Spring 2012 A publication for alumni and friends of the College of Continuing Education

Opening Doors for 100 Years From the Dean Spring 2012

Photo by Tim Rummelhoff CCE Current

Then and Now Issue

1 Individualized and interdisciplinary degrees | 1930+ Building on a long tradition of serving non-traditional thinkers

6 A full, learning life | 1960+ Greetings, This issue – focusing on the “then and Giving lifelong learners the chance to see the world from new This year, the pages of CCE Current will now” of interdisciplinary education, perspectives or create for not be up to the task at hand. LearningLife, and technology-enhanced education – and the next – spotlighting themselves a new beginning As with previous years, heartfelt accounts a new slate of program areas – can only of the transformative power of continuing hold a mere fraction of our history. 10 Innovative access | 1913s+ education will jump from the pages. Employing “today’s” technology to Innovative staff and leading-edge faculty You can help fill in the gaps. You are help students access education will recount the exciting environment that receiving this issue because it is your helped them create distinctive offerings College too, your celebration. It would be for adult learners. Dedicated advisers incomplete without your voice. Please, will illuminate how they partner with I encourage you to visit www.cce.umn individuals to map where they’ve been, .edu/centennial and share your where they want to go, and the memories. We would love to hear from you. interdisciplinary University education To all the students, faculty, and staff that will take them there. from yesterday and today, “thank you” Only, this year, we’re not taking a for all you’ve done to make this a century snapshot of the College’s community of intellectual exploration, of new “today.” We’re celebrating a century possibilities, of excellence. Every day, of opening doors for Minnesotans I grow more proud to be a part of it. and looking ahead at what is to Sincerely, CCE Current Editorial Board come. Mary Nichols, Dean For 100 years, the College has responded Kathleen Davoli, Director of Development in creative ways to lifelong learners’, and society’s, changing needs. Through all that change, some constants remained. Dr. Mary L. Nichols CCE Current Team Offerings empowered those making a Dean, College of Continuing Education Editor: Liz Turchin transition to go where they dreamed of University of Writer: Megan Rocker, Liz Turchin going, kept them fresh once they were in Graphic Designer: Adam Turman their careers, and helped them broaden Production Coordinator: Sara Szyjka their worldview and see things with Mail List Coordinators: Sheryl Weber-Paxton, fresh new perspectives. Peggy Lehti Photographer: Tim Rummelhoff

Cover photos are from past issues of CCE Current and University Archives (thanks to Lynn Cross). For More Information Volume 8, Number 2 CCE Current, a publication for alumni, donors, and friends of the College of Continuing Education at the , is published twice a year from offices at Centennial: www.cce.umn.edu/centennial Coffey Hall, 1420 Eckles Ave., St. Paul, MN 55108-6080. Readers are encouraged to submit comments and story ideas to the editor at this address or via e-mail to [email protected]. The information in this publication is available in alternative formats. Disability College: www.cce.umn.edu accommodations for programs in this publication are available upon request. Call 612-625-1711. The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, 612-624-4000 national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. © 2012 Regents of the University of Minnesota. All rights reserved. DO-0396-02/3.12 ; Interdisciplinary

