DELOIMPACT REPORT

2015-16

TABLE OF CONTENTSINTRODUCTION 2

IMPACT ON FACULTY 3 IMPACT ON STUDENTS 12

IMPACT ON COMMUNITY 29

DELO STAFF ORGANIZATION/OFFICES 33

DELO STAFF RECOGNITION 34

WKU.EDU/DELO

INTRODUCTIONBeth Laves, Ed. D. | beth.laves@wku.edu

This year, the Division of Extended Learning and Outreach marks its 13th year – a year that has been even more successful than ever. As the academic outreach support arm of Academic Affairs at WKU, we measure our success by how we support WKU faculty, WKU students and the overall community. This report was developed to document how DELO has positively impacted these vital groups, and we are excited to share this impact report with you. We have impacted WKU faculty and students through added support that is even more convenient, accessible, responsive, and memorable. This support comes in the form of instructional design, professional learning communities, online teaching certificate training, study away & study abroad site visits/logistics, personalized services and more.

We have made an impact on our community through the Society for Lifelong Learning, professional development (in accounting, counseling, communication sciences & disorders, and nursing) and non-credit travel programs led by Study Away’s “American Traveler” program.

DELO’s impact reaches even farther than we ever dreamed. Our goal is to help WKU shine, and this has been an outstanding year. We look forward to the future and to making an even greater impact throughout the coming years.

DELO Associate Vice President

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>> IMPACT ON FACULTY This year, DELO offices supported faculty through a large variety of services, including faculty stipends for teaching courses beyond their normal workload, instructional design of online, on demand, and competency-based education courses; coordination of cohort programs and dual credit; marketing campaigns to help faculty grow online programs; professional development; development and coordination of study away and study abroad programs; and event planning services for regional conferences and retreats.

Cohort Programs supports WKU departments and colleges through customized credit programs regardless of institutional boundaries. These programs are designed for a specific number of students (we call it a “DELO Cohort”) that moves through the program coursework together. Through incubating programs that reach new students, we have transitioned $2.2 million to the General Fund, created 16 new faculty and staff positions, and funded 21 positions this past year. With 93 faculty teaching in cohort and incubator programs, these have been our best recruitment practices. These practices also help us provide faculty with excellent program development support which brings students to WKU who, otherwise, may not have enrolled.

The impact on faculty through Summer Sessions and Winter Term has been consistent over the last three years. In Summer 2015, there were 349 paid full-time faculty and 63 paid part-time faculty. Summer 2015 was the fourth summer in which an enrollment based stipend schedule was utilized. Each college came up with their own guidelines for low-enrolled classes. Departments with good stipend efficiency were awarded through summer distribution dollars. For courses with high enrollment, an incentive was paid to the instructor: $200 per credit hour for 31 or more students. All colleges participated in Winter Term 2016 including 170 faculty members.

Faculty Stipend Data by College

Dual credit programs have also grown tremendously this year with 129 instructors teaching 67 courses, a 24% increase over last year. In order to provide the highest quality teaching experience and to support the many part-time instructors, full-time faculty from the disciplines acted as academic support liaisons, serving as the connection to the academic department for far-flung instructors separated from The Hill.

The growth of online programs over the last five years has been significant (see chart below). Several DELO offices have provided services to faculty in support of distance learning, including the Office of Distance Learning, the DL Instructional Design Team, and Online Program Services.

100% ONLINE PROGRAMS 2012 2013 2014 2015 2016

Total Programs 56 59 71 89 109

Courses Offered (sections) 1,604 1,895 1,937 2,074 2,275

Faculty are supported through the Office of Distance Learning to develop and revise online courses in several formats: semester-based, self-paced on demand, and competency-based education. Online Course Development - Faculty agreements signed this past year totaled 91 (64 development and 27 revisions), and WKU On Demand faculty-course agreements totaled 22 course developments (16 of which were competency-based education modules), and 5 revisions. WKU On Demand completed 48 agreements this year, with 41 developments and 7 revisions.

Summer Sessions Number of Stipends

Winter Term Number of Stipends

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The Distance Learning Instructional Design team supported 144 faculty in 238 semester-based courses offered online, face-to-face, or hybrid; for WKU On Demand, we supported 31 faculty in 55 courses in 2015.

Online Program Services provides administrative and marketing/recruitment services for online programs, doing behind-the-scenes work such as US News and World Report surveys, reporting for annual SACSCOC updates, website maintenance, and general recruitment. Targeted recruitment campaigns for 22 online programs were supported through Online Program Services, a unit in Academic Outreach. As a result of the focused marketing, prospective student inquiry responses to advertisements increased 9% over FY 15. Prospective students who inquired and subsequently enrolled at WKU increased 75% in fall 2015 (119) vs. fall 2014 (68).

The Center for Faculty Development (CFD) facilitated several professional learning communities (PLC) for faculty during the 2015-2016 academic year. These PLCs provided opportunities for a group of interdisciplinary faculty to discuss and reflect on a variety of topics related to teaching, the scholarship of teaching, active and deep learning, and other forms of faculty life, including scholarly and creative activities.

The CFD facilitated or co-facilitated the following PLCs during the 2015-2016 academic year:

• Strengthening Classroom Teaching: this PLC provided an opportunity for a group of faculty to reflect on their current teaching and lecturing practices in the classroom and to identify specific techniques and strategies for growth and success.

• New Faculty Professional Learning Community: the primary objectives of this monthly PLC were (1) to expose new faculty to the professional development opportunities and resources that support the teaching and scholarly work of faculty at WKU, and (2) to provide an environment where new faculty can discuss the practice of teaching and the scholarship of teaching & learning in a supportive environment.

• Applying Research to the Classroom in Ogden College: faculty participants read and identified research based strategies for increasing student engagement and student learning in their classes and worked to implement specific strategies and techniques in their own courses.

• Faculty Leadership Year (FLY): The FLY program provided a formalized, applied curriculum and mentoring structure for faculty who may

have an interest in or aspirations of serving in a leadership and/or administrative position at WKU. The program, administered by the Center for Leadership Excellence and the Center for Faculty Development, is designed to give interested individuals the opportunity to identify, discuss, apply, and analyze various theories, competencies, skills, and strategies of effective leadership within a higher education model. The heart of the program is a cohort-based structure whereby a group of faculty members, nominated by their college dean’s offices, engage collectively in formal workshops, seminars, half-day retreats, reading groups, and discussions with leaders from the campus community and the non-profit, government, and private sectors. The program solicited input and participation from an advisory committee comprised of deans, department heads, and academic administrators from WKU. The FLY program had 12 participants in the 2014-2015 academic year and 11 participants during 2015-2016.

CFD partnered with several departments/units on campus to host a one-day conference entitled “Women Leading.” The professional development opportunity was free and open to all faculty, staff, students, and the general public and included three dynamic speakers who shared their life stories. CFD hosted a statistics workshop on Structural Equation Modeling for 25 faculty participants.

