Objective 4 Project Reports
March, 2026
Objective 4: Establish UM as a platform for learning to serve the needs of a wider range of learners
Below are project reports for four projects in UM's Playbook focused on Objective 4. Each report includes details about the intent of the project, why it's important, and progress made this fiscal year.
Objective 4 Project Reports
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The project
Establish UM as the regional leader in online education, including the development of a structure to maintain academic integrity in a digital age
Project Lead: Eric Vorkoeper and Sarah Benedict
Executive Sponsor: Shara TscheulinWhat we’re trying to accomplish
This project aims to establish UM as a regional leader in online education by expanding high-quality, market-driven online degree programs while strengthening academic integrity and accessibility in digital learning environments. It combines program growth with the development of secure identity verification, equitable proctoring, and ADA-compliant online course design.
Why it matters
Online education is essential to forwarding our mission of inclusive prosperity as it expands access to higher education for a wider range of learners across Montana and the region. The demand for relevant, flexible, high-quality programs continues to grow and is a key component in meeting the needs of rural populations, our military community, working individuals, and other non-traditional students. By pairing program expansion with strong academic integrity and accessibility standards, UM can protect the value of its credentials, meet regulatory and accreditation requirements, and expand enrollment while upholding equity and trust.
Progress
The project has advanced market and competitor research for new online programs and opportunities, engaged faculty and academic leaders to identify opportunities and barriers, and seeks to develop a new budget and tuition model for online degrees.
In addition, the project has successfully evaluated, and will recommend, an identity verification and proctoring tool that aligns with university priorities. This tool will help ensure that the student enrolled in distance education courses and programs is the same person whose achievements are evaluated and credentialed as well as provide a structure to maintain academic integrity in a digital age.
An integral part of high-quality online courses entails prioritizing accessibility. As part of this project, the Paws for Accessibility Challenge was launched as a way to help faculty make their courses fully accessible using Panorama, the university’s accessibility checker embedded within Canvas.
More from the project leads
We’ve had some excellent participation from program chairs and faculty members on a few surveys we’ve distributed this year. The “Perceptions of Online Education” survey has generated valuable feedback that is helping us to gauge the current state of online education at UM, identify perceived barriers and generate new ideas that will help inform our strategy moving forward. Additionally, our proctoring survey and discussions with the LMS Committee have been helpful in gathering faculty feedback on student perspectives, ethical and equity considerations, tool functionality, and the specific needs of our instructors.
Project story
Beyond a Mandate: Accessible Courses are a Marker of Quality
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The project
Develop a comprehensive and financially sustainable noncredit training portfolio
Project Leads: Tom Gallagher and Julie Cahill
Executive Sponsor: Shara TscheulinWhat we’re trying to accomplish
This project is developing the infrastructure, governance, and shared language necessary to create a financially sustainable portfolio of noncredit programs, reframed as Validated Skills Training, that meet workforce and community needs. The aim is to improve data systems, coordinate campus partners, and expand high-quality noncredit learning pathways.
Why it matters
Noncredit training provides a vital opportunity to diversify revenue, quickly respond to workforce needs, and create pathways into credit-bearing programs, especially as traditional enrollments fluctuate. A coordinated, data-informed approach enables UM to broaden access, support economic growth, and reinforce its role as a workforce and community partner.
Progress
The project has advanced systemwide alignment through recommendations to the MUS Board of Regents, adopted a shared data taxonomy, and, as of March, completed implementation of CampusCE as UM’s noncredit student information system with Banner Ethos integration. A Credit for Prior Learning Navigator has been onboarded, and foundational governance and infrastructure are in place.
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The project
Improve access to academic pathways and strengthen partnerships and industry collaborations
Project Leads: Grace Gardner and Julie Cahill
Executive Sponsor: Shara TscheulinWhat we’re trying to accomplish
This project is expanding clear, equitable academic and career pathways by developing dual-credit programs with regional high schools and revitalizing flexible baccalaureate options for learners with prior credit or work experience. Together, these efforts create on-ramps to credentials, degrees, and careers aligned with workforce needs.
Why it matters
Strong pathways enhance access to higher education, support workforce readiness, and help more Montanans, especially place-bound and adult learners, complete degrees that lead to living-wage jobs. By strengthening K–12 and industry partnerships, UM promotes equity, drives regional economic growth, and creates sustainable enrollment streams.
Progress
Strong pathways enhance access to higher education, support workforce readiness, and help more Montanans, especially place-bound and adult learners, complete degrees that lead to living-wage jobs. By strengthening K–12 and industry partnerships, UM promotes equity, drives regional economic growth, and creates sustainable enrollment streams.
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The project
Adapt our systems and processes to support a wider range of learners
Project Leads: Julie Cahill and Brad Goan
Executive Sponsor: Shara TscheulinWhat we’re trying to accomplish
This project is modernizing systems, policies, and processes to better support a wider range of learners, including adult, transfer, noncredit, and place-bound students. Key efforts include launching a comprehensive Credit for Prior Learning (CPL) process, developing flexible budget models, and creating tailored enrollment communication plans.
Why it matters
To stay accessible and competitive, UM must meet learners where they are and eliminate unnecessary obstacles in the educational journey. Improving systems for diverse learner pathways broadens enrollment options, promotes equity, and ensures students see UM as responsive, efficient, and learner-centered.
Progress
The CPL Navigator has been hired and onboarded, the CPL website and intake processes have launched, and early outreach to advisors and students is in progress. Alternative budget models are being developed with campus finance partners, and initial planning for segmented enrollment communications has started, setting the stage for expanded implementation in spring 2026.