For Approval at University Council, April 2006
The Extension Division: Impact of the Outreach and
Engagement Foundational Document and Transition to
New Organizational Structures
April 10, 2006
THE CONTEXT FOR DECISION MAKING
The Integrated Plan, approved by University Council and the Board of Governors in April/May
2004, signaled fundamental changes for the Extension Division by indicating that it would need
to be re-conceptualized to meet the changing needs of the University in the 21st century:
[E]xtension is not just the job of the Division of Extension. It is everyone’s business at this
University, and it is in our collective interest that it be done well. Changes in the model of
extension delivery used in other jurisdictions oblige us to think about our own structure. We
have not changed our approach to extension in many years, and in the interim a greater
emphasis is being placed by others on ensuring that we respond to new and emerging needs
in ways that are compatible with our academic strengths. Put another way, if the University
is to better enable the people of the Province to meet their goals, ideas of extension and
outreach must be reconsidered, refined, and refocused.
In the section entitled ‘Extending Community’, the Integrated Plan committed the University to
work on a series of priority initiatives related to ‘outreach and engagement’. It provided initial
indications of changes to the budgetary support for continuing education programs and suggested
the creation of a Continuing Education Unit which would require that non-credit and certificate
programming be genuine cost-recovery activities. It anticipated the development of the Outreach
and Engagement Foundational Document to introduce new concepts of ‘outreach and
engagement’ to the University and to provide opportunities for greater alignment between the
activities of the Extension Division and the outreach and engagement priorities of the colleges
and units.
In the section entitled ‘Supporting Success’, the Integrated Plan further committed the University
to work on a series of priority initiatives related to ‘teaching and learning’. It tentatively
described a proposal for a New Learning Centre to assist faculty to meet their teaching and
learning responsibilities noting that the Centre for Distributed Learning, the Instructional Design
Group, those parts of Extension Credit Studies that support distributed learning, and other
scholars in the Division with interests in distributed learning were obvious candidates for
inclusion.
The Outreach and Engagement Foundational Document proposes a number of strategies as
priorities for the University’s attention in the next planning period. It articulates a model for
outreach and engagement at our University which connects teaching and research more directly
with broader communities through the establishment and nurturing of mutually-beneficial
partnerships and connections between the University and the outside world. While highlighting
the breadth and depth of outreach and engagement initiatives at the University, the Foundational
Document asserts that no one central unit can, or should, be responsible for all of these strategies.
Rather, existing academic and administrative units are to develop plans and proposals for
Impact of Outreach and Engagement on the Extension Division and Transition to New Structures
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consideration in Integrated Planning (much as for other planning dimensions such as international
or Aboriginal initiatives), and some new and reorganized units are envisaged as playing a
supportive role or as coordinating particular functional areas. Of particular relevance for these
purposes are two proposed new/reorganized units within the University’s outreach and
engagement activities: a New Learning Centre, and, most notably, a Continuing Education Unit
intended to support distance and off-campus delivery of courses and programs (currently
provided by Extension Credit Studies), activities which will not be eliminated in the restructuring proposed below.
With Council’s approval of the Outreach and Engagement Foundational Document (January 26,
2006), decisions about the future of the Extension Division, its organization, goals, and activities
are now required. The recommendations contained in this paper are based on the underlying
premise that the University must deploy its resources in support of its academic goals and
priorities in the most effective manner possible and it must meet its financial challenges.
1. Continuing Education at the University of Saskatchewan
The University of Saskatchewan needs to have a strong presence in Saskatchewan and
beyond with an array of courses and other curricular offerings that meet the needs of 21st
century learners. This includes enabling adult learners to overcome geographic, economic,
social, and personal challenges to continuing their education. It also involves flexible access
to both on-campus and off-campus students to degree-level courses.
