Annual Report – AY 2006-07
West Virginia University
Extended Learning
The WVU Extended Learning Mission is to provide seamless
access to academic courses, lifelong learning opportunities,
and student services through a personalized yet convenient
process. Through investments in technology and innovative
intellectual opportunities, WVU Extended Learning promotes
greater educational access to improve the well-being of the
citizens of West Virginia and our global society.
Academic Year 2006-07 was an exciting year of change for Extended
Learning. After years of strategic investments to diversify programming and to expand instructional technologies, evidence of those strategic initiatives has emerged (Figures 1,2). New online programming in both credit and continuing/professional education expanded West Virginia University’s reach to audiences across the globe.
Extended Learning SCHS by College Academic Year 2005-2007
0 2000 4000 6000 8000 10000 12000 14000 16000 18000
AGRI, FOR, & CON SCI ARTS & SCIENCES BUSINESS & ECON CREATIVE ARTS
ENGR & MIN RESC
HUM RESC & EDUC
JOURNALISM PHYS ED MEDICINE NURSING
T o ta l Cre di t Ho urs 2005 2006 2007 Figure 1
Extended Learning’s small staff generates a noted impact on WVU enrollments and outreach mission. With over 72% of Extended Learning enrollments in online or blended programming, the demographics of our student population has changed from the once site-based model to a more fluid or mobile audience. These demographic changes have also impacted staffing. After representing WVU in regional centers for many years, two personnel entered into phased retirement. The loss of these employees coupled with the dramatic increase in online courses stimulated an
organizational shift in order to effectively manage and advance academic outreach at WVU. To address these changes, Extended Learning’s 2012 strategic plan applies the broader WVU 2010 Strategic Plan to an off-campus non-traditional audience. The foundation of the EL’s strategic plan is built upon collaboration with Colleges to facilitate a learning environment that aligns program strengths with market needs – in both content and delivery.
Extended Learning SCHS By Section Academic Year 2007
Section 1- Clarksburg 2,199 Section 4 - E. Panhandle 2,315 Section 3 - Keyser 1,240 Section 8 - Kanawha V. 1,448 Section 7 - Distance 37,722 Section 9 - Southern WV 272 Section 2- Parkersburg 2,040 Section 6 - Statewide 3372 Section 5 - N. Panhandle 1,713 Section 9 - Southern WV Section 8 - Kanawha V. Section 7 - Distance Section 6 - Statewide Section 5 - N. Panhandle Section 4 - E. Panhandle Section 3 - Keyser Section 2- Parkersburg Section 1- Clarksburg Figure 2 WVU 2010 Goal 1Attract and Graduate High Quality Students…
• Enhance academic programs• Market our Strength
Integrate Extended Learning into the enrollment planning of Colleges and Schools.
As the state’s land-grant university, WVU holds a special responsibility to the citizens of the state. West Virginia has consistently had among the lowest percentage of college educated adults in the country with many being place-bound. While the majority of programming through Extended Learning is targeted to graduate students, quantitative and qualitative research indicated the need for accessible pathways for undergraduate degree completion. Extended Learning fosters collaboration with Colleges to develop online minors that may be combined for completion of the undergraduate
Multidisciplinary Studies degree. Online minors provide access to a defined degree pathway for adult learners who may be place-bound or have work
and family time constraints. The online minors are also flexible options for traditional undergraduates who want to add an additional minor to their degree program for increased marketability or personal interest. The response from adult learners to both the Regents Bachelor of Arts and the Multidisciplinary degrees provides strong evidence that West Virginians are committed to learning when access is available.
1a. Undergraduate Minors
WVU Extended Learning coordinates and delivers eight online minors. The minors are delivered via WVU eCampus, WVU’s online course management system. Minors provide undergraduate students a flexible approach to tailoring an academic program that meets their individual interests and
needs. A minor designates formal recognition of sequential work in an area of study.
Since 2005, course offerings have increased from 7 to 58 courses and enrollment has increased from 138 to 1348 students. This growth resulted mainly from offering the Multidisciplinary Studies (MDS) undergraduate degree program fully online. The MDS degree program is comprised of three related minors, of which two may be from the same College. (This program does not limit students to courses of study in a particular college or school, but emphasizes multidisciplinary/cross-disciplinary studies.) Audiences for online minors are primarily adult learners and students who have stopped out of college or who do not have access to such programs in their local communities.