CFD has partnered with the College of Health and Human Services to conduct empirical research on teaching effectiveness with this college. Thirteen faculty members volunteered to have a survey instrument administered in their courses during the 2015-2016 academic year. Students enrolled in these courses were given the opportunity to complete a one-page survey instrument (front and back) measuring their perceptions of the course content and methods of instruction. More than 900 students completed the survey instrument. Data will be used to identify future professional development programming within the college and for faculty participants to generate some publications and presentations focused on the scholarship of teaching and learning.

CFD has been helping the Faculty Fulbright Working Group promote Fulbright opportunities among the faculty and generate more Fulbright applications and awards.

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The Online Learning Research Office (OLRO) supported the development, writing, and submission of two grant proposals during the 2015-2016 academic year, including:

• Implementation and Evaluation of a Disaggregated Faculty Teaching Model within a Competency-Based Bachelor of Science Program in Advanced Manufacturing for Adult Learners. United States Department of Education – First-in-the-World Competition ($1,900,000)

• Implementation and Testing of an IPAS Solution in a Competency-Based Advanced Manufacturing Program at Commonwealth College ($225,000). Educause IPAS Grant Solicitation. Summer 2015

Additionally, the OLRO continued its support of five faculty research projects focused on online learning or technology in the classroom. These projects include:

• Evaluation of Student Learning Outcomes in Chinese 101 and 102 Face-to-Face and Online Courses Principal Investigator (PI): Dr. Ke Peng, Department of Modern Languages The intent of this project is to evaluate and compare student learning outcomes in Chinese 101 and 102 online and face-to-face courses. Students enrolled in these courses take pre and post-tests to evaluate the differences in learning outcomes for both courses. Students also complete surveys in each course to measure opinions of the learning environment. When data collection is completed in the spring of 2018, analyses will examine test scores on the pre and post-tests, survey responses, grades from the Chinese 101/102 courses, and student demographic information to assess similarities and/or differences in the student learning outcomes in the online and traditional face-to-face Chinese 101 and 102 courses.

• Evaluation of E-Learning Resources and Flipped Classrooms on Student Learning Outcomes and Faculty Pedagogy in 100-Level and 200-Level Biology Courses PI: Dr. Kerrie McDaniel, Department of Biology This project evaluated the impact of the new e-learning pedagogical tools in 100 and 200 level Biology courses. Specifically, the research team examined the impact of these e-learning tools on various student learning outcomes, such as student learning, retention, and engagement using a variety of research methodologies and data sources. The research studied the ways in which faculty have incorporated these new e-learning tools into their courses via interviews and focus groups with faculty through a content

analysis of course syllabi over the previous three years. As part of this larger project, the research team also conducted an intensive study of the BIO 131 Human Anatomy and Physiology Lab, which has changed significantly through the implementation of e-texts, e-materials, a modified “flipped” classroom, and other pedagogical changes. Research looked more deeply at BIO 131 by examining student learning and engagement and overall preparation for advanced study in subsequent biology courses (i.e. BIO 231). We have also partnered with a faculty member at Case Western University whose area is online learning and instructional design, and this collaborative research uses survey data from the biology e-text project to examine how motivation, cognitive load, and frustrations with technology influence performance in these courses. We presented research findings at two conferences during the 2015-2016 academic year and we have two manuscripts under review at peer reviewed journals.

• Evaluation of the Blended Learning Environment in the Principal Preparation Program PI: Dr. Gary Houchins, Educational Administration, Leadership, and Research The aim of the research was to evaluate student perceptions and outcomes, focusing specifically on the impact of the bi-term format coupled with the hybrid course format, for further improvement of the Principal Preparation Program (PPP) at Western Kentucky University. The Program is cohort based where students complete six bi-term courses over three semesters. At the end of each semester, students enrolled in the PPP complete an online survey instrument that measures their general perceptions of the program and their perceived progress toward meeting specific learning objectives within each course and in the program overall. Over the last two academic years, the OLRO has administered the survey each semester and was responsible for helping to link respondent data over time. Future data collection efforts and survey linkage will be transitioned to the PPP beginning in the fall of 2016.

• Development and Evaluation of Online Writing Seminar for MSW Program PI: Drs. Jay Gabbard and Trish Desrosiers This research aimed to address a recent trend in the WKU MSW program in which students were entering their course of study with writing deficits. Drs. Desrosiers and Gabbard believed that creating and implementing a required, non-credit online writing course for students who have been identified

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with writing deficiencies, would proactively address these writing deficiencies. By integrating consistent writing, assessment, and feedback through the use of a specific writing rubric across the MSW program. Students’ pre and post scores on the MSW admissions writing rubric were evaluated for significant changes following the intervention. Drs. Gabbard and Desrosiers have completed the implementation and evaluation of this project and presented their results at a Lily Conference in California in February 2016.

• The Influence of Student Academic Support on Student Success and Retention in the WKU General Education Colonnade Program PI: Dr. Blair Thompson, Department of Communication This project is a longitudinal study examining the impact of Student Academic Support (SAS) on student retention, student success, and relational development. Over the last several years, the PI has developed a quantitative scale for measuring informal SAS, which is the means by which students support one another academically at the college level. The scale is composed of both action-facilitating support (i.e. answering questions about assignments, studying together, recommending study habits, assisting with academic struggles) and nurturant support (providing comfort over a bad grade, reducing exam stress, and motivating each other to remain in school). The academic connections students make with their peers are critical in students’ experience at the college level as research suggests that the more academic and social connections students establish, the more likely they will succeed both socially and academically in college. This study examined the predictive validity of this SAS Scale by assessing its influence on (1) academic success in WKU’s new Colonnade Program, and (2) improvements in student retention. Moreover, the current study extended the Student Academic Support scale to emerging forms of technology. Dr. Thompson had 244 students complete the first wave of data collection in the fall of 2014. Approximately 200 students have completed the second wave (spring 2015), third wave (fall 2015) and fourth wave (spring 2016) of data collection. He is in the process of analyzing the longitudinal data and expects to present findings at conferences and within peer-reviewed journals during the 2016-2017 academic year.

The Office of Continuing & Professional Development (CPD) sought out experts on WKU’s campus to provide training to area companies and groups. Faculty such as Dr. Aaron Hughey, Dr. Mark Doggett, Dr. Laura McGee, Dr. Dana Cosby, and Dr. Alison Youngblood engaged with participants outside of higher education and made connections with companies.

Over the past year, the Office of Distance Learning has developed and delivered over 105 training and development opportunities offered online and in-person to 357 faculty and graduate assistants focused on teaching with technology, Blackboard tips & tools, Quality Matters, blended learning & flipped classrooms, cheating & plagiarism, accessibility, providing feedback, online teaching, and online learning pedagogy. We also have engaged faculty through the Teaching Message listserv sending out teaching tips to 119 faculty each week during the spring and fall semesters.

