Center for Regional and Continuing Education

California State University, Chico Center for Regional and Continuing Education – http://rce.csuchico.edu Top

Personnel Matrix–July 2009

Name	Position
Debra Barger	Dean
Clare Roby	Associate Dean
Elaina McReynolds	Director of Special Session and Extension
Jeff Layne	Director of Distance Education Services
William Dantona	Director, American Language and Culture Institute (FDN)
Pam Hollis	Administrative Analyst/Specialist
Joe Picard	Marketing Director
Tom Alden	Network Analyst
Linda MacMichael	Osher Lifelong Learning Institute Coordinator (OLLI) (FDN)
Koni Needles	OLLI Administrative Support (FDN)
Tricia Daniels	Graphic Designer
Heather Quilici	Conference and Events Coordinator/Extension (FDN)
Dana Massetti	Admin. Support Coordinator, Special Session and Extension
Nancy Park	Administrative Support, Distance Education
Jeanne McMahon	Accounting Technician
Suzie Rhonek	Administrative Support
Maria Olson	Administrative Coordinator, ALCI (FDN)
Yuki Rojas	Student Services Coordinator, ALCI (FDN)
Matt Nyby	Academic Advisor, University Center
Lisa Wright	Web Developer (FDN)

Courses, Programs, and Services Matrix

Courses, Programs & Services	Description	Audience	Benefit
Chico Distance & Online Education rce.csuchico.edu/online/	State-supported, online degree completion and certificate programs. Programs: social science, nursing, and liberal studies.	Degree seekers who live at a distance from campus, including temporary relocations, e.g., military service.	Extended access to degree programs for those living in the region and throughout CA. Off-campus FTE generation; incubator for instructional innovation; broader options for on campus students.
University Center, Redding, CA rce.csuchico.edu/redding/	State-supported undergraduate degree completion programs in business administration, and liberal studies and graduate degree in social work.	Degree seekers who live at a distance from campus in Northern CA who are eligible for admission as upper division transfer students or admitted to the MSW cohort.	Extended access to degree completion programs for those living in far northern CA. Off-campus FTE generation in collaboration with Shasta Community College Downtown Center.
Open University rce.csuchico.edu/openu/	Access to University courses on a space-available basis, without formal admission to the University.	Individuals seeking future admissions, non-degree seekers, disqualified students and those denied admission.	Increased access to University courses and increased the opportunities for degree completion.
Special Session rce.csuchico.edu/specialsession/	Special Session credit courses offered in addition to the University's regular semester schedule, e.g., May June and January Intersessions. Self-support fees are charged on a per-unit basis.	Regularly enrolled University students, those seeking admissions, and individuals interested in courses for academic credit.	Flexibility to augment the regular schedule and/or degree programs with appropriate self-support courses.

Courses, Programs & Services	Description	Audience	Benefit
Summer Session rce.csuchico.edu/summer/	Self-support 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.	Additional options for students to make progress toward degree.
Computer Science Program (Chico Education Network CEN) rce.csuchico.edu/cen/	Special Session bachelor and master computer science degree courses presented live online and self-paced, via Internet and videotaped delivery formats.	Information technology professionals across the nation (e.g., Hewlett Packard, IBM, General Electric, Agilent).	Off-campus access to computer science degree programming.
Professional MBA rce.csuchico.edu/mba/	Special Session MBA program offered on Saturdays and delivered via two-way video conference to Chico and Redding.	Regional MBA degree seekers.	Access to a conveniently scheduled MBA for working professionals in the region.
Community College Faculty Participation Certificate rce.csuchico.edu/facultyprep/	Post-baccalaureate certificate in preparation for instruction in the community college and adult learning setting.	Current and prospective community college instructors; content matter experts who desire knowledge and skills in instructional design and delivery.	Addresses the need for professional development and institutional improvement through well-qualified instructors.
Professional Development & Personal Enrichment Workshops & Conferences rce.csuchico.edu/extension/	Programs, workshops, and conferences provide learning opportunities for personal and professional development on a non-credit basis.	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.
In Service to Families, Children & the Courts rce.csuchico.edu/inservice/	In partnership with Butte County Family Court Services, CSU, Chico Continuing Education provides professional continuing education conferences that focus on issues related to families and children.	Psychologists, marriage and family therapists, social workers, court mediators and custody evaluators, nurses, physicians, educators, law enforcement, and attorneys.	Access to high quality continuing education programs for professionals who must maintain State licenses and who seek continuing professional education.
Northern California Local Government Leadership Institute rce.csuchico.edu/leader/	Provides executive leadership training and educational resources for city, county, special district, and tribal governing organizations.	City managers, tribal leaders, county administrators, special district directors, and those who serve communities.	Access to University-based, practitioner-focused, leadership education.
Localization Certification Program rce.csuchico.edu/localize/	Comprehensive professional development program for managers in the emerging Web localization field.	International Web developers, product managers, sales managers, application developers, translation experts, language service vendors, client companies.	High quality education for localization professionals certified by leading industry associations.
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.	International students (age 16 and above).	International bridge to University degree programs and the community. Increases diversity of campus and town.

