UW Outreach Network

2. UW Outreach Network

3. Our Divisions Outreach Credit Programs We deliver the university’s credit courses and degree programs to students worldwide. UW/CC Center We serve the needs of students in Casper and central Wyoming with our learning center. Community Service Education We support non-credit opportunities that enhance professional and personal renewal. Wyoming Public Radio We are Wyoming's only National Public Radio member, serving Wyoming for over 40 years. Outreach Technology & UWTV We provide technical support for the programs and services offered through the Outreach School and produce award-winning public affairs programming and documentaries. 11 Outreach Regional Centers

4. Our Numbers Outreach Credit Programs & UW/CC Community Service Education 17,145 conference participants in a total of 117 conferences and special events. 3,086 participants in a total of 360 classes. 265 participants in 150 online classes. 50,308 credit hours (for AY 05-06) 6,627 enrollments 3,807 students CY 2006 Preliminary as of March 2007 Wyoming Public Radio Outreach Technology Services & UWTV 52,700 individual listeners each week listen to WPR. Listeners spend on average 7.1 hours each week listening to WPR. 42 video sites in 24 Wyoming communities. Bi-monthly documentary and public affairs programming. Arbitron, Fall 2006 CY 2006

5. Given the varied responsibilities and constituencies of the divisions within the Outreach School and understanding the magnitude of our efforts, we had to determine What common element(s) drew us together, Upon what values and principles we would base our work, Our role within the University, and How to make our potential real, effective, and dynamic. We needed to make these determinations in order to work in an integrated and purposeful fashion toward common goals to serve the University and the state. Making Sense of the Diversity of the Outreach School

6. One Common Element to Unify the Outreach School: Learning • “Education is not the filling of a pail, but the lighting of a fire.” • W. B. Yeats • For the Outreach School, learners are broadly defined: from the listener of Wyoming Public Radio who learns more about the world through WPR’s award-winning news programs, to the enrichment student who enhances his or her life by taking a non-credit course or attending a conference through our Community Service Education unit, to the students who work toward their baccalaureate or graduate degrees at a distance—at the UW/CC Center in Casper and around the state and nation through Outreach Credit Programs. Of necessity, all our efforts at providing access to learning opportunities are supported by the Division of Outreach Technology Services, which maintains the technological infrastructure that enables us to reach students at distance, and by our academic coordinators, who serve learners from locations around the state. • Outreach School Development Case Statement 2006

7. Envisioning the Outreach School UWCC Outreach Credit Programs Wyoming Public Radio Outreach Technology Services Community Service Education LEARNING Dean’s Office and Outreach Centers

8. Our Values Learning Access Partnerships & Synergism Welcoming Growth

9. Defining our Role: Deliver UW to Learners Learner Needs Outreach School University Resources Positioned to help the university meet the needs of learners of many ages, interests, locations, and motivations.

10. Planning helps us know Who we are Who we aren’t What we value Where we want to go Ways in which we might get there This helps us take advantage of every opportunity that present itself. We can utilize this knowledge to realize our vision of ourselves as a School. Planning as a Means to a Purposeful End: Making our potential real, effective, and dynamic

11. How to Plan? • We weighed the relative advantages of two kinds of planning: • Strategic Planning = • Single point forecasting, or determining the goals and objectives you will achieve in a defined amount of time – regardless of the changing environment. • AND • Scenario Planning = • Understanding the futures that await us, the early indicators that signal what those future might mean for us, and strategies that are flexible and robust enough to allow us to succeed in rapidly changing environments. • We chose scenario planning as the means that best fit our need to achieve the ends we sought.

