Center for Regional and Continuing Education 2011-2012 Annual Report

Table of Contents Executive Summary ............................................................................................................................................... i RCE Strategic Five Year Goals and 2011-2012 Unit Goals....................................................................... ii Personnel List and Programs & Services Matrix ....................................................................................... v Academic Affairs Annual Report Data Summary for RCE ....................................................................... x Academic Affairs Goal 1: Enhance Student Learning ............................................................................ 1-1 Strategically Using Self-Support to Enroll, Retain, and Graduate Students: Special Session & Open University ................................................................................................................1-2 Self-Support Degree and Certificate Programs ................................................................................................1-5

Supporting Student Participation in International Learning Opportunities: Faculty-Led Self-Support Study Abroad ......................................................................................................1-5

Student Success: Online Resources .......................................................................................................................1-6

Supporting Excellent and Distinctive Programs Off-Campus: University Center in Redding and Chico Distance & Online Education .................................................1-6 Diversity and Internationalization: ALCI ............................................................................................................1-7 Academic Affairs Goal 2: Nurture Excellence in Faculty and Staff ................................................... 2-1 Developing Faculty and Staff Excellence: ........................................................................................................ 2-1

Supporting Superior Professional Growth and Achievement ...................................................................2-2 Celebrating Outstanding Performance ................................................................................................................2-3 Academic Affairs Goal 3: Educate for a Sustainable Global Society ................................................. 3-1 Creating Opportunities for Sustainability in the Curriculum: Concrete Management ....................3-1

Providing Leadership for Sustainable Practices and Modeling Sustainability ...................................3-1

Assisting the University to Serve as a Model Sustainable Campus ..........................................................3-1

Academic Affairs Goal 4: Serve the North State and Beyond ............................................................. 4-1 Addressing Diverse Educational Needs in the North State: Learning in Retirement ......................................................................................................................................4-1 Addressing Diverse Educational Needs throughout California: Workforce and Teacher Professional Development ..............................................................................4-2

Addressing Diverse Educational Needs Beyond California: Custom Corporate Education ...........4-2

Reaching the North State and Beyond through the Web: Google AdWords ........................................4-2

Collaborating for Mutually Beneficial Public Engagement: Conference Services &..........................4-3 the Colusa Hall Conference and Event Center Academic Affairs Goal 5: Strategically Manage Resources ................................................................. 5-1

Diversifying Resources through Fundraising: Osher Foundation Endowment and Prime Timers Reentry Scholarships ....................................5-1

Diversifying Revenue: CERF and Research Foundation ...............................................................................5-2

RCE’s Financial Impact: Campus Distributions & Cost Reimbursement ...............................................5-3

Demonstrating Organizational Effectiveness: Process Improvements..................................................5-5

Executive Summary The Center for Regional & Continuing Education (RCE) strengthens and expands the resources of the University to respond to lifelong learning needs. The 2011-2012 Annual Report for the Center for Regional & Continuing Education (RCE) summarizes the impact of RCE’s activities in support of the University’s strategic priorities. Each section of the annual report connects RCE’s accomplishments to the Academic Affairs Strategic Goals.

RCE’s 2011-2012 achievements highlight RCE’s commitment to student success. Self-support programs and services add to the diversity of the campus community and enhance the resources of the University to deliver sustainable, high quality learning opportunities on campus, in the North State, and beyond.

 RCE generated 12,544 enrollments in 1,656 self-supporting continuing education offerings that include academic degree courses and programs, non-credit workshops, and conferences.  Self-support degree courses and programs resulted in 5,040 enrollments, helping students successfully move forward toward their educational objectives.  Open University helped retain 327 students who needed course work to improve their academic standing or prepare them to either begin or complete a degree.  The McConnell Foundation grant to support the delivery of state-support degree programs in Redding at the University Center was extended through 2011-2012. Thirty-four courses offered in Redding generated 544 enrollments, effectively retaining and graduating North State students.  The online library of resources for student success expanded to more than 100 recordings, with 47 new MediaSite recordings of lectures, forums, and student services presentation.  The diversity of the campus community is strengthened by the American Language & Culture Institute (ALCI) that enrolled 396 students from 23 countries.  RCE provided English language instruction and customized Special Session coursework for 80 Korean students in the process of matriculating to CSU, Chico through the Chung-Ang University (CAU) 1 + 3 program.  The Connect • Learn • Engage (CLE) webinar series connected campus faculty, staff, and students with subject matter experts from around the globe through 30 webinars and two-way video presentations.  Professional and workforce development courses and conferences served a diverse audience of 3,041 participants across California and internationally.  The Osher Lifelong Learning Institute (OLLI) served 786 members and conducted a strategic planning process that resulted in new policies and procedures and expanded its audience by opening membership to the North State’s 55+ residents.  Osher Foundation Reentry Scholarships and Prime Timers Reentry Scholarships further supported student success and retention by awarding $53,736 to support 19 state-support reentry students.  More than 200 events were held in the Colusa Hall Conference & Event Center, serving a wide variety of campus departments as well as auxiliary and external organizations.  RCE provided conference services and logistics support for the California Indian Conference that brought 753 Native American tribe members and leaders from across the state to the campus.  RCE was awarded $180,000 by the Commission on the Extended University to fund the development of two new self-support graduate degree programs delivered wholly online.  Total fiscal year revenue from all sources was $6,814,325.  Revenue distributions, cash payments from RCE activities, indirect contributions, and reserve expenditures to the campus totaled $4,274,190.

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RCE Strategic Five-Year (2007-2012) Goals and 2011-2012 Unit Goals Strategic Goal 1: Expand and enhance reentry and learning in retirement opportunities to meet diverse educational needs.

2011-2012 Unit Goals 1.1 1.2 1.3 1.4

Initiate a comprehensive strategic planning process to position OLLI for growth and long-term viability, to revitalize the organizational structure of peer leaders and Board, and to revise the existing bylaws. Identify, negotiate, and secure additional classroom space for OLLI that meets program criteria in functionality and cost. Establish a process to recognize and build relationships among recipients of the Osher Reentry Scholarships.

Expand the number of OLLI course offerings to include new topics, new locations, and new peer leaders.

Strategic Goal 2: Create and manage a fully functional conference meeting space that models energy efficiency and integrated design, solely funded by Continuing Education Revenue Fund (CERF) reserves, i.e., non-general fund dollars.

2011-2012 Unit Goals 2.1 2.2 2.3 2.4 2.5

Complete remaining building improvements in Colusa Hall, including additional light occupation sensors and upgrades to the audio-visual systems for higher quality output and more user friendly operation.

Engage Concrete Industry Management students in the retrofit of the concrete benches designed for Colusa and the Creekside Education Gardens. Implement and refine the conference center management plan to accommodate general fund use and associated staffing needs along with charge back processes.

Promote external and auxiliary use of Colusa Hall to build community awareness and generate revenue to offset operational costs. Recruit and hire a custodian for Colusa Hall and the Center for Continuing Education.

Strategic Goal 3: Strengthen and refine RCE's organizational effectiveness, with an emphasis on process improvement, enhanced communication, and proactive staff development.

2011-2012 Unit Goals 3.1 3.2 3.3 3.4

Design and launch a new RCE website using the Drupal content management system.

Complete documentation of quality control protocols in all RCE business processes, including web application programming and testing.

Migrate servers from CCE to Butte Hall under the auspices of Information Resources Enterprise Systems for improved security and to comply with campus guidelines for server management. Implement PCI compliant online payment processes for credit enrollment fee payment, integrated with the Cash Net system.

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Strategic Goal 4: Expand self-support credit and non-credit offerings, certificates, and degree programs with a variety of delivery modes from face-to-face, to hybrid, to wholly online.

2011-2012 Unit Goals 4.1 4.2 4.3 4.4 4.5

In collaboration with the College of Business, launch the Enterprise Information Systems Certificate program.

Develop a Summer Session schedule for 2012 using metrics from 2011 to identify courses with high demand and to minimize the number of courses cancelled due to low enrollments. In collaboration with the College of Agriculture, develop a new self-support online MS in Agricultural Education in preparation for a Spring 2012 launch.

Develop and deliver the language proficiency component of the Chung Ang University 1+3 Program in partnership with the Office of International Education. In collaboration with the School of Nursing, launch a revised self-support RN-BSN degree completion program in Summer 2011.

Strategic Goal 5: Strategically support the growth of state-support online and distance education degree programs.

2011-2012 Unit Goals 5.1 5.2 5.4

5.5 5.6

In collaboration with BSS, re-launch the online SOCI degree completion program.

Connect the new GE pathways with CDOE and University Center degree programs to ensure online options are available to students matriculated to those programs.

Manage the final year of the McConnell Foundation funding to support the University Center in Redding to achieve sufficient enrollment levels to support the continued physical presence of CSU, Chico in Redding as an important measure of service to the North State. Support the University’s Early Start Program with program planning, administration, registration, and customer service. Support assessment and graduation initiative.

Strategic Goal 6: Increase grant and contract activity to support revenue diversification.

2011-2012 Unit Goals 6.1 6.2 6.3

Invest capacity building funds in conference services marketing and Colusa Hall outreach to generate contracts to host conferences. Submit and secure a grant for self-support new program development from the Commission on the Extended University.

Leverage the Local Government Leadership Institute program to generate new contracts and customize programs.

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Strategic Goal 7: Demonstrate responsible stewardship of RCE resources to ensure financial viability of all RCE programs and activities and document RCE's contribution to the University.

2011-2012 Unit Goals 7.1 7.2 7.3

Consistently and clearly reinforce the goal of EO1000 compliance with all University service providers and academic units through adoption of a cost allocation plan with consistent methodology. Help launch the North State Initiative as directed by the President using special initiative funds earmarked from Open University revenue.

Repair CCE building to meet business needs and ensure efficiency in business processes, particularly related to the integration of customer service functions for ALCI and other RCE programs, safety, and sustainability.

Strategic Goal 8: Strengthen the connection between RCE and the mission and values of Academic Affairs by aligning the unit more closely with the college structure.

2011-2012 Unit Goals 8.1 8.2

Foster understanding of Special Session and Open University as a valuable path to student success with importance beyond revenue generation. Strengthen RCE’s relationship with the academic partners in self-support degree programs, Summer Session, and January Intersession to stimulate creative partnerships for extending the resources of the University to meet learning needs on campus, in the North State, and beyond.

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RCE Personnel List – July 2012 Name

Position

Debra Barger

Dean

Clare Roby Elaina McReynolds Jeff Layne William Dantona Pam Hollis Joe Picard Melissa McGowan Dane Frazier Luke Sathrum Ann Nikolai Tricia Daniels Heather Quilici Dana Massetti Nancy Park Jeanne McMahon Suzie Rhonek Alicia Trider Yuki Rojas Christiana Brands Dan Greaney William Derr

Associate Dean

Director of Special Session and Extension Director of Distance Education Services

Director, American Language and Culture Institute (FDN) Administrative Analyst/Specialist Marketing Director Marketing Director

Technology Manager

Technology Coordinator (FDN)

Osher Lifelong Learning Institute (OLLI) Director (FDN) Graphic Designer

Conference and Event Coordinator/Extension (FDN)

Admin. Support Coordinator, Special Session and Extension Administrative Support, Distance Education Accounting Technician

Administrative Support, Registration and Customer Service Administrative Coordinator, ALCI (FDN)

Student Services Coordinator, ALCI (FDN) Academic Coordinator, ALCI (FDN)

Program Coordinator, University Center Custodian, CCE and CLSA

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RCE Programs & Services Matrix State Support Credit Programs Description Chico Distance & Online Education rce.csuchico.edu/online/ University Center, Redding, CA rce.csuchico.edu/redding/

Online degree completion and certificate programs. Programs: social science, sociology, and liberal studies.

Degree completion programs in Business Administration and the Masters in Social Work (cohort finished Spring 2012) offered at the Shasta College University Center, downtown Redding.

Audience Degree seekers who live at a distance from campus, including temporary relocations, e.g., military service. Degree seekers who live at a distance from campus in Northern CA who are eligible for admission to the degree programs offered.

Benefit Extended access to degree programs for students living at a distance from campus; FTE generation; incubator for instructional innovation. Extended access to degree programs for those living in far northern CA. Off-campus FTE generation; additional options for wide range of students.

Self-Support Credit Programs

Description

Audience

Summer Session rce.csuchico.edu/summer/

Summer courses offered in a flexible schedule on a per-unit fee basis.

