November 2013
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November 2013, Volume 1, Issue 2
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Special Advertising Section created by Coloradoan Media Group Custom Publishing
CSU OnlinePlus responds to workforce needs BY MATT GRISWOLD
TODAY’S COLLEGE STUDENTS ARE NOT WHO YOU THINK THEY ARE BY JEANNA NIXON
Picture a typical college student. Like many of us, you are probably imagining a young, bright-eyed 19-year-old wearing a university sweatshirt who has left home, moved into a dorm, and attends weekday classes on campus and football games on the weekend. This student spends a lot of time with friends, may or may not work part-time, and gets involved in campus clubs and activities while determining a major and path to a career. While this idyllic college experience still exists for many, it is no longer the norm. As of 2011, just 15 percent of the 17.6 million undergraduates in the United States live on campus and attend four-year colleges, according to the National Center for Education Statistics. Twenty-five percent are over age 30, 37 percent are enrolled part-time, and 32 percent work full-time. By 2019, it is estimated individuals 25 and older will make up 61 percent of all undergraduates, highlighting how the face of higher education has changed and continues to change. For many of these adult students who are working to balance a job with their education, the traditional and structured schedule of daytime campus classes is simply not
feasible. In fact, 6.7 million, or 32 percent of college students, were taking at least one online course in 2011, reaching an all-time high, according to a report from SloanC, Pearson, and Babson Research Group. From 2002 to 2011 the number of students pursing higher education grew at an annual rate of 2.6 percent while the overall number of students taking at least one online course grew at a rate of 17.3 percent. In addition to it becoming common for students to take campus-based and online courses simultaneously, there CHOICE IS OFTEN NOT BETWEEN ON-CAMPUS AND ONLINE A 2013 survey by The Learning House and Aslanian Market Research indicates that 45 percent of students who selected an online program would not have enrolled at all if online classes were not an option. Using a scale of 1 (“would not have”) to 5 (“definitely would have”), online students gave an average rating of 2.7 to describe the likelihood of completing study on campus were online studies not available.
has also been significant growth in the number of students pursuing completely online degrees. Eduventures estimates that in fall 2011, almost 3 million students were enrolled in a fully online degree, representing 14 percent of all higher education enrollments. This is in part because the flexibility of online learning has made pursuing a degree possible for individuals striving to meet work and family responsibilities and for those living too far from campus. A 2013 survey from The Learning House and Aslanian Market Research indicates that 45 percent of students who selected an online program would not have enrolled if an online option were not available. Now, imagine that student again, but this time include her best friend’s mom who is the primary income earner for the family, the man whose second job it is to take tickets at the football game, and the father of two for whom she babysits occasionally. They may not have a science lab on Tuesday, Sociology on Wednesday, and residence hall meeting on Thursday, but most nights they are sitting down to their online courses after all other responsibilities have been put to rest.
In 1879, classes at Colorado State University began with five students and courses covering Arithmetic, English, U.S. History, Natural Philosophy, Horticulture, and Farm Economy. Colorado State has grown and evolved from its humble beginnings into a leading academic and research university, with a 583-acre main campus, a student body of about 30,000, and about 6,000 employees, making it northern Colorado’s largest employer. This growth has positioned CSU to respond to current workforce and economic trends, including the introduction of two new degree programs in tourism management and applied statistics delivered online. It is predicted to be a record year for the tourism industry, with global growth forecasted at 2.8 percent – directly producing $2 trillion to the global economy and around 100.3 million jobs, according to research by the World Travel & Tourism Council. CSU responded with the launch of an online Master of Tourism Management that prepares future tourism leaders and entrepreneurs with real-world skills and knowledge to take advantage of the number one employer in the world. “This Master of Tourism Management program is designed to prepare students and professionals to advance their careers and create solutions to meet global tourism industry challenges,” Mike Manfredo, CSU professor and a department head in the Warner College of Natural Resources, said. The program’s curriculum offers a cutting-edge focus on sustainable business models and a holistic approach to the tourism industry. A heavy emphasis on triple-bottom-line business practices — including those that address profits, people, and the planet — gives students a competitive advantage as professionals with a unique skill set specific to a growing industry. According to the Bureau of Labor Statistics, employment of statisticians is also growing. The field is projected to grow 13 percent from 2008 to 2018, as methods of probability and statistics have become essential tools in almost every area of business, science, technology, government, and academia. Statisticians are in especially high demand in the high-tech, medical, and pharmaceutical sectors for functions such as quality control, market research, and product development. This need prompted CSU’s recent launch of a Master of Applied Statistics (MAS) offered online to train students in the practical application of statistics, focusing on methods and computational aspects. “These are people who know what they need to hit the ground running,” said Mary Meyer, a CSU professor who helped design the program. “We’re easing that transition with the new MAS that will quickly prepare students to be competent practitioners of statistics, positioning them for a rewarding career in a growing job market.” Much has changed since CSU’s beginnings, though the University’s mission remains the same — to serve its students and community with research and education needed for today’s changing world.
