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          OCR N. JSB 8/2000 300
                                                           WELCOME LETTER • ACCREDITATION

                elcome to South Puget Sound Community College. The campus commu-

W               nity looks forward to the assessment of the evaluation team from the North
                west Association of Schools and Colleges (the Commission).

Taking on the challenge of a detailed self-study every ten years is an important opportunity
to both measure ourselves against our mission and to assure the community we serve of the
outstanding quality of our programs and services.

This endeavor coincides with other assessment efforts we have undertaken to guarantee the
value of the educational experience we offer. South Puget Sound is completing a new strate-
gic plan to guide the college for the next five years. The planning process allowed us to go
directly to those we serve, our students and community, to assess their educational needs.

We involved every aspect of the campus community - students, staff, faculty and administra-
tors - to take what we learned from the assessment process and draft new visions for the
college and update our mission, goals and objectives.

As with the strategic planning process, the self-study has been a valuable learning experi-
ence for the campus community. From it, we hope the evaluation team will see our strengths
and help us use them, and see our vulnerabilities and help us strengthen them.

We believe the self-study document will demonstrate how South Puget Sound meets the
standards for an effective educational enterprise as prescribed by the Commission. How-
ever, the self-study is more than a documentation of our compliance with Commission stan-
dards. It is a reflection of South Puget Sound Community College, a tapestry of the color
and diversity of our community.

The process of conducting the self-study covered the breadth of the college’s programs and
services and soaked deep into the layers of our staff and faculty. Drafts were available to all
staff, faculty and students both in paper form and through the college’s Intranet.

South Puget Sound Community College welcomes the visit of the evaluation team. We are
proud to provide this self-study for your consideration. Please contact Lucille Bakewell at
extension 5209, if there is anything we can provide to facilitate your work.


Dr. Kenneth J. Minnaert
President, South Puget Sound Community College


 s   Mike Beehler, Vice Chair                                s   Alma White
 s   Robert Bell                                             s   Angela Minker
 s   John Hurley                                             s   Tony Simone
 s   Roberta Jones
 s   Regina Lawrence                                       STUDENT REPRESENTATIVES:
 s   Neena Stoskopf                                          s   Alysha Tilson, ASB President
 s   John Tiger                                              s   Irene Keiffer, Past ASB President
                                                                 Graduated Spring 2000
 s   Lorraine Odom

 s   Crystal Ashley-duVerglas
 s   Erica Dixon
 s   Dan Fortier
 s   Ann Heitkemper
 s   Yolanda Machado
 s   Egils Macs
 s   Russell Rose
 s   Michael Shurgot, Chair

                                                             COLLEGE ACCREDITATION • BACKGROUND

COLLEGE                                                          c. The self-study pointed out a serious “communi
                                                                    cation” problem between the administration and
                                                                    some segments of the faculty. The faculty is rep-
ACCREDITATION                                                       resented by a union for compensation and work
                                                                    ing conditions but is not organized for represen-

BACKGROUND                                                          tation on academic matters. The faculty and
                                                                    administration should consider means for better
During the past decade, the College has grown im-                   sharing decision making on such critical matters
mensely in physical facilities, programs of study, lead-            as budget, curriculum, and program review;
ership and management staff, classified staff, faculty,          d. The administrative structure is clearly described
and of course students. Since January 1988, ten build-              and understood, but the division chair duties and
ings have been built, with a total gross square feet of             responsibilities have grown as the college has be
135,067. The total square footage of buildings on cam-              come larger and more complex and probably de-
pus is now 239,178, which means that the footage has                serves more influence in the structure than fac-
nearly doubled in the past decade. In fact, 56 percent              ulty status provides. Further study seems indicated;
of the buildings now on campus are less than ten years           e. Night services are reported to be quite limited
old.                                                                given the high percentage of evening students.
South Puget Sound, a fully accredited, comprehensive                Increased student services and administrative
community college, offers Associate of Arts degrees,                services in the evening seem indicated;
Associate of Technical Arts degrees, and numerous                f.   The evaluation of part-time faculty seems mini-
certificate programs. As of fall 1999, 5,702 students                 mal considering the large numbers involved This
were enrolled at the College; 45.6 percent were en-                   segment of the staff should be brought into line
rolled in academic programs; 35 percent in vocational                 with the excellent procedures developed for
programs; 18 percent in developmental education                       other faculty;
classes; and 1.4 percent in Community Education                  g. While the affirmative action data availability and
classes. The entire educational community has worked                the goals and timetables established are com-
hard to become increasingly professional in the deliv-              mendable, better implementation procedures,
ery and administration of its educational programs. The             especially in recruiting for hiring pools, should
following paragraphs outline the history of the                     be planned and budgeted, if staff diversity is to
Commission’s review of our work and the College’s re-               be realized;
sponse. All relevant materials are in Appendix 1 to this
                                                                 h. Standard X-Scholarship and Research was not
introduction and are available in the Team Room.
                                                                    addressed in the self-study and should have been.
In the report on its October 3-5, 1990 visit, the Com-              The standard reads in part,” Faculty scholarship
mission team made eight recommendations to the Col-                 is necessary for effective instruction in all post-
lege. These eight were:                                             secondary educational institutions. . . . Research
                                                                    is a specific type of scholarly activity directed to
  a. Several programs are not in compliance with the
                                                                    wards discovering or revising facts, theories, or
     standard on general education and the college
                                                                    applications . . . . (and is) not limited to gradu-
     should take immediate steps to correct this short
                                                                    ate research institutions. . . .” The college would
                                                                    benefit from a careful assessment of its activities
  b. The college has not organized its management                   under this standard.
     information system and thus its outcome and ac-
     tivity measures are weak and in some cases non-