Revenue has doubled during the time period from Academic Year (AY) 2005 to AY 2006. Specifically, tuition revenue for undergraduate online courses increased from $132,094 in 2005 to $276,034 in 2006.
Minors include: • Advertising
• Business Administration
• Child Development and Family Studies
• Communication Studies
• History
• Entrepreneurship
• Professional Writing and Editing • Public Relations
Growth in Minors by Program
Advertising and Public Relations
Term # of Courses # of Students
Fall 2006 2 42
Spring 2007 2 46
Effective Summer 2007 this minor was separated into two minors.
Advertising Summer 2007 19 387 students Business Administration Fall 2006 4 143 students Spring 2007 2 71 students Summer 2007 15 473 students
Child Development and Family Studies
Term # of Courses # of Students
Fall 2006 4 75 students Spring 2007 3 52 students Summer 2007 5 58 students Communication Studies Fall 2006 2 51 students Spring 2007 4 196 students Summer 2007 4 175 students Entrepreneurship Fall 2006 3 50 students Spring 2007 4 67 students Summer 2007 4 49 students History Fall 2006 4 100 students Spring 2007 4 96 students Summer 2007 3 70 students
Professional Writing and Editing
Fall 2006 2 26 students Spring 2007 3 41 students Summer 2007 2 24 students Public Relations Summer 2007 6 112 students Figure 3
Overall Growth in Minors 0 200 400 600 800 1000 1200 1400 Fall 2005 Summer A 2006 Fall 2006 Summer 2007 Courses Enrollment Figure 4
1b. High School ACCESS
The goal of the ACCESS (Attaining College Credits and Experiences while in
Secondary School) program is to provide a successful introduction and a
smooth transition to college curriculum as well as to attract high quality students to West Virginia University. WVU Extended Learning facilitates the off-campus component of the ACCESS program. This program grants high performing students the opportunity to take rigorous college courses with their peers, in a familiar environment, and at a reduced rate.
Since 2000, the program has expanded to 16 high schools throughout West Virginia and has grown to over 300 students as of fall ’07. Each of the high schools offers web-based Mathematics courses, while Art and Biology are taught in select locations. Program revenue to WVU is now over $80k
annually, and over half of the students taking Math 126 last year enrolled at WVU this fall.
Recent High School ACCESS Growth
145 220 255 319 273 0 50 100 150 200 250 300 350 Fall 05 Spring 06 Fall 06 Spring 07 Fall 07 Academic Term # St ude nt s Figure 5 1c. Graduate StudentsMany working professionals today are demanding increased access to educational programming at convenient times and locations – home, work, on the train, or after the children have gone to bed. WVU Extended Learning has worked with Colleges both in marketing research and infrastructure development to align market needs with WVU programming strengths. In collaboration with the Department of Curriculum and Instruction/Literacy Studies in the College of Human Resources and Education, three online degrees were launched during the fall 2006 term. The degrees include:
Elementary Education, MA
The online Elementary Education program provides opportunities for graduate study and research leading to the degree of Master of Arts (M.A.) for educators and other professionals with educational
responsibilities. The primary purpose of the program in elementary (early/middle) education is to provide increased knowledge, skill, and competence for licensed teachers working with children in the
elementary (early/middle) school setting. The graduate elementary (early/middle) teacher education program has three major areas of
emphasis: graduate education, subject content/methods, and electives.
Secondary Education, MA - Science Emphasis
The online Secondary Education, MA - Science Emphasis program provides opportunities for graduate study and research leading to the degree of Master of Arts (M.A.) for science teachers or persons who work in science education situations with adolescents and adults. The purpose of the program is to provide academic experiences to increase skills in science education and curriculum development.
Secondary Education, MA - Social Studies Emphasis
The online Secondary Education, MA - Social Studies Emphasis program provides opportunities for graduate study and research leading to the degree of Master of Arts (M.A.) for social studies teachers or persons who work in social studies education situations with adolescents and adults. The purpose of the program is to provide academic experiences to increase skills in social studies education and curriculum development.
Excel as the communication and educational access portal to the University for the state, region and globe excel in creating and implementing quality interactions with students and their diverse communities.
