workshop was held with all department chairs to collect their input. A third and fourth version of the structured scheduling was then shared with chairs, Registrar’s Office, and deans for refinement to ensure all previous feedback was addressed. Then Faculty Senate, ASCWU Board of Directors, Senate, and the Equity and Services Council were consulted. Basically, what the group got to was a return to past practices of providing guidelines. Those include departments still build their own schedules, guidelines create a common framework, bottlenecks and course overlaps were reduced, improved predictability and transparency for student, advisors, and faculty planning, and finally, the guidelines balance flexibility with simple, consistent rules that are easy to follow and apply across campus. Scheduling Initiative Update Joey Thornton, Associate Registrar, gave an update on the academic scheduling guidelines. He explained that they are trying to get down to where things are more consistent for our students. Despite fewer total class sections offered in 2026, there has been modest increases in 8:00 am class offerings, a 10 percent increase in 9:00 am course offerings, a ten percent increase in 3:00 and 4:00 pm course offerings, which is helping with bottle necks and providing more options for students throughout the entire day. Next steps in this process include consultations and discussions about course component instructional time commitments with department chairs, distribution to the campus community of a comprehensive report of the fall term schedule, one on one consultations with departments to find scheduling solutions to issues isolated in specific departments/programs, and close monitoring of enrollment activity in off-peak hour course offerings. Online Report AVP Delgado explained that earlier this academic year, he was given a charge to do a deep dive to try and understand the structure and entire online education ecosystem for CWU. He approached this project as a geographer and as a physiographic analysis, trying to understand the landscape and the different forms and mountains and topography with regard to online education. He added that this work aligns with the unifying value of student success and the core value of engagement. The reason for the development of this report was to assess the current state of online education at CWU. To examine the structure, model, policies, enrollment trends, institutional practices, and financial performance, which would lead to identifying our institutional strategy for online. Currently, we have 24 undergraduate online program offerings, 17 graduate programs with various specializations, 43 online minors, 45 online certification and endorsement programs, and 1 competency-based degree program. In the fall of 2025, our total undergraduate headcount was 7527 and from that 822 students were online, which is about 11 percent. Graduate headcount was 518 and from that 223 students were online, which is about 43 percent. One immediate issue of the deep dive identified that we have a lack of institutional strategy for online education. Some of the challenges and recommendations for further exploration include: data limitations and enrollment classifications, fragmented student service campus designation processes for online learners, excess of online offerings for residential students, inconsistent availability of online general education courses, lack of dedicated virtual advising support for online students, lack of coordinated and accessible support services for online learners, absence of required training standards for online instruction, inconsistent peer review evaluation practices for online instruction, gaps in review and notification processes for new online program, fragmented marketing, analytics, and information management for online programs, lack of policies, procedures, and standards for regular and substantive interaction in online courses, enhancing community and sense of belonging for online students, students use Generative AI in ways that may compromise academic integrity in online classes, and recent ghost students using Generative AI in online classes to receive financial aid. Immediate solutions that have been made include changes to the Student Service Campus policy and identifying who has access to edit campus service change requests in the system. With regard to inconsistent
5 Board of Trustees Minutes May 21-22, 2026
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