                                            SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        3

As the enclosed documentation shows, the College                A third interim visit occurred on October 27-28, 1997.
began responding to these recommendations immedi-               After reading the College’s 1997 Focused Interim Evalu-
ately. In its 1992 Interim Accreditation report, the            ation report, the Commission commended the College
College addressed four of the recommendations from              for its efforts on related instruction, educational pro-
the Commission’s 1990 report: # 3- communication;               gram effectiveness, and part-time faculty evaluation.
# 8- Standard X-Scholarship and Research; # 1-gen-              The report concluded:
eral education and related instruction; and # 2-out-
                                                                South Puget Sound Community College’s responses to
come and activity measures. On October 26, 1992,
                                                                recommendations are a result of faculty-driven initia-
Dennis Lerum visited the College, and in his report he
                                                                tives . . . . There is an apparent commitment by faculty
praised the College’s efforts in these four areas. He con-
                                                                to these initiatives. It is judged [that] responses have
cluded that more work remained on incorporating re-
                                                                complied with the letter and spirit of the fifth year In-
lated instruction goals in all technical and certificate
                                                                terim Report recommendations. The college is encour-
programs. Dr. Lerum wrote:
                                                                aged to favorably consider suggestions/responses that
The college must address Associate in Technical Arts            would further assist in the implementation of the Col-
degree program math requirements, those certificate             lege Institutional Effectiveness Plan.
programs that have not yet incorporated required re-
                                                                Dr. Sandra E. Elman wrote to college President Dr.
lated instruction, and review the appropriateness of
                                                                Kenneth J. Minnaert on December 24, 1997, indicat-
satisfying related instruction requirements with activi-
                                                                ing the Commission’s wish that in its 2000 self-study
ties that involve the acts of computing and communi-
                                                                the College again address the issues of related instruc-
cating rather than the teaching or instructing [of] the
                                                                tion, educational assessment activities, and evaluation
principles or concepts of same.
                                                                of part-time faculty. The College’s responses to these
A second interim visit, on October 25-26, 1995, was in          requests follow.
response to the College’s 1995 Interim Accreditation
                                                                The self-study was asked to address related instruction
report and evaluation. The accreditation committee
                                                                in four specific programs: Dental Assisting, Food Ser-
again addressed several issues from the 1990 report,
                                                                vice Technology, Horticulture Technology, and Medi-
including, as in the 1992 report, # 1-general educa-
                                                                cal Transcription. Each of the separate reports of the
tion; # 4-administrative structure; # 5-the availabil-
                                                                above four departments explains how it has met the
ity of night services; # 6-evaluation of part-time fac-
                                                                related instruction requirements by including classes
ulty; and # 7; affirmative action. The Commission’s
                                                                in the crucial areas of communication skills, knowl-
Interim Evaluation Report commended the College for
                                                                edge of cultural systems, and critical thinking skills as
its efforts on all of these issues, finding that “South Puget
                                                                outlined in the South Puget Sound Student Learning
Sound Community College is fortunate to have a strong,
                                                                Outcomes Statement (see Appendix 1). Further, in
dedicated core of faculty, staff and administrators who
                                                                summer 1999, a sub-committee of the accreditation
are committed to students and the teaching-learning
                                                                steering committee developed an Associate of Techni-
environment.” The report also commended the Col-
                                                                cal Arts (ATA) Core Abilities Statement which spe-
lege specifically on its improved communication cam-
                                                                cifically includes statements about “fundamental quan-
pus wide, on the clarification of the division chair’s
                                                                titative and computational skills.” (see Appendix 1).
position and responsibilities, and on the implementa-
                                                                This ATA core abilities statement was developed to
tion of an effective affirmative-action plan. Recommen-
                                                                complement the pre-existing statement of core abili-
dations included bringing all certificate programs into
                                                                ties for the Associate of Arts degree which occurs on
compliance with related instruction requirements,
                                                                page 28 of the current College Catalog. Although the
which the College still had not accomplished; broad-
                                                                creation of the ATA core abilities statement did not
ening assessment activities beyond the individual class-
                                                                occur simultaneously with the Associate of Arts (AA)
room to include institution-wide assessment; and for-
                                                                statement, with the completion of the ATA statement
malizing the process for evaluating part-time faculty.
                                                                and its adoption by the college’s Instructional Council,

                                                               COLLEGE ACCREDITATION • BACKGROUND

South Puget Sound has formalized the inclusion of com-           ACCREDITATION ELIGIBILITY REQUIREMENTS
munication skills, knowledge of cultural systems, criti-
                                                                   s   South Puget Sound Community College was
cal thinking skills, and quantitative and computational
                                                                       initially founded as Olympia Vocational Techni-
skills in its ATA degree and certificate programs.
                                                                       cal Institute (OVTI) by the Olympia School Dis-
Related instruction is also addressed in the division level            trict in 1962. In 1970, the Washington state Leg-
reports as follows. The Dental Assisting compliance                    islature approved and financed the acceptance
with computation skills is addressed in the Health Sci-                of OVTI into the state community college
ences report; Horticulture Technology’s compliance is                  system. The College joined Centralia College as
described in the Natural Science report; and Medical                   a member of Washington State Community Col-
Transcription’s compliance is described in the Business                lege District Twelve in 1970, and shortly after
Technologies report. Food Service Technology, which                    wards was granted candidate status accredita
is its own separate division, explains its compliance with             tion by the Northwest Association of Schools and
computational skills in its separate report. Included with             Colleges. Following a self-study in 1974 and then
the departmental reports are copies of Program Plan-                   a site visit, the College was fully accredited in
ning Guides for the various ATA degree or certificate                  1975.
programs which outline all of the related instruction            In 1980 the Board of Trustees for Community College
requirements for the various programs and degrees.               District Twelve passed a resolution calling for the evo-
Secondly, throughout this self-study is evidence of how          lution of the College to a fully comprehensive commu-
divisions have attempted to use the College’s Institu-           nity college through the addition of an academic col-
tional Effectiveness Plan, developed in 1995, as the basis       lege transfer program. In 1982, the College began
for determining the effectiveness of their educational           awarding an Associate of Arts degree, and in 1984 the
efforts. Each division includes information that applies         college name was changed to South Puget Sound Com-
specifically to its programs and its instructors. Although       munity College to recognize and describe more fully
overall the divisions’ use of the Effectiveness Plan is          the comprehensive mission of the college and its geo-
uneven, this report is the first self-study since the Plan       graphic service area. South Puget Sound Community
was created to measure educational effectiveness. One            College was then created as Community College Dis-
of the lessons learned in this self-study is that some of        trict # 24 by an act of the Washington State Legisla-
the indicators in the Plan perhaps do not work as well           ture in 1988. The enabling legislation, House Bill #
as division chairs hoped and believed they would, but,           1361, was passed by the Washington State House on
nonetheless, this report shows an honest engagement              February 2, 1988, and by the Washington State Senate
with the Plan and a willingness to revise it if necessary.       on March 1, 1988. With the passage of this legislation,
                                                                 South Puget Sound became a separate Community
The third item was evaluation of part-time faculty. In-          College district.
cluded in the documentation for Standard Four is spe-
cific information about how part-time faculty are evalu-           s   South Puget Sound Community College has a
ated. The College now uses multiple indices for evalu-                 Board of Trustees which was created by the en-
ating part-time faculty, including student evaluations,                abling legislation in 1988. The Board has five
peer evaluations, and self evaluations. Copies of these                voting members, all appointed by the Governor,
evaluation documents are available in all division chairs’             and none of the members have any contractual,
offices, and the complete, specific policies for evaluat-              employment, or personal financial interest in the
ing part-time faculty are part of the exhibits for Stan-               institution.
dard Four (“Policies and procedures on the evaluation
of faculty, both full and part time”). Finally, the negoti-
ated faculty agreement of July 1, 1997 to June 30, 2000
describes on page 30 the complete evaluation process
for part-time faculty. This document is also part of the
required documentation for Standard Four.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       5