Courses, Programs & Services	Description	Audience	Benefit
Conference Planning & Event Management rce.csuchico.edu/conferences/	Professional and academic conference and event management services.	Professional associations and societies for educators, industry, and not-for-profits; corporations, government agencies, and organizations.	Professional/workforce development with customer service focus. Faculty/academic association participation. Professional continuing education. Economic development.
Osher Lifelong Learning Institute rce.csuchico.edu/osher/	A peer-led, learning in retirement organization that provides opportunities for intellectual experiences and networking.	Retirees, older adults (60+) and their spouses.	Access to a self-supported lifelong learning program for intellectual engagement. National recognition via the Osher Foundation.
ElderCollege rce.csuchico.edu/eldercollege/	Opportunity for persons age 60 and older to take regularly scheduled University courses as a guest on a space-available, non-credit basis.	Older adults (60+)	Non-traditional access to University courses. Age diversity within the classroom.
Osher Reentry Scholarship Program rce.csuchico.edu/osherscholarships/	Scholarship fund for part-time and full-time undergraduate reentry students.	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.	Successful applicants with financial need have funds applied to tuition/fees.
Program Development & Custom Education and Training rce.csuchico.edu/solutions/	Contract program development and training. Planning, production and delivery.	Associations, corporations, government agencies, and organizations.	Access to University expertise, programmers and facilities.
Web Services rce.csuchico.edu/solutions/	Educational Web site, portal, and application development.	Associations, corporations, government agencies, and organizations.	Access to experienced Web and application developers for contract programs.
Video Conferencing Services rce.csuchico.edu/solutions/	Satellite downlink and two-way video conference transmission. Internet video streaming services.	Faculty, administrators, departments, Colleges, associations, corporations, government agencies, and regional organizations.	Video conference opportunities facilitate public service, promote collaboration, support personnel recruitment, and reduce travel costs.
CSU, ChicoCast rce.csuchico.edu/podcasts/	Technology demonstration of audio and video podcasts originating from the Chico campus. First podcast channel of the California State University.	General public, potential students, conference attendees, and those looking to podcast on campus.	Increased visibility of CSU, Chico for those accessing iTunes/Yahoo and searching for podcasts from the Chico campus.

Regional & Continuing Education 2008-2009 Unit Goals Top


Five Year Goal 1	Expand and enhance learning in retirement opportunities to meet diverse educational needs.
2008-2009	Goals
1.1	Successfully administer 2008/2009 Osher funded re-entry scholarship program.
1.2	Apply for and receive a $1 million Osher re-entry scholarship endowment.
1.3	Osher Lifelong Learning Institute outreach expanded to include earned media and encompass broader target audience.
1.4	Expand OLLI programming to address participant interests with focus on culture and art.
1.5	Renew Osher funded re-entry scholarship program for an additional year.

Five Year 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.
2008-2009	Goals
2.1	Define capabilities required for a comprehensive conference data and facilities management system.
2.2	Deploy a multi-faceted Conference Services marketing campaign to clearly defined target audiences that include CSU faculty and professional and academic organizations.
2.3	Coordinate the relocation of ALCI instructional space to ensure no negative impact on program delivery/quality.
2.4	Develop expertise in LEED standards.
2.5	Establish project timeline and identify resources.
2.6	Complete the pre-design plans.
2.7	Secure conference business through academic and professional organizations and RCE-sponsored programming.
2.8	Meet or exceed CSU requirements for sustainable building design, construction, and maintenance.

Five Year Goal 3	Strengthen and refine RCE's organizational effectiveness, with an emphasis on process improvement, enhanced communication, and proactive staff development.
2008-2009	Goals
3.1	Establish a comprehensive staff development strategy and succession plan for key positions within RCE.
3.2	Implement a standardized performance review calendar.
3.3	Establish, document, and invest in professional development plans for all RCE staff.
3.4	Create and reinforce an expectation of continuous improvement in RCE business processes.
3.5	Improve RCE internal communication to facilitate the collaboration and team synergy necessary to effectively accomplish RCE goals.
3.6	Engage CSU, Chico faculty, staff, and administration in RCE's mission to strengthen and expand the resources of the University and provide avenues for creative partnerships to meet shared goals.
3.7	Provide prompt, accurate, and professional customer service to all stakeholders.
3.8	Document and maintain IT security and ATI standards.
3.9	Demonstrate national and state leadership in the continuing and extended education profession.
Five Year 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.
2008-2009	Goals
4.1	Launch one new self-support certificate or degree program.
4.2	Implement a Customer Relations Management (CRM) system to track leads, manage lists, and create customer history.
4.3	Increase faculty participation in grants and new program development to stimulate new research and teaching opportunities.
4.4	Implement a Web Content Management System (WCMS) to improve accuracy, ensure compliance, and stimulate participation in self-support programs.
4.5	Position RCE as a first choice for professional development in the North State.
4.6	Increase international partnerships in English language and academic preparation programs.
4.7	Increase and diversify international programs through ALCI.
4.8	Invest in RCE Online infrastructure to support online self-support programming including video streaming and faculty self-service course development interface and student orientation.

Five Year Goal 5	Strategically support the growth of state-support online and distance education degree programs.
2008-2009	Goals
5.1	Implement a comprehensive outreach plan to stimulate enrollment in the University Center/Redding degree programs.
5.2	Support the College of Communication and Education in the launch of the Child Development degree program in Redding.
5.3	Solicit philanthropic support to establish a CSU, Chico satellite campus in Redding.
5.4	Increase access to campus-based student services for students attending classes in Redding or online.
5.5	Advocate student fees paid by off-campus and online students for appropriate routing of funds for services provided or for waiver of fees.
5.6	Conduct a Redding area education market study.
5.7	Maintain or increase enrollments in the online computer science programs.
5.8	Add one new state-support degree completion program offered online or at a distance.
5.9	Establish effective administrative mechanisms for off-campus center operations.
5.10	Create and launch an English language and academic preparation program for international graduate students.

