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Center for Regional and Continuing Education 2013-2014

Annual Report

Table of Contents Executive Summary ............................................................................................................................................... i RCE Strategic Goals ............................................................................................................................................... ii Academic Affairs Annual Report Data Summary for RCE ......................................................................iii RCE Personnel ........................................................................................................................................................ iv RCE Programs & Services Matrix ..................................................................................................................... v Academic Affairs Goal 1: Enhance Student Learning ............................................................................ 1-1 Strategically Using Self-Support to Enroll, Retain, and Graduate Students:

Special Session 5-Year Enrollment Summary ...........................................................................................1-1

Summer Session and January Intersession ................................................................................................1-1 Early Start Program .............................................................................................................................................1-3

Open University.....................................................................................................................................................1-3 Self-Support Degree Programs:

RN-BSN Degree Completion .....................................................................................................................1-4

MS in Agricultural Education ...................................................................................................................1-4 MS in Math Education .................................................................................................................................1-4

Supporting Student Success: SAP TERP 10 Certification Course for Business Students ................1-4 Supporting Student Success: Online Student Services Presentations & Academic Lectures ........1-5

Supporting Excellent and Distinctive Programs Off-Campus:

Chico Distance & Online Education ...............................................................................................................1-5 University Center in Redding...........................................................................................................................1-5

Diversity and Internationalization

ALCI ............................................................................................................................................................................1-6

Special Programs ..................................................................................................................................................1-9

Academic Affairs Goal 2: Nurture Excellence in Faculty and Staff.......and Students .................. 2-1 Developing Faculty and Staff Excellence............................................................................................................ 2-1

Supporting Superior Professional Growth and Achievement ....................................................................2-2

Recognizing, Valuing, and Celebrating Outstanding Performance ..........................................................2-3 Fostering and Celebrating Outstanding Student Performance

CSU, Chico Spring Student Showcase .......................................................................................................... 2-3

Extraordinary Student Employees ................................................................................................................2-4

Academic Affairs Goal 3: Educate for a Sustainable Global Society ................................................. 3-1 Creating Opportunities for Sustainability in the Curriculum:

Alternative Fuels Management .......................................................................................................................3-1

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

Contributing to a Model Sustainable Campus...................................................................................................3-1

Academic Affairs Goal 4: Serve the North State and Beyond ............................................................. 4-1

Addressing Diverse Educational Needs in the North State: Learning in Retirement .......................4-1

Addressing Diverse Educational Needs throughout California:

Workforce and Teacher Professional Development ..............................................................................4-2

Academic Affairs Goal 5: Strategically Manage Resources ................................................................. 5-1 Sources of Revenue ..................................................................................................................................................... 5-1

CERF Sources and Uses ......................................................................................................................................5-2

Research Foundation Sources and Uses......................................................................................................5-3

Campus Reimbursements & Investment ............................................................................................................5-4

A Changing Financial Picture ...................................................................................................................................5-4

RCE’s Financial Impact on the Campus ...............................................................................................................5-6

Continuing Education Fund Balances: Building for the Future .................................................................5-7

Diversifying Resources through Fundraising:

Osher Foundation Endowment and Prime Timers Reentry Scholarships ....................................5-8

Diversifying Resources through Grants & Contracts .....................................................................................5-9

Executive Summary Regional & Continuing Education (RCE) strengthens and expands the resources of the University to stimulate the campus intellectually and financially. The 2013-2014 Annual Report for Regional & Continuing Education (RCE) summarizes the impact of RCE’s activities in support of the University’s mission to prepare students with the attitudes, skills, and habits for lives of meaning. Each section of the annual report connects RCE’s accomplishments to the Academic Affairs Strategic Goals and highlights the ways in which RCE contributes to student success, adds to the diversity of the campus community, and generates financial resources for even greater impact.

 Of the 3,050 Chico State students who graduated in May 2014, 982 (32%) of them enrolled in at least one self-support class along their path to degree completion, and 70 of them enrolled in University courses via Open University at one point in their academic journey.  38 students graduated from self-support degree programs between Summer 2013 and May 2014.  RCE generated 11,522 enrollments in self-support degree courses and programs, non-credit programs and workshops, and conferences.  Total fiscal year revenue from all sources was $7,053,403.  RCE’s financial impact on the campus as a result of self-support activities, cost reimbursement, revenue distribution, and indirect contributions was $4,270,530.  The diversity of the campus community is strengthened by the American Language & Culture Institute (ALCI) that enrolled 380 individual students from 21 different countries and prepared 119 international students for University matriculation.  Professional and workforce development courses and conferences served a diverse audience of 2,871 participants across California.  The Osher Lifelong Learning Institute (OLLI) grew to 1,069 members and expanded the number of classes offered and locations to serve the region more broadly.  The OLLI Chico Challenge, RCE’s first capital campaign, raised $21,625 in donations with 270 individual gifts, a 25% participation rate from OLLI members. Achieving these milestones made OLLI eligible to be considered for a second $1 million endowment by the Osher Foundation.  The Osher Reentry Scholarship Program supported student success and retention by awarding $53,813 to 21 state-support reentry students.  RCE created the CSU, Chico Spring Student Showcase outreach and branding strategy to feature student success.  Non-credit activities managed in the Research Foundation (RF) generated $1,892,081 in revenue and $2,011,762 in expenses, the third year in a row that RF reserves were tapped to meet annual campus assessments.  RCE’s financial landscape remains challenging as the quest for an agreed-upon cost allocation methodology for all campus divisions continues and policy implications emanating from a continuing education audit by the Board of State Auditors are addressed.


Academic Affairs Annual Report 2013-2014 Data Summary for RCE

Enrollments Chico Distance & Online Enrollments


Special Session Enrollments (Includes Summer Session)


American Language and Culture Institute (ALCI) Enrollments


University Center Redding Enrollments Open University Enrollments

170 690

Osher Lifelong Learning Institute (OLLI) Participants


Workshop Participants


Conference Participants

Teacher Enrollments for Professional Development

Total Continuing Education Enrollments

1131 1125


Offerings Chico Distance & Online Offerings


Special Session Offerings (Includes Summer Session)


American Language and Culture Institute (ALCI) Offerings


University Center Redding Offerings Open University Offerings

Osher Lifelong Learning Institute (OLLI) Offerings Conferences Hosted

Workshop Offerings

Credit Offerings for Teacher Professional Development

Total Continuing Education Offerings



511 172 7

11 62


RCE Personnel List – July 2014 Name Debra Barger Clare Roby Elaina McReynolds Jeff Layne William Dantona Pam Hollis Joe Picard Melissa McGowan Dane Frazier Ann Nikolai Tricia Daniels Heather Quilici Dana Massetti Nancy Park Jeanne McMahon Suzie Rhonek Emily Brook Yuki Rojas Christiana Brands Marilyn Moore Melana Cavenecia Dan Greaney Debbie Hawkins Susan Levine

Position Dean

Associate Dean

Director of Special Session and Extension Director of Distance Education Services

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

Technology Manager

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

Conference and Event Coordinator/Extension (FDN)

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

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

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

Program Coordinator, University Center Custodian, CCE and CLSA Program Assistant, OLLI


RCE Programs & Services Matrix State Support Credit Programs Description Chico Distance & Online Education University Center, Redding, CA

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

Degree completion program in Business Information Systems: Option in Operations and Supply Chain Management offered at the Shasta College University Center, downtown Redding.

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

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

Self-Support Credit Programs



Summer Session

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.

January Intersession (Winter Session effective 2015) session/winter

Courses offered in addition to the University's regular semester schedule between the fall and spring semester. Fees are charged on a perunit basis. Accelerated, summer online classes in math and English.

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

Early Start Program earlystart Special Session ession/

Self-support courses offered to specialized audiences and at times and places not served by the regular program of the University. Fees are per unit.

Incoming first-time CSU freshmen who need coursework to prepare them for college-level math and English. Those seeking career enrichment or specialized courses of study.


Benefit Additional options for students to make progress toward degree and prepare for admission to advanced degrees/post baccalaureate study. Flexibility to augment the regular schedule and/or degree programs with appropriate self-support courses. Preparation for required college courses to ensure student success. Expanded access to flexible academic coursework that may be applied to a degree or credential.

Open University BSN for RNs -bsn/ MS in Agricultural Education ation/ Passport to Learning MS in Math Education

Access to University courses on a spaceavailable basis, without formal admission to the University. Primarily online degree completion program for RNs to become BSNs offered in a cohort model. A 30-unit online graduate degree in agricultural education offered in partnership with AG*IDEA, a national consortium of accredited universities. Short-term, faculty-led study abroad courses to a variety of international destinations. A 30-unit summer program in Mathematics Education.

Self-Support Non-Credit Programs

Individuals seeking future admissions, non-degree seekers, disqualified students, and those denied admission. Registered nurses with busy work schedules, and nurses from distant rural areas. High school agricultural education teachers, science educators, associated professionals who administer agricultural education programs. University students and those seeking international travel experiences with an academic focus. Secondary mathematics teachers who desire to advance their professional skills.

Description American Language & Culture Institute

Special International Programs nal-programs Professional Development & Personal Enrichment


Increased access to University courses and increased opportunities for degree completion.

Flexible, primarily onlinebased format with credit for prior learning to meet the needs of working individuals. First West Coast university to join AG*IDEA; online graduate degree expands access to CSU, Chico’s College of Agriculture. Hands-on international learning opportunities under the direction of CSU, Chico faculty.

Courses available in summer when math teachers can most conveniently participate.


Intensive English language instruction to meet students’ academic, professional, and personal goals. Introduces American culture and higher education system. Cross-cultural and content-based programs designed specifically for international students who have English language proficiency.

International students (age 16 and above).

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

International students who desire a short-term study abroad experience in California.

Non-credit programs and workshops for personal or professional development.

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

International diversity and new programming opportunities for faculty. Custom designed programs that meet student needs. Expanded opportunities with international partners. Access to non-credit programs for personal and professional development and hours toward re-licensure.


ElderCollege Persons age 60 and older take regularly scheduled University courses as a guest on a space-available basis. In Service to Families, Professional continuing Children & the Courts education workshops and conferences that focus on issues related to families and children. Osher Lifelong Learning Institute


Older adults (60+).

Psychologists, marriage and family therapists, social workers, court mediators and custody evaluators, nurses, physicians, educators, law enforcement, and attorneys. Retirees, older adults (50+), and their spouses.

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

Description Osher Reentry Scholarship Program scholarships/

Scholarship fund for part-time and full-time undergraduate reentry students.

Program Development & Custom Education

Contract program development and training. Planning, production and delivery. Professional and academic conference and event management services with an emphasis on sustainability.

Sustainable Conference Planning & Event Management conferences/

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

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


Non-traditional access to University courses. Age diversity within the classroom. Access to high quality continuing education programs for professionals who must maintain State licenses and who seek continuing professional education. Access to a selfsupported lifelong learning program for intellectual engagement. National recognition via the Osher Foundation and OLLI Network.

Benefit Successful applicants with financial need have funds applied to tuition/fees. Only University undergraduate scholarship that allows part-time enrollment Access to University expertise, program developers, and facilities. Professional/ workforce development with customer service focus. Faculty/academic association participation. Professional continuing education. Economic development.

Academic Affairs Goal 1: Enhance Student Learning Strategically Using Self-Support to Enroll, Retain, and Graduate Students RCE partners with colleges to create and deliver self-support academic programs in a variety of models to expand access to a CSU, Chico degree to a broad audience. As architects of educational programs for reentry students, mid-career professionals, and lifelong learners broadly, RCE achieves its mission to deepen and enhance the reach of the University. As effective administrators of self-support sessions that serve statesupport students, RCE strengthens Academic Affairs’ capacity to enroll, retain, and graduate students.

Special Sessions contribute to the success of state-supported Chico State students. Of the 3,050 spring graduates in the class of 2014, 982 (32%) of them enrolled in at least one self-support class along their path to degree completion. Another 38 students graduated from self-support degree programs between Summer 2013 and May 2014. Special Session Degree Credit 5-Year Enrollment Summary 2009-2010





Summer Session






January Intersession










Summer Special Session Fall Special Session

Spring Special Session

May-June Intersession


253 166 366 369

239 145 369


366 267 603


345 226 514


241 227 532



Summer Session and January Intersession continue to meet the needs of regularly enrolled Chico State students by providing additional course offerings they need to succeed in their academic careers.

 Online Summer Session course offerings increased by 35% in 2013, providing greater flexibility for students who may not remain in Chico over the summer, as well as extending Chico State’s summer offerings to a broader audience.

 The Summer Session enrollment management process was further improved by the creation of an automated tool nicknamed The Awesome Thing for its ability to help department chairs and deans evaluate demand and instructional costs, providing for more nuanced management of resources as well as helping the colleges anticipate how to maximize their Summer Session efforts.

 Schedule build process improvements implemented in 2012 resulted in fewer summer class cancellations due to low enrollments and an increase in the average enrollments across all seven colleges.


Enrollment Summary by College 1400 1200 1000


January Intersession 2014


Summer Session 2013

400 200



 The academic calendar change to ensure commencement falls the weekend before Memorial Day, along with the way the Julian calendar falls, creates a challenge for how many instructional days can be conducted before the start of the spring semester in some years. The 2014 January Intersession was particularly accelerated, with only 11 days of instruction. RCE worked with faculty and Academic Technologies to ensure course materials were available well in advance, and special communication and study tips were shared with students to help them be well prepared to succeed.

 January Intersession was further impacted by the number of faculty willing to teach in the shortened timeframe, which led to a reduction in the number of classes scheduled. Student demand was also a factor: 27% of the scheduled classes were cancelled due to low enrollment and total enrollments decreased by 10%.

 With a primary goal of ensuring students have adequate time to be successful in this accelerated session, RCE proposed January Intersession be replaced with a Winter Session to provide colleges options for more flexible scheduling in future years when the academic calendar will again limit the instructional days available before the start of the spring semester. The Council of Academic Deans moved that recommendation forward to Cabinet, and, effective 2015, January Intersession will be replaced by Winter Session.