 s   The Board of Trustees General Policy Statement,         s   As the latest College Catalog explains in detail,
     Chapter 2, article 5, reads as follows: “Freedom            the College is a fully-accredited, comprehensive
     for faculty and students to carry on a discourse            community college which offers two-year Asso-
     of ideas within the classroom without interfer-             ciate of Arts and Associate of Technical Arts
     ence from others will not be abridged as long as            degrees, and several Certificate programs in tech-
     no civil or criminal law violations have occurred.          nical and service areas.
     Faculty are obligated, however, to conduct              s   The Associate of Arts and Associate of Techni-
     courses scheduled so as to achieve the objectives           cal Arts degrees at South Puget Sound Commu-
     stated in the course outline. No college employee           nity College regularly require the equivalent of
     or student shall interfere with the open and free           two years of full time academic work. The AA
     expression of ideas in the classroom if the above           and ATA degrees require the completion of 90
     conditions are met.” This statement insures that            quarter credit hours of courses numbered 100 or
     intellectual freedom for all students and faculty           above for completion. The regulations for these
     is maintained at South Puget Sound Commu-                   degrees, including minimum residency require
     nity College.                                               ments, are described in the 1999-2001 College
 s   South Puget Sound community College has a                   Catalog, pages 14-15. The catalog states that
     chief executive officer, Dr. Kenneth J. Minnaert,           students must “Complete their last 15 quarter
     whose sole professional position is President of            credit hours, or 30 of the last 45 credit hours at
     the College.                                                South Puget Sound Community College” (p. 15).
 s   The College has a mission, goals and objectives         s   As explained clearly in Standard two of this self
     statement, adopted and approved by the Board                study, all Associate of Arts and Associate of Tech-
     of Trustees, that is displayed throughout the cam-          nical Arts degrees, and all certificate programs,
     pus, and is published in all relevant documents,            require a component of general education and/
     including the College Catalog (p.4). As part of             or related instruction. This requirement is ad-
     the College’s 2000 self-study, this mission and             dressed in all department and all division level
     goals statement has been reviewed by the Ac-                narratives as part of Standard two in this report.
     creditation Committee, and the latest revisions,        s   The 1999-2001 College Catalog describes in
     dated September 21, 1999, have been approved                detail the educational objectives, and the means
     by the Board of Trustees. Revised versions of this          for achieving them, for all degree and certificate
     statement appear throughout the College. How                programs. These objectives and the means of
     ever, the latest revisions will not appear in the           achievement are also described fully in Standard
     College Catalog until the 2001-2003 version is              Two of this self study.
                                                             s   The admissions standards for the College, as
 s   The College is a state funded, public institution           described in the 1999-2001 College Catalog,
     of higher learning, and serves only the educa-              state that “Applicants who are high school gradu-
     tional and intellectual interests of its students.          ates or adults 18 years of age or older are eligible
 s   As this self study describes, institutional policies        for admission” (p. 8). High School students who
     are not the sole prerogative of the faculty stu-            are admitted to the Running Start program must
     dents, administration, or Board members. All                have junior year status at their high school and
     segments of the institution partake in establish-           must be approved by a high school counselor.
     ing and maintaining its institutional policies.             All students admitted to the college must take
                                                                 an ASSET test to determine placement in writ-
                                                                 ing and math classes. Applicants 18 or over who
                                                                 are not high school graduates must follow a spe-
                                                                 cial admission process about which information
                                                                 is available from Enrollment Services.

                                                             COLLEGE ACCREDITATION • BACKGROUND

s   The College’s mission, goals and objectives state-           s   The 1998-99 College Handbook, Chapter Two,
    ment reads: “As a comprehensive, open door com-                  Human Resources Policies and Procedures, sec-
    munity college, South Puget Sound Community                      tions 2.00, 2.01, and 2,02 affirm the College’s
    College is committed to providing quality educa-                 affirmative action, non-discrimination, and
    tional opportunities to met the intellectual, voca-              sexual harassment policies which apply to all Col-
    tional, career, personal, and developmental needs                lege employees. Section 2.03 addresses the
    of its students and members of the community.”                   College’s Drug and Alcohol Abuse and Preven-
    As stated above in # 3, the Board of Trustees Gen-               tion Program, 2.04 addresses the 1990 Ameri-
    eral Policy Statement,Chapter 2, Article 5 assures               cans with Disabilities Act compliance on cam-
    complete academic and intellectual freedom to                    pus, and 2.05 lays out the Ethical Conduct and
    both faculty and students.                                       Conflict of Interest policies. A copy of the Col-
s   The faculty at the College are professionally                    lege Handbook containing this information is
    qualified for their teaching responsibilities. The               available in the Team Room for the on-site visit.
    division binders for each division in this self study            The Code of Student Rights & Responsibilities,
    contain faculty vitae indicating their professional              as amended in June, 1999, includes on pp. 11-
    qualifications and on-going intellectual interests.              12 an expanded statement about violations of
                                                                     the student Code, including explicit statements
s   Classes at the College are conducted in appro-
                                                                     regarding sexual harassment among students.
    priate classrooms, labs, and study rooms in sev-
                                                                     This amended statement includes the College’s
    eral centrally located buildings and in the library.
                                                                     definition of sexual harassment.
    Further, most full time faculty have private of
    fices for personal instruction and consultation              s   The college has a student admission policy
    with their students.                                             explained fully in the College Catalog (pages 8-
                                                                     9), and it adheres to this policy in admission pro-
s   The College has a fully staffed, professional
                                                                     cedures for all students. This policy and its imple-
    library with an ever and rapidly increasing col-
                                                                     mentation are fully explained in Standard Three
    lection of holdings in both hard copy and elec-
                                                                     of this self-study.
    tronic forms. The narrative of Standard Six in
    this self study details the continued growth of              s   The College Catalog has been revised for the
    the library holdings and its ability to serve the                1999-2001 period, and it contains all relevant
    students of this institution.                                    information needed by students who wish to
                                                                     enter the College.
                                                                 s   The College receives most of its operating bud
                                                                     get from legislative bi-annual appropriations.
                                                                 s   The College’s operating budget is approved
                                                                     annually by the Board of Trustees, and the bud-
                                                                     get is subject to auditing every year by the Wash-
                                                                     ington State Auditor.
                                                                 s   The College was officially created as a separate
                                                                     community college in 1988 by an act of the
                                                                     Washington State Legislature. The original in-
                                                                     stitution, Olympia Vocational Technical College,
                                                                     was established in 1962.

