SYLLABUS
AED 5290 CONFERENCE PLANNING AND
MANAGEMENT FOR ADULT LEARNERS
Spring,
2002, Elmira
Instructor Dates
and Time
Roger
Hiemstra Three
Weekends; Fridays 5-10 p.m.; Saturdays
318
Southfield Dr. 8-5
p.m.; April 26/27, May 10/11; May 24/25
Fayetteville,
NY 13066
Phone/Fax:
(315) 637-0029 Location
Email:
rhiemstra@elmira.edu Elmira
College Campus
"Office"
Hours: (1) Fridays, 4-4:50 p.m.; (2) Saturdays, noon hours; (3) by appointment;
and (4) anytime electronically.
Course Description and Rationale
The
past two decades have witnessed significant changes in the condition of
education. The rapid expansion of higher education institutions in the 1960's
and early 1970's have given way to a decline in the traditional student
population with a commensurate increase in adult student attendance. Major
companies, once placing little emphasis on educational opportunities for
employees, now see education and training as a priority. The notion of
education as preparation for life has given way to education as a lifelong
endeavor.
While
all of these changes have taken place, a significant change in the delivery of
education and training also has occurred. The traditional method of long-term
courses offered in classroom settings has given way to short-term programming
of an intensive nature like the one you will experience in this course. Other
formats include workshops, weekend programs, and computer or video conferences.
Also, with the threat of informational obsolescence, the use of professional
conferences, institutes, seminars, and workshops have taken hold. Indeed so
much so that a recent study of educational participation by adults indicated
conference facilities in convention centers, exhibition halls, hotels, and
motels to be the most frequented location next to the traditional higher
education or training center classroom: “. . . modern convention halls have
become both a centerpiece of the urban landscape and a hub of local economic
development. And the growth trend is accelerating.” [Ducate, D. (1999). Ten
reasons why exhibitions will be a growth industry in the next millennium, Convene,
32. On-line resource: http://www.pcma.org/ConveneScripts/Convene.dll/Show?ID=1375
As
a result, more and more attention to educational delivery through the
conference or short term meeting format has occurred. In light of this trend
many practitioners of continuing education, human resource development, and
training generally are looking for assistance in how to conduct successful
education and training activities along these lines.
In
view of the above, the workshop's general purpose is to help participants
become more competent in the planning, implementation, management, and
evaluation of conferences, institutes, workshops, exhibitions, and other
short-term meetings. Special attention will be placed on proven tips and
techniques for successful conferencing. In addition, tips on how to use
conferences more effectively as a consumer also will be included. Previous
experience in conferencing is not a prerequisite (although it may be helpful)
and it is hoped that such experience will be an advantage to learning.
Areas of Learning
The chapters in the required course
textbook (Polivka, E. G., 1996, Professional meeting management (3rd
Edition). Birmingham, AL: Professional Convention Management Association (this
book will be available at McGraw Bookstore, Elmira College campus) and material
in a workbook to be distributed during the course will serve as parameters
within which most participants will operate. Time also will be allotted for
some small group work on one of the major workshop projects, planning a
simulated conference. Several study areas noted below make up the heart of the
workshop.
Topics include the following
(additional topics may be added based on learners' experience and need:
Competency Expectations
At
the completion of the workshop, given active participation, each learner should
be able to perform with excellence as follows:
The Teaching and Learning Process
I
use a teaching and learning process based on the premise that adult students
are mature learners who flourish in settings where considerable independence is
expected or permissible. Thus, the process is a dynamic one that actively
involves the learner in determining personal needs, potential, and
capabilities. At the same time, I also assume that learners develop this
independence at differing rates. Some learners will be ready for considerably
independent learning and will use the course requirements and the in-class
learning activities as vehicles for enhancing or supplementing personal
learning. Other learners will require considerable guidance, at least
initially, in setting goals, establishing learning activities, and evaluating
individual progress. The learning contract technique is used and either allows
considerable freedom or may provide a fairly prescriptive path throughout the
course depending on the learner.
Evaluation and Feedback
I
also will use several techniques throughout the workshop to help with
evaluation. In addition, I will provide evaluative feedback, if appropriate,
via comments, advice, and resource suggestions in response to most submitted
materials. Hopefully, these efforts will provide you some modeling regarding
evaluation possibilities.
Personal
evaluation and validation will come through the learning contract. In planning
for a letter grade, I assume no graduate student will wish to contract for a
grade of C or below. Furthermore, I assume the quality of work submitted will
be at a level reflecting the contracted grade. Thus, the grade of B can be
achieved by successfully completing all of the learning activities (or their
equivalent) described below, including participation in any course planning,
implementation, and evaluation carried on during the course, and completion of
those readings necessary for a basic understanding of the topics. The A grade
can be accomplished by contracting for and completing any one of the term
project options listed below in addition to the "B" requirements. I
will use the plus and minus feature of the Elmira College grading system as a
means of adjudicating for major differences in terms of learners' participation
in the course and/or the quality of any submitted learning products.
Course Requirements
Following
are the suggested workshop requirements. If you are new to the use of learning
contracts, simply complete all learning activities for the grade of B. The
grade of A can be achieved by completing the B requirements plus any one of the
suggested term projects.
1. Learning Activity #l
- Workshop Participation
Participate in the workshop activities, including appropriate study,
discussion, small group work, and evaluation activities occurring in the
workshop.
Objective: To facilitate your growth through
contributive group membership and active learning participation.
2. Learning Activity #2
- Learning Contract Design
Complete a self-diagnosis of needs relevant to the course content,
design a learning contract (or plan) for meeting many of those needs, and carry
out the planned activities.
Objective: To facilitate your ability to diagnose,
articulate, and meet individual learning needs.