 Setting the Winter Session dates for 2015 was a struggle to find the best option when no option was ideal. The goal of serving students in winter balanced with the change to the spring semester start date created an opportunity for the campus to strengthen the academic calendar building process. An ad-hoc academic calendar committee that included faculty from the Academic Senate and staff across Academic Affairs and Student Affairs was convened as part of the process to establish Winter Session 2015 dates. The session that starts and ends on a Saturday, with the support of the campus to ensure facilities are available outside the normal University schedule, will help students succeed and make progress as they aim for graduation.


RCE continues to support the CSU Board of Trustees-mandated Early Start Program with registration and fee collection, course set up, faculty and teaching assistant hires, and student communication and support. Early Start participation dipped in 2013, particularly for destination students. Early Start Enrollment Summary




Destination Students 356 104


2012 Service Students 122 26


Total Enrollments 478 130


Destination Students 240 79


2013 Service Students 103 19


Total Enrollments 343 98


Throughout 13/14, preparation for Early Start focused on serving a much larger number of remedial students mandated to participate in summer 2014. RCE staffed a table at the Choose Chico spring event to answer questions about Early Start registration and planned a summer phone calling campaign to encourage Chico destination students to complete their Early Start course at Chico. In addition to Special Session, Open University (OU) is an opportunity for students to earn degree credit without being regularly admitted to the University. OU also supports student progress to degree. In the spring 2014 graduating class, 70 graduates enrolled via OU at one point during their journey to degree completion. Open University 5-Year Enrollment Summary

Summer Fall













682 692








476 425


449 241


OU enrollments are clearly on a downward trend. Whether the decline in enrollments is influenced by available space or other factors remains unclear. A more detailed analysis of the factors affecting OU enrollments is planned in 14/15.

A review of enrollment records for individual students illustrates the variety of ways OU contributes to student success. Trends as noted in the following summary are generally steady, with a slight increase in the number of students enrolling via OU to complete their degree and a slight decrease in the percentage of disqualified students who are enrolled via OU as a means to improve their academic standing.


Open University Headcount and Objective 2011-12 Objective for Enrolling via Open University # % Undergraduate - no degree objective indicated 104 23% Disqualified - taking courses to improve academic standing 87 19% Disqualified - improved standing, returned to admitted 9 2% Preparation for a CSU, Chico graduate program 99 21% Graduate - no degree objective indicated 20 4% Completing undergraduate degree 68 15% Future undergraduate admission 25 5% Preparation for credential program 19 4% Denied admission 11 2% Employee - courses for degree/professional development 9 2% Employee - courses for personal enrichment 10 2% Total # Individual Students (Unduplicated Headcount) 461

2012-13 # % 71 17% 67 16% 3 1% 77 19% 32 8% 63 15% 44 11% 25 6% 10 2% 8 2% 7 2% 407

2013-14 # % 83 23% 46 13% 6 2% 64 18% 33 9% 64 18% 38 11% 15 4% 5 1% 4 1% 3 1% 361

Self-Support Degree Programs RCE promotes expanded access by working with campus partners in the administration of self-support degree programs. The hybrid RN-BSN degree completion program serves the critical need to prepare qualified nurses for the workforce. The wholly-online MS in Agricultural Education, a partnership with AG*IDEA, a national consortium of accredited universities offering courses in the agricultural disciplines, serves a national audience. The summer MS in Mathematics Education provides an opportunity for secondary math teachers to advance their professional development. 2013-14 Self-Support Degree Summary MS Ag RN-BSN Education

Active Matriculants (Headcount) Enrollments Offerings




MS Math Education











13 3

412 34 38

The first cohort of the MS in Ag Education graduated 13 students in May 2014, and 25 RN-BSN students completed their degree program between Summer 2013 and May 2014.

Supporting Student Success: SAP TERP 10 Certification Course for Business Students

RCE and College of Business faculty member Tom Wilder offered an SAP TERP 10 Certification workshop for Chico State business students. The 10-day non-credit workshop prepares students who have completed three courses with SAP Content to pass the SAP Enterprise Reporting System certification exam, giving them an industry credential that opens doors to greater internship and employment opportunities.


Supporting Student Success: Online Student Services Presentations & Academic Lectures Using the MediaSite mobile lecture capture system, RCE continues to expand the library of online resources available to Redding and Chico Distance and Online Education (CDOE) students, as well as to students on campus who are unable to attend the live presentations on campus. These workshops and lectures, captured for online any time, any place access, provide students valuable information to improve their academic skills, connect them with resources for career and professional success, and create a “Chico Experience” for online students who are otherwise not be able to enjoy these intellectual resources.

In 2013-14, 123 new presentations were added to the library of online presentations, which now totals 320 student services workshops and academic lectures generated by 41 different units on campus. From that library, 291 recordings were viewed a combined 5,543 times during the year. The supporting document at the end of this section provides additional details about the types of academic presentations and student services-related videos available to CSU, Chico students on the RCE web site.

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

RCE provides distance education services for the Chico Distance & Online Education (CDOE) statesupported degree completion programs: outreach, communication about application deadlines, registration and schedule information, and access to online learning and student service resources.  CDOE total academic year enrollments: 1,633 (289 unduplicated headcount)

 Efforts begun in Fall 2011 to increase contact and provide timely information to newly admitted online students have resulted in show-up rates for the online programs that range from 10-30% higher than on-campus transfer students in the same major.

 The first edition of a newsletter targeted to online students was distributed in March 2014 with plans for biannual publication. Chico Distance & Online Education News helps online students connect with the campus and learn more about resources and people available to help them succeed.

RCE supports excellent and distinctive programs off-campus by providing administrative and student support services for the University Center in Redding  University Center in Redding academic year enrollments: 170 (34 unduplicated headcount)

 Enrollments in the College of Business degree completion program offered in Redding declined by 25% in 2013-14 compared to 2012-13. One factor may be a program change from the Entrepreneurship and Small Business option to the Business Information Systems major Operations and Supply Chain Management degree option, an option which does not have competitive name recognition.

 To boost awareness and engage prospective students, RCE coordinated two information sessions in Redding. Redding is also the fourth highest ranking source city overall for web traffic (second 1-5

highest domestic source city behind Chico), with 10,760 website visitors whose page views and time-on-site statistics were above average, with a lower than average bounce rate.

 Recent graduates of the program in Redding were featured in news articles and a testimonial video was added to the University Center website to showcase student success and promote the quality of the program.  Efforts to strengthen the learning and teaching experience in the University Center include the launch of a faculty in-service orientation session that allows more experienced faculty to share teaching techniques and logistical tips with faculty who have less experience teaching via two-way video.

 The two-way video technology in the Glenn Hall classroom that originates videostreamed lectures and connects faculty and students between campus and Redding failed mid-way through the spring semester. RCE made its two-way video classroom, CCE 107, available for the class to finish the semester to ensure the students in Redding were able to engage in the class.

Diversity and Internationalization: ALCI

The American Language and Culture Institute (ALCI) strengthens the University’s internationalization and diversity efforts by bringing a growing number of international students to campus, many of whom pursue conditional admission to CSU, Chico to streamline their progress toward matriculation and degree completion. ALCI welcomed 380 individual students from 21 different countries in 2013-14. The ALCI unique enrollment summary in the supporting documents section of this report displays the diversity of countries represented.

Each ALCI session includes new and returning students in the following categories: 1) those who come to Chico to attend ALCI primarily, with a focus on English language instruction and 2) students who are conditionally admitted (CA) to the University with plans to matriculate upon completion of the ALCI language program. The number of students attending ALCI and moving forward to University matriculation is a significant contribution to the campus’ internationalization efforts. A number of conditionally admitted students arrive mid-fall and mid-spring, allowing them to meet English language proficiency requirements in the seven-week ALCI session before beginning their program of study at the University at the start of the next semester. This schedule flexibility is particularly helpful in developing new special programs and is being leveraged with efforts to expand special programming and partnerships with international universities.


New & Returning ALCI Students and ALCI Conditionally Admitted (CA) Students 200 180 160 140

Ret CA Enrl


Ret ALCI Enrl


New CA Enrl


New ALCI Enrl

60 40 20


Summer 2013

Fall 1, 2013

Fall 2, 2013

Spr 1, 2014

Spr 2, 2014

This graph illustrates the importance of conditional admission to both the health of the ALCI program as well as the internationalization efforts of the campus. 119 ALCI conditionally admitted students who completed ALCI in 2013-14 were recommended for matriculation: 15 graduates and 104 undergraduates.

Students from Saudi Arabia represent 35% of ALCI’s student body, creating a focus this year on marketing and recruitment to diversify the composition of ALCI students.

 ALCI initiated and completed membership in Study California, an international web portal initiated by the US Department of Commerce in cooperation with institutes of higher education throughout the State.

 The ALCI Twitter page has been successful in extending ALCI news to the campus and global twitter communities. Several ALCI tweets and photos have been retweeted by students and agents, both in and out of the country. This increases program visibility and has garnered additional news and media on the University and global international student portals (e.g., Study USA). ALCI continues to garner visibility on YouTube with robust interest in ALCI videos that, over the last five years, have attracted 248,000 views.

 The use of social media to promote ALCI and CSU, Chico as a destination for international students to study abroad is supported by data that indicate more than 40% of ALCI referral sources are family or friends. The next most important referral source is agents or sponsors.


ALCI Referral Sources AY 2013-2014 1% 35%



Friend or Family Web - Online College Fair

Sponsor or Agent Print or Other


 ALCI collaborates with the Office of International Education to create, produce, and place advertising and web media throughout the global marketplace. Cooperative print advertisements, web advertisements, and earned media were placed in student guides, magazines, and websites in Japan, China, Taiwan, Korea, Vietnam and Brazil.  ALCI outreach and recruitment campaigns aim to leverage this important source of student referrals as part of the ongoing diversification and growth of the program.

 Concerted marketing campaigns were directed to educational agents and advising offices in Europe, Asia, and South America.  The Africa marketing campaign started in 2012 continued with targeted outreach to 14 African countries.  ALCI Director William Dantona traveled to China and Japan in Spring 2014 to connect with institutions, agents, and alumni to promote both ALCI and Chico State matriculation.

ALCI program management consistently focuses on process improvements to improve service to students and faculty as well as strengthen administrative efficiencies.  The ALCI student information system, a database and reporting system created over the years to support the administration of the program, reached the end of its shelf life; efforts began in 201314 to identify a durable technology solution to serve the current and future needs of the ALCI program and the creation of new international special programs.

 Administrative process improvements included streamlined PeopleSoft data entry, modifications to the level and elective change process, and a collaborative process with the Library to facilitate student access to library materials and ensure the timely return of those materials.

 A series of professional in-service workshops for ALCI faculty was conducted throughout the year to support faculty development. Topics included supporting at-risk students (presented by Counseling Center staff Juni Banerjee-Stevens) and effective teaching and curriculum development.


 170 Chico State students and 11 University community members signed up for the Conversation Partner program, an enriching cross-cultural experience for international and domestic students.

 The annual Dean’s Cup soccer tournament grew to its largest competition with seven teams, including an all-Brazilian team made up of students from the Brazilian Science Mobility Program (BSMP) and teams fielded by current students and ALCI alumni. This particular recreational activity engages international students and domestic students who compete in Chico State intramurals, creating an exceptional cross-cultural experience and fostering sportsmanship and enthusiasm for participation in other leagues on campus.

Diversity and Internationalization: Special Programs

In addition to the established ALCI language program that offers five sessions per year on a set schedule, RCE increased the number of international students served in 2013-14 through several special programs and partnerships. The success of these programs and the relationships developed this year will be leveraged to create more programs that support the campus’ internationalization efforts.

 The Brazilian Science Mobility Program pre-academic program provided long-term English language programming that lead to the matriculation of 26 students in 2013-14 and an additional 21 students preparing to matriculate in Fall 2014.

 The Chung Yuan Christian University summer program served 24 students from Taiwan and PRC.

 The NIC Summer Bridge program continues a 25 year history of serving Japanese students entering Chico State and Butte College, with 12 participants.

 A special program with Shinshu University piloted in Fall 2013 resulted in the creation of the Northern California Economic Familiarity and English Language Program, launching in Fall 2014.

 Throughout 2013-14, RCE collaborated with OIED to revive a relationship with Tecnológico de Monterrey (ITESM) that began in 1994 when CSU, Chico students first enrolled in courses at Tecnológico de Monterrey’s Guadalajara campus. The renewed partnership between Chico State and Monterrey Tec provides a foundation to create new programs and resulted in invitations for two members of the CSU, Chico faculty to participate in an exchange program at Guadalajara in Spring 2014.

 Efforts throughout the year culminated with plans for a Summer 2014 program for ITESM students from multiple campuses that includes coursework in Applied Computer Graphics and a variety of educational tours and cross-cultural events.


Supporting Documents  Summer Session Promotional Flyers

 January Intersession Study Tips Guide

 MediaSite Recordings Inventory  CDOE Newsletter

 ALCI Countries of Origin 2013-14 1-10

Chico State Summer Session: June 2–August 19, 2014

Registration opens April 7

View the most up-to-date schedule at! Regional & Continuing Education California State University, Chico Phone: 530-898-6105

ACCT 201 ACCT 202 ACCT 421 ACCT 537 ANTH 112 GE Online ANTH 113 GE Online ANTH 116 GE Online ANTH 140 GE Online ANTH 333 GE Online ANTH 340 GE Online ART 100 GE Online ART 493 Online BADM 101 BADM 300 BADM 495 BIOL 103 GE BLAW 302 BSIS 444 CHLD 252 GE Online CHLD 255 GE Online CHLD 272 GE Online CHLD 333Z GE Online ECON 102 GE Online ECON 103 GE Online EDTE 302 Online EDTE 520 EDTE 530 EDTE 534 EDTE 650A EDTE 650B ENGL 130I GE Online ENGL 364 GE ENGL 471 Online FINA 307 FLNG 380 GE Online GEOG 102 GE Online GEOG 303 GE Online GEOS 330 GE Online HCSV 323 GE Online HCSV 370 GE Online & On-campus HCSV 450 Online HCSV 451 Online HIST 102 GE Online HIST 130 GE Online HIST 305 GE Online HIST 326 GE Online KINE 110 GE Online KINE 320 Online

KINE 322 KINE 323 MATH 105 GE MATH 120 GE MATH 121 MGMT 303 MGMT 304 MGMT 470 Online MINS 301 MKTG 305 MKTG 371 MKTG 468 MKTG 478 MKTG 482 NFSC 303 GE NFSC 345 NFSC 365 PHIL 102 GE Online PHIL 323 Online PHIL 327 GE Online PHIL 332 GE Online PHIL 336 GE Online PHIL 341 GE Online PHIL 370 GE Online PHYS 202A G E PHYS 202B POLS 155 GE Online & On-campus POLS 250 GE Online POLS 353 Online POLS 364 Online POLS 365Z GE Online POLS 460A Online PSSC 392 GE Online PSYC 324 PSYC 345 GE Online PSYC 364 PSYC 391 GE Online PSYC 395 Online PSYC 401 Online PSYC 414 RELS 332 GE Online SCMS 306 SOCI 363 GE Online SPAN 101 GE Online SPED 515 SPED 637 8/1 9/2 SPED 639


Exercise Your Mind This Summer & Earn Kinesiology Units! Enroll in a Chico State Summer Session Course! Chico State Summer Session begins June 2 and runs through August 19. Summer Session registration opens April 7, 2014! Classes are offered on campus and online, in three four-week sessions, a six-week session, and a summer long session, so you can pick the courses and schedules best for you.