Regularly enrolled University students and individuals interested in courses for academic credit.

Special Session rce.csuchico.edu/special session/

Courses offered in addition to the University's regular semester schedule, e.g., Summer and January Intersession. Fees are charged on a per-unit basis. Access to University courses on a spaceavailable basis, without formal admission to the University. Primarily online degree completion program for RNs to become BSNs in a cohort model.

Regularly enrolled University students, those seeking admissions, and individuals interested in courses for academic credit.

Open University rce.csuchico.edu/openu/ BSN for RNs rce.csuchico.edu/online/rn -bsn/

Individuals seeking future admissions, nondegree seekers, disqualified students and those denied admission. Registered nurses with busy work schedules, and nurses from distant rural areas.

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Benefit Additional options for students to make progress toward degree and prepare for admission to advanced degrees/post baccalaureate study. Flexibility to augment the regular schedule and/or degree programs with appropriate selfsupport courses. Increased access to University courses and increased the opportunities for degree completion. Flexible, primarily online-based format with credit for prior learning to meet the needs of working individuals.

Self-Support Credit Programs, cont. MS in Agricultural Education rce.csuchico.edu/ageduc ation/ Passport to Learning rce.csuchico.edu/passport/ Enterprise Information Systems Certificate

MS in Math Education rce.csuchico.edu/teachers Community College Faculty Preparation and Adult Education Certificate

Computer Science Program (Chico Education Network/CEN)

Description

Audience

30-unit graduate degree in agricultural education offered in partnership with AG*IDEA, a national consortium of accredited universities. Short-term faculty ledstudy abroad courses to a variety of international destinations. Online postbaccalaureate course series focused on the management of enterprise information systems, with an emphasis on SAP technologies. Launched and discontinued in 2011-2012. A 30-unit summer program in Mathematics Education.

High school agricultural education teachers, science educators, associated professionals who administer agricultural education programs. University students and those seeking international travel experiences with an academic focus. Working professionals from organizations using enterprise systems. Custom program delivered to employees of Chevron Corporation in 2011-2012.

First West Coast university to join AG*IDEA; online graduate degree expands access to CSU, Chico’s College of Agriculture. Hands-on international learning opportunities under the direction of CSU, Chico faculty.

Secondary mathematics teachers who desire to advance their professional skills.

Courses available in summer when math teachers can most conveniently participate. Addresses the need for professional development and institutional improvement through well-qualified instructors.

Post-baccalaureate certificate in preparation for instruction in the community college and adult learning setting. Program discontinued Spring 2012. Special Session bachelor and master computer science degree courses presented live online and self-paced, via Internet and videotaped delivery formats. (Admissions suspended 2009; program discontinued at the end of Fall 2011.)

Current and prospective community college instructors; content matter experts who desire knowledge and skills in instructional design and delivery. Information technology professionals across the nation (e.g., Hewlett Packard, IBM, General Electric, Agilent).

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Benefit

Leverage the College of Business leadership in SAP education to provide workforce and professional development opportunities.

Off-campus access to computer science degree programming.

Self-Support Non-Credit Programs Description American Language & Culture Institute rce.csuchico.edu/alci/

Intensive English language instruction to meet students’ academic, professional, and personal goals. Introduces American culture and higher education system. Professional Programs and workshops Development & provide learning opportunities for Personal Enrichment personal and professional Workshops rce.csuchico.edu/professi development on a nononal-development credit basis. ElderCollege Persons age 60 and rce.csuchico.edu/e older take regularly ldercollege/ scheduled University courses as a guest on a space-available basis. In Service to Families, Professional continuing Children & the Courts education workshops rce.csuchico.edu/inserv and conferences that ice/ focus on issues related to families and children. Osher Lifelong Learning Institute rce.csuchico.edu/osh er/

A peer-led, learning in retirement organization that provides opportunities for intellectual experiences and networking.

Audience

Benefit

International students (age 16 and above).

International bridge to University degree programs and the community. Increases diversity of campus and town.

High school students, community members, professional license holders, students, and staff.

Access to non-credit programs for personal and professional development and continuing education for relicensure.

Psychologists, marriage and family therapists, social workers, court mediators and custody evaluators, nurses, physicians, educators, law enforcement, and attorneys. Retirees, older adults (55+) and their spouses.

Access to high quality continuing education programs for professionals who must maintain State licenses and who seek continuing professional education.

Older adults (60+)

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Non-traditional access to University courses. Age diversity within the classroom.

Access to a self-supported lifelong learning program for intellectual engagement. National recognition via the Osher Foundation and OLLI Network.

Services Description Connect • Learn • Engage (CLE)

Osher Reentry Scholarship Program rce.csuchico.edu/oshe rscholarships/

Program Development & Custom Education rce.csuchico.edu/solutions Sustainable Conference Planning & Event Management rce.csuchico.edu/ conferences/ Video Conferencing Services rce.csuchico.edu/solutions

A program that provides webinars and two-way video conferences to bring the latest trends, research, tools, and resources from around the world to the Chico State campus. Scholarship fund for part-time and full-time undergraduate reentry students.

Contract program development and training. Planning, production and delivery. Professional and academic conference and event management services with an emphasis on sustainability. Satellite downlink and two-way video conference transmission. Internet video streaming services.

Audience

Benefit

CSU, Chico faculty, staff, and students.

Access to professional development resources, delivered conveniently on campus.

Residential undergraduate students – ideally aged 25 to 50 – whose collegiate studies were interrupted by circumstances beyond their control for a cumulative five years who wish to resume their university studies. Associations, corporations, government agencies, and organizations.

Successful applicants with financial need have funds applied to tuition/fees. Only University undergraduate scholarship that allows part-time enrollment

Professional associations and societies for educators, industry, and not-forprofits; corporations, government agencies, and organizations.

Faculty, administrators, departments, Colleges, associations, corporations, government agencies, and regional organizations.

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Access to University expertise, program developers and facilities. Professional/ workforce development with customer service focus. Faculty/academic association participation. Professional continuing education. Economic development. Video conference opportunities facilitate public service, promote collaboration, support personnel recruitment, and reduce travel costs.

Academic Affairs Annual Report 2011-2012 Data Summary for RCE Enrollments

Chico Distance & Online Enrollments University Center Redding Enrollments Special Session Enrollments Open University Enrollments American Language and Culture Institute (ALCI) Enrollments Osher Lifelong Learning Institute (OLLI) Participants Conference Participants Workshop Participants Teacher Enrollments for Professional Development # of Staff Participating in Employee Open University Courses

#

Total

Offerings

Chico Distance & Online Offerings University Center Redding Offerings Special Session Offerings (Includes Summer Session) Open University Offerings American Language and Culture Institute (ALCI) Offerings Osher Lifelong Learning Institute (OLLI) Offerings Conferences Hosted Workshop Offerings Credit Offerings for Teacher Professional Development

x

1656 544 5040 1022 792 778 1629 280 799 19

12,544

#

Total

65 34 264 759 303 86 5 18 44

1656

Academic Affairs Goal 1: Enhance Student Learning Regional & Continuing Education’s 2011-2012 achievements supported the Academic Affairs goal of enhancing student learning and RCE’s strategic goals to support the growth of state-support online and distance education and to expand self-support offerings. RCE’s Special Sessions provide options for regularly matriculated students to achieve their educational objectives, and self-support degree programs expand the educational choices available to a broad audience.  The Summer Session 2011 schedule included classes offered by all seven colleges, generating 2707 enrollments in enrollments in 107 courses, 35 of them fully online.

 January Intersession resulted in 1142 enrollments in 41 degree credit courses.

 Program planning, course schedule, registration, and fee payment processes were prepared for the Summer 2012 implementation of the Early Start Program.

 RCE partnered with the College of Agriculture to develop the MS in Agricultural Education online as part of the AG IDEA consortium of universities. The program admitted 21 students for the first cohort of students starting in Summer 2012.

 Two cohorts of the RN to BSN primarily online self-support degree completion program were conducted, with both cohorts designed to conclude in Summer 2012 in anticipation of the re-launch of the online MSN degree program offered via the general fund in Fall 2012.  RCE assisted faculty from the Department of Anthropology in the development of a new selfsupport faculty-led study abroad program to Gambia for the 2012 Summer Session.

 More than 400 students enrolled in University courses through Open University to jump start their degree, improve their academic standing, or complete their degree.

 47 new MediaSite lecture recordings expanded the library of resources available to online students, as well as providing greater flexibility to campus-based students to access academically related and student services focused presentations that support and enhance the students’ learning experience.  RCE concluded the final year of the McConnell Foundation funding for the delivery of state-support degree completion programs in Redding at the Shasta College University Center, supporting 544 enrollments in 34 courses.

 ALCI international recruitment activities resulted in program growth, reaching record-high enrollments with 396 students from 23 countries participating in the program.

 ALCI provided the language proficiency component of the Chung-Ang University 1 + 3 program, preparing 80 new Korean students for regular enrollment in University courses.

 Special Session programming for the Chung-Ang University 1+3 program provided a unique program bridge to serve students in mid-spring until fall regular semester enrollment.

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Strategically Using Self-Support to Enroll, Retain, and Graduate Students: Special Session & Open University RCE partners with colleges to create and deliver self-support academic programs in a variety of models. From WASC substantive change proposals, degree design and assessment, to student academic success, RCE has an important place within the college structure of the University. As architects of educational programs for reentry students, mid-career professionals, and lifelong learners broadly, RCE achieves its mission to deepen and enhance the reach of the University. As effective administrators of self-support sessions that serve state-support students, RCE strengthens Academic Affairs’ capacity to enroll, retain, and graduate students.  RCE’s role in increasing the diversity of students served was articulated in the Diversity Action Plan submitted to Academic Affairs as part of the overall University diversity action planning process. Self-support programs support diversity with expanded access through Special Session and noncredit programming. Student success and building communities for inclusion and engagement are particularly embodied in RCE’s American Language & Culture Institute (ALCI) program and in the many services provided to reentry and distance education students.

 RCE played an important role in the implementation of the Early Start Program, with representation on the campus-wide Early Start implementation team and administrative responsibility for course set up, registration, and fee payment.

 Although administratively complex given the current functional limitations of CMS, self-service registration for matriculated students facilitated a student-centered registration process in January Intersession and Summer Session. Efforts continue to streamline the self-service registration process with the goal of self-service quick admit for non-matriculated students as well as demand payment functionality for all self-support registrations.

 January Intersession and Summer Session schedules were built collaboratively with the Colleges to maximize the number of course offerings that met critical needs, including more online courses, upper division general education options, and courses that have high unmet demand in the regular Fall and Spring semesters.  In the absence of state-support programming to accommodate CAU 1+3 students mid-semester in Spring 2012, RCE offered six units of Special Session coursework in an accelerated format, providing an essential bridge from the point of unconditional matriculation to the fall semester.

 Spring Special Session courses CMST 132 and EFLN 170, required for the students’ degree programs, moved students forward toward degree completion and prepared them for Summer Session. Communication plans to support student enrollment and retention were systematically designed and implemented.

 To serve international students more effectively in summer, RCE successfully sought the addition of PHIL 102E, geared specifically for non-native English speaking students, to the Summer Session 2012 schedule.

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A detailed summary of Summer Session 2011 was submitted to Academic Affairs in early Fall to help college deans plan future summers and to illustrate the impact of self-support on the strategic priority to graduate students.

Summer Session 2011 Enrollment by College Agriculture Behavioral & Social Sciences Business Communication & Education ECC Humanities & Fine Arts Natural Sciences

Total

49 850 573 345 49 596 245

2707

The successful 2011 Summer Session resulted in further improvements for the planning of Summer Session 2012.  The Think Summer marketing campaign was redesigned and focused on outreach to both local and regional California students. While this campaign has gained some traction, more progress is needed to achieve the goal of integrating Summer Session and January Intersession into the way students think about and plan their degree progress.

 Online advertising, transit media, e-mail marketing and display advertising was utilized to drive traffic to the Summer Session web site.

 The Summer Session 2011 budget allocated $173,450 in RCE Summer Grants that were awarded to 691 students based on the same eligibility criteria as State University Grants.

 Planning for Summer Session 2012, RCE increased the financial aid allocation from fee revenue to $260,000 (10% of projected revenue); RCE Summer Grant eligibility parameters were reduced to a three-unit enrollment minimum to serve more students at a time when fees, both state-support and self-support, have increased. This additional aid was particularly relevant given the increase in selfsupport summer fees approved in April, based on the per unit Summer Session fees established by the Chancellor’s Office.