3. Learning Activity #3
- Readings
Complete those readings necessary to introduce you to the information
on conferences, institutes, and workshop management. References included in
this workbook, the bibliographic material in your text, the text itself, and
your own literature searching activity through Elmira College's data bases, the
World Wide Web, or other areas should be the primary means or sources for
identifying this knowledge base. You also should consider magazines, books, and
journals directly related to your specialized area of interest or professional
work if they contain material related to conferencing.
At a minimum, this reading effort should include the textbook required
for the course, several articles related to conferencing pertaining to your
professional specialization, and some familiarity with several of the sources
listed in the bibliography. (The development of an interactive reading log,
personal journal, or some similar recording activity are common synthesizing
tools.)
Objective: To facilitate your acquisition of a broad-based comprehension of
related literature.
4. Learning Activity #4*
- Conference Planning Model
After participating in the facilitator's mini-workshop on model
development, work individually or in small groups to construct a conference
planning (or evaluation) model that you believe fits your style of managing
activities, reflects some organizational or discipline base, and accounts for
any institutional or personal constraints with which you must deal.
Objective: To facilitate your ability to recognize, evaluate, and explicate the
steps necessary in planning, managing, and/or evaluating a conference,
institute, or workshop.
5. Learning Activity #5*
- Time Management/Critical Path Analysis
After participating in the facilitator's mini-workshop on time
management, carry out a Critical Path Analysis and/or construct a Gantt Chart
on some real or simulated conference planning problem.
Objective: To develop your skills in time management, time estimation, and
explication of the steps necessary in planning, managing, and/or evaluating a
conference, institute, or workshop.
6. Learning Activity #6 - Conference Planning and
Implementation Group Activity
Participate actively as a member of a small group and simulate the
planning of a conference. You will make decisions collectively (although work
tasks can be divided among group members) about the conference, prepare a
written committee report, and summarize the report to your colleagues. Time is
allotted in class for some of the group work. Implement a simulated conference,
workshop, or other short-term meeting during the last weekend of the course
with members of the class not in your small group.
Objective: To enhance your ability to plan and implement a conference,
institute, workshop, or other types of short-term meetings.
7. Term Project
(choose one of the following). The result typically is a 10-25 page paper or
product submitted by the end of the time period allotted for course completion.
a.
Acquaint yourself with the literature related to conference planning and
management. This would include reading of a fairly broad, overview nature and
would result in an interactive reading log, diary, journal, etc.
b.
Participate in a study group activity with class colleagues (3 or more people)
to develop in-depth understanding on some topic, problem or issue related to
conference planning and management.
c.
Develop a term paper on a topic related to the course area. The paper should
draw upon both theory and practice pertaining to conference planning, should be
well-documented, utilize appropriate literature, and follow conventional
standards of style (APA 5th Edition is recommended).
d.
Plan and, if possible, implement the plan related to an actual conference,
institute, or workshop.
e.
Evaluate some conference that takes place or some past conference.
f.
Write a journal article for potential publication that in some way addresses
some conference planning, management, or evaluation issue.
g.
Negotiate some activity of your own choosing.
Objectives: a. To facilitate your carrying out in-depth study, acquisition, and
comprehension of knowledge related to some course content area.
b. To enhance your analytical skills in comparing, contrasting, and
critically reflecting on various sources of information pertaining to
conference management.
_______________
*Alternative learning activities may be negotiated through the learning
contract.
References
American Association for Adult and
Continuing Education. (1998). Accommodating adults with disabilities in
adult education programs. In Professional tips for adult and continuing
educators. 7, 1. Washington, DC: Author.
Boyle, P. G. (1981). Planning
better programs. New York: McGraw-Hill.
Caffarella, R. S. (1994). Planning
programs for adult learners: A practical guide of educators, trainers, and
staff developers. San Francisco: Jossey Bass.
Cervero, R. M. (1988). Effective
continuing education for professionals. San Francisco: Jossey Bass.
Craven, R. E., & Golabowski, L. J.
(2001). Complete idiot’s guide to meeting and event planning. Alpha
Books.
Dean, G. J. (1994). Designing
instruction for adult learners. Melbourne, FL: Krieger Publishing Company.
Dotson, P. (1995). Introduction
to meeting management. Birmingham, AL: Professional Convention Management
Association.
Fleming, J. (1997). New
perspectives in designing and implementing effective workshops (New
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Bass.
Galbraith, M. W. (Ed.). (1998). Adult
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Galbraith, M. W., Guglielmino, L.
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adults. Malabar, FL: Robert E. Krieger Publishing Company.
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Goldblatt, J. J. (Ed.). (2001). The
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coordination, marketing, and risk management terms from around the world.
New York: John Wiley & Sons.
Goldblatt, J. J., & Supovitz, F. (1999). Dollars
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Wiley & Sons.
Houle, C. O. (1972). Design of
education. San Francisco: Jossey Bass.
Knox, A. (1986). Helping adults
learn: A guide to planning, implementing and conducting programs. San
Francisco: Jossey Bass.
Moxley, J. (1996). Advance coordination
manual. Boulder, CO: Zone Interactive Communications.
Nadler, L., & Nadler, Z. (1987). The
comprehensive guide to successful conferences and meetings. San Francisco:
Jossey-Bass.
Nichols, B. (1999). Professional meeting
management (3rd Edition). Chicago: Professional Convention
Management Association.
Shock, P. J., & Stefanelli, J. M. (2000).
On-premise catering: Hotels, convention and conference centers, and clubs.
New York: John Wiley & Sons.
Simerly, R. G. (1990). Planning
and marketing conferences and workshops: Tips, tools, and techniques. San
Francisco: Jossey-Bass, Inc.
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successful conference. Thousand Oaks, CA: SAGE Publications.