Summer 2014 Classes Physical Fitness: A Way of Life

Biomechanics - Lecture

KINE 110, SECT 701 ONLINE Dates: June 2­­­–26 Instructor: Trout, Joshua

KINE 322, SECT 701 ON CAMPUS Dates: June 2­­­–July 10 (MTWR) 8:30-10:30am Instructor: Mache, Melissa

Exercise & Sport Psychology “Summer is the perfect time to learn from top professors in the field and have fun while earning units.” Josh Trout, PhD, Assoc. Professor & Interim Chair

KINE 320, SECT 701 ONLINE Dates: June 2­­­–26 Instructor: Jensen, Jacob C

Physiology of Exercise KINE 323, SECT 701 & 702 ON CAMPUS Dates: June 2­­­–July 10 (MTWR) Clinical ~ 8:30-10:30am Activity ~ 11:30am-12:45pm Instructor: Azevedo Jr., John

Required Lab, Option 1 KINE 322, SECT 702 ON CAMPUS Dates: June 2­­­–July 8 (MT) 11am-1:30pm Instructor: Mache, Melissa Required Lab, Option 2 KINE 322, SECT 703 ON CAMPUS Dates: June 4–July 10 (WR) 11am-1:30pm Instructor: Mache, Melissa

For the most update schedule information, please visit the website. Regional & Continuing Education California State University, Chico Phone: 530-898-6105 Online:






Study Tips for a Successful January Intersession We’re not going to sugarcoat it…Intersession is tough. In just 11 days you’ll complete the same amount of material as in a 15-week course. But if you can stay focused and put some of these tried-and-true study tips to work for you, you could be closer to your degree before the spring semester even begins. Good luck! Ready, Set, Read! Due to the short length of classes, you will likely have LOTS of reading to cover. The following recommendations can improve your speed and comprehension: Get Comfortable. Create a place that is designated for reading. If your reading spot is too comfortable you will fall asleep. Too uncomfortable and you will spend more time thinking about your discomfort than the reading. Find a place that’s just right and you’re much more likely to stick with it. Eliminate Distractions. You’ll make much better use of thirty minutes of disruption-free study than an hour’s worth of commotion-filled learning. If you can’t escape in-home interruptions, try the library or a coffee shop. Schedule your designated study time when you can be in a distraction-free environment and your chances for success will increase and the time you need to devote to your course will decrease. Focus on New Information. We learn things best when we can connect new information to something we already know. Rather than simply highlighting information, write down questions such as, "How does this concept relate to what I read in other publications?" For many people, highlighting sentences is counter-productive because they spend more time trying to make sure the lines are straight than they do paying attention to what the text actually says. Speed Up. Many people read at the speed they talk, yet research tells us that our brains process information much faster than we realize. Get in the habit of moving your eyes faster and see if you catch things you didn't actually verbalize in your mind. You'll be surprised at how much you actually comprehend when you speed up your reading. Allow Extra Time. Lecture notes and other materials posted online in Blackboard Learn will supplement or entirely take the place of the traditional class lecture. Reading online is slower and more difficult than reading a physical text book so allow adequate time to cover the material.

Write it Down Whether you are taking notes in an on-campus class lecture or from online class materials, effective note taking will be very important to your success. Writing helps you retain knowledge; don't rely on memory alone. Follow these tips for effective note taking: Organize your notes along the order of chapter objectives. Your notes should contain: • • • •

definitions of new vocabulary words new concepts discussed in a chapter any new procedures that are explained questions you have about the material

If you take good notes the first time you read a text, you will be better prepared to locate and use that information later. It is a poor use of your time to reread books and articles you have read before. File your notes so that you can locate them later. You might even stick a note inside the book telling you the location of your note. Review your notes within 24 hours of first studying the material. If you don't review for 10-15 minutes within 24 hours, you will only retain 20% of what you initially learn. Keeping good notes for each unit or topic will give you a tool you can use to prepare for exams without feeling like you're "cramming" everything in at the last minute. Review, review, review!

Participate in Online Discussions


Threaded discussions are text-based messages that allow you and your classmates to engage in classroom discussions. By using online threaded discussions in Blackboard Learn, you can extend classroom discussions beyond the traditional boundaries of physical class time and interact with students and instructors in asynchronous time. Students in online classes may get to know one another more from recognizing the writing style and expression of thoughts and ideas rather than by physical attributes. Many students develop meaningful connections with their online classmates that can translate into career networking opportunities later. Remember that these discussions are viewable to the entire class and follow the rules of Netiquette.

With online communication, be more polite than you might be in person. It's easy for misunderstandings to develop online because you aren't able to use tone of voice or facial expression.

In a study of successful online students, students mentioned some interesting techniques. One student commented, "Interacting with the other students was the fun part of my (online) classes. As much as possible, I would post a response, question, or comment to another student's posting. This built up an online relationship." Another student suggested, "Respond to several student postings, but make sure you have something meaningful to add, don't just say 'good post.'

Be careful of what you say. Remember that anything you write to one person could be easily forwarded to others.

Tip: It’s a good idea to type answers in separate documents before posting to a discussion board for 3 reasons: 1. It allows you to lay out and think through your answers before posting. 2. You have a record of the responses in case in the middle of posting you lose a connection. 3. You have an ongoing log of everything you’ve posted in the event that you need or want to refer to it long after the class is over.

Develop a Time-Management Strategy

Take Five!

In an 11-day intersession class, you’ll cover the same amount of material as in the 15-week fall or spring version of a class. Time management will be one of the most important skills needed for success in a January Intersession class. You will have to discipline yourself in order to maintain the accelerated schedule.

Too much studying at one time can overload your brain. Periodically take a walk, have a light meal, or shoot some hoops and then finish up your session with a fresh brain.

Identify "Best Time" for Studying: Everyone has high and low periods of attention and concentration. Are you a "morning person" or a "night person"? Use your power times for the most intensive reading and writing; use lower energy times for reviewing notes, reading discussion threads, or taking a walk and reflecting on the material.

Study Difficult Subjects First: When you are fresh, you can process information more quickly and save time as a result. Blocks & Breaks: Study in shorter time blocks with short breaks between. This keeps you from getting fatigued and "wasting time." This type of studying is efficient because while you are taking a break, the brain is still processing the information. Make Sure you Have Time to Sleep and Eat Properly: Sleep is often an activity (or lack of activity) that students use as their time management "bank." When they need a few extra hours for studying or socializing, they withdraw a few hours of sleep. Doing this makes the time they spend studying less effective because they will need a couple hours of clock time to get an hour of productive time. This is not a good way to manage your time. Try to Combine Activities: Use the "Twofer" concept. If you are spending time at the Laundromat, bring your psychology notes to study. If you are waiting for the bus or the pizza you’ve ordered, bring your flashcards to memorize. Treat your computer time for your course completely differently than you treat personal computer time. In other words, while working on your class, do not watch TV, talk on the phone, check personal email, surf the Web, or interact with family members. Create a calendar before the beginning of the term that incorporates important test and assignment dates from the syllabus, as well as other dedicated times for group work, studying, or online discussions. Post this calendar where you can review it often.

Technical Issues Take the Blackboard Learn tutorial so you don't need to ask the professor unnecessary technical questions. Make sure you have extra supplies of printer ink and paper. Backup! First and foremost, create your postings in a word processor and save the document. Then copy and paste the information or upload it. Needless to say, it is frustrating to lose information due to a lost internet connection or corrupted file. Name your files clearly and use folders so you can find documents quickly. Before the start of the term, try to access every part of the course materials. That way you can work out any bugs early on. Have a back-up plan in case you lose Internet access. Locate a coffee shop with free wi-fi, know your library’s hours, or ask a friend if you can work at their house. Make sure you have a pdf reader such as Adobe Reader.

Stay Connected

Make Flash Cards

With the Instructor: You need to take the initiative to ask questions and resolve problems that the instructor may not be able to perceive. Many of the non-verbal cues that instructors use to determine whether a student understands the material are not as available in an online class as they are in face-to-face learning environments. If you experience difficulty on any level, either with the technology or with the course content, you should immediately communicate concerns or the instructor will not know how to help.

The act of writing information onto easy-to-carry cards helps cement the information in your brain and is one of the easiest and most helpful study tips. It also gives you a handy, portable set of study terms that you can pull out anytime you have a few free minutes to study.

With Other Students: Whether your class is on campus or online, make a point to connect with other students in your class and look for ways to work together and encourage each other. Students who team up typically try hard to make sure they not only finish assignments, but that they turn in only the highest quality work possible. That personal “accountability” is a great motivator.

Photo Contest! Post a photo of yourself in your favorite January Intersession study spot for a chance to win! Tell us which class you’re taking and your major. All photo entries must be submitted by January 17…the last day of January Intersession!

2013-2014 MediaSite Presentation Stats Student Services Related Student Learning Center Academic Advising Wellness Center Cross Cultural Leadership Center Career Center Summer Orientation Liberal Studies


Academic Related Interdisciplinary Center on Aging College of Agriculture Biological Sciences Anthropology STOP Human Trafficking Political Science Institute for Sustainability Middle East Studies Passages Humanities Center History Geological and Environmental Sciences Religious Studies Social Work Osher Lifelong Learning Institute Economics ECC Executive Leadership Series Math Book in Common English International Studies SOLE Philosophy Health and Community Services College of Communication and Education Computer Graphics Club Geography Alumni Foreign Languages Totals


2013-2014 Views

38 9 11 12 6 7 1 84

1006 332 235 235 211 134 98 2251


2013-2014 Views

39 4 30 20 23 10 8 9 1 13 7 6 4 6 9 2 1 1 2 1 2 2 1 1 1 1 1 1 1 207

480 472 398 342 270 244 166 155 126 109 98 74 59 55 40 31 28 23 22 22 15 15 12 7 7 7 6 5 4 3292

New Presentations 2013-2014 17 4 0 7 0 7 0 35 New Presentations 2013-2014 15 1 16 5 6 4 5 9 0 5 3 3 0 6 0 1 1 1 2 1 2 2 0 0 0 0 0 0 0 88

Chico Distance & Online Education News Greetings from the Chico State campus. This email newsletter is to keep you up-to-date on Chico Distance & Online Education news. And remember, if you have any questions please give us a call, 530-898-6105. All the best with your studies, Chico Distance & Online Education Staff

Summer Session March 2014 News and Updates ______________

Registration Starts Monday, April 7 Summer Session is a great way to earn credit toward graduation. The 2014 Summer Session features 65 online class sections.

Summer Session Registration Opens April 7

Enrollment is open to everyone, on a first-come, first-served basis. Chico State students can start registering through the portal at 12:01 a.m. that day. The last day to register and pay through the portal is May 14 (after that you can register through Continuing Education). View the Summer Session Schedule at

Advisors' Corner Fall 2014 Registration

Advisors' Corner

View On-campus Workshops and Forums in Streaming Video

Do You Know Your Advisor? How many more units do you need to graduate? What are "Pathways"? Which courses are required to finish your major? Your advisor is there to help you.

Faculty Profile: Dr. Jon Hooper __________________

Important Dates and Deadlines April 7 - Summer Session Reg Begins

Although you may live hundreds of miles from Chico, answers to these questions are just a phone call or an email away. You have access to an advisor within your major, as well as to the University's Academic Advising Programs office. The advisor for your major can explain what courses are required in your degree program, how many units must be completed, and whether courses need to be completed in a particular order. Contact information ( for all major advisors is listed on our website.

April 15-18 Associated Students Election (we will send you info.)

Academic Advising Programs can assist you with diversity requirements, Pathway requirements, filing for graduation, and other academic requirements and procedures. There are several advisors in the office ready to help you. They can all be reached at 530-8985712,

May 14 Fall priority reg closes

Here's a tip: Before you contact an advisor, there is valuable information in your Student Center in the Portal. Under "Academics" you will find your Degree Progress Report that tells you how close you are to graduating. You will also find your Program Plan there.

May 14 Summer Session portal reg closes (after that register directly with Continuing Education) June 2 - First Summer Session


Fall 2014 Registration Registration for fall 2014 classes is just around the corner. Be sure to watch your Student Center in the Portal, as your registration date and time will be posted there, under "Enrollment Dates." The first appointments begin April 15 and the portal will be open for early registration until May 14. After that, portal registration does not reopen to ongoing students until August 4. So you will want to be ready by your appointment date.

"Being ready" for fall registration should probably include contacting your program's advisor to make sure you are making good progress toward your degree and to decide your fall class schedule. Also, it is important to know when courses are offered - while many are offered during both fall and spring semester, some are offered during one semester only per academic year.

View On-campus Workshops and Forums Online Since spring 2010, the Distance Education staff and students have been recording student workshops and academic talks/forums that take place on campus so that you, our distance education students, may share in more of the Chico State experience. You may wish to bookmark both the Academic Forums and Student Workshops web pages, as we are constantly adding new recordings. If a speaker uses PowerPoint slides, those are captured and are coordinated with the presentation. Written transcriptions are provided for some of the presentations. The technology allows viewers to speed up or slow down the replay speed. Each semester, the Student Learning Center on campus offers several workshops to help students with their academic lives. We have recorded 25 of those workshops. Among the more recent workshops are "Digital Media for 21st-century Students," "How to Write a Unified, Coherent Essay," and "Effective Note Taking." Check out all of the Student Learning Center workshops here.