A Centre for Continuing and Distance Education (CCDE) is proposed to support the
University’s and colleges’ missions in relation to innovative, alternative, and flexible forms
of education and to reassign the Extension Division’s responsibilities in this area beginning in
2006/07. Its areas of activity will include continuing education and lifelong learning (nondegree credit courses, workshops, and certificate programs) and coordination of the on and
off-campus delivery of degree-credit courses offered through distributed methods (distance,
televised, on-line, correspondence). In both of these areas, the centre will collaborate with
colleges, departments, other units, and faculty in the delivery of their courses and programs
and will mount complementary and supplementary non-degree programming of its own in
areas that meet needs and which can be economically pursued. Within these broad areas of
responsibility, the centre will serve as the primary point of contact for regional colleges and
other external organizations seeking instructional services from the University of
Saskatchewan and connections into and with the University as well as for units of the
University seeking assistance with educational outreach programming.
The specific areas of responsibility of the Centre for Continuing and Distance Education will
be:
• To provide support for academic units in the delivery and management of degreelevel distance education and off-campus courses, including operational planning and
marketing
• To act as the University’s principal point of contact with regional colleges and
Campus Saskatchewan
• To collaborate with other units of the University in the development, delivery,
management, and marketing of continuing education and lifelong learning programs
• To develop, deliver, manage, and market new and existing continuing education and
lifelong learning programs that supplement or complement programs offered by other
units of the University
Impact of Outreach and Engagement on the Extension Division and Transition to New Structures
•
•
•
•
3
To oversee the development, delivery, management and marketing of courses and
programs offered by the Language Centre
To participate in University planning processes in the area of lifelong learning and to
draw attention to opportunities for policy coordination or development
To operate in an entrepreneurial and resource-efficient manner, seeking creative ways
to meet needs, fill gaps, and build synergies with other units
To ensure a high degree of cost-recovery in non-degree courses and programming of
all kinds
The Centre for Continuing and Distance Education is envisaged to be an administrative
support unit comprised of professional staff similar to some other Continuing Education units
in Canada. It will have expertise in the on-line delivery of courses and programs offered by
the University or courses and programs delivered at a distance, usually through other
educational providers. The academic units (colleges and departments) will maintain authority
to determine which degree courses and programs will be provided and in what manner.
The Centre for Continuing and Distance Education will be encouraged to offer non-credit
programs and certificates on a cost-recovery basis, on its own, or in collaboration with
colleges and departments.
The Centre for Continuing and Distance Education will work with academic units to
accomplish institutional goals, some of which have yet to be articulated by the University but
are anticipated as the Teaching and Learning Foundational Document is developed during the
coming months. For example, the University, through Council and college committees, will
need to articulate an e-learning strategy.
While the non-degree programming offered through the centre is to be ‘cost recovery’, it is
recognized that a core University responsibility is the identification of a primary central
contact point for external organizations and agencies seeking both degree and non-degree
instructional services from the University. Accordingly, funding support will be provided
from operating budget sources to the centre for this purpose. In addition, in order to ensure
viability and success of the centre, the nature of ‘cost recovery’ for certificate and non-degree
programs will require elaboration. Clearly a certain degree of flexibility will need to be
available to ensure that the University meets public expectations, but the re-structuring
proposed in this document provides the University with an opportunity to reflect on existing
programs through a critical lens which identifies, for example, centrality to mission, cost
effectiveness, connectedness to existing programs, or potential for laddering to degree
programs offered by colleges as criteria for program retention and enhancement.
The Director of the Centre for Continuing and Distance Education will be a senior, out-ofscope, position reporting to the Provost (at least initially). Interim leadership will be provided
by Dr. R. Cram, Extension Division. As indicated above, like some other continuing
education units in Canada, the centre will be staffed with professional continuing education
and support personnel. With the likely exception of the Director, no faculty appointments are
anticipated in the centre. The Director will be able to draw upon expertise within the
University and beyond to mount courses, workshops, programs, and other educational
initiatives that build on or enhance the reputation of the University. A close relationship will
need to be established with the New Learning Centre for purposes of instructional design of
course and program offerings. The Director will have supervisory responsibility for the
Language Centre.
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The Williams Building will serve as the centre’s first location. The physical presence of the
centre within the provincial community, or through the campus portal (PAWS), should be
substantial.
