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From YouTube: Higher Education and Distance Learning
Description
Marni Baker-Stein, Provost and Chief Academic Officer at Western Governors University provides information on the challenges facing states, institutions, and students during the pandemic and the role of distance learning now, and in the future. May 15, 2020.
A
Everyone
thank
you
so
much
for
joining
us
for
another
in
our
series
of
virtual
education
meetings.
Today
we're
going
to
continue
to
focus
on
the
topic
of
higher
education
in
crisis
and
we're
going
to
focus
on
distance
learning.
We
know
a
lot
of
universities
had
to
pivot
in
that
direction,
pretty
quickly
to
continue
their
education
for
their
students,
but
we're
gonna
hear
from
a
university
who
has
this
down,
who
offers
courses
like
this
and
who
have
lots
of
experience
in
this
space
to
hear
about
their
approach
to
this?
A
A
We
also
ask
you
to
be
sure
to
add
your
full
name
and
your
state,
if
possible,
on
your
title,
and
you
can
do
that
by
clicking
in
the
three
dots
in
the
upper
right
hand
corner
this
again
helps
us
to
know
who's
joined
us,
and
it
also
is
helpful
for
security
purposes
as
well
to
make
sure
that
we
have
the
right
people
on
the
call.
I
may
ask
you
to
mute
your
audio.
A
Unless
you
are
speaking-
and
there
will
be
times
when
we
are
gonna,
ask
you
to
open
up
your
lines
and
go
ahead
and
ask
us
those
questions
or
share
with
us
a
situation
that's
going
on
in
your
state.
You
can
also
virtually
raise
your
hand
to
be
recognized
as
well,
and
you
also
have
the
opportunity
to
use
your
chat
box
too,
so
definitely
be
sure
to
type
those
questions
into
your
chat
box,
so
that
we
are
able
to
get
all
of
your
questions
answered
during
this
virtual
meeting.
A
Please
do
not
share
your
screen
under
any
circumstances
and
just
a
reminder
that
this
meeting
is
being
recorded
and
it
is
archived
both
on
our
website
as
well
as
on
NCS
ELLs
YouTube
channel.
So
we
will
have
the
archive
up
within
a
day
or
so,
and
we
also
will
have
all
of
the
necessary
resources
on
this
topic
that
we
will
be.
A
B
Hi
everyone
Thank
You,
Michelle,
I'm,
sunny
day
I
work
with
NC
SLS,
post-secondary
team
out
of
our
Denver
office
and
also
on
the
line
today
are
my
colleagues
Marilyn
Villalobos
and
Andrew
Smalley,
as
well
as
our
DC
federal
committee
director
Austin
Reed.
We
welcome
your
questions
in
the
chat
box
and
we
will
address
them
throughout
the
hour.
I
want
to
start
today
with
an
acknowledgement
of
where
we
are
right.
Now
the
pandemic
quickly
shut
down
campuses
across
the
country
and
professors
scramble
to
transition
to
online
courses.
B
The
extent
to
which
campuses
will
be
able
to
open
in
the
fall
is
unclear,
and
it
seems
certain
that
many
higher
education
courses
will
continue
online
into
the
future
and
even
if
schools
do
reopen,
enrollment
is
uncertain.
Increasing
evidence
points
to
college
films,
seniors,
changing
their
plans
and
student
retainment
is
a
huge
concern.
At
least
a
quarter
of
students
are
reporting
that
they
are
unlikely
to
return
to
school
in
the
fall,
or
they
believe
it's
too
soon
to
tell
if
they'll
be
able
to
re-enroll.
B
So
as
we
continue
to
track
these
sweeping
changes
in
the
higher
education
landscape,
we
all
can
acknowledge
that
the
world
has
changed
and
will
continue
to
change
in
higher
education.
We're
seeing
increasing
a
financial
burden
and
stress
for
institutions,
as
I
mentioned,
there's
a
concern
with
the
comfort
level
of
students
about
returning
to
higher
education
and
there's
certainly
a
need,
and
there
will
continue
to
be
a
need
for
short-term,
high-quality
credentials
that
get
people
right
back
into
there
into
the
workforce.
B
B
So
it
really
is
a
wealth
of
experience
and
we
are
glad
to
have
Marnie
bring
all
of
that
to
this
conversation,
something
that
I
think
will
resonate
with
a
lot
of
you
on
the
phone
and
certainly
with
me,
is
that
she,
her
approach
continues
to
move
toward
learnings
and
a
learner
centered
miss
right.