1d. Marketing Our Strengths
As the flag-bearer for WVU’s academic outreach, WVU Extended Learning launched a new website that offers greater clarity while incorporating emerging technologies to improve and enhance the marketability of our programming. The website includes audio files of faculty interviews and highlights easy pathways for students to obtain necessary information. The website can be viewed at www.elearn.wvu.edu and hosts unique links for K-12 teachers, high school students, undergraduates, graduate students and continuing & professional life-long learners.
Extended Learning is a member of a number of national research groups, technology organizations and community groups that enable it to be effective and responsive to student needs. Among those organizations are: a)
Eduventures, a marketing research company that provides custom market research for outreach programming, b) Sloan-C, an instructional technology organization that explores and assesses standards in quality online
instruction, c) Chambers of Commerce and Regional Economic Development initiatives, groups that investigate regional economic needs and associated
educational demands,
and d) LERN – Learning Education Resources Network a
group focused on continuing and professional outreach research and support.
WVU 2010 Goal 2
Recruit and Retain High Quality Faculty
Committed to the Land-Grant Mission
• Enable productivity
Retain high quality faculty through grants for instructional design and course development.
WVU Extended Learning is recognized across campus for its ongoing strategic investments in faculty development and instructional technologies (Figure 6). Through collaborative leadership for WVU eCampus and the WVU eCampus Advisory Council, faculty have been active participants and drivers of instructional technology applications on campus. Faculty incentives often occur through summer salary, instructional/technical support and access to software, hardware and tools to enhance content delivery. The following sections describe the infrastructure support of the Instructional Technology Resource Center and grant incentives for program development.
2a. Instructional Technology Resource Center
The Office of Information Technology and WVU Extended Learning share leadership of the Instructional Technology Resource Center (ITRC). This collaboration links technology infrastructure with quality standards for teaching and learning. Through this partnership, the ITRC has a solid
foundation to provide leadership and support to faculty in the exploration of emerging instructional technology applications.
The ITRC supports innovative instructional technology applications to
enhance learning through interaction with content. For example, interactive flash-based learning objects have been incorporated into online courses to familiarize students with software applications, introduce basic research ideas, and guide the use of online databases.Courses like Hair Evaluation for
DNA Analysis and Integrated Ballistics Identification System include
flash-based learning objects that otherwise can only be taught in a lab setting. In addition, the ITRC conducts a number of workshops and demonstrations each year for faculty professional development. These include:
Demonstrations of streaming audio tools such as Wimba Voice tools Demonstrations of streaming video/lecture technologies such as Live
Classroom
Demonstrations of how to add a flash-based learning object to an eCampus Course
Emerging instructional web technologies, such as blogs, wikis, and podcasts
Evaluating the quality of an online course using nationally recognized rubrics
Effectively using assessments
Effective use of online chats and discussions Faculty Toolkit for online course development
These events are spread across the calendar year including stand-alone sessions, Faculty Academy events, and presentations to faculty groups such as the WVU eCampus Points of Contacts and the WVU eCampus Advisory Council.
The ITRC is also supportive of teaching and learning initiatives at WVU, assisting with the development of programs such as Extended Learning’s upcoming Teaching Scholars program for faculty. Also, the ITRC has
collaborated on the development of online programs such as the Masters of Legal Studies, courses for the Forensic Science Initiative and development of Information Security Awareness modules for Students and Faculty/Staff.
An ongoing effort is made to provide leadership for technology enhancements to improve teaching and learning by demonstrating best practices for
technologies and actively participating in various projects such as the
ePortfolio, iTunes U, and SREB Score Project. This is also done by developing custom learning objects to meet the needs of specific faculty members and sharing learning objects with faculty committees where appropriate.
# of faculty workshops – 155 # of course projects - 72
2b. Investments in Program Development and Technology Initiatives
While the ITRC provides guidance for faculty in course design and
development, WVU Extended Learning has also provided financial incentives for program development. These projects address market needs through focused program development. Projects may include funding for faculty investigation and testing of instructional applications for emerging
technologies. WVU’s growth in online minors and graduate programs can be directly linked to Extended Learning’s investments at initial stages of content development. The chart below highlights investment in program development since 2001.