2. The New Learning Centre
In the Integrated Plan, the University committed itself to developing a New Learning Centre
to support its instructional and educational needs. Early discussions related to the Teaching
and Learning Foundational Document reveal a strong interest in ensuring that the New
Learning Centre addresses the needs of both instructors and students and that it be the key
organizational structure to support teaching and learning at the University of Saskatchewan.
The New Learning Centre is envisioned to be an academic support unit whose mandate is to
support both instructors and students to achieve their goals by enhancing the quality of the
educational experience offered by the University and by promoting student and faculty
success. Beginning with the premise that the University is, and must always be, a learning
community, a place in which knowledge is valued and learning is encouraged and supported,
the centre will act as an advocate for best practices and innovations in teaching and learning,
in coordinating, and where appropriate conducting, activities that encourage best practices
and innovations in teaching and learning.
Proposals for the New Learning Centre are still under development and will be brought
forward to Council separately. The current proposal, developed under the guidance of the
New Learning Centre Steering Committee, signals that the centre operate within four
principal areas of purpose:
• Student learning and personal success
• Teaching – career development for faculty, graduate students, sessional lecturers, and
instructional support staff
• Support and resources for curriculum and program design and development and
innovation
• Access to learning resources
New initiatives currently contemplated for the New Learning Centre include, for Phase One
(anticipated by January 1, 2007):
• a Student Success initiative which will support student learning, student retention,
and student transitions into and out of the University;
• a Service Learning initiative which will sponsor a formalized program of peer study
groups related to specific selected courses and which will provide opportunities for
students to act as mentors as well as to gain a credential for service learning;
• an Innovative Curriculum and Program Development initiative which would provide
support for curricular changes and innovation; and
• a Research on University Teaching and Learning initiative which is anticipated to
draw on existing expertise across the campus as well as to support general research in
higher education instruction.
The establishment of a vital centre requires responsive and dynamic staff, working closely
together to coordinate programs that enable students and instructors to meet program and
personal goals. Initial resources to support the activities of the New Learning Centre will be
provided through re-assignment of persons from the Extension Division, the GMTLC, and
DMT, augmented by additional support provided by operating budget resources, primarily for
student peer counseling and programs offered by the centre.
Impact of Outreach and Engagement on the Extension Division and Transition to New Structures
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Leadership at the decanal level will be supplied by the Dean of the Libraries (at least
initially). Interim leadership is being provided by Dr. J. Greer, Department of Computer
Science, with the advice and guidance of the New Learning Centre Steering Committee.
Given the mandate proposed above, it is anticipated that academic appointments might be
made directly to the centre to support some of its initiatives, either as permanent
appointments or through secondment from other units.
The centre will be located in a central location, readily accessible to faculty and students.
The ground floor and main floor of the University Library are the anticipated homes for the
centre.
3. Other Administrative Changes:
Regional Advisory Councils: The Outreach and Engagement Foundational Document
signaled the transfer of these functions to Advancement. This transfer should occur by July
2006.
Open Studies (Unclassified Studies): This office, including staff and budget, has been
redeployed under the direction of the Associate Vice-President Student and Enrolment
Services Division. This redeployment should be finalized effective May 2006.
Responsibilities previously undertaken by the Unclassified Studies Faculty Council will need
to be transferred to another unit of the University; possibilities will be explored over the
coming months.
Responsibility for Spring/Summer Session: These responsibilities will be reassigned to the
Associate Vice-President Student and Enrolment Services effective May 2006.
University of Saskatchewan Extension Press: The University is establishing a Task Force to
study the need for a University of Saskatchewan Press, possibly in collaboration with other
higher education providers in Saskatchewan. Sponsored by the Vice-President Research, it is
anticipated that this Task Force will report to the Provost’s Committee on Integrated Planning
by September 2006.
Kenderdine Campus: Staff within the Extension Division have been working with the
Corporate Administration office on the development of a business plan for the ongoing
operation of the Kenderdine Campus. Once a viable plan for the continued activities of the
campus is in place, a new reporting relationship for the campus is anticipated to be
established. Possibilities include: a relationship to other Fine Arts activities within the
College of Arts and Science, a linkage to the proposed Office of University-Community
Relations, potential for creation of a creative writing centre, or reporting through one of the
Vice-Presidential offices. Further consideration of these and other potential alternatives will
be led by the Vice-President Finance and Resources with a new reporting structure to be in
place by July 1, 2007.