Five Year Goal 6	Increase grant and contract activity in non-programmatic activities to support revenue diversification
2008-2009	Goals
6.1	Secure CDCR contract for curriculum development.
6.2	Successfully manage the McConnell Foundation grant to ensure fiscal accountability.
6.3	Generate new grants and contracts in alignment with RCE mission and goals.
6.4	Establish ALCI as THE English language and American culture instruction provider for GIIS and Butte CITD's "International Professional Exchange" grant and contract activities.

Five Year 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.
2008-2009	Goals
7.1	Implement a Research Foundation fee collection process separate from CERF fee collection to achieve a clear separation of Foundation activities from state business transactions, improved financial management, and streamlined customer service.
7.2	Establish a comprehensive cost-recovery budget model that incorporates activity-based accounting principles to result in timely reconciliation of revenue and provide a complete financial analysis with programmatic budgets for assessment and decision-making.
7.3	Finalize MOUs between RCE and VPAA and Business & Finance for EO753/1000 compliance.

Five Year 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
2008-2009	Goal
8.1	Change unit name from Center for Regional and Continuing Education to School or College of Regional and Continuing Education.

Academic Affairs Goal 1: Enhance student learning. Top

Regional & Continuing Education supports the Academic Affairs goal of enhancing student learning in a variety of ways. As part of the unit’s 2007-2012 Five Year Strategic Plan, RCE committed to strategically support the growth of state-support online and distance education degree programs. In 2008-2009 that strategy moved forward with the following unit goal accomplishments:

• Outreach to stimulate enrollment in the University Center degree programs was targeted at increasing awareness of CSU, Chico’s presence in Redding and recruiting new students to existing degree programs.

• Redding area market research study to determine the demand for additional degree programs was launched as part of RCE’s membership in the Eduventures Continuing and Professional Education Learning Collaborative.

• RCE provided support to the College of Behavioral Sciences for WASC approval and the implementation of the off-campus MSW degree program launch in fall 2009, adding an additional program to the mix of off-campus options available in the Redding area.

• A focus on process improvement and an increase in the time base for the part-time academic advisor in Redding strengthened administrative mechanisms for off-campus center operations.

• Increased access to campus-based student services such as the PMBA online library orientation and two-way video conference advising sessions for students attending classes in Redding or online.

• English language and academic preparation programs for international graduate students as well as for ALCI students matriculating to an undergraduate degree program were developed, piloted, and launched.

• The launch of the Child Development degree in Redding planned for 2008-2009 did not happen due to the lack of a demonstrated demand for the program with no general fund enrollments in the initial course offerings.

• The goal of maintaining or increasing enrollments in the Computer Science online degree programs was impacted by the decision to suspend enrollments.

• Advocacy for routing student fees paid by off-campus and online students to ensure funds are appropriately allocated to service providers remains an ongoing process.

• The goal of soliciting philanthropic support to establish a CSU, Chico satellite campus in Redding was stymied by the current economic downturn, and the focus, instead, remained on the effective administration of the existing McConnell Foundation grant to ensure the ongoing viability of the University Center programs in Redding.

Chico Distance & Online Education (CDOE) Top

Chico Distance & Online Education programs reach out to the educationally underserved areas of California to deliver degree completion programs to rural, isolated students throughout the region and beyond. More than 400 students enrolled in CDOE courses, generating 65 annualized FTES during the 2008/2009 academic year. CDOE students were surveyed at the end of each semester about their use of the distance learning technology, access to student services, overall satisfaction with their education, and plans to complete their degree. Satisfaction was very high, as was respondent plans to complete their online degree program.

Chico Distance & Online Education Enrollment Data & Student Survey Summary
	Summer 2008	Fall 2008	Spring 2009
Headcounts	202	479	421
Enrollments	243	941	995
Courses Offered	11	33	34
CDOE Student Survey Results
Plan to Complete Online Degree		94%	90%
Satisfied with Online Program		97%	97%

As part of the WASC Educational Effectiveness Review, RCE compared persistence and graduate rates of on-campus and off-campus students in the Liberal Studies and Social Science undergraduate degree programs. Those data reveal that online students persist and graduate at rates consistent with on-campus students.

Comparing On-Campus and Off-Campus/Online Persistence Rates
Entering Semester	Cohort Count	Percent of Cohort Persisting
Fall 2005	Cohort Count	2 Years	3 Years
Liberal Studies Online	33	76%	54%
Liberal Studies On-campus	109	39%	10%
Social Science Online	17	82%	65%
Social Science On-campus	32	28%	6%

Comparing On-Campus and Off-Campus/Online Graduation Rates
Entering Semester	Cohort Count	Percent of Cohort Graduating
Fall 2005	Cohort Count	2 Years	3 Years
Liberal Studies Online	33	6%	33%
Liberal Studies On-campus	109	18%	51%
Social Science Online	17	6%	59%
Social Science On-campus	32	31%	59%

Impact

• The 2008-2009 Distribution of CDOE Students in California by County illustrates the reach of the CDOE programs and the areas of residency for students served.

• Enrollment levels overall in 2008-2009 were steady compared to 2007-2008, at a time when budget constraints resulted in a 15% decrease in the number of courses offered in the Spring semester.

• RCE facilitated a two-way video conference with seven community colleges for Liberal Studies Online recruitment and advising, resulting in more knowledgeable transfer staff, increased interest in the program, and better prepared applicants.