12. The University of Wyoming Outreach School intends to engage in scenario and strategic planning in order to: Better understand the environment and influences that affect the Outreach School, and Be prepared, responsive, and effective in the near, medium, and long term. Our Planning Values

13. We intend to engage in planning and to implement the plans we define by working in an environment of integrity, teamwork, inclusiveness, and collaboration with our various partners and constituents, building on the expertise and experience we have developed, recognizing and emphasizing our dedication to ensuring the success of all those we currently serve and those we should serve, through both credit programs and programs that take us "beyond credit" to focus on life-long learning, personal growth and professional renewal, and seeking to achieve distinction in all we do. Our Planning Values continued…

14. Scenario Planning helped the Outreach School prepare for Academic Plan II. We will need Scenario Planning to help us be effective in preparing for Academic Plan III and the University’s re-accreditation by the Higher Learning Commission of the North Central Association—both of which culminate in 2009. Scenario Planning, Academic Planning, and Re-Accreditation: An Overview and Process of Integration

15. Sharing an understanding of scenario planning Sharing an understanding of academic planning at the University of Wyoming Sharing an understanding of accreditation and the process of re-accreditation Sharing an understanding of how to integrate these processes An Overview and Process of Integration continued…

16. Scenario Planning Honoring the past Being effective in the present Preparing for the future

17. What is Scenario Planning? “[Scenario planning] is a tool for ordering our perceptions about alternative future environments in which our decisions might be played out. Alternatively: a set of organized ways for us to dream effectively about our own future.” (Schwartz, p.4)

18. Scenario Planning: Thinking “What if?” “Using scenarios is not a matter of memorizing ‘Plan A’ and ‘Plan B,’ because in the real world, A and B overlap and recombine in unexpected ways. It is a matter of training yourself to think through how things might happen that you might otherwise dismiss—to get to know the shape of unfolding reality. To have at hand the answer to the question, ‘What if…’ (Schwartz, p. 28)

19. What is Scenario Planning? Scenarios…

20. Scenario Planning Participation Scenario planning requires the participation and perspectives of each individual within the School, for it will take all of us to look for early indicators of change, to analyze those indicators and understand what is happening, to develop and implement strategies for the School to address the futures that face us.

21. Brainstorm list of key factors and environmental forces Prioritize list and cluster closely related items This process created the axis of our matrix Brainstorm newspaper headlines for each quadrant Scenario Team Process

22. Four Scenarios Dynamic Demand Bucking Bronco Eagle Restricted Access Open Access Armadillo Leap Frog Static Demand

23. Leap Frog The Outreach School so effectively prepares its remote Wyoming population for distance learning, students bypass UW for broader educational opportunities from competitors across the country. Open Access Static Demand

24. Armadillo In times of trouble—politically and economically, both nationally and locally—the Outreach School’s resources and public regard could decline. Is it time to hunker down, like an armadillo, and wait out the threat? Restricted Access Static Demand

25. Bucking Bronco Wyoming’s bucking, boom & bust economy rules this scenario. Can we hold on, and appear to be in control, for the full ride? Dynamic Demand Restricted Access

26. Eagle Sometimes, everything comes together perfectly. The Eagle scenario enjoys hi-tech delivery systems, a strong economy, and well-supported distance learning programs. What are the limits of possibilities? Dynamic Demand Open Access

27. 2002: Began Scenario Planning with the guidance of Global Business Network 2002–2005: Expand the Scenario Planning process, stories, strategy, and ideas across the Outreach School; OS managers follow environmental changes and discuss options. 2005–2007: OS Managers undertake second cycle of scenario planning—making it our own, developing new stories, identifying a new strategy for all seasons, identify and begin tracking of early indicators, begin critical conversations. OS Scenario Planning: 5 Years of Learning (2002–2007)

28. 1998: President Phil Dubois directed the university to begin academic planning to help the institution identify its strengths, priorities and the implementation strategies to reach our goals. 1999–2004: First Academic Plan development and implementation. 2003–2004: Second Academic Plan developed. 2004–present: Implementation of AP II. 2007–2009: Develop AP III. 2009–20014: Implementation of AP III Academic Planning: Moving the University Forward (1999–2014)

29. Direction Participation Focus Implementation Assessment The Process of Academic Planning: University of Wyoming AP II

30. I. Areas of Distinction – what we are or could be really good at in our academic programs: Cultural Endeavors, the Arts, and the Humanities Environment and Natural Resources History and Culture of Wyoming and the Rocky Mountain Region Professions and Issues Critical to the Region Science and Technology Academic Plan II Focus