A number of other activities that Extension Division currently manages for the University,
including, for example, Garden Line and the Whelen Lectureship, will be reviewed in the
course of the transition and appropriate assignments of responsibility will be made.
4. Academic and Program Changes:
The Extension Division as an academic unit does not have sole responsibility for any
academic degree programs. It currently has joint responsibility, with the College of
Education, for the Master’s Degree in Continuing Education. To ensure continuity, academic
Impact of Outreach and Engagement on the Extension Division and Transition to New Structures
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responsibility for this degree program will need to be transferred to the College of Education
by July 1, 2007 at the latest. All students currently enrolled in the program will be
accommodated.
The Extension Division is currently responsible for a number of certificate programs,
occasionally in collaboration with other units on campus (e.g. the Certificate in Agriculture
Program and the Business Administration Certificate) or sometimes in collaboration with
other colleges and units external to the University of Saskatchewan (e.g. CACE – Certificate
in Adult and Continuing Education and the Prairie Horticulture Certificate). It is anticipated
that the CCDE described above would be responsible for administering these programs as
part of its new mandate to ensure that the University takes full advantage of programming
opportunities such certificate programs can, and should, provide.
The Outreach and Engagement Foundational Document envisioned the creation of two
organizational structures to support the University’s outreach and engagement goals: an
Office of University-Community Relations and a President’s Round Table on Outreach and
Engagement. The Extension Division is comprised of faculty appointments in professorial
ranks and as extension specialists who are in an excellent position to assist colleges and
departments meet their outreach and engagement goals as well as to support the University’s
goals. Given the proposals outlined in the Outreach and Engagement Foundational
Document, it is possible that some colleges might wish to take advantage of the expertise
resident within the Extension Division to establish or strengthen existing outreach or
engagement activities. Wherever this is possible and where faculty and staff identify this as
an option, the Provost’s Office will work to facilitate the timely transfer of faculty and staff in
the Extension Division into other units of the University or support educational upgrading to
meet new responsibilities. In the case of transfers to other colleges, professorial and
extension specialists will be covered by the existing Extension Division standards and an
appropriate College Review Committee will be assembled for tenure and promotion
considerations. It is also possible that some of the professional staff from the Extension
Division might transfer into the Office of University-Community Relations to support the
President’s Round Table on Outreach and Engagement and to participate in some of its
initiatives.
MOTIONS FOR COUNCIL CONSIDERATION
The Extension Division has played an historic role in the development of the University and in its
relationship with the people of the province for the past century. While the Planning Committee
acknowledges the Division’s distinguished contribution, our current fiscal challenges and our
understanding of the role of outreach and engagement within the University require greater
alignment of roles and responsibilities with the Strategic Directions and direct support for the
goals of the academic units on campus.
The Integrated Planning Initiative created an opportunity for the University to review the plans of
all colleges and major administrative units in a synoptic fashion and to reach a determination
about alignment with the Strategic Directions and Foundational Documents. The Integrated
Planning Initiative also provided an opportunity to review plans and priorities in light of a multiyear operating budget framework which identified a structural deficit for the University of $6.2
million at the end of the planning period (2007) unless specific adjustments were made to address
it beginning in 2003/04. As a consequence, four colleges (Agriculture, Commerce, Nursing,
Pharmacy and Nutrition,), the Extension Division as well as the Facilities Management Division
were affected by selective measures. In the Extension Division’s case, the Board of Governors
Impact of Outreach and Engagement on the Extension Division and Transition to New Structures
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expects a reduction in operating budget support of $1 million (from $2.6 to $1.6 million) by April
30, 2007.
