DISTRIBUTED EDUCATION AND INSTRUCTIONAL

TECHNOLOGY COMMITTEE

2004-05 Year-end Report

June, 2005

DISTRIBUTED EDUCATION AND INSTRUCTIONAL

TECHNOLOGY COMMITTEE

Year-end Report 2004-05

Mission:

The mission of the Distributed Learning program at Linn-Benton Community College supports the academic mission of the college by providing access, quality instruction, learning resources and services, and supplemental learning experiences, to students beyond the constraints and barriers of time and place through a wide range of electronic formats and technologies.

Goals:

ÿ To provide students with greater access to higher education resources

ÿ To remove time and place barriers for delivery of educational services

ÿ To provide the highest quality, faculty-driven, educational programming in a timely, customer-oriented and cost efficient manner.

DEIT has a successful history of guiding LBCC in its planning and use of instructional technology to meet its mission and goals as a community college. The DEIT Committee is focused on continuing to improve distributed education and its modalities for the benefit of all students.

Several discussions, especially within the Technology Infrastructure Sub-committee, were centered on the topic of what direction the college as a whole would like to take in guiding distributed education at LBCC. Currently, there are multiple courses being offered in different modalities but no clear path or direction for future development of distributed courses. The DEIT Committee has made it a goal to look at the overall future of distributed education at LBCC and to formulate a plan that will support whatever direction is chosen. It is clear, though, that more distributed courses are being sought by students. The college is currently trying to develop a complete AAOT degree online that will address the request of students to be able to complete all coursework from a distance in order to obtain a degree.

Co-chairs, Phil Krolick and Linda Carroll, held two full DEIT Committee meetings this year—one in the fall and one in the spring. However, the subcommittees comprised of the Training Committee, Technology Initiatives Committee, Student Services Committee, Web Presence Committee, and Technology Infrastructure Committee met several times throughout the year. Their goals and accomplishments for the year are reported on the following pages.

