Oregon is active in all three WICHE Student Exchange Programs: the Western Undergraduate Exchange, the Professional Student Exchange Program, and the Western Regional Graduate Program. In 2012-13 Oregon’s students and families saved $13.5 million. Oregon saved money, too, through not having to establish and maintain costly programs in a number of areas, including some in healthcare.
Western Undergraduate Exchange. Oregon students have enrolled in undergraduate programs beyond Oregon’s borders through the Western Undergraduate Exchange (WUE) since 1989, saving on 25,530 annual tuition bills. In 2012-13, 1,536 students from Oregon are enrolled in out-of-state programs at reduced rates (150 percent of resident tuition), saving more than $12.4 million in tuition and fees – the average student savings amounted to $8,048. In the last 10 years, students have saved $105 million.
Oregon benefits from WUE in another way: by receiving students from out of state. Oregon’s institutions can choose how many out-of-state slots to offer and in which areas, allowing them to make the best use of their resources by accepting students in underenrolled programs. There’s a workforce benefit for the state, too, as students often stay in Oregon after graduating. In 2012-13 Oregon received 2,239 students through WUE.
Professional Student Exchange Program. Oregon has sent 1,258 students to professional programs through the Professional Student Exchange Program (PSEP), with students studying in a host of critical fields in the health sciences. Currently, Oregon is a PSEP receiving state, with 106 students enrolled in professional programs, bringing in almost $1.8 million in revenue.
Western Regional Graduate Program. Oregon’s postgraduates also participate in graduate programs through the Western Regional Graduate Program (WRGP), which offers access to over 275 high-quality, distinctive programs (“distinctive” meaning that they’re offered at only four or fewer institutions in the WICHE region) at 52 institutions in all WICHE states. WRGP programs run the gamut, but emerging social, environmental, and resource-management fields are particular strengths, as are innovative interdisciplinary programs. In 2012-13 Oregon sent 78 students to out-of-state institutions, while receiving 79.
Internet Course Exchange (ICE). WICHE’s newest exchange, ICE, is an alliance of member institutions and systems with a set of policies, procedures, and support systems for sharing distance-delivered courses among two- and four-year institutions in the WICHE region.
Oregon is one of five partner states participating in the Interstate Passport Initiative, which seeks to improve graduation rates, shorten time to degree, and save students money by addressing the two-year to four-year institution transfer problem at an interstate level. The two-year pilot project will focus on forging general education core transfer agreements based on learning outcomes between 28 institutions, including Eastern Oregon University and Columbia Gorge Community College; and University of Oregon and Lane Community College.
WICHE’s Added Value
Oregon gains added value from WICHE’s programs in policy, workforce development, technology, mental health, and other areas.
Policy & Workforce Development. Oregon has participated in projects supporting better-informed decision making at the state level. WICHE initiatives have been sponsored by the Ford Foundation, Lumina Foundation for Education, the U.S. Department of Education, and others. In addition, WICHE policy experts often visit the state to present or consult on a number of vital issues, including the state’s workforce needs and balancing the financial aid portfolio between grants, loans, and scholarships, as well as between merit- and need-based aid. Oregonians also keep current on pressing policy issues developing all over the nation through WICHE’s extensive network.
Oregon is one of four states participating in the Gates-funded Facilitating Development of a Multistate Longitudinal Data Exchange pilot project, which attempts to enable a more comprehensive regional view of the creation of human capital and its flow among multiple states by exchanging data across K-12 education, postsecondary education, and the workforce. The state also participated in a Gates-funded meeting in 2008, which brought together the stewards of the data systems in 14 of the WICHE states for discussions around linking data internally and with other states. A central topic of conversation was how to address the challenges to data sharing presented by the Family Educational Rights and Privacy Act. Another meeting was the Western Summit on Workforce Certification and Higher Education for policymakers in the West, held in response to the national demand for more highly skilled workers in a host of fields, from healthcare to high tech. Participants explored how states might use a workforce certification system – which would allow business and higher education to communicate with a common language about workforce demand and supply – to improve their ability to prepare individuals for productive careers and enhance the health of their economies.
WICHE staff provided intensive technical assistance to the gubernatorially appointed Access and Affordability Working Group. WICHE offered expertise and modeling for a wholesale redesign of the state’s principal student financial aid program. The proposed program was enacted into law; WICHE continues to be consulted on program management.
WICHE’s Lumina-funded project Getting What You Pay For: Understanding Higher Education Appropriations, Tuition, and Financial Aid (GWYPF) promoted informed decision making and the alignment of higher education appropriations, tuition, and financial aid policy by state legislators, to improve student access and success. WICHE sent copies of the project’s eight policy briefs to all members of the Oregon Legislature. In addition, last year WICHE President David Longanecker, along with National Center for Higher Education Management Systems President Dennis Jones, met with state leaders in Oregon and addressed a joint hearing of the education and workforce development committees of both the House and Senate about the role, scope, and mission of higher education, with a particular focus on mission creep, a topic of one of the GWYPF policy briefs. Longanecker worked with the Legislature on developing a new higher education governance structure and with the Governor’s Office on creating a new state education investment board.
Oregon also participated in another Lumina project, Best Practices in Statewide Articulation and Transfer Systems, which seeks to develop a deeper understanding of how states coordinate their articulation and transfer programs for students who move from two-year to four-year institutions, focusing on strategies that increase access to and success in higher education.
Additionally, the Oregon University System, Portland State University, Pacific University, Oregon State University, and University of Oregon are members of the Western Academic Leadership Forum, whose members address regional higher education issues and engage in cooperative resource sharing. Another WICHE initiative, the Western Alliance for Community College Academic Leaders, brings academic leaders of community colleges and technical schools and systems together with state governing and coordinating boards associated with two-year institutions to exchange ideas and information, share resources and expertise, and collaborate on regional initiatives. The Oregon Board of Education is a member.
Technology. Several Oregon colleges and universities are active participants in the WICHE Cooperative for Educational Technologies (WCET), a membership cooperative that accelerates the adoption of effective practices and policies to advance excellence in technology-enhanced teaching and learning in higher education. WCET has consulted with and written grants for the Western Institute of Nursing at Oregon Health & Science University with the Nursing Education Exchange (NEXus) project.
WCET members have access to trusted information on emerging trends, policies, and exemplars of successful learning technology innovation in practice. WCET provides access to peers, colleagues, common interest groups, experts, and decision makers; communications tools that enable members to stay informed about developments affecting technology-enabled teaching and learning; and information about key developments affecting e-learning providers, such as new federal rules pertaining to distance education. WCET also manages multi-institutional projects, one aimed at adult online learners and another on large-scale student data aggregation and predictive analytics to improve student outcomes.
Mental Health. A nucleus for researching mental health policy and a provider of technical assistance in such areas as service innovation, system reform, workforce development, program evaluation, and other areas, WICHE’s Mental Health Program is another well-used resource. The program recently performed a cost-benefit analysis for the State of Oregon of an early-intervention program designed for persons with serious, early-onset psychiatric disorders.
Other Initiatives. Lewis & Clark College, Reed College, and Willamette University are members of the Master Property Program (MPP), which helps institutions reduce their insurance premiums and improve their coverage. Created by the Midwestern Higher Education Compact (MHEC) and expanded to the WICHE region, the MPP includes 50 member institutions with total insured values of $83.1 billion; it has generated some $65.4 million in savings for the participating institutions while expanding their coverage. WICHE is also partnering with MHEC to offer MHECare, a new health program providing vetted, competitively priced medical benefits for students. Underwritten by UnitedHealthcare StudentResources, MHECare offers a variety of plans.