STUDY EXPLORES WEB OF CONNECTIONS
EXTENSION EXPANDS FLOOD RELIEF EFFORTS
INSTITUTE STUDIES FLOOD IMPACTS IN ESTES PARK
WATER INSTITUTE AND WATER CENTER
CSU’S NATIONAL SCIENCE EXPERIMENT
A recently released study by CSU’s Office of Community and Economic Development and the Colorado Department of Agriculture reveals some specifics behind the concept known as “farm-to-table.” The Value Chain of Colorado Agriculture is the first comprehensive look at the whole of Colorado agriculture by mapping the connections from industry to consumer. Read more at outreach.colostate.edu/econ-dev/ value-chain.html
Colorado State University Extension recently organized a one-stop shop of flood recovery resources for farmers, ranchers and landowners who were impacted by September’s floodwaters. The Northern Colorado Flood Recovery Assistance meeting drew more than 200 people and 15 different agencies and organizations and also featured a series of recovery-related seminars.
Regional Economics Institute Director Martin Shields and colleagues have explored one of the major topics surrounding the recent floods that hit Colorado – the effect on tourism in Estes Park. Their briefing provides a preliminary estimate of the flood’s potential economic impact on tourism in and around the Estes Park area, and the impacts on the state’s economy as a whole.
The Colorado Water Institute and its affiliate, the Colorado Water Center, are expanding their efforts in research, education and outreach on water issues. A rejuvenated Colorado Water Center will focus on being a leader nationally in areas such as ecohydrology, irrigation efficiency, water for energy, or other relevant areas. In all, there are more than 150 waterrelated courses taught at CSU, and faculty and staff are engaged in solving water resources problems across the globe.
The CSU-designed 4-H Maps & Apps project was selected by 4-H National Headquarters and 4-H Council as this year’s National Science Experiment for 4-H National Youth Science Day, which was held on Oct. 9. The experiment introduces youth to the importance of geographic information systems and GPS or geographic positioning systems as they design and map their ideal park. Three hundred fourth-grade students from Fort Collins came to campus to experience Maps & Apps first-hand.
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From land grant roots to waves on the World Wide Web – staying true to education access
BY JENNIFER EYDEN
Continuing to make more Colorado State University programs available online, CSU OnlinePlus is expanding the reach of the University’s academic resources, carrying out its land grant mission in new ways.
“Our foremost priority is to ensure that people who otherwise might not be able to reach us can access CSU’s first-rate academic programs, faculty, and research,” said Jordan Fritts, interim Associate Provost at OnlinePlus. This year, OnlinePlus launched a diverse set of new online programs, including graduate, undergraduate and certificate programs, and, for the first time, free online courses (known as MOOCs) open to anyone in the world with an internet connection. With these new additions in subjects such as tourism management, psychology, and project management, the division now offers nearly 80 different types of programs, and currently serves more than 11,000 students around the world. This brings an entirely new meaning to the idea of “access to education,” the primary driver behind the Morrill Act that established the system of land grant colleges, including Colorado State, in the United States. President Abraham Lincoln signed the act into law in 1862 to make higher education available to those who otherwise could not attain it, to offer practical training to help people be more successful in their work, and to build a stronger democracy through a more educated population. As one of those land grant institutions, CSU has worked to carry out this mission since its inception. And over the years, the meaning of “land grant” has changed as technology keeps advancing. In today’s rapidly evolving digital world, “access” could almost be considered synonymous with “online.” This is why CSU has been providing distance education for over 45 years — to provide people the opportunity to advance their educations and careers by allowing them to study with CSU’s renowned, oncampus programs and faculty regardless of where they are in the world. “By offering CSU programs online, the traditional hurdles of time and distance no longer stand in the way of those who seek an education,” Fritts said, “Students can participate in classes anywhere in the world, and they can choose their own class schedules, all while benefiting from the quality that comes from a research institution’s programs like ours.”
