Self-Study Report – February 2003
Division of Continuing Education - University of Colorado at Boulder
1. Introduction
The University of Colorado Board of Regents requires the review of all academic programs,
approximately every seven years. Reviews involve systematic procedures designed to identify
strengths and weaknesses of programs, resulting in recommendations for program development and
modification. The Division of Continuing Education last participated in program review in 1996.
The program review process requires reports from a self-study team; an internal review committee;
an external review committee; and a final report written by a liaison of the program review panel.
This self-study report was prepared in consultation with the Division’s staff and self-study team (See
Appendix – Self-Study Team and Organizational Charts).
CU-Boulder’s mission is to lead in the discovery, communication, and use of knowledge through
instruction, research, and service to the public. The Division’s mission statement complements the
University’s mission and was reaffirmed by the self-study team in the preparation of this report.
The mission of the Division of Continuing Education is to provide quality, innovative, lifelong
learning opportunities to a diverse student population by extending the educational resources of the
University of Colorado at Boulder.
The Division’s mission statement underscores a commitment to serving a nontraditional population;
providing access to a variety of quality credit and noncredit courses; and extending the reach of the
campus through courses that use a variety of formats, locations and technologies. The success of the
unit is heavily dependent upon the recruitment and retention of faculty and staff who are committed
to the Division’s mission and the cultivation of strong relationships with academic units.
2. History/Background
In 1911, the Regents approved a plan to establish the Department of Correspondence and
Extension. In 1912, the Department began operation with six bureaus: Correspondence Study, Study
Classes, Lectures and Addresses, Social Welfare, Information and Library Extension, and Bulletins
1
and Investigation. In the first year of operation, Dr. Loran D. Osborn, the director, said, “[The
University’s] expert resources are too valuable an asset to the state to be thus limited [to resident
students]. They should be at the disposal of individuals who cannot come within the college walls,
and communities which are seeking information and guidance in solution of the complex problems
of modern life.” In the Laws of the Regents (1970) the Division of Continuing Education is listed in
Article V.2. In the current version of the Laws, it resides in Article IV.C.1, although specifics have
been removed. See www.cu.edu/regents/Laws/Article4.html.
For more than 90 years, the Division has championed outreach and public service for the
University and the State of Colorado. Significant events1 include:

The Denver Extension Center was established in 1938 as a continuing education program and
gained independent center status in 1962, then campus status in 1972 as CU-Denver. Established
in 1955, the Colorado Springs Extension office gained independent center status in 1964, and
campus status in 1972 as CU-Colorado Springs.

Until 1972, the Division’s budget was submitted to the State as part of the University’s overall
budget request. The Division’s general fund support for 1971-72 was $392,217. In its 197273 appropriation, the Legislature made two changes of significance to the Division: the
appropriation statewide for Outreach programs (Extension Classes and Correspondence Study)
was made directly to the Colorado Commission on Higher Education (CCHE) and the
appropriation carried no state funding. These programs had to become self-supporting.

Coincidental with the changing of the funding of the Division, the CCHE began its
coordination of all outreach/extension activities of Colorado public, four-year colleges and
universities. The CCHE plan assigned geographic service areas and a per-pupil tax to support
the costs of the “CCHE Outreach System”.

The International English Center (IEC) was established in 1975 to serve the language learning,
cultural adjustment and academic preparation needs of international students who come to the
United States for higher education.

The SAVE program begun in 1975 in cooperation with the campus provided a way to enroll
nondegree students after the campus reached its enrollment cap. Students enrolled in SAVE
beginning in spring 1976. In 1999, the program name was changed to ACCESS and students
were allowed to register just prior to the start of term.

In 1976, the responsibilities of the Division were decentralized to the four campuses of the
University in recognition of the earlier delegation of autonomy for academic programs.
Primary sources: “A History of the University of Colorado Extension Division from 1912-1962” by James E.
Buchanan; “Bringing The University to the State: 75 Years of Service from 1912-1987” by Robert E. deKieffer.
1
2

In 1980, an arson-caused fire destroyed the Division’s offices in the Academy Building forcing
temporary relocation in three CU-Boulder cottages. This was the first time since 1954 the
Division had been located on campus. In 1982, the Division relocated adjacent to campus to
1221 and 1229 University Avenue, the former Delta Sigma Phi Fraternity houses. These
houses were subsequently demolished after the Division’s move to 1505 University Avenue.

In 1981, the Division was reorganized and down-sized, transferring Conferences and Institutes
to the Department of Housing; disbanding the Marketing office and Dean’s office; and merging
the Management/Technical Programs with the Center for Lifelong Learning to form the
reorganized Division of Continuing Education.

In 1983, the Center for Advanced Training in Engineering and Computer Science (CATECS)
was established as a result of requests from local high-tech corporations for a distance learning
program for engineers and technical professionals.

Vice Chancellor for Academic Affairs Bruce Ekstrand and Associate Vice Chancellor Chris
Zafiratos established the Outreach Council in 1986, to extend CU-Boulder’s expertise to
Colorado citizens statewide. In 1998, the Outreach Committee was established with stronger
faculty oversight and increased funding with the support of the Council of Deans, Chancellor
Richard Byyny and Provost Phil DiStefano. In 2001, an Outreach Coordinator position was
created to support and facilitate outreach activities among the faculty, students and staff.

In 1993, state legislation (HB93-1355) resulted in the designation of the Division as an
“enterprise” allowing the Division to exceed state imposed growth limits as long as not more
than 10 percent of its total annual revenue is received from state general funds. CCHE
geographic service areas for continuing education units were eliminated by CCHE in 1995.

In 1995, Vice Chancellor Wallace Loh endorsed a new title and expanded role for the head of
the Division: Dean of Continuing Education, a line position in Academic Affairs; and
Associate Vice Chancellor for Summer Session, a staff position in Academic Affairs. A
national search was conducted and the Dean/AVC position was filled in 1996.

In 1996, three Division-wide workgroups (organizational development; program development
and marketing; policies and procedures) were established, composed of a cross-section of
program and administrative staff to provide ongoing strategic direction for these core areas.

In 1996, the AVC for Summer Session established a standing, campus-wide Committee of
Summer Session Deans to support the program’s administration, curriculum, marketing,
incentives and budget. In 1998, a Director of Summer Session was hired.

Program plan approval was obtained in 1997 for the acquisition and renovation of the former
Delta Tau Delta fraternity at 1505 University for the permanent offices of the Division of
Continuing Education. Renovation was completed in 1998 working in conjunction with an
architectural and construction team, facilities management and Division staff workgroup.

Through the efforts of a 1997 campus-wide distance education task force, guiding principles
were established for the selection and marketing of distance education programs. Credit
certificate programs have been developed by the Independent Learning (IL) and CATECS
programs. In 2001, the IL program was awarded a CCHE Rural Education Access Program
3
(REAP) grant to develop a bachelor’s degree completion program in conjunction with Western
Slope Colorado Northwestern Community College.

In 1998, an Operations Director was hired with responsibility for registration, records,
information systems and marketing. In 2000, an Associate Director for Marketing was hired
and in 2002 a new Webmaster position was established in response to the growing emphasis on
our web site as a central means to learn about or register for programs. In 2002, the
registration unit was consolidated, merging the independent learning and general registration
staffs to achieve better office coverage and service. The Technology Oversight Workgroup
(TOW) was established in 2002 to provide oversight of the Division’s technological systems
and initiatives.