                                            SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         7

 s   The College fully accepts the policies adopted
     by the Commission on Colleges and, as this self-
     study explains, fully complies with these policies.
 s   With the publication of this self-study, and the
     College’s welcoming of the visitation team to our
     campus, we hereby disclose to the Commission
     any and all information it may need to complete
     its evaluation of our educational work.
 s   The College understands that the Commission
     on Colleges may, at its discretion, reveal pub-
     licly portions of the Commission’s evaluation of
     this self-study, and the College accepts whatever
     may be the consequences of such a decision.

STANDARD 1                                                    INSTITUTIONAL EFFECTIVENESS • STANDARD 1

INSTITUTIONAL                                                    The Institutional Effectiveness Plan (IEP): To pro-
                                                                 vide for a more comprehensive campus plan for evalu-
                                                                 ation and resource allocation, the Institutional Effec-
MISSION                                                          tiveness Plan (IEP) was developed from one of the strat-
                                                                 egies within the Strategic Plan. (See Appendix 1) This

AND GOALS                                                        plan was designed to direct the development and ap-
                                                                 plication of ongoing effectiveness measures across the
                                                                 institution with primary emphasis on student outcomes.
PLANNING AND                                                     Originated in 1996 by a task force, the gathering of
                                                                 measurements and other data for the indicators is nearly

EFFECTIVENESS                                                    completed as part of the first cycle. Indicators may rely
                                                                 on Student Management System data, institutional data
OVERVIEW                                                         collected by the College on student performance, fac-
                                                                 ulty evaluations, and student perception data collected

            lanning activities, in a general sense, can be
                                                                 campus-wide by administration of the Community Col-
            thought of contextually as applying to annual
                                                                 lege Student Experiences Questionnaire (CCSEQ).
            or biennial budget development. The develop-
            ment of the College operating budget request         This plan was developed as a six-stage process:
and the capital budget request for facilities construction         s Running (operating)

and maintenance are both planning processes for the                s   Defining
expenditure of state funds. The following plans take a             s   Questioning
different tack: both are future directed and task oriented.
                                                                   s   Data Collecting
One plan may be thought of as expansive, the other all-
encompassing. Common to both plans is a collaborative              s   Analyzing
process which has become noteworthy of the activities at           s   Responding
the College. A brief description of each plan follows.           The cycle then repeats itself. Since the plan has reached
The Strategic Plan: The Strategic Plan is the back-
                 Plan:                                           the latter stages of data collection, any departmental
bone of the planning initiative at the College and rep-          modification and adaptation still await the analysis
resents activities and events executed over a five-year          stage. With such activities on the horizon, the College
period. (See Appendix 1) First begun in 1989 with a              can look forward to continual change as it heads into
steering committee initiated by the Board of Trustees,           the millennium.
the College is now at the terminus of the second five-
                                                                 MISSION AND GOALS
year period and has embarked on a new plan to begin
                                                                 The College mission and goals are created and reviewed
the year 2000. The current plan consists of the College
                                                                 by the College Board of Trustees. The Board’s guid-
mission statement linked with goals, objectives, vision
                                                                 ance on the College mission is derived from the origi-
statements and various strategies. For instance, Vision
                                                                 nal enabling legislation of 1967 which created the com-
Five applies to academic planning and assessment, and
                                                                 munity college system for the state of Washington, and
it is within the accompanying strategies that evalua-
                                                                 from the 1993 legislation which updated the mission
tion and assessment tasks are outlined together with a
                                                                 of the state’s community and technical colleges. Ap-
timeline for completion and responsibility assignments.
                                                                 pendix 1.1 contains the Revised Code of Washington
To initiate the new plan, input from the various pub-
                                                                 which is the legislation enabling the community and
lics within the community was integrated to ensure this
                                                                 technical college system for the state of Washington.
major document is timely and meets the needs of a
growing community. Seven community forums were
sponsored by the College to invite participants from
the community to share their ideas and suggestions on
how better to meet the community’s educational needs.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        9

The Board uses a college-based process in the formula-       strategies occurs every year as part of the College’s bud-
tion of the College mission, goals, objectives, and vi-      get development cycle. A presentation in open session
sions. The current statements were developed as a re-        is made annually to the Board of Trustees as to the sta-
sult of the most recent review and update of the mis-        tus of the plan’s achievements. A copy of the Strategic
sion-goal statement. This process began in the fall of       Plan is located in the Team Room for the accreditation
1997 with initial planning about the process the Board       team’s review.
wished to use. A series of community forums was held
                                                             The strategic planning process includes the identifica-
where a cross-section of groups from the larger com-
                                                             tion of resource requirements. Specific areas of responsi-
munity and the College provided information and per-
                                                             bility and the cross-departmental nature of many of the
ceptions on the mission, goals, and objectives for the
                                                             strategies necessarily entail the allocation of college re-
College. A schedule of these forums with comments
                                                             sources devoted to educational activities, to continuing
and recommendations is available in the T   eam Room
                                                             the policy of being an “open door” college, and to the
for review.
                                                             planning parameters used throughout the College.
Subsequent to these forums the College convened a
                                                             The degree to which the College provides “public ser-
staff-based meeting on June 22, 1999 for a review and
                                                             vice” is consistent with the mission of an “open door”
further synthesis of the community forum information.
                                                             public community college in Washington state. In ad-
This synthesis brought forward a series of draft vision
                                                             dition to the traditional transfer, developmental, and
statements for review by the Board of Trustees in the
                                                             technical program suite, the College also provides a
fall of 1999. Parallel to this process, the accreditation
                                                             variety of no-fee and low-fee services to the commu-
steering committee engaged in a review of the previ-
                                                             nity, ranging from small business counseling to artist
ous mission, goals, objectives, and visions. This review
                                                             and lecture series to informal consultation by college
also contributed to the Board’s process in reassessing
                                                             staff with community groups.
the mission statement. The previous college mission,
goals, objectives, and vision statement was adopted in       The College has been, and continues to be, in frequent
1994 using a similar process, bringing forward the Col-      contact with the Commission in the preparation for
lege community’s recommendations on the mission,             and response to accreditation issues as they arise. Cor-
goals, objectives, and vision statements. Copies of the      respondence between the Commission and the College
statement are widely distributed in College publications,    is available for review in the Team Room.
including the College Catalog and the College Hand-
book, and as a separate document.                            SPECIFICS FOR THE STANDARD
                                                             The Institutional Effectiveness Plan (IEP) is the plan-
The College develops the Strategic Plan as a result of       ning document most clearly encompassing the assess-
establishing the mission, goals, objectives and vision       ment and evaluation process for the College. Effective
statements. This plan is created to specify more clearly     for all program areas of the College, the statements for
the actual operations and activities the College will        measurable performance indicators are related to the
engage in to further achievement of the mission. The         goals and objectives of the various divisions. This plan
process for the development of the plan includes a re-       requires that each operational area take responsibility
view of the current plan, assessment of the plan’s ap-       for ensuring that the performance indicators are actu-
plicability to the updated mission statement, and the        ally measured. This may take place with both depart-
creation of new strategies as needed in order to achieve     mental collection of data and institution-wide pro-
the mission’s expectation. The process to develop the        cesses. Indicators may reflect Student Management
plan also uses a broad-based group of College staff, fac-    System data or institutional data collected by the Col-
ulty, administrators, and student leadership to formu-       lege on student performance, such as number of gradu-
late both short- and long-term strategies. Usually the       ates or cumulative grade point average. Faculty evalu-
time period for the plan is approximately five years.        ations can be useful as well as student perception data
Responsibility for the strategies and activities is as-      collected campus-wide by the Community College Stu-
signed, and President’s staff review of the status of the    dent Experiences Questionnaire (CCSEQ).