PLANNING ASSUMPTIONS ON WHICH THE DISTRIBUTED LEARNING STRATEGIC PLAN IS BASED

CATEGORY	ASSUMPTION
Institutional Infrastructure	An institutional commitment to the concept of distributed learning as a college-wide initiative in keeping with the college mission. Distributed Learning will be integrated into the strategic plans and directions of all academic and service departments of the college Distributed Learning will be funded, with a financial plan tied to the college strategic plan that will provide for growth in DE learning activities.
Rationale for Distributed Learning	Providing access to meet the education and training needs of state residents and companies and to serve under-served populations. Changing academic trends: instruction becoming more learner-centric, non-linear, and self directed. Emphasis on academic accountability. A shift in emphasis from course-completion to competency. Leveraging classroom resources. Capitalizing on emerging market opportunities. Lifelong learning is becoming a competitive necessity. The need to change in an increasingly competitive environment. Technological devices becoming more versatile and ubiquitous. By 2025, 95% of instruction will be digitally enhanced.
Target Audience	Focus is both on currently enrolled LBCC students and new students, regionally. Intent is to provide options and access. Potential audience would include: ∑ High school students enrolled in college classes for dual credit ∑ Traditional transfer students ∑ Students seeking an AA degree or certificate ∑ Displaced workers retraining for a new career ∑ Working parents who want to complete their college degree in a flexible format The principle reasons student take distance learning courses are: ÿ To transfer to another college (4-year) ÿ To earn an Associate Degree ÿ To prepare for a future job after attending ÿ To earn a certificate
Curriculum Focus	Individual courses and programs that are selected on the basis of: Courses where LBCC has had waiting lists or has had to turn students away because of closed classes What individual faculty members want to teach at a distance Strong program with potential for continued student growth Niche Programs: LBCC Certificate/degree programs that have regional/national appeal. Workforce Training classes Degree/transfer programs based upon which of the required courses and appropriate electives could be successfully taught through distance learning: Courses that would comprise the AA-OT program Courses in the one-year General Education Transfer Module.
Marketing	General courses will be marketed through: The statewide catalogue OregonOne OCCDLA web site The LBCC class schedule A special distance learning brochure aimed at current and incoming LBCC students The LBCC Web Site Specific audiences would be targeted for niche programs.
Media	Current technologies include: ÿ Cable broadcast telecourses ÿ Live ITV classes ÿ ITFS ÿ OnLine (Blackboard) asynchronous courses ÿ Hybrid courses ÿ Future trends may include IP streaming video media and other combinations of technologies.
Faculty Training	Faculty will receive pedagogical and technical training in the following: Training in course development the pedagogy of online teaching. Facilitation of distance learning courses using web-based tools – Blackboard Development and delivery of video teleconferencing courses.
Faculty Support Services	Faculty support will be provided for: Instructional design support Help desk for technical problems Assessment tools
Student Support Services	Distance learners have access to: ÿ Online admissions ÿ Registration ÿ Advising/counseling and other standard student support services. ÿ On-line tutorials and orientations and pre-testing are provided to ensure appropriate skill levels of distance learners. ÿ Roadmap- Student Information System available. ÿ Business services available online for paying bills. ÿ Bookstore online for accessing textbooks and other course materials.
Library Services	Library services and resources are available on-line and provide access to: ÿ Electronic databases and other research tools necessary to support distance courses. ÿ Orientation and tutorials in using the Library.
Faculty Compensation	There should be appropriate compensation for the workload required to develop and teach online. Requires negotiations and institutional commitment.
Intellectual Property Rights	There is a college policy regarding Intellectual Property Rights. Courses where development is funded by the college are owned by the college. Ownership of the locally developed courses where development is not funded by the college resides with the faculty member.
Class Size	Class size for locally developed on-line courses and video teleconferencing courses may vary by discipline.
Educational Effectiveness	The college will evaluate the effectiveness of the distance education programs by assessments of: Student learning outcomes Student retention Student satisfaction
Technology Infrastructure	Infrastructure needs to grow based on number of courses and students. An institutional commitment to distributed learning that involves an ongoing update of the technological infrastructure.
Staffing	Staffing increasing over the next four years will be required as new programs and services are introduced. Training, development and faculty/student support necessitate continued growth
Revenue Sources	Tuition and Fees from LBCC students. Tech Fee. No specific resources to develop new courses or programs

DEIT Training Subcommittee

Year-end Report

The training subcommittee has been institutionalizing training this year through the Teaching and Learning Calendar (TLC) and the ≥Tech-Tips≤ email. We did not try to do a special in-service technology day although several activities were offered during the inservice period. It should be noted that this list shows offerings; some sessions had no attendance.

The TLC Offerings

(✗ shows how many times offered.)

Title	Fall	Winter	Spring
Blackboard Basics	XXX	XX	XX
Are You Ready for Microsoft Office?	X
Using the CDs That Come with Textbooks	X
How to Get Control of Spyware	XX		X
Look, No Wires! (Wireless laptops)	XX
Digital Camera Workshop	XX	X
Writing for the Web	XX
Multimedia Carts & Lecterns Demonstration	X	X
CD-Burning	X
Instructor Websites	X	X
Phone Training Basics	X
Digital Imaging	X	X
Advanced Phone Features	X
USB Keys for Easy File Transportation	X
TLT online - Creating Accessible Content Using Microsoft Office			X
Creating Links to Database Articles			XX
TLT online - Making Online Narrated PowerPoint Presentations More Accessible			X

Training on request is available on the following topics anytime during the year for departments or individually*.

PowerPoint	Web Board	Gradebook
Multimedia	InQsit Testing	Banner Navigation*
Scanning	PDF Files	Departmental Banner *
Digital Camera	Instructor Websites	Blackboard

Tech Tips

≥Tech-Tips≤ are short email directions intended to be a quick easily digested bit of training. There have been very well received and we are planning on collecting these on an FAQ type web page. They have been set out almost weekly during the academic year for two years and have been very well received, with lots of suggestions for new tips as well.