Of note, several faculty completed distance learning opportunities that merit special recognition:WKU Online Teaching Certificate: Spring 2016: Lori Fox, Hunter Galloway, Wendi Hulsey, Elizabeth Norris; Fall 2015: Ronald Gallagher, Jooyeon Hwang, Patricia Kambesis, Chanceton Keith Littrell, Gayle Mallinger, Keith Phillips, Rachel Severs; Spring 2015: James Asare, Julie Lynn Barber, Stacey A. Forsythe, Karen Furgal, Krystal M. Heinzen, Rose Korang-Okrah, Sara Murphy; Fall 2014: Warren Campbell, Teresa Colon, Jacqueline Gibbons, Trish Jaggers, Julia Mittelberg, Tiara Na’puti, Inma Pertusa.

Recognized as designing a course that met Quality Matters Standards in the past five years: Randy Deere - RSA 543; Holli Drummond - SOC 546; Said Ghezal - BUS 100C; Sally Kuhlenschmidt - PSY 440 (recertified); Deborah Williams - NURS 340; Cathy Abell & Tonya Bragg-Underwood - NURS 451; Stephanie Kay Gandy - TCHL 520; Sally Kuhlenschmidt - PSY 361 (recertified); Lisa Murley - TCHL 500; and Beckie Stobaugh - TCHL 550.

The Office of Study Away provides administrative support to faculty and their academic departments as they seek ways to offer innovative learning opportunities to their students. Study Away’s impact on faculty is seen in the number of departments and locations in which faculty teach. Faculty from thirty-six departments have taught a study away or study abroad course since the fall of 2012. During that same period, faculty taught courses in 29 countries and 15 locations within in the United States.

Study Away’s impact is also seen in the number of faculty taking on this challenging way of teaching. Fifty-nine faculty proposed courses this past year. Over the four years, 321 faculty proposed courses for a yearly average of 80 faculty.

Study Away has provided a program development grant to over 15 faculty since AY12-13 to develop or enhance a course. Just this past year, Study Away

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committed over $6,500 to six faculty to conduct course preparation activities that will lead to a faculty-led study abroad course. Four plan to teach a new study abroad course, while one used the funds to support a visit to WKU by the in-country partners from South Africa. The final grant will result in a marketing guide to help faculty recruit for their study away or aboard course, which represents the next phase in the larger professional development toolkit that Study Away plans to roll out for faculty in the fall of 2016.

The Study Away staff solicits feedback from faculty and responds with improved services. This year, Study Away staff focused on the early steps of course design and recruitment – those activities that take place before the faculty and students get on a plane. Since the fall of 2012, 64 study away courses and 138 faculty-led study abroad courses have been proposed. Of these, 48 study away courses and 103 study abroad courses have been successfully

completed, reaching a 75% completion rate for each type of course.

Study Away launched a set of training modules for faculty that focused on course design, teaching on-site, and recruiting. These modules enabled faculty to work through these important elements as they prepare to propose their course, providing the core of a faculty toolkit.

These efforts lowered the number of proposals from a high of 61 in AY14-15, when only 64% were complete, to 47 proposals and a 74% completion rate in AY15-16. The intent is to help faculty become better prepared to propose a solid academic experience as they tend to also be better prepared for the rigors of teaching a study away or abroad course and, potentially, offer the course on a repeating cycle. Of all the units in DELO, WKU Conferencing & Catering may be the unsung hero. Events shape students’ perceptions of their college experience, but planning and coordinating multiple awards and recognition ceremonies require a significant amount of time. WKU Conferencing & Catering supports faculty and staff through Event Planning Services (EPS). EPS coordinates online registration, outside vendors, sound systems, technology, name tags, and even child sitting services to support WKU faculty and staff who plan events on campus.

In fiscal year 2016, WKU Conferencing & Catering provided services for 219 events with over 10,800 attendees. These included: 145 WKU campus, 52 state-wide, 12 regional, 1 national, and 2 international events. EPS also provided services for 7 additional events.

>> IMPACT ON STUDENTS DELO supports WKU students as they prepare to go to college, as they maneuver through their coursework, and even after they graduate. This support is provided through college credit opportunities during high school, test prep programs, distance learner orientations & support services, professional development, and programs that support WKU graduates.

Recruitment/Getting Students Prepared for CollegeDual Credit is a partnership between DELO and area high schools to offer qualified students the opportunity to earn college credit as part of their high school curriculum. In 2015-2016, Dual Credit offered courses to students at 79 high schools and local homeschool programs. Online courses offered through Dual Credit are increasing in popularity. Enrollments have more than doubled over the past 4 years. Below is a map of participating dual credit high school locations.

DUAL CREDITParticipating High Schools

Christian Education Consortium (New Albany, Indiana)Edgewood Jr. Sr. High School (Melbourne, Florida)New Century Technology High School (Northbrook, Illinois)Pickett County High School (Byrdstown, Tennessee)

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Average WKU Dual Credit Hours earned by participants upon HS graduation: 7 Average GPA: 3.29

DUAL CREDIT 2012 2013 2014 2015 2016

Student Head Count 1,492 1,802 1,896 2,322 2,873

Course Enrollments 3,273 3,466 3,615 4,158 4,948

Fall Semester Online Course Enrollments 0 297 355 538 613

Fifteen Kentucky high school students recently gained college credit and studied in New York City through a partnership between DELO’s Dual Credit and Study Away programs and WKU Theatre & Dance and Economics departments. Students took one of two online courses, including Theatre 151 – Theatre Appreciation or Econ 150 – Intro to Economics. They took three weeks of online coursework and then traveled with their instructors and Dual Credit staff to New York City, where they completed the fourth week of their classes.

Dual Credit supported WKU Glasgow to launch The Hilltopper Institute, which provides students with skills, information, confidence, and college credit that puts them on the path to personal, educational, and career achievement. In FY2016, 70 students enrolled in 151 Dual Credit courses through the Hilltopper Institute.

The Office of Lifelong Learning, a unit of Continuing & Professional Development, has provided ACT test preparation summer institutes and online test prep courses for the past three years, with 92 participants in 2015-2016. This service provides valuable training to help students prepare for this competitive college entrance exam.

DELO’s Online Programs Services (OPS) and the Office of Distance Learning have worked together to support faculty and departments in recruiting for online programs. In 2015-2016, WKU gained national recognition for best online programs in the following areas:

• US News & World Report ranked WKU: - #3 for online bachelor degree programs in the U.S. - #12 for Criminal Justice graduate degrees (online) - #44 for Education graduate degrees (online) - #84 for MBA degrees (online)

- #95 for Nursing graduate degrees (online) - One of the Best Online Bachelor’s Programs for

Veterans • MastersProgramsGuide.com ranked WKU #18 in the

Master’s Programs Guide list for Top Online Master’s Programs in Health Care Administration

• SuperScholar.org ranked WKU Best Online Bachelor’s in Health Care Administration

• TheBestSchools.org ranked WKU among the Best Online Colleges in Kentucky

• OnlineSchoolsCenter.com ranked the WKU M.A.E. in Teacher Leadership: Elementary Education degree among the Top 20 Online Master of Elementary Education Programs

• Accredited Schools Online ranked WKU among the Best Online Colleges in Kentucky• BestColleges.com ranked WKU among the Best Online College in Kentucky• College Values Online ranked WKU among the Best Value Online Degrees• College Values Online ranked WKU one of the Top Value Colleges for Online Biology Degree Programs• Best Master’s Degrees identified WKU as one of the 30 Most Affordable Top Ranked Online Master’s in

Library Science degree programs

OPS launched the Distance Learning Topper Orientation Program (DL TOP), an admission-based undergraduate orientation for degree-seeking distance learners. The orientation is 100% online, has year-round access, and offers an introduction to WKU with a special focus on information critical to the success of distance learners. OPS connects students who have stopped out, adult learners from the regional campuses, and those interested in online programs at WKU with program advisors, the Student Resource Portal, and other support services available to prospective students at a distance.

