2019 The Next Chapter: Master Classes for the Seasoned Professional

Columbus, OH 
Tuesday, May 14 – Thursday, May 16, 2019


The Next Chapter is AHEAD’s advanced professional development event for highly experienced higher education personnel who work to ensure accessible campus environments. Each three-day master class is designed to expand the knowledge of seasoned professionals, supporting them in making nuanced decisions, staying current in this fast-paced profession, engaging campus stakeholders, and exploring foundational concepts that underpin the work. To encourage an expansive exploration of concepts, apply academic thought and legal principles to daily work, and expand strategies for collaborating with campus colleagues, all master classes include significant opportunity for networking and engagement.

All participants receive a certificate of advanced study. Continuing education units (CEUs) from the Commission on Rehabilitation Counselor Certification (CRCC) are available.  

2019 Master Classes

The 2019 program held in Columbus includes the following master classes:

  • MC#1- Advanced Practices for Disability Services in Health Sciences Programs
  • MC#2- Disability Law: Lessons in Application for the Advanced Disability Professional
  • MC#3- Knowledge Mobilization: Closing the Gap Between Disability Studies and Services
  • MC#4- Exploring and Advancing Best Practices in Community College Disability Resource Offices
  • MC#5- The ADA Coordinator Role in Higher Education: Planning Seamless Access

MC#1- Advanced Practices for Disability Services in Health Sciences Programs

Lisa Meeks, Ph.D., University of Michigan Medical School 
Jan Serrantino, Ed.D., Meeks and Company Consulting
Barbara Blacklock, M.A., L.I.S.W., University of Minnesota 


The high stakes environment of health sciences programs, coupled with multi-layered, nuanced and complex educational experiences (e.g., didactics, anatomy labs, clinical rotations, standardized patient exams, board exams, etc.), poses unique challenges for disability resource, student affairs and diversity professionals, especially those unfamiliar with the culture and hierarchy of clinical education. This master class will empower participants by refining their expertise on disability in health science programs. 

The case-based training is highly interactive and dynamic, utilizing elements of problem-based learning (PBL) and role play, drawing on actual cases, Office of Civil Rights (OCR) complaints and resolutions, private litigation, and Department of Justice (DOJ) guidance. Current cases and concerns from attendees are addressed in a workshop format at the end of each day.

The course goes beyond the scope of disability practice and covers the following topics:

  • Dynamics of relationship building in clinical education
  • Disability as a function of diversity, equity, and inclusion
  • Intersectionality of disability and other identities
  • Well-being and disability
  • Support and preparation for board exams
  • Support and transition from program to residency, fellowship, and professional practice
  • Sound an meaningful technical standards, including a general review and self-study, group exercises, and an editing session with the facilitators
  • The use of intermediaries
  • An introduction to advanced assistive technologies
  • Working with stakeholders across campus to ensure meaningful, not just legal, access
  • Responding to complaints and appeals
  • Language
  • Forward-facing messages (websites, policies, orientation materials)

The training is fast paced and assumes competence in the basics of the ADA and disability resources, as well as a general understanding of health science program structure. Therefore, participants must have a solid background in higher education as demonstrated by one of the following prerequisite criteria:

  1. Previous attendance at part one of this training with AHEAD;
  2. Experience providing or supervising student support services in a health science program for at least one year;
  3. At least 3 years of experience in non-health science student support services;
  4. Approval from lead instructor to register;
  5. Completion of a self-study prior to the training (provided by the lead instructor).

A copy of The Guide to Assisting Students with Disabilities: Equal Access in Health Science and Professional Education and  a bound copy of the AAMC Special Report Accessibility, Action, and Inclusion in Medical Education will be included with registration for this course.

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MC#2: Disability Law: Lessons in Nuance and Application for the Advanced Disability Professional

Jamie Axelrod, M.S., Northern Arizona University
Paul D. Grossman, J.D., OCR, Chief Regional Civil Rights Attorney, San Francisco, retired; University of California, Hastings College of Law
Mary Lee Vance, Ph.D., California State University Sacramento

The higher education environment and the legal concepts intended to ensure its accessibility are multi-faceted and ever-changing. It can sometimes feel as though the more we know, the more challenging it can be to find the salient issues in novel situations and apply the relevant legal concepts. Nonetheless, the law is an effective tool for both securing students’ civil rights and setting limits. 

