CONTINUING PROFESSIONAL EDUCATION

 

by

 

Jana Varlejs

 

 

Forty-one of the 56 schools with ALA-accredited programs in library and information studies submitted data on their 2002-2003 continuing education (CE) activities, 3 more than last year. The 15 that did not provide information, or reported no activity for the year were:  Alabama, Albany, British Columbia, Clark Atlanta, Indiana, Missouri, Pratt, Queens, St. John’s, San Jose, Southern Connecticut, Southern Mississippi, Syracuse, Texas Woman’s, and Western Ontario.

 

Instructions for this section’s questionnaire state that only those educational offerings designed specifically for practicing information professionals should be included.  Enrollments in courses that are part of degree programs are to be reported in the section on students, in the tables on “Enrollment by Program and Gender” under “other graduate.”

 

 

Continuing Education Events

 

For the 2002-2003 year, library and information studies programs reported continuing education events in a wide array of formats, including a five-day conference of the Association of Caribbean University Research and Institutional Libraries (ACURIL). The length of events varied from one-hour lectures to Web-based courses requiring a minimum of thirty hours.

 

Below, data on the non-credit events and credit bearing offerings are tabulated and discussed separately.

 

 

Non-Credit Activity

 

Table V-1 lists the number of continuing education events that were presented by 40 of the 41 reporting programs during 2002-2003, the total number of contact hours of instruction, and the total number of participants.  The number of events increased by 78, or 10 percent, but the contact hours decreased by 1,849 hours, a substantial 20 percent. Participation, on the other hand, rose by 3,755 (18 percent).

 

The drop in hours may be attributed in large part to Toronto, which reported a decline from last year’s 4,933 hours to 3,003 (39 percent). Toronto’s attendance also fell, going from 7,007 to 5,358, or 24 percent.  These numbers decreased despite the fact that Toronto’s offerings increased from 312 last year to 365 this year, a jump of 31 percent.  Other schools with notable drops in CE contact hours were Michigan, Missouri, North Carolina-Chapel Hill, and Wisconsin-Milwaukee. It should be noted that even though Toronto’s hours fell markedly, the program still accounts for  40 percent of the total number of CE hours.  The other schools that rank in the top five in terms of hours are Washington, Wisconsin-Madison, Drexel, and North Carolina-Central.

 

Usually, about one half of the schools that hold non-credit continuing education events report 10 or fewer offerings.  For the 2002-2003 year, however, that proportion rose to 65 percent, helping to account for the drop in contact hours.   At the other end of the continuum, there were five schools that reported over 40 events.  In descending order, the schools with the greatest number of events were:  Toronto, Washington, Wisconsin-Madison, North Carolina-Central, and Simmons.  The next highest group includes Pittsburgh, Drexel, UCLA, Rutgers, and South Carolina.  The list of schools most active in providing non-credit continuing education remains fairly stable, although the rankings change slightly from year to year. This year’s addition to the top ranks of number of activities is North Carolina-Central, which went from 11 to 52 events. Others that showed marked increases were Illinois, Pittsburgh, and Washington.

 

In terms of the number of attendees of CE, Toronto is again at the top. North Carolina-Central, Washington, Wisconsin-Madison, Dalhousie, and Rutgers are the others with high participation.  The new “contender” in this group is Dalhousie, which broke the 1,000 mark for the first time since 1997.

 

 

Table V-1

Number, Duration, and Enrollment in Non-Credit Continuing Education Events

2002 - 2003

(n = 40)

 

ALA Schools

Number

of Events

Contact

Hours

Attendance

Alberta

4

6

95

Arizona

8

71

207

Buffalo

17

140

114

CaliforniaLos Angeles

21

            209

683

Catholic

4

8

              170

Clarion

10

76.5

533

Dalhousie

12

32

1,025

Dominican

2

               4

190

Drexel

21

            502

115

Emporia

12

140

494

Florida State

2

6

38

Hawaii

10

              30

375

Illinois

15

116.5

              668

Iowa

1

4

158

Kentucky

2

12

              335

Long Island

1

              6

              40

Louisiana

2

5

37

Maryland

6

60

207

McGill

9

13.5

250

Michigan

7

96

666

Montréal

3

7

65

North Carolina Central

52

             306

3,876

North CarolinaChapel Hill

6

136

94

North Carolina - Greensboro

3

16

73

                                                                                                                              (Table continues)

 

 

Table V-1  (cont.)