College celebrates long tradition of serving non-traditional thinkers

he University of Minnesota has a To that end, with the support of the The University College served as a rich tradition of individualized, deans and faculty, Coffman created “the cross-collegiate committee which interdisciplinary study—a Committee of Seven”—a group designed would examine a student’s application Ttradition in which the College of to study the educational programming at for special consideration and either Continuing Education has some of the U in order to “insure a more liberalized deny or approve his or her request to its deepest roots. and coherent educational procedure than “map out programs of an individual Even more than 80 years ago, there was is possible with the emphasis now placed character, disregarding college or a recognized need for a college education upon the various specialties.” departmental lines.” that went beyond the confines of a set The Committee’s first recommendation In its first year, 150 students applied for major or single discipline. It was the was that the president be “authorized to special consideration, yet only 20 were belief of U President Lotus Coffman create a new service for the unusual and accepted. “The rest,” says University (for whom Coffman Union is named) superior student.” This program would historian James Gray, “[as] mere fugitives that the responsibility of the University allow the student “to choose the courses from discipline, were sent back to their was to see that “the road to intellectual where he found them, without reference own colleges to work out their difficulties.” opportunity should never be closed to to classic patterns.” The plan was approved any traveler.” by the Board of Regents, and in 1930, the University College was born (although it did not officially adopt the name until several years later). Spring 2012 1 A Second Era of their education, to design their own designed graduate degree that did not degree program using course work and require them to quit their day jobs. Experimentation individualized learning projects, leading In 1996, University College merged with The years following the “boom” of to the bachelor of arts degree. In 1986, Continuing Education and Extension; in experimental education during Lotus the name of the program was changed 1998, the name was changed to College Coffman’s tenure were good ones— from UWW to University College’s of Continuing Education. In 2005, the following World War II, individualized Program for Individualized Learning College of Continuing Education added education became a hallmark of the (PIL) to better reflect the mission of the one more individualized degree program U of M, and, enrollment in the University program. PIL continued until 2010, when to its roster: the Multidisciplinary College increased substantially. the process of phasing it out began. It Studies degree (MdS). Unlike the ICP, will graduate its final students in 2014. In the late 1960s, that same spirit of which enrolls both traditional and non- experimental higher education that had “We’ve seen such a huge, traditional-aged students, the MdS is an swept Minnesota—and the nation— individualized degree program geared some four decades prior returned with diverse range of students for individuals with a gap of two or more vigor, and new individualized programs through this program. But years in their educational history— sprung up (and collapsed) rapidly. primarily working adults for whom for all of them there has the flexibility of evening and distance In 1969, University College became the courses was paramount. Inter-College Program (ICP)—as it is been this need to pursue called to this day. The name “University Students select two or three areas of College” was then applied to a group a topic, line of inquiry that concentration and earn either a B.A. of programs housing experiments in they were passionate about. or B.S. using course work drawn from undergraduate education. One of the across the University, with an emphasis first of those was the Experimental The MLS program opens the on evening and online options. The areas College (EC), which began in 1970. EC door to the U, it provides of emphasis are: Applied, Technical, and offered both a B.A. and a B.S. and stressed Professional; Arts and Humanities; equality, freedom of choice, group intimate access to world- Communications; History and Social decision making, non-competitiveness, Sciences; and Science and Health and personal communication skills. A class, meaningful graduate Science. relatively short-lived “experiment,” the education for adults.” program was phased out in 1978. Looking Forward In 1970, the U of M’s University College – Jo Ellen Lundblad, Today, the College of Continuing became one of 17 institutions across Master of Liberal Studies (MLS) Education remains the home of the the country receiving funding to begin program director University’s three inter-collegiate, a University Without Walls program interdisciplinary, individualized (UWW). The program was piloted degrees—the Inter-College Program, in 1971, with degree-granting rights Following UWW’s receiving permanent Multidisciplinary Studies, and the conferred in 1972. The Board of Regents status and until 1994, there were relatively Master of Liberal Studies Program. granted it permanent status in 1979. few major changes to the slate of The ICP was formed in 1930 with the individualized degree options. In 1994, The general principle behind UWW was goal of meeting the needs of the student Continuing Education and Extension to create “utopian institutions” that who “because of aptitude, previous (CEE; CCE’s previous name) founded the allowed for flexibility in both learning training, or experiences, differs from first individualized, interdisciplinary options and educational assessment. the typical.” It is a goal that the College master’s degree program at the U: the Although every UWW program was continues to strive for with all of its Master of Liberal Studies (MLS) different, all were organized around the individualized programming, more than program. same basic tenets, including: the 80 years later. abandonment of credits as the sole Participants included working professionals “The University recognized back in measure of learning; the use of life and in specialized fields, such as teachers, 1930 that not all degree plans met all work and other outside-the-classroom engineers, health professionals, science students’ needs,” says the College’s senior experiences as part of the degree; a and technical professionals, who wanted academic adviser, Josh Borowicz. “There flexible time frame for degree and/or to broaden their picture of society; was a case for individualized degrees, for course completion; the use of individuals students interested in an academic crafted degrees. perspective that cut across traditional in the community as adjunct faculty; “The ICP continues to open doors for disciplines or combined areas of inquiry and enrollment by non-traditional-aged students to explore their interests that (e.g. business and philosophy, humanities students. a single area major would perhaps not and health care, or politics and artistic A largely self-directed program, UWW provide for. They can take courses from expression); and many other (primarily) allowed students, primarily adult the Carlson School of Management, and adult students interested in a custom- learners returning to school to finish combine them with work in the College

2 CCE Current of Design. They can investigate Public Health 1930 while delving into Mass Communication University College begins and Applied Business. 1931 “And through the MdS program, adults are First University College graduating1 class930 able to finish what they started, earn a credential, set an example for their 1958 children, any and sometimes all of the University College (later Inter-College Program) above. It allows them to combine their moves from being a “course of study best prior academic and educational history, adapted to students needs regardless of their life experiences, and their interests relationship to various colleges” to requiring cross-collegiate studies and goals to form or refocus a new course of study that reflects where they have been, 1969 and where they want to be.” University College becomes MLS program director Jo Ellen Lundblad Inter-College Program agrees that meeting the need for 1970 interdisciplinary, individualized education Experimental College begins is critical to the College’s mission. “We received approval for the program in June 1971 of 1994. The first ads went up in July. For our first info session in August, we had University Without Walls is piloted more than 100 people attend. It was nuts— we knew from all of the research we had 1972 done that it would be popular, but…this University Without Walls earns was something else. degree-granting rights “We’ve seen such a huge, diverse range of 1978 students through this program,” she The Experimental College is phased out continues. “But for all of them there has been this need to pursue a topic, line of 1979 inquiry that they were passionate about. University Without Walls granted The MLS program opens the door to the U, permanent status it provides intimate access to world-class, meaningful graduate education for adults. 1986 University Without Walls becomes the “Our students are furthering their careers, Program for Individualized Learning building new ones, or exploring the connections between ideas out of The J.W. Buchta Memorial Scholarship is intellectual curiosity. They are becoming established for students in undergraduate experts in their own fields of study. Really, interdisciplinary degree programs the goal of the MLS, of individualized, inter-disciplinary study, is to open the 1994 doors for opportunity. To allow students to Master of Liberal Studies is launched gain confidence, to discover or rediscover a part of themselves. We want them to walk 2004 away from here knowing they have linked The Karin L. Larson Interdisciplinary what may be seen as disparate ideas and Education Scholarship endowment for theories, and created new ones; that they first-in-family degree seeker is established have made a substantial contribution to by College alumna Karin Larson a body of knowledge. We help them open that door.” 2005 Meet recent ICP and MLS alumni on The Multidisciplinary Studies program begins pages 4 and 5. 2010 Program for Individualized Learning discontinued; Published sources consulted include last graduates expected in 2014 The University of Minnesota: 1851-1951 by James Gray, University of Minnesota Press, 1951. Additional information courtesy of “University of Minnesota’s Individualized 2010 Degree Programs” (unpublished mss.), by Kent Warren. Spring 2012 3 Jennie Germain “An interdisciplinary degree like the MLS the chief development officer for allows students to become more well U of M Extension. He is not, however, Master of Liberal Studies (MLS) rounded than they otherwise would in the only one in his family who took a Graduate; Arts Administration a traditional program, providing them nontraditional path to a degree. Jennie Germain knew she wanted with a wider range of connections His grandmother, Elnor Peterson Pahl, to focus her graduate work on arts and opportunities for their future. My had enrolled at the U at the age of 16, administration, but at the same time, experience in the program provided me she wanted to find a program that invaluable connections within my field… “CCE offered me a way allowed her to combine various subject and my [education] definitely helped areas. “The field I work in is me achieve an executive-level position to pursue my interests interdisciplinary—it’s a mix of arts, sooner than I would have with business management, and public policy. experience alone.” and a degree. It gave my Matt Musel grandmother an opportunity Inter-College Program (ICP) to get back into the U. Graduate; Organization and Human Sometimes you are in the Development, Human Resource Development position to receive... Despite being intensely involved in opportunities, and other extracurricular activities and student times...to give them away.” government, including serving as student body president, Matt Musel – Matt Musel, found himself adrift without a major. ICP graduate, donor “I had interests that were divergent— political science, human resources, organizational development. And there really wasn’t a single major that encompassed all my interests, or that would give me the flexibility Jennie Germain to major in one and A graduate degree in any one of these still have time to study fields alone would not have made me as the others.” well rounded as I need to be.” He found a home in Through the MLS, Germain was able to the Inter-College focus her studies on an area of emphasis Program, where he Photo by Tim Rummelhoff that closely matched her career goals. was able to design a “I was able to take courses in nonprofit major in Organization management through the Humphrey and Human Institute, as well as grant writing and Development, with a arts management courses. [Plus] I was certificate in Human able to intern at numerous nonprofit Resource Development. Matt Musel arts organizations throughout the Twin “The cross-collegiate Cities.” nature of CCE meant I could take but then left school after three years, courses from CEHD (College of married, and started a family. Some 15 The program opened many doors for Education and Human Development) years later, she found herself divorced Germain, both professionally and and earn a certificate in HR Development, and a single mother, working to rebuild personally. “One of the first papers I and combine that with management her life. She decided to return to finish wrote was on the economic impact of courses from Carlson School of her education, and began taking classes the arts on small communities. Now six Management and the Humphrey in her north community years later, I am working as the executive Institute. Plus, I could continue with through the CCE Neighborhood director for the Austin Area Commission the poli sci courses that I enjoyed.” Program. Eventually, she earned a for the Arts, and have developed a bachelor’s degree in humanities, and grassroots movement in Austin that is Since his graduation, Musel has been later a master’s in library science, on her dedicated to promoting economic and able to parlay his interests into a career way to her lifelong dream of becoming community development through the arts. path—he worked in the governor’s office, founded two nonprofits, and is currently a librarian.

