What information do you have available to help your students online?

Recently, I was researching and preparing for a presentation on retention. As I was exploring different topics and thoughts, I stumbled onto a website, Study Guides and Strategies. As I am also launching an online program this summer, it got me thinking about what do we have available to support adult students. How could they possibility understand the higher education culture, when I often have difficulty understanding it and I have been in the field for at least 25 years? My question to the accelerated programs is do we, as professionals in the field of education, assist our students in understanding how they learn and the important aspects of the college/university or do we think they will just learn it somewhere along the way? Do we leave it up to others, such as the website above, to create information for our adult students? If so, why do we do that? Just some thoughts as you look at your own institutions website and services to adult students in a face-to-face or online environment.

Excellence in Teaching Award

Each year at the annual conference CAP recognizes outstanding instructors from our member institutions. Many times part-time and full-time instructors in accelerated programs are overlooked for institutional awards, because of the way the criteria is written. I encourage you to take the time to nominate one of your outstanding instructors. These people love to teach, are passionate about the topics, their students, and their institutions. It is so encouraging and heart-warming to all CAP members to see the quality of programs and instructors at our sister institutions.

Nature and Recognition of the Award:
Each year up to three faculty from CAP member institutions will be recognized for excellence in the facilitation of learning in an accelerated program. The award recipients will receive a complimentary pass* to the 2010 CAP conference July 22-23 in Denver, and will be honored and given their awards during the CAP Business Meeting. Award recipients will also be encouraged to attend the annual conference in order to participate as a panelists and/or roundtable facilitator. The recipients will be asked to supply CAP with a color picture, preferably in electronic format. (*Please note that CAP cannot reimburse award recipients’ travel expenses, but will waive the conference registration fee for each recipient.)

Criteria for Selection:
CAP institutions may nominate one faculty member each year. If more than one nomination is received from an institution, the institutional members submitting the nominations will be contacted. CAP will request that the institution narrow their nominations to one. Nominees should demonstrate outstanding teaching in accelerated programs. Full-time or adjunct faculty members are eligible for nomination, but they must teach in an accelerated program. A variety of measures should be used to select the nominee, including:

• The quantitative and qualitative information provided by student evaluations;
• Evidence demonstrating how the faculty member relates to students as persons, encourages students as learners, challenges students to reach their maximum performance, makes the learning relevant and meaningful to the students, and gives constructive and timely feedback on assignments;
• Peer observations and reviews, anecdotal documentation of contributions to faculty meetings, curriculum development, facilitation of faculty development workshops, and community service;
• Evidence of outstanding and effective classroom facilitation, learning techniques, and accomplishments and contributions to the institution;
• Evidence of demonstrating academic excellence and contributions to the wider academic community.

Submission Guidelines:
Each CAP institution may nominate one faculty member. Therefore, CAP members from the same institution should collaborate on their nominations. A completed application will include:

1. The CAP ‘Excellence in Teaching’ Nomination Form completed in full (attached, and also available on the CAP Network Website at www.capnetwork.org).
2. A typed overview of the nominee’s accomplishments and contributions to the program.
3. A copy of the nominee’s resume or curriculum vitae.
4. Additional documentation could include, but is not limited to:
• Copies of end-of-course surveys;
• Peer review reports;
• Video tape of classroom teaching (no longer than 30 minutes);
• Evaluations (quantitative and qualitative) of faculty development workshops conducted;
• Institutional reports of excellence in curriculum development;
• Comments from students, other faculty members, program staff, or the institutional administration about the instructor’s teaching style and contributions to the institution;
• Scholarly articles published or other contributions to the wider academic community.

Awards Committee:
All submissions will be reviewed by the Awards Committee, which includes one member of the CAP Board and two other members who serve on one of the standing subcommittees. If a nomination is received from an institution represented on the Awards Committee, the Awards Committee member will recuse him/herself from the selection process.

Selection Procedure:
All nominations and supporting documentation must be received by Monday, April 12^th (Instructions and mailing information are noted on the Nomination Form). Because of the change of date of our annual conference from November to July this year, we will be asking for an unusually fast turn-around time once the information arrives at your institution. We want to allow enough time for winners to make their travel arrangements. Thank you for your understanding and cooperation in helping one of your faculty to be 'appreciated' for this honor if so chosen.

Nomination materials will be forwarded to the Awards Committee who shall review the nominations and recommend to the CAP Board their selections. The final decision to present these awards rests with the CAP Board.