• RCE created specialized admission reports for Social Science and Liberal Studies to increase administrative efficiencies and support enrollment growth.

• RCE staff conducted individual follow up with Social Science applicants to encourage application completion and a successful matriculation process.

• Assessment dollars allocated to RCE were used to collect comparative data about the performance of distance education and off-campus students as part of the WASC Educational Effectiveness Review. The data revealed that off-campus students earned slightly higher grades and had a higher semester GPA and a higher overall Chico GPA compared to on-campus students in the same courses taught by the same instructors.

• With a short lead time, RCE responded to the WASC team’s questions and organized the WASC review team session on distance education during their accreditation visit in March 2009.

University Center – Redding Top

RCE is responsible for administrative coordination of the University’s degree completion programs offered at the University Center in Redding via face-to-face and two-way video instruction. Supported by a McConnell Foundation grant, CSU, Chico is committed to providing access to baccalaureate degree completion programs in Redding. RCE’s insights into the needs and desires of the off-campus students will serve the University well as we reset our commitment to the University Center in light of budget constraints

RCE’s focus in 2008-2009 was on off-campus site coordination/logistics, student services, outreach, supporting efforts to expand programs offered in Redding, and helping the off-campus students connect with faculty and staff to access necessary services as well as to enrich their educational program and strengthen their ties to the University.

University Center Enrollment Data Summary
	Fall 2008	Spring 2009
Headcounts	72	82
Enrollments	201	238
Courses offered	9	13

Impact

• Headcounts and enrollments increased in 2008-2009, with an additional 50 enrollments in Spring 2009 compared to Spring 2008.

• Student feedback about the experience of attending CSU, Chico classes in Redding indicated a need for faculty better to connect with students and a need for faculty who teach via two-way video to integrate effective instructional strategies to involve the off-campus students in the classroom experience.

• RCE supported the preparation for the launch of the Masters in Social Work in Fall 2009 by arranging facilities for orientation and coordinating access to the University Center facilities to meet program needs. This administrative support means more effective program planning for the School of Social Work and enhanced student support for participants.

• RCE initiated a comprehensive market study of the North State to assess demand for additional degree completion programs to be delivered at the University Center. The results of this survey will impact the strategic direction of CSU, Chico’s investment in delivering additional programs to the Redding area.

Online Computer Science Program/Chico Education Network (CEN) Top

In spite of an encouraging increase in graduate enrollments in the self-support online MS in Computer Science degree program and the success of both the graduate and undergraduate online Computer Science programs offered since 1984, the 2008-2009 academic year marked the beginning of the final years of the Chico Education Network.

Declining enrollments in the on-campus program, fewer faculty available to teach in the online program, and impending faculty retirements prompted the Computer Science Department to pursue permission to suspend admission to the online programs in October 2008, and admitted students were notified they have until December 2011 to complete their degrees online. After a coordinated advising and communication campaign with admitted students, 23 undergraduates and 38 graduate students remain in the program and stated their intention to complete their degrees online. RCE’s central administrative role in the CEN program remains critical in the teach-out of the online program, and communication with students to facilitate their successful completion of the program and continuous quality and responsiveness remains the primary focus.

Impact

• An automated process to ensure all exams in the program are proctored ensured an efficient response to the Computer Science Department’s efforts to protect the integrity of exams and address concerns about academic honesty. The process allowed faculty, students, RCE, and approved proctors to communicate in a timely and secure way to administer more than 90 exams in a secure environment. This quality improvement was also deemed a necessary step to retain ABET accreditation.

• The first deaf student admitted to the online degree program enrolled in Fall 2008, creating the need to create lecture transcripts synchronized with PowerPoint presentation slides. Working with Disability Support Services and Academic Technologies, RCE staff coordinated the transcription of the courses, resulting in a resource that not only serves the disabled student but can be used more broadly by other students to review course content and more thoroughly comprehend the material.

• When the campus migrated from Wimba 4 to Wimba 5, the conversion of the Computer Science self-paced courses created a migration challenge. RCE saved the $10,000 cost of upgrading the 900 files necessary to complete the migration by training talented work study students to complete the project. The conversion was completed in a seamless manner with no disruption to faculty or students.

Professional MBA Top

Designed for working adults, the cohort-based self-support Professional MBA (PMBA) degree program is an important part of CSU, Chico’s commitment to providing educational opportunities in the North State. The use of two-way video to connect students and faculty in Chico and Redding at the University Center creates a rich learning environment that makes it possible for professionals from business and organizations of all types to earn a quality MBA degree program that would otherwise be inaccessible due to barriers of time and location.

The focus in 2008-2009 was twofold: the successful completion of the 2007-2009 PMBA cohort and recruiting for the 2009-2011 cohort that begins in August 2009. The success of the Professional MBA program is reflected in the 81% graduation rate for the 2007-2009 cohort. Staffing changes in both RCE and the College of Business provided an opportunity to reinvigorate and expand recruiting processes and tools. The launch of the next cohort is a confirmed “go” with the targeted number of admitted students achieved to ensure a solid group of students in both Chico and Redding.

Professional MBA 2007-2009 Summary
2007-09 Applicants	24
2007 Admits	21
Overall Program Satisfaction Rating	4.3/5.0
Average GPA	3.36
2009 Graduation Rate	81%

Impact

• Focused outreach and a robust schedule of 10 information sessions in Chico and Redding increased the pool of potential applicants, stimulated interest in the program, and resulted in a sufficient cohort size for the August 2009 program launch.

