1. at Western Washington University Extended Education

2. 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.

3. 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.

4. What is Extended Education? Distance education is a growing subset of extended education Distance education is a formal educational process in which the majority of the learning occurs when students and the instructor are not in the same location. Instruction may be synchronous or asynchronous and may employ audio, video, computer, or other electronic 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.

5. What is Extended Education?  Non-traditional students  Non-traditional times  Non-traditional places  Non-traditional delivery  Non-traditional technology  Non-traditional funding  Non-traditional opportunity?

6. How Important is Extended Education to the State of Washington and to Western Washington University?

7. 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.

8. 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.”

9.   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. Moving the Blue Arrow 2008 Strategic Master Plan of Higher Education in Washington : Some thoughts from the report :

10.   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 Moving the Blue Arrow 2008 Strategic Master Plan of Higher Education in Washington : Some thoughts from the report :

11.   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 Moving the Blue Arrow 2008 Strategic Master Plan of Higher Education in Washington : Some thoughts from the report :

12. 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

13. 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

14. 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

15. A Brief History of Extended Education at Western   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

16. A Brief History of Extended Education at Western   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

17. A Brief History of Extended Education 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

18. A Brief History of Extended Education at Western   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

19. A Brief History of Extended Education at Western   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.

20. 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

21. The 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.

22. 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

23. 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

24. Who are Extended Education Students?  Working professionals  Seeking professional development, certification, etc.  Teachers seeking in-service courses  Seeking undergraduate degree completion  Seeking an advanced degree  Adult learners  Seeking non-credit enrichment  Seeking university credit  Seeking a degree  Seeking English as a second language training

25. Who are Extended Education Students?  Unemployed  Seeking new marketable skills  Seeking a degree  Unable to get to a campus  Disabled  Remote from campus  Military  Prisoners  Family issues  Financial issues

26. Who are Extended Education Students?  Traditional students  Seeking a class unavailable on campus  Seeking a class or two to graduate  Returning adults  typically 24years of age or older  Re-enrolling at the same or different college  Pursuing a career change  Students with children  Students who did not attend college directly after high school

27. What are the needs of extended education students?  Flexible schedules  Course credit for work experience  Extended library hours and services  Campus childcare facilities  Returning adult advisors  Unique classroom alternatives (including distance learning and accelerated programs)  Tutoring and study skills assistance  Organizations and support groups for adult students

28. 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

29. Current Extended Education Activities at Western   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

30. Current Extended Education Activities at Western   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

31. Current Extended Education Activities at Western   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

32. Current Extended Education Activities at Western  Distance and Independent Learning  Summer Session  Youth Programs  Sleeping Over with Science & Arts  Saturday Odyssey  Summer Programs  Grandparents “U”

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

35. Woodring College of Education Extension Class Enrollment - Fall 2008 Total = 1086

36. 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

37. 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

38. 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