The categories have been: seven miscellaneous, nine on managing your PC desktop, five about viruses, phishing, spam and hoaxes, four on Banner, 13 on web browsing, six on our telephone system, and 19 on email and electronic calendaring. Several tips have been sent multiple times such as our policy on using the email groups PUBLIC and EVERYONE.

The training committee has a goal for next year of continuing the TLC and Tech Tips and in fall term doing a survey to see what new training needs are developing.

DEIT Technology Initiatives Subcommittee

Year-end Report

Chair: Alan Heywood, Members: Ann Adams, Beth Camp, Linda Carroll, James Crawford (student), Dael Dixon, Raza Khan, Rob Lewis, Marci Shanks

The committee was reorganized this fall, and the charge to the committee was revised to:

≥Consider issues important to planning that can affect the quality, depth and effectiveness of LBCCπs distributed learning programs. This may involve looking at accreditation standards for distance learning, reviewing the guidelines followed in spending LBCCπs Technology Fee, and to consider how college resources are used to support distributed projects (planning, innovating, implementing, and maintaining,), and to review the governance of DEIT itself.≤

1. The committee met 8 times beginning in January. In order to develop a baseline of information on distributed learning and the development of a mechanism for reporting the committee began by looking at the current distributed modalities. A Distributed Learning Modalities and Trends matrix was developed that viewed statewide trends and the current ranking of LBCC in relation to other community colleges in Oregon. LBCC ranks 7^th out of 17 community colleges in total number of enrolled students each year. We identified some internal trends and goals. Each of the modalities was evaluated by a Benchmark that looked at:

ÿ Funding

ÿ Audience/Partners

ÿ Use and Growth

ÿ Staffing

ÿ Barriers

ÿ Legal Obligations

ÿ Potentials

The current status and future trends of each modality were identified and discussed. Growth pattern charts of class size and modality and growth and decline of modalities were developed. Growth in both courses and enrollment continues to grow with approximately 2400 students taking distributed classes this year and 100 classes being offered. Of the students enrolled by the fourth week, 92% were still enrolled by the eight week of the term. It was clear to the committee that the current modality of choice for both faculty and students appears to be online courses. Post-course surveys indicate a strong desire by students for additional online courses. It is evident from our research that online courses are growing in popularity and the recommendation of the committee was to continue to support efforts to increase the number of course online options. Additionally the committee supports the concept of continuing the current range of distributed modalities and options as they are currently exist since they do not require significant resources to operate and manage as per current licensing and funding agreements.

2. A second area of focus centered on the need to identify barriers for offering an AAOT degree or General Education degree. Incentives for instructors to teach online courses are an area of concern as well as minimum and maximum class size. Faculty appraisal and student and peer review were discussed. We viewed a national distance learning trends report that indicated a continued growth rate for online courses to average 24.8% in 2004. Also reviewed a recent National Center for Education Statistics report on distance education in public elementary and secondary schools indicating a strong growth rate on courses being offered, in particular Advanced Placement courses.

Three barrier issues were discussed:

1. Staffing to provide increased training and support for faculty

2. Anticipating the needs of students

3. Faculty incentives to develop and implement distance learning courses.

3. We developed an AAOT Matrix identifying the courses necessary for offering the core classes of the AAOT at a distance, as well as the current status of the other community colleges that are currently offering the AAOT and/or core classes at a distance. Researching faculty interest in offering an AAOT and defining barriers to teaching online as well as department attitudes resulted in the development of a Faculty Survey to assess these areas of concern. Initial responses indicated a strong interest in teaching online. In response to questions regarding the department scheduling classes in support of the AAOT, 52% disagreed and 28% agreed. The most significant barriers identified to teaching online were:

ÿ Faculty not having enough time to convert teaching materials to an online format.