4 CCE Current She was a lifelong learner, and her spirit I found that approach, as well as the professor and assistant managing and drive inspired Musel to found a CCE mentorship that I needed to help me director for the University of Minnesota’s scholarship fund in her name, the Elnor grow as a leader, in the MLS.” Department of Theatre Arts and Dance. Peterson Pahl Scholarship for students Spehar combined the study of women in Following her role at the U, she served working toward their bachelor’s degree. leadership roles with arts administration as the managing director at St. Paul’s “CCE offered me a way to pursue my as her focus, basing her thesis on three History Theatre, and had an opportunity interests and a degree. It gave my women who are largely credited with to work as a visiting assistant professor grandmother an opportunity to get the regional theatre movement in the in Arts Management at Florida State back into the U. I see how CCE and 1940s-1960s. She investigated how those University. In 2011, she landed her continuing education and the University made a difference in my family’s lives. You really need a part of this huge institution that is flexible and open for people who need something different to achieve their dreams. “Opportunities need to be given; doors opened. And sometimes you are in the position to receive those opportunities, and other times you are in the position to give them away to others. I’m glad I am in the position in my life to help other struggling students, and to honor my grandmother’s memory at the same time.” Photo by Tim Rummelhoff Kathleen Spehar Master of Liberal Studies (MLS) Graduate; Arts Administration and Women in Leadership Kathleen Spehar “My background was in music and music education,” says Master of Liberal current position as director of the Studies graduate Kathleen Spehar. “And “When you begin O’Shaughnessy Theatre at St. Catherine I was working as a K-12 teacher when I incorporating an University. decided to pursue my master’s degree.” It is a role that plays to her academic The question though, was, “in what interdisciplinary approach pursuits, as well as her personal area?” Spehar had long been interested into teaching, when you interests. “I am working in the arts and in interdisciplinary approaches to arts administration, and I am doing it at teaching, and wanted to find a way to find ways to integrate arts a place like St. Kate’s where there are so carry that over to her own education. and academic subjects, many female potential leaders. I hope “When you begin incorporating an I am able to serve as a good role model interdisciplinary approach into teaching, you’ll see students’ lives— for them, as a mentor. I want to use my when you find ways to integrate arts and and test scores—improve.” position to be able to help them dream academic subjects, you’ll see students’ their big ideas.” lives—and test scores—improve. It – Kathleen Spehar, who as a teacher enhances the way they see the world was seeking an interdisciplinary She concludes, “The College of Continuing Education and the MLS around them, how they tackle problems,” education herself–inspiration to she says. program challenged me to look at the bring back to her classroom world and my place in it differently. It fed “So, when I was considering graduate my imagination and opened the door to school, I knew I wanted to find a program women were instrumental in experiences I might not have otherwise that offered me flexibility, creativity, and decentralizing Broadway and bringing considered.” a way to draw from numerous disciplines art to the country as a whole. She also and departments. None of the more looked at how the theatre would traditional degree paths seemed open culturally and financially function within enough, vibrant enough to me. I was the community, and its role in society. looking for something where I could Spehar also found that her studies combine from here and there, take changed the path of her career. While in seemingly disparate, but actually inter- the program, she worked as a T.A. and connected ideas, and make a whole. then went on to serve as an adjunct Spring 2012 5 New Worlds LearningLife then and now

hile the College’s history reaches back to 1913, one of its Wcurrent program areas – LearningLife – goes back “only” a modest five decades. Oh, but what a perfect decade it was for the College to start a movement. And, a movement it was, a movement to give lifelong learners the chance to see the world from new perspectives, follow their passions, or create for themselves a new beginning. Over the years, a changing slate of offerings emerged, each specifically designed to meet the needs of the time.