Notification of Selection:
Awardees will be notified by Friday, April 30^th by a member of the CAP Board.

We hope you take this opportunity to nominate an outstanding educator in your accelerated program. Our faculty deserve to be recognized for their dedication to adult and nontraditional learners.

SAVE THE DATE

2010 CAP Conference, Denver

IMPLEMENTING BEST PRACTICES IN ACCELERATED LEARNING

July 22-23, 2010

A Full 2-Day Conference!

Metropolitan State College of Denver

Themes include:

* Marketing Accelerated Programs
* Prior Learning Assessment
* O­nline Affordable Textbook Solutions
* Preparing for Accreditation

CAP will also offer two Pre-Conference Workshops:

1) Faculty Development in Accelerated Programs
July 21, 2010 (full-day workshop)
Metropolitan State College of Denver

2) Accelerated Programs 101 (for those newer to accelerated learning)
July 21, 2010 (1/2 day workshop)
Metropolitan State College of Denver


2010 CAP Conference Fees:

CAP Pre-Conference AP101 $ 95.00 (Member) $149.00 (Non-member)

CAP Pre-Conference – Faculty Development
$175.00 (Member) $230.00 (Non-member)

CAP Conference $395.00 (Member) $700.00 (Non-member)

Attending CAP Conference + AP101 $450.00 (Member) $750.00 (Non-member)

Attending CAP Conference + Faculty Development
$515.00 (Member) $800.00 (Non-member)

Hotel Information:

The CURTIS Hotel

1405 Curtis Street, Denver, CO 80202

1-800-525-6651

www.thecurtis.com

Rate: $139/Night

Additional Information will be available on the CAP Network Website (www.capnetwork.org) by April 1st, 2010.

Questions?
For questions or additional information, please contact Jeannie McCarron at (303)964-5253 or jmccarro@regis.edu.

What's New with Accelerated Programs

Accelerated programs in higher education seem to still be plagued by unbelievers. With accreditation agencies measuring higher education quality on learning outcomes, it seems puzzling to me that we are concerned about seat time. The next generation of learners (millennials) have embraced the concept of learning anywhere at anytime. We in the ivory towers of higher education must get ready for new learning methods. Pew Research Center just published a report, "Social Media and Mobile Internet Use Among Teens and Young Adults." They reported that 83% of adults own a cell phone, Blackberry, or iPhone. These devices only assist us in finding information anywhere, anytime. In addition, those under the age of 30 are more likely to own a laptop or netbook than a desktop computer. Another convenience for anytime, anywhere learning. What are you doing in your in higher education accelerated program to incorporate anytime, anywhere learning?

Highlight a Program

The Commission of Accelerated Programs is a resource for higher education institutions concerning definitions and best practices. When I say "accelerated program," many people look at me in bewilderment. Raymond Wlodkowski (2003) defined accelerated learning programs as a structure for students to take less time than conventional (traditional, sometimes referred to as "Carnegie Hours") programs to attain university credits, certificates, or degrees. However, these programs hold to high standard of learning. They are designed to help the adult population who have fulltime jobs, yet need to further their education in order to obtain higher wage employment or personal fulfillment. These working adults cannot afford to quit their jobs in order to attend a higher education institution during the day, nor can they "afford" to take 10 years to complete a degree. Adult learners must have flexibility, convenience, and a quick way to earn a quality degree. The State of Louisiana recognized that issue and put together "A Center for Adult Learning in Louisiana". I recommend reading their booklet: "CALL: Investing in Louisiana's Adult Learners."
Perhaps, you will be inspired or you might gain an idea you can apply to your institution.

Wlodkowski, R. & Kasworm, C. (Eds.) (2003). Accelerated learning for adults: The promise and practice of intensive educational formats. New Directions for Adult and Continuing Education, 97. San Francisco: Jossey Bass.

Accelerated Programs Highlighted by Lumina

Accelerated programs at community colleges and credit for prior learning are both being highlighted by Lumina to help displaced workers in the U.S. We need to be assisting our community college associates who do not have accelerated programs in developing them. We have the expertise to share.

Read more at Fostering Economic Recovery through Postsecondary Education.

UPDATE OF CAP -

This year (2009) has been very busy for CAP. The Executive Board has made some very significant decisions for the organization. I ask that you please take a moment from your very busy schedule to read this letter in its entirety.