The Office of Cohort Programs works with colleges and DELO to launch new online programs utilizing the contract learning model. The incubator model provides recruitment and administrative support services to reach new students not currently served by WKU. Tuition generated by the program is used for its support through two complete course sequences of the major or graduate degree program. Using the data during incubation, DELO staff develop a plan to permanently provide the personnel and financial resources for the department to envelop the program into its regular activities. Upon determination of the program’s sustainability by the academic dean(s), the request for increased support is submitted to Academic Affairs and, if approved, may be incorporated into the annual staffing plan.

Cohort Programs began support for three new online programs under the incubator model in the academic year 2016. This WKU innovation provides financial and administrative support through DELO to get new online degree programs up and running. Fall 2016 recruitment is underway for the Master’s in Public Health – Generalist Concentration, Online Master of Social Work, and a Bachelor of Science in Healthcare Administration with a Certificate in Long Term Care Administration.

US News & World Report ranked WKU #3 for online bachelor degree programs in the U.S.{

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COHORT PROGRAMS ACTIVE PROJECTS 2012 2013 2014 2015 2016

Projects 14 14 17 15 16

Course Enrollments 3,109 3,595 3,990 3,126 3,220

Students 826 1,063 1,149 1,065 963

Support for Current StudentsOnce students have decided to come to WKU, especially as distance students, support services are vital to retention and graduation rates. DELO offices in Distance Learning, Cohort Programs, Summer and Winter, Study Away, and Online Program Services are committed to providing support to students as they navigate their own college experiences.

As part of our support, we provide many support services to online programs (see comprehensive 2015-2016 list below).

ONLINE DEGREE & CERTIFICATE PROGRAMS (100% online unless otherwise noted)

MASTER’S DEGREE PROGRAMS

MHA• Executive Master of Health Administration• Master of Public Health NEW• Master of Social Work NEW

MBA• Master of Business Administration

Master of Arts in Education - Adult Education(no certification required)• Community and Technical College Concentration NEW• Higher Education Concentration NEW• Training and Development Concentration NEW• General Concentration • Education and Behavioral Science Studies (no certification required)

Master of Arts in Education - Teacher Leader Programs• Biology Education for Secondary Teachers• Elementary Education• Early Childhood Education• Gifted Education & Talent Development• Master of Arts in Teaching: Special Education Initial Certification LBD NEW• Middle Grades Education• Literacy Education• Secondary Education• Special Education

* Teacher certification is required for admission

Master of Arts• Criminology• History• Mathematics• Organizational Leadership• Social Responsibility and Sustainable Communities

Master of Science• Biology• Communication Disorders• Engineering Technology Management• Instructional Design• Library Media Education

Master of Science in Nursing• M.S.N. (for those holding a B.S.N.) NEW• R.N. to M.S.N. Bridge Program NEW

Master of Science in Recreation and Sports Administration• Athletic Administration (Cohort Program)• Facility and Event Management (Cohort Program)• Intercollegiate Athletic Administration (Cohort Program)• Sports Media and Branding (Cohort Program)

New Rank I Programs• New! Non-Degree Planned Sixth-Year/Rank I: Director of Special Education, Level I NEW• Non-Degree Planned Sixth-Year/Rank I: Director of Special Education, Level II NEW

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Graduate Certificates and Endorsements• Adult Education Certificate• Advanced Worksite Health Promotion Certificate• Aging Studies Certificate• Autism Spectrum Disorders Certificate• Career Counseling Certificate• Communicating in Healthcare• Communicating in Organizations• Community College Faculty Preparation *• Dietetic Practice• Director of Special Education Level I NEW• Director of Special Education Level II NEW• Educational Technology Certificate• Elementary Mathematics Specialist Endorsement• Facility and Event Management Certificate• Gender & Women’s Studies Certificate• Geographic Information Science Certificate• Gifted and Talented Teaching Endorsement• Global Pathways to Sustainability• Instructional Computer Technology Endorsement• Instructional Design Certificate• International Student Services Certificate• Organizational Leadership Certificate• Lean Six Sigma Certificate• Literacy in Post-secondary Settings• Nonprofit Administration• Post-MSN Nurse Administrator NEW• Post-MSN Nurse Educator NEW• Superintendent KST NEW

* The Community College Faculty Preparation certificate may be completed at a distance with advisor approval and proper planning.

Post-Baccalaureate Preparatory Programs• Pre Speech Language Pathology

BACCALAUREATE PROGRAMS

Bachelor of Arts• Criminology• Sociology

Bachelor of Interdisciplinary Studies• Interdisciplinary Studies (BIS)

Bachelor of Science• Family and Consumer Sciences, Child Studies• Family and Consumer Sciences, Family Studies• Organizational Leadership

Bachelor Completion (2+2) Degrees (Completion degrees are designed for students who have an associate degree or similar number of credit hours earned. The degrees listed below may be completed entirely online if the student meets those criteria.)

• Computer Information Technology• Registered Dental Hygienist to Bachelor of Science in

Dental Hygiene• Management, Business Administration• RN to BSN• Systems Management• Technology Management

UNDERGRADUATE MINORS• Business Administration NEW *• Child Studies• Criminology NEW• Consumer & Family Sciences• Entrepreneurship NEW *• Family Studies• Finance NEW *• Gerontology• History• Library Media Education• Marketing NEW *• Nonprofit Administration• Performing Arts Administration NEW *• Sociology

* Indicates that the minor listed requires ACCT 200 (Introduction to Accounting), which is not currently available online. The course is available at night on the Bowling Green campus, and at regional campus locations in Glasgow, Elizabethtown/Ft. Knox, and Owensboro or may be transferred in upon approval.

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UNDERGRADUATE CERTIFICATES• Brewing & Distilling NEW• CNSS 4011• Cross Cultural Communication in Health Care• Computer Literacy• Family Home Visiting• Food Processing and Technology• Geographic Information Systems• Human Resources• Leadership• Long Term Care Administration NEW• Manufacturing and Logistics• Manufacturing Processing and Technology• Occupational Health & Safety• Six Sigma and Quality• Worksite Health Promotion

ASSOCIATE DEGREE PROGRAMS• Early Childhood Education• Associate in Interdisciplinary Studies (AIS)• LPN to ASN

Distance Learning enrollments provide another view of the scope of work that faculty embark on and which DELO supports to provide quality learning experiences for all WKU students.