6 CCE Current Continuing Education for wrote that after eight years out of school Courses unit – specializing in natural and three young children…“I discovered history and social sciences – to become Women and the Compleat a course called New Worlds of Knowledge… the Compleat Scholar program. Scholar Program It was intellectual stimulation par The legacy and pioneering spirit of CEW excellence, with camaraderie of women and the Compleat Scholar program In 1960, the women’s rights movement of all ages – 25 to 65.” continue today in LearningLife, a was just beginning. It would be three Some CEW participants found themselves portfolio for intellectually curious adults. years before Betty Friedan’s The Feminine quickly at the head of the class. “The With formats ranging from single-evening Mystique made the case that women’s summer I took a psychology lab,” discussions, to Saturday morning talents were needed in the workforce. remembered the late Edith Mucke in seminars for busy working adults, to But, it was at this early stage that the 1985, “I surprised myself by being very full-day and multi-session short courses, University of Minnesota was already good at the math material. A pale young LearningLife is constantly evolving to working toward giving women who had man who worked as a night clerk at the meet the needs of its ever-expanding been away from school awhile access to Sheraton used to call me between 11 audience. education and the confidence and o’clock and midnight, worrying if he had opportunities that followed. the same answers.” Mucke later went on Split Rock Arts Program The Minnesota Plan for the to serve as director of CEW from 1974 In 1983, the Split Rock Arts Program Continuing Education of Women to 1983. began, perched on a hill overlooking (CEW)* began with a few liberal arts In 1961, co-founder Virginia Senders, Lake Superior. Co-founder Andrea Gilats seminars under the title New Worlds of described the difference the program describes the summer retreat for working Knowledge. By its 15-year anniversary, was making to another of the early and aspiring creative writers and artists “I discovered a course participants: “Elizabeth Hunter, 43 years as “the right thing at the right time.” old and the mother of six children, had During the years that followed, Split long ago stopped thinking of herself as a Rock became a popular destination. called New Worlds of chemist. Her honors degree…was now 22 Each summer it attracted an energetic years old, and 18 years of domesticity group of faculty and participants from Knowledge...It was separated her present life from her last throughout the U.S., Canada, and the active work in the scientific field. Yet, world. Master artists loved the opportunity intellectual stimulation with her youngest child approaching to share their passion with attendees school age, she was beginning to ask interested in their art forms. Participants par excellence, with herself, ‘What now?’ Mrs. Hunter did not honed their skills at creative writing, yet know the answer to her question, but visual art, and design. camaraderie of women she did know what her next step would be. She would start by enrolling in our The program’s weeklong format (on the program.” University of Minnesota, Duluth, and of all ages.” then later Twin Cities campuses) was, The program, which changed over the – Linda Cohen, current U of M according to Gilats, “born in another years to meet the evolving needs of its economic era. It was a time when you Board of Regents chair audience, was a pioneer. “The first five could pay tuition, rent apartments, and years of the Minnesota Plan brought live a week on campus without breaking explained in 1985 of her hundreds of inquiries from educators the bank.” earlier return to school after and persons interested in education located around the United States, and “Since the program discontinued in 2011, being away eight years. indeed, the world,” explained Vera there are few days when I don’t invoke Schletzer, who became co-director with and celebrate the spirit of Split Rock: its it had grown to a department offering Elizabeth Cless when Senders took a long history, unique interdisciplinary 150 to 200 courses (both for credit and position on the East Coast. “As pioneer mission, and richly creative people who, noncredit) and was registering over and model, the Minnesota Plan catalyzed through their participation, were the 3,000 students a year. For some, a richer a national, if not worldwide, movement program’s center – its beating heart,” said perspective on life and the excitement of in women’s higher education.” Anastasia Faunce, who succeeded Gilats getting to know other “educational as the program’s director and is now a Eventually, as societal norms changed, program director for LearningLife. junkies” (as one participant called it) it became more widely accepted for were the rewards. For others, degrees women to return to school. So, the Great Conversations and and more rewarding jobs followed suit. program changed again. Its credit U of M Board of Regents current chair courses continued until 1998. Its non- Headliners Linda Cohen was one of those who credit courses – specializing in liberal Fast forwarding another 20 years, College found the program beneficial. During education, especially art and literature, planners imagined being able to listen in the program’s 25th anniversary, she and business and professional courses as two leading thinkers on a topic covered – merged with those of the U’s Informal