Extended Learning Investments in Program Development
Grants Amount Year(s)
Elementary Education $45,000 2001
English $115,500 2001-04
Integrated Marketing Communications $45,000 2001
Foreign Language $60,000 2001-07
Mathematics $43,600 2001-06
Software Engineering $43,500 2001
History $6,500 2004
Job Accommodation Network $31,000 2004
Law – Equity in Education $5,500 2004
Physical Education $47,000 2004-05 Public Administration $7,000 2004 WVU Libraries $11,500 2004 Communication Studies $6,000 2005 Davis College $12,000 2005-07 Legal Studies $56,000+ 2005-07
Cultural Resource Management $7,300 2006
Environmental Biology $3,000 2007
Figure 6
In other technology initiatives, the Extended Learning dean serves as the project champion for the electronic Student Evaluation of Instruction format, working closely with the OIT in development and the Faculty Senate Student Evaluation of Instruction Committee. During the simultaneous technical
development, the Committee also undertook development of questions for distance delivered courses and edited existing questions.
WVU 2010 Goal 3
Enhance the Educational Environment for
Student Learning
• Continuously invest in the University’s infrastructure and technology
• Provide incentives for exceptional teaching
Increase number of courses offered through multiple technologies and delivery methods
During the 2006 academic year, WVU online programming increased by 35
percent in both undergraduate and graduate education. The number of online
and blended programs increased from 17 in 2005 to 26 in 2006 (Figure X).
Enrollment increases occurred most dramatically in the College of Human
Resources and Education and the School of Nursing in the respective
Elementary and Secondary Education, Special Education and BS and MS
Nursing degrees. However, as noted in the sample below, almost all colleges
experienced significant growth as courses were offered through multiple
methods.
Degree Program
Masters, unless noted
AY 2006 – 2007
Student Credit Hrs.
AY 2005 -2006
Student Credit Hrs.
Percentage
Increase
Legal Studies
377
186
102.69%
Educational
Leadership, EdD
1675 1443 16.08%
Elementary/Secondary
Education
1041 96
984.38%
Special Education
3337
2807
18.89%
Integrated Marketing
Communication
2367 2172 8.98%
Athletic Coaching
546
315
73.33%
Sport Management
205
72
184.72%
Nursing, RN to BSN,
MS, PhD
2834 2223 27.49%
Figure 73 A. Expanded Enrollment
The Extended Learning Enrollment comparison chart for Fall terms of 2005 and 2006 includes the census taken at the Higher Education Policy
Commission’s (HEPC) required census date (begin date) and the final
enrollment numbers at the conclusion of the Fall term (term end date). These comparisons are of particular interest to Extended Learning as courses
continue to be added throughout the term. In 2006, there was a 14.5 percent increase in enrollments, or 389 enrollments after the HEPC census date.
In recent years, and through the increase in online learning, on-campus students have incorporated online courses as a means to increase flexibility in scheduling. Because of the increase in online minors that was described earlier, many on-campus students are electing to add additional minors to enhance their degree program. From the data provided in the following chart, the greatest percentage of growth in Extended Learning enrollments during the Fall term is among non-residents who are enrolled in both on and off-campus courses (74.83%).
Extended Learning Enrollment
WVU Off-Campus Only WVU On and Off
Residents residents Non- Residents residents
Non-2005 Fall
Term Begin Date 1534 404 339 131
Term End Date 1738 428 352 147
Enrollment
Increase 204 24 13 16
Percentage
Increase 13.30% 5.94% 3.83% 12.21%
2006 Fall
Term Begin Date 1659 420 421 180
Term End Date 1886 460 466 257
Enrollment Increase 227 40 45 77 Percentage Increase 13.68% 9.52% 10.69% 42.78% 2005-2006-Term End Enrollment Increase 148 32 114 110 Percentage Increase 8.52% 7.48% 32.39% 74.83% Figure 8
Increase the diversity of course offerings each term to attract new audiences
3b. Expand Course Offerings
Expanded enrollments are directly related to an increase in program offerings. As noted earlier, new minors at the undergraduate level and enhanced graduate programming resulted in overall increases in enrollment. The strategic investment in program development was designed to address the predicted decline in site-based programs and professional development courses for teachers. Programming increases are directly related to WVU’s investments in technology and faculty support infrastructure. Improved instructional technologies and increased technology access to the home have shifted many site-based programs to a blended format with greater flexibility (Figure 9).