So,
just
like
we
just
wrapped
up
our
student
centered
learning
commissioned
work.
We're
talking
about
really
putting
students
at
the
center
when
it
comes
to
all
of
the
programming
available.
B
Distance
learning,
because
it's
really
not
either/or
institutions
will
most
certainly
need
to
continue
to
invest
in
distance
learning.
But
there
are
other
investments
and
strategies
they
need
to
consider
that
can
really
better
serve
today's
students
Marnie.
Some
of
the
concerns
we've
raised
to
date
have
included
financial
security
for
students
and
institutions.
Transferability
of
credits
among
institutions,
especially
as
students,
are
moving
due
to
the
pandemic
and
concerns
that
too
many
students
just
may
not
return
and
I
know.
These
are
out
of
your
mind
and
I'm
sure.
There's
lots
of
other
things
up.
B
So
I
look
forward
to
hearing
what
other
issues
you
might
flag,
as
institutions
and
systems
pivot,
really
to
meet
the
new
the
needs
of
today's
students.
So
some
of
the
questions
we've
discussed
are
you
know?
What
are
you
learning
in
this
crisis?
What
do
legislators
need
to
know,
and
you
know
it's
always
interesting-
to
consider
what
permanent
changes
will
come
out
of
this,
but
certainly
higher
education?
Distance
learning
is
rising
as
a
important
piece
of
the
higher
education
puzzle.
So
with
that
extremely
long
introduction
morning,
thank
you
very
much
and
I'll.
B
C
Thank
you
and
I'm
broadcasting
today
from
michael
office,
which
is
actually
my
laundry
room
when
my
teenagers
and
I
drew
straws
at
the
beginning
of
all
of
this,
I
I
got
the
shortest
one,
so
they're
busy
finishing
up
their
terms
out
there
in
the
more
comfortable
spaces.
So
if
you
see
a
cat
fly
by
I'm
apologize
in
advance,
so
I'm
gonna,
let
me
I,
have
a
I
have
a
little
presentation
here
and
you
know
I'll
just
go
through
quickly
and
talk
about
some
things
that
occur
to
me,
as
this
has
started.
Wait!
A
second.
C
C
Okay,
I'll
hold
on
just
a
second
here:
okay,
all
right.
So
obviously
what
we've
been
learning
over
the
last
eight
weeks,
even
at
an
institution
that
is
completely
online
and
always
has
been,
is
that
this
this
crisis,
as
its
rolled
across
the
country,
has
had
a
tremendous
impact
on
students
and
when
I
say
impact
I,
don't
mean
one
impact,
I
mean
a
thousand
impacts.
C
Seven
weeks
fall
solving,
even
though
they're
online
solving
for
the
problems
and
challenges
of
faculty
and
students,
one
by
one,
which
range
from
having
to
continue
to
do
their
work
while
they
have
kids
at
home
schooling.
Many
of
our
students
are
essential
workers
and
have
seen
great
upticks
in
their
their
overtime
hours.
Many
of
our
students
have
had
to
move
in
with
family
members
as
they've
sheltered
in
place
and
no
longer
have
sort
of
the
quiet
spaces
to
study
or
to
take
their
assessments
that
they
won't
have.
C
Another
set
of
things
that
I'm
going
to
talk
about
today,
really
I've
gleaned
from
the
number
of
institutions
who
have
been
making
the
move
online
who've
reached
out
to
us
for
for
help,
I
still
kind
of
focus
on
both
things.
For
those
of
you
who
don't
know
much
about
WGU
WGU
is
a
online
competency-based
education
institution,
and
what
that
really
means
is
that
when
we
develop
a
program,
we
start
first
by
defining
the
things
that
students
need
to
know
and
be
able
to
do
in
a
particular
professional
area.
We
describe
those
as
competencies.
C
We
figure
out
how
we're
going
to
assess
those
competencies,
and
then
we
build
our
courses
and
curriculum
around
it.
So,
as
students
are
working
through
our
degree
programs,
they
are
earning
competencies
that
are
tied
to
marketable
skills
that
are
associated
with
different
professions.
So
that's
what
I
mean
by
competency-based
education,
we
were
founded
in
1997
by
nineteen
US
governor's.
We
have
a
hundred
and
twenty-one
thousand
full-time
students
and
a
hundred
and
eighty-three
thousand
plus
graduates
in
all
50
states.