*CEW history based on: Donald L. Opitz’s Three Generations in the Life of the Minnesota Women’s Center – A History 1960-2000and Continuing Education for Women 1960-1985 – Stories from the Early Years. Spring 2012 7 its history and debated its future. These Encore Transitions But, what does it look like? Just like experts would be culled not “just” from Elizabeth Hunter struggled with how to our own academically impressive backyard, In 2006, U of M sociology professor Phyllis move to the next phase of her life 50 years but from around the world. Moen invited Marc Freedman, founder ago and a College program – Continuing of Civic Ventures, to join her onstage for Shortly after she arrived in 2000, Personal Education for Women (CEW) – bridged a Great Conversation about the social the gap, so, too, today a new program, Enrichment Programs director Margy forces shaping retirement. The event had Ligon was tapped to create a high-profile Encore Transitions is helping a profound impact on Andrea Gilats, still Minnesotans prepare for a new stage of life. series inviting Minnesotans back to their director at the time of Split Rock Arts University to join faculty luminaries and Program. In 2009, Gilats brought Freedman Encore Transitions is an annual series, the guest of their choosing. That, she did. back to the U for a LearningLife Encore offered each fall, of daylong workshops From its first pairing in 2002 between then Fest. She describes it as a “catalytic” designed to help employees transition to University president Mark Yudof and his event where she met Bill Spinelli, M.D. post-career life. former law student, political pundit Paul Eventually, the two would co-develop “People have two-to-three decades of Begala, the Great Conversations series Encore Transitions. healthy living after retirement,” explains featured the firsthand perspectives Again, the time was right for a new program Gilats. “They wonder: ‘What will I do with of global leaders such as Pulitzer Prize- to emerge. “Two-to-three years ago the my time and how will my life continue to winning journalist Seymour Hirsh, oldest boomers started to hit retirement age. matter?’ CCE has a role to play in healthy Peruvian economist Hernando de Soto, The bulge is not there yet,” explains Gilats. aging. People want to continue to learn, U.S. Secretary of Agriculture Tom Vilsack, “Of those ages 65 or older, something like 30 grow, and contribute.” and human rights activist Mary Robinson, percent of them still say some income still former president of Ireland. The program comes from paid work. The new retirement also attracted the attention of others doesn’t look like Sun City.” who sought to replicate its unique ability to engage lifelong learners. Soon “Great Conversations” were happening around the country at such institutions as the University of Chicago. At a particularly memorable evening in February of 2003, CCE conferred its first honorary degree on Nobel Peace Prize recipient Archbishop Desmond Tutu. omen omen “It’s been the ability to tell Minnesotans about the University’s role in such historic events, as the fight against apartheid in 1960 1987 South Africa, that made it such a privilege Partnerships: to produce these truly great conversations,” Discovery Forum MinnPost Asks Series explained Ligon. Informal Courses 1987 Curiosity Camp event Headliners 2012 Minnesota Plan for the LearningLife A companion program, Headliners, soon Compleat Scholar (Noncredit) Continuing1960 EducationContinuing1966 of W Education for W 1987 2010 spun off from Great Conversations. The monthly forum offers engaged citizens the opportunity to delve into the national 2011 news with University faculty whose 1969 1984 expertise illuminates stories as they 2002 2004 appear in the headlines. “By employing 1998 2006 advanced communications strategies and Headliners 2010 social media,” said Ligon, “we’re able to be Curiosity Camp ransitions Great Conversations immediately responsive to the interests of Split Rock Arts Program Summer Arts Study Center Continuingfor Wo Educationmen (Credit) Archbishop Desmond Tutu, our audiences. The resulting public Photo credit: James Boyd-Brent Continuing Education Encore T discussions are stimulating.” for Women’s Edith Mucke, recipient of the College’s first Encore Transitions circa 1960 1978 honorary degree, and Margy Ligon Between Great Conversations and at Great Conversations in 2003 Headliners, over the years approximately *Elderhostel 2003 35,000 Minnesotans have participated in timely discussions that have enlightened, challenged, and even inspired community Split Rock Arts Program action. students working at 1995 Jay Cooke State Park. 2005 *Osher Lifelong *Story coming in fall 2012 issue Learning Institute 8 CCE Current *Elder Learning Institute Just as CEW caught the eye of author Betty Friedan then created intense LearningLife interest in the model from other This spring, LearningLife offers exciting new programs (details below). This summer, educators, so, too, is Encore explore a Century of Ideas (details, back cover). Transitions. In Freedman’s new book The Big Shift, he urges that society Discovery Forum needs new paradigms since we A series of provocative high-profile Discovery Forum conversations, presented by need all our people power deployed, the , will start downtown and continue at follow-up Saturday morning including retirees. He mentions the campus seminars with prominent Twin Cities experts to explore the issues raised. College’s Encore Transitions as a pioneering program. Meanwhile, Inaugural Pair: Discovering the State of the Nation Gilats and Dean Mary Nichols have been tapped to share their insight on • Tuesday, May 8, 7 p.m., Orchestra Hall: National guests Frank Rich (New York how to replicate the model elsewhere. magazine), Tina Brown (Newsweek magazine and The Daily Beast), and political satirist P.J. O’Rourke join Star Tribune moderator John Rash to discuss the state of It is because the model is working, as the nation. explained by one recent series “alum”: “I’m more confident that I can control • Saturday, May 19, 9-11 a.m., Continuing Education and Conference Center, St. Paul my own destiny and define my own campus: Rash takes the stage again to pose the question: Is it possible to move path.” beyond hostile debate and reframe the social agenda? He is joined by Douglas Harmann, professor and associate chair of the Sociology Department at the Knowledge opens new worlds. University of Minnesota; and Adam Platt, executive editor of Mpls.St. Paul Magazine as well as editor of Twin Cities Business. Participation in the May 8 Discovery Forum is not required to take part in, or to enjoy, this seminar.