• To strengthen cohort connections and foster teambuilding/networking while also solving the problem of facilities and air conditioning restriction in Chico classrooms during the summer, RCE arranged a special joint class meeting and lunch in Redding. The response was so positive that joint class sessions have been formalized for the 2009-2011 cohort.

• New materials were created to assist prospects with their decision making process and to enhance the PMBA Web site. The new information directly related to the feedback and interactions that took place during the information sessions and in follow-up phone calls.

Special Session and Open University Top

Special Session and Open University enhance student learning by expanding options for students to access CSU, Chico courses.

Special Session and Open University enrollments in 2008-2009 continued to reflect the trends and forces impacting the University. As the number of courses offered during the state-support summer term increased in 2008, so did Open University enrollments.

The June 2009 decision by Cabinet to convert part of the 2009 state-support summer to self-support created an opportunity for RCE to respond quickly to address issues of scheduling, communication, financial implications, and faculty coordination.

Special Session & Open University Enrollment Summary & Comparison
Special Session	2007-2008	2008-2009	Difference
Summer Special Session	777	632	-23%
Fall Special Session	359	494	27%
January Intersession	372	362	-3%
Spring Special Session	1163	997	-17%
May-June Intersession	222	239	7%
Total	2893	2724	-6%
Open University
Summer Open University	37	68	46%
Fall Open University	630	767	18%
January Open University	10	10	0%
Spring Open University	612	721	15%
Total	1289	1566	18%

Impact

• Enrollments in Special Session courses provided a path for regularly matriculated students to make progress toward degree completion during the 2008-2009 academic year.

• Open University enrollments during the fall and spring were opportunities for non-matriculated students to access university courses to continue progress toward a degree, to re-tool and gain new skills in a competitive work environment, and to get a jump start on a CSU, Chico degree in anticipation of admission.

• K-12 teachers throughout the state earned credit toward professional development requirements and salary step increases, and RCE partnered with the Department of Education to offer 800-level credit for 30 California Teachers Association conference events in California and Nevada.

• RCE’s expertise in analysis, planning, and implementation impacted the urgent conversion of Summer 2009 partially to self-support by ensuring a comprehensive transition strategy was developed so that the conversion was transparent to students and easy to understand and manage for academic departments, faculty, and staff.

Study Abroad Top

RCE continues to support the University’s enhancement of our students’ international and academic experience through study abroad via self-support faculty led travel courses. May-June Intersession and the summer timeframe are ideal for scheduling short-term intensive study abroad courses for faculty and students alike from a practical ability-to-travel perspective and from a programmatic perspective. Travel courses contribute to the campus’ internationalization efforts and reflect the interest of both faculty and students to create active learning opportunities for students to engage with other cultures. RCE is poised to participate in the International Travel Committee approved by the Academic Senate in Spring 2009.

Impact

• While initiatives to create new travel study courses for the 2009 May-June Intersession were not successful due to international political conditions and travel restrictions and lower-than-necessary registrations for financial viability, the conversations among faculty, deans, and program administrators were key to laying the ground work for the success of future self-support international travel opportunities by addressing issues of budget, risk management, and academic ownership.

• The non-credit archaeology field school in Antigua entered its second year. CSU, Chico archaeology and civil engineering students as well as students from universities throughout the US traveled under the supervision of CSU, Chico faculty to complete an extensive field school experience that enriched the students’ experience with practical application and international perspective.

American Language and Culture Institute (ALCI) Top

ALCI strives to provide high-quality learning environments for all intensive English program (IEP) and special program students. ALCI measures its effectiveness with the Student Evaluation of Course and Teacher (SECT) survey conducted for every course and program offered. ALCI has established 3.8/5.0 as the benchmark for quality scores in the four areas evaluated.

ALCI Student Evaluation of Course and Teacher Average Scores
Scale: 1-5	Course	Materials	Instructor	Proficiency Development
07-08 Average	3.90	3.77	4.25	3.84
08-09 Average	4.26	4.16	4.32	4.15

In 2008-2009, ALCI continued a positive enrollment trend with 192 individual participants from 18 countries generating 528 registrations, a 10% increase from the prior year.

ALCI 2008-2009 Enrollment by Country
Azerbaijan	2	Russia	1
Brazil	2	Saudi Arabia (KSA)	43
Burkina Faso	1	South Korea	16
Chile	1	Taiwan (ROC)	8
China (PRC)	78	Thailand	1
Colombia	1	Turkey	1
Japan	19	Vietnam	4
Kuwait	7	UAE	2
Poland	1	USA	3
		Total	192

ALCI also serves as a point of entry for high-quality international students that matriculate to CSU, Chico at both the graduate and undergraduate level. The quality of the ALCI English instruction program, conditional admission protocols, and a focus on academic preparation have positioned ALCI to impact the internationalization of the campus with significant contribution to international enrollments.

As of spring 2009, approximately 33% of the 416 currently enrolled graduate and undergraduate international students at CSU, Chico were first enrolled in ALCI. ALCI improves academic performance (GPA) and persistence, with an 88.5% persistence rate for international students who first attended ALCI.

ALCI Impact on CSU, Chico 2008-09 International Student Enrollment
	All CSU, Chico New International Admits	ALCI Alumni New International Admits	CSU, Chico New Admits % from ALCI
Fall 2008	69	31	45%
Spring 2009	51	28	55%
Total	120	59	49%

ALCI Impact on CSU, Chico 2008-09 International Student Enrollment

First Term CUM GPA Comparison

ALCI Matriculants

International Students

All Students

AVG CUM GPA

2.82

2.77

2.45

Impact

• The Student Learning Outcome Rubric Writing Project produced rubrics for every course at every level to improve course, materials, and instructional effectiveness, impacting the program by establishing evaluation criteria and standardizing proficiency standards in alignment with internationally accepted standards such as the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS).