         

ALA Schools

Number

of Events

Contact

Hours

Attendance

North Texas

8

23

121

Oklahoma

1

7

247

Pittsburgh

29

      64

508

Puerto Rico

4

43

440

Rhode Island

10

21

254

Rutgers

20

158

995

Simmons

40

267.5

266

South Carolina

20

64

436

South Florida

1

1.5

50

Tennessee

10

24

540

Texas

2

36

34

Toronto

365

3,003

5,358

Washington

68

891

2,642

Wayne

7

24

297

WisconsinMadison

60

886

1,394

WisconsinMilwaukee

1

4

24

Total

876

7,519.5

24,114

 

 

 

Table V-2 summarizes non-credit continuing education by type of activity.  As in previous years, workshops were the most frequent mode of delivery.  In addition to the change in patterns mentioned above, differences can be seen in the number of events awarding Continuing Education Units (CEU’s) and in the number delivered by alternative methods.  Sixty fewer offerings carried CEU’s in 2002-2003 than in 2001-2002, a decrease of 23 percent, although three more schools used the CEU than did last year. The drop can be attributed largely to Long Island and Michigan, which reduced their activities.  The use of alternative delivery increased by 130, or 59 percent.  The rapid rise in this category over the last few years is even more dramatic when one recalls that in 2000-2001 there were only 25 alternative delivery methods reported.  It must be noted, however, that Toronto accounts for 72 percent of this year’s total.

 

            Of the 352 events delivered by alternative methods, 271 were by Internet and mostly asynchronous; 72 by Internet, mostly self-paced; 4 by correspondence; 4 by video conference; and one was a study tour. Schools other than Toronto that used alternative delivery were: Buffalo, Catholic, Drexel, Florida State, Louisiana, Maryland, Pittsburgh, Rhode Island, Simmons, Texas, Washington, and Wisconsin-Madison. 

 

 

 

 

 

 

Table V-2

Summary of Non-Credit Continuing Education Events

By Type of Activity

2002 - 2003

(n =40)

 

Non-Credit

Activity

Number

Held

Contact

Hours

Attendance

Programs

Offering

CEU's

Number Held On-Campus

Number Held Off-Campus

Delivered by Alternative Method

Institute

Symposium

Conference

Forum

121

        1,190

6,748

         51

34

67

       20 

Workshop

       489

3,675.5    

8,213

41

160

74

255

Lecture mode

       140

670

6,982

23

108

27

        5

Seminar

51

655

    1,074

25

26

15

10

Short Course

51

           942

666

50

10

0

41

Individualized

Learning

20

316

226

           6

0

0

20

Other

4

84

205

1

3

0

1

Total  

876

     7,519.5

24,114

       197

341

183

352

 

 

 

            Looking more closely at the use of the CEU in 2002-2003, the percentage of events for which this measure of participation was offered was down to 22 percent. This proportion represents a substantial drop from the fairly stable one third of recent years. CEU’s are a standard way of reporting non-credit continuing education, and awarding them constitutes a seal of quality.  Each unit represents ten contact hours of participation in an organized continuing education activity under responsible sponsorship, capable direction, and qualified instruction -- elements spelled out in considerable detail by the International Association for Continuing Education and Training[1], and reiterated in the American Library Association’s Guidelines for Quality in Continuing Education for Information, Library and Media Personnel (ALA, 1988).  In general, the schools that offer the traditional CEU's are also the ones that generate the most contact hours.  The major exception is Toronto. Nineteen of the 40 schools reporting this year offered CEU’s for at least one of their offerings:  Arizona, Buffalo, Clarion, Drexel, Emporia, Florida State, Illinois, Kentucky, Louisiana, Maryland, Michigan, Montreal, University of North Carolina-Greensboro, Rutgers, Simmons, Texas, Washington, Wisconsin-Madison, and Wisconsin-Milwaukee.

 

 

Credit Courses

 

Table V-3 summarizes credit-bearing courses that are specifically designed as continuing education for practitioners.  The number of courses rose by 47 over last year, an increase of 32 percent, but enrollment dropped by one percent. The total credits offered were 428, 71 percent more than last year.  These credits were not comparable, as the contact hours equivalent to one credit ranged from 10 to 15 hours. 