The Center for Business Education (CBE) was established in 2000 as a joint partnership
between the Leeds School of Business and the Division. CBE provides noncredit business
administration courses to working professionals and non-business undergraduate students.
The Real Estate Broker License Renewal program was discontinued in 2002, while the Real
Estate Appraisal program continues under the management of the CBE.
3. Description of Programs and Administrative Units
The Division offers 11 programs supported by three administrative units. See Appendix- Programs
and Administrative Units. See also www.colorado.edu/conted. These programs and units include:

ACCESS and High School Concurrent Program - Access to Boulder main campus
undergraduate and graduate courses for various nondegree and high school students. (Credit)

Boulder Evening Credit Program - Affordable, evening credit courses featuring topics high
in demand and smaller-sized classes. (Credit)

CATECS - Graduate level engineering and applied science courses for working professionals,
via distance learning modalities. (Credit)

CBE - Certificate business education, real estate appraisal and custom programs for various
targeted and professional audiences. (Noncredit)

Computer Applications Program - Software application and computer courses and
certificates, through lecture and hands-on instruction in computer lab settings. (Noncredit)

Contract and Extraordinary Program - Customized courses for targeted audiences, such as
K-12 educators, offered at the request of academic departments. (Credit)

Independent Learning Programs - Independent learning via correspondence and online
coursework, individualized instruction and applied music. (Credit and Noncredit)

International English Center - Language learning, cultural adjustment and academic
preparation programs for international students. (Noncredit)
4

Outreach - Statewide presentations, performances and consultations, featuring the expertise,
research, creative work and teaching of CU-Boulder’s faculty, students and staff. (Noncredit)

Personal Enrichment - Short seminars and workshops intended to serve the community and
provide coursework in foreign languages, fine arts, theatre and writing. (Noncredit)

Summer Session - The campus’s summer academic program featuring courses held during
various length terms, coordinated and marketed through the Division. (Credit)

Bursar, Budget and Financial Services - Financial services for the Division’s programs,
students, faculty and staff that includes cashiering, billing, financial aid and budget reports.

Marketing - Responsible for the development of a comprehensive marketing plan, including
the production, distribution and evaluation of catalogs, ads and other promotional pieces.

Operations - Administrative support unit providing registration, records, information systems
and marketing services.
How do the Division’s 11 programs advance the role and mission of the Division and CUBoulder? In Knowledge Without Boundaries: What America's Research Universities Can Do for the
Economy, the Workplace, and the Community (1995), Mary Walshok suggested a matrix of
knowledge needs essential in postindustrial democratic societies. These include:
1. Basic skills and literacy among a socially, economically, and culturally diverse population.
2. General education in the social traditions, cultural values, and the building blocks of specific disciplines
essential to the development of critical thinking and lifelong learning skills.
3. Credentialing and certification for the world of work and professional practice.
4. Professional work-related updates for effectiveness, retention, upward mobility and re-education in
response to economic and social changes.
5. Knowledge brokering across fields and industries.
6. Technology updates across all areas of practice for individuals, organizations, and communities through
technology diffusion, transfer and exchange.
7. Basic and developmental skills for informed participation in civic culture on community, regional,
national and international issues.
8. Enhancement of the quality of life for individuals, communities and society as a whole.
Walshok (1995, p. 139) stated that these "categories underscore the diverse sorts of institutional
mechanisms needed in order to assure that all citizens, organizations and communities throughout
the life span have access to opportunities to acquire:
5
*
Knowledge for basic functioning in a postindustrial economy (matrix items 1-3)
*
Knowledge that facilitates individuals, organizations, and communities adapting to and
integrating continuous change (items 4-6)
*
Knowledge that enhances citizenship skills and quality of life in a continuously changing
environment (items 7-8).”
The matrix below draws upon Walshok’s work and suggests the various knowledge needs that
are served by the Division’s programs. Note that each of the knowledge needs is addressed by six or
more programs. The matrix exposes the multiple learning purposes served by the Division’s
programs. That is, continuing education students are motivated by a range of goals and knowledge
needs. In 1996, the Division was primarily oriented to serving the middle section of the matrix
(items 4-6). Seven years later, the Division’s programs are more evenly distributed across the matrix
and serving a wider range of knowledge needs.
Matrix of Knowledge Needs Met by CU-Boulder Continuing Education Programs*
ACCESS/HS BLDR EVNG
1. Basic education for a socially,
economically, and culturally diverse
population
2. General education in social traditions,
cultural values, and building blocks of
knowledge essential to the development of
learning skills and critical thinking
3. Credentialing and certification for the
world of work
4. Professional/work-related updates for onthe-job currency, retention, upward mobility
and re-education in response to economic
and social changes
5. Knowledge brokering across fields and
industries
6. Technological updates through technology
diffusion, transfer and exchange
7. Basic and developmental skills for
informed participation in civic culture on
community, regional, national, and
international issues
8. Enhancement of the quality of life for
individuals and communities
x
x
x
x
x
x
x
x
CATECS
CBE
COMPUTER CONT/EXTR IND LRNING
IEC
OUTREACH PERS ENRICH SUM SESS
x
x
x x x x
x
x x x x x
x x x x x
x
x
x x x x x x x x
x
x x
x
x
x
x x x x x x
x
x
x
x x x x
x
x
x x x x x
*Knowledge needs of contemporary democratic society as described by Walshok, 1995.
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4. Faculty
The Division draws upon a broad range of faculty resources to meet the various needs of its
students. The faculty includes:

“Regular” full-time faculty from the CU-Boulder campus (Utilized by ACCESS, CATECS,
CBE, Outreach Committee and Summer Session programs. Utilized to a lesser extent by
Boulder Evening, Contract and Extraordinary, and IL programs.)

Part-time adjunct faculty, approved by department chairs to teach credit courses
(Utilized by Boulder Evening, Contract Credit and Extraordinary, and IL programs.)