This advanced training will highlight long-standing and widely-accepted judicial precedents and principles, as well as the latest decisions on emerging issues, and provide an interactive exploration of their practical implications. We will succinctly cover the law, including cutting-edge principles, and facilitate best practice discussions through multiple case scenarios. Within a team of experienced colleagues, you will have the opportunity to become facile with the law by applying it to realistic and complex hypothetical questions, sharing your ideas and solutions and exploring approaches to effective implementation. Together with your colleagues and the presenters, you will explore these difficult issues and assess practical policies, processes, and procedures that provide effective access in accordance with legal obligations. Many of our hypotheticals will be based on OCR/DOJ findings, letters, and court decisions that reflect common and recurring situations; participant scenarios are also welcome.

This certificate-bearing master class will include 16-hours of face-to-face discussion and instruction. Participants will be sent four seminal rulings related to disability law in postsecondary education to review prior to our time together. The training is fast-paced and assumes competence in the basics of the ADA and disability resources. Therefore, participants must have a solid background in applying disability access principles in higher education; on-site work will focus on application in the following areas:

  • DOJ Title II and Title III regulations concerning who is an individual with a disability, including the emphasis on “condition, manner, and duration” analysis
  • An advanced walk through the regulations
  • Review of basic claims and defenses
  • Who is a qualified individual with a disability?
  • Individualization and interaction in the development of accommodations
  • Fundamental alteration and undue burden process and procedures
  • How the courts may be using “programs as a whole” language in the regulations as a limitation on program access
  • Service animals and ESAs
  • Internships and field work
  • Self-injurious students
  • Discipline of students with disabilities
  • Grievance and complaint procedures
  • Veterans issues
  • Digital equality
  • Responding to sexual violence
  • Students on the autism spectrum

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MC#3: Knowledge Mobilization: Closing the Gap Between Disability Studies and Services
Sue Kroeger, Ed.D., University of Arizona
Rosemarie Garland-Thomson, Ph.D., Emory  University

 “A little knowledge that acts is worth infinitely more than much knowledge that is idle.” - Kahil Gibran             

Over the last fifty years, there has been a marked shift in our understanding of disability. This shift can be attributed initially to the disability rights movement as well as the field of disability studies. Both have engaged in enthusiastic analysis and have fundamentally redefined the problem of disability from one of deficits in the individual to one of barriers in the environment. Disability Services has joined the efforts to reconceptualize disability, impairment, normalcy, access, inclusion, and integration more recently. However, there continue to be gaps between scholarship and application. The challenge for disability services and disability studies is to build an alliance that will work toward applying the broad reframing of disability to practice, teaching, and research. Scholars and practitioners may inadvertently stifle the application of new thinking for the convenience of professional territoriality.

  • Professions decide who is and who is not disabled (who receives services)
  • Professionals often operate from deficit thinking and seek to change primarily the individual; even when professionals intellectually shift their thinking about disability, they are unable or unwilling to shift their service delivery
  • Scholars oftentimes write off services as simply “adversarial gate keeping”
  • Scholars often are unwilling or unable to articulate practical applications of their research and teaching and to appreciate institutional constraints
  • Models/theories of equal participation, reasonable accommodation, and service delivery may be abstractions on disability as appropriated from the life stories of disabled people and through the lenses of professionals and scholars

A relatively new field called knowledge mobilization (KMb) has emerged to make research matter more on the frontlines. As a powerful methodological framework and action program, it is demonstrating social improvements by engaging researchers, policymakers, practitioners, and consumers in new ways. KMb is not just about sharing information or one-way information flow. It is about engagement, user participation, and attention to impact. It is about research as well as real world evidence from the expertise of practitioners and consumers. 

While the field of disability does have a history of involving various stakeholders in such efforts as policy development, applied research, and service evaluation, it is clear that relationships remain uneasy. This master class will focus on understanding the core perspectives of scholars, practitioners, and consumers and explore the misinformation and misunderstandings that have prevented them from ensuring that scholarship matters on the frontlines of policy/practice and vice versa. Participants will develop a KMb strategy for their campus to help increase and sustain disability access and integration. (inclusion?)