Visit www.discoveryforummn.com about the leading events and www.cce.umn. edu/discovery-forum/ for more information on the follow-up Saturday discussion.

omen omen 2010 Partnerships: Discovery Forum MinnPost Asks Series Informal Courses 1987 Curiosity Camp event Headliners 2012 Minnesota Plan for the LearningLife Compleat Scholar (Noncredit) Continuing1960 EducationContinuing1966 of W Education for W 1987 2010

2011 1969 1984 2002 2004 1998 2006 Headliners 2010 Curiosity Camp ransitions Great Conversations Split Rock Arts Program Summer Arts Study Center Continuingfor Wo Educationmen (Credit) Archbishop Desmond Tutu, Continuing Education Photo credit: James Boyd-Brent Encore T for Women’s Edith Mucke, recipient of the College’s first Encore Transitions circa 1960 1978 honorary degree, and Margy Ligon at Great Conversations in 2003 *Elderhostel 2003

Split Rock Arts Program students working at 1995 Jay Cooke State Park. 2005 *Osher Lifelong *Story coming in fall 2012 issue Learning Institute *Elder Learning Institute Spring 2012 9 This just In

The College has been employing “today’s” technology for 100 years to help students access education. Where truth is to be discovered or applied, wherever earnest citizens need organized knowledge and tested skill, there the University is on its own ground. Our ideas of time and space are changing rapidly; traditional prejudices are disappearing. The University sees as its members not only the students who resort to the chief center, but the other thousands on farms, in factories, in offices, in shops, in schoolrooms, and in homes who look to it for guidance and encouragement. It is fascinating to picture the possibilities of this widening sphere of higher education as it makes its way into every corner of the state, frankly creating new needs and resourcefully meeting the consequent demands. —Former University President George Vincent (1911-1916), who oversaw the establishment of the General Extension Division (now the College of Continuing Education) in 1913