Part-time adjunct faculty, approved by department chairs to teach noncredit courses
(Utilized by CBE, Computer Applications, IEC, IL and Personal Enrichment programs.)
All of the Division’s faculty members are approved by the appropriate academic departments,
which helps the Division offer quality programs consistent with the standards of the University of
Colorado at Boulder. Each of the programs described in the Appendix provides additional
information about the faculty’s teaching methods and their composition, including their education
level and expertise, gender, age and ethnicity. These reports also describe the evaluation tools used
in their programs to monitor and improve their faculty’s teaching methods and abilities. See Book
Two for faculty vitas.
5. Students
Enrollment Trends - The Table on Page 8 provides an overview of the Division’s enrollment for
the last seven years. Overall, enrollment for both the noncredit and credit programs was 10 percent
less in 2001-02 than in 1995-1996. However, overall student credit hours increased by 10 percent
and revenues increased by over 56 percent. The increase in student credit hours and revenues reflect
the growth in our credit enrollment and tuition increases. Noncredit enrollments have declined
principally in the computer, information technology, telecommunications and international student
programs. However, declines in noncredit enrollment are also due to deliberate programmatic
choices to downsize the Personal Enrichment Program and close the Real Estate Broker License and
Renewal program. See Program Appendix – Personal Enrichment and CBE for more detail. The
7
Division primarily serves students along the Front Range in Colorado. During 2001-02, the Division
provided programs in 12 of the 52 Colorado counties. In addition, through our distance education
programs, students are served throughout the country and internationally.
Division of Continuing Education
Totals Comparison for 1995-96 to 2001-02 School Year **
ENROLLMENTS
# OF COURSES
95-96 96-97 97-98 98-99 99-00 00-01 01-02 95-96 96-97 97-98 98-99 99-00 00-01 01-02
95-96
96-97
97-98
SCH'S
98-99
99-00
00-01
01-02
NON CREDIT
Subtotal
11,534 11,944 12,220 11,436 10,822 9,546 7,810
878
896
965
907
788
722
600
12,138.0 14,301.2 13,178.2 10,505.9 11,753.9 11,330.2 9,958.0
120
1
121
83
7
90
94
6
100
121
2
123
97
2
99
92
1
93
90
0
90
68
1
69
11,710 12,134 12,474 11,619 11,024 9,733 7,931
968
996 1,088 1,006
881
812
669
12,263.6 14,461.0 13,310.7 10,606.1 11,857.8 11,423.7 10,021.4
5,002 4,791 4,253 4,433 4,406 4,896
1,973 1,971 1,993 2,355 2,446 2,767
1,070
912
993
993
920 1,368
1,422 1,626 1,616 1,468 1,378 1,339
83
69
34
35
22
16
180
124
120
48
176
102
147
42
169
84
161
38
168
103
157
22
160
100
153
30
169
103
161
15
179
131
170
11
13,984.0 15,393.0
5,870.0 6,090.0
3,333.0 2,356.9
4,345.0 4,593.0
146.0
144.0
Independent Study*
High School Correspondence/II
Certificate Correspondence
Subtotal
Total Noncredit
156
20
176
153
37
190
252
2
254
180
3
183
201
1
202
187
0
187
78.0
47.6
125.6
76.5
83.3
159.8
125.7
6.8
132.5
90.0
10.2
100.2
100.5
3.4
103.9
93.5
0
93.5
60
3.4
63.4
CREDIT PROGRAMS
Boulder Evening
SAVE/ACCESS
Contract/Extraordinary
CATECS
Aspen Music
4,580
1,889
1,514
1,371
80
14,939.0
6,038.0
2,085.0
5,481.0
123.0
13,192.0 13,870.0
6,899.0 7,668.0
2,366.0 2,442.0
5,116.0 4,615.0
60.0
59.0
13,973.0 15,390.0
8,348.0 8,536.0
2,375.0 3,844.0
4,164.0 3,966.0
42.0
32.0
9,434 9,550 9,369 8,889 9,284 9,172 10,386
472
467
452
450
443
448
491
27,678.0 28,576.9 28,666.0 27,633.0 28,654.0 28,902.0 31,768.0
Independent Study*
College Correspondence
Individualized Instruction
Applied Music
Subtotal
1,017 1,004
962
918 1,092 1,286 1,440
166
156
174
118
135
95
149
426
373
347
401
389
548
563
1,609 1,533 1,483 1,437 1,616 1,929 2,152
285
85
119
489
273
70
117
460
298
91
109
498
287
54
78
419
318
55
74
447
346
41
102
489
349
60
87
496
3,107.3 3,060.0 2,938.0 2,783.0 3,365.0 3,960.0 4,429.0
536.0
492.0
513.0
363.0
421.0
312.0
465.0
852.0
746.0 1,085.0 1,590.0 1,542.0 2,167.0 2,198.0
4,495.3 4,298.0 4,536.0 4,736.0 5,328.0 6,439.0 7,092.0
Total Credit
11,043 11,083 10,852 10,326 10,900 11,101 12,538
961
927
950
869
890
937
987
32,173.3 32,874.9 33,202.0 32,369.0 33,982.0 35,341.0 38,860.0
22,753 23,217 23,326 21,945 21,924 20,834 20,469 1,929 1,923 2,038 1,875 1,771 1,749 1,656
44,436.9 47,335.9 46,512.7 42,975.1 45,839.8 46,764.7 48,881.4
Subtotal
TOTAL Credit & Noncredit
*number of completions
Program enrollment, in rank order in 2001-02 included:
Program
Boulder Evening
ACCESS/HS Concurrent
Independent Learning
Computer Applications
Personal Enrichment
Contract/Extraordinary
CATECS
IEC
CBE
Outreach2
Summer Session3
Enrollment
5,350
2,767
2,152
2,145
1,495
1,368
1,339
659
130
Net Income
$2,381,045
$ 577,102
$ 771,636
$ 111,437
$ 131,774
$ 155,697
$ 302,275
$ - 54,277
$ 172,005
Type of Program
Credit
Credit
Credit and Noncredit
Noncredit
Noncredit
Credit
Credit and Noncredit
Noncredit
Noncredit
Noncredit
Credit
2
Enrollment data is not available. See Outreach program description in Appendix - Programs for discussion of budget.
Summer Session is a CU-Boulder campus program, not technically a Division program. See Appendix – Summer
Session.
3
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Composition - Information from student registration forms compiled by CU-Boulder’s Office of
Planning, Budget and Analysis compares the age, residency, gender and ethnicity of students
enrolled in Division credit courses to regular on-campus degree students. The following data
represents average percentages, over a seven-year period, from 1995-2001. The data was calculated
from 58,6764 total continuing education enrollments and 331,648 CU-Boulder enrollments during
this time period. The average fall enrollment among this group was 2,918 continuing education
students and 24,538 CU-Boulder students on campus. Continuing education student enrollment
represents about 12 percent of the total student enrollment at CU-Boulder. The data reveals that
continuing education students on average tend to be seven years older than their on-campus
counterparts. Among continuing education students, 53 percent are female; while on campus, 53
percent are male. On average, approximately three-quarters of both the continuing education and
on-campus students are residents, and about 14 percent of the students are ethnically diverse.
Continuing Education Students
Age
Average
30 years
Resident
Average %
CU-Boulder Students on Campus
Age
23 years
Nonresident
Resident
Nonresident
73%
27%
74%
26%
Female
Male
Female
Male
Average %
53%
47%
47%
53%
Average %
Ethnicity
Continuing Ed Students
3.4%
4.9%
4.7%
.7%
71.4%
.8%
11.8%
3.5%
African American
Asian American
Hispanic/Latino
American Indian
White
Other
Did Not Provide
Foreign
4
5
Ethnicity
CU-Boulder Students
1.9%
5.4%
5.3%
.7%
78.1%
.4%
4.2%
3.9%
Ethnicity5
City of Boulder
1.2%
4.1%
8.2%
.5%
88.3%
5.9%
-
Including 39,547 nondegree and 19,129 degree enrollments
Source: “Ethnicity by cities in Boulder County for Census Year 2000”. See www.ci.boulder.co.us/hroe/hrae/demog.htm
9
Comparison of the data in the self-study conducted seven years ago shows that the credit
continuing education student population is slightly older (one year on average), 3 percent more
diverse and 3 percent more female.
Analysis of the composition of 62,865 noncredit continuing education students over a seven year
period from 1995-2001 reveals that noncredit students are older and more diverse than either the
credit continuing education or on-campus students. On average, noncredit students are 40 years of
age and 24 percent ethnically diverse (5 percent Black, Hispanic or Native American; 8 percent
Asian and 11 percent Foreign). Noncredit programs enroll about the same number of men and
women—51 percent are female and 49 percent are male. Note that the average fall enrollment
among this group was 3,800 noncredit continuing education students.
Outcomes - Various outcome measures can be used to evaluate students’ continuing education
experiences. For example, analysis of the students enrolled through the High School Concurrent
program from 1995-2001 reveals that 726 students applied to CU-Boulder (approximately 52 percent
of those enrolled in the program) and 89 percent were subsequently admitted as undergraduate
degree students at CU-Boulder. Thus, the High School Concurrent Program serves as an important
feeder of talented new freshman for the CU-Boulder campus.
The following table compares the GPA of continuing education undergraduate and graduate
credit students to CU-Boulder undergraduate and graduate degree students on campus.
Continuing Education Students
CU-Boulder Students on Campus
Underg
GPA
n
Grad
GPA
n
Underg
GPA
Fall 1998
2.77
1,129
3.42
954
Fall 1999
2.73
1,197
3.47
Fall 2000
2.83
1,304
Fall 2001
2.93
1,344
n
Grad
GPA
n
2.89
20,558
3.61
4,524
1,059
2.90
21,192
3.62
4,467
3.47
1,039
2.91
21,680
3.64
4,393
3.53
1,102
2.94
22,228
3.63
4,410
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This data indicates that continuing education credit students are capable academically and
comparable to degree students enrolled on the CU-Boulder campus.
Each year about 700-800 continuing education students are admitted into degree programs at
CU-Boulder as depicted in the chart shown below. Of the total pool of transfer students from two
and four-year institutions in Colorado, the Division generally provides the largest or second largest
number of transfer students, according to CU-Boulder’s Office of Admissions.
Number of Continuing Education Credit Students Admitted into Undergraduate
and Graduate Programs at CU-Boulder
1000
900
Number of Students
800
700
600
Undergraduate
500
Graduate
400
300
200
100
0
2001
n = 688
2000
n = 677
1999
n = 755
1998
1997
n = 736
n = 1,101
The Division also serves a significant number of students interested in matriculating into
graduate degree programs at CU-Boulder. More than half (58 percent) of all students enrolled
through the ACCESS program have obtained a baccalaureate degree and are taking courses as
nondegree students. And, 16 percent of newly admitted CU-Boulder graduate students were
previously enrolled in graduate-level classes as nondegree students through Continuing Education.
CATECS enables students to earn a graduate degree in engineering while working full-time.
Despite the considerable challenge of managing both their academic and employment
responsibilities, two-thirds of all CATECS degree students successfully complete their degree.
11
Outcome measures for students participating in noncredit programs have been documented in
various ways by the program managers. See Appendix - Programs. For example, upon completion
of the intensive language training at the IEC, 96 students subsequently enrolled at CU-Boulder in the
past four years (43 graduate/professional and 53 undergraduate, 1998-2001), an average of 24
matriculations per year. Thus, approximately 19 percent of IEC’s graduates matriculate into degree
programs at CU-Boulder and contribute to the diversity of the student population. Further, the IEC
students are competitive academically at CU-Boulder, with cumulative GPA’s of 3.54 for graduate
students and 2.71 for undergraduates, as compared to the general CU-Boulder domestic student
population cumulative GPA of 3.60 for graduate and 2.88 for undergraduate students.
The Computer Applications Program plays an important role in addressing gender disparities in
the computer industry. In 1995, only 15 percent of the program’s students were women. Since
1997, on average, the number of women students has averaged about 56 percent. The Real Estate
Appraisal Program assists appraisers to obtain certification and re-certification in their profession as
a result of their participation in continuing education courses. And about half of the students
enrolled in noncredit courses receive funding from their employer, indicating corporate support for
their employees’ professional development. The CBE offers a noncredit certificate program to
undergraduate students, providing access to core business topics. CBE is a fairly unique program
(only two other universities are known to offer similar programs) and has assisted undergraduates in
obtaining corporate internships and subsequent employment.
6. Support Services
Organizational Staffing - The Division’s program and administrative staff are listed in the
Appendix - Organizational Charts. The program staff has principal responsibility for program
development and management. The administrative staff provides key assistance in the
implementation and delivery of these programs, as described below.