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MC#4: Exploring and Advancing Best Practices in Community College Disability Resource Offices
Lucinda Aborn, Ph.D., Cerritos College (retired)
Denise Simpson, M.Ed., North Orange Continuing Education (retired)

Providing services to students with disabilities in the community college is often different than providing services in other post-secondary education institutions. Determining accommodations for students can be challenging with the diversity of students served by open-enrollment institutions and due to the characteristics of the institution itself. Partners in fulfilling the mission of the community college serve differing roles and confront various challenging issues. 

The Community College Research Center reports over 8.7 million students were enrolled in 2-year colleges in 2016-2017, and 38% of undergraduate students were enrolled in community colleges.  Community college students with disabilities often have different accommodation needs than undergraduate students enrolled in four-year institutions. In addition to removing barriers to access, these students may require remediation and other developmental education to be successful. What role does a disability resource office have in addressing those issues?

 This workshop will consist of 16-hours of face-to-face training and discussions of current best practices. Participants will have the opportunity to bring their own challenges and brainstorm solutions to emerging issues with other highly experienced colleagues and the trainers. There will be one preparation assignment which will require 30 minutes of preparation prior to attending the training. Participants will explore topics unique to disability resources in the community colleges including: 

  • Open enrollment challenges and underprepared students
  • Dual enrollment programs and providing disability services
  • High school partnerships
  • Establishing campus-wide policies for accessibility
  • Changing campus culture to assure compliance and accessibility
  • Campus Infrastructure to support accommodations
  • Technical Standards for Career and Technical Education Programs
  • Data management and reporting
  • Program evaluation and strategic planning
  • Options for students with intellectual disabilities
  • Supporting transition to work and to 4-year institutions
  • Conducting faculty training on serving students with disabilities
  • Involvement of community partners and parents
  • Campus engagement for the commuter student

 This training session assumes competence in the basics of the ADA and disability services in a community college.  Attendees should have at least three years of experience in disability services in a community college setting.   

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MC#5: The ADA Coordinator Role in Higher Education: Planning Seamless Access
L. Scott Lissner, The Ohio State University
Gabriel Merrell, M.S., Oregon State University 

This master class is designed for participants who have been serving (formally or informally) as the ADA/Section 504 Coordinator at their institution. The fast-paced training assumes a working knowledge of the ADA and Section 504. Our focus will be on institutional access and unique challenges within higher education, on developing a compliance program and philosophy rather than on providing direct services to students, faculty and staff.  You are a good candidate for this class if you

  • are your institution’s ADA Coordinator and/or 504 Compliance Officer, or
  • frequently participate in institution-wide policy development, construction & renovation projects, employee accommodations, dispute resolution, and public access needs, as well as academic accommodations.

Using a review of the administrative requirements of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act as Amended, the facilitators will draw on their and participants’ experiences to explore the role of ADA Coordinators within higher education and to highlight best practices. We will discuss models for implementing a coordinated program that moves your institution towards seamless access and enhances the full participation of disabled individuals in all aspects of the academic enterprise.

Across a range of practice areas that reflect the diversity and scope of higher education, participatory case studies will model a flexible approach and identify practical solutions anchored to relevant statutes, regulations, and case law. Within and across topics, concrete examples will highlight core principles and process that can be adapted to a range of educational institutions. 

Discussion and case studies will cover:

  • The role of ADA Coordinator: Connecting Personnel Philosophy and Institutional Mission
    • Minimum compliance to social justice or risk avoidance to change agent
    • The organizational chart: institutional placement and relationships
    • Dispute resolution and complaint management
  • Facilitating a Sustainable Infrastructure Supporting Seamless Access
    • Policy as a foundation
    • Building standards and universal design
    • Information and communications technology access
    • Budgeting (administrative and financial resources)
  • Adapting Process for Different Constituencies
    • Students
    • Faculty and staff
    • The wider community
  • Access and accommodation in unique programs
    • Hospitals, hotels, athletic venues
    • Research labs
    • Multiple campuses
    • International travel and work
    • Dual enrollment, camps, etc.
  • Developing Trends
    • Demographics of disability
    • Developing law
    • Emerging technology

Interactive scenarios will highlight principles in action and illustrate best practices, allowing participants to workshop policy and process elements to bring back to their campuses. The overall experience will balance information sharing, small group discussion, and hands-on policy and process development.