C
So
if
they
have
a
lot
of
time
on
their
hands
or
they
have
a
lot
of
experience
in
a
particular
course
or
competency
area,
they
can
move
faster
if
they
have
some
issues
or
need
some
extra
help
with
the
course
or
a
particular
concept
they
can
slow
down
and
get
that
help.
No
harm,
no
foul.
So
that's
that's
WGU.
C
Our
students
are
primarily
working
professionals
across
the
age.
Cross-Age
dreams
are
our
largest
and
excuse
me.
Our
fastest-growing
learner
population
is
in
that
17
to
24
year
old
age
range,
but
our
largest
populations
of
students
are
in
20s
and
30s
and
40s
70%
of
our
students
are
from
underserved
communities.
C
67%
receive
financial
aid.
12%
are
active
duty
military,
so
these
are.
This
is
a
slice
of
the
learner
population
in
the
United
States
that
represents
worker
learners,
who
are
working
while
they're
going
to
school
who
are
taking
care
of
their
families
while
they're
going
to
school
and
who
are
looking
to
you
know
upscale
rescale
and
gain
credentials
that
are
a
value
in
today's
job
market.
C
They're
cute
little
dogs,
but
they've
got
really
loud,
barks,
so
W
G's
learner
population,
which,
when
we
started,
was
kind
of
a
fringe
I'll
caught
a
fringe
learner
population.
It
was
not,
it
was
really
not
the
work.
Our
learner,
the
full-time
working
professional,
was
really
not
something
that
traditional
higher
education
institutions
really
had
to
deal
with
and
and
and
that's
changed.
Wg
use.
C
Sixty
four
percent
of
17
to
24
year
olds
work
while
they're
in
college,
and
in
fact
the
the
traditional
college
population
is
getting
older
as
well.
Almost
40%
are
older
than
25,
and
a
quarter
of
the
students
in
traditional
educational
institutions
are
and
and
about
half
are
paying
for
college
by
themselves,
and
so
that's
a
radical
shift
over
the
last
ten
years
in
the
population
that
higher
education
is
serving
and
and
what
it's
meant
for
WGU
is.
C
C
So
as
we
look
out
on
these
students,
particularly
those
students
who
are
working
while
they're
going
to
school,
which
again
is
the
phase
fast
becoming
the
majority
of
students,
a
third
of
them
feel
that
addition,
in
addition
to
the
education
that
they
have
they'll,
need
more
education
and
training
to
replace
a
job
loss
during
kovat
19.
They
can
see
the
nature
of
work
and
the
type
of
work
that's
around
them
in
the
zip
codes,
where
they
live,
changing
and
they're
realizing.
C
In
order
to
take
advantage
of
that
opportunity,
they
need
more
Skills
different
skills,
different
certifications
than
what
they
have,
even
if
they
have
a
degree
already
of
that.
34%
of
the
population
over
half
said
that
if
they
were
given
five
thousand
to
invest
in
their
education,
they
would
choose
to
spend
it
on
online
education.
So
these
students
are
increasingly
not
looking
for
the
traditional
alma
mater
experience.
C
They
have
a
more
mercenary
practical
aim,
which
is
to
get
certifications
and
skill
sets
that
are
going
to
help
them
to
get
their
next
opportunity,
their
next
job
and
to
sort
of
increase
their
own
and
their
family's
social
and
economic
mobility
and
sixty
percent
of
American
workers.
In
this
same
study,
say
they
prefer
non
degree
in
skills
based
education
and
training
programs.
That's
remarkable
as
the
currency
of
these
non
degrees,
skills
based
education
and
training
programs
Rises.
C
It's
really
too
interesting
to
see
how
it's
being
adopted
and
understood
and
embraced
by
the
American
worker
as
as
an
opportunity
and,
in
some
cases,
an
alternative
to
more
traditional
pathways.
So
as
we
move
through
kovat
and
as
we
emerge
from
COBIT,
this
trend
that
was
already
starting,
the
percentage
of
students
who
are
working
while
they're
studying
the
percentage
of
students
who
are
looking
for
validated
verified
relevant,
marketable
skills
as
an
outcome
of
their
of
their
degree
programs
or
their
certification
programs.
C
This
group
of
students
who
wants
value
now
and
doesn't
want
to
wait
four
years
or
six
years
or
eight
years
to
get
it
they've,
always
been
out
there.
That
population
has
been
growing
steadily
over
the
last
five
ten
years,
but
kovat
has
accelerated
and
I
think
underscored
the
need
to
serve
them
better
than
you
do.