Dr. Jon Hooper: Thirty-two Years of Environmental Education Distance students in the BA Liberal Studies program have been enrolling in the online course, RECR 448 - Methods and Materials for Environmental Education - since 2002. The course has been taught on campus since 1982. What today's students probably don't know is that RECR 448, during its 32year history, has been taught by only one instructor, Dr. Jon Hooper, who created the course. During this time he has taught thousands of students how to be effective environmental educators. In explaining why he has taught an online course for so long, Dr. Hooper tells a story about one of his students who lived in a remote area in far Northern California: "The student lived 'off the grid.' She had to fire up a generator in order to have electricity to run her laptop and get online. She cared deeply about her environment, yet she didn't know about materials that exist to excite her learners about the environment. By the end of the course, she had a plethora of ideas, activities and approaches." Long before "sustainability" became a common word, Dr. Hooper started the course "because environmental education is 'relevant education.' Students get excited about learning when they know how the information applies to the real world. My class focuses on wildlife management issues, and even more specifically, on endangered species management. These issues are commonly in newspapers and on newscasts." Dr. Hooper's students are expected to complete four hands-on experiences in leading children's environmental education activities in their own communities, using activities from the Project WILD and Project Learning Tree environmental education guides. Students are taught the environmental education approach to enhancing children's knowledge and attitudes toward the natural world. Dr. Hooper's educational background reflects his passion for wildlife issues. His PhD is in Ecology, with an emphasis in Wildlife Ecology and Environment Communication. He is also a Certified Wildlife Biologist. In 2013, he was honored by the National Association for Interpretation (NAI) with its Fellow Award, its highest honor. Dr. Hooper also earned the "Educator of the Year" award by NAI in 1992.

ALCI 2013-14 Enrollments by Region

The Americas: 7%, 27

Africa: <1%, 1

Middle East: 40%, 150

Asia: 44%, 168

Middle East: 40% Europe: 9% Asia: 44% Europe: 9%, 34

The Americas: 7% Africa: <1%

ALCI 2013-14 Enrollments by Country of Birth Congo ...............................................1 Brazil ............................................. 23 Chile.................................................. 1 Honduras........................................1 United States of America .........1 Venezuela .......................................1 Azerbaijan......................................1 China ............................................. 25 Japan ............................................. 78 Korea................................................2 Philippines .....................................1

South Korea ................................28 Taiwan ..........................................29 Thailand ......................................... 3 Vietnam .......................................... 1 Czech Republic ............................ 1 Germany.......................................32 Poland ............................................. 1 Iraq ................................................... 1 Kuwait...........................................17 Saudi Arabia ............................ 132

Total 380

Academic Affairs Goal 2: Nurture Excellence in Faculty and Staff ..... and Students Developing Faculty and Staff Excellence RCE stepped up to provide conference management services for the 2013 CELT Conference when staffing changes in Faculty Affairs delayed their ability to take over responsibility for the event.  287 faculty, staff, students, and community members participated in 26 sessions presented by 64 speakers.

 The 2013 CELT Conference Summary report and a detailed manual for managing the conference were presented to the CELT Board and provide helpful recommendations and process guides to support the transition of CELT conference management from UED to Faculty Affairs.

RCE staff professional development activities include the Live at 8:05 weekly presentations on topics ranging from technology tips to program updates, ALCI faculty in-service trainings, customer service staff training, and quarterly all staff professional development activities.

New in 2013-14 was a series of organizational development workshops facilitated by Joc Clark, Ph.D. Staff were invited to explore ways to make RCE a more vibrant and effective organization, both individually and as members of interdependent teams within the organization.  As a result of that work, RCE created five themes with champions and team members focused on executing the action items identified as essential to vibrancy and effectiveness.  Organizational Effectiveness and Internal Capacity Building

 Building Value-Based Partnerships

 Resources: Physical, Financial, and Human

 A Safe Place for Possibility and Creativity

 Stakeholder Buy-in and Support for Continuing Education within the CSU

 A 2014-15 Action Plan based on the five themes was created to frame efforts to continue the organizational development work in the next year. A summary of that plan is included in the supporting documents section of this report.

 In addition to actions to support organizational vibrancy and effectiveness, RCE staff identified other professional development areas. Joc Clark facilitated three all staff workshops during the spring semester on the following topics:  Getting Results: Productivity and Time Management

 Appreciative Inquiry and Leadership Strengths

 Neuro-Leadership: Understanding our Brains at Work


As part of the organizational development activities, RCE staff completed Gallup’s StrengthsFinder online self-assessment to identify individual leadership strengths as well as examine the strengths of the organization that results from the individual contributions. A summary of that assessment is included in the supporting documents of this report.

Supporting Superior Professional Growth and Achievement

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

 University Professional and Continuing Education Association (UPCEA)

 Association of Continuing Higher Education (ACHE)

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

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

 American Association of Intensive English Programs (AAIEP)/English USA

 The Institute of International Education (IIE)

 Osher Lifelong Learning Institute Network

RCE participates in the Education Advisory Board’s Continuing and Online Education Forum as part of our investment in strengthening and developing the quality of continuing education programs and services. Membership in the forum provides access to resources that support important campus and RCE initiatives. In 2013-14, RCE commissioned a custom research project on international programming. The report, Enrolling International Visiting Students at Non-Urban Institutions, looked as how other institutions similar to CSU, Chico have built successful study abroad programs for international students. This report will inform RCE’s international program development efforts; the executive summary is included in the supporting documents section of this report. Debra Barger, Dean, continues to serve on the Policy Board of PASSAGES and is in her second of a three year term as a dean’s representative to the CSU Commission on the Extended University (CEU). She cochairs the RFP subcommittee. She also successfully garnered support from the Commission to engage in an economic impact study of extended/continuing education across the CSU and serves on an ad hoc RFP committee to accomplish that work in 2014-15.


Clare Roby, RCE Associate Dean, was elected Vice President of the Association of Continuing Higher Education (ACHE) in May 2014 and will assume that leadership role at the ACHE annual meeting and conference in October. The Vice President position is a four-year commitment to the Association, with a progressive track to President-Elect, President, and Past President. She is also on the board of the ACHE West Region and a member of the editorial board of the Association’s Journal of Continuing Higher Education. William Dantona, ALCI Director, completed his term as president of the American Association of Intensive English Programs (AAIEP) and continues to serve actively in the leadership of that organization as Immediate Past-President. He is also active in the Association of International Educators (NAFSA) and joined OIED representatives and ALCI Student Services Coordinator Yuki Rojas at the NAFSA annual conference in May 2014 where he delivered two presentations and was part of the CSU International Education and Extended Education sponsorship and presence at the conference.

OLLI Program Director Ann Nikolai serves on Board of the Interdisciplinary Center on Aging (ICOA) and is collaborating with faculty on development of programming for OLLI in fall 2014.

Recognizing, Valuing, and Celebrating Outstanding Performance

RCE’s Debra Barger, Dean, and Jeff Layne, Distance Education, were recognized by the campus for 25 years of service.

RCE’s 2013 Open House celebrated the diversity of campus, community, and cultural connections that are integral to RCE’s programs and service to students and the region. More than a dozen partnerships and programs were highlighted, including two notable milestones:  The 25th anniversary of the first class of Prime Timers, which today is the Osher Lifelong Learning Institute – a vibrant learning in retirement organization of more than 1,000 members.

 The 10th anniversary of the Children in Trauma conference. Created in conjunction with the Butte County Superior Court and local mental health and law enforcement professionals, the annual Children in Trauma event has provided quality professional development programs to hundreds of professionals throughout the state and impacted many more families and children who are served by those professionals.

The University Professional and Continuing Education Association (UPCEA) Region West awarded RCE the In Honor of Excellence Award for Outstanding Administrative Process or Service in recognition of “Awesome Thing,” a planning and projection tool designed to help colleges and departments evaluate the impact of Summer Session scheduling decisions on the potential to generate program development dollars and the financial implications of enrollments and instructional costs.

Fostering, and Celebrating Outstanding Student Performance

RCE collaborated with the Office of the Provost and the Council of Academic Deans to create the CSU, Chico Spring Student Showcase. Recognizing that the colleges traditionally celebrate their students’


accomplishments in a variety of ways and venues during the latter part of the spring semester, RCE created an outreach and branding strategy to promote the various events and extend an invitation to the campus community as well as the Chico and regional community to attend the events that showcase student success.  The Showcase featured 19 events, including:  24th Humanities & Fine Arts Symposium  College of Behavioral and Social Sciences Student Research Symposium  College of Natural Sciences Poster Session & People's Choice Awards  College of Business Student Showcase  College of ECC Senior Capstone Expo  Seventeenth Annual Biological Sciences Student Research Symposium & Awards Seminar

 Outreach and communication strategies employed by RCE included event branding, a website and online calendar, social media in collaboration with University Public Affairs, and press releases and KCHO radio spots.

RCE recruits and hires extraordinary student employees to support the work of the unit and provide students exceptional, real-world learning experience. From accounting experience to the opportunity to learn new programming skills, to customer service skills, working with international students, and leadership opportunities, RCE invests in the growth and success of student employees and celebrates their success academically and professionally as they graduate. Student employees are also recognized each semester by RCE staff with a “finals week survival package” of snack goodies.  Kelly Blum, marketing student employee, received a 2013 Floyd L. English Natural Sciences Scholarship.

 James Krepelka, IT student employee, secured an exceptional internship opportunity at Amazon; his experience at RCE was credited for his acceptance to work with special project teams.  Haley McGrath, OLLI student assistant, was accepted in the Masters in Nursing program at Chico State.

 Allison Palmer, conference services and marketing student assistant, served on the Up ‘Til Dawn student planning efforts, bringing event management experience from RCE to the committee.

 Daniel Roach, IT student employee, graduated in May 2014 and accepted a job offer by the Vindico Group in the Bay Area at one of the highest hew hire salaries of any Computer Science graduate to date.  Melissa Valko, accounting student, graduated in May 2014 and moved into an accounting position with a non-profit organization in Ashville, NC.


Supporting Documents  2013 CELT Conference Summary Report  RCE Action Plan Summary 2014-15  Leadership Strengths Matrix

 ACHE Vice President Election Announcement  Open House Flyer

 Awesome Thing Snapshot

 CSU, Chico Spring Student Showcase Flyer 2-5

2013 CELT Conference Attendance Report Submitted by the Center for Regional & Continuing Education November 22, 2013

Summary Conference Dates:

October 9-11, 2013

Total # of sessions: Total # of speakers:

26 (not including luncheon) 64

Unduplicated head count: 287 CSU, Chico Faculty 151* (53%) CSU, Chico Retired 2 (>1%) CSU, Chico Staff 50 (17%) CSUC Student 36 (13%) CSUC Admin 9 (>1%) Butte Community College 29 (10%) Other Community College 2 (>1%) – Shasta College (1), Yuba College (1) Community Member 4 (>1%) Other/No Affiliation 4 (>4%) *note that conference registrants self-select their affiliation and it is not verified

Total # of session registrations: 885 Total # of session attendees: 427 (including luncheon) Total # of walk in’s across all sessions: 228 (including luncheon) Average session attendance rate: 42% Average Session attendance rate with walk ins: 74% Conference Luncheon, Wednesday, October 9 Award Recipients: Outstanding Teacher John Schwarz, CMGT Outstanding Academic Advisor Margaret “Peggy” Rowberg, NURS Luncheon attendees:

118 signed in (164 RSVP’s) + 51 walk in’s

Keynote Presentation Thursday, October 10: “Re-envisioning the Meaning of University Life: Integrating Learning, Wellness and Personal & Social Responsibility” Dr. Christina Chavez-Reyes Associate Professor and Associate Chair of the Liberal Studies Department Cal Poly Pomona Student Workshop Thursday, October 10: “Am I really making a difference? The Power of an Intentional Service and Relating to Others in Community Service” Practicum Workshop Friday, October 11:

“Facilitating Critical Social Dialogue to Prepare College Students for Social Diversity in the Classroom, on Campus and Beyond”

2013 CELT Conference Final Report


Conference Sessions & Attendance Data Session


Signed In

% Show

Walk ins

16 38 29 37 17

9 9 17 20 9

56% 24% 59% 54% 53%

1 1 4 9 9













Silent Science - a "write to learn" activity for any discipline Becoming Civically Engaged: Incorporating Community Based-Learning into Courses









Teaching and Learning about Poverty Advancing the Dream for Students without Status Teaching Writing Across the Disciplines: A Conversation Keynote Presentation: Re-envisioning the Meaning of University Life: Integrating Learning, Wellness, and Personal & Social Responsibility Forming Effective Student Groups Learning, Unlearning, and Relearning: Using Social Networking and Media Technologies to Support the Development of Lifelong Learning Skills Faculty Hands-On Workshop: Facilitating Critical Social Dialogue to Prepare college Students for Social Diversity in the Classroom and Beyond Designing Online Instruction: Addressing Learning Differences

24 31 26

16 13 14

67% 42% 54%

3 16 2

58 11

21 3

36% 27%

68 4





26 23

8 9

31% 39%

4 3

Learning Catalyst Fellows Breakfast Wellness, Schmellness: What does this have to do with Teaching and Learning? Life After Transfer: Exploring the Transfer Transition Together We Can: The Faculty's Role in Addressing the High Risk Drinking Culture at CSU, Chico CELT Feedback Student Session: Am I really making a difference? The Power of an Intentional Service and Relating to Others in Community Service STEM Teaching and Learning





33 24

11 16

33% 67%

1 6

28 26

8 11

29% 42%

2 4

18 26

5 8

28% 31%

2 3

Student Leadership Panel









Wednesday, October 9 Curricular Innovation and Coordination Across the Global Development GE Pathway Pathways to Success for First-Generation College Students Healthy Campus 2020: the Wildcat Way Latino Student Experience: overcoming Obstacles for Success Cultural Dialogues: Serving Korean Students at CSU, Chico Do-it-Yourself Lecture Makeovers: Using Strategies that Engage Students During Lectures The Changing Nature of Financial Aid Programs: Planning for Timely Completion a Must Thursday, October 10 Health, Not Weight: Promoting Healthy Behaviors without Promoting Size Discrimination

Friday, October 11


2013 CELT Conference Final Report


Observations The 2013 CELT Conference was a success in terms of logistics, planning, and programming. The following observations are offered to support the continued success of the CELT Conference: ■

The existing CELT conference registration system worked well this year. There is still work that needs to be done to set the system up to be 100% effective and quite a bit of manual data entry that needs to happen, but overall it is a huge improvement over the previous system.