Fall & Spring Census Date DL (Web & OD) Enrollment Headcount

WKU On Demand Courses Offered (5 year trend)

WKU On Demand Enrollments (5 year trend)

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In addition to two Distance Learning Testing Centers (DLTC) supported in Bowling Green, the DL Office worked with proctor sites across the country and around the world. In cases outside of the United States, DLTC staff use an online proctoring service called ProctorU. This past year, 141 proctored testing sessions utilized ProctorU to test students in the US, Saudi Arabia, Bangladesh, and Peru.

Student Resource Portal Online Program Services (OPS) maintains the Student Resource Portal (wku.edu/online/srp) which provides one-click access to resources across campus that support distance learners. Students can quickly access online tutoring, the Online Writing Center, presentation coaching, Career Services, discounted software, Library Services, and Technology Support. There’s also a section dedicated to success strategies, as well as links to Blackboard, the DL Testing Center, scholarship searches, and more. College algebra and statistics courses at WKU are two of the most challenging courses for undergraduate students, both face-to-face and distance learning. Fewer students successfully complete these courses on their first attempt compared to other courses. In response, DELO supported the WKU Math Department by launching a Virtual Math Lab. DELO added a Student ID Request feature to the Student Resource Portal, making it easier for students to access computer lab printing (for those who live regionally), proctored exams, and additional library materials. Over 170 students have filled out a request.

In addition to the Student Resource Portal, OPS held several live web events for students. Some topics included: Finals Prep with WKU Center for Literacy, Stress Management with Kathryn Steward, Health Education & Promotion, Professional Education & Knowledge (PEAK) with the GFCB, Career Pathways to Federal Service with Mr. Roy Savoy, Surviving Apartheid & Committing to Social Justice, and WKU Finish Webinar (recruitment webinar targeting stop-outs).

Student Success CoachingSpring 2016 brought the launch of the Student Success Coaching program through OPS, providing high-touch support for undergraduate distance learners. The program is designed to help connect participants to resources that meet their individual needs. Each participant starts the program by completing a Learning

Assessment and Study Skills Inventory (LASSI) for Online Learners. The coach works one-on-one with each student to develop a personalized learning plan designed around the results of the LASSI, educational goals, and other responsibilities. It is early yet to show any measurable outcomes, but this program has had success in other distance education programs, and the initial response from our students has been very positive.

Student Employment DELO offices have provided real work experiences for many WKU students and graduate assistants, which makes another positive impact on WKU students. DELO has continued with funding to the Graduate School for more than $800,000 in graduate assistantship funds. Within the Office of Distance Learning, 25 students were employed as transcribers and assistants to instructional designers and instructional technologists.

The DL Office supported two graduate assistants to support ADA compliance in online learning. They were trained in ADA (transcribing, written materials, documents, images, multimedia) and spent this last year developing and administering DL ADA project efforts. In 2016, the Instructional Design team trained and supported six new 1+1 graduate assistants (in history, biology, English, sociology, and architectural & manufacturing sciences) on Blackboard, online teaching, basic ADA, lecture capture, and faculty support within departments.

These students receive training to develop their skills in Microsoft Office and Adobe products, basic HTML, FERPA and privacy, ADA compliance, lecture capture, and various types of software as needed for online content creation. An additional 5 students have worked as web developers, coders, and captioners. These students received training to develop their skills in coding languages like PHP, JS, HTML, mySQL, and CSS.

These students worked on projects like Tegrity to Mediasite Transition, Transcription System, and DELO Dashboard. They also learned to leverage APIs to communicate with third party vendors and used programming tools such as IDEs, GIT, and FTP. Two DL student workers who graduated with computer science degrees were offered jobs within 48 hours of their company interviews. Their experience coding and working with the DL team contributed to their education and helped them land jobs immediately after graduation.

WKU Conferencing & Catering hosted three interns and five practicum students from the Hotel, Restaurant & Tourism Management Program or Facility Management Master’s Program.

Number of exams proctored/facilitated by testing centers annually (5 year trend)

Summer Sessions Enrollment Course enrollment in summer 2015 was 10,515, which was a 0.7% decrease from summer 2014, but the student credit hour production increased .33% to 30,175.50. Although student head count decreased from 2014, student credit hour production actually increased; so, although fewer students, they are taking slightly more hours. Targeted marketing, scholarship opportunities, and course offerings may have contributed to the increase in credit hour production. WKU Dual Credit continued to offer online classes this past summer, increasing the number of high school students.

• 73% of the students that graduated (last year) in 4 years, took at least one summer or winter class.• Of the students that started, but did NOT graduate, 66% of those never took a summer or winter class.• 74% of the students that graduated in 6 years, took at least one summer or winter class.

Summer Scholarship ProgramWKU Summer Sessions sponsored an expanded scholarship program in 2015 to try to offset some of the financial burdens of summer school. The scholarship program was automatically awarded to qualified undergraduate students at WKU when they registered for 6 or more hours in the summer (not all study abroad). For students with a current GPA of 2.5 to 2.99, the scholarship amount was $200. For students with a current GPA of 3.0 or higher, the scholarship amount was $381, which is equivalent to one hour of Kentucky undergraduate resident rate tuition. There were 396 undergraduate students that received the $200 scholarship, and 596 received the $381 scholarship.

The number of courses students take during summer sessions has been consistent over the past several years, with the average course load/student was just under 2 courses/student.

There were 2,239 students that took winter 2016 classes. This was an 11% increase from winter 2015. Course enrollment was 2,320, which was up nearly 10% from winter 2015. The student credit hour production for 2016 was 6,715, up 13% (from 5,928.50 in 2015)

There were 285 sections of 221 courses offered at the Bowling Green and Elizabethtown campuses, as well as online, through Study Abroad and Study Away. The number of students taking Winter Term courses has grown 41% since 2006 when Winter Term began.

Online course enrollment represented over 70% of the overall winter term course enrollment in 2016. The trend towards online has steadily grown over the past ten years.

23 24

73% of the students that graduated (last year) in 4 years, took at least one summer or winter class.{

Summer Head Count Comparison

Summer Enrollment Trends

Summer Student Type Head Count Comparison

Study AwayThe Office of Study Away impacts students by providing innovative opportunities to extend the learning experience beyond the campus borders. These include study away courses within the United States and faculty-led study abroad courses that take students around the globe.

The first impact is seen in the number of students and the varied locations where they learn. Since AY12-13, nearly 2,000 students have studied in 29 countries and 15 locations within in the United States.

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National Student Exchange – WKU first sent students on National Student Exchange (NSE) in the fall of 2012. Twenty-six students benefited from NSE over the last 4 years (twenty-three outgoing and three incoming exchanges). The WKU outgoing students have studied in Arizona, Florida, Hawaii, Idaho, Iowa, Montana, North Carolina, Oklahoma, New York City, Puerto Rico, Texas, and the US Virgin Islands. In its fifth year, WKU’s NSE program will serve nine more students: 6 outgoing and 3 incoming. The WKU outgoing students are heading to Canada, Colorado, Hawaii, Minnesota, and the US Virgin Islands.