The University of Saskatchewan Act (1995) indicates that Council is responsible for overseeing
and directing the University’s academic affairs (Article 60) and gives it the power, where it
considers it appropriate on academic grounds to authorize the Board to provide for the
establishment or disestablishment of any college, school, department, chair, endowed chair or
institute (Article 61, e, i, and ii). It also gives Council the power to do any other thing that the
Council considers necessary, incidental or conducive to exercising its powers, to promoting the
best interests of the University or to meeting the purposes of the Act (Article 61 (v)). While
divisions are not specifically indicated in the above list, the University Secretary has reviewed the
past practices of Council and confirmed that the proposed changes to the Extension Division
should be presented to Council for discussion and approval.
In presenting the following motions, University Council is assured that procedures outlined in
Collective Agreements on matters related to the proposed changes will be followed. Further, we
understand that University administration, under the leadership of the Provost, undertakes to
discuss detailed operational plans with members of the Extension Division and to work with
them, their union representatives, and other administrative offices, to develop a transition plan for
all personnel currently within the organizational mandate of the Extension Division. We also
understand that the Provost will bring operational plans, including the Extension Division’s
reaction to these plans, to the Planning Committee for information and discussion.
Consistent with the principles described in the Outreach and Engagement Foundational
Document including an increased profile for outreach and engagement initiatives within the
teaching and research programs of colleges and departments, a different model of outreach
and engagement is now required in the colleges of the University of Saskatchewan.
To facilitate the organizational adjustments outlined in this document, University Council is
asked to adopt the following recommendations:
Motion One: That University Council endorse the terms of reference and objectives
described in this paper for the Centre for Continuing and Distance Education so
that it can be created to provide a focal point for the University’s efforts to support
the continuing education goals of the people of Saskatchewan.
Motion Two: That University Council endorse the terms of reference and objectives
described in this paper for the New Learning Centre to support teaching and
learning at the University of Saskatchewan on the understanding that a more
complete proposal will be brought forward for consideration and approval on or by
no later than September 30, 2006.
The Provost undertakes to provide Council, through the Planning Committee, with a
report on progress towards implementation of both initiatives by no later than
September 30, 2006.
Motion Three: That pursuant to the institutional goals identified herein, the
Extension Division be disestablished on July 1 2007 or as near to that date as is
feasible.
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The following timeline for completion of milestones related to these recommendations is
anticipated:
January 26, 2006
Council approval of Outreach and Engagement
Foundational Document
By February 28, 2006
Establishment of the Provost’s Transition Team
By March 15, 2006
Council approval in principle of recommendations
contained in this paper
By May 1, 2006
Transfer of Open Studies to SESD completed
Transfer of Spring and Summer Session to SESD
completed
July 1, 2006
Establishment of the Centre for Continuing and Distance
Education
Transfer of responsibility for Regional Advisory Councils
to Advancement
Open Studies Council reconstructed
September 30, 2006
Council approval of a more detailed proposal for the New
Learning Centre
On or before October 1, 2006
Creation of a Human Resources Plan to cover current
Extension Division faculty and staff
October 2006
Determination on the feasibility of a University of
Saskatchewan Press
January 1, 2007
Establishment of the New Learning Centre (phase one)
June 30, 2007
Transition to the Centre for Continuing and Distance
Education and to the New Learning Centre complete
July 1, 2007
Disestablishment of the Extension Division
Establishment of the President’s Round Table on Outreach
and Engagement and the Office of University-Community
Relations
Transfer of Master’s of Continuing Education to
Education
New Reporting Structure for Kenderdine Campus
established
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Next Steps:
The Provost is establishing a Transition Team to ensure that the initiatives described in this
document can be achieved within the above-noted timeline. Participation will include: the
Provost or designate (as chair), a representative from the Extension Division, the Associate VicePresident Financial Services Division or designate, and the Associate Vice-President Human
Resources or designate. The Transition Team will assemble a broader advisory group with
representation from the Extension Division as well from the New Learning Centre and the Centre
for Continuing and Distance Education to ensure coordination.
The Transition Team will be charged with building financial and human resource transition plans
for the re-structuring initiatives identified in this document. Addressing individual staff concerns,
including development of a definitive timeline for organizational arrangements, will be a priority
for this group. The Transition Team will work to ensure that information about organizational
and human resource implications of the transition plan are communicated regularly and directly
with faculty and staff in the Extension Division.