November 2013
Ask an online educator: Sandberg stays student centered
Go behind the scenes of online education to get an inside look at how it all works. Inaugural OnlinePlus Innovative Educator (OPIE) Award winner and Human Development and Family Studies (HDFS) online instructor Gena Sandberg talks about her experience as an online teacher and what she sees for the future of online education. Q: What drew you to online teaching?
A: An unforeseen opportunity presented itself. I originally saw myself as desiring primarily administrative work in higher education, but once the basic program structure was in place for HDFS, the course development and instruction phase began. Exposure to these aspects of Gena Sandberg online education taunted my intellect and opened a creative flow that I did not expect! My exposure to online program development helped me to learn so many new concepts, and [introduced me] to a philosophy of learning and teaching largely influenced by online pedagogy. Q: What’s the most rewarding part of teaching online?
A: I love meeting online students face to face, which often occurs for the first time at the OnlinePlus graduation luncheon at the end of each semester. It is also rewarding to maintain connections with students after they graduate, [and] particularly exciting to witness professional and volunteer achievements made by former students. Plus, I get to see LOTS of pictures of students’ pets and families, which I love! Q: How do you make sure students are getting the same quality education/positive experience they receive on-campus?
A: Administrators of the online HDFS program prioritize connection with the campus HDFS program to ensure continuity of content. Further, leaders in HDFS online continually work to foster a focus on relationships and meeting students “where they are,” removing barriers to education that are possible within the program’s scope of influence. On the instructional level, online instructors work hard to provide similar academic content in a format that applies to a wide variety of student life contexts and learning styles, via methods that facilitate engagement with the course content, higher-order thinking, knowledge retention, and application of theoretical knowledge to practical settings. Q: How do you think online education helps learning outcomes?
A: The online context allows greater flexibility in student participation and closer adaptation to a variety of learning styles. It also provides opportunity for instructor-student relationships and student-student relationships without common social barriers that may be present in face-to-face settings. [Online education also] fits today’s social trends of multiple life tasks at a single point in the life course, such as caring for children or disabled or aging family members, while working a job for income and completing coursework simultaneously. Finally, students who feel less comfortable interacting in a large face-to-face classroom are more likely to engage, ask questions, and contribute their thoughts about the material when social barriers are absent, leading to deeper learning. Q: What innovations do you see for the future of online education?
Wherever your life takes you these days – take us with you.
A: Ongoing technical innovations are to be expected, but I believe the greatest advancements will be in less tangible aspects of learning, more specifically in terms of more widespread access to formal education in a virtual format, and even greater integration of online learning and teaching across more traditional programs at many levels of education. Such advancements are imperative in changing social trends related to simultaneous life tasks as discussed earlier. There are exciting possibilities for so many fields of study and training objectives; for as long as technology provides a reliable medium in connecting humans and information, applications are virtually endless!
Colorado State University OnlinePlus offers the flexibility of an online degree plus the quality, advantage, and value you expect from CSU. Find out how we make it possible to earn a reputable degree that employers respect, amidst the life you love.
Vice President of External Relations Tom Milligan Content Editor Kathy Phifer Division of External Relations Copy Editor Kate Jeracki
YourCSUOnline.com
Contributing Writers/ OnlinePlus Jennifer Eyden, Matt Griswold, Zachary McFarlane, Amy Jo Miller, Jeanna Nixon, Julia Selby Smith, Greg Soffe, Erin Zimmerman
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November 2013
Students across the world benefit from CSU research, teaching — for free
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Osher Institute provides lifelong learning opportunities for adults ‘ages 50 and better’
BY AMY JO MILLER
Colorado State University has given new meaning to its mission of education and outreach through recently launched, free online courses, popularly known as MOOCs (massive open online courses). MOOCs are online, noncredit and social-based courses that provide educational access to the public at no cost. Students engage using discussion forums and social media platforms, such as Facebook, to build an interactive community in a worldwide classroom. “It’s not just an online course, it’s an event,” said Dave Cormier, educational activist. “It’s a way to connect and collaborate ... a way of engaging in the learning process. Maybe most importantly, it’s an event around which people who care about a topic can get together and work and talk about it in a structured way.” MOOCs have allowed Colorado State to expand its educational access and global reach far beyond where it’s been before. For example, the University’s first MOOCs saw students from nearly all 50 states, and 41 other countries around the world. CSU’s newest MOOC, Water, Civilization, and Nature: Addressing Water Challenges of the 21st Century, is a chance for the University to share its internationally renowned reputation in the water industry. “During the course, students will have an opportunity to explore a wide variety of pressing challenges related to water, learn about innovative approaches to addressing these challenges, and see how the issues affect both the larger groups of people and individuals like themselves,” said Glenn Patterson, MOOC facilitator and CSU faculty with expertise in watershed restoration and management and hydrology. Patterson and nine other Colorado State faculty with expertise in water resources tackle a wide range of waterrelated issues like climate change, public health, diplomacy, natural disasters, and more in the free online course that’s open for registration now. “This MOOC is a new way for our faculty to share the breadth and depth of their water research,” explains Reagan Waskom, director of the Colorado Water Institute and Colorado State University Water Center. “We hope this course inspires students to think more deeply about water, and offers a fun and different way to learn more about water issues.” Registration for Water, Civilization, and Nature: Addressing Water Challenges of the 21st Century, is open now, and the course runs from Jan. 27 to March 23, 2014. Visit CSUWaterMooc.com for more details and to register.