3c. Summer Sessions – on and off-campus
In addition to academic outreach, Extended Learning provides leadership for Summer Sessions on the main campus. Summer 2007 concluded the tenth year of an entrepreneurial model that provides incentives to Colleges for courses that are of high interest to students. In 2007, WVU combined two 6 weeks Summer Sessions into one 12 week term. While the majority of courses still ranged in lengths from one to 6 weeks, the longer defined term provided a broader timeframe for access to the WVU Libraries and Student Recreation Center and provided a full 12 weeks for online or more
challenging coursework. Grades were available to faculty for all courses at the end of each 3 week parts of term.
Summer has continued to see annual increases in headcount and in revenue returned to Colleges. The following charts illustrate the consistent increases. A trend analysis and overview of each College’s performance over the last ten years was presented this year in an effort to assist with strategic planning (Figures 10, 11).
Delivery Program College Degree/Type
Software Engineering CEMR Graduate Certificate/Master of Science
Legal Studies ECAS Master of Legal Studies
Multidisciplinary Studies* ECAS Bachelor of Arts – Degree Completion- New 06 Regents Bachelor of Arts* ECAS Bachelor of Arts – Degree Completion
Rehabilitation Counseling HR&E Master of Science
Elementary Education HR&E Master of Arts – New 06
Special Education HR&E Master of Arts / 6 Specializations 3 New in 06 Integrated Marketing
Communications JOUR Master of Integrated Marketing Communication
Nursing – RN to BSN NURS Bachelor of Science in Nursing
Online
Nursing - MSN NURS Master of Science in Nursing
Executive Master of
Business Administration B&E Master of Business Administration
Educational Leadership HR&E Master of Arts/Doctor of Education –New 06 Blended Principalship Certificate HR&E Course of Study – Blended New 06
Athletic Coaching PE Master of Arts
Physical Education-Teacher
Education PE Master of Arts
Sport Management PE Master of Arts
Public Health MED Master of Public Health
Reading HR&E Master of Arts – Blended New in 06
Blended+
Occupational Therapy MED Master of Science
Safety Management CEMR Master of Science
Communication Studies ECAS Master of Arts – 2 specializations
Social Work ECAS Master of Social Work – 2 tracks
On-site
Public Administration ECAS Master of Public Administration
Headcount Enrollment
By Level and Residency (for fee purposes) Summer 2000 - Summer 2007 West Virginia University - Main Campus
Semester
Under-graduate Graduate Professional First- Total
In-State 3,721 2,977 263 6,961 Out-of-State 2,299 1,720 65 4,084 Summer 2007 Total 6,020 4,697 328 11,045 In-State 3,796 3,089 255 7,140 Out-of-State 2,053 1,653 62 3,768 Summer 2006 Total 5,849 4,742 317 10,908 In-State 3,657 3,400 226 7,283 Out-of-State 1,841 1,635 62 3,538 Summer 2005 Total 5,498 5,035 288 10,821 In-State 3,601 3,566 210 7,377 Out-of-State 1,628 1,536 52 3,216 Summer 2004 Total 5,229 5,102 262 10,593 Figure 10
Summer 2007 - Overall College Performance
College Gross Base Personnel Fringe Net
AFCS 80,853 38,000 0 0 $42,853 ECAS 4,560,630 900,000 600,423 81,295 $2,978,912 B&E 1,247,053 135,000 281,508 31,973 $798,572 CCA 159,444 25,000 35,620 5,499 $93,325 CEMR 402,710 106,000 101,519 10,143 $185,049 HR&E 557,282 158,000 179,472 27,280 $192,530 JRL 97,681 20,000 18,000 1,780 $57,900 PE 1,098,021 73,000 213,960 29,010 $782,051 TOTAL $8,203,674 $1,455,000 $1,430,502 $186,979 $5,131,194
Summer 2006 - Overall College Performance
College Gross Base Personnel Fringe Net
AFCS 201,009 38,000 0 0 163,009 ECAS 3,921,392 900,000 559,532 65,885 2,395,975 B&E 1,200,816 135,000 100,393 9,143 956,279 CCA 156,095 25,000 36,345 4,442 90,308 CEMR 334,681 106,000 101,040 12,852 114,789 HR&E 469,598 158,000 181,194 24,863 105,541 JRL 125,902 20,000 36,495 4,274 65,133 PE 830,194 73,000 171,682 21,717 563,795 TOTAL 7,239,687 1,455,000 1,186,681 143,176 4,454,830
Summer 2005 - Overall College Performance
College Gross Base Personnel Fringe Net
AFCS 163,507 38,000 0 0 125,507 ECAS 3,696,674 900,000 456,380 52,702 2,287,592 B&E 1,056,677 135,000 137,436 15,967 768,274 CCA 178,608 25,000 26,308 638 126,662 CEMR 331,163 106,000 97,917 10,281 116,965 HR&E 385,636 158,000 177,639 24,757 25,241 JRL 152,257 20,000 62,157 7,225 62,875 PE 743,121 73,000 140,370 19,314 510,437 TOTAL 6,707,643 1,455,000 1,098,207 130,884 4,023,553 Figure 11
To meet or exceed student expectations for academic excellence and career potential, stimulate and reward innovative approaches to programming, delivery and student services.
