Outreach
Credit Programs
Academic
Plan 2004-2009
Executive Summary
The mission of the University of Wyoming
Outreach School is to extend the university's educational programs to the state
of
The inspirational partnership with students
wishing to return to school has been a vibrant and sustaining motivation for
Outreach Credit Programs. Therefore, the Division’s core work for Academic Plan 2004-2009 will be to
continue to provide exciting and successful opportunities for learning. Needs assessments, the Outreach School’s
innovative scenario planning process, and academic plans of the university’s
departments and colleges will be the collaborative basis for these academic
offerings. With thoughtful design for
distance delivery of academic courses and the creation of enhanced student
support services, OCP will enthusiastically extend the
The university’s academic departments and
colleges determine research, course content, curriculum and assessment of
learning. The Division of Outreach
Credit Programs will vigorously support synergistic partnerships with these
academic units in developing new programs, assessments, enrollment and resource
management strategies. OCP will work in
partnership with the Division of Outreach Technology Services to develop and
utilize new delivery methods to enhance service to students, faculty, the
larger University community and our state-wide constituencies.
During the last several years, OCP and its
partners have had the electrifying and provocative challenge of enormous
growth. The Division will to work
collaboratively to seek the addition of courses, programs and degrees to meet
this demand, with particular focus on sustainable program development. Concomitantly, the Division will initiate
cooperative efforts to design and implement the enhancement of student-centered
support services and efficient administrative systems. These initiatives will involve the academic
departments, the
Innovative change and the resulting enrollment
growth clearly characterize the Division’s last several years. This theme will be continued during Academic Plan 2004-2009 with a specific
focus on dynamic accommodation of growth, responsiveness to diverse needs of
students within the world in which they work and live and learn, continued
review of course deliveries methods and technologies, and enhancement of
student services. Success will be
contingent upon facilities, staffing, technology, and additional support for
faculty, academic departments and colleges.
Professions and issues critical
to the region. The Outreach Credit Programs Division will
focus on supporting academic departments in extending their educational programs
to the professions within the region.
OCP will pursue the development of additional programs for professional
groups, including entrepreneurial programs. The initial impetus for this work will
come from the academic department plans; however, OCP will actively pursue
linkages with academic departments, community college partners, in-service
professional constituencies, and other potential audiences for the successful
implementation of academic plans in distance settings. This focus is central to the Division’s
commitment to the economic vitality of the state. As colleges refine their academic plans and
their development in other areas of distinction, the Division will actively
seek to support innovative methods of delivery for these important initiatives.
Statewide leadership in
cultural endeavors, the arts, and the humanities AND the history and culture of
Institutional and
Learning. The Division of Outreach Credit Programs
reaffirms the integrated partnership model in the development and delivery of
curriculum for distance students. OCP
plans to expand offerings (Action Item OCP 1), examine new modes of delivery
(Action Item OCP 2), and continue current distance programs (Action Item OCP
3). In addition to the strategy of
developing new certificates or endorsements and a new interdisciplinary program
(Action Items OCP 4 and 5), expanding professional education for teachers and
other groups will energetically continue.
These professional development courses will focus on workforce and economic
development efforts across the state.
The Division will further expand courses and
programs for new groups of distance students, including diverse populations
(Action Item OCP 6). This will involve effective and creative instructional
design, increased faculty development options (Action Item OCP 7), and support
of doctoral students’ preparation for careers in academia (Action Item OCP
8). Critical to these efforts is an
increase in OCP instructional design positions (Action Item OCP 9). Instructional design staff directly support
individual faculty and departments in analyzing distance delivery options for
student learning, program development, and increased enrollments. Over the past
several years, the ratio of instructional designer positions to courses and
faculty has increased. As the University
builds upon the success of the last few years, and as the
OCP will explore the ways in which the
conceptual framework of “learning community” can be developed within distance
environments. This will include the
identification and implementation of multi-faceted communication venues, distance
delivery modes and dynamic new partnerships.
OCP will embed the commitment to learning and community in all aspects
of communications with students (Action Item OCP 10).
Outreach Credit Programs has collected, compiled
and reviewed the results of OCP student evaluations for many years. The focus of these instruments has primarily
been on student satisfaction with instruction and delivery methods. As Academic
Plan 1999-2004 action items regarding faculty appointments and departmental
responsibility for distance education were implemented, the issues of congruent
assessment were raised. Some departments
are already working with OCP’s instructional designers in diversifying the
survey instruments previously used; some departments administer separate
instruments. OCP will initiate
discussions with academic departments and colleges to examine OCP course evaluations
currently in use, and develop and disseminate revised instruments that address
the now more comprehensive needs of faculty, academic departments and OCP
(Action Item OCP 11). Initial efforts
already include the design of syllabi for distance delivery and the purchase of
an online evaluation instrument for faculty use. OCP will assist faculty, departments, and
colleges in their assessment efforts by continuing to provide instructional design
services, research assistance, and administrative support, including graduate
student assistance.
