Online and Professional Studies

Faculty Senate MeetingMarch 22, 2010

Context – Trends in Higher Education Competition Staff Academic Implementation Q & A

Outline

The need for higher education will continue to rise. …the number of people in the world seeking higher

education will double by 2025, to 200 million. (The College of 2020, 44)

72% of the U.S. population age 25+ has less than a bachelor’s degree according to the 2006 census. The nation will need a better educated workforce. (Harms, Adult StudentsTALK, slide 8)

Among undergraduate adult students, (a) 19% plan to pursue an associate’s degree; (b) 71% plan to pursue a bachelor’s degree; and (c) 10% are not seeking a degree, but are interested in a certificate or personal enrichment courses. (Harms, Adult StudentsTALK, slide 24)

Context Trends in Higher Education

The proportion of college students classified as “traditional” and “residential” will decrease.

…only 16% of those attending college fit the traditional undergraduate student model—18-22 attending full-time, living on campus. (Harms, “Serving Adult Students,” 1)

The market for full-time residential students is declining and will continue to decline for at least a generation. (Harms, Adult StudentsTALK, slide 9)

[There is a] projected decrease of 7% in California high school graduates to 2018. (Harms, Adult StudentsTALK, slide 5)

Context Trends in Higher Education

The proportion of college students classified as “non-traditional” and “working adults” will increase.

From 2007 to 2016, the population of college students ages 18 to 24 will increase by 11.1%, but the population of students ages 25 to 34 will increase by 26.8%. (The College of 2020, 20)

Data from the U.S. Department of Education’s National Center for Education Statistics shows a growth rate of more than 20% between 1990 and 2007 in the total number of working adults who participated in adult-education courses. In just the nine years between 2007 and 2016, the number of adult learners is projected to increase another 18%. Overall, the fastest-growing demographic group in the next decade will be those ages 25 to 44. (The College of 2020, 48-49)

The growth market in higher education will consist of (a) adult students, including seniors; (b) commuter students; (c) part-time students; and (d) women of almost all ages. (Harms, Adult StudentsTALK, slide 9)

Context Trends in Higher Education

Institutions of higher education who establish an institution-wide commitment to serving the adult student market will experience financial benefit and position themselves as a resource within the communities they serve. (Harms, Adult StudentsTALK, slide 16)

Even many 19-20 year olds are consuming higher education like adults—that is, working around jobs and families. (Harms, Adult StudentsTALK, slide 16)

According to a recent survey by the admissions consulting firm Noel-Levitz, almost 50% of students at community colleges expect to work more than 20 hours a week. Twenty-six percent of students at private four-year institutions expect to work more than 20 hours a week. (The College of 2020, 27)

Context Trends in Higher Education

The pervasive presence of technology has impacted students’ learning styles and preferred modes.

Students will increasingly expect access to classes from cellular phones and other portable computing devices. They may sign up to take a course in person, and then opt to monitor class meetings online and attend whenever they want. Classroom discussions, office hours with a professor, lectures, study groups, and papers will all be online. (The College of 2020, 4)

One important result is the rapidly increasing demand for courses and programs offered fully or partly online.

Enrollment in online courses in high school is still relatively small (it reached the one million mark in 2007), but it is growing even faster than enrollment in college online courses. (The College of 2020, 41)

Context Trends in Higher Education

Online enrollments have continued to grow at rates far in excess of the total higher education student population, with the most recent data demonstrating no signs of slowing.

Over 4.6 million students were taking at least one online course during the fall 2008 term—a 17% increase over the number reported the previous year.

The 17% growth rate for online enrollments far exceeds the 1.2% growth of the overall higher education student population.

More than one in four higher education students now take at least one course online.

…In all cases the demand for online offerings is greater than that for the corresponding face-to-face offerings…The economic impact has been greatest on demand for online courses, with 66% of institutions reporting increased demand for new courses and programs and 73% seeing increased demand for existing online courses and programs. (Allen and Seaman, Learning on Demand, 1)

Context Trends in Higher Education

Adult undergraduate students are “much more interested” in schools that provide the following services: (a) college credits for work/life experience [75%]; (b) online learning programs [68%]; (c) financial aid specifically for adult students [61%]; (d) accelerated programs [60%]; (e) an extension site located nearby [53%]; (f) personal advisor to assist with application and financial aid [52%]; (g) central location for admissions, financial aid, and class registration [51%]; and (h) tutorial services designed for adult students [46%]. (Harms, Adult StudentsTALK, slide 38)

Context Trends in Higher Education

A recent 93-page report on online education, conducted by SRI International for the U.S. Department of Education, draws a most intriguing conclusion: In terms of student learning, the most successful delivery models are, in order of effectiveness, (1) the hybrid or “blended” model, (2) fully-online coursework, and (3) traditional face-to-face on-ground study.