 

 

 

 

Table V-3

Summary of Credit Course Offerings for Continuing Education in Reporting ALA Schools

2002 - 2003

(n = 12)

 

Credit Activity

1.0 credit  hour

2.0 credit hours

3.0 credit hours

 

 

4.0 credit

hours

Totals

 

Delivery modes

 

 

 

No.  of courses

No.  enrolled

No. of courses

No. enrolled

 

No.  of courses

No.  enrolled

No. of courses

No.  enrolled

Credits

Enrollment

No. held

 on campus

No.  held

off campus

No. by alternative methods

1-2 week  short course

5

104

5

45

6

131

 

 

 

 

33

280

12

4

 

3-4 week  short course

 

 

1

4

 

 

 

 

2

4

 

 

1 IA

5-6 week course

 

 

 

 

 

1

22

 

 

3

22

 

 

1 IB

7+ week course

 

 

 

 

34

462

39

64

258

526

17

30

15 IB

11  IC

 

Weekend

 

86

863

2

12

2

36

 

 

96

911

66

22

2  V2

Other:

________

 

 

 

 

 

12

212

 

 

36

212

 

 

7 IB

5 IC

TOTAL

91

967

8

61

55

863

39

64

428

1,955

95

56

42

 

The twelve schools that offered credit-bearing continuing education courses were: Catholic, Emporia, Florida State, Illinois, Kent State, University of North Carolina–Chapel Hill and Greensboro, Pittsburgh, Rutgers, Washington, Wisconsin-Madison and Milwaukee.  Kent and Washington, usually the two most prolific, were this year joined by Illinois, a new entrant in the credit-bearing CE arena.  Kent's 79 courses were almost all one-credit weekend courses, while all but one of Washington's carried three credits.  Thirty-nine of Illinois’ 41 courses were for four credits. It should be noted that one credit hour at Kent equals 15 contact hours, Washington's equals 10 contact hours, and Illinois’ equals 11.25. Comparing credit hours, derived by multiplying the number of courses by the credits and enrollments, and adjusting for differences in credit hours, Kent accounted for the greatest number by far, followed by Washington and Rutgers.

 

            A new high of 42 courses were delivered by alternate means, 62 percent more than in the previous year. Rutgers was again the leader, with 15 courses delivered online in the asynchronous mode.  Illinois contributed 11, all in the synchronous mode. The University of North Carolina-Chapel Hill was the other program delivering in the synchronous mode (5 courses).  Washington gave 7 asynchronous courses, about the same as last year.

 

 

 

The Continuing Education Environment

 

Table V-4 shows that the audience attracted to the schools’ continuing education events was largely local.  The pattern of distribution is similar to that of previous years.  Of the 40 schools reporting, 23 (58 percent) drew at least half of their attendees from within the state or province.  A trend toward an increase in national and international registration continues.  Thirteen schools reported some international registration:  Buffalo, Catholic, Clarion, Drexel, Emporia, Florida State, Hawaii, Maryland, North Carolina-Chapel Hill, Simmons, Toronto, Wayne State, Wisconsin-Madison.  Toronto drew the greatest number (19 percent), not surprisingly, given its large number of Internet offerings. Puerto Rico did not report the geographical distribution, but since it listed an international conference and a workshop in another country among its CE, it very likely surpassed Toronto in its international attendance.

 

 

Table V-4

Number of Schools Reporting by Geographic Distribution of Participants

2002 - 2003

(n = 40)

 

Area

0 - 24 Percent

25 – 49 Percent

50 - 74 Percent

75 - 100 Percent

Local

10

7

10

13

State

22

              9

5

                4

Regional

33 

6

0

                 1

National

34

3

3

                 0

International

39

1

0

                 0

 

 

 

Schools were asked to indicate how their CE programs are funded.  The percentages of funding sources include salaries for the CE portion of administrators and support staff, stipends or salaries of instructors, travel, facility rental, and other direct costs.  Excluded are overhead costs for the use of the school's own office space and other facilities for which no direct charges are incurred.  The data are summarized in Table V-5.

 

 

 

Table V-5

Number of Reporting Schools by Funding Source Distribution

2002 – 2003

(n = 41)

 

Funding Source

0 - 24 Percent

25 – 49 Percent

50 - 74 Percent

75 - 100 Percent

Institution

24

8

2

7

Government grants

39

0

2

                 0

Fees

10

               4

7

19

Non-government Contracts/Grants

37

           3

0

1

Other*

39

1

          1

0

 

*      Co-sponsorships, pro bono

 

 

            Sixty-three percent, 10 percent more than last year, relied on fees for the bulk of their financing.  Those schools that were the most active CE providers were also the ones that relied most heavily on fees.  This year was the second time that schools were queried about their financial agreement with their parent institution.  Seven reported that they were required to return a percentage of income to their universities, mostly from 15 to 17 percent.  Kent and Toronto, however, have to return 50 and 60 percent, respectively.