Access. OCP will initiate and participate in
university-wide committees that review administrative procedures and
regulations and make recommendations in advocacy of distant student success (Action
Item OCP 12). Processes and policies
will be reviewed in light of the goal of distinctive and enhanced student
services. A student communications plan
will be developed and new strategies will be implemented to assure greater
participation of diverse student groups (Action Item OCP 6). The Division will assist in the design and
preparation of a new student information system and web-based services
contracts (Action Item OCP 12).
The Division will actively pursue program
revisions, both in focus as well as delivery, which will provide greater access
to learning (Action Item OCP 3).
Universal design standards for students with disabilities and
multi-cultural competency for all students will be considered as new courses
are developed and programs are revised.
This will include providing support for additional faculty and staff
development and multi-cultural learning (Action Items OCP 6 and 7). Reports will be developed to analyze and
improve course rotation schedules and University Studies Program distance
course availability for effective degree completion by distance students
(Action Item OCP 13).
Partnerships
and Synergism. Budget and program
report templates will be developed for all programs (Action Item OCP 13). This will assist in the evaluation of
instructional goals and financial efficiencies and provide a tool to analyze
the goals of effective collaboration with the academic departments and colleges
and successful program completion by students.
As mentioned above, OCP will work collaboratively with academic
departments and colleges in the assessment of learning, constructing greater
access for diverse populations, and supporting sound articulation and creative
dialog with community colleges.
Significant progress has been made in reorganizing
the OCP administrative support area (e.g., automation of procedures, textbook
sales, etc.). OCP will continue to
analyze support services and processes, including those areas of interface with
other University offices in the implementation of a new student information
system (Action Item OCP 12). However, in
order to effectively meet the current and expected enrollment growth and the
goal of enhanced student services, additional staffing and space is absolutely
fundamental (Action Item OCP 14).
Accommodation of Growth. Outreach Credit Programs
will develop ten new courses for distance delivery each year, including new or
revised courses for Correspondence Study, and at least two new programs will be
developed during the implementation of Academic
Plan 2004-2009 (Action Item OCP 1, 4 and 5). The Division will establish an instructor
development program in collaboration with faculty, academic departments and
colleges, and other university units (Action Item OCP 7). Specific attention will be given to work in
partnership with the departments, colleges and the
In addition to the current strategies of active
participation in CPM and reassigning OCP staff to meet explosive growth and
continuous automation of processes, the Division will need to increase staff,
particularly in instructional support services for faculty (Action Item OCP 9)
and student support services (Action Item OCP 14).
Division
of Outreach Credit Programs
Action
Items for Academic Plan 2004-2009
[To be
undertaken in the near term and throughout the implementation
of
Academic Plan 2004-2009. Note that the
action items are not in priority order.]
OCP 1 In
cooperation with academic departments and colleges, OCP will develop and offer
ten new courses each year.
OCP 2 In
cooperation with Outreach Technology Services, OCP will identify, demonstrate
and evaluate the use of new technologies in support of student learning.
OCP 3 In
cooperation with academic departments and colleges, and other appropriate
university units, OCP will expand options for continuing programs, including
additional courses, and the enhancement of web-based, Internet and other
support technologies.
OCP 4 In
cooperation with academic departments and colleges, OCP will outline an action
plan and projected budget for the development of new certificate, endorsement,
and entrepreneurial programs.
OCP 5 In
cooperation with academic departments and colleges, OCP will outline an action
plan and projected budget for the development of a new interdisciplinary
program.
OCP 6 OCP
will continue the support for and the development of courses, as well as communications and activities that address
issues of diversity, first generation students, and multicultural competencies.
OCP 7 OCP
will design and offer new instructor and staff development opportunities, and
facilitate student orientations.
OCP 8 In
cooperation with the
OCP 9 In
cooperation with other
OCP 10 OCP
will initiate discussions with its partners to identify the ways in which the
concept of “learning community” can be creatively developed and implemented
within distance programs and among diverse populations.
OCP 11 OCP
will revise course evaluation forms in concert with academic department and
college assessment efforts and provide support as appropriate.