In August 2014, WKU became the host site for the Cooperative Center for Study Abroad (CCSA), a nonprofit consortium that develops, plans, and coordinates study abroad programs in predominantly English-speaking countries. Since 2014, over 730 CCSA students have enrolled in one of the 100 courses offered.

NOTE: Undergrad other encompasses post-baccalaureate, non-degree seeking, high school and Academy students.

Winter Term Student Head Count Comparison

Winter Term Online as a % of Total Enrollment

Winter Term Student Types

Study Away Student Enrollment

Center for Faculty DevelopmentThe Center for Faculty Development (CFD) launched a new graduate student mentoring/training program called the Graduate Assistant Teaching Institute (GATI). GATI provides graduate students with the opportunity to receive professional development and training on the basics of teaching, pedagogy, and student learning so that they may serve more effectively as Graduate Teaching Assistants (GTAs) or Graduate Assistant Instructors (GAIs) in their academic units. CFD offered GATI using a face-to-face professional learning community (PLC) format. Each PLC focused on a variety of topics, including classroom management, presentation and interaction skills, importance of learning objectives, use of micro-activities, using questions to stimulate discussion, assessment, some background in learning theory and cognitive science, and a micro-teaching exercise with self-reflection/assessment. The CFD offered a total of 8 GATI PLCs during the 2015-2016 academic year, with a total of 47 graduate students successfully completing the requirements of the GATI program. More information on the program is available at: wku.edu/cfd/gati.php.

WKU Conferencing & CateringWKU Conferencing & Catering hosted 2,405 events in 2016. Of those, 167 directly impacted students, including 137 off-site and 30 onsite students-related events, which had a total of 16,951 attendees.

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UNITED STATES

Arizona

California

Illinois(Chicago)

Florida

Hawaii

Kentucky

Indiana(Indianapolis)

Montana(Missoula)

Louisiana(New Orleans)

New York(New York City)

North Carolina(Charlotte)

Ohio

Texas(Dallas)

Utah(Park City) Washington D.C

10

73

16

9

46

75

16

13

3

115

19

9

30

54 23

*NOTE: U.S. state locations encompass more than one city, while U.S. city locations are centered in that one location

Argentina

Australia

Belize

China

Costa Rica

Cuba

Czech Republic

Ecuador

England

France

Germany

Greece

Iceland

Ireland

Italy

Japan

Kenya

Mexico

Morocco

Netherlands

Belgium

New Zealand

Peru

South Africa

South Korea

SpainUnited States

Sweden

Taiwan

Trinidad

511

14 36

62

9532

122

12

8

12

59

29

31

10

791

18

20

36

252

99

64

5963

19

32

1156

39

57

*NOTES: - Toppers at Sea (multiple)- Student Teachers came under FLSA admin support in AY14-15 and take place in fall and spring semesters only- One program does Belgium, England, and France, so those students are counted in each location

WKU STUDY AWAY

Study Away Course Locations 2015-16

Faculty-Led Study Abroad Course Locations 2015-16

>> IMPACT ON COMMUNITY DELO is committed to the WKU mission statement: WKU enriches the quality of life for those within its reach by providing lifelong learning opportunities. Through Conferencing & Catering, Dual Credit, Cohort Programs, Lifelong Learning, Study Away, and Career & Workforce Development (CWD), the WKU community is stronger, is better educated, and has greater access to opportunities for engagement and learning.

WKU Conferencing & Catering has served as the host site for many organizations, including Society for Lifelong Learning at WKU, Junior Achievement Awards Wall, Women’s Fund, Ward Elliott Institute for Real Estate, Warren County Public Library, WKU Libraries and Barnes & Noble Booksellers: SOKY Bookfest, Southern KY Bluegrass Fantasy Football, and Service One Credit Union: Annual Shareholder Meeting.

Conference center usage has remained steady over the past three years, with $1.2 million in revenue in FY2016. Throughout FY2016, Conferencing & Catering’s Event Planning Services coordinated 27 events, a 17.39% increase over FY2015. Event Planning Services increased sales during FY2016 to $32,133.30, a more than 312% increase over FY2015.

In 2015, WKU Conferencing & Catering partnered with Delisart Group, which manages Hyatt Place and Staybridge Hotels. This partnership resulted in A/V and catering sales equaling $10,137.23 for FY2016 and will continue to generate additional revenue through sales calls to potential internal and external clients. WKU Conferencing and Catering has partnered with the Confucius Institute to promote use of the CI Food Trailer for community events. Through a partnership with the Center for Research & Development (CRD), WKU Conferencing & Catering has served external groups that hold events at the CRD.

Cohort Programs has developed regional partnerships that make degree programs accessible to students employed or connected to those entities. This year, Cohort Programs launched a new contract with Norton Healthcare, resulting in 12 nurses enrolled in an advanced Master of Science in Nursing and/or Doctor of Nursing Practice degree at WKU. Cohort Programs also began supporting a new incubator program with Communication Sciences and Disorders. The first open enrollment, part-time web cohort was accepted in fall 2015 as the department transitions from the New York City Schools teacher development contract program.

Dual Credit has made a significant impact on our region through partnerships with regional high schools to deliver dual credit and concurrent enrollment courses for WKU credit. This past year, WKU Dual Credit offered courses in 41 Kentucky high schools, a 26% increase over 2015. Dual Credit supported area high schools by funding over $70,000 in scholarships and $9,650 in textbooks and other dual credit course materials.

WKU Dual Credit also offers online courses which attract students from all over the region.

YEAR 2012 2013 2014 2015 2016

High Schools Represented

38 49 47 64 81

American Traveler offers travel opportunities led by experts who share their knowledge to provide intense, unique travel experiences. Study Away has developed six American Traveler programs, including experiential trips to New York City, Montana, Kenya, Iceland, Ecuador and England.

Continuing & Professional Development (CPD) continued to coordinate the WKU Staff Leadership Institute, an annual program sponsored by the WKU Staff Council and Human Resources, which seeks to enhance job performance and personal development while challenging the spirit of each individual who participates. Improving staff performance has brought a greater level of service to the WKU family and to the region it serves.

Lifelong Learning (LL), a unit within CPD, has supported a number of programs for community members that enhance job skills, provide professional development and continuing education units, and enrich the quality of life throughout the community. Among the programs supported are youth, mature adult, and healthcare programs.

Lifelong Learning serves as WKU’s Continuing Education Unit (CEU) administrator, providing oversight and transcription to academic units and other affiliated organizations. More than 400 individuals were awarded WKU CEUs in 2015-16. In addition, LL supports the administration of other types of continuing education credit such as CPE for CPA’s, ASHA CEUs for Communication Sciences and Disorders workshop participants, Nursing CEUs via the South Central Kentucky Area Health Education Center (AHEC), and the International Parish Nurse Resource Center (IPNRC). In 2016, 1,300 participants enrolled in programs through Lifelong Learning.

LL administers online continuing education programs provided by WKU faculty. In the healthcare field, Lifelong Learning has supported 96 participants in the EMT-Basic Training & Paramedic Training to date. A 2010 partnership between the Nursing Department and LL produced an online learning continuing education program for practicing nurses interested in expanding into a specialty. The Faith Community Nursing and Faith Community Nursing Coordinator programs attract students from across the globe. In 2015-16, 72 nurses participated in the program.