Academic Advising - The Division provides student academic advising by appointment, about
25 hours each week. The advisor provides information about all of the Division’s and CU12
Boulder’s programs. He works closely with academic departments, the Office of Admissions,
and the Office of Financial Aid to assist students with their learning needs. In addition, peer
advising is available about 20-30 hours each week.

Bursar, Budget and Financial Services - The Division operates a bursar’s office, which
includes cashiering, to process students’ registration payments and bills. This department also
administers the Division’s deferred payment plan, which allows students to make payments on
their tuition, instead of paying their tuition in full at time of registration. The Division uses
the University’s Billing and Receivables (BRS) and PeopleSoft Reporting System (PS) to
follow University and State fiscal rules for processing its accounts payable, buying and
contracting, faculty and staff payroll, purchases, and travel accounting. The Director of
Budget and Finance manages these financial functions and prepares annual budgets for the
campus and CCHE. See Appendix - Budget and Finance.

Financial Aid Counseling - The Division employs a full time financial aid counselor (who
works out of the campus’s Office of Financial Aid) to advise, determine eligibility, and
process continuing education students’ financial aid applications. The Division and CCHE
have provided a limited amount of funds for student scholarships that the financial aid
counselor assists in dispersing to continuing education students.

Marketing - The marketing department coordinates the planning, administration and
evaluation of all marketing-related activities within the Division. Key external
communication pieces include catalogs and web sites; advertisements; directories; collateral
materials; correspondence and signage. See Appendix – Marketing.

Operations - The Division employs six full time staff in its main office who register students
and provide other program administrative support. The registration staff has been reduced
40% over the past seven years, since technology advancements have allowed our students to
register over the Web. The main office is open, fall and spring semesters from 8am-5pm, and
in summer from 7:30am-4:30pm. The Division uses the University’s Student Information
System (SIS) to register students and maintain student records. The records and SIS manager
maintains all original registration documentation, builds course information into SIS,
determines residency status for petitioning nonresident students, posts final grades, and
prepares annual enrollment reports for CCHE and the University. The Division’s information
systems unit provides all of the systems development and technical support for the Division’s
main office and its computer classrooms. See Appendix – Operations.
Facilities and Instructional Services - The Division uses office space both on and off campus,
including its main office at 1505 University Avenue. CATECS maintains a suite of offices and
studio classrooms in the College of Engineering and Applied Science; and the IEC has offices,
classrooms and labs located at 1030 13th Street. The Computer Applications Program uses five
computer labs that are located in the basement of the Division’s office building, the Humanities
building, the University Computing Center and the University Management Systems Building.
13
Other support services - In addition to the University’s academic departments, the Division uses
University facilities and support services in the delivery of its programs including: Academic Room
Scheduling; Disability Services; Information Technology Services; Norlin and other University
libraries; Ombuds Office; Parking Services; University Bookstore; University Communications and
others. Also, see Appendix - Programs for a description of advisory boards and planning
committees used by the managers to develop and support their programs.
Various state and national associations provide occasional technical support to the Division’s
programs and professional development opportunities for its faculty and staff. Some of these
include: American Society for Engineering Education (ASEE); Association of Media-Based
Continuing Education for Engineers (AMCEE); CCHE Extended Studies Program; Learning
Education Resource Network (LERN); National Association of College and University Business
Officers (NACUBO); National Association of State Universities and Land Grant Colleges
(NASULGC); University Continuing Education Association (UCEA); National Academic Advising
Association (NACADA) and Teachers of English to Speakers of Other Languages, Inc. (TESOL).
7. Budget
The Division is a self-funded unit and generates revenue from the tuition charged for its various
credit and noncredit programs. The Division’s budget summary for the last seven years is provided
in the attached Appendices - Financial Analysis and Programs. The spreadsheet charts the growth of
the Division’s income from about $8.7 million in 1995-96 to $13.7 million in 2001-02, a 56 percent
increase. While the Division had fewer enrollments in 2001-02 than in 1995-96, overall student
credit hours increased 10 percent and tuition for various programs increased.
The individual program budget summaries (See Appendix – Programs, at the end of each of the
program sections) also assist the reader in understanding the enrollment cycles of the Division’s
programs over time. This overview is especially critical in analyzing programs that have had
varying levels of financial success over the last seven years. For example, see the budget summary
14
for the IEC, which had considerable net balances in five of the last seven fiscal years, but a deficit in
two of the years.
The Division has provided over $20 million to support the academic and administrative functions
of the CU-Boulder campus over the past seven years. See Appendix – Financial Analysis. For
example, in 2001-02 the Division transferred about $4 million to various campus units; including
over $1.2 million to schools and colleges for their participation in our ACCESS program; $1 million
to Academic Affairs; $765K to engineering departments; about $400K for the general administrative
recharge (GAR); and $130K to campus faculty for their outreach activities. In addition to extending
the academic resources of CU-Boulder and serving its nontraditional student population, the
Division supports the role and mission of the campus through these various financial subsidies and
transfers.
8. Strengths and Challenges
The foregoing discussion of the Division’s history, programs, faculty, students, support services
and budget reveals a number of organizational strengths. The Division’s mission, program activities
and infrastructure constitute significant organizational strengths. Organizations continually evolve,
however, and the Division’s future success will be measured, in part, by its ability to address a
number of challenges. The 1996 PRP Recommendations provided ten issues that have challenged the
Division over the past seven years. In large part, these recommendations have been adopted and
implemented. See the Appendix – Self-Study Team for a summary report. Some challenges affect
the entire Division, others are specific to individual programs. See the Appendix - Programs for
additional information about program-specific issues.
Strengths

Long-standing tradition of working with campus units to serve students – For more than 90
years, the Division has advanced the University’s role in continuing professional education,
outreach and public service. Within the context of a research university, the Division strives
to offer quality programs consistent with CU-Boulder’s teaching, research and creative work,
and service goals. We work with each of CU-Boulder’s schools and colleges to serve
nondegree, degree and nontraditional students; on and off campus; using traditional
15
classroom and technology-enhanced delivery systems. The Division has operated on a cashfunded basis for over 30 years, and provides significant funds to the CU-Boulder campus in
support of its role and mission.