ÿ The department needing more budget support to offer online classes.

ÿ Concern that students do not have equal access to computers or the internet.

ÿ Faculty workload for teaching online classes not being equitable compared to face-to-face classes.

ÿ Faculty not comfortable in using Blackboard.

A recommendation to develop a survey to determine student distributed learning needs was proposed. To be further developed.

4. The committee agreed to make online courses a priority and to work on the identified issues pertaining to distance learning. A discussion of the Mission of Distributed Learning was discussed and a Mission and Goals Statement was developed, that would provide some latitude and flexibility, pending the revision of the college mission statement, and as part of the development of an overall Distributed Learning Strategic Plan. A suggested list of Planning Assumptions on which a Distributed Learning Strategic Plan is based was developed and shared with the committee. The Planning Assumptions included several areas that are part of the Accreditation Standards as well as sections of the 7 Big Picture Questions that were developed previously. They include:

ÿ Institutional Infrastructure

ÿ Rational for Distributed Learning

ÿ Target Audience

ÿ Curriculum Focus

ÿ Marketing

ÿ Media

ÿ Faculty Training

ÿ Faculty Support Services

ÿ Library Services

ÿ Faculty Compensation

ÿ Intellectual Property Rights

ÿ Class Size

ÿ Educational Effectiveness

ÿ Technology Infrastructure

ÿ Staffing Growth

ÿ Revenue Sources

ÿ Non-Personnel Costs

5. Support for student readiness for online classes sparked a discussion regarding student preparation. The need to provide adequate preparation for students taking classes online was identified as a priority. Recommendations for improving student readiness included:

ÿ Offering a credit course in Preparation for Distance Learning .

ÿ Improvement of the LBCC web site and access to Blackboard courses. Recommend upgrading site to make more hospitable and easier to access Blackboard site.

ÿ An online Blackboard Orientation for students.

Beth Camp developed and piloted an online Blackboard Orientation for students during Winter-Spring 2005. Results were very positive.

6. Discussed the development of a Faculty Appraisal tool for distributed classes. Recommended as part of the Accreditation Standards. An appraisal document was sent to Faculty Assessment Committee and will be reviewed by the Tech. Initiatives committee. Pending review by a focus group of distance faculty.

Strategic Planning Questions	Tech Initiatives Activity 2004-2005
1. Baseline: Where are we now? What reporting mechanism defines and describes our current use of distributed learning?	Reviewed LBCC Distributed Learning Modalities Analysis, and ≥Where Are We Now≤ and compared our statistics with OCCDLA data to identify priorities in using DE technology. Identified online as a priority technology, and continued use of existing modalities.
2. Strategic Planning Issues. What is LBCCπs strategic plan for distributed learning? Can we articulate why we are supporting distributed learning?	Reviewed the Modalities Analysis Internal and External Trends and the Planning Assumptions for the DE Strategic Plan, Identified LBCCπs position in DE in the state. Identified the rationale for supporting distributed learning. Identified mission, goals, activities and issues. (see attached)
3. Curriculur Issues. How does our current use of distributed learning affect curricular issues (course development, teaching/learning, course structure)	Developed a AAOT matrix identifying courses necessary for offering AAOT. Administered faculty survey Spring 2005 to identify support for offering online AAOT at LBCC.
4. Distributed Education Staff/Faculty Support. Is the orientation, training, recognition and ongoing support that LBCC provides adequate for innovative and established DE Courses and projects?	Current levels of support for training and orientation are adequate, but as identified in the Modalities matrix, as online courses grow, staff support needs will require additional assessment. Discussed the need to evaluate minimum/maximum class size, and faculty compensation and resources for support. Increased training needs will necessitate additional staff support.
5. Distributed Education Student Support. Are the training and student services provided adequate to support the training and courses offered by distributed learning?.	Developed Blackboard orientation for students Winter 2005; piloted with 63 students Spring 2005 (survey results attached) Reviewed project with Student Services Spring 2005. Developing survey tool to assess student distributed learning preferences for courses and support. Discussed the need to provide more options in preparing students for taking distributed courses.
6. Technology and Facilities. What kind of long-range plan do we have for planning appropriate use of facilities and technology?	Current focus has been on distributed learning needs. Reviewed current Blackboard application. Long range planning has not developed. Current technologies are adequate. Long-term needs may include larger bandwidth, implementation of IP video, wireless and other technologies. Added a video server to support streaming applications for courses.
7. Evaluation and Assessment. What questions related to distributed learning are integrated into our evaluation and assessment of teaching and learning? How do we evaluate our DE classes?	A student faculty appraisal/assessment is being developed to evaluate outcomes of distributed learning courses. The appraisal focuses on Learning Environment, Assessment, Subject Matter Mastery and Overall Comments, and follows the F2F Faculty Appraisal process. Draft assessment tool forwarded to Faculty Assessment Committee, Spring 2005.