                                                              INSTITUTIONAL EFFECTIVENESS • STANDARD 1

Initial responsibility for analyzing and responding to this      Both plans consider the importance of the College’s
information is placed with the divisions. Subsequent             service to the public. Activities regarding public ser-
responsibility for assuring that meaningful analysis oc-         vice are addressed in Vision One of the Strategic Plan:
curs followed by responses which reflect the analysis,           “The College maximizes resources and increases edu-
rests with the administrators assigned to the major ar-          cational opportunity in the communities by creating
eas of Instruction, Student Services, Administrative             partnerships with public and private business, organi-
Services, Human Resources, and the President. The                zations and agencies.” Public service concerns are also
extent to which the goals are reached reflects the at-           addressed in the IEP by the Community Education pro-
tainment of the indicators that become discussion                grams which promote courses of interest to the general
points within the analysis, and changes could then re-           public. These courses either bear credit hours or non-
sult from the process.                                           credit status consistent with the goals and mission of
                                                                 the College. Also in that plan, the President’s Office is
Evaluation and educational assessment are found in
                                                                 structured for a community relations component that
the vision statements and strategies of the Strategic
                                                                 measures membership and participation in community
Plan. The vision statements are an extension of the
                                                                 organizations by administrative and exempt staff.
objectives and goals that relate to the mission of the
College. Strategic Planning strategies are those activi-         Participation in the planning process was evident when
ties or events which involve College personnel and are           input from the various segments of the community was
related to the achievement of a particular vision state-         used to integrate and update the Strategic Plan. The
ment. Implementation dates and responsibilities are also         most recent activity occurred during the period June
named in the plan, and specific strategies may be imple-         1998 through May 1999 when seven Educational Part-
mented for as long as the five-year period of the plan.          ners Forums were held on the main campus and Hawks
Evaluation and assessment activities may not com-                Prairie Center (See Appendix 1). Constituents were
pletely reveal the extent to which the institution               invited to exchange information and share ideas and
achieves its goals, but may be included in a vision which        suggestions on further development of educational ser-
contributes to that end. Certainly the Strategic Plan            vices to the community. These forums included mem-
contains a variety of activities related to each of the          bers of the business community, social service agency
vision statements. The linkage of the various compo-             representatives, representatives of higher education and
nents to satisfy the mission of the College represents           secondary school districts, College faculty and staff, and
an important planning device for the institution.                College alumni and current students. In June 1999 a
                                                                 strategic planning retreat was attended by faculty, staff,
In the current Strategic Plan, four of the seven vision
                                                                 and administrators to review and update the visions
statements are linked to teaching or educational out-
                                                                 and strategies reflecting the input received through the
comes while research activities are found as strategies
                                                                 community forums.
in two of the vision statements. For instance, Vision
Five states: “The College engages in a continuous pro-           Broad-based campus involement was key to the devel-
cess of academic planning and assessment to ensure               opment of the IEP, which started with a task force ap-
that it is effectively fulfilling its mission of providing       pointed by the President. The Task Force was chaired
quality educational opportunities for all students.” Also,       by the Vice President of Instruction and was composed
an office for educational research was established as a          of faculty and administration representing the
result of a strategy developed under Vision One. Aca-            President’s Office, Instruction, Technical Programs, Ad-
demic evaluation is also addressed in the IEP. The in-           ministrative Services, and Student Services.
struction section has language that describes nearly all
of the academic units in measurable performance state-
ments. These statements reflect student or instructional
outcomes within each of the divisions, and these are
most certainly evaluations of teaching activities.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        11

