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 (3^rd 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:

• Terms and definitions

• Analyzing target audiences

• Planning and implementation issues

• Managing the ongoing conference or workshop

• Time management issues

• Selecting speakers/resource leaders

• Advertising and marketing conferences

• Budgeting and fiscal management

• Working with committees and committee leadership

• Facilities/Housing/Meeting rooms

• Creating effective learning environments

• Site selection and exhibit space

• Food service issues

• Legal/ethical issues

• Evaluation issues and approaches

• Trends in conference planning and management

Competency Expectations

            At the completion of the workshop, given active participation, each learner should be able to perform with excellence as follows:

1. To show enhanced awareness of the important role conferencing plays in the learning society.
2. To demonstrate knowledge of the various planning, managing, and evaluation steps involved in successful conferencing.
3. To demonstrate an enhanced ability to plan, promote, manage, and evaluate conferences.
4. To show a deeper understanding of the intricacies and logistics involved in conferencing.
5. To demonstrate an improved ability to use conferences to their maximum potential.
6. To understand some of the trends and issues related to conferencing in the future.

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 5^th 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 Directions for Adult and Continuing Education, No. 76). San Francisco: Jossey Bass.

Galbraith, M. W. (Ed.). (1998). Adult learning methods: A guide for effective instruction (2nd Edition). Malabar, FL: Robert E. Krieger Publishing Company.

Galbraith, M. W., Guglielmino, L. M. & Sisco, B. R. (Eds.). (1995). Administering successful programs for adults. Malabar, FL: Robert E. Krieger Publishing Company.

Goldblatt, J. J. (1997). Special events: Best practices in modern event management. New York: John Wiley & Sons.  

Goldblatt, J. J. (Ed.). (2001). The international dictionary of even management: Over 3500 administration, coordination, marketing, and risk management terms from around the world. New York: John Wiley & Sons.  

Goldblatt, J. J., & Supovitz, F. (1999). Dollars & events: How to succeed in the special events business. New York: John 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 (3^rd 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.

Winter, C. (1994). Planning a successful conference. Thousand Oaks, CA: SAGE Publications.