Currently Offered Distributed Courses

AAOT – Comparison

Associate of Arts Oregon Transfer Degree Requirements			Distributed Courses Offered Meeting AAOT Requirements and Additional Courses Needed
	Requirements	Credits Req.	Courses Offered	Credits Offered	Courses Needed	Credits Needed
	English Composition	9	WR 121, WR 122, WR227	9
	Mathematics	4			MTH105	4
	Health	3	PE231	3
	Oral Communications	3			SP111	3
	Arts/Letters	12	ENG 104, ENG110, HUM 101, JN201, JN217	15
	Social Science	15	CJ100, CJ101, CJ130, EC115, EC201, EC202	21
	Science/Math/ Computer Science	15			12 credits in biological or physical sciences including labs. From two disciplines	15
	Electives	29	BA101, BA223, BA230, CIS 125, CJ211, CJ222, GS152, HD208, HE220, NUR122, NUR222, NUR 268A, NUR 268B, NUR268C, MO5.414, MO5.630, MO5.631, MO5.632	47
	Totals	90		95		22

ON-LINE COURSES

BUSINESS MANAGEMENT & SUPERVISION

BA230 – BUSINESS MGMT & SUPERVISION – Business Law

COMPUTER APPLICATIONS

CIS125 – COMPUTER INFO. SYSTEMS – Intro to Soft. Applications

CRIMINAL JUSTICE

CJ100 – CRIMINAL JUSTICE – Survey of Criminal Justice System

CJ101 – CRIMINAL JUSTICE – Intro to Criminology

CJ130- CRIMINAL JUSTICE – Intro to Corrections

CJ211 – CRIMINAL JUSTICE – Ethical Issues: Law Enforcement

CJ222 – CRIMINAL JUSTICE – Procedural Law

ECONOMICS

EC114-ECONOMICS – Outline of Economics

EC201 – ECONOMICS – Intro to Microeconomics

EC202- ECONOMICS – Intro to Macroeconomics

ENGLISH

ENG104 – ENGLISH - Intro to Literature: Fiction

PERSONAL GROWTH

HD208 – PERSONAL GROWTH & DEVELOP. – Career Life Planning

HEALTH & FIRST AID

HE220 – HEALTH & FIRST AID – Intro to Epidemiology & Health Data

HUMANITIES

HUM101- HUMANITIES – Humanities: Prehistory – Middle Ages

JOURNALISM

JN201 – JOURNALISM - Media and Society

JN217 – JOURNALISM – Feature Writing

MEDICAL ASSISTANT

MO5.414 – MEDICAL ASSISTANT – Drug Classifications & Names

MO5.630 – MEDICAL ASSISTANT – Medical Terminology I

MO5.631 – MEDICAL ASSISTANT – Medical Terminology II

MO5.632 – MEDICAL ASSISTANT – Medical Terminology III

NURSING ASSISTANT

NUR122 – NURSING ASSOCIATE DEGREE – Contemp. Nursing I

NUR222 – NURSING ASSOCIATE DEGREE - Contemp. Nursing II

NUR268A–NURSING ASSOC. DEGREE–Drug Therapy/Nursing Implic.