C
C
We
are
organized
to
serve
a
traditional
17
to
24
year
old,
full-time
in
many
cases,
campus
bass,
learner
population
and
we
serve
them
well
and
we
are
probably
going
to
continue
to
serve
them
well,
but
these
other
students,
this
population
of
students
that
is
fast
becoming
the
majority
and
oh
by
the
way
they
aren't
just
seventeen
to
twenty
four.
But
they
are
lifelong
learners.
Because
of
the
nature
of
our
workforce
and
economy.
We
are
not
organized
to
serve
them
and
kovat
revealed
that
it
was.
C
We
just
don't
have
it
we're,
not
ready,
we
weren't
ready
for
kovat,
but
that
means
we
aren't
ready
for
these
students
post
kovat,
who
need
us
to
adopt
more
flexible,
accessible
models
of
Education.
So
my
first
imperative
that
I
wrote
down
is
that
you
know
states
and
colleges
alike-
need
to
invest
in
digital
infrastructure
to
support
higher
education.
Now
I've
worked,
I
have
really
been
around
the
block.
I've
worked
at
big
state
are
ones.
I've
worked
in
the
Ivy
League
I've
done
a
lot
of
work
with
regional
component
campuses.
C
C
We
had
been
asleep
for
30
years
and,
while
all
of
these
other
industries
have
been
moving
forward
with
digital
transfer,
retail,
etc,
higher
education
really
hasn't,
and
it's
time
so
we
really
do
need
to
focus
on
digital
infrastructure
of
our
institutions,
not
only
to
support
distance
education
or
online
education,
but
to
support
hybrid
options
of
Education
as
well,
and
when
I
say
that
I
don't
just
mean
the
learning
experience.
Obviously
that's
that's
an
issue.
C
I
have
kids
in
two
different
schools
here
in
Utah
and
they
are
having
radically
different
experiences
online,
depending
on
the
platform
that
the
school
is
using
for
education.
The
readiness
of
the
teachers
to
teach
in
that
platform
the
ability
to
sort
of
create
engaging
environments
where,
in
the
one
school
that
my
students
are
at
or
my
kids
are
at,
who
are
now
my
students,
it's
all
worksheets,
an
asynchronous
terrible
experience
and,
at
the
other,
other
school
they're
using
really
interesting
combinations
of
dynamic,
digital
learning,
experiences,
zoom
calls
etc.
C
So
so
part
of
the
digital
transformation
is
platforms.
Part
of
it
is
training
faculty
and
supporting
faculty
and
encouraging
platform
faculty
how
to
optimize
those
platforms,
and
part
of
it
is
understanding
that
digital
infrastructure,
the
digital
campus
experience,
is
as
important
as
any
new
building
that
schools.
Our
interest
are
focused
on
putting
on
their
campuses.
It
is
just
as
important
and
into
the
future.
It
will
be
even
more
important
whether
those
universities
choose
to
do
fully
online
programs
or
hybrid
programs,
so
digital
infrastructure
is
important.
C
High-Speed
Internet
access
is
important,
so
we've
seen
across
the
country
with
our
students
access
to
the
Internet,
especially
when
public
spaces
like
Starbucks
or
wherever
they
may
their
local
library,
wherever
they
may
have
been
going
to
get
onto
the
Internet
pre
Ovid.
When
those
channels
were
turned
off.
These
students
were
turned
off
and
I.
Don't
need
to
tell
you
this,
because
it's
been
in
the
newspapers
and
on
the
radio.
C
This
has
been
a
huge
awakening
post
covet
that
we've
got
large
swathes
of
the
US
where
people
don't
have
access
to
the
internet,
and
it
is
it's
astounding
you
know.
I
was
back
when
we
were
allowed
to
travel
in
December
I
had
the
chance
to
travel
with
my
family
to
Morocco
and
on
New
Year's
Eve
I
was
standing
out
in
the
middle
of
the
Sahara
Desert
talking
to
my
mom
on
FaceTime.
C
There
was
internet
access
everywhere,
but
in
the
United
States,
even
just
an
hour's
drive
from
some
major
urban
areas,
we've
got
folks
who
are
who
are
cut
off
and
that's
a
problem
with
our
infrastructure
as
well
that
we
all
need
to
be
focusing
on
at
WGU.
