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Extended
Education
at
Western Washington University
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 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 noncredit 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, Webenhanced learning, blended learning, and 100% online learning.
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?
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.”
Moving the Blue Arrow
2008 Strategic Master Plan of Higher Education in
Washington
Some thoughts from the report:

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:

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:

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
Another Indicator of
the Importance
of Extended Education
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.
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
A Brief History of Extended Education
at Western
– 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
 1969
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 offcampus courses for the College of
Education
 1988
– University accreditation report criticizes
the structure and role of extension at
Western
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 –
 1997
CRS and UEP operate
independently of one another
– International Programs becomes part of
UEP, keeping its own structure and budget
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
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.
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 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.
Woodring College of Education Mission and
Vision Statements
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.
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
Seeking
Seeking
Seeking
non-credit enrichment
university credit
a degree
English as a second language training
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
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
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
Current Extended Education Activities at
Western
 Academy
for Lifelong Learning
 Conference
 Teacher
Services
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
Current Extended Education Activities
at Western

Degree Programs







Educational Administration, MEd – Bremerton, Seattle
Elementary Education/Special Education, BAE & PostBac – 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
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
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
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”
Western Washington University
Extended Education & Summer Programs
FY08 Enrollment by Program Type
(13,233 Participants)
Academy for Lifelong
Learning
1,038
8%
Youth Programs
431
3%
Conferences
4,687
36%
Other Certificate
Programs
109
1%
Degree Programs
1,989
15%
Non-Degree Programs
2,003
15%
Summer Session
2,976
22%
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)
SUMMER SESSION
23,528 SCH
48%
Source: BI-Query (peak reports)
DEGREE PROGRAMS
18,820 SCH
39%
NON-DEGREE
PROGRAMS
6,245 SCH
13%
Woodring College of Education Extension Class
Enrollment - Fall 2008
Rehabilitation
Human Services-B.A. ,
Counseling-M.Ed. , 45
TESOL Circle Grant , 36
134
Educational
Administration-M.Ed. , 18
Principal Certificate , 30
Special Education
Endorsement* , 9
Superintendent
Certificate , 2
Administrator
Professional Certificate ,
11
National Board
Certification* , 222
Professional Teaching
Certificate* , 314
Elementary EducationInitial Teacher , 219
Secondary EducationInitial Teacher--MIT , 46
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