The College has used the results of evaluation activi-          The IEP operates on a different level: All divisions have
ties and ongoing planning processes to improve institu-         their own measurement tools known as measurable
tional services and activities as evidenced by the pro-         performance indicators; from the data collection
cess used to revise the Strategic Plan. The new Strate-         emerges the analysis of their effectiveness. This pro-
gic Plan included changes to its vision statements which        cess operates entirely from within the divisions, and
are the result of evaluation activities, community fo-          the administrators for each of the major areas of the
rums, and the planning process designed to improve the          College conduct the final analysis. Thus the priorities
overall plan. Strategies which complement visions have          to be addressed are established internally. The evalua-
been worked on by members of the College staff, ad-             tion and planning work are done in conjunction with
ministrators, and faculty and the new plan has gone             the analysis of the measurable performance indicators,
before the Board for approval. The strategies are usu-          and the priorities are subject to change dependent upon
ally carried out within the five-year period of each plan.      the analysis.
As outcomes are reached for the many strategies, they
                                                                Also, the various administrative offices make sure the
are retired while others continue to be examined by the
                                                                necessary assistance is available for both evaluation and
responsible parties. The new vision statements could
                                                                planning activities. The Strategic Plan needs the most
affect such broad areas within the College as students,
                                                                extensive resources due to the desired input from com-
educational programs, student services, development,
                                                                munity forums, tape transcriptions, retreats for staff,
the President’s Office, and the community at large.
                                                                administrators and faculty, and committee time to de-
While the IEP is still undergoing its initial cycle and has     velop new visions and strategies. While the expendi-
not reached the final stage, the College foresees its results   ture of committee time for the development of the vari-
further enhancing College services and activities. Improve-     ous plans may be the largest expenditure of resources
ment will occur after the analyzing and responding parts        experienced by the College, the IEP may represent the
of the process have been completed. It is anticipated           largest amount of total committee time needed to carry
that among the changes resulting from this process will         out the necessary tasks.
be measurable indicator statements that will yield vari-
                                                                The Director of Educational Research is responsible
ous types of data and give administrators a better picture
                                                                for data collection from the student database in the
of the effectiveness of their individual program areas.
                                                                instruction area of the IEP. Where possible, research
Integration of the evaluation and planning processes            efforts have used the student database, evaluation re-
occurs on more than one level among these various               sults and CCSEQ findings as assessments for the mea-
plans. The Strategic Plan relies on community forums            surable performance indicators developed in the plan.
for input concerning educational needs from various             The results have now been returned to the operational
segments of the community. This is coupled with ad-             divisions for analysis. The research office also contrib-
ministrative, faculty and student committee work to             uted to the development of the Strategic Plan, where
highlight the areas where new vision statements can be          input from the community forums was digested, ana-
applied. The participants in the community forums con-          lyzed and edited in preparation for the College retreat
stitute an evaluative process since they are aware of           (See Appendix 1). The research office has been sup-
changing needs and priorities which can be addressed            portive, where possible, of the development of data
by the College. At the College’s Strategic Planning Re-         which was necessary for the development of the plans.
treat, a committee representing faculty and staff sug-          The Director has been part of the committees which
gests changes which are brought into the planning pro-                                               ,
                                                                began development of the initial IEP assisting with de-
cess which are adaptable as Vision Statements. Later,           fining measurable performance indicators and structur-
the committee will concentrate on creating new strate-          ing goals and objectives for the academic units.
gies for these visions. Herein is the culmination of an
evaluative and planning process brought together to
identify community priorities which then become insti-
tutional priorities.

                                                             INSTITUTIONAL EFFECTIVENESS • STANDARD 1

The Strategic Plan facilitates the review of evaluation         The IEP is a recent addition designed to examine the
and planning activities through the community forum             effectiveness of programs within the College. It em-
process, and the development of new vision statements           phasizes measureable perfomance indicators on the
may occur directly from this process. Any institutional         individual program level. Although this plan is still
research may be a target of strategies anyplace within          within its first cycle, departments are beginning to
the vision statements. In the current plan, evaluation          realize the usefulness of the plan and the importance
and assessment were part of the planning activities and         of crafting performance indicators to analyze depart-
the development of a research office was one of the             mental outcomes.
strategies within the structure of the plan. From now
on, perhaps one of the tasks of the research office would
                                                                ISSUES OR WEAKNESSES OF
be to assure that reviews are systematically carried out        PLANNING AND EFFECTIVENESS:
in order to maintain planning effectiveness. The IEP            CHALLENGES
has not completed its first cycle of operations yet, but        One of the difficulties encountered by the Strategic Plan
reviews of the research, evaluation, and planning ac-           in using community forums as a device to solicit com-
tivities have been incorporated within the plan.                munity input lies in the sheer volume of ideas and sug-
                                                                gestions by the participants. Not all suggestions can be
The community, both on and off campus, is kept in-
                                                                used in the development of a strategic plan. Thus col-
formed of the College’s activities and successes. For
                                                                lege personnel who meet for the purpose of developing
instance, a report has been released to the faculty on
                                                                visions and strategies face the ever-growing task of ac-
the results of both a marketing study and telephone
                                                                commodating a wealth of information passed on by the
survey carried out in Thurston County concerning the
                                                                forum participants. The IEP is still in its infancy, and a
College, and the President’s staff was informed of the
                                                                complete analysis of it has yet to be done. Consider-
results of a student survey done on the Hawks Prairie
                                                                able refinement among the division statements of mea-
Center. The Office of College Relations publishes The
                                                                surable performance indicators will have to be done.
Wave-by-Wire, a weekly newsletter distributed to all
                                                                Many of the performance indicators rely on data sources
staff and faculty via the College’s e-mail system. In ad-
                                                                which are not obtainable in a reasonable manner or do
dition, the college relations office distributes news con-
                                                                not reside in the student database and hence are not
cerning a wide variety of College events and issues
                                                                retrievable. As the initial cycle is completed, then the
speaking to the effectiveness and success of the Col-
                                                                divisions can go about the task of refining and revising
lege to local and region regional media. In fact, the
                                                                statements to obtain the necessary data for indicators.
local daily newspaper recently published an editorial
praising the College’s strategic planning processes. The        CONCLUSION
editorial said the College was “the jewel in the crown          The community forum remains the best method for
of Olympia.”                                                    obtaining important ideas and suggestions from the
                                                                community to improve the operation of the College.
                                                                The settings provide for a free flow of ideas and in-depth
PLANNING AND EFFECTIVENESS                                      information. A sense of community is also fostered when
The Strategic Plan is the primary management tool used          people gather on the campus and in the company of
by the administration in the pursuit of the mission and         faculty, administrators and staff to suggest ideas and
goals of the College. The plan is designed to gather            strategies which are important to all.
information from the community in order to function
as an institution representing the educational needs of         The IEP remains the instrument from which it is pos-
the service areas. Continuing to use community forums           sible to evaluate at the division level the defined out-
insures that community input will be heard by college           comes throughout the College. When the indicators
officials. The educational direction of the institution is      are related to the objectives, goals and mission of the
greatly aided by voices within the community who fo-            institution, then this plan becomes a vital link to the
cus on what they determine as need.                             Strategic Plan where input from outside the College is
                                                                also vital.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        13

In essence, the College has two plans: one more global        REQUIRED SUPPORTING
for five years duration relying on input from the com-        DOCUMENTATION
munity; the other from one- to two-year cycles, divi-          s   1-1 Institutional Mission and Goals
sional in nature, relying on college personnel to de-
                                                               s   1-2 Evidence that demonstrate analysis and
velop the indicators which identify key outcomes es-
                                                                   appraisal on institutional outcomes
sential to the division. In the future, the plans can func-
tion to solidify the efforts of college personnel to create   MATERIALS IN TEAM ROOM –
a more effective institution to serve the students and
                                                              REQUIRED EXHIBITS
communities in the service area.
                                                               s   Appendix 1: Strategic Plan
In an effort to increase the effectiveness and emphasis
on educational issues within the service community,
attention should be paid to an exploration of methods
which would decrease the number, yet maintain the
scope of ideas emanating from the groups. The free flow
of ideas and exchange of information can still be main-
tained, but a concentration on a narrower spectrum of
need would be of value.