10 CCE Current rom its very beginnings, the College For the first half of the 20th century, swing of it, as well as something that fit Fof Continuing Education has been radio was the predominate form of my schedule. one of the standard bearers for the broadcast entertainment for most “I took the course, recording each week’s University’s outreach mission— households, and the University made episode on VHS so I could watch it when bringing educational and other learning good use of its airtime not only to deliver I had the free time—or watch it again, if opportunities to people not just on the School of the Air for children, but I needed to. Despite my initial hesitation campus, but in the far corners of the state, also to provide educational and cultural about taking calculus that many years the country, and even around the globe. programming for individuals of all ages. later, I actually did quite well! And it was Whether it was through the first fuzzy Modern language courses, symphony the perfect course for me at the time. airwaves of radio, VHS-recorded courses, concerts, famous speakers, and classroom- It gave me the time and the freedom I floppy disks that were actually floppy, based special interest lectures educated needed to accommodate my schedule.” live videoconferences, or the rapidly and informed thousands of Minnesotans each year. In the 1970s, several departments were expanding Internet, the College has merged together, and it was in the long sought the “latest and greatest” I Want My (U of) M TV College’s new combined technology technology to enhance the education department that ITV (Interactive As television became more and more of thousands of individuals both on TeleVision) got its start. campus and off. popular in the 1950s, the U began looking at it as the next wave of distance Says Lyn Weiler, who was the video On the Air education delivery. scheduler in CCE at the time and is now manager of the U’s Office of Information Today, the College’s Radio K (KUOM) Longtime KUOM manager Burton Paulu Technology’s video services operations, is best known as an award-winning took over the helm of the newly formed “the late Tom McRoberts was the leader student-run radio station airing an Department of Radio and Television, in developing and promoting a distance eclectic mix of independent music, new with Sheldon Goldstein in charge of TV ed program built around the new his and old. Its roots, though, stretch back a programming. Airing on KTCA public technology of interactive T century. Initially, programming featured television, the “University Hour” would videoconferencing in the ‘90s. [The agricultural and weather reports, along feature noncredit as well as credit College] played an important role in with lectures, concerts, and football courses, the first of which was Professor birthing this technology baby. At the games. Later, in the 1930s, the station Asher Christensen’s popular political time there were no video rooms, no began adding distance education to its science class, “Your Government.” users, and [cross-campus] programmatic repertoire—including the historic As the demand for programming coordination and collaboration were st “Minnesota School of the Air.” u increased, the U expanded its own j non-existent.” When a polio epidemic closed schools production and broadcast facilities, and Departments across the U used the (and even the State Fair!) in 1946, KUOM by the fall of 1964, was producing and College’s technology resources to worked with teachers to design the airing 19 courses on closed-circuit facilitate collaborative courses with School of the Air, which would go on television, in addition to the programming coordinate campuses and other to serve as a substitute for the closed still on KTCA. institutions. And although ITV is now educational facilities. The School of the In Three years later, the U was among the housed elsewhere, the College’s role Air continued on after the epidemic, nationwide leaders in instructional in developing tech-enhanced learning offering supplementary programming television, with multiple studios and is clear. Says Weiler, “CCE’s leadership for in-school listening by elementary seven channels on its closed-circuit fostered the growth of the campus video students. system. Thirty-five classrooms received conferencing environment by pursuing Bill Hendrickson was one of the youngsters a feed, and on average 14,000 students collaboration with IT and campus who tuned in to the program weekly to were taught via the closed-circuit system, collegiate units and opening the door learn about everything from grammar either through live or video-taped to program collaboration between the and music to foreign languages and fairy programming. By the close of the 1960s, Twin Cities and coordinate campuses tales. “I was a fourth-grader (this would nearly 80 courses were being produced, and beyond.” have been in 1958) at Holland Elementary reaching close to 40,000 people. Paired School in northeast Minneapolis when with that were the “College of the Air” From a Distance my teacher would gather the class courses still running on KTCA. From the College’s inception, independent around the large, wooden radio (it Melissa Avery was one of many adult study courses have been crucial in the seemed enormous), and we all listened learners who took advantage of the effort to reach, as Vincent said, “not only to programs on Minnesota School of public television courses. “I needed the students who resort to the chief the Air. I particularly remember the to take a calculus course to fill the center, but the other thousands on fascination we all had about this ‘new’ requirements for the physiology minor farms, in factories, in offices, in shops, technology and how different it was to for my Ph.D. At that time, I was working, in schoolrooms, and in homes.” get information and entertainment in a had a young child, and while I had been format so different from our regular And, as technology changed, so, too, as good at math as anyone…it had been did the shape of courses offered. classroom learning experiences. I 15 years since I had actually had a math especially remember liking the German Correspondence courses had their class. I needed something that let me beginnings even before the College’s language program called ‘Gesundheit’.” work at my own pace—get back into the Spring 2012 11 official start in 1913, with a smattering who want to fit a course into their to take courses outside of the traditional of offerings in a variety of areas. By the schedule and couldn’t do it otherwise, daytime, classroom-based system. 1990s, when computing technology whether that’s because of work or extra- At the close of the 2011 fiscal year, the allowed for significant modifications in curricular activities or other College had 6,400 enrollments in its the way independent study courses were commitments.” nearly 150 individual online courses, designed, there were more than 400 for- When the School of Nursing wanted to allowing many people the chance to take credit correspondence and self-guided develop online courses to help some of a class that might otherwise not have courses administered by the College. their graduate students overcome those been an option for them. In a 1994 interview, then-dean Hal Miller same hurdles, they turned to the College The College is opening even more doors said, “We recently have [acquired] some to help them get started. (Former video with the Applied Business Certificate new staff who are particularly adept at calculus course student) Melissa Avery, and the Multidisciplinary Studies Program instructional design using computers. who is now the chair of the Child and (MdS), both of which can be taken We’re on, if not the bleeding edge, at Family Health Co-operative Unit and a entirely online, depending on a student’s least the cutting edge of some new professor in the U’s School of Nursing, area of emphasis. The MdS degree allows course developments in independent says, “By partnering with CCE, we [the adult learners to return to school and study using a combination of nursing school] were able to find more earn their bachelor’s degree in a flexible correspondence, e-mail, and computer- ways to reach our students through format. assisted instruction, and group distance education.” “I served in the U.S. Marine Corps, and independent study. We’re trying all She continues, “I came full circle. I had sorts of things there because we think am now working as an IT network used a technology-enhanced distance administrator,” says Tom Julkowski. that with the advent and the oncoming ed course in my own graduate work, and growth of distance education that’s “I felt that a bachelor’s degree would then I was involved with using [a later open more doors for me in the future, connected with the Internet, that’s a technology] to help increase access for place of real development.” [so] after I was honorably discharged, I nurses who wanted to continue their decided to use my G.I. Bill benefits to go One of those individuals “on the bleeding education, but lived out-of-state or in to school.” edge” was Professor Tom Brothen, who Greater Minnesota and couldn’t make was the instructor for the College’s first it in to campus every day.” online course offering—Intro to Psychology. Dr. Lydia MacKenzie, instructor for “It started as a disc-based course in the an online marketing course, concurs. mid-90s. The exercises and quizzes were Online learning affords flexibility, as on disc; I programmed it myself for PC, “students can complete the tasks and then got someone in computer anytime, anywhere—they can work science to do the Mac version. Students around family and work responsibilities. would get the discs in the mail, and then It’s wonderful there are alternatives for send them back with all their information the students who are encumbered by stored on them. competing demands on their time but “When we got WebCT (a program for are self-disciplined and motivated to information publishing, file transfer, complete tasks without the time discussion, and test creation), we requirement and face-to-face pressure moved online in the late 1990s. It’s of a traditional classroom.” been internet-based since then.” MacKenzie should know. Not only did Brothen is still the instructor for the she work on her own graduate degree extended-term course, which features online while teaching in Ecuador for a not only quizzes and tests online, but year, she has been teaching the marketing Tom Julkowski also class discussion and opportunities course from a distance for several years for feedback. And while the technology as well. When she was asked to teach, Julkowski, who lives in Virginia [state], may have changed rapidly in the last 15 she jumped at the chance. “I thought knew he needed a unique course of years or so since the course’s inception, it would be a future trend and whole- study. “For one, I have worked full-time its popularity has not. heartedly accepted the assignment. It’s since high school, starting out as an “In the last few years, I’ve seen more and been a wonderful experience…[and now] active-duty Marine and continuing as a more ‘in town’ students taking online I primarily teach from my log cabin on a government contractor. It [was] imprac- courses. This format opens the door small lake near Richmond, Minnesota.” tical for me to attend school during the not only for people who live away from middle of the working day. [Plus], the campus, but also for people who may be Balancing Life and Learning University of Minnesota is the only place working full-time, or parents who have Today, the College’s Online and Distance I truly wanted to earn my undergraduate kids and need to study on their own Learning (ODL) unit helps faculty use degree from. Thanks to the MdS time, or even traditional-aged students evolving technologies to reach students program and the online courses that on- and off-campus who want or need were available, it’s a dream come true.” 12 CCE Current From the Development Director potential for growth in Africa at a 2007 I hope you, too, can find your own Great Conversations program and the unique motivation to support the CCE desire to smooth the way for African Centennial Scholarship Fund. Even women to finish their degrees. That with Joan’s lead gift, it will take $15,000 year, she established a CCE scholarship more to establish a permanent for that exact purpose. endowment that will last 100 years Photo by Tim Rummelhoff As a young woman, Joan, always a and more. front runner, had toured the continent What was it about your life of learning of Africa where she saw for herself the that moved you? I invite you to reflect potential and possibilities there. Later, and, in doing so, consider a gift that Joan was one of a very small handful of will open doors to the University for the women executives in the banking next 100 years. Thank you, sincerely, for Dear Friends, industry in the Twin Cities. She considering this request. What motivates a person to support made her first gift because she knew, Warm wishes, a cause? Sometimes we follow our firsthand, some of the hurtles young emotions or intuition, sometimes women would face to become leaders rational outcomes or habit direct our anywhere in the world. actions. But, with a little reflection and Now, to celebrate our 100th year, Joan Kathleen Davoli, Director of Development insight, we can begin to pinpoint what is making an additional gift – $10,000 College of Continuing Education moves us. – to the CCE Centennial Scholarship For Joan T. Smith, it was hearing Fund so that future students can have Graça Machel, the world-renowned a place in the classrooms, online humanitarian, political leader, and wife learning communities, or whatever of Nelson Mandela, speak about the virtual forums the next 100 years hold! Photo by Jeff Frey Photography, courtesy of Suzanne Kritzberg Suzanne Kritzberg, who also graduated its way into every corner of the state.” from the MdS program, agrees. As both And he CERTAINLY didn’t envision the prima ballerina and artistic assistant “asynchronous discussions” and e-mail for the Minnesota Ballet, her schedule conferences or Twitter feeds and was erratic at best, and chaotic, quite Facebook updates as a way of keeping frequently. students connected. “[In many cases], a degree might seem But, whatever the means, for nearly pretty useless for a dancer…[but] while 100 years, the College of Continuing I was still dancing at the time I decided Education has been working toward to go back to school, I knew I couldn’t achieving Vincent’s goal of outreach. do it forever — the physical demands of Says Robert Stine, associate dean and being a ballerina are such that the career head of the College’s Degree and Credit cannot last a lifetime, and at age 41, I Programs, “It’s fascinating to think about am definitely ancient in a field where how far we have come with technology the average age of retirement is 27. I am in the past 100 years, and exhilarating to retiring this year from performing, and MdS student Suzanne Kritzberg in the imagine what is coming in the next 10 Minnesota Ballet’s Giselle (2010). I am headed for a major career change to 20. (ballerina to lawyer) which definitely requires me to have a degree,” Kritzberg laptop. It required a little pre-planning “What is cutting-edge now may become says. [sometimes], but for the most part there commonplace, or perhaps even obsolete, were no problems. [The schedule but I look forward to seeing the new “The MdS program accommodated challenges] were good practice for real technologies that emerge, and discovering my hectic and inconsistent schedule— life, in many cases anyway.” how we as a College can utilize them to without online and distance options I better deliver education to students in couldn’t have finished my education. I Opening Doors for 100 the classroom, across campus, and on was able to complete the work in my the other side of the world.” own time. I usually did my studying in Years the mornings before work and on the President Vincent didn’t have closed- weekends. I submitted my assignments circuit TV broadcasts or radio production via mail or the computer, so that when I in mind when he was “fascinated by pic- was on tour for out-of-town performances, turing the possibilities of this widening I could continue my course work on my sphere of higher education as it makes Spring 2012 13 CCE Current Nonprofit Org. U.S. Postage 201 Coffey Hall PAID 1420 Eckles Avenue Twin Cities, MN St. Paul, MN 55108-6080 Permit No. 811