Colorado State University research, beyond the lab BY ZACHARY MCFARLANE
More than $375 million was brought in last year for research at Colorado State University. When you envision university research, you might think of professors working with a host of resident campus students serving as research assistants, each wearing a lab coat, taking samples, documenting findings, running statistical analysis. While that is certainly true, and resident students are the main beneficiaries of actual, hands-on research opportunities, the impact doesn’t stop there. New learning technologies have given online students the world over access to the knowledge and expertise of CSU faculty and their research interests, enriching their learning experience. Not too long ago, online courses were primarily reading text books and lecture notes, with the student posting a series of thoughts into an online message board a few times a week. While aspects of those delivery methods remain in place, online course development has made major strides. Through new methods of course delivery — including video lectures, real-time instruction, and SMART Board technology — professors can deliver quality, engaging content online. A case study no longer has to be just a series of text-based sentences and static images. That same case study can now include images such as a graphs, brought to life by the professor actually drawing on it, highlighting sections that matter, instructing students both in the classroom and watching online, seamlessly. Neil Grigg, a professor of civil and environmental engineering at CSU who teaches online courses in the civil engineering master’s program through CSU OnlinePlus, is one example of research in action in online “classrooms.” Grigg takes his research with the Army Corps of Engineers on the 2011 Missouri River Flood — where he examined issues like runoff, snowmelt, and rainfall — and brings that experience dynamically, and directly, to Carlos, a working civil engineer in southern California pursuing his master’s in civil engineering through OnlinePlus. So, that research being done on the bricks and mortar campus by professors and research assistants in white coats is now bringing practical application directly to Carlos’s job working with water infrastructures in his own community. Watch as Neil Grigg explains how research is woven into curricula and see Carlos’s story about how CSU’s research enhanced his online learning experience here: CSUResearch.com.
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BY JULIA SELBY SMITH
Popular research cites the cognitive benefits of staying mentally active as we age, but it turns out that to truly reap the benefits of mental exercise, we need to do more than just a daily crossword puzzle. “There’s evidence that novel activities are more beneficial,” said Allison Bielak, assistant professor of Human Development and Family Studies, who runs the Healthy Cognitive Aging Lab at Colorado State University. “New engagement, learning new things, and doing something cognitively demanding” are ways that older adults can maintain performance linked to things like memory and attention, she said. For those who are looking for new ways to keep their minds sharp, or simply discover interesting topics while socializing with friends, Colorado State’s Osher Lifelong Learning Institute provides adults 50 and up an array of courses, lectures, and tours every semester.