This year’s awards luncheon ran very smoothly. With the addition of poster sessions to the luncheon, attendees were able to enjoy viewing the work of their colleagues across disciplines who created online courses or received grants through CELT. Organizers did learn that there needs to be one coordinator of this piece to keep it simple and make sure every participant is communicated with in a timely manner.

We were able to work with three student liaisons to be the role of ambassadors for CELT. As such they acted as session monitors and a general welcome committee for many CELT concurrent sessions. If this is the approach moving forward, we need to ensure that there are enough students to cover all of the sessions. Additionally, we need to find out in a timely manner if there are not enough students to cover the sessions so we can find others to fill in. With a little fine tuning it will help involve students in the conference as well as provide a solution to RCE staff acting as session monitors.

Utilizing Colusa Hall for the CELT Conference concurrent sessions definitely streamlined the execution of the event. Additionally, only running two concurrent sessions at a time helped attendees not feel overwhelmed with choices.

The luncheon reservation process continues to take a lot of time to organize. Most of the colleges scramble at the last minute to provide names of those who have committed to sitting at their reserved table. Additionally many RSVP and don’t show or simply walk in. This year we had 51 walk-in’s to the luncheon and luckily just as many no-shows so we were able to accommodate everyone and there was plenty of food.

The food at the luncheon this year received a lot of compliments and the format with desserts at the program conclusion was also well received.

Every year there is a sign up versus actual attendance challenge. While headcount of registrants is staying about average, the session attendance rate continues to drop. Rarely sessions fill to capacity and it’s very disappointing for presenters who spend a lot of time and energy preparing a conference presentation only to have half the room no-show or in some cases only one or two people attend.

There were 2-3 faculty who chose to bring their entire class to a session. It would be nice for faculty to let the organizing committee know this in advance for a couple reasons: 1) we can ensure the room is large enough to hold all registered attendees plus a large class of students and 2) we can put out a separate sign in sheet for students so that faculty can capture if their students attended or not and they don’t have to sign on the regular sheet.

IMC completely reinvented the CELT brand. Hopefully this design should be able to utilized for at least another two years.

We were pleased to see many attendees from off campus via sister CSU campuses, Butte College, and the Chancellor’s Office. The 2013 program included at least 6 concurrent sessions from off-campus presenters who traveled to Chico to be part of the conference.

2013 CELT Conference Final Report


Regional & Continuing Education Organizational Development Plan ORGANIZATIONAL EFFECTIVENESS & INTERNAL CAPACITY BUILDING GOAL: Develop and maintain a comprehensive understanding of how we currently spend our time and continuously work to create greater  efficiencies and work to our highest and best use. STRATEGIES ACTIONS Broaden our understanding of RCE’s programs. Develop a detailed program matrix and calendar of key dates. Create opportunities to collaborate and explore new  Implement a “sandbox” for generating ideas for building organizational capacity; plan time to  ideas to improve RCE’s vibrancy and effectiveness. collaborate and explore new ideas. Inventory, prioritize for review, and implement process improvements. Focus on a structured approach to process  Improve internal communication and access to  Build and launch a new RCE intranet.

BUILDING VALUE‐BASED PARTNERSHIPS GOAL: Strengthen the value of existing partnerships on‐ and off‐campus and develop new, beneficial partnerships. STRATEGIES ACTIONS Clarify the role of partnership in achieving RCE’s  Research attributes of successful partnerships and explore opportunities for leveraging  strategic goals. existing partnerships and building new partnerships. Catalog and assess existing partnerships against the desired attributes; identify and  Evaluate the value of existing partnerships. implement partnership improvements. Learn techniques for cultivating partnerships and improving partner value; apply that  Cultivate strategic partnerships. knowledge to the development of new partnerships.

RESOURCES: PHYSICAL, FINANCIAL, AND HUMAN GOAL: Energize RCE’s human resources and strengthen the financial and physical resources to support a vibrant, effective organization. STRATEGIES ACTIONS Build cohesive working relationships and improve  Create a collaborative process to share ideas for process and organizational improvements;  communication within RCE to build a culture of trust  conduct staff development activities that focus on achieving those improvements. and teamwork. Conduct a financial overview and budget workshops; establish standardized program  Deepen the understanding of RCE’s financial resources  budgets; review and update new program development filter; evaluate current and new  to create, grow, and evaluate programs and services. programs through that filter; develop growth strategies and new program ideas for  implementation. Create a physical environment that communicates  Upgrade RCE’s physical space with a focus on the customer experience; explore the physical  professionalism and RCE’s commitment to quality  resources necessary for effectiveness. customer service.

A SAFE PLACE FOR POSSIBILITY AND CREATIVITY GOAL: Encourage the RCE team to let their creative juices flow, envision new possibilities, and think outside the box of daily responsibilities. STRATEGIES ACTIONS Conduct EHS ergonomic assessments; schedule workshops on workplace wellness topics;  Nurture creativity through wellness in the workplace. build a calendar of RCE and campus‐wide opportunities. Create a space for non‐meetings that bring staff together to explore new ideas, have fun, and  Build a creativity “sandbox.” generate fresh energy for creative inspiration and collaboration; design idea boards to create,  build, and share ideas. Turn creativity into reality.

Identify facilitators to capture ideas for further exploration and discussion; implement new  ideas in collaboration with champion teams appropriate to the process, product, or service.

STAKEHOLDER BUY‐IN AND SUPPORT FOR CONTINUING EDUCATION WITHIN THE CSU GOAL: Build a culture of abundance in the CSU to demonstrate the value of Extended/Continuing Education  STRATEGIES ACTIONS Collect comprehensive sets of data to demonstrate student success, RCE's value add, and our  Tell our story better with numbers. economic impact. Tell our story better with testimonials. Collect video and written testimonials of the wide range of people served.

Spring 2014

Continuing Educationâ&#x20AC;&#x2122;s Leadership Strengths Matrix May, 2014 Executing (E) Achiever Ann Nikolai Chris Brands Dane Frazier Suzie Rhonek Heather Quilici Yuki Rojas Debra Barger Joe Picard Pamela Hollis Jeanne McMahon Arranger Clare Roby Jeff Layne Melissa McGowan Ann Nikolai Belief Heather Quilici Chris Brands Consistency Emily Brook Nancy Park Jeanne McMahon Dana Massetti

Influencing (I) Activator

Relationship Building (RB) Adaptability Melissa McGowan William Dantona

Strategic Thinking (ST) Analytical Suzie Rhonek

Command Dane Frazier

Developer Emily Brook Joe Picard M. Elaina McReynolds Yuki Rojas Tricia Daniels Melissa McGowan Connectedness Elaina McReynolds Melana Cavenecia Empathy Clare Roby Emily Brook Nancy Park Tricia Daniels

Context Jeff Layne Nancy Park Dana Massetti

Deliberative Melissa McGowan Suzie Rhonek

Maximizer Jeanne McMahon Jeff Layne Marilyn Moore

Harmony Emily Brook Heather Quilici Jeanne McMahon Dana Massetti

Discipline Nancy Park

Self Assurance Dane Frazier

Includer Yuki Rojas


Significance Dane Frazier

Individualization Clare Roby Debra Barger Heather Quilici Pamela Hollis Ann Nikolai Marilyn Moore

Responsibility Chris Brands Dana Massetti Yuki Rojas Jeff Layne Nancy Park Jeanne McMahon Joe Picard Heather Quilici Melana Cavenecia Restorative Emily Brook Tricia Daniels


Positivity Clare Roby William Dantona Yuki Rojas

Input Debra Barger Melana Cavenecia Pamela Hollis Elaina McReynolds Tricia Daniels Ann Nikolai William Dantona Intellection Elaina McReynolds Melissa McGowan Tricia Daniels Melana Cavenecia Marilyn Moore Learner Dane Frazier Debra Barger Elaina McReynolds Pamela Hollis William Dantona Ann Nikolai Chris Brands Melana Cavenecia Strategic Debra Barger Joe Picard Suzie Rhonek Marilyn Moore

Communication Clare Roby Competition

Relator Pamela Hollis Jeff Layne Melissa McGowan Suzie Rhonek Chris Brands Dana Massetti

Futuristic Joe Picard William Dantona Ideation Marilyn Moore

Continuing Education’s Leadership Strengths – Individually Clare Roby • Communication (I) • Positivity (RB) • Arranger (E) • Individualization (RB) • Empathy (RB)

Dane Frazier • Significance (I) • Command (I) • Self-Assurance (I) • Achiever (E) • Learner (ST)

Debra Barger • Learner (ST) • Strategic(ST) • Input (ST) • Individualization (RB) • Achiever (E)

Emily Brook • Restorative (E) • Harmony (RB) • Empathy (RB) • Developer (RB) • Consistency (E)

Elaina McReynolds • Learner (ST) • Connectedness (RB) • Intellection (ST) • Developer (RB) • Input (ST)

Melissa McGowan • Relator (RB) • Adaptability (RB) • Intellection (ST) • Deliberative (E) • Arranger (E)

Nancy Park • Responsibility (E) • Context (ST) • Consistency (E) • Discipline (E) • Empathy (RB)

Pamela Hollis • Learner (ST) • Achiever (E) • Relator (RB) • Individualization (RB) • Input (ST)

Heather Quilici • Achiever (E) • Harmony (RB) • Belief (E) • Responsibility (E) • Individualization (RB)

Suzie Rhonek • Deliberative (E) • Relator (RB) • Achiever (E) • Strategic (ST) • Analytical (ST)

Ann Nikolai • Learner (ST) • Individualization (RB) • Achiever (E) • Input (ST) • Arranger

Marilyn Moore • Ideation (ST) • Intellection (ST) • Strategic (ST) • Individualization (RB) • Maximizer (I)

Jeanne McMahon • Harmony (RB) • Consistency (E) • Maximizer (I) • Achiever (E) • Responsibility (E)

Tricia Daniels • Empathy (RB) • Restorative (E) • Intellection (ST) • Developer (RB) • Input (ST)

Chris Brands • Achiever (E) • Learner (ST) • Belief (E) • Responsibility (E) • Relator (RB)

Jeff Layne • Maximizer (I) • Context (ST) • Responsibility (E) • Arranger (E) • Relator (RB)

William Dantona • Input (ST) • Positivity (RB) • Futuristic (ST) • Adaptability (RB) • Learner (ST)

Dana Massetti • Harmony (RB) • Context (ST) • Responsibility (E) • Consistency (E) • Relator (RB)

Joe Picard • Strategic (ST) • Developer (RB) • Achiever (E) • Futuristic (ST) • Responsibility (E)

Yuki Rojas • Achiever (E) • Responsibility (E) • Developer (RB) • Includer (RB) • Positivity (RB)

Melana Cavenecia • Learner (ST) • Responsibility (E) • Input (ST) • Connectedness (RB) • Intellection (ST)

FOR IMMEDIATE RELEASE June 18, 2014 Contact: Melissa McGowan Regional & Continuing Education 530-898-5682

Assoc. Dean Clare Roby Elected National Association Vice President The Association for Continuing Higher Education (ACHE) announced that Clare Roby, Assoc. Dean for Regional & Continuing Education, has been elected by members of the organization to serve as 2014-2015 Vice President. Roby will serve four years in Executive Committee positions, including President in 2016-2017, and culminating as Immediate Past President. ACHE is a dynamic network of diverse professionals who are dedicated to promoting excellence in continuing higher education and to sharing their expertise and experience with one another. Its 1,500 members represent over 400 institutions and organizations throughout the United States & Canada. As a member of ACHE's leadership team, Roby will strive to build on the priorities of the organization’s current leadership to foster partnerships, enhance the value of ACHE to its members, and provide members the network and education they need to meet the challenges faced by continuing higher education. “We face rapidly evolving technology, new and shifting markets, funding challenges, barriers to access, changing economic conditions, and daunting political climates,” says Roby. “ACHE is uniquely positioned to help its members garner the resources and knowledge that are necessary to thrive, not just survive.” Roby attended her first ACHE meeting in 1999 and has served on the Board from 2008–2013 representing ACHE West, serving members in thirteen states, two Canadian provinces, Asia, and Mexico. She has held every leadership position in the region at one time or another over the years, from treasurer to current position of past president. “ACHE has been an invaluable resource for new ideas, helpful strategies, and supportive colleagues. Service to ACHE continues to be an important part of my professional life and remains at the heart of my passion for lifelong learning and the students whose lives we transform through continuing higher education.” She also serves on the editorial board of the Association’s research publication, The Journal of Continuing Higher Education. About The Association for Continuing Higher Education Begun as the Association of University Evening Colleges (AUEC) in 1939 and transitioning to the Association for Continuing Higher Education in 1973, ACHE has become an organization dedicated to promoting lifelong learning and excellence in continuing higher education, professional development, research and exchange of information for its members, and continuing higher education as a means of enhancing and improving society. ###

Summer Revenue Projection Tool a.k.a.

Awesome Thing!

Summer Revenue Projection Tool

The CSU, Chico Office of the Provost and the Council of Academic Deans invite students, faculty, staff, and the community to the 2014 Spring Student Showcase. This is your chance to explore a wide range of research, artwork, design, music, and theatrical performances representing the achievements and creativity of our students from across campus.