We
realize
this
is
a
problem
and
started
a
hotspot
program
this
year
in
the
response
to
it
has
been
amazing,
and
it's
really
just
undergirded
our
sense
that
this
is
a
big
problem
that
needs
to
be
solved
and
that
we
in
the
united
states
should
not
be
having
this
problem.
C
B
So
interesting,
I
just
was
gonna
mention
Marnie,
that
a
lot
of
the
ripa
chat
that
so
far
has
been
on
this
issue.
So
to
hear
that
you
all
have
seen
the
hotspot
and
have
that
be
helpful,
might
be
helpful
to
some
of
the
folks
on
the
call
I
just
wanted
to
share
with
you
some
of
the
comments
about
this
issue
sure
so
a
question:
how
can
distance
learning
occur
when
online
technology
is
not
readily
available
and
what
other
options
exist?
B
So
that's
what
we
were
just
talking
about,
I
will
read
you
a
couple
more
and
then
we
can
just
kind
of
revisit
so
from
Georgia
how
to
ensure
students
in
areas
that
don't
have
broadband
internet
can
still
access
higher
education,
yep,
so
I
think
those
are
the
couple
they're
really
touch
on
that
issue.
So
do
you
have
thoughts
about
sort
of
options
so.
C
I
have
I
have
big
thoughts
and
more
practical
thoughts,
so
the
big
big
thoughts
are.
We
really
should
not
be
having
this
problem
to
begin
with,
and
we
should
do
everything
possible
to
make
this
a
major
platform
that
digital
access
to
the
Internet
30
years
after
you
know
the
first
browsers
were
made
available.
Broadly,
it
should
be
a
problem
we
have
solved
and
should
be
at
the
top
of
everybody's
lists
of
problems
to
be
solved.
So
that's
my
soapbox
view
on
it.
C
And
lastly,
when
it
comes
to
the
tech
itself,
when
we
were
in
Texas
working
in
South
Texas
in
Brownsville
on
a
project
for
the
system,
one
of
the
solves
that
we
really
focused
our
attention
on
was
creating
offline
first
digital
environments
for
students.
So
all
students
were
given
iPads
that,
basically,
at
the
beginning
of
their
program,
everything
was
downloaded
on
this
iPad
like
an
app
so
whether
they
had
access
to
the
Internet
or
not,
they
could
access
all
of
their
learning
experiences.
C
They
could
work
on
those
experiences
in
their
homes
or
wherever
they
were
on
the
bus
without
access
to
the
Internet
and
then
when
they
would
get
to
a
hotspot,
or
would
they
get
to
a
place
where
they
could
get
on
to
wireless?
All
of
that
work
was
saved
and
can
be
uploaded
for
them.
So
I
think
there
are
great
offline
first
technical
options
we
can
work
on.
C
There
are
amazing
programs
that
we
can
support
and
fund
related
to
hotspots
and
making
sure
we're
paying
critical
attention
to
these
populations,
who
are
critically
affected
by
internet
access
and
then
there's
just
a
nationwide
statewide
commitment
to
Internet
access
that
I.
Think
that
should
be
a
major
platform,
because
it
is,
in
my
opinion,
a
basic
right
at
this
point.
C
B
C
You
know
the
campus
has
a
community
of
care.
It's
got
the
faculty
and
advisors
and
other
services
across
the
campus
that
are
available
to
students,
wellness
services,
career
services,
etc
that
when
kovat
hit,
we
did
not
have
the
kind
of
digital
infrastructure
or
the
staffing
models
to
support
that
complete
community
of
care,
and
so
that's
another
imperative.
C
I
think
is
that
even
for
on-ground
colleges
or
universities,
thinking
about
that
community
of
care
as
accessible
both
on
ground
and
through
a
digital
infrastructure
that
is
powerful
and
dynamic
and
engaging
and
easy
to
use
is
something
that
I
think
we
have
learned.
And
then,
if
we
have
as
risk
mitigation,
something
like
this
happen
again
or
if
this
continues
to
persist.
We
have
the
ability
to
serve
students
with
what
they
need,
regardless
of
whether
they're
on
campus
or
they're
off
campus
wherever
they
are.
C
This
is
all
part
of
something
that
I
think
we're
all
learning
through
covetous.
The
reason
we're
here
is
for
the
students
and
that,
if
we
are
not
organized
to
serve
every
student
one
by
one
and
get
them
to
go,
whether
that
is
through
the
model
of
online
or
hybrid
or
face-to-face
or
whether
that
is
through
the
relevancy
of
our
curriculum
to
the
jobs
that
are
out
there,
we're
not
going
to
be
in
business
for
much
longer.