3d. Reward Innovation and New Approaches
Increased access to more degrees resulted in higher enrollments and
revenue. In AY 2006-07, Colleges earned over $7 million dollars through the Extended Learning online/off-campus entrepreneurial model, and over $5 million for Summer Session, a total increase of nearly $2 million over 2005-06. Alignment with market needs, improved instructional technologies and strategic investments are contributing factors for this positive outcome.
Extended Lrng 1 Summer AY 2007
College AY 2006-07 EL 2007 TOTAL
Davis - AFCS $364,272 $42,853 $407,125
Eberly - A & S $2,062,263 $2,898,533 $4,960,796
Business & Econ $1,158,881 $789,172 $1,948,053
Creative Arts $35,239 $93,325 $128,564
Engr & Min Resc $259,685 $185,149 $444,834
Human Resc & Educ $1,697,826 $192,530 $1,890,356
PI Reed - Journalism $1,409,318 $57,900 $1,467,218 Physical Education $250,263 $782,051 $1,032,314 Law $37,298 $0 $37,298 Medicine $177,534 $0 $177,534 Nursing $182,870 $0 $182,870 Pharmacy $0 $0 $0 Dentistry $0 $0 $0 Totals $7,635,449 $5,041,513 $12,676,962 Figure 12
AY 20006-07 AY 2005-06 Difference
College Total Total
Davis - AFCS $407,125 $477,404 -$70,279
Eberly - A & S $4,960,796 $4,071,421 $889,375
Business & Econ $1,948,053 $2,021,613 -$73,560
Creative Arts $128,564 $177,957 -$49,393
Engr & Min Resc $444,834 $378,102 $66,732
Human Resc & Educ $1,890,356 $1,481,948 $408,408
PI Reed - Journalism $1,467,218 $1,034,868 $432,350 Physical Education $1,032,314 $720,524 $311,790 Law $37,298 $53,267 -$15,969 Medicine $177,534 $163,715 $13,819 Nursing $182,870 $144,039 $38,831 Pharmacy $0 $0 $0 Dentistry $0 $0 $0 $12,676,962 $10,724,858 $1,952,104 Figure 13 WVU 2010 Goal 4
Promote Discovery and Exchange of Knowledge
and Ideas through collaboration and service
• Enable the exchange of ideas
To extend knowledge and ideas to those beyond the walls of WVU and to foster the growth of new and unique partnerships and joint collaborations that advance WVU Extended Learning’s mission.
4 A. Continuing and Professional Education
In 2004, WVU Extended Learning joined in an initiative with Forensic Science to develop online continuing and professional education courses. The
development of online courses for a life-long learning or continuing education market was new and offered a more flexible approach to respond to market needs. The targeted and specialized forensic science series of courses for forensic lab managers and public safety officials served a unique audience and received acclaim from the National Institute of Justice.
Another specialized course was the 5202 Initial Substitute Teacher Training online non-credit course that served a significant need among West Virginia communities. Since as many as one-third of the teachers in West Virginia are absent on any given day, there was obviously a high need to train substitute teachers. The one shot face-to-face class wasn’t providing adequate access to meet the demand. In response, 5202 Substitute Teacher Training was introduced and demonstrated a technology-enhanced learning experience for those entering the public education environment. Since certificate renewal is required every three years in West Virginia, WVU Extended Learning also offers the online non-credit Renewal Substitute Teacher Training course. An example of participation and fiscal return is identified below:
Enrollment & Financial Return 5202 Initial Substitute Teacher Training
Enrollment 375 students from Spring 2005 to Present (September 15, 2007)
Revenue $35,625 to EL, $22,500 to Instructor
Renewal Substitute Teacher Training
Enrollment 124 students from Spring 2005 to Present (September 14, 2007)
Revenue $11,780 to EL, $7,440 to Instructor
Figure 14
The cost to students for each course was $155 from Spring 2005 through Summer 2006 with a slight increase to $157 from Fall 2006 to present. An impressive notation is that Extended Learning's original investment for each Substitute Teacher course was $1000 paid to the instructor for the development of the course content. In addition, support from a graphic designer from WVU's Instructional Technology Resource Center (ITRC) and support from an instructional designer from WVU-Parkersburg was provided. Apart from the website, this course does not require extensive promotion. Word-of-mouth and support from local Board of Education offices have
become the main advertising efforts for this course. In 2006, 5202 Initial Substitute Teacher Training won the North American Association of Summer Sessions (NAASS) Creative & Innovative Award in the non-credit category.