The IEP is a valuable tool for all involved in the
process of defining measurable outcome indicators. The
data to be sought for the plan for the amended process
should reflect a well-planned approach to the use of
those indicators that are not only available and defin-
able, but are sensitive to the overall needs of the de-
partment. When the indicators become so arranged,
then this instrument can become more of an effective-
ness tool which can then be truly beneficial to the
College community.

                                                                        INSTITUTIONAL EFFECTIVENESS • STANDARD 1

                                                          MISSION M
 As a comprehensive, open door community college, South Puget Sound Community College is committed to providing
quality educational opportunities to meet the intellectual, academic, vocational, career, personal, and developmental needs
                                      of its students and members of the community.

                                                     THE COLLEGE STRIVES
                            To provide a comprehensive curriculum responsive to community needs.
            To provide services that help students define and meet their educational, career, and personal goals.
                 To assure high standards of performance through program assessment and staff evaluation.
                                 To provide extracurricular programs and activities for students.
                                               To be an integral part of the community.

                                                      OBJECTIVES  O
                                        WE PLACE THE HIGHEST PRIORITY ON
    Enabling and assisting a diverse population of students to attain their educational goals; ensuring that our services,
                   activities and procedures are current and relevant to student and community needs.
  Improving the quality of life in the community by supporting economic development, expanding access to educational
                        programs and services, and sponsoring cultural and intellectual activities.
  Ensuring mutually supportive relationships between the college and community by working cooperatively with other
schools and colleges, civic groups, associations, government agencies and businesses, including relationships that support
                                                   international education.
Challenging students to achieve their best; providing opportunities to employees for professional growth and personal well being.
                                                Expanding the college’s resource base.

                                                           VISIONS V
                                        WE ENVISION FOR THE 21ST CENTURY
          The college’s programs and services attract and retain a diverse population and support student success.
Students develop basic work, critical-thinking and interpersonal skills necessary for social, political and economic life in a global society.

                                                    EDUCATIONAL PROGRAMS
The college offers flexible, accessible programs and services that meet diverse learning styles, goals and schedules, and also
                        responds to the changing employment and educational needs of our community.
       The college uses planning and assessment to ensure that it is providing educational opportunities for all students.
The college’s programs and services foster successful transition to educational and career advancement and are recognized
                                            by the community for their quality.

The college values and nurtures its human resources by supporting communication, a sense of community and well being,
                                 personal and professional development and recognition.
The college develops and makes the best use of the financial, intellectual, technological and physical resources necessary to
                                     support high quality programs and services.

   The college faculty, staff and students are a community of diverse cultures, ages, sexual orientations, races, religions,
  abilities, ethnicities and nationalities working and learning in an atmosphere of intellectual freedom and mutual respect.
   The college is an educational resource for the community and partners with local, regional, national and international
                                                      SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY                    15








                                                                Educational Program Chart 1999-2000

                                                                                                                                                                                                                                                      SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY
                                                                                                                          Vice President for Instruction

                                                                                                                                                                                                                          EDUCATIONAL PROGRAM CHART
                                                                                                                                Dr. Mike Beehler
                                                                                                  Fiscal Specialist                                          Senior Secretary
                                                                                                     Supervisor                                               Lucille Bakewell
                                                                                                  Maureen Stephens
                                                                    Office Assistent III
                                                                        Beth Zeller
                                                                                                       Dean of                                                    Dean of
                                                                                                 Technical Education                                        Extended Education
                                                                                                   Regina Lawrence                                            Louise Whitaker
                                                                    Senior Secretary
                                                                     Donna Rutledge
                                                                                                                                                Program Coordinator               Program Coordinator
                                            Program Coordinator                 Computer                Computer Support Tech.                    International Ed.                  Continuing Ed.
                                            Cooperative Education            Maintenance Tech.             Chester Baldwin                         Colleen Cooper                     Forrest Stepp
                                                 Ann Adams                     Stephen Carr                 Peter Larsen
                                       Office Assistant                                              Director of                                                Director of
                                        Sally Murrow                                             Educational Research                                          Food Service
                                                                                                      John Tiger                                               Fred Durinski               Instructional Tech.
                                                                                                                                                                                                Zina Losey
                                                                           Dean of Center for                                                                Director of Small
                                                                          Continuous Learning                                                              Business Development
                                                                             Lee Paavolva                                                                      Doug Hammel
                                                                                                             Senior Secretary
                                         Administrative Assistant                                             Carolyn Burns
                                              Ginger Judd
                                                                               Director of                      Director of

                                                                         Management Programs                Technical Programs
                                                                            Rita McConnon                     Tina Alexander
                                        Division Chair,            Division Chair,                  Division Chair,              Division Chair,             Division Chair,                Division Chair,              Library/
                                     Business Technologies       Developmental Ed.                   Humanities/                Natural Sciences             Health Sciences                Social Sciences            Media Services
                                         Lorna Patterson       Crystal Ashley-DuVerglas            Communications                   John Nett               Mary Beth Higgins                 Ron Averill                Director
                                                                                                    Mary Soltman
                                            Office Assistant                  Office Assistant                   Office Assistant                    Office Assistant                     Office Assistant            Office Assistant
                                           Emmie SanNicolas                    Jane Freeman                     Suzanne Crawford                      Joan Slighte                         Robin Bodin                 Sheri Ingram
                                         Instructional Tech.     Program Coordinator                Instructional Tech.                      Intructional Tech.                  Instructional Tech.          Program Coordinator
                                              Judy Clark              Jan Stewart                     Connie Jacobs                              Ray Dooley                        Tammy Strong               DeAnn Brachtenbach
                                                                                                                                               Diana Findley
                                     Educational Program Organizational Chart 1999-2000

                                                                                                                Vice President for Instruction
                                                                                                                      Dr. Mike Beehler
                                                                                         Fiscal Specialist                                        Senior Secretary
                                                                                            Supervisor                                             Lucille Bakewell
                                                                                         Maureen Stephens
                                                                                          Office Assistant
                                                                                            Beth Zeller