OCP 12 In
cooperation with other
OCP 13 OCP
will organize and provide program budget and enrollment reports for academic
department analyses to continue program improvement and development, especially
distant student support for program completion.
OCP 14 In
cooperation with other
OCP 15 In
cooperation with the Outreach School Dean and college deans, the Director of
Outreach Credit Programs will help develop and implement an effective plan for appropriate
Appendix I
Division
of Outreach Credit Programs
Progress on Action Items
from Academic Plan 1999-2004
Action
Item Implementation
17. Assisted and effected
communication and procedures in partnership with
19. Designed and produced a
brochure and corresponding procedures for Wyoming National Guard Member access
to legislative educational funding in partnership with Financial Student
Services.
20. Certificate program guidelines
identified and implemented.
26. Co-sponsored workshops,
seminars and institutes supporting greater understanding of issues related to
diversity. Supported development of
distance courses critical to students’ educational experience and understanding
of multicultural issues, a diverse society, and contemporary challenges. Initiated discussions regarding universal
design standards for more effective access for students with disabilities. Supported instructor workshops in course
design for access.
27. Initiated a full review of the
Flexible Enrollment Program (now, Correspondence Study) including this
self-directed learning as a potential retention option for all students.
37. Supported interdisciplinary
approaches to program and course development (i.e.,
MPA and FCS).
38. Secured a survey tool license
that was made available for use by faculty and other
researchers involved with Outreach courses.
48. Participated in the
implementation of a comprehensive statewide educational needs assessment and included the results in the development
and support of statewide Outreach
Credit Programs (e.g., teacher education in literacy and middle school math instruction).
49. Core and entrepreneurial
programs were identified and corresponding tuition and fee structures were
proposed and approved. As
entrepreneurial programs, including certificate programs, have been identified,
they are also included in the UW Fee Book for Board of Trustees review
and approval.
50. Implemented and maintained
interactive videoconference (compressed video) course
management that maximizes instructional and financial efficiencies.
51. Participated
in the initial implementation of the Wyoming Equality Network (WEN), including
two academic credit pilots: a math
project for middle school teacher
preparation funded by the National Science Foundation through the efforts of
the
52. Effected cross-functional teams with the
Division of Outreach Technology Services
(OTS) to address video conferencing distance delivery; technology support for courses; implementation
of pilot courses on WEN; and, analyses of data bases
and student information systems in collaboration with Instructional Technology, Office of Institutional Analyses,
and Student Affairs.
57. Supported the development and delivery of
courses in web-based technologies
(e.g., consumer science; horticulture) as well as extensive professional development activities for teachers using a
variety of delivery modalities.
67. Supported faculty research in
on line delivery of instruction with the
109. The
Dental Hygiene Program reflects a dynamic partnership with
116.
Given the intense coordination necessary for the successful launch of Online UW and web-based supplemental instruction
for other distance deliveries, the Outreach
instructional designer positions were directed to work in a mutually cooperative mode with the
145. Participated in discussions of
proposals and provided partial funding for centrally allocated positions in support of the University’s outreach
mission.
147. Reorganized work
responsibilities for academic professionals (e.g., instructional design and program coordination; branch
office staffing in collaboration with
the Educational Opportunity Centers).
150. In concert with UW/CC, initiated
recommendations for Outreach Salary Matrix
increases in AY 01-02 and AY 02-03, and
implemented full compliance with Unireg 40
by AY02-03. Provided a stipend increase
and additional faculty incentives for the development
of distance delivery courses and program development (e.g., course design; research and teaching
assistants; professional conference attendance; and sabbatical support).
155. Participated in developing job
descriptions and selection of faculty whose responsibilities
include distance instruction and advising (e.g., Adult Learning and Technology; African American Studies;
Political Science).
156. The flexible tuition policy is
articulated within each year’s Fee Book for Board of Trustees
approval based on program development, program costs, and constituency service delivery needs.
157. Program
enrollment reports have been developed to reflect budget commitments, including sharing of
tuition-based revenue, instructional remuneration,
delivery costs, and other instructional expenditures. Outreach budget
transfers are completed by notification to the appropriate department head and college dean.
158. In Spring 2001, the University
of Wyoming Board of Trustees approved the
159. Within OCP administrative processing some
infrastructure changes have been addressed
in collaboration with specific offices (e.g., selected automation of tuition calculations). During this Academic Plan period, there has
been significant and effective support by the library and
several student services offices. Additional OCP
support staff is essential to continue efficiencies and effect sustainable
growth.
160. Transfer
of permanent teaching positions to Academic Affairs has been completed (e.g.,