Special Session courses for degree credit and self-support degree programs continue to extend the educational programs of the University.

Special Session Degree Credit* Enrollment Summary Summer Session Summer Special Session** Fall Special Session January Intersession Spring Special Session May-June Intersession

Total

2007-2008 NA 247 253 121 477 222

1290

2008-2009 NA 297 264 130 473 138

1302

2009-2010 1247 253 166 1418 366 369

3450

2010-2011 3106 239 145 1229 369 0

4991

2011-2012 2707 366 267 1097 603 0

5040

* Enrollment figures are based on academic courses that apply to a CSU, Chico degree and were offered on a selfsupport basis. Enrollment figures do not include enrollments in 800-level academic credit courses that are not applicable to degree or credential programs (1,546 enrollments in 2011-2012 were in this category).

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**Summer Special Session courses are distinct from Summer Session offerings. Special Session courses are offered as part of self-support degree and certificate programs or academic courses offered at different times and places for different audiences, while the Summer Session primarily serves state-support students with selfsupport courses offered in the summer as scheduled by the colleges.

January Intersession 2012 Enrollment by College Agriculture Behavioral & Social Sciences Business Communication & Education Humanities & Fine Arts Natural Sciences

Total

19 293 416 61 310 43 1142

In addition to Special Session, Open University (OU) is an opportunity for students to earn degree credit without being regularly admitted to the University.

Open University Enrollment Summary Summer Fall January Spring

Total

2007-2008 37 643 10 619

1309

2008-2009 68 774 10 742

1594

2009-2010 29 682 0 692

1403

2010-2011 0 543 0 549

1092

2011-2012 3 528 0 491

1022

OU supports student success and retention in a number of ways:

 Disqualified students enroll via OU to improve academic standing and return to regularly admitted status and complete their degrees.  Students who are not yet admitted or eligible for admission use OU to jumpstart their degree programs, particularly relevant for graduate and credential students.  OU allows returning students who need just a few units to graduate to complete their degree in a cost effective way.

Of the 461 individual students enrolled in OU in 2011-2012, 327 students (71%) used OU as a way to improve their academic standing for degree completion, to jump start their degree, or to complete their degree.

Open University Headcount and Objective

Objective for Enrolling via Open University Undergrad earning credit; no degree indicated in student records Disqualified - taking courses to improve academic standing Disqualified - improved standing, returned to admitted Preparation for a graduate program Graduate - professional development or personal Completing undergraduate degree Future undergraduate admission Preparation for credential program

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Fall 2011 # % 62 26% 41 17% 5 2% 49 20% 10 4% 35 15% 19 8% 5 2%

Spring 2012 # % 42 19% 46 21% 4 2% 50 23% 10 5% 33 15% 6 3% 14 6%

Denied admission Employee - courses for personal enrichment Employee - courses for degree/professional development

Total # Individual Students (Unduplicated Headcount)

5 6 4

241

2% 3% 1%

6 3 6

220

3% 3% 1%

Self-Support Degree & Certificate Programs A primarily online cohort of the revised Bachelor of Science in Nursing for RNs self-support degree completion launched in Summer 2011 with 32 admitted students, following a cohort still underway from a Fall 2010 launch. The 2011 cohort is the first group of students to enter the streamlined self-support BSN degree completion program, and both the 2010 and 2011 BSN students who complete their degrees in Summer 2012 will be well positioned for the state-support online Masters of Science in Nursing that is scheduled to re- launch Fall 2012.

BSN-RN Self-Support Degree Retention Summary 2010-2011 Cohort* Fall 2010 Spring 2011 25 23 2011-2012 Cohort

Summer 2011 23 Summer 2011 32

Fall 2011 23 Fall 2011 27

Spring 2012 23

Spring 2012 26

Retention 92% Retention 81%

*Note: these numbers reflect retention of students admitted to the self-support degree program and do not include students pursuing the BSN degree for RNs via State-support.

The Master of Science in Agricultural Education program was planned and developed in 2011-2012 for an initial Spring 2012 launch but revisions to the Substantive Change Proposal required by WASC led to delays. WASC approval was granted and the wholly online degree program launched with the first cohort of 21 students in the Summer 2012. Program development was supported by a grant from the Commission on the Extended University. College of Agriculture faculty Dr. Molly Aschenbrener developed the first two courses to be delivered by CSU, Chico as part of the AG*IDEA consortium.

The Community College Faculty Preparation and Adult Education Certificate Program, developed in 2002-2003, was discontinued by the School of Education in Spring 2012. The MA in Interdisciplinary Studies: Mathematics Education, a self-support summer program for K-8 teachers, was also discontinued in Fall 2011 to allow the Math Department to focus faculty and resources on the self-support MS in Math Education summer program for high school math teachers. Since the program was launched in 1997, the self-support summer MS in Math Education degree program has admitted 48 students and graduated 17 (35%). Thirty students (58% of total admitted) are still active in the program. Eight admitted students (17%) have discontinued the program. A more detailed analysis is underway as RCE formalizes documentation of self-support degree impact on retention and graduation.

Supporting Student Participation in International Learning Opportunities: Faculty-Led Self-Support Study Abroad

During the 2011-2012 academic year, RCE assisted in the development of four support self-support study abroad programs, with a continued focus on risk management and appropriate documentation to ensure quality and support in all aspects of the programs.

 The Cross Cultural Exploration (Theme C) in Chiang Mai, Thailand (Agriculture, English, Sociology) 1-5

 Betty’s Hope Archaeological Field School in Antigua (Anthropology)  International Development in Africa: Banjul, The Gambia (Health & Community Services)  World Food and Fiber Systems in El Salvador (Agriculture)

Of those programs, only the Antigua and The Gambia programs generated adequate enrollments to be conducted in Summer 2012. Ongoing development support by RCE, in partnership with the Office for International Education, is focusing on helping faculty plan ahead to ensure adequate time for outreach and for students to prepare for the commitment required for a study abroad experience.

Student Success: Online Resources

Using the MediaSite mobile lecture capture system, RCE expanded the library of online resources available to Redding and Chico Distance and Online Education (CDOE) students as well as to students on campus who are unable to attend the live presentations on campus. These workshops and lectures, captured for online any time, any place access, provide students valuable information to improve their academic skills and connect them with resources for career and professional success. The library of online workshops includes presentations from the Student Health Center, the Learning Center, the Wellness Center, and the Career Center. To engage distance education students in the intellectual discussions and presentations that enrich the formal higher education experience, RCE captured a variety of forums conducted by the academic community. From the Anthropology Forum sessions to the STOP Human Trafficking conference held on campus in Spring 2012, these presentations stimulate thought and connect students both on and off campus with these exceptional resources of the academy.

Of the 101 MediaSite recordings of lectures, forums, and student services presentations that are currently available, 47 were newly recorded in 2011-2012. With 3,279 individual viewings, the Mediasite presentation recordings demonstrate extended access to student support services for both distance education and campus-based students.

With the approval of the Director of the Student Learning Center, RCE has made a collection of 16 Student Learning Center presentations available to the University of Cincinnati to support their student athletes in need of online study skills resources. This collaboration extends the resources of the University in a new and meaningful way.

Supporting Excellent and Distinctive Programs Off-Campus: University Center in Redding and Chico Distance & Online Education

RCE’s contribution the strategic priority to support excellent and distinctive programs off-campus included administrative and student support services for the University Center in Redding and the Chico Distance & Online Education state-supported degree completion programs. RCE’s 2011-2012 accomplishments in distance education serves the North State and reflects the University’s commitment to student success.  The McConnell Foundation continued funding through the 2011-2012 academic year to support CSU, Chico’s programs at the University Center in Redding.

 Dan Greaney, Student Services Coordinator for the University Center, strengthened the University’s ties to the Redding area by actively representing CSU, Chico with the Redding Chamber of Commerce and other key stakeholders.

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 Ongoing media outreach efforts focused on greater awareness of CSU, Chico classes conducted in Redding and encouraging applications from service area residents who were given extended application periods.

 The Masters of Social Work degree program, offered at the University Center in a weekend and online blended delivery model designed for working adults, concluded in Spring 2012 with 37 graduates.

University Center Enrollment Summary Headcount

Enrollments Courses

FTES UG

FTES Grad

Fall 2007

Spr 2008

Fall 2008

Spr 2009

Fall 2009

Spr 2010

Sum 2010

Fall 2010

Spr 2011

Sum 2011

Fall 2011

Spr 2012

81

79

105

100

108

116

36

78

80

37

73

79

40.7

47.1

51.6

36.8

39.2

n/a

203 11

40

204 11

238

9

259 13

260

13 19

317

15

24.8

71

186

17.8

16.2

2

12 22

173

11

22.2

15

73

3

18.3

220

14

21.2 27.4

251

17

23.2 21.6

Students completing the undergraduate Business degree at the University Center persist at rates consistent with students who attend on campus and graduate at a faster pace than campus cohorts, with more University Center students graduating in two years by comparison. RCE services in support of those students focus on helping students connect with campus resources to enrich their experience and foster success and completion. RCE’s support of the Chico Distance & Online Education (CDOE) is an ongoing commitment to distant students’ success through outreach, communication about application deadlines, schedule information, and access to online learning and student service resources. In 2011-2012, the Sociology degree completion program was reinstated, adding a versatile degree completion option to the CDOE program mix and resulting in 79 applicants and 19 new admits.

Diversity and Internationalization: ALCI

The American Language and Culture Institute (ALCI) continues to strengthen the University’s internationalization and diversity efforts by bringing a growing number of international students to campus, many of whom pursue conditional admission to CSU, Chico to streamline their progress toward matriculation and degree completion.

ALCI program growth in 2011-2012 was facilitated by an extended orientation process, additional sociocultural activities, process improvements to streamline program administration, and academic program enhancements that ensure quality outcomes.

 ALCI welcomed a total of 396 students from 23 countries to campus in 2011-2012.  Increased enrollments from South Korea and Brazil resulted from focused outreach efforts and balanced the diversity of countries represented in the program.  303 unique course sections generated 792 total enrollments.  Spring 2012 enrollments hit an all-time high of 203, a 25% headcount increase over the prior year’s record.  Extended orientation elements included women’s health seminars, presentations by Adventure Outings and the Campus Alcohol and Drug Education Center (CADEC), and a seminar on 1-7

immigration legal information. These activities provided student support resources that engaged students in meaningful ways as well as connected them with critical resources to ensure their safety and well-being.  ALCI partnered with the Cross Cultural Leadership Center (CCLC) to host two seminars that engaged international students and African American students in conversations about cultural differences and misconceptions, with an emphasis on respectful dialogue and increased knowledge.

ALCI Impact on International Student Diversity: 2011-2012 Countries of Origin & Gender Country of Origin

#

Brazil

9

China

36

Colombia

1

Germany

10

Iran

2

Japan

Kazakhstan Mexico

1

Russia

2

Saudi Arabia South Korea Taiwan

Viet Nam

1 0 0 2

0 9 1 1 1 1 0

0

3

United Arab Emirates

1

9

1

3

USA

1

7

1 1

Turkey

2

3

0

151

4

Thailand

0

1

39

1

Switzerland

18

190

86

Spain

18

0

1

Peru

6

1 2

Mongolia

3

19

10

Libya

Male

28

1

Kuwait

Female

2 1

Total 396

34

1 2 1 2 0 0 0

129

52

0 2 0 1 3 2 1

267

Total Countries: 23

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ALCI Students by Region Europe

Asia-Pacific Americas Africa

Middle East / Arab World

ALCI, in partnership with OIED, welcomed two cohorts of the Chung Ang University (CAU) 1+3 Program to campus in 2011-2012.

 In Summer 2011, 19 CAU students arrived from Korea and began their CSU, Chico experience with ALCI before matriculating to the state-support program in Fall 2011.  In January 2012, another 61 CAU students arrived. Upon completion of their ALCI coursework in mid-spring, 42 of those students were fully eligible to enroll in state-support coursework, with the balance continuing in ALCI to meet English language proficiency requirements in time for Fall 2012 enrollment.

