At Western Washington University Extended Education

atWestern Washington University

Extended Education

What is Extended Education?There seem to be as many definitions as there

are definers:

Extended education is designed for those individuals whose educational needs are not met through traditional academic programs. University extended education plays a significant role in fulfilling the university’s mission and goals by providing self-support educational opportunities.

What is Extended Education?There seem to be as many definitions as there

are definers:

Extension lifelong learning programs serve children, retirees and working adults who need updated education to pursue new career paths. Flexible delivery methods, including the use of distance-learning technologies, let people enjoy the benefits of "anytime, anyplace" education.

What is Extended Education?

Distance education is a growing subset of extended education

Distance education is a formal educational process in which themajority of the learning occurs when students and the instructorare not in the same location. Instruction may be synchronous orasynchronous and may employ audio, video, computer, or otherelectronic technologies. This would include for-credit and non-credit activities for either individual courses/modules or for entire programs. When conceptualized on a continuum, distance education includes 100% face-to-face off-campus learning, Web- enhanced learning, blended learning, and 100% online learning.

What is Extended Education? Non-traditional studentsNon-traditional students

Non-traditional timesNon-traditional times

Non-traditional placesNon-traditional places

Non-traditional deliveryNon-traditional delivery

Non-traditional technologyNon-traditional technology

Non-traditional fundingNon-traditional funding

Non-traditional opportunity?Non-traditional opportunity?

How Important is Extended Education to the State of Washington

and to Western Washington University?

Learning for Life – the 2020 Commission of Washington

By 2020 our post-secondary education system will need to serve over 100,000 more learners than it served in 1998

A significant part of Washington’s growing enrollment demand will come from people who need to take classes while balancing family, work, and community obligations and from people who live far from college.

Distance learning lowers the cost of education for students by eliminating the expenses of relocation and/or transportation.

Asynchronous learning – learning that is independent of the time and place of teaching- also has the potential to reduce the need for new buildings, and, over time, to lower the unit costs of education.

Moving the Blue Arrow 2008 Strategic Master Plan of Higher Education in

Washington

First goal:

“We will create a high-quality higher education

system that provides expanded opportunity for

more Washingtonians to complete postsecondary

degrees, certificates, and apprenticeships.”

We must expand and provide access to educational opportunity and lifetime education and training to every young person and adult in our state

Education beyond high school and learning throughout our careers are the new norm, but we are late adapters to this change.

We have not re-engineered our education system to make adult learning accessible and user-friendly for those who need it.


Washington

Some thoughts from the report::

We must better integrate services to support learners of all ages, and education should be available when and where people need it.

There is a growing need among adults at all educational levels for intermittent education (just-in-time learning) throughout their careers. The system should both stimulate and respond to this growth.

Distance learning technologies, the location of university programs on community college campuses, leased facilities in remote locations and creating community based learning in community centers offer expanded opportunities for delivery


Washington


Learning by “non-traditional” students is important to the students and to the state – we need to adapt to their needs.

New technologies offer a wealth of opportunity for expanding the array of education delivery systems and for creating powerful e-learning communities.

Institutional academic leadership will need to work closely with the continuing education and extended learning communities to achieve fully integrated institutional support for just-in-time learning and we must develop the capacity to deliver just-in-time learning to adult workers, non-traditional students, and Washington businesses


Washington


President Obama has challenged America to have the highest proportion of residents with college degrees in the world by 2020. If the country is to realize this ambitious goal, it will mean not only increasing the number of traditional age college students who complete a four-year degree but also providing working adults convenient part-time educational pathways to a baccalaureate degree. Many in today’s workforce—28 percent—left college before earning a degree. Now with good jobs requiring at least a two-year credential if not more, enrollments of working adults in university degree completion programs are climbing—and especially in programs that offer the option of completing some coursework online.

Another Indicator of the Importance

of Extended Education

Shrinking State Support for Higher Education

The delivery of education in non-traditional ways, in non-traditional places, to non-traditional students means that we can better serve our constituencies

It also offers significant opportunities to generate revenue for the institution to replace dwindling state funding

But such non-traditional delivery potentially comes at a cost in terms of possible dilution of quality instruction and invasion of the comfort zone of faculty

A Brief History of Extended Education at Western

1910 – Organization of the first Extension Department at Western

1912 – The first correspondence courses created for rural teachers and offered through the Correspondence Study Department. The first catalog of correspondence courses is published

Mid 1960s – Continuing education classes offered intermittently


1969 – The Extension and Correspondence Study Departments become the

Department of Continuing Studies.

