Leadership Network Symposium: CHLOE 8: Student Demand Moves Higher Ed Toward a Multi-Modal Future

Brief Abstract

Join the 2023 Changing Landscape of Online Education (CHLOE) report team as they discuss how student demand for online and hybrid learning continues to grow, and institutions are working hard to find their footing in this post-pandemic environment. The deeper story is that institutions are reexamining their identities and priorities in light of this increased multi-modal demand.


The OLC Leadership Network Symposium will bring together trailblazers and influential voices in our field in a highly collaborative one-day event, fostering discussions and debates about our digital learning futures. Together, we will determine our top priorities for the upcoming year, addressing the most significant challenges and opportunities facing our field. It aims to collectively identify areas that require our focused attention in addressing the ubiquitous challenges and promising opportunities for creating equitable, inclusive, and quality online and blended education. This year’s symposium promises a truly engaging experience, featuring a keynote address, panel discussions, and numerous networking opportunities. Do not miss out on this unique and prestigious event, where you can connect with leaders from around the world and gain valuable insights into critical topics. Learn More and Register: https://onlinelearningconsortium.org/attend-2023/accelerate/leadership-network-symposium/


Dr. Eric E. Fredericksen is the Associate Vice President for Online Learning and provides leadership for the exploration of online learning initiatives at the University of Rochester. He is also Professor in Educational Leadership in the Warner School where he teaches in the classroom and online, is Associate Director of the Learning in the Digital Age Research Center and is Program Director for Online Teaching and Learning programs. Eric has extensive experience in online education and instructional technologies. He was Associate Vice Provost for Academic & Research IT at the University of Rochester from 2005-2012. Prior to the University of Rochester, Eric served as the Director of Academic Technology & Media Services at Cornell University. Before Cornell, Eric was the Assistant Provost for Advanced Learning Technology in the State University of New York where he provided leadership for all system-wide programs focused on the innovative use of technology to support teaching and learning. This included the nationally recognized SUNY Learning Network - winner of the EDUCAUSE Award for Systemic Progress in Teaching and Learning and Sloan-C Awards for Excellence in Faculty Development and Excellence in Institution-wide Online programming. Eric was the Co-PI and Administrative Officer for three multi-year, multi-million dollar grants on Online Learning from the Sloan Foundation. For more than 20 years, he has been designing and teaching graduate online courses in education. His research has included studies of the student and faculty experience in online courses, and more recently on Leadership for Online Learning in U.S. colleges and universities through the national CHLOE project. He was Chair of the Sloan-C International Conference on Online Learning and served as Chair of the Sloan-C Awards Program for Excellence in Online Teaching and Learning. In 2012, Eric was elected to the Board of Directors for the Online Learning Consortium, he served as President of the Board 2018-2019, and was honored as a Sloan-C Fellow in 2013.
Richard Garrett is Chief Research Officer at Eduventures, a higher education research and advisory firm and part of Encoura. Richard has over 25 years of experience in higher education research, consulting, and policy, specializing in online higher education, adult learners, non-traditional providers and internationalization. Richard is also co-Director of the CHLOE (Changing Landscape of Online Education) Project, an annual survey of online leaders in US colleges and universities conducted by Eduventures and Quality Matters. From 2015 to 2019, Richard was Director of the Observatory on Borderless Higher Education—a think tank then part of Tribal Group—focused on global developments in online learning, internationalization, and commercial activity and partnerships. Prior to Eduventures, Richard was North America Director for i-graduate, working with clients of the International Student Barometer, the world’s largest survey of the international student experience. Before i-graduate, Richard founded and led Eduventures online higher education practice. Richard has also held roles at the Association of Commonwealth Universities, the School of Education & Continuing Studies at the University of Surrey in the UK and at the UK Quality Assurance Agency for Higher Education. He has a Bachelor’s and Master’s degree from King’s College London and a Postgraduate Certificate in Education from the University of Cambridge. He can be reached via email at rgarrett@eduventures.com or LinkedIn.
Dr. Bethany Simunich is the Vice President of Innovation and Research at Quality Matters, an international non-profit dedicated to quality online learning at all levels. In this role, Dr. Simunich leads efforts to help institutions, faculty, and staff make data-driven, research-based decisions to implement quality assurance best practices and promote online student success. In her over twenty years in higher education, she has held faculty roles for both in-person and online teaching, and also worked in educational technology and instructional design. As an online learning administrator, she has both created and managed instructional design processes and teams, led faculty development for online teaching, and served in leadership and consulting roles for institutional, state, and national efforts for online quality assurance. Dr. Simunich is also co-Director of the CHLOE Project (the Changing Landscape of Online Education), which presents the unique perspective of senior leaders in online learning from U.S. higher education institutions, and author of the forthcoming book, HIDOC: High-impact Instructional Design for Online Courses, which presents the first full instructional design model wholly unique to online learning.

Extended Abstract