RCE is committed to the internationalization of the campus and the success of international students and provides an important pathway to international student matriculation by providing English language instruction for students conditionally admitted to the University. ALCI’s schedule of multiple sessions offered throughout the year provides more opportunities for students to begin their studies and prepare for matriculation. To support the University’s focus on increasing international enrollments, ALCI continues to manage an increasing number of conditionally admitted students as a percentage of overall enrollments and has agreed to ensure language instruction capacity for all conditionally admitted students. At the same time, ALCI maintains a focus on growing English language program only (ALCI only) enrollments to contribute greater diversity to the campus.

 63% of ALCI enrollments were generated by students who were conditionally admitted to the University.  Having achieved English language proficiency through ALCI, 51 international students matriculated to the University in Fall 2011; 34 international students matriculated in Spring.  For the last four years, ALCI students represent more than half of the new international students admitted in Spring.  ALCI students who continue their degree at Chico demonstrate stronger persistence (95%) compared to international students overall (76-84%).

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ALCI Impact on CSU, Chico International Student Enrollment Term

All CSU, Chico New International Enrollments

ALCI Alumni New International Enrollments

51 138 51 143 45 127 59

28 53 17 52 23 51 34

Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012

CSU, Chico New International Enrollment % from ALCI 55% 38% 33% 36% 51% 40% 58%

Supporting Documents  Early Start Program Flyer

 Passport to Learning Program Flyer - Betty’s Hope Archaeological Field School

 2011-2012 Online Workshops & Forums for Student Success  University Center Persistence and Graduation Rates

 ALCI-Only Enrollments & Conditional Admission Enrollments  Regional & Continuing Education Spring 2012 Bulletin

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How to Register: • Log on to your student portal and go to the Student Center. Click on the Enroll in Early Start button in the upper left hand corner. • Now on the “Add Classes” screen, click Search to find the Early Start course(s) you want. • Click the drop-down menu under “Course Subject,” choose either Math or English, then click Search again. You will see courses listed by date. Select the course you want. • A screen with all the course details will come up. Click Next to continue. • You will be returned to the “Add Classes” screen. If you only need one course, click Proceed to Step 2 of 3 and then click Finish Enrolling. • If you need both Math AND English, then follow steps 2-5 again to add another course.

How to Pay Fees: • If you’ve been notified you have an Early Start Fee Waiver, your registration is complete. • If you do not have an Early Start Fee Waiver, go back to the Student Center home screen and pay your Early Start Fees ($184 for one course and $366 for two). • Under “Finances,” click Account Inquiry. This window will display the amount you owe. Some or all of your $200 enrollment confirmation deposit may be applied to your Early Start course fees so the balance you owe may be reduced. • If there is a balance due, click Make-APayment. A new window for CASHNet Secure Payments will open. • Click Payment on Account and submit your payment for the balance due. • Fees must be paid by the class registration & payment deadline.

Early Start English Course ESPE 020 Early Start English Description: A three-week online course in reading and writing that is required for students who score below 138 on the CSU English Placement Test (EPT). The goal of this intensive and collaborative work is to model the types of writing expected of you in college and the kinds of literacy practices that we think lead to success in college. In this online curriculum‚ you will reflect on your past literacy experiences‚ complete an essay assignment typical of college writing courses‚ and give and receive focused feedback on your work in order to revise them for submission. Read more on the Early Start Courses web page. • Section 780: July 9 - July 26 (Registration & payment deadline: July 2)

Early Start Math Courses ESPM 031 Early Start Math - Beginning Algebra Description: This is a 1-unit online course providing a review of Beginning Algebra topics: the basic properties of real numbers‚ variables‚ equations‚ algebraic expressions‚ functions and their graphs. At the completion of the course‚ an optional MDTP exam will be offered on the Chico State campus to assess if a student can accelerate in their placement in our remedial math program. Read more on the Early Start Courses web page. Plan to spend 20-30 hours to complete the course. • Section 730: July 9 - July 19 (Registration & payment deadline: July 2) • Section 740: July 23 - August 2 (Registration & payment deadline: July 16)

ESPM 051 Early Start Math - Intermediate Algebra Description: This is a 1-unit online course providing a review of Intermediate Algebra topics. At the completion of the course‚ students can choose to retake the ELM exam to assess if they place out of remediation and are eligible to enroll in GE level math courses. This test must be completed in person on a CSU campus. Check http://www.ets.org/csu/about/ for test availability in summer 2012. Read more on the Early Start Courses web page. Plan to spend 20-30 hours to complete the course. • Section 730: July 9 - July 19 (Registration & payment deadline: July 2) • Section 740: July 23 - August 2 (Registration & payment deadline: July 16)

rce.csuchico.edu/earlystart



What:





Antigua: Betty’s Hope Archaeological Field School directed by Dr. Georgia Fox, CSU, Chico Anthropology Professor.

Learn archaeological field excavation at Betty’s Hope, a 300-year-old plantation site. The trip includes fieldwork, lectures, field trips, and trips to the beach to cool off. Three delicious meals are provided each day by our own fabulous cook. Accommodations include fully furnished guest cottages near historic English Harbor and Nelson’s Dockyard.



When: June 2–June 30, 2012 Costs: Credit—$3,925 Non-credit—$3,685

(includes room and board, ground transportation)

How:



Apply by March 29, 2012. $500 deposit required. Upon acceptance to the program: Contact: Dr. Georgia Fox Department of Anthropology For credit enroll in ANTH 280, 380, or 480 898-5583 or [email protected] For non-credit enroll in RCED 979-G Application deadline: March 29, 2012 Center for Regional & Continuing Education



Applications are available online at rce.csuchico.edu/antigua

California State University, Chico

Web: rce.csuchico.edu

Phone: 530-898-6105

Fax: 530-898-4020

University Center Persistence and Graduation Rates

The following tables include all students who completed a course at the University Center.

College of Business

Fall '01 Fall '02 Spring '03 Fall '03 Spring '04 Fall '04 Spring '05 Fall '05 Spring '06 Fall '06 Spring '07 Fall '07 Spring '08 Fall '08 Spring '09 Fall '09 Spring '10 Fall '10 Spring '11 Fall '11 Spring '12

Fall '01

Fall '02

Spring '03

Fall '03

Spring '04 Fall '04

Spring '05

Percentage of Cohort Persisting Cohort 1 Year 2 Years 3 Years 4 Years 5 Years 2 2 1 6 5 12 7 13 7 23 11 17 6 24 14 22 5 6 6 19 9

217 Cohort 2

2

1

100% 50% 100% 60% 100% 83% 100% 69% 100% 74% 91% 94% 100% 92% 100% 100% 100% 83% 83%

100% 100% 0 80% 100% 42% 86% 62% 57% 57% 64% 18% 83% 42% 64% 50% 60% 0

50% 100% 0 60% 20% 8% 0 15% 0 0 9% 0 33% 17% 0 0 0 0

Percentage of Cohort Persisting 1 Year 2 Years 3 Years 4 Years 5 Years 0

0

0

0

0

0

0

100%

80%

0

0

20%

20%

7

0

57%

0

0 0

0

25%

50%

Fall '05

13

0

38%

69%

Spring '07

11

0

64%

64%

Spring '06

Fall '06 Fall '07

Spring '08 Fall '08

Spring '09 Fall '09

Spring '10 Fall '10

Spring '11 Fall '11

Spring '12

7

23 17 6

24 14 22 5 6

6

19 9

217

0

0 0 0 0 0 0 0

0

0

86%

35% 59%

0

52% 71%

67%

100%

36%

0

42% 86% 20%

33%

Total Students

50%

0

0

12

0 0 0 20% 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total Students

6

5

100% 100% 100% 20% 0 0 0 8% 0 0 0 0 0 0 0 0 0 0

54% 0 0

0

0

0

0

0

80%

80%

0

0

58%

0 0

69%

77%

73%

0

0

65% 76% 0 0 0 0 0

0

0 0 0 0 0 0 0 0

0

2011-2012 Online Workshops & Forums for Student Success

Student Services

Presentations

2011-2012 Views

New 2011-2012

Student Learning Center

16

814

0

Career Center

6

219

0

Wellness Center Liberal Studies

Academic Advising

Student Health Center Totals

11 1 1 1

228 86 68 13

1 1 1 0

36

1428

Presentations

2010-2011 Views

New in 2011-2012

Anthropology

14

369

3

Interdisciplinary Center on Aging

12

228

12

Institute for Sustainability

6

181

6

Academic

STOP Human Trafficking College of Agriculture Social Work

Biological Sciences Religious Studies Political Science

Humanities Center

College of Communication and Education Geological and Environmental Sciences Philosophy

Computer Graphics Club Totals

6 2 2 6 4 4 3 1 3 1 1

65

264 183 179 141 123 108 52 9 7 4 3

1851

3

6 2 2 6 1 3 3 0 0 0 0

44

online at rce.csuchico.edu/openu

online at rce.csuchico.edu/spring

June 4 – August 16 • Summer Session registration opens April 2 Visit rce.csuchico.edu/summer for the current Summer Session news.

online at rce.csuchico.edu/online

online at rce.csuchico.edu/facultyprep

online at rce.csuchico.edu/redding

online at rce.csuchico.edu/eldercollege

online at rce.csuchico.edu

online at rce.csuchico.edu

Academic Affairs Goal 2: Nurture Excellence in Faculty and Staff RCE’s 2011-2012 achievements in support of our strategic goal to strengthen and refine organizational effectiveness with emphasis on process improvement, enhanced communication, and proactive staff development included a continued focus on process improvement and engaging with national associations to enhance organizational effectiveness.  RCE participated in a variety of activities with the Education Advisory Board’s Continuing and Online Education Forum. Those activities included participation in research projects related to online program development and social media.

 The Connect • Learn • Engage (CLE) series delivered 30 webinars attended by 110 faculty and staff on topics such as social media, fundraising and donor relations, trends and models in higher education, and online and interactive learning design.

 RCE was actively engaged at the national level through membership in organizations serving continuing higher education and intensive English programs and by staff members who hold positions leadership in those national organizations.

Developing Faculty and Staff Excellence

RCE Conference Services continues to support Academic Affairs’ strategic priority on faculty and staff development by supporting the annual CELT Conference with registration and conference logistics. The 2011 CELT Conference took advantage of the Colusa Conference & Event Center facilities to create a greater sense of a coherent conference event. Scheduling modifications implemented in 2011 were designed to improve attendance. As a result, conference session attendance increased by 140 compared to 2010 attendance rates, with a notable increase in student attendance.

CELT Conference Summary 2011 # of Sessions # of Speakers Participation by Type CSU, Chico faculty CSU, Chico staff CSU, Chico students CSU, Chico administration Community College faculty Other (Community and K-12)

Total # of Participants

28 61

134 95 60 26 26 42

383

The Connect • Learn • Engage (CLE) program connects campus faculty, staff, and students with subject matter experts from around the globe using webinars and two-way video. RCE hosts programs selected for CLE by booking and setting up the meeting room, handling the technology requirements, making necessary arrangements to access the webinar, underwriting any registration fees, and tracking participation and feedback. Thirty CLE presentations were promoted, and delivered in 2011-2012 with RCE investing $5,800 in registration fees. In addition to the opportunity for 116 CSU, Chico faculty and staff to attend the webinars as they were delivered, CLE provides a repository of past programs so interested faculty and staff can view recordings of programs and download presentation slides.

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RCE purchased a $2,500 TED (Technology, Education, Design) Live membership to bring the TED Conference experience to Chico State. The annual TED Live conference in April 2012 was streamed live to Colusa Hall from Long Beach, and the campus community was invited to attend. The TED Global conference in July was streamed from Europe on a delayed schedule designed to make the presentations accessible during University summer hours. The TED membership includes access toTED e-books, online virtual DVDs of conference sessions, TED.com community messaging, and a TED Facebook group membership.

Supporting Superior Professional Growth and Achievement

RCE staff is involved in a number of professional associations and activities selected to support superior growth and achievement. RCE’s membership in these organizations provides access to an extensive network of resources and development opportunities that translate into new program development initiatives, innovative administrative processes, and a sustained commitment to effective leadership.  Education Advisory Board’s Continuing and Online Education Forum

 University Professional and Continuing Education Association (UPCEA)

 Association of Continuing Higher Education (ACHE)

 Association of Collegiate Conference Event Directors – International (ACCED-I)  National University Telecommunications Network (NUTN)

 Teachers of English as a Second or Other Language (TESOL)  Association of International Educators (NAFSA)

 American Association of Intensive English Programs (AAIEP)

 The Institute of International Education (IIE)

 Osher Lifelong Learning Institute Network

RCE participates in the Education Advisory Board’s Continuing and Online Education Forum as part of our investment in strengthening and developing the quality of continuing education programs and services. Membership in the forum provides access to resources that support important campus and RCE initiatives, including online learning and international faculty-led programs. The Continuing and Online Education Forum’s research agenda for 2011-13 aligns with relevant issues facing RCE, such as developing innovative marketing channels, building lifelong relationships with adult learners, anticipating emerging continuing education trends, and effective organizational design and administration. In 2011-2012, RCE participated in national surveys on engaging vendors for online course instructional design and social media strategies. Access to these and other custom research reports provide insights for improved program development and outreach. Debra Barger, Dean, continues to serve on the Policy Board of PASSAGES and serves on the budget subcommittee of the CSU Commission on the Extended University (CEU). She was recently elected to serve again as a dean’s representative to the Commission and will co-chair the RFP subcommittee.