Diverse Portfolio of Programs – The Division’s programs represent a mixed portfolio of
credit and noncredit programs designed to meet a range of students’ knowledge needs. The
quality of our faculty and staff, along with the breadth of our programs constitute significant
program strength, particularly in the wake of September 11, 2001 and a weakened economy.
The Division serves a variety of students including: high school students interested in postsecondary coursework; nondegree students hoping to eventually matriculate into a degree
program; degree students interested in taking courses at night, online or through other
independent learning options; professionals in need of advanced education, skills or training;
international students needing English language training; and community members pursuing
coursework for their own enrichment. Recent initiatives include the Center for Business
Education; and the collaboration with the College of Arts and Sciences to assist
nontraditional students with completing their bachelor’s degree in Distributed Studies.
Twelve certificate programs have been developed over the last seven years including:
 Network Administration (noncredit, Computer Applications program)
 Programming (noncredit, Computer Applications program)
 Web Site Design (noncredit, Computer Applications program)
 Web Graphics (noncredit, Computer Applications program)
 CU Business Intensive Certificate (noncredit, CBE program)
 Certificate in Executive Management (noncredit, CBE program)
 Engineering Management (graduate credit, CATECS program)
 Project Management (graduate credit, CATECS program)
 Power Electronics (graduate credit, CATECS program)
 Speech, Language, Hearing Sciences (graduate credit, IL program)
 Embedded Systems (graduate credit, Extraordinary program)
 Software Engineering (graduate credit, Extraordinary program)

Permanent Office Facilities for Continuing Education – For most of its history, the Division
occupied temporary office space on or off campus. In 1989, the Division established a
building fund by implementing a surcharge of approximately 1.4 percent on continuing
education expenses. In 1997, the University purchased the former fraternity house at 1505
University for $1.9 million with the Division’s building reserve funds. About $2 million in
renovations were needed to reconfigure the space for offices and meeting rooms, install an
elevator and air-conditioning, and provide telecommunications capability. Staff who
formerly occupied two buildings moved to the single, renovated building in 1998 that is
convenient to students and the CU-Boulder campus. It provides additional space for program
growth and student services. The IEC was also able to consolidate its office and classroom
space at 1030 13th Street.
Challenges

Competitive Environment and Weakened Economy – The Division operates in a competitive
environment that includes various continuing education providers. These include public,
private, and proprietary colleges and universities; corporate programs; and community
colleges. Further, a weakened economy has affected programs. A recent national report
cited that demand for noncredit and information technology training is off by 30 percent or
16
more, mirroring our experience.6 The distinctive competence of the Division’s programs
must be continually highlighted; a goal that has been accomplished, in part, by the Division’s
publications, catalogs and web site.
6

Innovation and Growth – Various opportunities exist for the Division to develop new
programs and serve an expanded student base. Program curricula, quality, cost and
marketing initiatives must be monitored and modified for improvements. Program managers
solicit new course ideas by meeting regularly with academic departments and monitoring
student feedback. Methods for obtaining faculty and student input will vary, but they include
the use of benchmarking, task forces, advisory committees, focus groups and surveys. We
work with the schools and colleges to explore program ideas and a Division-wide workgroup
assesses program and marketing opportunities.

Distance Education – The Division has an accomplished distance education program through
its CATECS and IL programs, with about 3,500 enrollments annually. These programs are
challenged by the recruitment and retention of faculty who are interested in teaching via
distance education and the recruitment of students interested in learning through these
distance modalities. Further, development in the technologies themselves present
considerable challenges to the program staff and faculty. Each program manager must
consider how these programs can be developed to maximize the capabilities of the
technology, without compromising support services or interaction between students and
instructors.

Professional Development – Just as the Division supports the professional development of its
students, the Division must continually seek ways to advance the professional development
of its faculty and staff. Their competence is intrinsically tied to the health and vitality of the
Division and its programs. The Division has re-structured to reflect new responsibilities and
functions and a Division-wide organizational workgroup develops programs in response to
staff needs. These changes to the organization have provided professional development
opportunities and promotions for various staff members. In addition, program managers
facilitate professional development opportunities for their faculty, as appropriate.

Summer Session – Summer Session serves about 7,000 students and provides about $10
million in net revenues that are used to help fund the campus’s fall and spring budget. Over
the past seven years, efforts to enhance Summer Session have focused on improving the
quality of the courses, budget incentives and marketing. These efforts have yielded several
new initiatives including Maymester; the instructional grants program; the Faculty in
Residence for Summer Term (FIRST) program; a five-week residential program for high
school students; and an incentive program that provides discretionary funds to schools and
colleges if they exceed their college student credit hour goal and the campus exceeds its
tuition goals. These efforts need to be continually monitored, evaluated and modified as
appropriate.

Outreach – In addition to the Division’s credit and noncredit programs, the Division
supports the various outreach activities of CU-Boulder faculty, staff and students through its
CU-Boulder Outreach Committee. The Council of Deans has recently endorsed a definition
of outreach that underscores the importance of outreach that is consistent with a faculty
member’s teaching, research and creative work and professional service. Together, the
See UCEA’s Infocus newsletter, October 2002.
17
Outreach Committee and Division staff are challenged to gain campus-wide understanding
and recognition of this type of outreach.
9. Future Directions
President Elizabeth Hoffman’s vision, CU 2010, is a system-wide agenda intended to guide
the planning of the University of Colorado for the next decade. CU 2010 consists of five distinct
areas:

A university without walls – in which faculty, students and staff collaborate readily
across disciplines, schools, colleges and campuses, and with other universities, industry,
K-12 education, and government to enhance the quality and impact of teaching, research
and service.

A culture of excellence – in which the University targets areas for national prominence,
chooses areas of excellence and sets benchmarks. CU-Boulder aspires to be among the
top public research universities.

Increasing resources and using them wisely – to enhance private, state and federal
support in order to provide more scholarship funds for students, endowed chairs and
professorships.

Diversity – to recruit and retain diverse faculty, students and staff. To foster
international programs, exchanges and international partnerships.

An integrated infrastructure – which supports course articulation agreements across
campuses, enhances system-wide technology and human resource services.
The Division can help the University meet these goals, as it continually strives to provide
quality, innovative, lifelong learning opportunities to its diverse student population. The next seven
years present new opportunities for the Division’s growth and development, as the Division
approaches its centennial year in 2012. Some of these issues include:

Development and Maintenance of Quality Programs – The Division has a long tradition of
working with academic units to provide a variety of credit and noncredit programs that serve
various student needs. However, the work is not done. Programs must be continually
monitored for the quality of the curriculum and their relevance to the market. Relationships
with campus and community partners must be continually cultivated and nurtured. Planning
is ongoing. Each April, program managers and directors present a budget report that
summarizes the program’s performance against its projected goals and forecasts a budget for
the next fiscal year. Staff also present plans for their own professional development. Both
long-standing programs and new initiatives need to be monitored for effectiveness.
Technology continues to affect program administration, marketing, registration and billing
18
of students. The merits and costs of these technologies must be continually assessed and
prioritized.