NUR268B-NURSING ASSOC. DEGREE–Drug Therapy/Nursing Implic.

NUR268C-NURSING ASSOC. DEGREE–Drug Therapy/Nursing Implic.

NU5.570 – NURSING ASSOCIATE DEGREE –PN Role Transitions

PHYSICAL ED/HUMAN PERFORMANCE

PE231-PHYSICAL EDUCATION – Lifetime Health & Wellness

SCIENCE, TECHNOLOGY & SOCIETY

GS152-SCIENCE, TECH. & SOCIETY – Science, Tech. & Society

WRITING

WR121- WRITING – English Composition

WR122 – WRITING – English Composition – Argumentation

WR 227 – WRITING –Technical Report Writing

ITV CLASSES

MTH065 – MATH – Elementary Algebra

WR095-WRITING – College Writing Fundamentals

TELECOURSES

ENG110-ENGLISH – Intro to Film Studies

HYBRID COURSES

BA101 – BUSINESS – Introduction to Business

BA223- BUSINESS – Principles of Marketing

WR090 – WRITING – The Write Course

Core courses Needed: Course Credits Other

CC offering

Math: MTH 105 Intro to Contemp Math 4 7

Oral Communications : SP 111 Fundamentals of Speech 3 2

or SP 112 Intro to Persuasion 3

or SP 218 Interpersonal Comm. 3 5

Math/Science/Computer/

Science (options) BI 101 General Biology ** 4 5

BI 102 General Biology ** 4 2

BI 103 General Biology ** 4 3 or

BI 211 Principles of Biology ** 4

BI 212 Principles of Biology ** 4

BI 213 Principles of Biology ** 4

or

BI 231 Anatomy & Physiology ** 4 1

BI 232 Anatomy & Physiology ** 4 1

BI 233 Anatomy & Physiology ** 4 1

or

CH121 College Chemistry ** 5 2

CH122 College Chemistry ** 5 2

CH123 College Chemistry ** 5 2

or

CH221 General Chemistry ** 5

CH222 General Chemistry ** 5

CH223 General Chemistry ** 5

or

CH241 Organic Chemistry ** 4

CH242 Organic Chemistry ** 4

CH243 Organic Chemistry ** 4

or

CS 161 Intro Computer Science I 4

CS162 Intro Computer Science II 4

or

GS 106 Physical Science: Principles of Earth

Science ** 4 4

GS 108 Oceanography ** 4 1

or

MTH 111 College Algebra 5 7

MTH 112 Trigonometry 5 5

MTH 211 Fund. of Elem. Math 4

MTH 212 Fund. of Elem. Math 4

MTH 213 Fund. of Elem. Math 4

Other potential classes Arts & Letters

Art 102 Understanding Art 3 4

Art 204 Survey of Art History 3 5

Art 205 Survey of Art History 3 1

Art 206 Survey of Art History 3

Art 261 Intro to Photography 3

Art 264 Inter. Black/White Photo. 3

ENG 105 Literature: Drama 3 8

ENG 106 Literature: Poetry 3 7 HUM 102 Humanites: Rennaissance 3

HUM 103 Humnities: Romantic Era 3

JN 216 News Reporting & Writing 3

MUS 101 Music Fundamentals 3

MUS 105 Intro to Rock Music 3

MUS 161 Music Appreciation 3 3

WR 240 Personal Journal Writing 3

WR 241 Creative Writing: Fiction 3 5

WR 242 Creative Writing: Poetry 3

LBCC Distance Education Course & Enrollment Statistics						3/10/05