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LL collaborated with the Communication Sciences and Disorders (CSD) Department to become an American Speech-Language-Hearing Association (ASHA) provider of continuing education. In 2014, the application was approved and Cindy Ehresman was appointed as the WKU CE Administrator for the ASHA. In 2015, an agreement between CSD, the Barren River Regional Speech Language Pathologists, and CPD created a funding source to offer twice-yearly CE workshops supporting regional speech language pathologists that included 154 participants in 2015-16. In 2015-16, CSD faculty offered Traumatic Brain Injury training, Nursing faculty offered Nursing Responses to Mental Health Issues in Agriculture, and Public Health offered the Worksite Wellness Health Promotions Certificate.

LL partnered with the Accounting Department in the Gordon Ford College of Business (GFCB) to offer CPEs for Accountants in daylong workshops. The first two workshops resulted in 87 professionals updating their skills and networking with peers. LL also partners with the Finance Department in the GFCB, managing a partner relationship to offer Certified Financial Manager online programming. LL partnered with the Department of Counseling and Student Affairs to launch continuing education programming for area counselors. The first workshop provided 23 participants with required Kentucky Board Approved training.

In addition to continuing education, LL managed the administration and logistics for the 2015 Forensics (70 participants) and String Explosion (72 participants), bringing over 140 potential future Hilltoppers to WKU’s main campus.

The Society for Lifelong Learning at WKU (SLL) is a University-supported membership organization. Its mission is to provide opportunities for South-Central Kentuckians age 50 and over to further their knowledge in both academic and recreational pursuits and share their experiences and interests with other members. The SLL has offered more than 20 courses in each of the first three terms, as well as four events featuring a speaker and a meal offered to both members and the public.

• Spring 2015 Term: 109 active members, 250 attended public events, 215 individual class enrollments

• Fall 2015 Term: 124 active members, 282 attended public events, 291 individual class enrollments

• Spring/Summer 2016 Term: 134 active members, 336 attended public events, 343 individual class enrollments

Career & Workforce Development (CWD), a unit of Continuing & Professional Development provides professional development and training opportunities for regional partners. CWD extends the reach and impact of WKU through its work with other training consortia and companies and served 86 companies within the region, as well as companies in Louisville, Henderson, Kentucky, Nashville, and El Paso, TX.

In 2015, CWD supported 1,066.5 hours of training, and in 2016 CWD delivered or has contracted for 1,274 hours of training with 37 different partners, an increase of 19% over the prior year. Three of those partners were area industrial training consortia [The Training Consortium of South Central Kentucky (TCSCK), Northern Kentucky Training Consortium (NKTC), and the Simpson County Training Consortium (SCTC)], and several others were speaking engagements putting WKU experts in contact with over 100 companies in our region. CWD also developed customized training for a large multinational company and traveled to Tennessee, Ohio, Michigan, and Texas to deliver programing.

CWD participates the BG Chamber’s Team Workforce, as well as other workforce initiatives, designing programs at the request of the Chamber to meet specific company and workforce needs. CWD is one of two primary sources of training for the Training Consortium of South Central Kentucky (TCSCK), which serves over 40 member companies with training which utilizes state and company funds to provide affordable workforce training throughout the region.

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PRESENTATIONS:

Barnaby, J. (November 2015). Cooperative Center for Study Abroad (CCSA). Presented at the Association of International Educators (NAFSA), Cincinnati, OH.

Bedard, R. (June 2016). Budgeting for Study Abroad Programs. Presented at the Association of International Educators Kentucky State Meeting, Lexington, KY.

Bibbs, T., & Vincent, T. (2015, November). Non-term based courses: Leveraging operations for competency-based education. Presented at the Kentucky Convergence Conference, Bowling Green, KY.

Bibbs, T. & Vincent, T. (2015, November). Non-term based courses: Leveraging operations for competency-based education. Presenter for Kentucky Convergence Conference in Bowling Green, KY.

Bingham, A. & Turnipseed, T. (November, 2015). New Administrators Workshop. Presented at the North American Association of Summer Sessions (NAASS) Conference. Montreal, Canada.

Bingham, A. & Smith, K. (November, 2015). Joint Statistical Report. Presented at the North American Association of Summer Sessions (NAASS) Conference. Montreal, Canada.

Cullum, A., Erskine, M., Uranis, J., (2016, February) Breakthrough Models Academy 2015: Models on the

Horizon. Educause Learning Initiative Annual Meeting, San Antonio, TX. Digges Elliott, H., Page, H., Swanson, A., (2015, November) Creating Interactive Self-Check Opportunities

to Engage Learners. Presented at the Kentucky Convergence Conference, Bowling Green, KY. Digges Elliott, H., Honaker, A., Ortolani, J., (2015, November) “Competencies? But this is Academia

– A Development plan for a Competency-Based University Program” Presented at the Kentucky Convergence Conference, Bowling Green, KY.

Digges Elliott, H. & Anton, A., (2015, October) Creating Interactive Formative Assessments and

Simulations to Foster Engagement. Presented at the Online Learning Consortium International Conference, Orlando, FL.

Digges Elliott, H., (2015, October) Using Pinterest to Create RSS Feeds. Presented at the Online Learning

Consortium International Conference, Orlando, FL. Ehresman, C. & Honaker, A. (2015, October) Charting the Way to Success: Developing Non-credit,

Online, Continuing Education Units. Presented at the University Professional and Continuing Education Association South Regional Conference, Savannah, GA.

DELO (Beth Laves, Associate Vice President)

ACADEMIC OUTREACH (Laura Ricke, Director)

CENTER FOR FACULTY DEVELOPMENT (Jerry Daday, Executive Director)

CONFERENCING & CATERING (Derek Olive, Director)

CONTINUING & PROFESSIONAL DEVELOPMENT (Julie Uranis, Director)

DISTANCE LEARNING (Julie Uranis, Director)

MARKETING (Susan Esters, Marketing Manager)

ONLINE LEARNING RESEARCH OFFICE (Jerry Daday, Director)

STUDY AWAY (Jerry Barnaby, Director)

Online Program Services

Graduate Assistants Teaching Institute (GATI)

Conference Centers

Event Planning Services

Catering

Corporate Training

Instructional Design

On Demand

DL Testing Centers

Compliance

Online Teaching Support

CRM

National Student Exchange (NSE)

Cooperative Center for Study Abroad (CCSA)

Faculty-Led Study Abroad

Study Away Programs

American Traveler

Web/Graphic Design

Analytics

Lifelong Learning

Society for Lifelong Learning

Professional Learning Communities

Faculty Fellowships

Summer Sessions

Winter Term

Cohort Programs

Dual Credit

>> DELO STAFF RECOGNITION>> DELO STAFF ORGANIZATION/OFFICES

Fife, J, & Mills, W. (2015, August). Annotating their way to better writing: Student video article presentations. Presented at the Distance Teaching and Learning Conference, Madison, WI.

