CE and Credit Programming Institute

There is a huge need, demand and interest for more credit programming in continuing education units. For the first time ever, we have an intensive comprehensive institute on continuing education and credit programming.

The majority of workers do not have a college degree or credentials, yet by 2018, 63% of all jobs will require post-secondary education. The demand for workers with college educations will outpace supply by 300,000 per year by 2018.

The pressing need to provide more and better opportunities for students to earn academic credentials is creating a plethora of opportunities for continuing education units, including offcampus, online, hybrid, accelerated, weekend, summer, prior learning, articulated credit and partnerships for credit and degree programs.

At the same time, continuing education units have unique strengths and expertise within the institution to serve adult, working and non-traditional students, including skills in customer service, adult learning, faster program development time, flexibility, creating learner-friendly environments, instructor training, budgeting, cost control, and marketing.

Who Should Attend
Continuing educators from both four-year and two-year institutions should attend. The information has been found to be relevant by continuing educators in universities, four-year colleges, community colleges and other two-year institutions.

Outcomes
After attending the C.E. and Credit Programming Institute, you will have the information to:
• Analyze the data and market to develop or expand your credit and degree programming
• Understand key information and communication dynamics with central administration and faculty leadership
• Design a solid credit and degree business plan
• Take back proven recommendations from other continuing education success stories with credit programming
• Understand current frameworks for credit/noncredit collaboration

Unique
Join top continuing education deans doing and developing successful credit programming. Get real-life experiences and recommendations on working within your institution, within your c.e. unit, and with your market to develop, deliver and market successful credit programs.

Then acquire new research, data and evidence on the market for credit from LERN's Vice President for Research. Take back our extensive research to your institution to make your case, business and market plan.

End Result
You will have the most intensive and comprehensive professional development in credit programming for continuing educators. You will find out how credit benchmarks differ from noncredit. You will take home credit financial benchmarks, the best marketing strategies for credit, and the research, data and evidence to increase your credit revenue, profitability and visibility within your institution.

CE and Credit Programming Institute Agenda Overview and Market for Credit • State of CE and Higher Education • Implications for Mission of both Four-Year and Two-Year Institutions • The Demand for Credentials • Changes in Educational Needs for Workforce Success • The New Work of the 21st Century and Skills Gaps Institutional Need • Preparation for Post-secondary Success • Changing Demographics of Traditional aged Learners • Retention and Persistence in Higher Education Existing Models for Credit in CE • The diversity of formats and opportunities • Case studies and examples • Alternate Formats for Credit: Survey Results and Discussion Quality Curriculum • Addressing Quality Assurance Issues • Credibility of Course Work and Providers • Demonstrated Awareness of Curriculum and Development • Awareness of Institutional Accreditation Requirements • Current Legislative Implications Transitioning into credit • Thorough needs assessments from multiple perspectives • Industry, occupational and labor demand analysis • Assessing the stakeholders Managing Costs for Adult Learners • Cost Differences in Serving Adults • Financial Aid • Tax Benefits • Credit-based financial models and revenue sharing Working with Faculty • How CE supports, not supplants, academic departments • Inviting interested parties to the conversation • Beta testing credit implementation • Reassuring academic departments with review and approval Process and Strategy for Institutional Approval • Case Study Presentations of Benchmark Programs • The migration of Credit to CE and CE to Credit • The role of online learning and technology • Institutional Cooperation: creating a win/win Policy and Practice • Real and mislabeled policy boundaries • Scenarios affect accounting practices, tuition practices, and academic rules • Creation of action plans