Schedule of Events Symphonic Winds: Band-ology

College of Business Student Showcase

Saturday, April 12 • 7:30pm • Harlen Adams Theatre

Wednesday, April 30 • 2pm–4pm • Glenn Hall

24TH Annual Humanities & Fine Arts Symposium

Juried Student Art Awards

Wednesday, April 16 • 6pm–9pm • Performing Arts Center 134

Thursday, May 1 • 5pm–9pm • Rowland-Taylor Recital Hall

Thank You Concert: Fifty-Fifty

Chico State Guitar Ensemble: Camaieu

Thursday, April 17 • 7:30pm • Harlen Adams Theatre

Friday, May 2 • 7:30pm • Rowland-Taylor Recital Hall

First Year Experience Town Hall Meeting

College of Engineering, Computer Science & Construction Management Senior Capstone Expo

Tuesday, April 22 • 5pm–9pm • Colusa Hall 100

13TH Annual College of Behavioral & Social Sciences Student Research Symposium Wednesday, April 23 • 5:30pm–8pm • BMU Auditorium

Tuesday, May 6 • 2pm–4:30pm • Langdon / O’Connell Breezeway

17TH Annual Biological Sciences Student Research Symposium & Awards Seminar Friday, May 9 • Symposium: 2pm–3:30pm, Awards: 4pm • Holt Hall

CSU, Chico Jazz X-Press: The Facts of Jazz Friday, April 25 • 7:30pm–10pm • Harlen Adams Theatre

Piano: 88 Keys at Chico State Saturday, April 26 • 7:30pm • Rowland-Taylor Recital Hall

Ongoing Events April 24–May 15

19TH Juried Student Print Exhibition & 12TH Ink /Clay Turner Print Museum

Choral Concert: A Choral Potpourri Sunday, April 27 • 2pm–4pm • Harlen Adams Theatre

April 28–May 9

59TH Annual Juried Student Art Exhibition University Art Gallery

College of Natural Sciences Poster Session & People’s Choice Awards

April 30–May 3

Wednesday, April 30 • 9am–7:30pm • Colusa Hall 100

Laxson Auditorium

2014 Spring Musical: Monty Python’s Spamalot For more information visit the website

Academic Affairs Goal 3: Educate for a Sustainable Global Society Creating Opportunities for Sustainability in the Curriculum: Alternative Fuels Management The CSU Commission on the Extended University awarded RCE $45,000 to fund the development of an online professional development program in alternative fuels for managers who are responsible for improving the sustainability of vehicle fleets. While work continues to prepare the program for launch, progress did not keep pace with the planning schedule as outlined in the grant progress report to the Commission (included in the supporting documents section of this report).

 Course content developed in 2011 by industry professionals and College of Business faculty Kathryn Schifferle have been moved from print-based delivery to online delivery and updated to reflect current statistics and research.

 Efforts to secure additional funding from the California Energy Commission were unsuccessful.

 Efforts to recruit industry support and subject matter experts to participate in an advisory council have resulted in commitments from representatives of each major alternative fuel type to participate in the outreach and ongoing development and quality review of the program.

Providing Leadership for Sustainable Practices and Modeling Sustainability

RCE strives to model sustainability in the management of RCE’s administrative operations and in the delivery of programs and services.

 The careful and intentional scheduling of classrooms in as few buildings as possible and using rooms only in buildings already open for other purposes during Summer Session remains an operating principle. Classrooms were used in both the morning and afternoon to minimize facilities use and the corresponding energy resources.

 The increase in online classes offered on a self-support basis is primarily about meeting student needs; the lessened impact on facilities use and utilities during summer and winter is a positive secondary outcome.

 The Osher Lifelong Learning Institute (OLLI) online membership and class registration system launched in 2012 was broadly embraced in 2013-14, with than 80% of memberships and registrations processed online, resulting in reduced printing, fewer members driving to campus to register, and staff and volunteer time savings.

Contributing to a Model Sustainable Campus

RCE combined a desire to promote Summer Session by engaging on-campus students with a commitment to contribute to the campus’ strategic priority on sustainability. The result was a Fix a Flat Day event piloted in 2013 and expanded in May 2014.


 Fix a Flat Day promotes Summer Session and engages students by directly supporting improved bike transportation, student mechanic employment, and the health and wellness of the students.

 Fix a Flat Day 2014 served more than 90 students and repaired 108 bike flats, compared to 50 students and 68 flat repairs in 2013.

 Representatives from the University Police were on site for bike security education and bike licensing in an attempt to decrease bike thefts in the community (a major student problem).

 Fix a Flat Day garnered positive University attention, as the Summer Session sponsorship was mentioned in communications posted on the University home page, University calendar, and throughout the Associated Students social media (Facebook mentions and student Twitter tweets).

Supporting Documents  Alternative Fuels Management Grant Progress Report  Fix a Flat Day Flyer


CSU, Chico Alternative Fuels Management Education Program 2013 CEU Grant Progress Report $45,000 Commission Funding to develop a fully online, non-credit management education program in alternative fuels. CEU Proposal Project Objectives Move existing curriculum from print to online. Create new online content.

Proposal Timeline Status as of 2/8/2014 July-Sept. 2013 Moodle LMS instance designed and course content migration in progress. Advisory Board will be tasked to identify industry SMEs; faculty contracted but no July-October 2013 new content created to date.

Create respository of alternative fuels resources aggregated from industry and government sources.

July-October 2013

Resource repository established; ongoing review for currency is part of the program management process.

March 2014

Pending program launch; Moodle options for engaging participants in asynchronous mode embedded in design.

Evaluate participant interest in learning community and other additional program features.

Coordinate with California Energy Commission to engage key state and local government stakeholders. July 2013 Engage key industry associations for marketing partnerships. July-Sept. 2013 Identify industry partners to participate in online resource center. July-Sept. 2013 Establish a program schedule. September 2013 Confirm program budget and fee. Launch website and interface for participant access to LMS.

July-August 2013

Market the program Launch the program. Employ a pre-program survey for baseline data. Conduct end-of program evaluation.

Sept 2013 ongoing January 2014 January 2014 March 2014 Sept 2014, March 2015

Conduct a post-program survey at 6 months and 1 year. Share program information with CSU faculty with research and teaching interest in alternative fuels. Explore potential for student research and internship opportunities. Build on northern California initiatives to stimulate regional investment. Promote California standards as benchmarks for other states.

October 2013

Jan-April 2014 Jan-April 2014 January 2014 ongoing January 2014 ongoing

CEC funding proposal submitted but not funded; local government contact list created. Agreements in place with the Sustainable Management Assocation and the National Association of Fleet Managers. Participating in Sacramento Clean Cities activities to promote partnerships and program awareness. Alternative Fuels National Data Center identified as one of the key online resources; pending conversation about partnership options. Complete with projected program launch August 2014. Development and operational budgets complete; final fee pending Advisory Board review/input. Complete with planned enhancements projected as the project continues. National press coverage in Public Works has generated leads from multiple states; logo and branding design in final stages. Expected August 2014. August 2014 October 2014 February and August 2015 Establishing connections with the UC Davis Institute for Sustainable Transportation research faculty; outreach to Chico faculty. Student assistant hired to work on the project; research and internship opportunities not yet identified. Ongoing connection with local business and economic development resources. This goal will be worked toward as we finalize the advisory board roles and as we promote the program at national events such as the Green Summit

Grant Progress Report to the Commission on the Extended University 2.8.14

▶ Free bike flat repairs! ▶ One day only ▶ Thursday, May 1, 1–3 pm ▶ Bike Cart at Trinity Commons ▶ Full repair services ▶ Bike information & licensing ▶ Chico State Cycling Team reps ▶ Summer Session info & more! Chico State Summer Session and AS Bike Cart present the 2ND Annual Fix A Flat Day! Come out, get that flat repaired, meet fun people and help us kick off Summer Session at Chico State!



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Academic Affairs Goal 4: Serve the North State and Beyond Addressing Diverse Educational Needs in the North State: Learning in Retirement The Osher Lifelong Learning Institute (OLLI) learning-in-retirement program for North State residents 50 years and over or retired accomplished an impressive number of goals; those accomplishments in program growth, services, geographic reach, and volunteer opportunities contribute the University’s commitment to serving the North State in meaningful ways.  Launched the Institute’s first annual campaign and exceeded critical benchmarks. More details about the OLLI Chico Challenge Campaign are provided in the next section of this report.  Exceeded 1,000-member goal with 1,069 members enrolled, a 24% increase over last year.  Increased number of classes offered from 116 last year to 172, an increase of 48%.

 Number of primary peer leaders more than doubled, from 67 in 2012-13 to a record 135 in 201314; volunteers who serve on committees and in leadership roles also nearly doubled, growing from 21 to 40.

 Served residents of six counties (Butte, Plumas, Tehama, Shasta, Glenn, and Sutter) and offered classes in locations in Butte and Glenn Counties.

 Offered classes in Paradise and Willows and doubled the number of classes in Oroville to 17.

 Met with Board of Directors of Tehama Together about opening an OLLI Chapter in Red Bluff.

 Participated in more than 40 community events to promote OLLI, including farmers’ markets in five cities and speaking engagements at Enloe Hospital, Retired Teachers’ Associations, Health & Wellness Expos, and Chambers of Commerce.

 Partnered with staff and student leaders of AS Wildcat Leadership Institute to create co-curricular workshops on leadership development.

 Developed curricula with Interdisciplinary Center on Aging (ICOA), Chico Performances, and AS Wildcat Leadership Institute to provide mutual learning opportunities for traditional students and non-traditional student populations.  Launched an OLLI Chico Facebook page.

 Book in Commons’ Brooks Thorlaksson presented a three-part lecture on 2013-14 book “Yellow Bird.”

 Participated in the CSU, Chico Annual Employee Benefits Fair; complimentary memberships were offered to recent retirees.


 Partnered with Chico Performances to provide promote ticket sales among OLLI members and develop new opportunities for OLLI members to engage with artists in residence in 2014-15.  Planned and promoted a new summer program.

Addressing Diverse Educational Needs throughout California: Workforce and Teacher Professional Development RCE meets professional and workforce development needs through a variety of programs that include academic courses, conferences, and workshops.

Professional and Workforce Development Programs & Audiences 2013-14



Target Audience

California Teachers Association University Credit Partnership


CTA members/teachers



After school program teachers and administrators


Foster youth, program facilitators, and community agencies


Courses for Educators and MultiDisciplinary Professional Development After School Professional Learning Institute CELT Conference



California Youth Connection


NorCal Botany Conference


Domestic Violence Update

Teachers’ Professional Development for Inland California (Teachers’ PD INC) Summer Conference National Association of Interpretation Region Workshop Work Training Center In-Service for Staff Children in Trauma Conference




Teachers, paraprofessionals, administrators


University/community college faculty, staff, students

Psychologists, therapists, social workers, educators, nurses, physicians, attorneys, resource providers Members and Associates of the Northern California Botanical Society Teachers and administrators from 33 Inland California counties

285 41

300 160


Professionals in natural and cultural interpretation of heritage resources



Psychologists, therapists, social workers, educators, nurses, physicians, attorneys, resource providers



Work Training Center employees





RCE was pleased to work with the College of Communication and Education, particularly the School of Education and Recreation, Hospitality, and Parks Managemen,t to welcome two new conference events to campus in 2013-14.

 The Teachers’ PD INC project provides funding to 50 teacher teams, serving approximately 250 teachers from the 33 inland California counties and supports innovative school improvement through teacher-driven professional development. The Summer Conference was an opportunity for the teacher teams funded through a grant to the School of Education to showcase the results of their work in poster sessions and team presentations.

 Recreation, Hospitality, and Parks Management faculty member Emilyn Sheffield coordinated with RCE Conference Services to host a conference for national park interpreters in Colusa Hall and engage RECR students in hands-on conference management experience.

Supporting Documents  Press Release: California Youth and Educators Conferences

 Teachers’ PD INC Program Excerpt  After School Conference Invitation  OLLI Spring 2014 Class Schedule




Melissa McGowan Regional & Continuing Education 530-898-5682

California Youth and Educators the Focus of Three Upcoming Conferences at CSU, Chico CHICO, CA – Over the next two weeks, CSU, Chico will welcome more than 600 youth and educators to three different conferences supporting quality educational programs and professional development for teachers. The first event, the Teachers' Professional Development for Inland California (Teachers’ PD INC) Summer Conference, will take place July 24–25. CSU, Chico; the Yuba City Unified School District; and the Sutter County Superintendent of Schools offer the Teachers’ PD INC professional development program for the 33 inland California counties from San Bernardino to Siskiyou and Modoc. The program supports innovative school improvement through teacher-driven professional development that will ultimately increase student achievement. 150 teachers and administrators will attend, including 25 teacher teams that will highlight the results of research projects in a poster session and individual team presentations. California Youth Connection’s (CYC) Summer Leadership and Policy Conference is an annual fourday long conference where CYC youth facilitators train CYC foster youth members in leadership skills, including conflict resolution, community organizing, and facilitation skills. The conference, being held July 26-29, is sponsored by Glenn County Foster Youth Services Chapter, with support from the Butte County Chapter. The Foster Youth Committee at CSU, Chico, which has spearheaded efforts to connect foster youth with higher education opportunities in the north state, is also sponsoring the Youth Policy Recommendations for Youth Professionals on Monday, July 29. The public is invited to attend Monday’s policy presentations and discussion in the Bell Memorial Union; registration begins at 10am. On August 5–6, the campus will host the Surf’s Up! 2013 After School Professional Development Institute. The seventh annual conference, hosted by the Butte County Office of Education—Learning Support Region 2, is an opportunity for 275 North State after school professionals to network, attend engaging workshops and training sessions, and gain skills to help them excel in their profession. The event will focus on best-practice teaching strategies and hands-on activities that after school staff can use in their own programs, while providing ways to make academic a nd enrichment content both fun and informative for kids. Debra Barger, Dean of the Center for Regional and Continuing Education which houses CSU, Chico Conference Services and Event Management, is pleased to welcome these three groups to campus. “Each of these events exemplifies the University’s values of academic excellence, applied learning, and diversity,” says Barger. “The energy, enthusiasm, and commitment of each and every person to support the youth of the state of California are inspiring. Their love of learning – both their own and of their students – is contagious!” Additional information about these events is available by calling Regional & Continuing Education at 530898-6105. ###

Teachers’ PD INC Summer Conference

July 24–25, 2013

California State University, Chico

Summer Conference—­June 24–25, 2013 • California State University, Chico

INSIDE Welcome Letter


Keynote Speaker


Sponsors & Exhibitors


Conference Schedule


Project Listing by Category


Project Abstracts


Welcome to Chico



elcome to the 2013 Teachers’ Professional Development for Inland California (Teachers’ PD

INC) Summer Conference. CSU, Chico is proud to host this event and we are pleased to welcome all participants to the conference, our campus, and our community. This event recognizes the teachers of Cohort 1, 2011–2013,

who participated in and collaborated with colleagues on needs-based projects to improve their schools for their students. The purpose of this conference is to share ideas about professional development and to share results on the effect of interventions implemented as a result of professional development. It is our hope that this conference will help you to continue learning from your Inland California colleagues. This program includes the conference schedule, project abstracts, and information about the various aspects of the conference. We have multiple presentations taking place so please consult the schedule for the time and location of each event. If you have difficulty locating a room, let one of our volunteers know and they will gladly assist you. The Teachers’ PD INC project is made possible through grants from the California Postsecondary Education Commission and the California Department of Education. The staff and project directors welcome all the team leaders, teacher team members and others attending. We congratulate the teachers of Cohort 1. We hope you enjoy this first Teachers’ PD INC Conference.