Clare Roby, RCE Associate Dean, serves on the Association of Continuing Higher Education (ACHE) Board of Directors and is the Board liaison to the Publications and Communications Committee. She is also on the board of the ACHE West Region and chair of the ACHE 2013 annual conference. This year, she was invited to join the editorial board of the Association’s Journal of Continuing Higher Education.

William Dantona, ALCI Director, serves as treasurer of the American Association of Intensive English Programs (AAIEP). This appointment follows the 2009 AAIEP Program Self-Assessment that resulted in a 2-2

five year extension of ALCI’s AAIEP membership Linda MacMichael, Program Coordinator, Osher Lifelong Learning Institute (OLLI), attended the national OLLI conference to network with other OLLI organizations for program growth and management strategies. RCE’s Conference and Event Coordinator, Heather Quilici, continues her role as a member of the Sustainability Committee for the Association of Collegiate Conference and Event DirectorsInternational (ACCED-I).

In April, Marketing Director Melissa McGowan was elected to serve a three-year term on the Downtown Chico Business Association Board of Directors. She is one of two campus representatives on the Board and helps strengthen the “Town/Gown” relationship between the University and the neighboring downtown community.

RCE supports staff development activities on campus and at the CSU system level. In April 2012, four RCE representatives attended the annual CSU Counterparts meeting of Extended/Continuing Education staff from across the CSU in San Diego. RCE’s Elaina McReynolds sits on the CSU, Chico Staff Development Committee, contributing her expertise in workforce development to support the campus’ efforts to provide relevant staff development activities.

Recognizing, Valuing, and Celebrating Outstanding Performance

The Fall 2011 Open House featured the opening of Colusa Hall, celebrating the outstanding work of the RCE team to bring about the transformation of that building into a state-of-the-art conference and event center.

Marketing Director Melissa McGowan was asked to serve on the University’s 125th Anniversary Planning Committee. Melissa sits on the Marketing & Communication and the Chico State Expo 125 subcommittees and assists in the planning of a year-long series of events, promotions, and outreach opportunities. She served on the core planning committee for Chico State Expo 125. Melissa was key in coordinating the schedule of activities; arranging campus facilities, catering, and other logistics; and managing student, campus, and community volunteers for the event. Colusa Hall served as event headquarters and provided an exceptional focal point for the day’s activities.

Supporting Documents  CELT Conference Program and Attendance Report  Connect • Learn • Engage 2011-2012 Programs

 TED Live Program Information

 2011 Continuing Education Open House Invitation

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15th Annual

Conference on Excellence in Learning and Teaching Luncheon and Awards Presentation

Wednesday, October 7, 2009 Bell Memorial Union Auditorium

Outstanding Teacher Award for 2008-2009

Robert Tinkler Professor, History

Outstanding Academic Advisor Award for 2008-2009

Esther Larocco Professor, Professional Studies in Education

C E LT

Sponsored by the Center for Excellence in Learning and Teaching (CELT), the Faculty Recognition and Support Committee (FRAS), and the Office of the Provost

California State University, Chico

2011 CELT Conference Attendance Report Submitted by the Center for Regional & Continuing Education February 7, 2012

Summary Conference Dates:

October 5 - October 7, 2011

Total # of sessions: Total # of speakers:

28 (not including luncheon) 61

Unduplicated head count: CSUC Faculty CSUC Staff CSUC Student CSUC Admin Butte Community College Other Community College Community Member K-12 Other/No Affiliation

383 (up 141 over 2010) 134* (35%) 95 (25%) 60 (16%) 26 (7%) 21 (5%) 5 (1%) – Shasta College (2), Yuba College (3) 3 (>1%) 2 (>1%) 37 (10%)

Total # of session registrations: Total # of session attendees: Average session attendance rate:

1174 (up 126 over 2010) 968 (including luncheon) 55% (note: CELT operated in the absence of session monitors this year.

*note that conference registrants self-select their affiliation and it is not verified

Based on

visual observation, RCE projects session attendance to be slightly higher.)

Conference Luncheon, Wednesday, October 5 Award Recipients: Outstanding Teacher Masami Toku, ARTS Outstanding Academic Advisor Jane Rysberg, PSYC Exemplary Online Instruction Awards Luncheon attendees: 150 signed in (206 RSVP’s) Keynote Presentation Thursday, October 6: “Deeper Learning by Design: Research-based Guidelines for Sustainable Curriculum and Teaching Improvement” Dr. Tom Angelo Pro Vice-Chancellor (Curriculum and Academic Planning) Director, Curriculum, Teaching and Learning Centre Director, Design for Learning Project Professor of Higher Education La Trobe University, Melbourne, Australia Practicum Workshop Friday, October 7: “Seven Levers for Deeper Learning: Practical Strategies for Improving Curriculum, Teaching, Assessment, and Feedback” 2011 CELT Conference Final Report

1

2011-2012 Webinar Schedule (partial list) •

Disciplining Social Media Strategy, Part 1 Increasing Lead Generation Volume and Quality

•

Writing Right for the Web: Social Media, Mobile, and Traditional Sites

•

Planning a Signature Event

•

The Art & Science of Soliciting Gifts

•

Rethinking Live Virtual Training: Architecting High-Impact Continuous and Blended Learning Experiences

•

A Comprehensive Approach to Peer Educator Training and Development

•

Engaging Faculty in Online Education

•

Making the Shift from Classroom to Online Course Design - Course Organization

•

7 Emerging Trends Impacting Higher Education

•

High Impact Practices - Graduation Initiatives Webinar

•

Web2.0 Technology Design

•

Rural School Innovations Webinar: The Niswonger Foundation’s Northeast Tennessee College and Career Ready Consortium

•

Department Chair (Online) Leadership Institute

•

iPad: IT Support Considerations

•

Google - Even Better Search Results

•

Customizing Orientation for Transfer Students

•

Best Practices in Effective Communication and Conflict Management

•

Modern Search Literacy: Leveraging Literacies to Get Quality from Popular Tools

•

Believe It or Not: Authority and Credibility

•

More Google Resources for Education: Scholar, Books, Patents (and more!)

•

Organizing Continuing and Professional Education: Models for Balancing Growth, Mission, and Instructional Quality

•

iPad: Effective Use in the Classroom

•

Academic Dishonesty Adjudication

Regional & Continuing Education offers Connect • Learn • Engage, a forum that aims to bring together campus faculty, staff, and students with subject experts from around the globe.

TED Global 2012: Radical Openness Join Us in Colusa Hall, July 9-12 As the world becomes ever more interconnected, the ways we relate, the means by which we learn about one another and develop mutual understanding, and the rules about what we hide and what we share are changing. TED Global's "Radical Openness" theme this year is designed to explore some questions in this journey -- with radical thinkers and an open approach to the boundless inventiveness of the human mind.

TED is a nonprofit devoted to Ideas Worth Spreading. It started out (in 1984) as a conference bringing together people from three worlds: Technology, Entertainment, Design.

Join us as we view unedited TED Global sessions from Edinburgh, Scotland. * Due to the time difference, the sessions will be recorded. Conference Hosts: Chris Anderson, Curator, TED ∙ June Cohen, Executive Producer, TED Media ∙ Bruno Guissani, European Director, TED ∙ Tom Reilly, Community Director, TED

Conference Schedule Monday, July 9 8:30 – 10:15

Session 1: Critical Crossroads Don Tapscott Shyam Sankar Robyn Meredith Jason Silva Raghu Dixit James Stavridis

Visionary Data Intelligence Agent Journalist Tech Filmmaker Fusion Musician NATO Supreme Commander

10:45 – 12:30 Session 2: Tinker Make Do Ellen Jorgensen Massimo Banzi Catarina Mota Boaz Almog Matt Mills & Tamara Roukaerts Kathy Hinde Antony Gormley 2:30 – 4:15

Biologist and Community Science Advocate Physical Computing Guru Maker Quantum Researcher Technologists Bird Piano Creator Sculptor

Session 3: Building Blocks Daphne Koller Shimon Schocken Beau Lotto Amy O'Toole Eddie Obeng Karen Thompson Walker Macy Gray

Educator Computer Scientist, Educator Neuroscientist, Artist Student Business Educator Novelist Singer/Songwriter

Attendance is limited to 50 per session. To reserve a seat for one or more sessions, please complete our online reservation form.

Tuesday, July 10 8:30 – 10:15

Session 4: Globality Pankaj Ghemawat Robert Neuwirth Andreas Schleicher Natasha Paremski

Globalization Thinker Author Education Surveyor Pianist

10:45 – 12:30 Session 5: Shades of Openness Malte Spitz Ivan Krastev Gabriella Coleman Leslie T. Chang Neil Harbisson Gerard Senehi

2:30 – 4:15

Politician and Data Activist Public intellectual Digital Anthropologist Journalist Sonochromatic Cyborg Artist Experimental Mentalist

Session 6: Misbehaving Beautifully Sarah Caddick Read Montague Elyn Saks Ruby Wax Vikram Patel Wayne McGregor Robert Legato

Neuroscientist and Policy Advisor; Guest Host at TEDGlobal 2012 Behavioral Neuroscientist Mental Health Law Scholar Comedian and Mental Health Activist Healthcare advocate Dancer and Choreographer Visual Effects Guru

Wednesday, July 11 8:30 – 10:15

Session 7: Long Term Vicki Arroyo Jonathan Trent Hassine Labaied Sarah-Jayne Blakemore Susan Solomon Usman Riaz Preston Reed

Environmental Policy Influencer Scientist and Biofuel Guru Wind Energy Innovator Cognitive Neuroscientist Stem Cell Advocate Percussive Guitarist Revolutionary Guitarist

10:45 – 12:30 Session 8: Talk to Strangers Rachel Botsman Robin Chase Jane McGonigal Jason McCue Marco Tempest Amy Cuddy

Sharing Innovator Transport Networker Game Designer Lawyer Techno-illusionist Social Psychologist

Attendance is limited to 50 per session. To reserve a seat for one or more sessions, please complete our online reservation form.

2:30 – 4:15

Session 9: The Upside of Transparency Parag Khanna Beth Noveck Sanjay Pradhan Heather Brooke Sarah Slean Marc Goodman Deyan Sudjic

Global Theorist; Guest Host at TEDGlobal 2012 Open-Government Expert Development Leader Journalist Musician Global Security Futurist Curator

Thursday, July 12 8:30 – 10:15

Session 10: Reframing Laura Snyder John Maeda Michael Hansmeyer Ramesh Raskar Hannah Brock Keith Chen

Science Historian Artist Computational Architect Femtophotographer Guzheng Virtuoso Behavioral Economist

10:45 – 12:30 Session 11: Taking Another Look Maurizio Seracini Becci Manson Mina Bissell Mohsin Saeed Khan Imogen Heap John Wilbanks

2:30 – 4:15

Art Diagnostician Photo Retoucher Cancer Researcher Social Health Expert Diva Data Commons Advocate

Session 12: Public Sphere Kirby Ferguson Clay Shirky Michael Anti Andrew Blum Margaret Heffernan Daria Musk

Filmmaker and Remixer Social Media Theorist Blogger Network Author Management Thinker Web Music Sensation

Would you like more information about TED Global 2012: Radical Openness? Program Guide: http://conferences.ted.com/TEDGlobal2012/program/guide.php Schedule: http://conferences.ted.com/TEDGlobal2012/program/schedule.php Speaker Bios: http://conferences.ted.com/TEDGlobal2012/program/speakers.php

Attendance is limited to 50 per session. To reserve a seat for one or more sessions, please complete our online reservation form.