 

           

            Table V-6 summarizes information on how instructors are compensated for their teaching efforts in both credit and non-credit situations.  The pattern is similar to that of previous years.

 

 

Table V-6

Summary of Methods of Determining Compensation of

Continuing Education Program Faculty in Reporting ALA Schools    

2002- 2003

(n = 41)

 

Method of

Compensation

Non-Credit Activities

Credit Courses

School's

Own Faculty

Outside

Instructors

School's

Own Faculty

Outside

Instructors

Negotiated

7

18

5

4

Flat fee

5

19

2

3

Formula

2

2

0

0

Part of Teaching Load

16

0

3

0

 

 

Table V-7 provides a profile of the instructional force used in continuing education offerings, both credit and non-credit.  The pattern resembles that of other years, with schools’ own faculty and practitioners providing the majority of instruction.  Under the "other" category, children's book authors and illustrators and schools' own non-faculty staff were used to a great extent, while schools' own students and visiting scholars were used to some extent.  

 

 

Table V-7

Summary of Sources of Faculty for Continuing Education

Instruction in Reporting ALA Schools

2002- 2003

(n =41)

 

Source of Faculty

Not

at all

 

Great Extent

Instructor Source

1

    2

3

4

5

Own Faculty

11

8

10

      2 

10

Visiting LIS Faculty

25

7

7

2

0

Non LIS Faculty in Own Institution

26

11

          3

1

0

Non LIS Faculty from Other Institution

25

8

3

3

2

Library/Information Practitioners

       8

5

           7

         10

11

Consultants

25

8

      4

3

1

Vendors

31

4

4

1

1

Other

35

1

1

0

4

 

 

The last question in the continuing education survey asks schools to indicate who administers and coordinates their CE activities.  The results for this year, presented in Table V-8, are quite similar to those in previous years.

 

 

Table V-8

Summary of Methods of Administration and Coordination of

Continuing Education Activities in Reporting ALA Schools

2002- 2003

(n =40)

 

Method

Total Program

Individual Activities

Administered

Coordinated

Administered

Coordinated

a.     LIS School Coordinator

       (other than d, e, or f)

14

10

11

14

b.    University Office of CE or Extension

3

2

1

4

c.     Faculty Committee

4

6

1

3

d.    One faculty member as permanent administrator

5

4

4

4

e.     Faculty rotate

2

6

4

7

f.     Dean or director

10

13

7

7

 

 

Fewer schools than last year have positions with titles that indicate that continuing education is in the job description.  These are:  Illinois, Michigan, Rutgers, South Carolina, Toronto, Washington. The titles currently in use are:

 

·         Illinois – Continuing Professional Development Program Director

·         Michigan – Associate Director for Academic Outreach

·         Rutgers – Director of Professional Development Studies

·         South Carolina – Continuing Education/Alumni Relations Director

·         Toronto – Director, Professional Learning Centre

·         Washington – Senior Program Manager, Educational Outreach

 

In addition, the long-time CE director at Wisconsin-Madison still manages that CE program, although her title now is Associate Director of the school.  Some other schools have had the same faculty coordinator for CE for many years, most notably Simmons.  Continuity in the CE leadership generally is reflected in the stability and productivity of the programs.

 

 

Summary

 

The most notable difference in the continuing education landscape between last year and this year is the sharp rise in alternative delivery methods.  An increasing number of both non-credit and credit-bearing offerings is being presented online, primarily in the asynchronous mode.  This is not surprising, as more schools have become involved in distance education as part of attempts to provide broader access to their master’s programs.  It is a logical step to apply the experience gained in degree programs to continuing education.  A case in point is Illinois, which is well known for its LEEP program, which delivers the entire master’s degree through distance education.  For the first time this year, Illinois entered the credit-bearing CE market, which has been the province primarily of Emporia, Kent, Rutgers, and Washington for a long time.  Reporting 41 courses, Illinois has jumped directly to second place in the number of credit-bearing CE courses.  Although the enrollment in these was only 65 CE students, it is likely that registration will go up in future years as the availability of these courses becomes more widely known.

 

 

 

 

 

 

 

 



[1]    See <http://www.iacet.org>