Keynote Speaker Ms. Patricia Rucker, CTA Legislative Advocate Patricia Rucker, of Elk Grove, has worked as the Legislative Advocate for the California Teachers Association since 2008. She also served as a consultant for the California Teachers Association on instruction and professional development from 1997 to 2008 and as a teacher in the Del Paso Heights School District during this same period. Rucker was a lecturer in the Teacher Education department at CSU Sacramento from 1983 to 1997.


Teachers’ Professional Development for Inland California

Conference Schedule Wednesday, July 24 Conference Check-In

2–3 pm Colusa Hall Rotunda

Welcome to the Conference!

3–3:30 pm Room 100A/B

Dr. Mike Kotar, Dr. Julie Monet & Dr. Karen Hackett-Villalobos

Action Research on Action Research: A View as an Administrator to Administrators 3:30–4 pm Dr. Karen Hackett-Villalobos

Room 100A/B

Poster Session & Meet & Greet Reception 4–6:00 pm Appetizers & Cash Bar

Room 100A/B & Rotunda

Sign & Dine 7 pm Get to know your colleagues and enjoy one of Chico’s tasty downtown restaurants.

Downtown Chico

Thursday, July 25 Check-In & Breakfast

8–9 am Colusa Hall Rotunda

Concurrent Presentations: Session 1 9–10:15 am Room 110 ∙ Session Moderators: Dr. Julie Monet & Dr. Mike Kotar Team 105: Quenching the Drought of Science Reasoning Skills through Vertical Teaming

9–9:25 AM

Team 119: Cooking Counts: Applied Math in the Classroom

9:25–9:50 AM

Team 123: Hands-On Science: Captivating Fifth Grade Minds with Advanced Technology

9:50–10:15 AM

Room 111 ∙ Session Moderator: Dr. Karen Hackett-Villalobos Team 117: Lesson Study for Social Science! Team 125: Promethean Power Team 131: Historical Hubs of Literacy

9–9:25 AM 9:25–9:50 AM 9:50–10:15 AM

Room 100B ∙ Session Moderator: Dr. Herb Brunkhorst Team 112: Implementation of Literacy Strategies based on Brain Research Team 116: Engaging Students in Social Studies Team 127: Transitional Kindergarten * Each concurrent session presentation has a 20-minute time limit, including 5 minutes for questions.


Summer Conference—­June 24–25, 2013 • California State University, Chico

9–9:25 AM 9:25–9:50 AM 9:50–10:15 AM

Break 10:15–10:30 am Concurrent Presentations: Session 2 10:30–11:45 pm Room 110 ∙ Session Moderator: Dr. Julie Monet Team 149: Trekking into Transliteracy with Teacher-Librarians: A Collaborative Odyssey

10:30–10:55 AM

Team 172: Integration through Project Based Learning

10:55–11:20 AM

Team 174: Hamilton Elementary Bully Prevention Project

11:20–11:45 AM

Room 111 ∙ Dr. Karen Hackett-Villalobos Team 141: Sutter County Collaborative Autism Team

10:30–10:55 AM

Team 143: Learning to Write; Writing to Learn Building Learning Teams for English Language Learners

10:55–11:20 AM

Team 147: Using Data-Driven Instruction to Close the Achievement Gap

11:20–11:45 AM

Room 100B ∙ Session Moderators: Dr. Herb Brunkhorst & Dr. Mike Kotar Team 132: Thinking Locally - Inquiry-Driven Curriculum in an Urban Environment

10:30–10: 55 AM

Team 140: Intervention in Middle School

10:55–11:20 AM

Team 142: Increasing Teacher Efficacy Through Neuroeducation

11:20–11:45 AM

Working Lunch & Keynote

11:45 – 1:15 pm

Keynote Speaker: Ms. Patricia Ann Rucker

Room 100A/B

Concurrent Presentations: Session 3 1:15–2:30 pm Room 110 ∙ Dr. Mike Kotar Team 161: Freshman Fine Art Academy

1:15–1:40 PM

Team 165: Lowering the Affective Filter to Improve Student Learning and Teacher Satisfaction

1:40–2:05 PM

Team 171: Defining Writing in the 21st Century

2:05–2:30 PM

Room 111 ∙ Dr. Karen Hackett-Villalobos & Dr. Herb Brunkhorst Team 152: Teachers Creating Student Scientists at Caruthers

1:15–1:40 PM

Team 160: Technology Integration in a 1:1 Classroom

1:40–2:05 PM

Team 177: Be the Change! Be the Difference! Our Elementary School’s Journey to Becoming a No Excuses University!

2:05–2:30 PM

Wrap-Up & Goodbye

2:30 pm Room 100A/B Teachers’ Professional Development for Inland California


Registration opens January 22 @ 9am Lifelong Learning Institute (OLLI) at CSU, Chico is an educational program for lifelong learners age 50 and up who are eager to explore traditional and new areas of knowledge – without exams or grades. Distinguished Chico State University faculty members, retired teachers, and members simply passionate about a subject they know well enjoy sharing their expertise with members whose life experience and intelligence enrich the exchange of ideas. With locations in Chico, Oroville, Paradise, and Willows, OLLI offers a unique way to explore new topics, discuss current events, make new friends, and take day trips to theaters, gardens, and museums.


• • • • •

A wide variety of more than 85 academic classes, workshops, lectures, and special interest groups to choose from each semester… and no limit to how many you can take! Meet new people while having fun learning Free admission to OLLI meetings and selected special events Free subscription to monthly newsletter Access to book clubs, user groups, online com- munications, and other member-led activities

View class descriptions, register for classes, and pay membership fees online at Bring your family and friends to the OLLI Open House & Spring Class Preview. Visit with other OLLI members, preview upcoming courses, and meet the instructors. For details visit the website.

● Preview in Chico Wednesday, January 15 ● Preview in Oroville Tuesday, January 21

Osher Lifelong Learning Institute at CSU, Chico

Spring 2014 Class Schedule # = Counts Toward 5-Class Limit

MONDAY CLASSES IN CHICO Meditation and Contemplation


George McClendon


Feb 03–May 12

Aymer J. Hamilton #124


Feb 03–Mar 17

Craig Hall - Gordon Room


Mar 24–May 12

Craig Hall - Gordon Room

Retirement Planning - It's Never Too Late

Steve Cliadakis

Genealogical Case Studies

Kathleen Corrigan

History Through Mystery Section 1

Claire Altheuser


Feb 03–May 05

Private Residence

History Through Mystery Section 2

Claire Altheuser


Feb 17–Apr 21

Private Residence


Feb 03–May 12

Craig Hall - Gordon Room

Cracker Barrel


Charney Herst

Universe: Beyond our Solar System


Scott Perry


Feb 03–May 12

Chico New Thought Center

When Jesus Meets Krishna


Harry Keshet


Feb 03–May 12

Aymer J. Hamilton #118

Italian Renaissance


Sue Monroe


Feb 03–May 12

Chico New Thought Center

Great Books of Western Civilization


Roy Cook


Feb 03–May 12

Craig Hall - Gordon Room

Elementary French


Leanne Ulvang


Feb 03–May 12

Aymer J. Hamilton #118

Historical Novels


Roy Cook


Feb 10–May 5

Craig Hall - Gordon Room

Intermediate French

Leanne Ulvang


Feb 03–May 12

Aymer J. Hamilton #118

French Conversation

Leanne Ulvang


Feb 03–May 12

Aymer J. Hamilton #118

iPad User Group: Expand Your Horizons

Roy Cook


Feb 03–May 12

Craig Hall - Gordon Room

Gardening with California Natives

Cindy Weiner


Mar 24–Apr 21

Chico New Thought Center


Feb 04–May 13

Aymer J. Hamilton #124



Harry Keshet

Tuesday Tunes


Bitz Haley


Feb 04–May 13

The Lodge at The Terraces

Geology of the Terrestrial Planets


Stewart Monroe


Feb 04–May 13

Chico New Thought Center

Current Issues with Emphasis on Media


Robert Main


Feb 04–May 13

Craig Hall - Gordon Room

Reading Shakespeare


Fred Dietrich


Feb 04–May 13

Aymer J. Hamilton #118

Skipping Further Through the Bible


Dennis Daniel


Feb 04–May 13

Aymer J. Hamilton #118

Armchair Traveler


Sue Monroe


Feb 04–May 13

Chico New Thought Center

Grandparents Raising Grandchildren

Madeline Hawdon


Feb 18

Craig Hall - Gordon Room

Adult Children Living With Their Parents

Madeline Hawdon


Feb 25

Craig Hall - Gordon Room

Myth and Reality in American History

Cliff Meneken


Apr 15–May 13

Craig Hall - Gordon Room

Do I Want A Smart Phone?

Susan Levine


Apr 08

Craig Hall - Gordon Room

Healthy Body, Healthy Brain

Becky Robinson


Feb 25

Chico New Thought Center

Maximizing Your Medicare Health Benefits

Tatiana Fassieux


Feb 04

Chico New Thought Center

Celtic Myth and Legend

Victoria Hunt


Feb 04–Mar 11

Craig Hall - Gordon Room

Leslie Howard


Feb 05–Mar 12

Craig Hall - Gordon Room

Gayle Womack


Feb 05–May 14

Lakeside Pavilion

WEDNESDAY CLASSES IN CHICO Some Cultures of Ancient Peru Wisdom Through Meditation



Osher Lifelong Learning Institute at CSU, Chico

Spring 2014 Class Schedule # = Counts Toward 5-Class Limit

Wednesday Classes, Continued from Page 2 Landscaping for Homeowners

Craig Seabury


Feb 05–Mar 12

Aymer J. Hamilton #118


Feb 05–May 14

Faith Lutheran Church


Feb 05–May 14

Craig Hall - Gordon Room


Feb 05–May 14

Lakeside Pavilion

Early Christianity: Experience of the Divine


Bill Augros

American Wars Part 5: World War II


Robert Main

Writers' Workshop


Jim Smith

Movie Matinee


Lucille Schell


Feb 05–May 14

The Lodge at The Terraces

iPhoto for Mac

Linda Perry


Feb 12

Craig Hall - Bradley Room

Keynote for Mac

Linda Perry


Feb 19

Craig Hall - Bradley Room

Gardening Essentials

Tina Bishop


Feb 26–Mar 26

Craig Hall - Gordon Room

Learn How To Draw

Susan Levine


Feb 05–May 14

Aymer J. Hamilton #124

Jewel Cox


Feb 05–May 14

Aymer J. Hamilton #118

Cheryl Tyree


Apr 16–Apr 30

Craig Hall - Gordon Room

Ann Stewart


Feb 06–Feb 27

Craig Hall - Gordon Room


Feb 06–May 15



Feb 13–May 08



Feb 06–May 15

The Lodge at The Terraces


Mar 06–Mar 13

Aymer J. Hamilton #118


Feb 06–May 15

Craig Hall - Gordon Room

Barbara Schultz


Feb 06–Mar 06



Feb 13–May 08

Craig Hall - Gordon Room

Mystical Poetry


Estate Planning 101

THURSDAY CLASSES IN CHICO Famous Voyages Around Cape Horn Birding In The Chico Area


Carl Waters

Chico Trees


Wes Dempsey

Beginning Guitar Level 2


Phil Elkins

Exploring Misconceptions about Astrology Book Group - Chico

Margaret Cherry #

Poetry of Joy

Walter Coffey

Writing Your Slice of Life


Mary Brashears

Brown Bag Lunch


Jean BakerStapleton


Feb 06–May 15

Craig Hall - Gordon Room

Classics of Italian Cinema


Peter Hogue


Feb 06–May 15

Aymer J. Hamilton #118

World of Opera


Claire-Louise Bates


Feb 06–May 15

The Lodge at The Terraces

Great Decisions


William Tefteller


Feb 06–May 15

Craig Hall - Gordon Room

Ballroom Dance : Beginning

Gloria Hylton


Feb 06–Apr 17

Studio One

Butte County and Chico Urban Area Issues

Fred Davis


Apr 10–May 15

Craig Hall - Gordon Room

Personal Investing and Finance

Bruce Nikolai


Feb 06–Apr 03

Craig Hall - Gordon Room


Feb 07–May 16

Aymer J. Hamilton #124


Feb 07–May 16

Craig Hall - Gordon Room


Apr 11


Sydney Wilde


Feb 07–May 16

Craig Hall - Gordon Room

Ike Evans


Feb 07–May 16




Jim Kirks

World Religions


Terry Hunt

Table Mountain Wild Flowers Goddesses in Every Woman Let's Walk

Herman Gray #


Osher Lifelong Learning Institute at CSU, Chico

Spring 2014 Class Schedule # = Counts Toward 5-Class Limit

Friday Classes, Continued from Page 3 Hobbies For Health


Mary McCart


Feb 07–May 16

Craig Hall - Gordon Room

Beyond Auto Mode - Photography

Dick Emmons


Mar 28–May 16

Aymer J. Hamilton #118

Dance as Play

Pamela Loyd


Mar 07–Apr 25

The Lodge at The Terraces

Operas by Gilbert and Sullivan

Bill Augros


Feb 07–May 01

Faith Lutheran Church


Mon: Mar 24–Apr 21

Butte Cty Office of Ed


Mon: Feb 03–Apr 14


OROVILLE CLASSES Gardening with California Natives

Cindy Weiner

Legacy of Transcendentalism

Alice Prouty

This Ain't My Stuff!