(USDE, Evaluation of Evidence-Based Practices in Online Learning, xiv-xv)

Online learning may be popular, but is it effective?

In response to the statement, “California Baptist University should offer more online classes for traditional undergraduate students,” 29% of CBU undergraduates strongly agreed, 47% agreed, 21% disagreed, and 3% strongly disagreed.

In response to the statement, “California Baptist University should offer more evening classes for traditional undergraduate students,” 34% of CBU undergraduates strongly agreed, 46% agreed, 16% disagreed, and 4% strongly disagreed. (CBU Undergraduate Survey, February 3, 2010)

CBU SURVEY

Enrollment in the country’s nearly 3,000 [for-profit] career colleges has grown far faster than in the rest of higher education—by an average of 9% per year over the past 30 years, compared with only 1.5% per year for all institutions…For-profit universities now educate about 7% of the nation’s roughly 19 million students who enroll at degree-granting institutions each fall. And the proportion rises to 10%, or 2.6 million, if you count students who enroll year round…They are clearly a threat for both public and private schools…. (Wilson, “For-Profit Colleges”)

The University of Phoenix is the largest institution in the United States with nearly 400,000 students. Its owner, the Apollo Group, is on pace to gross $3 billion in revenue. Such for-profits spend up to 1/3 of their operational budget on marketing. They have 200 campuses and 100 degree programs. (Harms, Adult StudentsTALK, slide 10)

Community colleges and for-profit institutions should continue to thrive because of their reputations for convenience. The rest of colleges—regional public universities, small liberal-arts colleges, and private universities without national followings—can expect to compete for students based on price, convenience, and the perceived strengths of the institutions. (The College of 2020, 6)

Competition

Indiana Wesleyan – similar to us, they have been at this for awhile◦ 15,345 students – 12,000 are adult learners◦ 1250 adult learners in 1989

Other Examples

Liberty Baptist University◦ 12,000 residential students◦ 45,000 online students

Sister Baptist Institution

Great Commission Focus Already have 90 Undergraduate Majors and Concentrations Over 25 Graduate Programs Just passed 600 Enrollment in DCP Competition is Floundering Campus Community is Open to Change Building an Experienced Team

Making an investment now, for the future

How Does CBU Fit Into This Mix

Online and Professional Studies Dave Poole – Vice President Chris Davis – Academic Dean

◦ Dirk Davis – Assistant Academic Dean◦ Director of Program Administration – TBD

Tran Hong – Dean of Technology Ted Meyer – Director of Enrollment Management Director of Marketing - TBD

Leadership Team

DCP

CoPS OPS

EC July 1, 2010

Academic Implementation

• Fully Online

• Hybrid

“Distance Education”

Course Delivery

Major

Beyond Degree Completion

General Education Core

General Electives

August 2010 September 2010 Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5 6 7 1 2 3 4 8 9 10 11 12 13 14 5 6 7 8 9 10 11 15 16 17 18 19 20 21 12 13 14 15 16 17 18 22 23 24 25 26 27 28 19 20 21 22 23 24 25 29 30 31 26 27 28 29 30

October 2010 November 2010 Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat

1 2 1 2 3 4 5 6 3 4 5 6 7 8 9 7 8 9 10 11 12 13 10 11 12 13 14 15 16 14 15 16 17 18 19 20 17 18 19 20 21 22 23 21 22 23 24 25 26 27 24 25 26 27 28 29 30 28 29 30 31

December 2010

Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 unit = 37.5+ hours

3-unit, 8-week course =

•14 hours per week

•112 hours total

Credit Units

• Online course appearance

• Academic rigor

• Accreditation requirements

• Online/hybrid pedagogy

• Spiritual formation/faith

integration

Standards and Quality Control

• Full-time ACADEMIC

COMMITTEE

• Adjuncts

OPS Faculty

• WASC proposals

• Faculty hires

• Program reviews

• Etc.

OPS and Trad Cooperation

One to two year phase in

Timetable for Change

Brief OverviewOn the job for a little over a couple of month

Wanted to get your questions

“This is a growth market so we want CBU to get in and get their share!”

Conclusion