“We are the only community-based program of this type in the area,” Osher co-director Jean Morgenweck said. “It provides a forum for people to continue learning throughout their life, to get connected to the University, and take classes in every discipline anyone could ever want to know about.” “When you’re retired, I think it’s good to push your brain,” said Osher member John McMurray. “I’ve been in the process of learning my whole life, and when I retired, I didn’t want to just sit around and do nothing. The Osher classes really help you learn, and there’s just so much to know.” Offered through CSU OnlinePlus, Osher’s diverse program offerings cover topics in the arts, history, science, current affairs, health, and the great outdoors, among others. Courses are tailored to members’ interests and include topics relevant to communities in northern Colorado. They are also designed to make learning stress-free with no tests, grades,
or attendance requirements. The member-based, member-led program is one of only 115 in the nation founded by endowments from philanthropist Bernard Osher, and perpetuated through membership fees. Low-cost fees ensure CSU’s Osher members can continue to receive high-quality course offerings year after year. Osher member Patt Hall joined the program to expand her educational horizons. “I primarily wanted to branch out into areas that I wasn’t able to study in my college curriculum,” she said. “Plus, I think it’s a great opportunity to meet some really unique adults interested in learning, and a great way to experience the quality education and instructors affiliated with CSU.” One of the things that makes Osher stand out from other community programs, according to Morgenweck, is that it is more than just about taking classes, it’s a true learning community. Inside the classroom, members get together not only to learn, but to teach, too. Many members are emeritus faculty or former educators, bringing a wealth of experience with them as both class participants and instructors. Outside the classroom, members participate in social activities like the Governor’s Art Show in Loveland. The next set of Osher courses will begin in January, kicked off by an annual networking event for both current members and those interested in learning more about the program. “It gives people the chance to see what a vibrant, exciting group this is,” said Morgenweck. The event will be Wednesday, Jan. 8, 2014, at the Drake Centre Ballroom, 802 W. Drake Road in Fort Collins, 4:30-6:30 p.m. Additional information about CSU’s Osher Lifelong Learning Institute is available at: www.osher.colostate.edu or by calling (970) 491-7753.
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Ask an employer: Woodward manager voices importance of practical experience and right fit
BY ERIN ZIMMERMANN
Name: Tracy Gohari Company: Woodward Inc. Title: Global Learning and Development Manager Tracy Gohari
current role).
Years with Woodward Inc.: 14 years (6 years in
Number of Employees at the Company: Over 6,000 globally.
In a recent interview, Tracy Gohari, Global Learning and Development Manager at Woodward, Inc., stressed the importance of life-long learning.
Q. What are your goals or biggest priorities when hiring new employees?
A. Particularly for a company like Woodward that is very engineering-centric, because of the products we make, we are looking for that technical background and an interest in learning. Once we are in the interview process, it’s a combination of the background skills and your fit. You can be smart and good, but if you don’t fit you aren’t going to be happy, engaged or do good work.
Q. What challenges have you encountered during the hiring process?
A. When compared to different parts of the country, my impression is that it’s not difficult to hire engineers here in Fort Collins because this is a desirable place to live. In less desirable places, it can be difficult for hiring managers to get top candidates. It varies where you are, in what the demographics are like. We also get involved with universities like Colorado State University to create our own talent.
Q. When reviewing resumes and cover letters specific to your business, how important is education?
A. It’s important. Most jobs have a minimum threshold. Our requirements are very standardized and our position descriptions are very clear and specific. If you don’t have a bachelor’s degree, then you will not be considered, if the job requires it. It’s very explicit. For a position in human resources, there are a lot of different degrees that would work. It doesn’t have to be an HR degree, it could be sociology, social psychology, or another related field. For a position in engineering, it will be more specific, such
as an electrical engineering degree because those are the special skills needed. Q. Generally speaking, how do you view the role of higher education in the employment process?
A. In my experience, the academic world teaches in a style of knowing about things and in the work world, we need people to learn to do things. There should be more practical application. Companies don’t care if I understand finance or marketing. They only care if I use those skills to impact performance. It’s about transferring that knowledge into something.
Q. How has education impacted your own career?
A. I needed the education I had to be in the role I am in. Having work experience between my undergrad and master’s was good for me. I was the oldest in my class for my master’s and had kids in their 20s in my cohort. It was harder for them to grasp how to use what we were learning. For me, it was good to have space between because it was more meaningful.
Q. What tips would you give for someone considering going back to school?
A. Make sure there is a return on your investment for it. Will it really get you what you want?
Q. What do you think students should look for or consider when selecting a school and program?
A. Does it fit you? Does that school fit your culture? Will you feel at home there?
Q. How valuable is a master’s degree in this line of work?
A. In HR, having an MBA is important and helps give credibility. What we really want are strategic business partners. Senior technical people will have a master’s in something, but maybe something like an MBA or Project Management — something special.
Q. What is the best career advice you have ever received and who was it from?
A. What I’ve learned is to make sure you are doing something you like and you feel fits you. If you don’t like it and it doesn’t fit you, it will wear you down.
Q. What advice do you have for someone interested in pursuing a career in this field?
A. Use education as a tool and make sure it’s worth your while. This interview was condensed, and is part of a series of articles on ValuED, the CSU OnlinePlus blog, asking employers the value of education in their hiring practices and fields. To read the full interview, visit CSUEmployerSeries.com.