70s/80s – No coherent plan for continuing education offerings. Classes

offered with little oversight of quality and content

1974 – The Department of Education begins to establish off-campus programs

for teachers and administrators in Seattle and Tacoma


1986 – Larry Marrs, Dean of the College of Education, forms the Center for

Regional Services (CRS)

1987 – Dr. Larri Shannon hired to build off- campus courses for the College of Education

1988 – University accreditation report criticizes the structure and role of

extension at Western


1991 – Continuing Studies becomes University Extended Programs (UEP). Center for Regional Services (CRS) splits from UEP and returns to the College of Education

1991-2001 – CRS and UEP operate independently of one another

1997 – International Programs becomes part of UEP, keeping its own structure and budget


1998 – Accreditation report again criticizes the marginalization and organization

of extended education at Western

2000 – UEP given management responsibility for Summer Session

2001 – UEP and CRS merge into Extended Education and Summer Programs

(EESP) in response to recommendations of the 1988 and 1998 accreditation reports


2001 – International Programs removed from Extended Programs

Today – EESP directly supports the extended education function fully in five

of the six colleges. Woodring College of Education independently operates a significant portion of its extended education operations.

Extended Education at Western

Extended Education and Summer Programs (EESP) is charged with overseeing operations and marketing for all extended education activities on and off campus. Colleges are responsible for academic content and quality

Woodring College of Education independently administers and delivers a number of extended education programs in Everett, Seattle, and Bremerton

The Mission Statement of EESPThe Mission Statement of EESP

Extended Education and Summer Programs

(EESP) connects learners of all ages to the

Western Experience. EESP collaborates with

colleges, departments and the community,

linking university resources with educational

needs and opportunities both on and off

campus.

Mission: Woodring College of Education facilitates learning that prepares and advances quality educators and human services professionals throughout their careers. As academic leaders, educators, mentors, and scholars, we seek to:

•Model best practices in teaching and learning which, in turn, lead graduates to use best practices in their professions

•Cultivate student competence through extensive field experiences with exemplary practicing professionals

•Construct, transform, and convey knowledge by integrating research, theory, and practice

•Act with respect for individual differences

•Develop collaborative partnerships that promote the learning and well-being of individuals, families, and the community

•Evaluate processes and outcomes to assure continual program improvements.

Woodring College of Education Mission and

Vision Statements

Vision:

Woodring College of Education fosters community relationships and a culture of learning that advances knowledge, embraces diversity and promotes social justice.

Woodring College of Education Mission and

Vision Statements

Who are Extended Education Students? Working professionalsWorking professionals

Seeking professional development, Seeking professional development, certification, etc.certification, etc.

Teachers seeking in-service coursesTeachers seeking in-service courses Seeking undergraduate degree completionSeeking undergraduate degree completion Seeking an advanced degreeSeeking an advanced degree

Adult learnersAdult learners Seeking non-credit enrichment Seeking non-credit enrichment Seeking university creditSeeking university credit Seeking a degreeSeeking a degree Seeking English as a second language Seeking English as a second language

training training

Who are Extended Education Students?

Unemployed Unemployed Seeking new marketable skillsSeeking new marketable skills Seeking a degreeSeeking a degree

Unable to get to a campusUnable to get to a campus DisabledDisabled Remote from campusRemote from campus MilitaryMilitary PrisonersPrisoners Family issuesFamily issues Financial issuesFinancial issues

Who are Extended Education Students?

Traditional studentsTraditional students Seeking a class unavailable on campusSeeking a class unavailable on campus Seeking a class or two to graduateSeeking a class or two to graduate

Returning adultsReturning adults typically 24years of age or older typically 24years of age or older Re-enrolling at the same or different college Re-enrolling at the same or different college Pursuing a career change Pursuing a career change Students with children Students with children Students who did not attend college directly after Students who did not attend college directly after

high school high school

What are the needs of extended education students?