J o i n u s a s w e c e l e b r a t e a n o t h e r y e a r o f s e r v i c e t o t h e c a m p u s , t h e r e g i o n , a n d t h e g l o b a l co m m u n i t y.

Academic Affairs Goal 3: Educate for a Sustainable Global Society Sustainability in its myriad applications is reflected in RCE’s core values and business operations.

 Colusa Hall improvements included the installation of additional lighting control occupancy sensors for increased energy efficiency.

 Continued planning and refining of the project scope to revitalize the Center for Continuing Education to improve energy efficiency and achieve necessary building upgrades remained a priority throughout the year.

 Concrete benches designed using sustainable materials and integrating salvaged Orient & Flume art glass were installed in the Creekside Educational Garden.

 314 two-way video conferences provided sustainable alternatives for instructional delivery, delivering student services, and conducting meetings.

Creating Opportunities for Sustainability in the Curriculum: Concrete Management

RCE’s goal of involving students in the Colusa Hall renovation project continued in 2011-2012 with the retrofit of concrete benches serving as a senior capstone project offered in the Concrete Industry Management program. The benches, designed and produced by students in 2010-2011, required reinforcement to achieve the necessary strength and durability. The project provided students an opportunity to experiment with reinforcement techniques and gain hands-on experience implementing the reinforcements. The benches, constructed from regionally sourced glass fiber reinforced concrete and featuring local scrap art glass diverted from the wastestream, were installed in the Creekside Educational Garden in June.

Providing Leadership for Sustainable Practices and Modeling Sustainability

A plan to transform the Center for Continuing Education (CCE) to improve the sustainability and safety of the building continued in 2011-2012 with modest progress pending project start. Project goals include replacing the original single pane windows with more energy efficient dual pane windows, installing more sustainable lighting, and evaluating the efficiency of the existing HVAC system and making any necessary upgrades to minimize the building’s utilities consumption.

Assisting the University to Serve as a Model Sustainable Campus

RCE assists the University to model sustainable business practices by expanding two-way video conference service beyond instructional delivery to include delivering student services and hosting business meetings. Two new uses of video-conferencing technology this year included a College of Engineering senior project’s bi-weekly meetings with NASA/JPL engineers in Southern California and tutoring services provided by the College of Business to students enrolled in FINA 307 at the University Center in Redding.

2011-2012 Two-way Videoconferencing Summary Uses Undergraduate Upper Division Class Sessions NASA/Engineering Student Project Administrative Meetings Tutoring - Finance 307 Rural Nursing Orientation

3-1

Total

Events 273 12 17 6 3

314

Supporting Documents  Concrete Bench Photos

 CCE Transformation Scope of Work Summary

3-2

Concrete Bench Repair & Retrofit Concrete Industry Management Senior Capstone Project of Westin Miller Benches were installed along the pathway through the Creekside Educational Garden.

Center for Continuing Education (CCE) Building Transformation Project Purpose and Scope of Work

Regional & Continuing Education’s planned investment of Continuing Education Revenue Funds in the transformation of the Center for Continuing Education (CCE) will improve the building’s energy efficiency in alignment with EO 987, ensure the safety and security of the building occupants, and enhance RCE’s organizational effectiveness now as well as into the future.

RCE’s CERF reserve plan for several years has targeted CCE upgrades for energy efficiency, particularly the need to replace the building’s original windows and extensively corroded casings. Academic Facilities Planning’s direction that the proposed work requires temporary relocation to a surge space provides the opportunity to assess the scope of the project to take advantage of the time and energy of relocating. The principles that guide the project include enhancing sustainable building operations and leveraging the unprecedented opportunity to renovate this historic building.

The proposed scope of work focuses on energy sustainable building practices: reduction in energy usage; reduction in water usage; focus on a zero waste goal with attention to reusing, recycling, and reducing what goes into the waste stream; and low life cycle operational costs whenever possible. The project scope includes wisely evaluating critical systems (HVAC, electrical load, roofing, etc.) while upgrading the functionality of the building. In addition to enhancing the sustainability of CCE, this project will provide a safer environment for students and staff with the addition of a fire alarm system (currently not in place in the building).

Center for Continuing Education Building Transformation Project Scope of Work - Overview

Academic Affairs Goal 4: Serve the North State and Beyond RCE’s mission to extend the resources of the University to meet lifelong learning needs is embodied in the programs and services that serve the North State and beyond. Strategic priority has been given to expanding reentry and learning in retirement opportunities and creating new self-support offerings as well as establishing a CSU, Chico was an excellent venue for conferences and events.  The Osher Lifelong Learning Institute (OLLI) completed the first phases of a strategic planning process resulting in a new OLLI Advisory Council and revised policies and procedures guide the program in progress toward the goal of being invited to apply for a second $1 million endowment from the Bernard Osher Foundation.  RCE conducted a recruitment for the OLLI Program Director to replace Linda MacMichael who served eight years as the program coordinator. Ann Nikolai assumed the director position in July 2012.

 Expanded use of Colusa Hall attracted more people from the region to campus, including events for the 125th Anniversary Campus Expo.

 RCE provided conference logistics support for the California Indian Conference, bringing more than 750 conference participants to campus from across the state.  On behalf of President Zingg, RCE Dean Debra Barger convened the President’s North State Initiative Task Force in January 2012 and was asked to chair the group representing faculty and staff across all university divisions. Jeff Layne serves an important staff function to the Task Force with the launch of the first comprehensive regional inventory of campus activities and programs.

Addressing Diverse Educational Needs in the North State: Learning in Retirement

The Osher Lifelong Learning Institute (OLLI) is a learning-in-retirement program for North State residents 55 years and over or retired. OLLI’s 2011-2012 achievements focused on strategic planning and program growth.

 Final membership count for 2011-2012 was 778. OLLI members add to the diversity to the campus community and support the diversity goals of the University through a Prime Timers Scholarship program for reentry students.

 A strategic committee was convened for a year-long strategic planning process that culminated in a new Policies & Procedures document to replace the former outdated OLLI Constitution and Bylaws.  As a result of strategic planning efforts, the OLLI Board of Directors was replaced by a streamlined Advisory Council and a new mission statement was adopted.  The minimum age requirement for OLLI membership was changed from 60 to 55 as a strategy to support program growth target (goal of 1,000 sustained memberships) and to align with national trends for learning in retirement organizations.

 Reflecting the commitment to serving the North State including and beyond Chico, OLLI offered three classes in Willows and focused outreach activities in the Willows area to promote membership.

 OLLI peer instructors offered “Classes without Quizzes” as part of the 125th Anniversary Community Open House on campus in April 2012.

4-1

 The OLLI membership structure was modified to include a spring-only reduced membership fee of $50 (full year membership is $75).

 Additional and improved facilities (in terms of access and acoustics) were secured for OLLI classes.

Addressing Diverse Educational Needs throughout California: Workforce and Teacher Professional Development

RCE meets professional and workforce development needs through a variety of programs that include academic courses, conferences, and workshops.

Professional and Workforce Development Programs & Audiences 2011-2012

Program

Scope

Target Audience

California Teachers Association University Credit Partnership

Statewide

CTA members/teachers

Courses for Educators and MultiDisciplinary Professional Development Bachelor of Science in Nursing for Registered Nurses Enterprise Information System Certificate Program Education Solutions for Dental Professionals

Community College Faculty Preparation and Adult Education Certificate Program Online Career Development Courses

Statewide Regional Global

Regional Regional National

Teachers, paraprofessionals, administrators

Registered nurses seeking a baccalaureate degree. Business professionals and corporations using SAP or other enterprise information systems. Dental assistants and dentists

Community college faculty and postbaccalaureate students with an interest in community college teaching. Career changers, businesses and employees seeking skills upgrades

Enrollments 540 399 390 47 19

13 4

Addressing Diverse Educational Needs beyond California: Custom Corporate Education The twelve unit, post-baccalaureate Enterprise Systems Information Certificate Program was developed in collaboration with the College of Business to leverage their expertise in SAP education and to reach a professional audience. Two of the four courses were delivered in a custom program to employees of the Chevron Corporation in 2011-2012. The College of Business has opted to discontinue the program to focus on other demands and priorities within the College.

Reaching the North State and Beyond through the Web: Google AdWords

In October of 2011, the Google Foundation granted Grantspro status to the Google Grant account managed by RCE. This recognition significantly increased the value of RCE’s Google Grant award to an advertising value of $480,000 a year. 2011 marked the fourth consecutive year of Google Grant support with more than $760,000 granted to date in advertising value. RCE has primarily targeted Google AdWords campaigns on international markets promoting ALCI. The result is more than 1.2 million clicks to the ALCI website, extending the CSU’s brand and outreach globally, with 459,092 unique visitors to the ALCI website from 182 countries. 4-2

RCE launched an expanded African outreach campaign for ALCI in Fall 2011. The campaign included four targeted Google AdWords groups, two in English, one in French, and one in Portuguese, consisting of 70 unique ads. The campaign resulted in more than 125,000 clicks, a 440% increase over the same period the previous year. The Africa campaign generated more than 113,000 visitors from 51 of the 54 African countries. Visits to the ALCI Apply Page increased by 56% over the same period last year.

Grant for Google AdWords Cost Impressions Clicks Avg Cost Per Click

2008-2009

2009-2010

2010-2011

2011-2012

Total

$151,775 9,481,244 241,122 $0.63

$120,763 12,744,239 182,197 $0.66

$118,150 12,557,863 173,705 $0.68

$371,440 30,388,138 596,551 $0.62

$762,128 65,171,484 1,193,575 $0.65

Collaborating for Mutually Beneficial Public Engagement: Conference Services & the Colusa Hall Conference and Event Center RCE’s comprehensive conference management services demonstrate the campus’ commitment to meeting Northern California’s professional development and lifelong learning needs by providing opportunities for 1629 conference participants in 5 conference events to come to campus to learn, network, and share resources and expertise. RCE offers a single-point of contact for conference events on campus with conference services that range from planning and design to marketing, implementation, and evaluation.

The 26th annual California Indian Conference “Sustaining the Circle of Knowledge” was hosted by CSU, Chico on October 27-30, 2011, with 753 conference participants representing 99 California Indian tribes. Over 110 organizations, including a number of other CSU campuses, state agencies, anthropological organizations, health care services, and tribal organizations were represented as well. In collaboration with conference organizers from the College of Behavioral and Social Sciences and the Department of Anthropology, RCE provided conference logistical support and services in Colusa Hall to support this conference that served to strengthen relationships between the University and the Northern California tribes.

2011-2012 Conference Services Conference

After School Summer Conference Butte County Office of Education Middle/High School Conference CELT Conference

California Indian Conference Children in Trauma

Scope

Target Audience

Regional

Middle school and high school after school site and program coordinators, line staff, teachers and administrators University/community college faculty, staff, students Native American tribal leaders and members; artists, educators, and service providers. Psychologists, therapists, social workers, educators, nurses, physicians, attorneys, resource providers

Statewide

Regional

Statewide National

After school program teachers and administrators

Participants 300 115 383 753 78

The Colusa Hall Conference and Event Center was host to more than 200 activities in 2011-2012 that served the campus and the broader North State region. Campus units used Colusa for advisory board 4-3

meetings, departmental planning retreats, film festivals, symposia, colloquia, award scholarships and social events. These highlights of Colusa Hall activities reflect the broad audience served by this exceptional facility.