The 2009 Annual Conference for the Commission for Accelerated Programs in Higher Education was a great success. Although attendance was down from previous years, the attendees responded favorably to the theme and conference presentations. The Executive Board received many great suggestions for our next conference. For those who were unable to attend the conference, I want to bring you up to date on the status of CAP. For those who attended the conference, this might clarify any questions you may still have remaining.

These are difficult times for people, institutions, and organizations. We are concerned about the economy. Friends and colleagues have lost jobs. However, I must emphasize that the spirit at the conference was one of perseverance and resilience. There are many new books out about resilience. In The Resilience Factor by Karen Reivich and Andrew Shatte, resilience is defined as a mind-set that enables you to seek out new experiences and to view your life as a work in progress. I have always thought of accelerated programs as cutting edge, entrepreneurial, and resilient entities in higher education. We are explorers out in the new frontier.

Administrators, staff, and faculty who work in accelerated programs are the ones looking for new ways of offering programs, new partnerships, and exploring the unknown margins of higher education. We must maintain a positive attitude as we explore new ideas and withstand the pressures of opposition. We are always looking for new ways of serving our population and selling others at our institutions on this “outlandish idea” of offering courses one night a week for four hours. These attributes demonstrate resilience.

There are three categories of resilience that I want to address: community, commitment, and courage. Resilient people network and build communities. That is what CAP provides for those of us working in accelerated programs. I remember when I first started working with adults in accelerated programs. I needed to know what others with my job did at their institution. I was so excited when I heard that CAP was being formed. Finally, a forum where I could talk with others about how they worked with adjunct faculty and adult students. I know that many of you felt this way as well. So, my message here is to remember in these tough times that you have a support network called CAP. Here you will find colleagues who understand your frustrations. In this economic windstorm, you may feel alone as budgets are cut and excellent employees laid off. I encourage you to call or email those persons you met at a CAP conference or workshop, ask them how they are doing, share your frustrations, brainstorm solutions, but know you are not alone.

Resilient people are committed to their core purpose. This past year the Executive Board engaged in strategic planning activities to examine the core values of CAP. The vision of CAP is “to be recognized as the leading advocate of accelerated learning in higher education and as the premier membership organization for providers of accelerated education.” We kept coming back to the fact that this organization exists to serve its members. The programs are designed to give you new ideas and the opportunity to network. With every action and decision, we asked ourselves, “How does this serve our membership?”

Resilient people have courage to endure and lead change. We need the courage to think outside our own box of accelerated learning. We need to continue to explore new ways of embracing our mission and be risk takers.

The CAP Executive Board had to be resilient this past year. The big question was how to make this organization financially sustainable. CAP was originally funded through a Lumina grant and has partnered with Regis University and the Council for Adult and Experiential Learning (CAEL) for the past six years. The membership fees and conference fees were set low, because CAP was supported by the grant funds. The grant from the Lumina Foundation officially concluded December 2008 and CAP had accumulated a small financial reserve. However, based on budget projections this reserve would be depleted in a year. From the beginning, Regis University has graciously provided office space, access to office equipment, and general administrative support in areas such as accounting, payroll, marketing materials development, copy & print services, mail and receiving, and general office supplies management. CAEL has assisted CAP with marketing of workshops and conferences as well as managing CAP’s membership fees. Both organizations have a representative on the Executive Board, and they have given incredible amounts of time, wisdom, and guidance as CAP as tried to gain the strength to stand on its own.

The efforts instituted in 2009 to increase income included sponsorships and consulting Through hard work and perseverance, the 2009 conference sponsorship income exceeded the goal set by the Executive Board, and CAP entered into its first ever affiliate corporate relationship with Flat World Knowledge, Inc. At the 2008 conference, CAP announced the new consulting service available to assist member institutions. An institution could contact Jeannie McCarron with their specific need and she would work with the Executive Board to match up professionals from within our organization who could produce an outstanding workshop to address the need. In 2009, CAP delivered one consulting workshop, and we already have two more consulting workshops planned in 2010.

The Executive Board also explored another grant. CAP contracted with CAEL’s grant writing staff and put together a proposal for another Lumina grant. We were hopeful that we would see some additional funds via this route. However, Lumina did not fund our proposal, indicating that we no longer aligned with their new mission. Finding a new source of grant income will continue to be a focus in 2010. Unfortunately, CAP does not have the funds to hire a part-time grant writer, again. However, CAP has a subcommittee for grants which is being run by interested persons within our membership. We are looking for additional members to assist with this endeavor. If you would like to give back to CAP in this way, please contact Jeannie McCarron.