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Schedule (16 Hours of Instruction)

 Tuesday, May 14 (6 hours of instruction)

8:00-9:00 Full, buffet breakfast (provided)
9:00-5:30- Master Classes
Morning (10:30-11:00) and afternoon (3:30-4:00) refreshment breaks
Lunch (12:30-2:00) on your own

 

Wednesday, May 15 (5 hours of instruction)

9:00-4:00- Master Classes
Morning (10:30-11:00) refreshment break
Lunch (12:30-2:00) on your own

 

Thursday, May 16 (5 hours of instruction)

9:00-4:00- Master Classes
Morning (10:30-11:00) refreshment break
Lunch (12:30-2:00) on your own

 
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The Next Chapter: Master Classes for the Seasoned Professional logo



"These Master Classes are invaluable. I am going to try to come back each year."

an image of the reception area with people eating a tables during the 2018 Next Chapter: Master Classes conference


"It was great to have a space for experienced professionals to get the next level of information."

an image of an IT work group session 2018 Next Chapter: Master Classes conference

Presenter Bios

Lucinda Aborn
Lucinda Aborn, Ph.D., CRC has worked in the California Community Colleges for 25 years. She is currently the Coordinator of the California Association of Postsecondary Education and Disability (CAPED) New Director’s Mentorship Grant Program funded by the California Community College’s Chancellor’s Office. Lucinda is an adjunct instructor for Indiana University Purdue University, Indianapolis in the School of Health and Rehabilitation Sciences. She was the President of CAPED in 2004-2006, and recently retired from the position of Dean of Disabled Students Programs and Services at Cerritos College, Norwalk, California. As the Dean, Lucinda had oversight of Disability Services, Veteran Services, and the Student Health Center. She is a contributing author for the California Community College’s Distance Education Accessibility Guidelines, 2001 and the 2018 Addendum. Lucinda has been the Principle Investigator of numerous state and federal grants, raising funds to enhance services for


Jamie Axelrod
Jamie Axelrod, M.S. is the Director of Disability Resources at Northern Arizona University and President of AHEAD. Jamie presents regularly on topics related to disability access and higher education, having expertise in disability law and policy, communication and information technology (ICT) access, and the reasonable accommodation process. Jamie is a respected contributor to professional listservs, having received the Fink-Ryan Award for the quality of his guidance, and a go-to consultant for complex issues. He has worked for the University of Wisconsin-Madison’s athletic department, as a mental health therapist, and for Protection and Advocacy Systems, Inc., a disability rights advocacy law firm where he served as an advocate for individuals with disabilities who were claiming that their civil rights had been violated. Jamie has served as co-chair of Northern Arizona University’s Commission on Disability Access and Design and on AHEAD’s Board of Directors.


Barbara Blacklock
Barbara Blacklock, M.A., L.I.S.W. is the Disability Resource Center Program Coordinator to the Academic Health Center Programs at the University of Minnesota. Barbara serves as the Board Secretary for the Coalition for Disability Access in Health Sciences and Medical Education and is a co-author of the 2014 AHEAD publication, Meeting the Needs of Students with Disabilities in Health-Related Education Programs. Along with her role as a direct service provider, Barbara was the Project Director of a Marcus Foundation Faculty Education Grant entitled Taking it to the Next Level: Advancing Awareness and Equity of Medical Trainees with Invisible Disabilities and the Project Director of a FIPSE grant designed to identify barriers and opportunities for college students with mental health disabilities. Barbara is the chair of AHEAD’s Special Interest Group (SIG) on Students with Mental Health Disabilities, was awarded AHEAD’s Professional Recognition Award, and received the University of Minnesota’s President Award for Outstanding Service. She has over 30 years of experience in disability resources and higher education.

Rosemarie Garland-Thomson
Rosemarie Garland-Thomson, Ph.D is Professor of English and Bioethics and co-director of the Disability Studies Initiative at Emory University, where her fields of study are disability studies, American literature and culture, and feminist theory. Her work develops the field of critical disability studies in the health humanities, broadly understood, to bring forward disability access, inclusion and identity to communities inside and outside of the academy. She is the author of Extraordinary Bodies , Staring: How We Look and several other books. Rosemarie is a leader of interdisciplinary critical disability studies, the emergent field in higher education that promotes inclusion and brings innovative perspectives on disability to academic venues and the wider world. She travels and speaks widely in the U.S. and abroad and is the recipient of professional recognitions, including the Senior Scholar from the Society for Disability Studies.