C
The
student
has
to
be
at
the
center
of
our
intent
or
we're
just
not
going
to
survive,
but
if
we
do
put
them
at
the
center
of
our
intent.
There
is
a
lot
for
us
to
do
not
only
for
17
to
24
year
olds,
but
across
the
lifecycle
into
the
future
of
work.
And
then
the
last
two
things
that
I'll
talk
about
is
just
I.
Think
that
considering
the
the
demands
of
our
learners
to
get
credentials
more
quickly,
that
add
value
and
that
get
them
jobs
that
they
want
and
need
like.
C
Working
on
that
primary
credential
is
really
important
and
doing
that
not
in
a
silo
but
working
shoulder-to-shoulder
with
employees,
employers
and
workforce
agencies
to
figure
out
what
do
employers
need,
and
how
can
we
create
curriculum
and
services
and
achievements
for
students
that
help
help
them
to
move
toward
those
opportunities
and
help
employers
with
their
talent
pipelines
and
create
that
virtuous
circle
or
cycle?
That
I
think
is
missing
in
many
cases
today
and
then.
C
Finally,
as
we
touched
upon
earlier,
as
we
focus
on
students
make
sure
that
we
are
paying
attention,
so
the
natural
consequences
of
what
we're
doing
and
deciding
in
the
policies
that
we're
putting
out
there
on
equity
inclusion
and
those
the
frictions
like
internet
access
that
are
really
having
an
incredibly
imbalanced
effect
on
diverse
communities,
making
sure
that
we
are
solving
for
those
actively
and
immediately
and
reducing
that
friction,
because
that
kind
of
friction
just
isn't
fair
and
it
isn't
what
we
should
be
about.
So
that's
it.
Those
are
my
imperatives.
C
B
You
thank
you
for
your
very,
very
thoughtful
and
timely
remarks
and
just
such
a
quick
moving
target,
we're
all
we're
all
aiming
for
so
I
welcome
everyone
on
the
line
to
feel
free
to
oniony
yourself.
If
you'd
like
to
ask
the
question
yourself
and
I'm
gonna
start
with
one.
That
is
a
question
that
we
often
hear
from
legislators
when
we're
in
states
really
around
any
conversation
as
it
relates
to
higher
education
is,
should
online
learning
be
less
expensive
than
on-campus
learning?
Would
you
be
interested
in
sort
of
commenting
on
that.
C
Sure
so
should
it
be
less
expensive,
I
think
absolutely
it
should
be
less
expensive
because
it
doesn't
have
as
much
overhead
right
and
if
we're
talking
about
an
online
educational
institution,
you
think
about
the
on
the
expense
line.
We
don't
have
big
campuses.
We
don't
have
big
research
infrastructure
in
many
cases,
although
I
guess
we
could
we
don't
have
football
stadiums,
we
don't
have
parking
lots,
we
don't
have.
You
know
parking
garages
so
they're
just
far
fewer
expenses,
infrastructure
expenses
for
a
totally
online
institution
and
so
so
for
totally
online
institutions.
C
C
Digital
gaming
experiences
how
rich
they
are
as
as
environments
for
actually
playing
and
learning
if,
as
we
as
we
develop
the
corollary
for
that
with
online
experiences,
that's
a
lot
more
expensive
to
produce
that
kind
of
experience
and
those
kinds
of
like
interactive,
augmented
reality.
Virtual
reality,
digital
learning
experiences
those
are
expensive
to
develop
right
so
I'm,
not
speaking
for
the
future,
because
I
do
think.
Digital
infrastructure
becomes
more
sophisticated
and
engaging
and
expensive
into
the
future.
C
But
at
the
same
time
it's
scalable
right,
and
so
that
is
fence
doesn't
necessarily
have
to
be
passed
on
to
a
contained
group
of
students,
and
so
affordability
can
still
be
the
aim
and
can
still
be
the
outcome
I
think
into
the
future,
with
on
ground
campuses
who
are
layering
online
on
top
of
their
on
ground
infrastructure.
That's
a
different
story
right,
because
they're
supporting
not
only
that
on
ground
instance,
infrastructure
with
those
that
on
ground
business
model
and
that
on
ground
sort
of
governance
and
business
processes
in
the
way
that
they
organize
faculty,
etc.
C
They're,
layering,
online
and
scale
online.