The CAP Board had to make a very difficult decision this last year. CAP had to discontinue a staff position in order to keep itself viable financially. I am sure many of you remember Cindi Lombard, who was an asset to our organization for many years. She came to many conferences and you might remember her most at registration. We had to say goodbye to Cindi in February of this year. Just as you may have had to lay off personnel this year, we understand each other’s pain with these actions.

The 2009 summer workshop in Denver, Colorado was a success both programmatically and financially largely due to the volunteer time given by members of the Executive Board and the gift of free facilities. Chad Gruhl, a member of the 2009 Executive Board, obtained the facilities at Metropolitan State University of Denver for free. The attendance was small, but the workshop was interactive and beneficial to attendees.

As the year progressed, the Executive Board was constantly looking for new avenues to sustain this organization. We were given another opportunity, but it came at a heavy price. After months of debates and conversations with Bill Husson at Regis University and Pam Tate at CAEL, the Board made probably their most difficult decision. The Executive Board decided to alter the relationship with CAEL. CAEL has taken care of CAP’s membership and conference registrations since our formation. They have negotiated contracts at the conference venues and marketed the CAP conference along with the CAEL conference. In return, CAP paid CAEL 15% of the CAP conference registration fees.

The Executive Board decided CAP must take responsibility for its own membership fees and conference venue. As of January 1, 2010, CAP will take over the administrative responsibilities for membership and conference. To assist with this new responsibility, CAP also added the Events Officer position to the Executive Board. The Events Officer will be responsible for negotiating the facilities and catering contracts for the conference.

This administrative change also means that CAP membership is not contingent upon CAEL membership. The Executive Board strongly encourages CAEL membership and attendance at their conference and events. CAP and CAEL will continue a close relationship. The missions are still supportive of each other. CAP will market CAEL’s events and CAEL has offered to market CAP’s events. We are pleased to announce that Diana Bamford-Reese will still serve on the CAP Executive Board as our affiliate representative from CAEL. Diana’s wisdom and guidance are irreplaceable. CAP truly is indebted to her and CAEL for the many hours she gives to us. We believe there is great synergy between the two organizations. Many of you know that CAEL has an accelerated learning track at their conference; CAP has offered to assist with presenters for this track. We will be requesting presentations from our membership.

Because November is an extremely busy conference month, the annual conference will be moved to July and to Denver, Colorado. Denver was chosen because it is the home of CAP (with our offices at Regis University). CAP is known there and can negotiate locally and gain lower prices for services. Please mark your calendars for the 2010 Conference on July 22^nd and 23^rd.

As you know income must cover expenses, so just as institutions raise tuition rates, the Board raised the 2010 membership dues. First, if you have paid your membership dues already for 2009, there will be no immediate increase. The 2010 CAP membership dues are raised to $285.00. Currently, membership rate is $270.00, if you account for both the $150.00 CAP membership fee and the $120.00 CAEL individual membership fee. In addition, if you are a CAEL member, the CAP 2010 Executive Board voted last week to allow a 20% discount on your membership fee. This means anyone who is a CAEL member would only pay $228.00 for a CAP membership in 2010. We know that many of you would prefer an institutional membership system; however, for the 2010 year, CAP membership fees will remain on an individual basis. Because CAP now is responsible for membership, the CAP Executive Board can now explore an institutional membership fee structure for the 2011 year.

This has been a difficult year for all of us, but CAP is poised to embark on a new adventure. This adventure can grow our organization, make it self-sustainable and mark it as the leading voice for accelerated programs. Yes, there are risks, but together, with this community of members, commitment to our core values and courage to change, CAP has a bright future with you.

The 2010 initiatives include: our members, communication, sustainability – balanced budget, grants, sponsorships, and consulting. As chair of the 2010 Executive Committee, I will be blogging and announcing new research or information about accelerated programs. Bookmark this site: www.acceleratedprogram.blogspot.com. Mark your calendar for July 22^nd and 23^rd for the 2010 Annual Conference in Denver, Colorado.

If you have any questions or would like to more involved with CAP, please email Jeannie McCarron at jmmcarro@regis.edu or me at racollin@ksu.edu.

Sincerely,
Royce Ann Collins, Ph.D.
2010 Chair – Commission for Accelerated Program