Paul Grossman
Paul Grossman, J.D. served as a civil rights attorney for the U.S. Department of Education, Office for Civil Rights (OCR), serving as its Chief Regional Attorney in San Francisco for 30 years. He is currently an Adjunct Professor of Disability Law at Hasting College of Law, University of California, and a member of the AHEAD Board of Directors, the Public Policy Committee of the Association for Children and Adults with AD/HD (CHADD), and the Disability Rights Advocates (DRA) Expert Advisory Board. Dr. Grossman has worked on every type of education discrimination and investigated, written decisions, and settled hundreds of disability discrimination cases, often developing new approaches to protecting students with disabilities. He is the coauthor of The Law of Disability Discrimination (8th Edition) and its companion publication, Law of Disability Discrimination Handbook: Statues and Regulatory Guidance.


Sue Kroeger
Sue Kroeger, Ed.D is currently Associate Professor of Practice in the Department of Disability and Psychoeducational Studies at the University of Arizona, where she teaches disability studies, coordinates an undergraduate program in rehabilitation, and advises students. Sue was the Director of Disability Resources and ADA Coordinator at the University of Arizona for 18 years and Director of Disability Services at the University of Minnesota for 15 years. Under her leadership, both institutions became national leaders in disability services. She managed staffs of 32+ full and part-time employees that, guided by a social model of disability and principles of universal design, provided services to faculty, staff, and students with disabilities, offered competitive athletic opportunities, assisted the University in meeting its legal obligations, and provided consultation and education on designing inclusive learning and working environments. In addition to her administrative duties, Sue has presented at numerous national and international conferences, published articles on disability and higher education, and co-edited a book entitled, "Responding to Disability Issues in Student Affairs." She has served as principal investigator for numerous federal grants, is a Past President of AHEAD, and remains a sought-after consultant for her wisdom and vision.

 

Scott Lissner
L. Scott Lissner is the Americans with Disabilities Act Coordinator and 504 Compliance Officer for The Ohio State University, where he is also an Associate of the John Glenn School of Public Policy and serves as a lecturer for the Moritz College of Law, the Knowlton School of Architecture and Disability Studies. Engaged in community and professional service, Lissner is a past President and Public Policy Chair of the Association on Higher Education and Disability (AHEAD) and serves on the Board of Directors for The Center for Disability Empowerment, VSA Ohio, and the Editorial Board for Thompson’s ADA Compliance Guide. Lissner has been appointed to the Columbus Advisory Committee on Disability Issues, Ohio’s Help America Vote Act Committee, and the Ohio Governor’s Council for People with Disabilities. Recent presentations include the National Association of Disabilities Providers (UK), a technical assistance tour to Indonesia sponsored by the Department of State, sessions at the Association on Higher Education and Disability, the National Association of College and University Attorneys, The Ohio Attorney General’s Office, and workshops on building accommodation processes at the Universities of Tokyo and Doshisha in Japan. Publications include The Impact of the ADAAA of 2008 on Higher Education, Thompsons Publications; Universal Design in the Institutional Setting: Weaving a Philosophy into Campus Planning in Universal Design: From Accessibility to Zoning (J. Cowley-Evans & J. Nasser (Eds.); From Legal Principle to Informed Practice with J. E. Jarrow; and A Long View of Change, Disability Blog, The Department of Labor’s Office of Disability Employment Policy.


Lisa Meeks
Lisa Meeks, Ph.D. is an Assistant Professor of Family Medicine at the University of Michigan Medical School and an Expert Scholar at the Institute for Healthcare Policy and Innovation (IHPI). She is the co-founder and Past President of the Coalition for Disability Access in Health Science and Medical Education, co-developer of the AAMC Disability Webinar Series and the University of California San Francisco (UCSF) Disability Training Series, co-editor and an author of The Guide to Assisting Students with Disabilities: Equal Access in Health Science and Professional Education, and Co-PI and lead author of the AAMC Special Report Accessibility, Action, and Inclusion in Medical Education. Her research focuses on medical student well-being and access, disability curriculum in medical education, and reducing health care disparities for patients with disabilities.