31. II. Institutional Issues The Learning Environment Scholarship and Graduate Education Diversity, Internationalization, and Access Structure of the Curriculum Faculty Development and Program Planning Educational Infrastructure Outreach, Extension, and Community Service Enrollment Management Academic Plan II Focus

32. The importance of accreditation. UW’s accreditation: specialized and all-institution. Accreditation cycle: 10 years Last visit was in 2000. Current process Self Study (2–year process: 2007-2009) Accreditation Visit (late 2009 or early 2010) University Accreditation: Higher Learning Commission of the North Central Association

33. How do we do this all at once in a productive and effective fashion? Scenario Planning, Academic Planning, and Re-accreditation

34. Outreach School Where are we going? How will we get there? How will we know when we arrive? Is this where we need to be? Integrating Outreach School Scenario Planning, UW Academic Planning, and HLC Re-accreditation Process

35. General Decision-Making Process Environment What’s going on? Early Indicators Critical Uncertainties Outputs (Decision and communication of decision) Inputs (Demand) Decision Making Who’s responsible? What’s the procedure? To Do Lists! (Internal & External) We Did It List! Feedback What’s the difference? Does it matter?

36. Setting Priorities Urgent Important

37. Outreach School’s Four Scenarios Dynamic Demand Bucking Bronco Eagle Restricted Access Open Access Armadillo Leap Frog Static Demand

38. Facing the Future Environment Early Indicators Critical Uncertainties The mission of the Outreach School is to extend the University of Wyoming’s educational programs to the state of Wyoming and beyond Outputs How have we decided to implement this vision in the near, mid, and long term? Inputs What are we called upon to do in the near, mid, and long term? Feedback

39. Urgent Demand Access Important Understanding the Environment, Setting Priorities, and Planning Environment Early Indicators Critical Uncertainties The mission of the Outreach School is to extend the University of Wyoming’s educational programs to the state of Wyoming and beyond Outputs How have we decided to implement this vision in the near, mid, and long term? Inputs What are we called upon to do in the near, mid, and long term? Feedback

40. Scenario Planning, Academic Planning, and Re-Accreditation • LEARNING • The Learning Environment • Scholarship and Graduate Education • Diversity, Internationalization, and Access • Structure of the Curriculum • Faculty Positions and New Programs • Outreach, Extension, and Community Environment • ACCESS • The Learning Environment • Diversity, Internationalization, and Access • Technological Infrastructure • Outreach, Extension, and Community Service Early Indicators Critical Uncertainties The mission of the Outreach School is to extend the University of Wyoming’s educational programs to the state of Wyoming and beyond Outputs How have we decided to implement this vision in the near, mid, and long term? Inputs What are we called upon to do in the near, mid, and long term? • WELCOMING GROWTH • The Learning Environment • Scholarship and Graduate Education • Diversity, Internationalization, and Access • Structure of the Curriculum • Faculty Positions and New Programs • Technological Infrastructure • Outreach, Extension, and Community Service • Enrollment Management • PARTNERSHIPS & SYNERGISM • The Learning Environment • Scholarship and Graduate Education • Diversity, Internationalization, and Access • Faculty Positions and New Programs • Technological Infrastructure • Outreach, Extension, and Community Service • Enrollment Management Feedback The UW Self Study for the Higher Learning Commission Re-Accreditation: Putting it all together for others to understand

41. The Outreach School has a renewed vision from our scenario planning. The University has new direction from the President: Access,Excellence, and Leadership. Academic Affairs has new issues for Academic Plan III. The University will integrate the HLC re-accreditation self study into the academic planning process. The Outreach School will be an essential part of university planning (AP III) and assessment (self-study). Where do we go next?

42. Scenario planning requires the participation and perspectives of each individual within the School, for it will take all of us to look for early indicators of change, to analyze those indicators and understand what is happening, to develop and implement strategies for the School to address the futures that face us.

43. Discussion Perspectives? Questions? Comments?