Online master’s program allows CSU alum to return to the school she loves
BY GREG SOFFE
Colorado State University has always been Melissa Brennan’s school of choice. Its highly regarded civil engineering program drew her from Hawaii to Fort Collins as an undergraduate, and the comprehensive education it provided led her to stick with her alma mater for a civil engineering master’s — even though she now lives about 1,700 miles away from CSU’s campus, in Pasadena, Maryland. Thanks to the online engineering graduate programs delivered through CSU OnlinePlus, Brennan can continue studying online with her favorite CSU professors, regardless Melissa Brennan of where she’s living. “I knew I would not be able to commit to attending classes on campus, but wanted to continue my education, and I enjoyed my experience at CSU,” she said. Brennan never took online courses as an undergraduate, and though she was familiar with the professors and the department, she didn’t really know what to expect from the online civil engineering master’s program. After starting the program, however, she discovered she loves the format. “It allows me to keep my own schedule both professionally and personally while continuing to learn,” she said. “So far the program has been excellent. I feel like I am receiving a world-class education from the comfort of my basement.” Though in her busy life she has encountered some challenges staying on
top of some of her courses — sometimes having to listen to 8 hours of lectures on the weekend to catch up — she appreciates having the option to complete coursework on her own schedule and at her own pace.“I have taken a semester or two off — which can be done — one to study for the professional engineering exam and another to have a child. This flexibility has allowed me to keep moving toward my master’s degree with no set time limit. Due to the demands of my work and personal life, I am only taking three credits at a time, which I think would be much harder if I were attending classes on campus.” Brennan telecommutes to her fulltime job as a civil engineer with Fort Collins-based company Water & Earth Technologies, Inc.—a job that began as an internship arranged by CSU faculty. And in a somewhat cyclical turn of events, it was her job that inspired her to return to CSU for her master’s degree. “For my job, I attend quite a few technical conferences,” she said. “In the recent past, I also presented at some conferences about various case studies related to the water resources engineering field. Having a master’s degree would further my credibility in these scenarios.” Brennan’s employers encouraged her to earn a master’s degree, as CSU’s program will further develop her expertise in the field of water resources and mining reclamation. “I have a great job working in the engineering field that has taken me to some pretty interesting places. Having a good job has allowed me to do the things I want to with my family. I would not have been able to say that without my education.”
November 2013
CSU OnlinePlus, Extension bring resources to communities BY JULIA SELBY SMITH
In an effort to expand the scope and capabilities of Colorado State’s educational outreach services, CSU OnlinePlus is collaborating with CSU Extension – both divisions under the outreachoriented umbrella of the CSU Office of Engagement – to offer online courses for the community. The units launched the initiative last March with an online certificate program in Developing a Safe Food Business, and will next expand the popular Colorado Master Gardener program by offering it online beginning in January. “What we’re working on will help to change the face of Extension and the opportunities it can provide to communities in Colorado,” said Mike Macklin, Community and Extension Engagement director for OnlinePlus. “We want people to know that CSU isn’t only in Fort Collins; CSU is anywhere you want to be. People don’t have to leave their communities to come to campus. People can stay on the farm, they can stay on Main Street, but they can still receive the worldclass education that we offer.” Extension has traditionally been the primary pipeline connecting communities with research-based information to improve people’s day-to-day lives. Its model incorporates a network of offices and agents around the state that provide agricultural, health, and environmental education to both rural and urban populations. It has made a push lately to make its vast
bank of information available online through e-books and other downloadable documents. The problem with merely posting information online, however, is that it loses the personal touch that is so beneficial to education. This is where OnlinePlus’ platforms with real-time video, lecture captures, and discussion forums can make a difference in people’s learning experiences. “It really brings us back to the heart of what Extension is, with that faceto-face communication and interaction,” said Joanne Littlefield, Extension Outreach and Engagement director. The units also hope this collaboration can help raise awareness of Extension’s services. “People might not realize all the really useful information out there,” said Littlefield. “With the increased interest in urban farming and local food movements, Extension resources are more useful than ever.” She said this new online education approach will formalize the training and informational channels Extension is already providing. This will involve broader marketing efforts to reach people who might not know about the scope of online course offerings, and provide those who take courses with more tangible credentials like course credit and certificates. Providing these educational services beyond campus borders is an important part of Colorado State University’s role as a land grant institution.