Colusa Hall Conference & Event Center Activities 2011-2012 – Partial List Fundraising & Alumni Relations: • Alumni Association Heritage Circle Luncheon • College of Humanities & Fine Arts Yo-Yo Ma Reception • Concrete Industry Management Patrons Meeting Education & Professional Development: • • • •

CSU Budget Webcasts Staff Development Annual Conference Student Veteran Support Conference Stop Trafficking of Persons Workshop Series

Academic Associations & Groups:

• California Collegiate Athletic Association (CCAA) Executive Council Annual Meeting • Sacramento Valley International Student Advisor Meeting • Vice Presidents for Student Affairs Statewide Student Affairs Council Meeting Auxiliary & Community Groups: • • • • •

Center for Economic Development Economic Development Summit Rabo Bank Training Chico Economic Stewardship Forum Butte County Office of Education Annual Conferences Rural Health Caucus

Supporting Documents  OLLI Web Site & Mission Statement  Courses for Educators Web Page

 Africa Google Campaign Map and Details

 California Indian Conference Flyer

 2011 After School Conference Program Excerpt

 2012 “The Remix” Middle/High School After School Conference Program Excerpt

4-4

American Language and Culture Institute – California State University, Chico 2012 AFRICA CAMPAIGN REPORT - 22 May 2012 V.02 – Joe Picard, Kelly Blum Global Outreach ALCI Chico maintains several active global outreach campaigns in order to increase CSU brand awareness and recruit qualified students from traditionally underrepresented countries. This supports our diversity efforts, as we seek to increase cross-cultural engagements for all our students and faculty. These campaigns, in the form of print, online, and direct advertising, have been produced in eleven different languages (English, Spanish, Japanese, Korean, Chinese, Portuguese, French, Russian, German, Vietnamese, and Arabic) and have resulted in more than 475,000 ALCI web visits from 184 countries (+90% global market reach) since May 21, 2011. 2012 Africa Outreach Campaign Online Search Engine Advertising Granted in 2007, Continuing Education, has administered more than $500,000 in online advertising campaigns through the Google Grants Program. In October of 2011, the account was granted Grantspro status, significantly increasing the award. To maximize this new opportunity, ALCI initiated an expanded African outreach campaign starting November 1, 2011. The campaign included four targeted ad groups, two in English, one in French, and one in Portuguese, consisting of 70 unique ads. The ads and resulting landing page were optimized for more than 390 eligible keywords. These ads and keywords are often reviewed to improve overall campaign performance. Between November 1, 2011 and May 17, 2012, the four ad groups generated 122,959 direct clicks to the home page. Clickthrough (CTR) rate was strong, averaging 2.81% with more than 4,000,000 impressions. Visits from Africa during this part of the campaign increased 440% over the same period the previous year. To date, the Africa campaign has generated more than 113,000 visitors from 51 African countries (all but four; Chad, South Sudan, Western Sahara, and Lesotho, resulting in 94% Africa market reach).

Nov 1 - May 17, 2012 Africa Web Visits – Scale = 1 – 65,149 (Egypt)

Direct Mail Outreach The online campaign is supported through direct mail packages which were sent to study abroad stakeholders at embassies and government offices representing 13 countries (Algeria, Burkina Faso, Burundi, Cameroon, Ethiopia, Gabon, Ghana, Liberia, Morocco, Nigeria, Tunisia, Senegal, and Rwanda). The packages included a signed letter of introduction and ALCI Chico brochures. Additional countries will be targeted through official contacts collected from the U.S Department of State, Bureau of Educational and Cultural Affairs, EducationUSA database. Historic Analysis A review of traffic from Africa demonstrates the results of our increased outreach efforts. The initial climb to 50,000 visitors in 2009 is a result of our first major Arabic language campaign. Due to that success, and the current student demographic, that campaign was managed to gain additional traffic beyond the top countries in Northern Africa. The current rise in Sub-Saharan traffic is due to the increased ad allocation to those regions. Note that 2012 data only accounts to February 28, and thus, this graphic, when updated, will be more demonstrative to the final 2012 traffic.

ALCI Chico Web Visits from Africa 2007-12 90000

79,635

80000 70000 60000

56,421

50000

51,122

40000

AFRICA Visits Total Sub Saharan

30000 20000 10000 0

5710 199

130

Y 07-08

357

171

Y 08-09

409

556

Y 09-10

Y 10-11

Y 11-12 (to Feb 28)

March 1 – Feb 28 of each year period sampled Initial Results Technical limitations (registration system not integrated with advertising application) make it impossible to automatically track application conversions, as data can only be collected manually through selfreporting (student interview and survey upon arrival).

Apply Page conversions are tracked as a pipeline indicator. Africa Apply Page visits are up 56% over the same period of time last year (Nov 1 – May 21) and visits to the Apply Page from Africa now rank above the Americas and Europe (second position after Asia). The graphic below demonstrates a significant increase in Sub-Saharan Apply Page traffic. Sub-Saharan Apply Page Traffic 300 250 200 150

Nov 1 – May 21, 2011 Nov 1 – May 21, 2012

100 50 0 Southern Africa

Middle Africa

Eastern Africa

Western Africa

Continued auditing of incoming traffic/applications is planned as more information and data becomes available.

Up… Up… And Away! It’s time for the 5TH annual After School Professional Development Institute

The Butte County Office of Education and Learning Support Region 2 welcome you to beautiful California State University, Chico, for the 2011 “Be a Hero” Professional Development Institute for after school professionals. During our next three days together you will have the opportunity to network with your fellow partners from throughout the north state, attend engaging workshops and gain greater self-confidence and skills to excel in your profession. Our two keynote speakers, Gordon Jackson, Director, Learning Support & Partnerships Division (part of the Special Services & Support Branch of the California Department of Education) and Delaine Eastin, California Superintendent of Public Instruction (ret.) are sure to inspire and motivate you to discover your “inner hero” as you enter into the new school year. We’re especially grateful for the many Administrators who have chosen to join us on the first day of our conference. We appreciate their willingness to collaborate with after school program leaders to ensure that our students get the very highest level of extended learning opportunities afforded in our after school programs. Another special highlight of our conference this year will be the recognition of “Unsung Heroes” working and/or supporting our programs day after day. These individuals have demonstrated qualities of a hero, i.e., strength, courage, compassion, determination, and an unshakeable belief that every child deserves the very best education possible. The focus of our professional development institute this year is Science, Technology, Engineering and Math (STEM). The 2011 conference program consists of a variety of hands-on, experiential learning and best practicesbased workshops presented by cutting-edge presenters committed to supporting after school staff and their programs. We’re excited about our line-up of presenters and believe that you will have many reasons to celebrate the new knowledge and skills gained from your participation. We look forward to renewing our commitment in seeing that every child receives the best from you and look forward to making the coming school year the best ever! Gloria Halley, Region 2 Regional Lead Julie Jarrett, BCOE After School Program Administrator and Conference Co-Chair Melissa Sanders, Secretary, Learning Support Region 2 Victoria White, Secretary, BCOE After School Program

Ten

Characteristics of a Hero

A hero is someone who faces everyday challenges bravely and lives with a smile despite problems and shortcomings. Throughout the conference program you will find 10 of a hero’s most prominent characteristics and some words to inspire us in our quest to Be A Hero!

rce.csuchico.edu/afterschool

Conference Schedule (Monday) Monday, August 1 7:30–9:15am

Registration & Breakfast BMU Foyer & Auditorium

9:15–9:30am

Welcome BMU Auditorium

9:30–10am

Keynote Presentation / Gordon Jackson—Director, Learning Support and Partnerships Division BMU Auditorium

10–11am

Keynote Presentation / Delaine Eastin—California Superintendent of Public Instruction (ret.) BMU Auditorium

11–11:30am

Unsung Hero Award Presentations BMU Auditorium

11:30am–12:30pm

Celebration Lunch BMU Auditorium Session 1

12:45–2:15pm

Every Monday Matters Craig Orona Colusa 100A

Blood & Guts & Other Stuff Sharon Rothrock and Susan McConnell Colusa 100B

Bullying & Other Forms of Relational Aggression Patty Norton Glenn 216

Behavior Guidance—Supporting Positive Student Choices CynDee Zandes Colusa 111/112

Full STEM Ahead! Nora Zamora Colusa 115

Creating a Movement—Promoting Physical Activity & Nutrition in After School Settings Michelle Buran Continuing Education 107

Special Events—Making Them Happen Mary Ellen Garrahy Glenn 223

Leadership & Youth Development in Middle School Stacey Garrett Glenn 225

Administrator / Principal Training—Leadership for Student Success for After School Programs Gloria Halley & Team Colusa 110 2:15–2:30pm

Transition & Refreshment Break—Cupcake Crusader! Colusa Hall Rotunda

First Come First Serve: All sessions are First Come First Serve. If a session fills, the last participants to arrive will be asked to choose another workshop. If you have questions, please see the room host.

Bravery “You can’t be brave if you’ve had only wonderful things happen to you” Mary Tyler Moore • This is the most important characteristic of a hero. You have to be brave to stand up and fight.

= Administrative

2

= Elementary Level

= Middle School Level

= High School Level

= Repeated Session

rce.csuchico.edu/afterschool

Session Descriptions (4H—Af) 4H SET (Science, Engineering, Technology)

Lisa Byrne—Program Specialist, Butte County Office of Education “Learn by Doing” – Experiment, innovate and think independently with 4H SET. Join in hands-on activities to ensure our youth’s global competitiveness and prepare the next generation of science, engineering and technology leaders.

Session Day, Time & Location Tuesday 10–11:30am Colusa 115 Wednesday 10–11:30am Continuing Education 107

Administrator/Principal Training—Leadership for Student Success Through After School Programs

Session Day, Time & Location

After School STEM: Lessons from the National Partnership for After School Science

Session Day, Time & Location

Module 1: Monday Gloria Halley—Regional Lead, Butte County Office of Education, Learning Support Region 2 12:45–2:15pm Colusa 100 This special session for principals, superintendents, and assistant superintendents will present modules 1 & 2 of a four-part series: Module 2: Monday • Module 1: Create a Vision for Learning 2:30–4pm • Module 2: Ensure Quality Content Colusa 110 These modules familiarize school leaders with effective practices in after school programs and strategies to align your program with the instructional day. Research proves this connection raises student achievement, improves behavior and attendance, and builds a strong connection to the school for students and parents.

Jeff Davis—Program Coordinator, California AfterSchool Network Science, Technology, Engineering, and Mathematics (STEM) can be very intimidating subjects for after school staff to begin to tackle. Participants in this workshop will have a great time and learn a sequence of activities utilized in the National Partnership for After School Science (NPASS) project, as well as the approach to facilitate inquiry-based STEM activities in elementary and middle school after school programs. These activities are easy to facilitate with common materials. This workshop will be active and engaging, and participants will receive a write-up of the sequence of activities they experience.

Afterschool Environmental Science: Engaging Activities That Require Little-To-No Materials Jeff Davis—Program Coordinator, California AfterSchool Network

Experience hands-on environmental science activities that are adaptable for multiple age groups, tied to content standards and geared toward multiple learning styles. You will not sit in this workshop. Come prepared to play and walk away with an activity guide to facilitate environmental science activities in Monday’s program.

Tuesday 8:15–9:45am Glenn 225 Tuesday 12:45–2:15pm Glenn 225

Session Day, Time & Location Tuesday 2:40–4:10pm Glenn 225

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Keynote Presenter: Delaine Eastin Delaine Eastin served as the California State Superintendent of Public Instruction (SPI) for eight years from 1995 to 2003, the first and only woman in history elected to that position. As an elected constitutional officer, she managed more than 40% of the California budget and oversaw the education of 6.1 million children. Superintendent Eastin championed state standards and assessments aligned to standards, reduced class size in kindergarten through third grade, a strengthening of arts education and hands-on science, including gardens in school. As SPI, she fought to rebuild California school libraries and to wire schools for technology. She was the architect of the innovative Net Days, copied nationally in more than 40 states and internationally in more than 40 countries. Delaine has been an advocate for substantial increases in school construction funding, universal preschool, full-day mandatory kindergarten, better career and technical education and greater civic engagement of students. She advocated a longer school year and more safety nets for children who fall behind or who are in unsupportive home settings.

Delaine Eastin California Superintendent of Public Instruction (ret.)

As Superintendent, she advocated increasing and improving not only mathematics and English Language Arts, more and better laboratory science at all levels, history to be taught in all grades, and arts in every school at every grade level. Believing in improved school nutrition, she enlisted California as the first state in the nation to embrace the Team Nutrition program to improve the nutritional value of school lunches. When she left office, there were gardens in more than 3,000 schools and she empowered her staff to develop study guides to foster hands on learning in nutrition, the garden and the kitchen. Prior to serving as the SPI, Delaine served eight years in the California State Assembly and chaired the Assembly Education Committee. After retiring as SPI, Delaine was the Executive Director of the National Institute for School Leadership in Washington D.C., and then a Distinguished Visiting Professor of Educational Leadership at Mills College in Oakland, California. She now consults and speaks, and is an avid reader, gardener, cook, traveler and advocate for children. She serves on a number of boards that support the education and health of children from preschool to college. An elementary school in Union City is named after her, as is a child development center in Fremont and a high school art gallery in Healdsburg. She has received numerous awards and state and national recognition for her contributions to education. Eastin holds a BA degree from UC Davis and an MA degree from UC Santa Barbara.

Selflessness “Without selfless service, no one ever receives the fruits of their rewards” Sri Guru Granth Sahib • You have to be selfless in your life to be remembered as a hero.

