This year, the University
Professional and Continuing Education Association will present its 100th
annual conference.
UPCEA—under one of its earlier names, NUEA—was my very first
professional association. The
anniversary has made me think back about it and about the role of professional
associations in the working life of professionals in higher education.
In
the late 1970s, I was working for Penn State Public Broadcasting as Director of
Viewer Services. This included a
variety of ways in which we tried to get video resources used in the community,
including formal courses delivered by broadcast, cable, and several non-broadcast
technologies. One day, the Station
Manager, Dave Phillips, dropped by my cubicle to tell me that the NUEA would be
holding its national conference in the spring and that, while there, several
institutions were hoping to start a new professional community within NUEA to
be called the Division of Educational Telecommunications Utilization. He asked that I attend with two goals:
(1) to vote for creation of this new division and (2) if possible, to get us
involved.
I
went and found a small group of ten or so colleagues from the University of
South Carolina, the University of Georgia, Edison State College, Empire State
College, and the University of Wisconsin, among others. We did what we needed to do to
establish the Division and then hung out together, since little else on the
program dealt with our interests.
In those days, NUEA was dominated by traditional continuing education
functions. The major divisions focused
on evening programs, conferencing, and business-related programming. Distance education was
represented by the Division of Correspondence Study. This was a longstanding and very active professional
community within NUEA that encouraged members to share course materials across
institutions and helped each other proctor exams for students living in their
states. The Division also worked
with a commercial publisher to create an annual catalog of correspondence
courses available from all member institutions. Needless to say, they weren’t real interested in having a
bunch of TV folks barging in on their sessions!
The
Educational Telecommunications Utilization Division was a new—and separate—community
within the continuing education profession. Many of the individuals and institutions attracted to
educational telecommunications had no history in correspondence study. It was, truly, a new community. At most institutions, we in educational
media were doubly outsiders. Like
our continuing education colleagues, we were not traditional academics—we were
professionals who helped traditional academics extend programs beyond
campus. At the same time, though,
we were not traditional continuing education people. While we reported to the same Dean or Vice President, we
operated on different financial models, had different relationships with
academic colleagues, and different connections with the communities we
served. As a result, we had few
colleagues within our institutions with whom we could share ideas and problems
and find solutions.
The
new NUEA Division of Educational Telecommunications Utilization gave us access
to a community of professionals with whom we could share experiences and
problems and find good solutions to apply back home. We became friends and, while we all looked forward to the
annual conferences, we communicated with each other throughout the year. With the advent of satellite delivery,
the community grew. The University
of Kentucky led a regional Appalachian Educational Satellite Program in the
late 1970s. Several major
engineering schools combined to create the National Technological University,
using satellite to deliver graduate engineering programs to workplaces around the
country. Around the same
time, PBS shifted to satellite delivery; it created a national system of
satellite uplinks and downlinks—combined with the ability of local PTV stations
to deliver satellite-distributed programs to homes. This stimulated production of tele-courses, a national
marketplace—the PBS Adult Learning Service—for sharing course materials, and a
well-funded resource—the CPB/Annenberg Project—to fund major new national
educational media projects. As a
result, continuing education units at many more institutions began offering
video-based courses as part of their local services. The Division of Educational Telecommunications Utilization
grew quickly as a result.
Over
the years, NUEA changed its name several times. It became the National University Continuing Education
Association (NUCEA), then the University Continuing Education Association
(UCEA) and, most recently, the University Professional and Continuing Education
Association (UPCEA). Each change
reflected a shift in how continuing education (which has gone through identity
crises of its own, moving from Extension to Continuing Education to Outreach to
Engagement at some institutions) related to its institutional home and to its
community.
I
stayed active with the association throughout my years at Penn State and the
University of Maryland University College and, again, when I returned to Penn
State in 1994. I served on the
Board, helped to write principles of good practice, and, in my last year at
Penn State, chaired the UCEA annual conference in Vancouver. It was an important professional
community throughout my career.
Its importance—and, indeed, the importance of any professional
organization in our field, is both personal and institutional. Participation in UCEA put me into
contact with individuals at other institutions who were dealing with very
similar change and institutional development issues at their institutions as I
was doing at mine. This was
incredibly valuable at a time when innovations with technology-based outreach
required that instructional technology leaders take on significant new roles
within our institutions, to develop new organizational relationships and new institutional
policies, and to help stimulate new internal and external partnerships.
When
online learning came along in the mid-to-late 1990s, something surprising
happened. New online learning
initiatives often were not housed in the Continuing/Distance Education units of
institutions. Instead, it soon became
apparent that many different areas of our institutions were innovating with the
new information technology utilities at their institutions. In some cases, individual academic
units were taking the lead, offering key degree programs to both on-campus and
off-campus clients. In other
cases, the central Information Technology unit had the lead, while other
initiatives were centered in the Provost’s office. The Sloan Foundation responded by bringing together the
institutions that it funded through its Asynchronous Learning Networks
program. I had already been
involved in educational media for over 15 years when I attended the first
meeting of what became the Sloan Consortium (now the Online Learning
Consortium), and I was surprised at how few people I knew from my days in
video-based distance education.
As
online learning expanded, many UPCEA member institutions began to offer online
courses under leadership of their Outreach/Extension administrative unit. UPCEA responded by creating a new
Center for Online Learning Leadership and Strategy, led by a friend, Ray
Schroeder, who I got to know first through the Sloan Consortium. I think we will see many opportunities
for UPCEA and OLC—and our international counterparts—to work together in the
years to come.
Meanwhile,
it is truly wonderful to see UPCEA celebrating its centennial. It demonstrates that, whatever we call
it—Continuing Education, Distance Education, Outreach, Engagement, etc.—it is
here to stay and will continue to thrive as our institutions innovate to meet
the needs of our global information society. Congratulations to UPCEA for a century of leadership.
No comments:
Post a Comment