Flexible schedules Flexible schedules Course credit for work experience Course credit for work experience Extended library hours and servicesExtended library hours and services Campus childcare facilities Campus childcare facilities Returning adult advisors Returning adult advisors Unique classroom alternatives (including distance Unique classroom alternatives (including distance

learning and accelerated programs) learning and accelerated programs) Tutoring and study skills assistance Tutoring and study skills assistance Organizations and support groups for adult students Organizations and support groups for adult students

Current Extended Education Activities at Western

Academy for Lifelong Learning

Conference Services

Teacher Education Outreach Programs Endorsements for Certified Elementary and Special

Education Teachers Teacher Education – Bremerton, Everett, Seattle Elementary Education Post-Bac Teacher

certification – Bremerton, Seattle, Everett Masters in Teaching (MIT) Program - Everett


Degree Programs

Educational Administration, MEd – Bremerton, Seattle Elementary Education/Special Education, BAE & Post-

Bac – Bremerton Seattle Masters of Business Administration – Everett Professional Science Masters degree (Huxley and CBE) –

Bremerton/Poulsbo, Port Angeles, Everett (In planning stage) Secondary Education, MIT – Seattle Environmental Science, BS – Bremerton/Poulsbo, Port

Angeles, Everett Planning and Environmental Policy, BA - Bremerton/

Poulsbo, Port Angeles, Everett


Professional Studies Courses Preparation Courses Hands-0n Computer Lab – short Course Project Management Courses

Professional Studies Certificate Programs Teachers, School Administrators Emergency Management Career or advancement Program for a Career in Video Production and the Enthusiast Program for Web Design Career or Career Enhancement Programs for Writers


Post-Bac Programs Communication Sciences & Disorders, Speech

Pathology and Audiology - Graduate School Preparation

Elementary Teacher Education ESL Endorsement (Teachers) Graduate School Test Preparation Courses National Board Certification (Teachers) Professional Certificate (Teachers) Special Education Endorsement (Teachers) Vehicle Design


Distance and Independent Learning Distance and Independent Learning

Summer SessionSummer Session

Youth ProgramsYouth Programs Sleeping Over with Science & ArtsSleeping Over with Science & Arts Saturday OdysseySaturday Odyssey Summer ProgramsSummer Programs Grandparents “U”Grandparents “U”

Western Washington UniversityExtended Education & Summer Programs

FY08 Enrollment by Program Type(13,233 Participants)

Conferences4,68736%

Summer Session2,97622%

Non-Degree Programs2,00315%

Degree Programs1,98915%

Other Certificate Programs

1091%

Academy for Lifelong Learning

1,0388%

Youth Programs4313%

In addition to these numbers, Woodring College of Education had 208 students enrolled in degree programs at the Everett Community College site.

Western Washington University Extended Education and Summer Programs FY08 Credits Generated by Program Type

(48,593 SCH)

NON-DEGREE PROGRAMS

6,245 SCH13%

DEGREE PROGRAMS 18,820 SCH

39%

SUMMER SESSION 23,528 SCH

48%

Source: BI-Query (peak reports)

Woodring College of Education Extension Class Enrollment - Fall 2008

Superintendent Certificate , 2

Administrator Professional Certificate ,

11

Educational Administration-M.Ed. , 18

Rehabilitation Counseling-M.Ed. , 45

National Board Certification* , 222

Professional Teaching Certificate* , 314

Secondary Education-Initial Teacher--MIT , 46

Elementary Education-Initial Teacher , 219

TESOL Circle Grant , 36 Human Services-B.A. ,

134

Special Education Endorsement* , 9

Principal Certificate , 30

Total = 1086

The Charge to the Task Force Develop a role description for extended education

with consideration for the balance among academic program quality, service, and revenue generation

Advance vision and mission statements for extended education

Recommend an appropriate structure for the organization and delivery of extended education

Define the relevant target audiences for extended education

The Charge to the Task Force

Establish long range goals for extended education

Recommend goals for the development of extended degree programs and distance learning initiatives

Prepare and deliver a white paper detailing recommendations for the administration, structure, and growth of extended education at Western

The Charge to the Task Force Develop a role description for extended education with

consideration for the balance among academic program quality, service, and revenue generation

Advance vision and mission statements for extended education

Recommend an appropriate structure for the organization and delivery of extended education

Define the relevant target audiences for extended education

Establish long range goals for extended education

Recommend goals for the development of extended degree programs and distance learning initiatives

Prepare and deliver a white paper detailing recommendations for the administration, structure, and growth of extended education at Western

Documents

At Western Washington University Extended Education