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Article Type

Professional Proficiency

Article Abstract

Related Issue:

Adult learner reentry to college and pathways to credentials may be less visible in enrollment management plans that are dependent on conventional, linear, and continuous college pathways. Drawing from learning and findings of six institutions within a large public university system as well as the academic literature, this article will consider post-traditional pipeline opportunities and strategies for faculty and staff engagement in SEM planning for this population.

Author(s)

Diane Treis, Ed.D., has more than three decades of public service in education, local government,
and economic and community development. She currently serves as the Director of Academic Programs and Student
Learning Assessment for the University of Wisconsin System Administration. In this role she provides consultation to
UW System faculty and staff in the development of academic degree programs to meet current workforce and student
demand. She serves as the principal system resource on matters relating to the assessment and credit award for prior
learning and she has led major initiatives relative to the recognition of prior learning, credit transfer, degree
completion, and other high impact educational practices at the system, state, and national level. Treis Rusk holds a
Doctor of Education in higher education leadership, policy and organization from Vanderbilt University. She also has
a Master of Science in human ecology and Bachelor of Science in political science from the University of
Wisconsin-Madison.

For more information regarding the tools created to expand CPL opportunities as part of one university systems’
participation in the All Learning Count project, please contact the author at dtreisrusk@uwsa.edu.

References

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