Gabriel Merrell
Gabriel Merrell, M.S. is the Director for Access and Affirmative Action and Deputy ADA Coordinator for Equal Opportunity and Access at Oregon State University. He is co-chair of AHEAD’s ADA Coordinator Special Interest Group (SIG) and the Past-President of ORAHEAD, Oregon’s AHEAD Affiliate. Gabriel has been working in areas directly related to physical access, IT access, accommodations, inclusion, and universal design for thirteen years. He’s had direct ADA Coordinator responsibilities at Oregon State University for eight years, leading, organizing, and advocating for institutional accessibility and inclusion goals. Current chair of the OSU Accessible University Advisory Committee, Campus Planning Committee, and regional Council of Governments Disability Services Advisory Council, Gabriel is a recognized expert by the ADA Coordinator Training Certification Program (Great Plains ADA Center/University of Missouri).


Jan Serrantino
Jan Serrantino, Ph.D. has worked to support students with disabilities and campus partners and to create inclusive policy in higher education. Jan is the President of the Coalition for Disability Access in Health Science and Medical Education. Jan recently retired from her role as Director of the Disability Services Center at the University of California, Irvine where she was the worked with students with disabilities in the Schools of Nursing, Pharmacy, Public Health and Medicine. Currently Dr. Serrantino is a higher education consultant with Meeks and Company Consulting and focuses on faculty and staff training in health science education and regularly presents at national professional conferences. Jan is co-author of two chapters in The Guide to Assisting Students with Disabilities: Equal Access in Health Science and Professional Education. She co- presented a webinar on Clinical Accommodation: Upholding Standards While Creating Equal Access, for the American Association of Medical Colleges and a Faculty Training Module, Maintaining Privacy: Students with Disabilities.


Denise Simpson
Denise Simpson, M.Ed. served students with intellectual and developmental disabilities in the North Orange Continuing Education (NOCE) program for thirty-two years as an instructor and then director. The NOCE Disability Support Services (DSS) program provided options to students to empower them to live and work more independently. NOCE is a model program in Southern California, serving students for over 40 years. As the Director, Denise was actively engaged in the community and successfully earned several grants and alternate funding sources to support students. Denise earned a bachelor’s degree from California State University, Fullerton and a Master’s of Education from Penn State, where she focused her studies on the successful inclusion of parents of adult students with intellectual disabilities in postsecondary education. Denise served as President of the California Association of Postsecondary Education and Disabilities (CAPED) from 2014-2016.


Mary Lee Vance
Mary Lee Vance, Ph.D. is the Director of Services to Students with Disabilities at California State University Sacramento. In her career, she has served at every level of higher education, in a wide range of postsecondary positions, as well as in academia. At the University of California, Berkeley, Mary Lee served as the Director of the Disabled Students’ Program (DSP) Student Support Services TRiO program, as well as the DSP Associate Director. She has also directed disability services at University of Montana, George Mason University, along with its two-year satellite campuses, and the University of Wisconsin, Superior. In addition to disability services, Mary Lee has directed other student services units, including academic advisement and career services, and has taught undergraduate and graduate courses, including an introduction to disability studies. She is the co-editor of two books: Beyond the Americans with Disabilities Act: Proactively Planning for Accessible Post-Secondary Educational Offerings, Now and into the Future; Advising Students with Disabilities: Developing Universal Success; and editor of DISABLED Faculty and Staff in a Disabling Society: Multiple Perspectives in Higher Education. Mary Lee has served over ten years as a reviewer for the NACADA refereed journal and is currently a reviewer for the Journal of Postsecondary Education and Disability. She has published in several journals, texts, and other publications and has an extensive presentation history. Mary Lee was recently recognized by AHEAD and CAPED, with their respective Professional Recognition awards.

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Registration Costs

 

On or before April 12

After April 12

Members

$495

$575

Non-members

$595

$675

 

Registration includes all materials and beverage morning and afternoon breaks each day of the Institutes. Travel expenses, hotel accommodations, and additional meals are not included in the registration fee. Refunds can only be provided for cancellations received in writing on or before April 12, 2019. A $75.00 administrative fee will be charged for all cancellations. We regret that no refunds can be issued after April 12, 2019 for any reason but can be transferred to another attendee from the same institution.

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Conference Hotel

inside lobby of Columbus Hilton

Hilton Columbus Downtown

401 North High Street, Columbus, OH  43215

AHEAD Group room rate: $169.00 + tax for single or double occupancy

Reservations can be made at https://book.passkey.com/go/AHEAD19 or by calling central reservations at 855-380-9591; reference the group code: AHEAD

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