On
top
of
that
that,
and
so
in
the
case
of
more
traditional
on-ground
University's
online
universe,
online
programs
are
not
necessarily
cheaper
to
run
for
them,
and
so
the
affordability
that
comes
from
online
and
that
comes
from
scale
is
not
something
that
can
be
passed
on
as
easily
to
students.
So
there's
a
lot
of
business
model
work
to
be
done
there
to
figure
out
how
hybrid
environments
in
traditional
universities
can
work
toward
affordability
or
lowering
cost
for
students,
because
they're
still
carrying
their
cost
from
the
on-ground
environment.
B
That's
a
really
nuanced
answer
and
I
think
a
lot
to
think
about
about
what
this
can
look
like
going
forward
and
all
of
the
options
that
are
open
and
available.
Potentially
I
want
to
ask
another
question
about
sort
of
predictions
for
the
Fall,
so
we
all
have
seen
just
in
the
last
couple
of
days
the
California
system
saying
that
they're
gonna
start
just
full-time
distance
learning
in
the
fall.
So
this
comment
says
we
see
this
is
a
help,
so
our
institutions
can
start
making
plans
now
and
students
and
families
can
do
the
same.
B
How
are
other
systems
handling
the
risk
of
not
being
prepared
early
enough?
This
may
be
just
a
question
for
everyone.
Right,
I
think
so
specifically
answer
that.
But
that
is
a
question
on
people's
minds
and
certainly
we're
gonna
continue
to
follow
that
as
well
and
try
to
get
you
as
timely
information
resources
as
we
can,
but
it's
definitely
a
waiting
game.
It's
one
of
those.
We
don't
know,
questions
I,
think
yeah.
C
Yeah,
it's
a
really.
It
is
a
really
interesting
time
and
some
institutions
are
much
better
prepared
to
go
online
into
the
fall
and
Beyond
and
handle
that
and
survive
through
that
than
others
of
course.
And
so
what
are?
What
can
we
do?
Institution
to
institution
to
help
each
other
through
this
and,
at
the
same
time,
make
sure
that
those
institutions
who
are
struggling
are
also
developing
the
infrastructure
and
the
capabilities
to
to
thrive
thrive
beyond
kovat
into
the
future?
B
C
Well,
I,
don't
think
they
will
be
unlimited,
but
we
yeah-
we
are
you
know.
Wgu
has
grown
really
fast
over
the
last
20
years,
and
we've
had
many
many
years
of
double-digit
growth
and,
however,
we
do
not
target
growth.
Nor
do
we
seek
to
predict
and
forecast
it
really,
as
as
an
as
an
aim
of
the
university.
C
Our
faculty
ratios
are
faculty
quality
and
sufficiency
and
other
types
of
services
that
have
to
do
that
really
do
Evan
flow
based
on
on
the
number
of
students
that
we're
serving.
So
we
feel
like
we're
ready,
and
we
do
think
that,
because
of
our
our
prize
because
of
our
model
because
of
the
fact
that
students
earn
incremental
certifications
and
achievements
along
the
way
to
degree
that
helped
them
with
jobs,
that
we
are
likely
going
to
be
a
good
option
for
students
who
are
left
stranded
as
this
goes
goes
forward.
B
C
And
you
know,
we
do
understand
that,
and
one
of
the
things
that
that
we're
planning
we've
already
started
and
we're
planning
to
expand
over
the
next
couple
of
months
and
into
the
fall.
Is
we
really
want
to
open
up
our
skills
library
that
we
base
all
of
our
competencies
on
to
other
higher
ed
institutions
who
are
interested
in
doing
that
same
kind
of
tagging,
because
we
feel
like
that's
such
an
important
step
toward
making
sure
curriculum
is
relevant
to
workforce
needs.
But
yet
it
is
a
technical
and
expensive
thing
to
do
for
individual
institutions.
B
B
Great
I
will
hand
it
off
again
back
to
Michelle.
After
saying.
Thank
you.
Thank
you.
Thank
you
mari.
Those
really
great.
We
will
continue
to
do
work
in
the
future
on
some
of
these
topics,
especially
online
and
distance
learning
and
competency-based
learning
and
so
I
know.
All
of
you
are
working
through
issues
related
to
that
in
your
States
and
please
feel
to
contact
me
if
you're,
if
you're
interested
in
digging
deeper
and
again.
Thank
you
what's
really
great
go
ahead
and
take
it
away
myself.
Thank
you.
I
do.