Honaker, A., (2015, November) Managing Accessibility in Online Education: WKU Processes and Practices.

Presented at Accessing Higher Ground: Accessible Media, Web & Technology Conference, Denver, CO. Honaker, A. & Ehresman, C., (2016, April) Building Opportunity: Developing Non-credit, Online,

Continuing Education Units. UPCEA Annual Conference, San Diego, CA. Jones, B. & Neeley, D. (September 2015). An Urban Experiment: WKU’s Dual Credit New York City Summer.

Presented at the Kentucky Association Continuing Higher Education (KACHE) Conference, Park City, KY. Jones, B. & Neeley, D. (April 2016). An Urban Experiment: WKU’s Dual Credit New York City Summer.

Presented at the Association of Continuing Higher Education (ACHE) South Conference, Charleston, SC.

Kasznel, D. (2015, October) Student Success: A Coaching Plan. Presenter for ADEIL Conference in Charleston, SC.

Kirtley, S. (2015, July) For Students by Students / An Approach to Addressing Accessibility. Presented at the

Campus Technology Conference, Boston, MA Kirtley, S. (2015, November) Dashboard: The Collaborative Synergy of Data Consolidation with Workflow

Integration, An In House Solution. Presented at the Kentucky Convergence Conference, Bowling Green, KY

Mills, W., & Fife, J. (2016, May). Annotating their way to better writing: Disciplinary article presentations.

Presented at the Pedigogicon Conference, Richmond, KY. Mills, W. (2016, May). Building online community through social presence. Presented at the KCTCS

Changing Classroom Cultures Conference at Southcentral Community and Technical College. Bowling Green, KY.

Mills, W. (2016, May). Starting strong and building community: The first week of class. Presented at the

KCTCS Changing Classroom Cultures Conference at Southcentral Community and Technical College. Bowling Green, KY.

Mills, W. (2016, February). Engaging online students to increase retention. Presented at the Transforming

the Teaching & Learning Environment 2016 Virtual Conference, presented by the Pennsylvania’s State System of Higher Education.

Mills, W., Honaker, A., & Kirtley, S. (2015, November). Under the hood: WKU Distance learning. Presented

at the Kentucky Convergence Conference, Bowling Green, KY.

Mills, W. (2015, October). Engaging online students to increase retention. Presented at the Online Learning Consortium’s International Conference for Online Learning, Orlando, FL.

Mills, W., & Fife, J. (2015, October). Online presentations: Annotating their way to better writing. Presented at the Online Learning Consortium’s International Conference for Online Learning, Orlando, FL.

Neeley, D. (March 2016). An Urban Experiment: Dual Credit in NYC in Summer. Presented at the North

Central Conference on Summer Sessions (NCCSS), Chicago, IL. Ortolani, J., Digges-Elliott, H., Honaker, A., (2015, November) Competencies? But this is Academia! – A

Development Plan for a Competency-Based University Program. Presented at the Kentucky Convergence Conference, Bowling Green, KY.

Pennington, A., (2015, November) The Changing of a Mind-Set: Guidelines for Designing Continuing

Professional Development and Workplace Training Courses. Presented at the Kentucky Convergence Conference, Bowling Green, KY.

Phillips, T. (2016, May) Preparing Your Training Sails to Navigate the Rough Testing Waters. Presented at the

Annual Great Lakes Testing Conference in Huron, OH. Phillips, T. (2016, March) NCTA Testing Certification. Presented at the Tennessee Testing Administrators

Meeting in Nashville, TN. Phillips, T. (2016, March) KATAC Organization. Presented at the Tennessee Testing Administrators Meeting

in Nashville, TN. Phillips, T. (2015, September) Preparing Your Training Sails to Navigate the Rough Testing Waters. Presented

at the Annual National College Testing Association Conference in St. Petersburg, FL. Swanson, A & Digges Elliott, H., (2016, April) The Design and Development of Interactive Formative

Assessments for the Online Environment. Presented at the Online Learning Consortium Innovate Conference, New Orleans, LA.

Uranis, J. (2016, April) Career-technical Students in Baccalaureate Programs: Predictors of the Intent

to Persist and Satisfaction with Educational Pathways. Presented at the University Professional and Continuing Education Association Annual Conference, San Diego, CA.

Uranis, J. & Bibbs, T., (2016, April) Competency-Based Education Workshop 2: Leveraging Resources.

Presented at the University Professional and Continuing Education Association Annual Conference, San Diego, CA.

Uranis, J. & Honaker, A., (2016, April) Managing Online Accessibility: Systems, Processes and KPIs for Online Administration. Presented at the University Professional and Continuing Education Association Annual Conference, San Diego, CA.

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PROFESSIONAL ORGANIZATION LEADERSHIP/AWARDS:

• Alicia Bingham was elected 2016 North Central Conference on Summer Sessions (NCCSS) President. She also served as NCCSS Research and Evaluation Chair.

• Brittney Jones was elected 2017 ACHE Board Member at Large and KACHE Secretary. • Distance Learning received the UPCEA 2016 Strategic Innovation in Online Education Award. • Dewayne Neeley was elected 2016 ACHE Board Member at Large. • Derek Olive is the Conference Hospitality Chair for the Association of Colligate, Conference Events

Director International (ACCED-I) • Aramark Catering Director Karen Winkle was awarded a DELO Sustainability Award for paper waste

reduction. • Sue Parrigin serves on the SKY SHRM and Mid South SHRM Board of Directors. Parrigin also serves as

Bowling Green Chamber of Commerce Ambassador Club President. • Sue Parrigin was named Ambassador of the Year for 2015, BG Chamber of Commerce and awarded the

Bowling Green Women of Achievement Award-Business Women of the Year. • Tabatha Spain Phillips was awarded the National College Testing Association (NCTA) Service Award. • Tabatha Spain Phillips was elected to the National College Testing Association (NCTA) Board of

Directors, Kentucky Association of Testing Administrators at Colleges (KATAC) Board Member, KATAC Conference Chair

• Julie Uranis serves as the University Professional and Continuing Education Association (UPCEA) Network

Senate Chair, is an Executive Committee Member and a member of the Board of Directors. She is also an Editorial Board Member for the Journal of Continuing Higher Education.

• Julie Uranis co-chaired the Kentucky Convergence 2015 & 2016 Conference. PUBLICATIONS:

Swanson, A., Digges Elliott, H., Anton. A., (April, 2016) “Tips from the Pros: Interactive Self-Checks” Online Cl@ssroom. 16(4), 1 & 7.

Uranis, J. & Bibbs, T., The Challenge of CBE Programs: Administrative and technical considerations

pertaining to the delivery of non-semester based programs (under review). In K. Rasmussen, P. Northup, & R. Colson (Eds.) Handbook of Research on Competency-Based Education in University Settings.

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© 2016 Western Kentucky University. Printing paid from state funds, KRS 57.375Western Kentucky University is an equal opportunity institution of higher education and upon request provides reasonable

accommodation to individuals with disabilities. www.wku.edu/eoo