Rosie Potestio


Tue: Feb 04–Feb 11

County Library, Oroville

Twelve Principles of Attitudinal Healing

Lynndee Caput


Tue: Feb 04–May 13


Willpower: Harnessing Your Inner Power

Rosie Potestio


Tue: Feb 25

County Library, Oroville

Healthy Body, Healthy Brain

Becky Robinson


Tue: Apr 22


Art Conversations

Machelle Conn


Tue: Mar 04–Apr 15

Butte Cty Office of Ed

Art in Everyday Life

Freda Flint


Tue: Feb 04–Feb 11


Getting Organized: Blueprint for Surviving…

Yvette Small


Tue: Apr 15–Apr 29

Butte Cty Office of Ed

Brains In Motion

Marcia Carter


Wed: Feb 05–Mar 26


iPad Basics

Betty Bilbo


Wed: Feb 05–Mar 12

Butte Cty Office of Ed

U.S. Government 101

Jim Shelby


Thu: Apr 10–May 15

Butte Cty Office of Ed

Awakening to Your Life Purpose

Suzanne Strisower


Thu: Feb 06–Feb 20

County Library, Oroville

A Dark and Stormy Night

Patricia Ballard


Thu: Mar 13–May 08

Butte Cty Office of Ed

Estate Planning 101

Cheryl Tyree


Fri: Mar 07–Mar 21

Butte Cty Office of Ed

Mystical Poetry

Jewel Cox


Wed: Feb 05–May 14

Paradise Ridge Snr Ctr

Estate Planning 101

Cheryl Tyree


Thu: Mar 27–Apr 10

Paradise Ridge Snr Ctr


Tue: Feb 04–May 13

Willows First Lutheran


Wed: Feb 05–May 14

Willows First Lutheran


WILLOWS CLASSES Willows Book Group

Marianne Madariaga

Overview of the Whole Bible

Philip Zabell

Class Locations: Aymer J. Hamilton ................................... CSU, Chico Campus Beatniks Coffee Shop .............................. 1387 E 8th St., Chico Butte County Library, Oroville Branch ...... 1820 Mitchell Ave, Oroville Butte County Office of Education ............. 1500 Lincoln Street, Oroville Chico New Thought Center ...................... 14 Hillary Lane, Chico Craig Hall ............................................... 1400 W. 3rd Street, Chico Faith Lutheran Church............................. 667 E. 1st Avenue, Chico

FRRPD (Feather River Parks & Rec) 1875 Feather River Blvd., Oroville Lakeside Pavilion ........................ 2565 California Park Drive, Chico Paradise Ridge Senior Center....... 877 Nunneley Rd., Paradise Studio One .................................. 707 Wall Street, Chico The Lodge at The Terraces ........... 2750 Sierra Sunrise Terrace, Chico Willows First Lutheran ................. 333 Vine Street, Willows


Academic Affairs Goal 5: Strategically Manage Resources Sources of Revenue  Fee revenue for credit-based self-support academic degree courses and programs is managed through a state trust account, the Continuing Education Revenue Fund (CERF).

 Revenue from grants, contracts, conferences, noncredit institutes, and workshops is managed through the Research Foundation.

 A modest General Fund allocation provides student support and outreach services for the statesupport Chico Distance & Online Education (CDOE) degree completion programs and the statesupport classes offered in Redding.

 Endowment earnings and fundraising activities are managed through the University Foundation and support the Osher Lifelong Learning Institute and scholarships for Chico State re-entry students.

Fundraising 1.1% University Foundation Endowment Earnings General Fund 2.9% Allocation 1.8%

CERF Fee Revenue $4,700,692 CERF Interest / Other $52,659

Research Foundation 26.4%

Research Foundation Grants & Contracts $28,056 Research Foundation Program Revenue $1,864,025

Grants & Contracts .4%

CERF Interest .7%

Continuing Education Revenue: All Sources - $7,053,403

General Fund Allocation $125,767 CERF Fee Revenue 66.6%


Fundraising $76,166 University Foundation Endowment Earnings $206,039

CERF Sources and Uses CERF Revenue - $4,753,351

Special Session 18%

CEU Grant 1%

Summer Session $2,565,485

January Intersession $657,904 Summer Session 47%

Open University 13% Early Start 2%

Operational Expenses 29%

Faculty Salaries & Benefits 26%

Open University $478,182 Special Session $806,231

CERF Interest/Other $52,659

January Intersession 18%

CO Overhead & State Pro Rata 5%

Early Start $192,891

CERF Expenses - $4,574,821 Campus Reimbursements & Investment 35%

Campus Reimbursements & Investment $1,601,739 Summer Grants $230,939

Faculty Salaries & Benefits $1,165,055

Summer Grants 5%


Operational Expenses $1,334,865

CO Overhead & State Pro Rata $242,222

Research Foundation Sources and Uses

Non-Credit Workshops 5% Conferences 3%

Research Foundation Revenue $1,892,081

OLLI 6% Grant/Contract 1%

ALCI $1,605,849

Conferences $49,655

Non-Credit Workshops $102,970 OLLI $105,551 ALCI 85%

Program Expenses 16%

Research Foundation Expenses $2,011,762

Fee Revenue Admin Fees 7%

RF Admin Fees: 8% of Fee Revenue $150,384 Staff Labor $758,705

Operating Expenses 9%

Instructional Costs 13%

Grant/Contract $28,056

President Assessment: $300,000 plus 2.25% of revenue $339,693 Instructional Costs $268,359

President Assessment 17%

Staff Labor 38%


Operating Expenses $174,144 Program Expenses $320,477

Campus Reimbursements & Investment Much effort in 2013-14 focused on getting to a clear and consistent methodology to ensure accurate cost recovery to the campus for direct and indirect costs incurred in the course of conducting self-support activities to comply with EO 1000.

Assessments made to CERF and RCE’s Research Foundation operations cannot be defined consistently and clearly as cost recovery to the General Fund or program development funds to the colleges. In the absence of a cost allocation plan for all divisions, distributions to the campus from CERF and RCE’s non-credit Research Foundation activities are characterized as a mix of campus reimbursements and investment.

Total Campus Reimbursements & Investment - $1,941,432

President 17%

Academic Affairs $885,608 Student Affairs $284,485

Business & Finance 27%

Academic Affairs 55%

Student Affairs 18%

Business & Finance $431,646 President $339,693

A Changing Financial Picture Following a shift in 2012-13 from retaining reserves for future development and program investment to one of returning significantly more money directly to the campus, RCE continues to work through a complex financial landscape.

 Research Foundation expenses exceeded revenue by $145,538, marking the third consecutive year of drawing down on RF reserves since the implementation of the annual assessment of 2.25% of non-contract revenue and a flat fee of $300,000 for the President’s use.

 The distinction between cost recovery and distribution of net revenue for program development to campus partners was emphasized in the Continuing Education audit by the Board of State Auditors, reinforcing the need for a comprehensive plan for cost recovery to the campus as well as clearly defined campus partner agreements. Efforts in 2013-14 to meet those needs met with varying levels of support; a proposed cost recovery plan based on FTES and draft campus partner agreements were submitted for review.


ď&#x192;&#x2DC; Increasing expenses in Chancellor Office Overhead and State Pro Rata as well as growing risk pool assessments along with a downward trend in investment income all continue to challenge program budgets. Campus facilities charges in 2013-14 were appropriately modified to collect fees for enrollments in state-owned classroom facilities only, ending two years of facilities fees charged for online enrollments.

Expenses Affecting RCE's Financial Picture $250,000

CO Overhead/State Pro Rata

$200,000 $150,000

Risk Pool


$50,000 $-







Facilities Charges

Investment Income Trends $160,000 $140,000 $120,000 $100,000 $80,000 $60,000 $40,000 $20,000 $-








RCEâ&#x20AC;&#x2122;s Financial Impact on the Campus From additional income opportunities for faculty, to grants for continuing Chico State students who make progress toward graduation in summer, to revenue for the AS Wildcat Store and revenue to University Housing and Food Service, RCE stimulates the financial health of the campus through its programs and services.

RCE to Campus: Financial Impact Summary - $4,270,530

Academic Affairs $885,608 AS and UHFS 6%

Summer Grants 5%

Student Affairs $284,485

VPAA 21%

GF Support 2%

Business & Finance $431,646

President Assessment $339,693 VPSA 7%

Faculty 33%

VPBF 11%

Other Revenue to Campus 4%

RF Indirect and F&A 3%

President Assessment 8%


Research Foundation Indirect $150,384 Other Revenue to Campus $176,919

Faculty Salaries & Benefits $1,433,414

RCE Support for General Fund Activities $76,876 Revenue to AS and UHFS $260,566 RCE Summer Grants $230,939

Continuing Education Fund Balances: Building for the Future RCE manages fund balances in CERF and the Research Foundation, in addition to endowments in the University Foundation. These fund balances as of June 30, 2014, represent an investment in the financial viability of RCEâ&#x20AC;&#x2122;s self-support operations and strategic initiatives.

Continuing Education Fund Balances, 6/30/14 - $8,403,513 CERF 42%

University Foundation 23%

Research Foundation $2,810,044

University Foundation $2,373,951 CERF $3,219,518

Research Foundation 35%

RCE invested CERF and Research Foundation reserves in the transformation of the campus core with the remodel of Colusa Hall and the creation of the Creekside Plaza, including the educational garden and ADA-compliant pathway to the campus core. From Fall 2011 through Spring 2014, more than 60 unique campus departments across all University divisions used Colusa Hall to host 472 events, with a $163,233 total exchange of value for general fund use.

Reserve Balances 2009-2014

12,000,000 10,000,000

8,000,000 6,000,000




2,000,000 -





Fiscal Year End




RCE’s goal is to increase programming capacity, particularly the number of international students served, as well as to expand the footprint of the campus by investing Research Foundation and CERF reserves to construct and furnish a Foundation-owned building adjacent to campus. The new building will include classrooms and office space to house all of RCE’s non-credit programs and CERF administrative operations. This new construction also will free up much-needed space in the campus core when RCE vacates the current Center for Continuing Education.

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

The Osher Lifelong Learning Institute (OLLI) at Chico launched the Institute’s first annual campaign, the Chico OLLI Challenge, and exceeded critical benchmarks necessary to be eligible for consideration by the Osher Foundation for a second $1million endowment, pending a final report that will be submitted in early fall 2014.  Raised $21,625 in donations with 270 individual gifts, a 25% participation rate from OLLI members.  Raised $4,541 in scholarship gifts for the Prime Timers’ Scholarship fund, donated by 48 members.

 Awarded $53,813 in scholarships from the Osher Reentry Scholarship Endowment.

 Partnered with University Advancement for guidance and support to conduct the annual campaign, including the technological and accounting infrastructure for the OLLI “giving” page and to create a new planned giving program.  Awarded a $50,000 operating grant from The Bernard Osher Foundation.

Summary of RCE Fundraising Activities 20072008

Osher OLLI Endowment

Osher Reentry Endowment OLLI Bridge Grant

Osher Reentry Scholarship Prime Timers Scholarship

OLLI Challenge





Total $1,054,220

$50,000 $50,000

















Total $1,000,000








$100,000 $150,000

$32,662 $21,625


Diversifying Resources through Grants & Contracts RCE Grant & Contract Activity & Impact 2013-14 Sponsor Butte County Office of Education Butte County Library

Project After School Professional Development Institute 2013 Summer Conference OLLI Summer Library Lecture Series

Amount $24,456 $3,600

Total Grant and Contract Funding

RF Indirect on Grants and Contracts

Supporting Documents  RCE Campus Financial Impact Summary 2013-14  The OLLI Chico Challenge Campaign Information


Status Funded – Research Foundation Funded – Research Foundation $28,056 $2,244

RCE Campus Financial Impact Summary 2013‐2014 President


Academic Affairs

$885,608 Open University


Special Session & Intersession


Self‐Support Summer


Faculty HR MOU Reimbursement


Student Affairs

$284,485 Open University


Special Session & Intersession


Self‐Support Summer


Business & Finance


Research Foundation Indirect


Other Revenue to Campus


North State Initiative


AS Wildcat Store


University Housing and Food Service


Adjunct Grad Enrollments


Consolidated Course Fees


Self‐support Degree Application Fees


Faculty Salaries & Benefits


Special Session/Intersession Instruction


Self‐Support Summer Instruction


Non‐credit Instruction


RCE Support for General Fund Activities Exchange of Value for Colusa Hall/CE107 State General Fund Use RCE Summer Grants RCE Summer Grants (Fiscal Year 13/14)






at CSU, Chico has made significant progress over the past year toward improving fiscal stability, increasing volunteer

participation, and expanding campus and community partnerships. Our progress has caught the eye of the Osher Foundation as they identify

“exemplary” OLLI programs across the country. We know that OLLI at CSU, Chico is special. Now we have an opportunity to be considered exemplary by meeting two goals: reach a sustained base of at least 1,000 members and conduct annual fundraising—this year with a minimum goal of $15,000—through broad member participation. For 2013–2014 we have dubbed our annual campaign the “OLLI Chico Challenge.”


The momentum we have gained in the last year is strong. Enthusiasm is high. What a tremendous time and opportunity to take OLLI at CSU, Chico to the next level. Meeting the OLLI Chico Challenge will allow us to continue to offer the classes you love, equip volunteer peer leaders with the resources they need to create a quality classroom experience, and provide the funding the organization needs to thrive. And now the chance to be considered for a second $1 million endowment by the Osher Foundation as an exemplary Osher Institute. Such a gift would allow us to add new classes, expand convenient class locations with easy parking, upgrade teaching tools, and ensure that the OLLI you want can secure its future for you, for your family and friends, and for the community.


Fall memberships reached an all-time high, with 737 members enrolled in 86 classes.


A recent survey shows that our members are highly committed to OLLI and feel it’s one of the most important activities in their lives.

Everyone likes to be part of something bigger than him or herself. It’s all hands on deck to meet this unique challenge. We ask that every member make an investment in OLLI’s future.

We have opened two new chapters in Paradise and Oroville.

Donate—Whether $25 or $2,500, all contributions are important

Our committees have quadrupaled their volunteer membership participation.

Encourage friends and neighbors to join OLLI

Our Peer Leader Mentor Program and Development Workshops, Speakers Bureau, Intersession Lecture Series, online registration, upgraded website, and Facebook page have expanded our member services and community outreach.

Join a committee Introduce us to friends who may join or donate Greet people at our large meetings and events

Let’s meet the OLLI Chico Challenge together, within our individual means and through our collective efforts.

CSU, Chico Continuing Education Annual Report 2011-2012  

The 2011-2012 Annual Report for the Center for Regional & Continuing Education (RCE) summarizes the impact of RCE’s activities in support of...

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