Distance Education – A recent study of our CATECS and IL distance education programs
suggests that the programs could be enhanced through stronger coordination and
collaboration. This possibility should be further explored, including the possibility of
establishing a Center for Distance Education. Both programs have opportunity to expand as
the instructional technology improves and the pedagogy matures. CATECS expects to shift
to a server-based delivery system during the next 3-5 years. IL is piloting a bachelor’s
degree completion program in conjunction with the College of Arts and Sciences and
Northwestern Community College. This partnership may provide a model for the delivery
of other degree or certificate programs.

Transfer of Nondegree Students to Degree Programs – Division staff have worked to
enhance the academic and student service resources for nondegree students in conjunction
with the Office of Admissions, the Student Academic Services Center, Career Services,
Disability Services and other campus units. These activities are important to the persistence
and success of our nondegree students. The number of nondegree students seeking advising
has increased significantly over the past four years. Our new initiative to deliver a degree
completion program using the Distributed Studies major has also generated increased
inquiries about other completion programs. Ongoing efforts are needed to obtain clear
articulation agreements and transfer guides to assist our nondegree students with their
matriculation into CU-Boulder undergraduate and graduate degree programs. The IEC
could attract larger numbers of international students to CU-Boulder if a conditional
admission program can be established.

Strategic Partnerships – Over the past two years, the Division has established the Center for
Business Education in conjunction with the Leeds School of Business. This partnership has
expanded the Division’s business and corporate programs. Other opportunities, including an
Evening MBA program, could further advance the campus’s role in serving the continuing
professional education needs of business and industry. The Division’s role in providing
programs at the Interlocken Business Park must also be evaluated and further developed, as
appropriate. As the campus works to expand its graduate programs, the Division may
provide a useful vehicle to provide part-time graduate degree and additional certificate
programs.

Outreach – The -Division provides programmatic, administrative and financial support to the
outreach activities sponsored by the CU-Boulder Outreach Committee. These activities
advance the mission of the Division, CU-Boulder and are consistent with President
Hoffman’s CU 2010. Still, many campus and community constituencies are unfamiliar with
these outreach activities. Division staff should work with our marketing department and
University Communications to ‘tell the story’ of these outreach activities. These activities
serve communities in important and powerful ways. They can also leverage the faculty’s
teaching, research, creative work and professional service. Efforts must continue to obtain
campus-wide faculty endorsement for a common outreach definition; the recognition of these
activities annually on the Faculty Report of Professional Activities (FRPA); and the reporting
of research grants that have an outreach component in the annual report produced by the
Office of Contracts and Grants.
19

Summer Session – Division staff have worked collaboratively with the Council of Deans,
Committee of Summer Session Deans, department chairs and faculty to enhance the quality
of Summer Session and provide expanded course offerings. These efforts have resulted in
increased enrollment and revenue. A larger number of associate and full professors teach in
Summer Session than seven years ago; more upper division courses are available as
requested by junior and senior students; and courses are offered in various term lengths.
Departments are providing new program options, such as coursework to complete minors in
business and computer science over two summers. Schools and colleges have received
discretionary revenues as a result of the incentive program. At the same time that Summer
Session is experiencing growth and success, the campus is faced with escalating operating
costs and budget cuts. Summer Session’s new initiatives (such as Maymester, instructional
grants, and FIRST) along with the recommendations of the 2002 Summer Session task force
should be supported so that the program’s growth can be sustained.

