Making Your Unit Indispensible in a Bare-Bones EconomyWCET 2009 Russ Adkins, Broward Community College, FL Fred Hurst, Northern Arizona University Janet Ross Kendall, Washington State University
Washington State University Distance Degree Programs Janet Ross Kendall Director, Distance Degree Programs WCET 2009
WSU has been a national leader in use of telecommunications
SYNCHRONOUS -- 1983: WSU built a two-way interactive audio-video system to deliver courses around state. Today, ~125 per semester
ASYNCHRONOUS – 1992: WSU began with videotaped lectures and sophisticated voice-mail system; 1998 began moving to online. Today, ~200 online courses are offered each semester through Distance Degree Programs
Distance Degree Programs Mostly undergrad: BA Social Sciences, BA Humanities, BA Human Development, BA Criminal Justice, BA Business with 5 majors. Grad programs being developed: MBA, grad certificates Delivered by a variety of asynchronous educational technologies (e.g., Internet, streaming media)
DDP Student Profile Average age: 36 years 75% women 80% work full or part-time Over 90% study part -time -- 2+ courses per semester 55% receive financial aid 90% in Washington Most have families (kids, parents)
Advantages of DDP for WSU Online programs increase FTE to WSU; programs are state-funded. FTE is counted in Pullman figures – FTE contributed by DDP 08-09 was 3,236 (~ 17,000 enrollments Enrollments contribute to diversity figures Programs bring in extra tuition dollars. Programs provide strong statewide presence for WSU
Organization: Then In 1992 there was much skepticism about an asynchronous distance degree, but we built on the growing satisfaction with the synchronous two-way interactive system We began with 57 students and 3 video-based courses and faculty who were willing to try something new All WSU policies were identical for students Our office coordinated all nonacademic aspects of distance delivery, and worked closely with deans and department chairs for all academic aspects
Organization: Then We’ve had an Advisory Board made up of chairs and Assoc. Deans from participating departments and colleges since the beginning Until this year all programs but one were done on overload We have encouraged departments to take ownership: choose instructors, set caps, enter information into mainframe, etc.
Organization: Now New provost and statewide budget cuts have resulted in new scrutiny, especially about our organizational structure Purposes of scrutiny: Figure out ways to return more money to the colleges Obtain buy-in from deans, raise visibility
Current Funding WSU funding to colleges for DDP students is passed on to departments $2790/AAFTE (30 cr.) undergrad $4552/AAFTE (20 cr.) grad Departments receive various amounts depending on policy of colleges CLA has put majority of instruction on load for 09-10; this is resulting in some “blended courses” which will impact use of LMS’s in on-campus courses Many departments are using senior faculty/TA model
New Programs and enrollment incentives being developed In this budget era, funding passed on to departments developing online programs is generating results, especially at the graduate level: OMBA, Bioethics grad certificate, PSM, Prof Master Electrical Eng. CLA enrollment model will give bonus funds to departments that increase seats in online courses
Reserve Funds Before this year’s scrutiny we shared reserve funds with departments for specific projects. We’re proposing that such funds be distributed in collaboration the with Provost’s Office We’ll work with the Provost’s Office to receive RFPs for seed funds for colleges and departments for new programs
Results of Scrutiny WSU needs the FTE DDP brings to the institution Provost’s office, deans and chairs are satisfied with the responsibilities we have for online learning Provost’s office, deans and chairs recognize that “distance learning” technologies should be coordinated centrally – by our unit Deans do not believe the additional money they need for delivering online programs should come at DDP’s expense.
Results of Scrutiny Online program are becoming more integrated with on-campus programs part of load in CLA and CAHNRS colleges distribute funds to departments departments have more autonomy and buy-in Technology-mediated instruction will be coordinated centrally for greater effectiveness and efficiency.