• The ALCI Writing 3 Rubric provides an example of the application of student learning outcomes to improve curriculum by strengthening student expectations, reinforcing proficiency criteria, improving measurement and evaluation standardization, and ensuring correlation with accepted proficiency standards.

• Implementation of an extended orientation program designed to support student success and persistence by addressing additional areas of interest to students, including driver’s education, personal safety and security, and health and nutrition.

• The ALCI Academic Preparation Seminars (APS) and the ALCI-MBA Academic Preparation Seminar (AMAPS) were developed to prepare international students for matriculation to CSU, Chico and other universities. These seminars, focusing on the skills necessary to succeed in an academic program, improve the students’ ability to complete their degree programs successfully.

• ALCI sponsored two graduate internships for international students in the Master of Arts in Teaching International Languages (TIL) as part of their professional field experience (EDCI 689) to accomplish the ALCI Web localization projects.

• Localized Web landing pages in Spanish resulted in significant increase in enrollment information requests, email leads and Web traffic from traditionally underrepresented Spanish speaking countries.

• ALCI established the University’s first Arabic online advertising campaign, resulting in a significant increase in enrollment requests, online leads through email, and Web site opt-in sign ups.

• A full Chinese translation of the ALCI Web site, a fully integrated, online advertising campaign, and ALCI print materials used during the spring Asian recruitment tour resulted in a significant increase in enrollment requests, online leads through email and Web site opt-in sign ups. Enrollments for this target group increased 35% during this period, an increase in large part attributed to localization.

Academic Affairs Goal 2: Nurture excellence in faculty and staff. Top

Strengthening and refining RCE’s organizational effectiveness, with an emphasis on process improvement, enhanced communication, and proactive staff development, is RCE’s strategic goal aligned with the Academic Affairs priority of nurturing excellence in faculty and staff. In 2008-2009 RCE committed to a number of goals focused on staff development and organizational effectiveness:

• Implemented a standardized performance review calendar to ensure consistent and constructive evaluations.

• Created a process to formalize continuous improvement in RCE business processes by incorporating process improvement as a standard annual goal for all staff.

• Improved RCE internal communication with technology-supported tools such as an online weekly meeting agenda and project management tool to manage assigned tasks and timelines.

• Demonstrated national and state leadership in continuing education with active participation in professional organizations.

• Engaged CSU, Chico faculty and staff in creative partnerships for learning and development.

• After a year of staff vacancies and concentrated recruitment activities, RCE was fully staffed in 2008-2009 with the hire of Pam Hollis, AA/S, and Suzie Rhonek, ASA II.

• RCE implemented a new employee orientation process for both staff and student hires to augment the university-provided orientations and to ensure consistency and thoroughness.

Professional Development and Service Top

RCE supports professional development and leadership in the profession of continuing higher education with membership in several key organizations. These organizations provide professional development opportunities, industry recognition, accreditation standards, access to research, and expert networks.

• University Continuing Education Association (UCEA)

• Association of Continuing Higher Education (ACHE)

• Association of Collegiate Conference Event Directors International (ACCED-I)

• Western Cooperative for Educational Telecommunications (WCET)

• 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 staff contributes individually to the development of their profession as well as their individual competence. As a result, RCE has established a national reputation as a leader in sustainable conference management.

Impact

• RCE staff participated in a variety of webinars, online conference events, and Skype meetings. The success of those alternative professional development activities provides a basis for a campaign to increase the use of technology tools for meetings, conferences, and training.

• RCE staff attended a CSU System-wide Counterparts Meeting in San Francisco. Supported by the Commission on the Extended University, the meeting was attended by Continuing/Extended Education staff from all of the CSU campuses to share best practices, network, problem solve, and learn together. As a result, information sharing networks were developed to facilitate coordination and collaboration among campuses for new program development and to address common needs such as marketing strategies, IT solutions, and budgeting tools.

• Heather Quilici, conference and event coordinator, organized a Sustainability Institute on sustainable conference management at the ACCED-I annual conference and has chaired the Sustainability Committee for ACCED-I during 2008.

• Clare Roby, Associate Dean, attended the UCEA Summer Institute, the ACHE Annual Meeting, and the ACHE West Regional Conference. She was on the planning committee and facilitated a session for the regional conference that was hosted online using Wimba conferencing services. She joined the ACHE National Board in November 2008 and is Board’s publication liaison for the Journal of Continuing Higher Education. She is past Regional Chair and current secretary for the West region of ACHE.

Faculty Development Top

RCE supports faculty development in a variety of ways, from grant and contract activities to conferences and new teaching opportunities. In 2008-2009, RCE supported faculty development by managing events that created opportunities for faculty to share research and gain discipline-specific knowledge (CELT, Children in Trauma, and Indian Research Fair). Unique teaching opportunities (Comparative Osteoarchaeology and Forensic Archaeology Summer Field Schools) and grant opportunities (California Department of Corrections and Rehabilitation Curriculum Quality Assurance Project) allowed faculty opportunities to apply their expertise in new ways.

CELT Conference coordination and event management was a tangible contribution from RCE to enhance the campus’ investment in faculty development (as well as staff development).