	Telecourse	Online	ITV	Hybrid	Totals	DRAFT FTE
Fall 1997
Courses	11	9	1		21
Enrollment	147	117	13		277
Winter 1998
Courses	12	12	0		24
Enrollment	158	156	0		314
Spring 1998
Courses	13	14	2		29
Enrollment	146	193	16		355
Totals For Year: 97/98
Courses	36	35	3		74
Enrollment	451	466	58		975
Summer 1998
Courses	2	4	0		6
Enrollment	27	42	0		69
Fall 1998
Courses	4	10	0		14
Enrollment	55	160	0		215	14.26
Winter 1999
Courses	6	13	0		19
Enrollment	82	168	0		250	16.39
Spring 1999
Courses	7	14	0		21
Enrollment	118	209	0		327	20.68
Totals For Year: 98/99
Courses	19	41	0		60
Enrollment	282	579	0		861
Summer 1999
Courses	4	6	0		10
Enrollment	65	67	0		132	8.23
Fall 1999
Courses	7	12	0		19
Enrollment	128	203	0		331	23.34
Winter 2000
Courses	6	14	0		20
Enrollment	73	182	0		255	16.37
Spring 2000
Courses	10	10	1		21
Enrollment	191	204	7		402	25.98
Totals For Year: 99/00
Courses	27	42	1		70
Enrollment	457	656	7		1120	73.92
Summer 2000
Courses	1	3	0		4
Enrollment	42	112	0		154	7.38
	Telecourse	Online	ITV	Hybrid	Totals	DRAFT FTE
Fall 2000
Courses	6	16	2		24
Enrollment	91	264	42		397	28.71
Winter 2001
Courses	6	9	3		18
Enrollment	101	169	78		348	23.06
Spring 2001
Courses	8	17	3		28
Enrollment	118	272	48		438	29.26
Totals For Year: 00/01
Courses	21	45	8		74
Enrollment	352	817	168		1337	88.41
Summer 2001
Courses	3	4	2		9
Enrollment	57	101	15		173	10.65
Fall 2001
Courses	6	14	7		27
Enrollment	78	263	41		382	26.74
Winter 2002
Courses	7	9	7		23
Enrollment	134	146	41		321	23.32
Spring 2002
Courses	7	12	9		28
Enrollment	137	249	84		470	32.04
Totals For Year: 01/02
Courses	23	39	25		87
Enrollment	406	759	181		1346	92.75
Summer 2002
Courses	2	3	1		6
Enrollment	49	67	27		143	9.51
Fall 2002
Courses	7	15	7		29
Enrollment	162	288	69		519	36.81
Winter 2003
Courses	3	16	8		27
Enrollment	79	382	99		560	35.6
Spring 2003
Courses	3	15	9		27
Enrollment	60	436	92		588	34.74
Totals For Year: 02/03
Courses	15	49	25		89
Enrollment	350	1173	287		1810	116.66
Summer 2003						Continued
Courses	0	9	2		11
Enrollment	0	285	24		309	19.12
Fall 2003
Courses	0	17	7		24
Enrollment	0	450	60		510	35.45
	Telecourse	Online	ITV	Hybrid	Totals	DRAFT FTE
Winter 2004
Courses	0	16	5		21
Enrollment	0	410	53		463	29.07
Spring 2004
Courses	1	19	2		22
Enrollment	31	559	30		620	40.61
Totals For Year: 03/04
Courses	1	61	16		78
Enrollment	31	1704	167		1902	124.25
Summer 2004
Courses	0	14	2	0	16
Enrollment	0	396	17		413	26.63
Fall 2004
Courses	0	21	5	1	27
Enrollment	0	559	50	0	564	38.13
Winter 2005
Courses	1	22	5	1	29
Enrollment	39	625	52	0	716	47.39
Spring 2005
Courses	1	22	2	1	26
Enrollment	38	571	26	0	635
Totals For Year: 04/05
Courses	2	79	14	3	98
Enrollment	77	2151	145