Organizational Staff - Staffing levels need to be monitored carefully in light of the Division’s
strategic planning and staff workloads. For example, given the growth in the number of
students seeking advising and the addition of our degree completion program, we plan to reevaluate the allocation of staff resources to the student services area in 2003. The Division
has re-organized significantly over the past seven years to reflect programmatic and
administrative changes. New units (CBE, Information Technology, Marketing, Operations,
Outreach, and the Office of the Dean/AVC Summer Session) have been added, while others
have been consolidated (IL and general registration) or eliminated (Noncredit Business, the
Real Estate Broker License and Renewal and Total Quality Management programs). Staff
members have been promoted, new positions have been established and other positions
abolished, as appropriate. Additional staff and facilities may be needed to accommodate
program growth. Ongoing professional development efforts for existing and new staff
should reinforce the Division’s role, mission and shared vision.
The Division must continue to strive for excellence as it renews its long-standing tradition of
providing quality, affordable programs to diverse student groups, drawing on the distinctive
competencies of the campus to advance the role and mission of the Division and the University of
Colorado at Boulder.
20
Appendix – Self-Study Team
And Organizational Charts
Division of Continuing Education
University of Colorado at Boulder
SELF-STUDY TEAM
Arne Arnesen, Director, Operations
Sue Crowley, Records Manager
John Dunn, Director, Independent Learning Programs
Robert Jasperson, Director, International English Center
Silvie Kilworth, Program Assistant, Evening and Credit Programs
John Kingdon, CU-Boulder Student
Deanna Knowles, Director, Center for Business Education
Wynn Martens, Program Manager, Outreach
Matt McKeever, Program Assistant, Center for Business Education
Carol Mehls, Program Manager, Summer Session
John Montgomery, Program Manager, ACCESS/Academic Advisor
Jennifer Parrott Robinson, Associate Director, Marketing
Kathy Redman, Assistant to the Dean
Bernadette Rochell, Director, Bursar, Budget and Financial Services
Vincent Micucci, Director, CATECS
Armando Parés, Director, Evening and Credit Programs
Megan Potochniak, Program Assistant, Computer Application Program
Brenda Schick, Associate Professor, Speech, Language and Hearing Sciences
Lou Vang, Program Manager, Computer Applications Program
Chair: Anne Heinz, Dean, Division of Continuing Education
Associate Vice Chancellor, Summer Session
1996 PRP Recommendations
Division of Continuing Education
-Progress Report as of January 2003-
1. The Dean of Continuing Education should be a full participant in the Council of Deans and consult
with Deans of other academic programs on matters and issues of common interest. - Implemented.
2. The incoming Dean of the Division should form a committee charged with developing a strategic
plan that will define for the Division a set of goals and expectations for the next decade. Committee
membership should include a representative Boulder campus and Division administrators, UCB
faculty governance representatives, and members of the Division’s constituency groups. Particular
attention should be placed on defining the Division’s role in expanded statewide programs. - No one
committee has been charged with developing a strategic plan for the Division. Instead, each program
director/manager and various groups have been established to develop yearly plans. These groups have
taken direction from the Division’s PRP 1996 Recommendations, the Strategic Plan for Academic Affairs,
academic departments, and market trends. In addition to the planning conducted by individual program
managers and their staff, these groups include a marketing/program development workgroup; a policies
and procedures workgroup; an organizational development workgroup; a workgroup for the renovation of
the building at 1505 University (now dissolved); a technology oversight workgroup; a committee of
Summer Session deans; a distance education task force; a Summer Session budget task force; an
Interlocken Advisory Board; the CU-Boulder Outreach Committee; and an Independent Learning Advisory
Committee.
3. Current outreach functions of the University, including Outreach Council, should be consolidated
under and administered by the Division of Continuing Education. The Division should expand
outreach activities and explicitly develop programs designed to further promote the value and
quality of the University to the citizens of the State of Colorado. – Implemented. In May, 1997, the
Council of Deans approved an outreach plan to integrate outreach activities with CU-Boulder’s teaching
and research mission. An additional $40,000 in outreach funds were obtained from both the Provost and
the Chancellor’s Office. The Dean of Continuing Education worked with the faculty, Deans, and Provost
to establish the CU Boulder Outreach Committee. The committee has improved procedures for the review
of outreach grants and established guidelines for multi-year grants. In 2001, an Outreach Coordinator
position was created to support and facilitate outreach activities among the faculty, students and staff. In
2002, the Council of Deans endorsed a definition of outreach that underscores the importance of outreach
that is consistent with a faculty member’s teaching, research and creative work and professional service.
These outreach activities are described in CU-Boulder’s 2003 report for President Hoffman’s CU 2010’s
University Without Walls initiative.
4. The Division should review its portfolio of programs in light of its new strategic plan, the recent
changes in market opportunities and competition, with an emphasis on how the Division can aid the
Boulder campus in addressing its goals with regards to undergraduate recruitment and service
outside the immediate Boulder-Metro Denver area. Distance learning technologies should be used
judiciously and future program expansion should primarily benefit citizens of the State of Colorado.
– Implemented. See 2. Over the past two years, the Division established the Center for Business
Education (CBE) in conjunction with the Leeds School of Business. This partnership has expanded the
Division’s corporate and business programs on and off campus. In conjunction with campus colleges and
schools, the Division now offers about 55 courses online through the IL and CATECS programs. The
Division is partnering with various schools and colleges to provide credit certificate programs including a
graduate online certificate program in American Sign Language. Through a CCHE grant, IL is piloting a
bachelor’s degree completion program in conjunction with the College of Arts and Sciences and
Northwestern Community College.
5. Discussions of program development that may involve significant components of Boulder campus
degree programs or track to Boulder campus degree programs should take place with the full
participation of appropriate Boulder campus faculty governance representatives and academic units.
– Implemented. See 2 and 4. In addition, the Committee of Summer Session Deans has worked with the
academic deparements, schools, colleges, Summer Session Director and Associate Vice Chancellor for
Summer Session to establish Maymester, a three-week intensive term; the Faculty in Residence for
Summer Term (FIRST) program; a five-week residential program for high school students; and summer
programs to assist degree students to obtain minors in business and computer science. Further, a revenue
sharing plan has been implemented that provides discretionary funds to schools and colleges if they exceed
their college student credit hour goal and the campus exceeds its tuition goals.
6. The Division and Boulder campus administrators should review at regular intervals the balance of
financial and outreach expectations that the Campus has for the Division. The Division should be
allowed sufficient financial flexibility to pursue investment and experimentation in programming
that benefits the campus in non-financial ways. – Implemented.
7. The Boulder Evening Task Force recommendations with regards to faculty compensation and
review should be considered promptly by Division and Academic Affairs administrators and an
acceptable solution instituted as promptly as possible. The effectiveness of the faculty and course
review process should be evaluated after three years and any needed changes implemented.
Implemented. The Boulder Evening Task Force recommendations for faculty compensation were
implemented in fall, 1996. A bill of rights for the Boulder Evening lecturer adjunct faculty was approved.
A new Director of Boulder Evening was hired in 1999 and he met with all of the appropriate departmental
chairs to assess the effectiveness of the faculty and course review process. Beginning in fall 2000, the
salaries for the Boulder Evening instructors were aligned to match the minimum teaching replacement
rates as established by each college. Beginning in fall 2002, the instructors were paid salaries that match
the teaching replacement rates for the corresponding academic department.
8. The Division should continue with its plan to contribute towards construction financing of an on-
campus building which would house most of the Division’s administrative functions. – Implemented.
During Fall, 1996, Division staff prepared a program plan for the acquisition and renovation of the former
Delta Tau Delta fraternity at 1505 University Avenue. The plan was approved and the building was
purchased in January, 1997. An architect was approved by the Board of Regents in April, 1997 and