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rce.csuchico.edu/afterschool

REMIX

THE

 

Saturday, February 5, 2011 Middle/High School - After School Conference Selvester’s, Chico State, Chico, CA TIME 

LOCATION 

SESSION / PRESENTER 

Selvester’s 

Registration & Continental Breakfast 

8:30 ‐ 9:20 

Selvester’s 

Welcome – Gloria Halley  Keynote Presentation – Jack Berckemeyer 

9:20 – 9:30  

TRANSITION TO SESSION 1 The “Ins” of Discipline: Lessons in Classroom Management and  Developing Relationships for After School Program – PART 1  Ray Trinidad  Glenn 125 

SESSION 1 

9:30 – 10:45 

7:30 – 8:30 

Join this faced‐paced and interactive workshop to help create a culture of  respect through positive relationships in your after school by using the “Ins”  during program. Over the years, this workshop has helped numerous after  school providers in California build positive and structured programs benefiting  students and staff.  NOTE: This is Part 1 of 2 series. If you attend Part 1, you must attend Part 2.   Part is offered in Session 2 from 11:00‐12:15 

iLead…iInspire  Glenn 123 

Diego Arancibia  Shifting your MINDSET to INSPIRE the Uninspired and tapping into your teams  hidden potentials. 

Engage, Recruit, Retain!!! Marketing Strategies for  older youth  CE ‐107  (Cont. Ed  Bldg) 

 Frank Escobar & Rico Peralta  Having trouble meeting your attendance goals? Struggling to find ways to keep  older youth in your program? Wrapped around a 3 phase approach, this  interactive and hands‐on workshop will uncover a variety of strategies for  boosting attendance in middle and high school programs. Outlined in detail  with proven practices and concrete examples, participants will explore cutting‐ edge strategies, tools and techniques to elevate their program attendance.   

10:45‐11:00   TRANSITION TO SESSION 2 

Academic Affairs Goal 5: Strategically Manage Resources RCE has a unique role to play in diversifying sources of revenue and strategically managing the resources entrusted to the University. Revenue from RCE’s self-supporting programs contributes to the campus in many tangible ways, and RCE’s activities have a positive impact on other campus service providers by bringing students and revenue-generating business to the campus. The following accomplishments reflect RCE’s goals of increasing grant and contact activity and contributing to the University through responsible stewardship.  The Osher Reentry Scholarship Program awarded $50,001 from the Osher Foundation endowment to 17 state-support reentry students.

 The Prime Timer’s scholarship fund received $4,046 in donations from OLLI members and awarded $3,735 in reentry scholarships to 2 additional state-support students.

 RCE was awarded two grants from the Commission on the Extended University totaling $180,000. Those grant funds will be used to develop two self-support online degree programs in 2012-2013: Master of Science in Administration and Master of Science in Mechatronics.

 Total fiscal year revenue from all sources totaled $6,814,325.

 RCE’s financial impact on the campus through revenue distribution, direct cash payments for services, indirect cash payments, and major capital investments in the revitalization of the campus core totaled $4,274,190.

 In compliance with the new MOU between Academic Affairs and Business and Finance concluded late in October 2011, RCE covered all costs associated with the operation of the Colusa Hall Conference & Event Center and the Center for Continuing Education and the use of campus facilities for RCE’s self-support activities. Total MOU payments in 2011-2012: $888,025.

 RCE’s capital investment to revitalize the campus core resulted in the installation of public art in the Creekside Educational Garden. Ring Roll is a dynamic sculpture comprised of interlocking steel rings of varying diameters, created by Mark Grieve and Ilana Spector of Petaluma. The artwork was selected by the campus’ Public Arts Committee.

 The ADA Path of Travel construction project was completed during the summer of 2011. The project widened, leveled and otherwise made compliant the walkway in front of Colusa and Glenn Halls and the entry to campus.

 The new RCE website was launched in June 2012 using the Drupal content management system to achieve more effective web content management processes to ensure the quality, accuracy, and overall visual quality of the site.

 Multiple process improvements were achieved to enhance operation effectiveness and the efficient application of technology solutions.

Diversifying Resources through Fundraising: Osher Foundation Endowment and Prime Timers Reentry Scholarships

The Osher Reentry Scholarship Program Endowment of $1 million funded 32 scholarship awards totaling $50,001 to 17 reentry students in 2011-2012. OLLI fundraising efforts generated $4,406 from member donations to the Prime Timers Reentry Scholarship fund that awarded $3,735 to support two additional reentry scholars for academic year.

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Summary of RCE Fundraising Activities Osher OLLI Endowment Osher Reentry Endowment OLLI Bridge Grant Osher Reentry Scholarship Prime Timers Scholarship

Total

2007-2008

2008-2009

$1,000,000 $50,000

$50,000

$4,220

$1,054,220

2009-2010

2010-2011

2011-2012

Total S1,000,000

$1,000,000

$50,000

$1,000,000

$50,000

$50,000

$5,848

$3,710

$105,848 $1,053,710

$4,780

$4,780

$4,046

$4,046

$150,000

$23,323

$2,222,622

Diversifying Revenue: CERF and Research Foundation RCE fee revenue for self-support academic degree courses and programs is managed through a state trust account, the Continuing Education Revenue Fund (CERF). Revenue from grants, contracts, conferences, and workshops is managed through the Research Foundation. In 2011-2012, revenue from all sources totaled $6,814,325. Research Foundation $1,658,000

General Fund $198,681

Grants & Contracts $46,352

CERF

CERF Interest

Research Foundation General Fund

CERF Interest $48,738

Grants & Contracts CERF $4,862,554

The strategic use of self-support in January Intersession and Summer Session to meet student demand resulted in a strong year of CERF revenue and provided the campus additional revenue for current operations as well as strategic initiatives.

RCE continues to seek new grant and contracts. Capacity building funds continue to be leveraged for this effort even as proposals have only been modestly successful for RF submissions. RCE continues a record of greater success securing funding from the CSU Commission on the Extended University (CEU). CEU grants, which disallow indirect and require a 25% match, are managed in CERF.

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RCE Grant & Contract Activity & Impact 2011-2012 Sponsor

California State University, Fresno Butte County Cal-Fire

Napa County

Mono County Arts & Humanities Research Council CSU Commission on the Extended University CSU Commission on the Extended University

Project

Agriculture Research Initiative

After School Professional Development Institute Indigenous Fire Research Senior Leadership Development Program Leadership Development Program Critiques of Judgment in Films MS in Administration MS in Mechatronics

Total Grant and Contract Funding RF Indirect on Grants and Contracts

Amount $162,399

$31,119

$319,964

$80,966 $23,313

$133,381

$90,000

$90,000

$211,119 $3,433

Status Pending

Funded – Research Foundation Not Funded Not Funded Not Funded Rescinded

Funded - CERF Funded - CERF

RCE’s Financial Impact: Campus Distributions & Cost Reimbursement In 2011-2012, CERF revenues were distributed to the campus in the form of both cost reimbursement (direct and indirect) and in revenue distributions and support special initiatives. CERF funds provide additional resources for campus units to cover operational expenses and fund initiatives that are not supported by the General Fund budget.

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RCE Campus Financial Impact Summary FY 2011-2012 Campus Capital Improvements

$293,097

Campus-wide infrastructure and building improvements: Creekside Plaza and Educational Gardens, Colusa Hall Remodel and Campus Path of Travel.

MOU Costs: Business & Finance / Centrally Managed Account / Research Foundation Administrative Account

$851,230

Costs paid to VPBF / Centrally Managed Account / RF Administrative Account to reimburse the University for the use of facilities and general administrative support services for both credit and non-credit activities.

Revenue Distribution: Academic Affairs

$833,691

Revenue distributions to Academic Affairs from Continuing Education fee revenue: Open University, Special Session, January Intersession, and Summer. Includes reimbursement to VPAA for Faculty HR.

Revenue Distribution: Student Affairs

$194,582

Distribution to VPSA to support student support services for students enrolled in selfsupport courses and degree programs.

$178,036

Revenue Distribution: Cabinet

Summer 2012 June fee revenue distribution to be split between VPAA and VPSA.

Revenue Generated to Campus Units

Cash generated by RCE activities: application fees; adjunct enrollment fees paid to Grad School, Library, and Colleges; and Consolidated Course Fees.

Faculty Salaries & Benefits

Special Session academic salaries and benefits; non-credit instruction by CSU faculty.

Research Foundation Indirect

Administrative fees generated by RCE activities in the Research Foundation.

Research Foundation F&A

F&A generated by RCE activities in the Research Foundation.

University Foundation Administrative Fees

$78,686

$1,152,187

$137,207

$3,433

$33,062

University Foundation admin fees charged for the Osher Foundation OLLI Endowment and the Osher Foundation Reentry Scholarship Endowment.

State Indirect Payments

$143,059

RCE expenditures in support of general fund programs, activities, and staff: faculty and staff development, conference services, union release time, and support for General Fund events in Colusa Hall and CE 107.

$375,813

Special Initiative Funding

RCE investment of Open University revenues for special initiatives: President’s North State Initiatives; RCE Summer Grants to students.

Total Campus Impact $4,274,190

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The accessible path of travel capital improvement project is a tangible and long-term contribution to the campus. Self-support programs, services, and conferences generate revenue to many service providers on campus, including Enrollment Management, the Graduate School, and the Associated Students. These contributions are predominantly in the form of direct cash payments; RCE related cash contributions come in the form of revenue generated directly to the service provider as a result of RCE’s activities.

Adjunct enrollment, an administrative function unique to RCE, is another example of a tangible contribution to the campus. Not only does adjunct enrollment support student retention in graduate programs, it generates and diversifies sources of revenue to the campus. In 2011-2012, 445 adjunct enrollments resulted in a total distribution of $65,040 to the Grad School. As per the approved fee request, the Grad School retained $17,800 and transferred that same amount to Meriam Library to support services provided to adjunctly enrolled students. An additional $17,800 was distributed among the College departments based on the student program.

A new MOU was signed in Fall 2011 to set forth a process to charge RCE for the use of state facilities on campus (the Center for Continuing Education and Colusa Hall) and to reimburse the general fund for direct costs related to utilities, building maintenance, landscape and grounds maintenance, facilities rental, and indirect costs related to general administrative support. The MOU addresses reimbursements to Business and Finance and to the Faculty HR unit within Academic Affairs and was revised in Spring 2012 to include altered language regarding Colusa construction investment credited toward prepayment of rent. Pending a comprehensive cost allocation plan that addresses all of Academic Affairs and Student Affairs, fee revenue distributions serve to offset costs incurred by those divisions as well as provide much-needed discretionary funds.

RCE Charges for Campus Facilities & General Administrative Support per MOU

Business & Finance / Centrally Managed Accounts / Research Foundation Administrative Account Custodial Services $24,104 Staff Human Resources $15,892 Operations, Maintenance, & Improvements $89,840 Risk Pool Premiums $27,456 Credit Course Facilities Use Fees $145,330 Non-Credit Activity Facilities Use (RF) $337,305 Utilities $14,665 Business & Finance Operations Fee $196,639 Academic Affairs Faculty Human Resources

Total

$851,230

Total

$36,795

$888,025

Demonstrating Organizational Effectiveness: Process Improvements RCE remains committed to process improvements as a unit priority for the effective stewardship of our resources.

 RCE launched a new website after more than a year of development efforts to ensure a visually appealing and active, engaging website to promote RCE’s programs and services. The Drupal web content management system was implemented to allow for improved quality control of web content and to streamline/automate web functionality. 5-5

 Colusa Hall operational process improvements included cross training of staff and students for event coverage, streamlined systems for reservation requests, and a coordinated HVAC and building lock/unlock plan to ensure accurate and timely communication with University Police and Facilities Management and Services personnel.  A physical move of staff offices and the expansion of the main reception area in CCE integrated RCE’s customer service team to effectively leverage the expertise of the registration staff and gain efficiencies in student services.  RCE technology staff designed and developed an online enrollment management process for the OLLI program that streamlines data entry and leads the way for the implementation of online registration effective Fall 2012.

 A process for self-service password recovery was implemented for ALCI students, facilitating access the Moodle Learning Management System used by ALCI.

Supporting Documents  CEU Grant Abstract: Online Master of Science in Administration

 CEU Grant Abstract: Online Master of Science in Mechatronic Engineering

 New Regional & Continuing Education Web Site Home Page

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