CELT Conference Summary
Total # of Participants	338
# of Sessions	23
# of Speakers	56
# of Participants	252
CSU, Chico faculty	245
CSU, Chico staff	39
CSU, Chico students	31
CSU, Chico administration	16
Community college faculty	15
Other	6
Awards Luncheon attendance	225

Impact

• The Indian Research Fair, with over 80 participants, fostered on-going relations and research with members of the faculty and members of the Native communities throughout Northern California. The Indian Research Fair was a unique opportunity for professional development for CSU faculty as well as unique opportunity for diversity and bringing an important constituency to campus for an educational experience.

• RCE’s outreach to faculty to stimulate interest in bringing academic conferences to campus provided faculty opportunities to support their professional organizations in a different way than they may have considered before.

• RCE encouraged faculty to participate in new program development as a way to build on their teaching and research interests to create new courses and serve new audiences.

• Continued emphasis on sustainable conference management for CELT was a model for green event management for the campus community.

• CELT Conference schedule was adjusted to increase attendance at the keynote session and maximize the value of the conference for participating faculty.

• CELT Conference cost savings efforts did not detract from the overall quality of the conference and helped ensure the ongoing viability of this valuable event during a time of budget constraints.

Staff Development Top

RCE’s staff development activities are varied and designed to support RCE’s commitment to being a learning organization and fostering a culture of continuous improvement. In addition to a variety of teambuilding and social activities throughout the year, the following structured initiatives reflect RCE’s commitment to the importance of our staff and our role in the success of our programs and the lifelong learners we serve.

Impact

• The Live at 8:05 staff development program continues every Tuesday morning at 8:05am, when the RCE staff gathers for a 15-20 minute informative presentation on a variety of topics: programs, operations, campus resources, issues, or events. The investment of regularly planned and focused professional development time has impacted RCE staff with increased knowledge and skills. In addition, guest speakers from across campus gain a greater understanding of RCE and have an opportunity to share information about their programs and services, often using the RCE presentation as a means of polishing or practicing presentations they will use in other professional capacities.

• The Live at 8:05 Report for 2008-2009 illustrates the breadth of topics covered during the weekly staff development meeting. This in-house program is a model for cost effective staff development, particularly relevant during a time of budget limitations.

• All-staff quarterly meetings provided RCE staff with a broader perspective and a deeper understanding of the strategic issues affecting the unit and the campus. These meetings were particularly important in keeping RCE staff informed about WASC EER accreditation, budget issues, and progress toward major initiatives such as the Colusa Remodel project.

• Program Director Elaina McReynolds serves on the University Staff Development Committee and was instrumental in the development of a “Dealing with Difficult People” program for campus staff. RCE provides training expertise and access to RCE instructors and consultants to strengthen the campus’ staff development efforts.

Academic Affairs Goal 3: Educate for a sustainable global society. Top

Creating and managing a fully functional conference meeting space that models energy efficiency and integrated design, and funding the project solely from the Continuing Education Revenue Fund (CERF) reserves, embodies RCE’s single largest investment in the Academic Affairs goal of educating for a sustainable global society. Progress on the project in 2008-2009 was slower than planned, but the goals for the project and the anticipated benefits to the campus community remain central to RCE’s commitment.

RCE embraces sustainability as a shared value, and sustainability is reflected in all aspects of RCE’s business operations, including the commitment to the Colusa Remodel, a $1 million investment in the Selvester’s/Creekside Landscape Restoration Project that is connected with the Colusa project, investment in information technology tools to increase efficiency, and coordination of the campus’ two-way video conferencing services.

Colusa Remodel Project and Selvester’s/Creekside Landscape Restoration Project Top

The remodel of Colusa Hall to create a much-needed professional conference meeting space in the campus core was a significant investment of RCE funds, time, and energy in 2008-2009. As design plans and schematics progressed during the year, RCE remained committed to an active role in the project by participating in design plan reviews, providing input to Facilities Planning, and supporting the project with a clear focus on the project’s purpose. Several milestones toward this strategic goal were achieved in 2008-2009:

• A Conference Services marketing campaign was targeted to faculty and campus staff to stimulate awareness of RCE’s conference services capabilities and lay the groundwork for future conference business from professional associations and other organizations in which faculty and staff are involved.

• ALCI instructional space was relocated from Colusa Hall to the east wing of the Meriam Library, with the restoration of the MLIB space fully funded by RCE’s Research Foundation dollars and with minimal impact on ALCI program quality and delivery.

• RCE staff participating in the project worked closely with Facilities Planning to establish project timelines, identifies resources, and provide product specifications for successful project completion.

• Pre-design plans were completed.

Overall, progress on the Colusa Remodel project was delayed, and some 2008-2009 goals were not achieved as a result:

• The goal of meeting or exceeding CSU requirements for sustainable building design, construction, and maintenance was scaled back by Facilities Planning in an effort to reduce overall project cost.

• The delayed completion date for the project prohibited the ability to confirm events in the building as part of the process of securing future conference business.

• The conference data and facilities management processes have yet to be designed pending further progress in the project.

The Selvester’s/Creekside Landscape Restoration Project, including the demolition of University Center, became a priority for RCE, with Dean Barger representing Academic Affairs in the planning as well as with RCE’s investment of $1 million of Continuing Education Revenue Funds (CERF) toward the cost of the project. The creation of a harmonious and functional green space that will provide both a welcoming outdoor gathering place as well as serve the needs of the Colusa meeting space was planned to be the second phase of the Colusa Remodel project. However, the demolition of University Center and remodel of parts of Selvester’s Café shifted to phase one.