construction commenced in April, 1998. The Division moved its administrative functions at 1221/1229
University to the 1505 University building in December 1998. The media-equipped classroom on the first
floor of the building is used by Continuing Education and for regular main campus courses. A computer
lab in the basement is used for the Computer Applications program and the Division’s staff training. The
IEC consolidated its operation by vacating seven buildings on Grandview to a building located at 1030 13th
Street, Boulder.
9. The Division should explore ways to enhance the participation of regular Boulder campus faculty in
Division programs and offerings. Use of “revenue-sharing” schemes to recruit academic
departments and programs to participate in outreach and continuing education programs of the
Division should be explored. – Implemented. See 1-8 above.
10. The Dean of Continuing Education should explore ways to utilize the Division’s financial and
organizational flexibility to promote the academic missions of campus colleges and schools. –
Implemented. See 1-9 above. The strength of our programs is heavily dependent upon our relationships
with academic units and the quality of our staff. Several key searches/appointments and promotions were
made during the past seven years. The Division’s financial and organizational flexibility has allowed us to
pursue program opportunities while advancing the mission of the campus’s colleges and schools.
CU-Boulder Division of Continuing Education
January 2003
Phil DiStefano
Provost and Executive Vice Chancellor
for Academic Affairs
Anne Heinz
Dean, Division of Continuing Education
Associate Vice Chancellor for Summer Session
Arne Arnesen
Director
Operations
Jennifer Parrott Robinson
Associate Director
Marketing
Armando Pares
Director
Credit Programs
Nate Ahrens
Information Systems
Manager
Rosie Escamilla
Marketing
Assistant
Rory Millard
IT Coordinator
Chris Solis
Webmaster
Sue Crowley
Records Manager
Barb Lord
Registration Manager
Taryn Hanson
Leadworker
Credit Programs
Amy (Yen-Shi) Li
Leadworker
IL Programs
Kerry Young
CBE Registrar
Carrie Simon
Registrar &
Exams Proctor
Duffy Nelson
CAP Registrar
Julie Blair
Registrar
Special Programs
John Montgomery
Program Mgr-ACCESS
Academic Advisor
Silvie Kilworth
Program Assistant
Lou Vang
Program Manager
Computer Apps
Megan Potochniak
Program Assistant
Deanna Knowles
Director
CBE
Matt McKeever
Program Assistant
John Dunn
Director, Independent
Learning Program
Geoff Rubinstein
Academic Coordinator
Kathy Redman
Dean's Assistant
Katie Salsbury
Admin Assistant
Carol Mehls
Manager
Summer Session
Bernadette Rochell
Director
Budgets & Finance
EJ Min
Staff Accountant
Nancy Warnke
Accounting Manager
Cathy Cloutier
Payroll Officer
Jennifer Hattan
Cashier
Barbara Russell
Accounting
Assistant
CATECS,
IEC
& Outreach
(see page 2)
CU-Boulder Division of Continuing Education (page 2)
January 2003
Phil DiStefano
Provost and Executive Vice Chancellor
for Academic Affairs
Anne Heinz
Dean, Division of Continuing Education
Associate Vice Chancellor for Summer Session
Vince Micucci
Director
CATECS
Alicia Kloesel
Program Asst II
Nancy Georgeson
Admin Asst III
Cathy Burrell
Admin Asst II
Hanna Schuster
Admin Asst I
On-call
Robin McClanahan
Program Asst I
Bob Jasperson
Director
IEC
(Vacant)
Media Specialist V
Chris Kirchhof
Media Specialist III
(9 month appt)
Bob Skutelsky
Media Specialist III
Student Assts
Board Operators
Dale Hinkle
Media Specialist III
Donna Phillips
Admin Asst II
Andrew Bartlett
Admin Asst II
Wynn Martens
Outreach Coordinator
(.5 FTE)
Jenifer Vaughan
Student Serv Coord
Gen Prof II
Amberly Scheppach
Accounting Tech III
Margaret Bortollini
Admin Asst II
Karen Lorimer-Garcia
Admissions Coord
Admin Asst III
Add'l Program
Directors
(see page 1)
Appendix – Financial Analysis
Continuing Education – Consolidated FY 1996 - 2002
PS
Acct Description
205100 Res Tuit-Grad
205200 Res Tuit-Undergrad
206100 NonRes Tuit-Undergrad
209000 Conted Tuition-Noncredit
209001 Cont Ed Revenue Sharing
210000 Rfnd-Res Tuit-Grad
210100 Rfnd-Res Tuit-Undergrad
211100 Rfnd-NonRes Tuit-Undergrad
214000 Rfnd-Conted Tuit Noncredit
220100 Student Activity Fees
250100 Sales/Service of Educ Activities
250161 SSEA Rev-RTD Bus Program
250162 SSEA Rev-Housing Program
250163 SSEA Rev-Wardenburg Program
280100 Aux Enterprise Rev
280111 Aux Housing Subsidy
285000 Aux Rfnd-Enter Rev
325100 Corresp Syllabus Fees/Insurance
325100 Corresp Materials Fees
325100 Corresp Media/RE Bk Ship Fees
325100 Corresp Postage/Applic Fees
325100 Corresp Drop/Transfer Fees
325100 Corresp Fee
325100 Misc Rev-Operating
284717 Aux Facman-fire alarm
325100 Return Ck/VISA/MC Charges
333000 Refund-Misc Rev
380100 Service Center-IN Rev
*Total Revenue
402600
400100
401400
405100
407600
Offr/Exmpt Prof Reg FT Payroll
Faculty Reg FT Payroll
Faculty Reg PT Payroll
Class Reg FT Payroll
Hourly Wages
418400 Faculty Benefits
425000 Classified Benefits
427500 Hourly Benefits
450200
450000
552500
700000
770000
810100
960000
960411
Cost of Goods Sold
Operating Expense
Other Operating
Travel
Student Aid
Equipment >=$5,000
General Recharges
Payroll Recharge
* Total Operating Expense
995100 Cash Transfer In W/in Campus
997100 Cash Transfer Out W/in Campus
* Total Transfers
* ACCOUNT TOTAL
FY 01-02
FY 00-01
FY 99-00
TOTALS
TOTALS
TOTALS
(2,475,487) (2,413,940) (2,503,559)
(4,765,629) (3,490,379) (3,023,598)
(2,730,955) (2,249,698) (1,646,881)
(3,449,798) (2,963,269) (2,600,948)
8,880
5,895
76,057
45,413
77,247
64,446
3,446
42,196
10,277
3,650
1,045
755
(17,700)
(182,803)
(189,999)
(160,000)
5,673
5,582
7,762
179,906
161,824
140,424
13,600
12,150
13,290
24,961
(404,640)
(393,361)
(377,838)
(100)
(24)
(1,485)
(13,674,801) (11,432,459) (10,030,353)
894,772
763,114
651,933
344,663
328,692
333,066
2,011,411
1,864,139
1,636,437
1,190,513
1,071,613
1,018,210
103,969
123,029
108,691
482,968
387,187
385,145
211,762
199,274
205,076
1,151
8,958
3,441
2,607,893
2,214,306
2,057,687
35,025
41,134
31,705
59,356
1,233,046
972,589
43,752
12,412
5,425
397,491
487,280
435,554
234,311
85,138
42,000
8,619,037
8,819,323
7,886,960
(87,394)
(302,911)
(408,143)
2,724,543
1,675,038
1,611,154
2,637,149
1,372,127
1,203,011
(2,418,614) (1,241,008)
(940,382)
FY 98-99
FY 97-98
FY 96-97
TOTALS
TOTALS
TOTALS
(1,743,773) (1,606,194) (1,417,668)
(3,199,424) (3,103,868) (3,062,102)
(1,626,416) (1,500,065) (1,514,029)
(2,767,441) (3,394,873) (3,888,010)
5,286
(996)
63,139
91,609
89,590
6,048
15,129
9,795
4,788
3,459
9,846
(265,647)
(324,012)
(374,783)
224,693
277,039
337,495
16,475
19,290
24,077
(8)
(360)
(380)
(290)
(7,382)
(10,315)
(13,610)
(1,184)
(898)
(254)
(1,338)
(959)
(34,930)
(2,664)
(2,765)
(358,898)
(470,894)
(485,615)
(100)
3,970
1,585
875
1,215
(375)
144
(9,680,808) (10,006,527) (10,289,639)
FY 95-96
TOTALS
(1,376,667)
(2,771,860)
(1,430,434)
(2,685,515)
94,468
33,014
3,745
(270,079)
250,163
14,660
(350)
(14,570)
(7,640)
(3,940)
(613,328)
33,234
(8,745,099)
570,281
475,881
1,653,525
963,079
133,714
607,353
536,865
1,782,763
924,026
161,791
558,735
629,413
1,873,414
882,750
214,658
587,905
535,300
1,330,616
772,650
208,753
418,887
208,716
4,461
440,656
202,851
8,011
421,139
189,850
10,412
420,041
167,901
13,703
39,341
3,042,423
148,090
55,558
20,757
7,930
507,754
8,250,396
23,162
3,252,515
168,902
54,118
15,044
39,369
540,946
8,758,371
466
3,302,583
308,816
79,993
26,804
24,675
544,844
9,068,554
18,020
2,817,993
99,807
92,035
2,425
88,825
457,643
7,613,618
(140,822)
715,933
575,111
(130,000)
582,147
452,147
(130,000)
451,425
321,425
(130,000)
364,560
234,560
(855,300)
(796,009)
(899,660)
(896,921)
Division of Continuing Education
FISCAL
YEAR
REVENUES
GROSS
2/3 CAMPUS / DEPT SHARE
ACCESS
CATECS
REVENUES
NET
OTHER
EXPENSES
NET
(REV) / EXP
2001 / 2002
(13,674,801)
1,245,000
765,113
(11,664,688)
9,246,074
(2,418,614)
2000 / 2001
(11,432,459)
1,210,000
762,035
(9,460,424)
8,219,416
(1,241,008)
1999 / 2000
(10,030,353)
955,000
838,195
(8,237,158)
7,296,776
(940,382)
1998 / 1999
(9,680,808)
935,000
559,023
(8,186,785)
7,331,485
(855,300)
1997 / 1998
(10,006,527)
820,000
566,139
(8,620,388)
7,824,379
(796,009)
1996 / 1997
(10,289,639)
865,000
562,005
(8,862,634)
7,962,974
(899,660)
1995 / 1996
(8,745,099)
810,000
555,000
(7,380,099)
6,483,178
(896,921)
EXPENSES CE PAID or REVENUE / CASH TRANSFERS TO CAMPUS
FY 01-2002
ACCESS 2/3 Share
Net Transfer to Academic Affairs
CATECS - Instr/Dept/Media
OUTREACH
Cash Reg & Coll System
WWW Courses
SIS/VRR/BRS/TRA (Prog/System)
Financial Aid
CATECS Studio (Engnr)
Interpreting Service
Campus Tuition Discounts
Computer Lab Equip
Media Keys / IT Services
DP & UMS Expenses
Summer Session Contribution
GAR (Boulder Campus)
TOTALS
FY 00-2001
FY 99-2000
FY 98-99
FY 97-98
FY 96-97
FY 95-96
1,245,000
1,000,000 *
765,113
154,165 *
3,200
14,155
74,114
52,911
49,800
1,320
31,680
44,603
51,156
89,912
1,210,000
200,000
762,035
130,000 *
5,000
15,996
92,078
47,263
48,050
7,460
30,313
48,062
37,471
99,501
955,000
935,000
820,000
865,000
810,000
838,195
130,000 *
18,363
17,426
107,519
42,000
42,515
2,813
34,780
51,374
37,471
73,179
559,023
130,000 *
566,139
130,000 *
562,005
130,000 *
555,000
130,000 *
398,573
361,074
319,717
15,585
115,716
43,838
124,670
13,457
29,265
48,737
40,495
86,285
3,147
409,681
22,057
85,972 *
38,930
215,765
35,140
47,801
121,689
41,763
71,316
210,271
454,458
16,808
25,229
29,901
178,810
11,487
68,000
70,790
38,726
77,588
8,000
431,077
3,975,702
3,094,303
2,670,352
2,554,899
2,861,301
2,513,421
TOTAL
369,669
6,840,000
1,200,000
4,607,510
934,165
26,563
102,027
530,088
293,820
1,019,610
71,677
241,839
460,255
277,140
578,093
221,418
2,744,249
2,478,475
20,148,454
29,460
38,977
360,000
75,000
30,058
80,311
20,148,454
* Transfers made for various expenses during or after FY closing or encumbrances for future expenses. Beginning FY 01-02 Outreach includes $130,000 plus
$24,165 for Outreach Administration.