A Century of Ideas

For 100 years, the College has provided Minnesotans with access to experts who helped them to challenge their perspectives, change their lives, or transform their communities. What better way to celebrate than with public forums to look back at those 10 decades, with the help of experts, and examine the defining moments and movements that made our society what it is today.

1910s • July 10 1950s • July 24 1980s • August 2 Radio and the Birth of Mass The Nuclear Family in the Nuclear Entering the Digital Era: The 1980s Communications: Trace the colorful Age: Usually characterized by cultural was the beginning of a revolution in history of mass communications, from conformity, the 1950s also had a subversive knowledge sharing that also ushered in the earliest experiments in broadcasting undercurrent that all the newly minted an age of mass surveillance, piracy of to tweets today, with U professor emeritus suburbs failed to contain. Join U professor intellectual property, and media Donald Browne and MPR’s Steve Nelson. Elaine Tyler May as she recreates post-war saturation. Join American Public Media’s family life and traces the legacy of the John Moe as he discusses the impact of 1920s • July 12 cold war. the digital era. The Age: Jazz’s syncopated rhythms spread from New Orleans’ saloons and 1960s • July 26 1990s • August 7 dance halls to popularity around the Cultural Bodies: During the 1960s, The Stem Cell Biorenaissance: While world. Join well-known jazz artist Butch the body became a potent symbol of biomedical research raises hopes for new Thompson as he discusses and shifting social and political mores as a treatments for debilitating and deadly demonstrates its distinctive sounds. “living room war” and breakthroughs in diseases, it also creates controversy. Meet medicine stirred debate. Take a fresh look U professor Leo Furcht, M.D., as he explains 1930s • July 17 at the turbulent period with Minnesota the most promising developments. The Politics of the New Deal:As the Historical Society curator Brian Horrigan effects of the 1929 stock market collapse and U professor John Wright. 2000s • August 9 rippled through the nation, FDR set in The Global Economic Crisis Through motion efforts to save America from the 1970s • July 31 the Lens of History: Join U professor ravages of the Great Depression. Join the Putting Women’s Rights on the Timothy Kehoe, adviser to the Federal U’s Hy Berman as he discusses the New Political Agenda: Join Arvonne Fraser, Reserve Bank of Minneapolis, for a timely Deal and its legacy. co-founder of the U’s Center on Women discussion of the world’s critical financial and Public Policy, the Star Tribune’s Lori depressions of the past century. 1940s • July 19 Sturdevant, and U political science The Atomic Age:Join the U’s James professor Kathryn Pearson for a lively Kakalios as he uses examples culled from conversation of the historic milestones All events are on the St. Paul campus from classic comic books and science fiction to and current status of the women’s 9-11 a.m. Cost is $50. For more information: explain the physics of the bomb and the movement. www.cce.umn.edu/LearningLife nature of radioactivity. /A-Century-of-Ideas or call 612-624-4000.