Impact

• RCE’s expertise in meeting management added a valuable perspective to project planning efforts with campus partners and ensured that needs were understood and accounted for in the planning and design of the building.

• RCE provided detailed and comprehensive specifications for the project, including furnishings, audio visual, servery, lighting and other equipment needed for the project, to ensure conference management needs are anticipated and incorporated in the project to avoid potential change requests and to ensure the quality and functionality of the facility.

• $1 million from CERF reserves provided the campus with the resources to move forward with the demolition of University Center and the restoration of the green space created by that demolition. The impact of RCE’s investment includes ability for the campus to make timely progress and leverage other funds to expand the scope of the project to include upgrades to Selvester’s Café.

Sustainable Business Operations Top

Social networking tools and new technologies provided opportunities for RCE to integrate sustainable business practices in marketing and outreach initiatives and were an important part of RCE’s 2008-2009 sustainability efforts. In addition, each RCE employee set a goal of improving one process during the year with the goal of formalizing a culture of continuous improvement and to celebrate accomplishments in streamlining processes to be more sustainable, effective, and efficient.

Impact

• RCE lead the implementation of Google Group tools to create an efficient management and communication tool for the Book in Common committee.

• Facebook pages were integrated into marketing efforts to reach to broader audience via a technology that is efficient and sustainable.

• Views of the ALCI Introduction Video (YouTube) quadrupled in 2008-2009, with more than 40,000 visitors viewing the video from 160 countries. The ALCI Introduction Video is the most viewed YouTube video in the CSU system (official or user-produced).

• Accounting data from three funding sources were integrated into a single accounting process for more effective management and a deeper understanding of the fiscal impact of the many and varied activities of the unit.

• Student payroll processes were redesigned to strengthen communication and accountability.

Information Technology Top

Information technology accomplishments in 2008-2009 focused on expanding RCE capabilities, improving administrative efficiencies, and strengthening security and the IT infrastructure.

RCE accomplished significant progress in expanding self-support online course development capabilities. After a rigorous feasibility study, RCE invested in Mediasite, a video capture system that transforms audio, video, and presentation aids into interactive media presentations for integration into online course content. Mediasite allows RCE staff and course developers to capture and edit high-quality video presentations quickly and securely. One system is mobile for flexibility to support a wide variety of uses, including recording conference sessions. A rack mounted capture station installed into a presentation podium will allow for video capturing in CE107. RCE will use Mediasite presentations to create online course content, both credit and non-credit, as well as for professional development and to support other campus units who might benefit from this capability.

RCE participated fully in the campus ATI and security audit initiatives. IT staff worked closely with Enterprise Systems (ESYS) to ensure a highly reliable infrastructure for RCE’s web services, database management, file storage, online learning content management, and development and testing by setting up new virtual servers hosted by ESYS. This strategy leverages the campus’ best practices in security and server maintenance/backup and is more secure, cost effective, and sustainable.

Impact

• The investment in a new presentation podium system that meets Americans with Disabilities Act (ADA) specifications improves the quality and usability of CE 107 as a campus resource for mediated and professional meeting space.

• The Mediasite tool provides a options for creating self-support online content, such as the new Enterprise Information Systems (EIS) online certificate program to be offered in partnership with the College of Business, without taxing the campus resources that are dedicated to the state-supported program of the University.

• Virtual servers were established in collaboration with Information Resources and resulted in lower equipment and hosting costs and increased reliability to ensure access to Web services for RCE staff, students, and prospective customers.

• Redesign of registration systems streamlined processes and created the foundation necessary to separate fee collection for Research Foundation programs from CERF credit programs, creating a more secure online registration and credit card payment process.

• A thorough security review, including online payment processes and registration transactions, ensured that RCE is compliant with campus security protocols and procedures are in place to consistently monitor and maintain the highest possible security profile for the RCE Web site and IT infrastructure.

• RCE Web site remains at or near 100% compliance for the Accessible Technology Initiative (ATI) requirements, providing access to RCE’s critical Web resources for students with disabilities.

• The online registration and database applications developed for the Sustainable Futures conference in Fall of 2008 resulted in a sustainable resource transferred to the Institute for Sustainable Development to support future conference events.

Two-way Videoconferencing Top

Compressed video technology continues to support course delivery as well as information sharing among campuses and the Chancellor's Office. The number of two-way videoconference events hosted in 2008-2009 increased by 20% over the previous year. The greatest increases were for ongoing upper division class sessions (25%) and administrative meetings (38%).

Two-way Videoconferencing Statistics
Uses	Events
Undergraduate Upper Division Class Sessions	213
Professional MBA Class Sessions	35
Administrative Meetings	45
Course Sessions Hosted for Other CSU campuses	3
Student Interviews	5
Total	301

Impact

• Two-way videoconference technology offered an alternative to face-to-face meetings that was both sustainable and cost-effective.

• Increased use of two-way video for instructional delivery expanded access to CSU, Chico courses for distant students, serving the region by delivering instruction to underserved and geographically remote students at a lower cost to the college.

• Distance Education Director Jeff Layne chaired the end-users group for the California Research and Education Network of the Corporation for Education Network Initiatives in California (CENIC) that contributed to the hardware and software refresh of the CENIC infrastructure for two-way videoconferencing.

2008-2009 OLLI Enrollment by Age
	59 and under	60 to 65	66 to 70	71 – 75	76 – 80	81+
Members	36	150	142	114	102	81