4 B. Partnerships
In a partnership with WVU Tech, WVU Extended Learning will provide leadership for off-campus programming and enrollment recruitment in Southern West Virginia. A proposal detailing a united WVU message in
Southern West Virginia was adopted by the WVU and WVU Tech Boards after agreement by Presidents Hardesty, Bayless and Harris in January, 2007. The proposal combines WVU Extended Learning marketing and enrollment
management expertise with WVU Tech niche programming to advance education in Southern West Virginia. Initial plans are to expand WVU Tech’s online course offerings with a specific focus on the flexible Regents Bachelor of Arts degree.
WVU 2010 Goal 5
Improve West Virginia’s Health, Economy and
Quality of Life
• Become an active partner with communities
Expand participation and partnerships with community organizations to assess and match educational needs and programming delivery.
Representatives from WVU Extended Learning serve the state and nation in many ways. Among those are:
Dr. Day-Perroots, Dean of Extended Learning -
• Serves on Governor Manchin’s Council on Educational Technology, 2005 to present. www.us.wv.gov
• Acts as a representative to and author of West Virginia Virtual
Learning Network vision and goals which includes distance education representatives from each of West Virginia’s public higher education campuses.
• Serves as a Consultant-Evaluator and a member of the Accreditation Review Council of the Higher Learning Commission of the North
Central Association of Schools and Colleges. Over the last ten years, she has made 12 team visits, reviewed eight team reports and
presented twice at the national conference.
• From 2004-2006, served as Regional Vice President for the North American Association of Summer Sessions. To increase WVU’s national recognition for Summer programming and organization, WVU hosted the Summer Session Regional Retreat in Shepherdstown, WV. The conference had attendance of approximately 28 from the Northeastern states.
• Institutional Representative for Blackboard Learning Enterprise
Systems for the last five years. During that time, I have presented at two conferences and participated in WebCT’s Leadership Management Series. Grants and Dialog as Incentives for Integration of Instructional Technologies.
• Community Relations Board for United States Penitentiary – Hazelton complex.
Dr. Cutright, Program Coordinator in Southern West Virginia –
• Appointed by Governor Manchin to serve on the Martin Luther King Committee
• Serves on the Board of West Virginia Public Broadcasting • Member of League of Women Voters
Ms. Tracey Beckley, Director of WVU Extended Learning Programming • Institutional representative to the Berkley County Chamber of
Commerce
• Representative to Gateway New Economy Council (a partnership of
business and education leaders in the Eastern Panhandle)
• Leadership Marion graduate; Action Marion member
• United Way of Marion County (volunteer & trainer on performance metrics)
Ms. Cheryl Crowley, Program Coordinator for
for Off-Campus High School
Access & Travel Study Programs
• Member of the Clarksburg Rotary and served as Rotarian Ambassador to Australia
•
Ms. Julie Whiteman, WVU Extended Learning Regional Recruiter
• Institutional member of the Wheeling Chamber of Commerce and member of Education Committee
Summary
Strategic growth in enrollment and revenue are hallmarks of WVU Extended
Learning in AY 06-07. As many planned investments and collaborations came to
fruition, WVU Extended Learning simultaneously began new ventures to more
effectively measure our efforts. Through WVU Extended Learning’s leadership on
the new inquiry management and communication software, both Extended
Learning and individual Colleges will be able to track potential students from
initial inquiry through admission and registration at WVU. This tool will improve
our recruitment procedures and communication with prospective students. The
addition of new staff will further enhance Extended Learning’s ability to reach out
