-face and online courses, I have not been a student for almost 40 years. I think I will always prefer in-person situations in education, but I know that online instruction is an ever-expanding industry, especially in the last couple of years with COVID. It is good to know that the experience continues to improve over time.  Well done UPCEA!"


    "Julie was a great instructor. It was helpful to hear about her personal experiences and challenges in program planning."


    "This course really helped me to contextualize and frame best practices in program planning, some things I already do and others that were new to me."


    "Julie was excellent: very welcoming and engaging. She had fantastic examples and could speak to a range of experiences with expertise. The course included excellent resources and thoughtfully prepared lectures."


    "I really liked Julie. She was very personable and ensured that she was inclusive of all experience levels from seasoned veterans to newcomers to program planning (me). It was much appreciated."