A
Want
to
say
thank
you,
I
thought
it
was
very
interesting
to
hear
and
I'm
always
fascinated
by
the
work
that
W
do.
You
is
doing
so.
Thank
you
for
spending
time
with
us
for
sure.
Hopefully,
you
won't
hear
the
big
thunder.
That's
spinning.
In
the
background,
a
big
strong
is
bearing
down
on
us
right
now,
so
there
is
some
a
little
bit
of
hail
and
thunder
going
on
behind
me.
A
I
do
want
to
remind
you
of
the
virtual
meetings
that
we
have
coming
up
with
just
scheduled,
filter
first
scheduled
through
the
end
of
June
and
we're
gonna
conclude
these
at
the
end
of
June
and
then
shift
into
more
of
our
deeper
work.
But
we've
got
some
really
great
topics
that
we
hope
to
tackle
and
information.
We
want
to
bring
to
you
in
June
next
week
we're
gonna
discuss
the
issue
of
student
mental
health.
This
has
been
coming
up
a
whole
lot.
A
A
We've
been
hearing
a
lot
of
statistics
about
this,
data
is
starting
to
come
out
and
also
what
we
know
about
what
different
states
and
districts
are
doing
to
approach
summer
learning,
whether
or
not
they're
partnering
with
community-based
organizations
or
within
their
own
programs
within
their
school
district,
to
ensure
that
they're
trying
to
address
some
of
this
learning
loss
in
this
summer
on
Friday
May
29th,
we're
gonna
dig
into
the
topic
of
schools.
Reopening
we
just
got
guidance
from
the
CDC.
A
We
know
CCS
so
is
putting
out
some
guidance
and
Johns
Hopkins
just
came
out
with
guidance,
so
we're
gonna
have
some
experts
on
the
phone.
He
will
share
with
you
the
guidance
that
is
coming
out
and
and
what
we're
hearing
from
school
districts
in
states
about
thinking
about
reopening
and
then
I'm
very
excited
about
our
June
2nd
meeting,
we're
going
to
have
Toni
McKay
and
he
didn't
just
go
from
the
National
Center
for
education
in
the
economy
join
us.
A
They,
of
course,
are
our
partners
in
our
study
on
best
practices
in
education
across
the
world,
and
they
will
just
be
literally
coming
that
very
minute.
Out
of
a
meeting.
That's
being
sponsored
by
OECD
and
others,
that
is
meant
to
be
a
big
summit
that
they
host
every
year
on
teaching,
but
the
whole
morning
is
going
to
be
spent
facilitated
by
Tony
Inouye
CD,
with
a
deep
discussion
of
20
countries
about
issues
like
equity
and
distance
learning
and
how
they're
thinking
about
reopening
schools
or
for
those
those
countries
in
the
southern
hemisphere.
A
How
have
they
been
dealing
with
this
during
what
we
have
is
this
summer?
So
they're
gonna
have
lots
of
information,
that's
going
to
be
shared
and
literally
right
as
they're
coming
out
of
that
meeting,
and
then
we're
gonna
focus
a
bit
on
school
leaders,
hands
and
teachers
and
the
supports
the
information
we're
hearing
from
school
leaders.
The
supports
that
we
know
that
teachers
are
going
to
need
we're
going
to
be
talking
about
early
learning
again.
Turning
our
attention
to
how
do
we
assess
the
learning
in
the
fall?
A
How
will
teachers
know
where
students
are
at
and
what
are
the
assessment
tools
that
might
be
available
and
then
we're
gonna
end
this
series,
with
a
discussion
around
the
state
revenue
forecast,
we
can
have
our
finance
experts
joining
us
again.
Tell
us
give
us
an
update
on
what
they
know
about
the
state,
revenue,
forecasts
and
budgets
and
anything
new
that
Austin
might
have
to
share
with
us.
A
That
has
happened
on
the
federal
level
and
the
impact
that
we
think
it
could
have
on
education
budgets
and
then
we're
gonna
end
with
a
really
important
discussion
about
evidence-based
policymaking.
You
know
you
all
are
headed
into
a
difficult
time
with
difficult
decisions
ahead
of
you.
So
how
do
you
think
about
the
approach
that
you
take
using
your
best
evidence,
research
in
facts
in
order
to
make
those
tough
decisions
and
CSL
launching
a
new
center
on
evidence-based
policymaking?
So
we
will
have
director
of
the
center
joining
us
for
that
discussion.
Thank
you.