                                                                                                                                                                                                                   2000 ACCREDITATION SELF-STUDY SOUTH PUGET SOUND COMMUNITY COLLEGE
                                           Dean of                   Dean of               Director of                                               Director of       Dean of Center for     Director of Small
                                     Technical Education     Developmental Education   Educational Research                                        Food Services      Continuous Learning   Business Development
                                       Regina Lawrence           Louise Whitaker            John Tiger                                              Fred Durinski         Lee Paavola           Doug Hammel
                                                                                                                                                   Food Service

                                       Division Chair            Division Chair            Division Chair              Division Chair             Division Chair         Division Chair          Director
                                       Lorna Patterson            Nancy Elliot             Mary Soltman                  John Nett               Mary Beth Higgins       Oli Newsome            Russell Rose
                                        Business               Developmental             Humanities/               Natural Sciences              Health Sciences      Social Sciences          Library/
                                      Technologies               Education             Communications                    Astronomy                Dental Assisting        Anthropology       Media Services
                                          Accounting          Adult Basic Education    American Sign Language             Biology                 Fire Protection/       Early Childhood
                                          Automotive         Development Education                 Art                    Botany                     Command                Education
                                            Business         Developmental Reading        College Writing               Electronics                   First Aid       Economics Education
                                    Computer Programming      English as a Foreign              Drama                    Chemistry               Medical Assisting            History
                                    Database Management             Language             Foreign Language                                             Nursing         Human Development
                                                                                                                   Engineering in Training
                                            Drafting          English as a Second            Humanities                                          Physical Education     Parent Education
                                                                    Language                                             Geology
                                       Legal Secretary                                   Interpreter Training           Horticulture                                    Political Science
                                                               General Education
                                         Management              Diploma GED                   Literature              Mathematics                                         Psychology
                                    Network Administration                                       Music                    Physics                                           Sociology
                                     Office Administration                                    Philosophy               Public Works
                                           Paralegal                                            Speech              Telecommunication
                                           Welding                                                                      Technology

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

OVERVIEW                                                          quests for course substitutions are first made to the re-
                                                                  spective division chair and then are finalized by the

             he Standard Two section of this self-study
                                                                  Vice President for Instruction.
             contains separate reports on all six aca-
             demic divisions which address 2.A, 2.B,              Institutional policy also governs the procedures for
             2.C, 2.1, and 2.2 of the standards. These            adding or deleting courses (2.A.12). Such decisions are
reports are followed by responses to 2.G, Continuing              made by the Instructional Council, and the relevant
Education and Special Learning Activities; 2.H, Non-              procedures are described fully on pages 2-5 in the
credit Programs and Courses; 2.3, Credit for Prior                Council’s Handbook, which was revised in August 1999
Learning; 2.4, Study Abroad Programs; and 2.6. Dis-               (See Required Documentation 2-2) The Instructional
tant Education. The complete program level self-stud-             Council is composed of the six division chairs, The
ies, which supplement the division-level reports and              Dean of Enrollment Services, the Coordinator of
are part of the Required Documentation for Standard               Counseling, the Dean of Extended Education, the
Two, will be in the Team Room for the October visit.              Dean of Technical Education, two faculty at-large
                                                                  elected every fall quarter, and, acting as chair of the
While all the division reports address the same stan-
                                                                  Council, the Vice President for Instruction. The
dards, and all the program reports follow a similar for-
                                                                  Council’s Handbook standardizes all procedures for
mat, they are nonetheless individual efforts that often
                                                                  course additions and deletions, and provides examples
differ in length and content due to several factors, in-
                                                                  of acceptable course outlines and syllabi which must
cluding the size and purpose of the division or program;
                                                                  accompany requests for new courses or significant
the number of full-time faculty and kinds of courses
                                                                  changes to existing courses.
offered; and the number of students served in the divi-
sion or program. These division and program reports               As part of the College’s accreditation process, on Sep-
also address several important issues at this institution,        tember 14, 1999 the College hosted two speakers, one
including space allocation for instruction purposes; dif-         from Clark College and one Columbia Basin College,
ficulties attending the academic programs at Hawks                who spoke to the full accreditation committee and the
Prairie; the degree and type of assessment being done             six division chairpersons about their experiences with
in each division or program; the availability of library          what Clark College termed the “Syllabus Project.” The
and media services, advising, and computer facilities             speakers outlined their respective college’s experiences
for evening and weekend classes; division and program             with this project, and, as a result of their talks, South
budgets for professional development, especially travel;          Puget Sound decided to initiate its version of the Syl-
and the ratio of full- to part-time faculty.                      labus Project in spring 2000. The initial meetings in-
                                                                  volved the six division chairs, Dr. Mike Beehler, Vice
In the following six division reports, items 2.A.10, 11,
                                                                  President for Instruction, and Dr. Robert Bell, Vice
and 12 are not addressed individually. Rather, institu-
                                                                  President for Student Services. As the division reports
tional policies apply. The College’s policy on credit for
                                                                  indicate, the current division chairs are committed to
prior learning (2.A.10) is explained in a separate essay,
                                                                  this project, and they and the accreditation chairman
2.3, and is so identified in this self-study. College policy
                                                                  hope to have examples of their work in time for the
allows that, should any program be eliminated (2.A.11),
                                                                  Commission’s visit in October, 2000.
one of two options might occur. Students currently in
the program finish, even though the eliminated pro-               Several key documents have guided major changes
gram is no longer open to new registration. With the              in this institution’s educational programs since 1990
second option, students are issued course substitutions           and will continue to guide further development.
so that they can complete a parallel program and gradu-
ate with the best possible skills. Further, if significant
program changes are made, students are allowed to
graduate under either the old or new requirements,
assuming they maintain continuous enrollment. Re-

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       25

These documents include:                                     Together these documents represent the institution’s
  1. Student Learning Outcomes Statements,                   efforts to formalize educational goals for both the AA
     adopted by the College faculty in spring quarter        and ATA degree programs and they will guide the edu-
     1993. This document represents one of the               cational development of this campus well into the next
     faculty’s initial efforts to create campus-wide cri-    decade.
     teria for outcomes assessment. Although creat-
     ing this document involved faculty from all divi-
                                                             REQUIRED SUPPORTING
     sions of the College, because of its broad,             DOCUMENTATION
     comprehensive nature it became unwieldy and             These documents are included in the Required
     eventually evolved into separate statements of          Suporting Documentation at the end of Standard Two.
     core abilities and general education philosophies:
     one for the Associate of Arts degree and one for
     the Associate of Technical Arts, Nursing, and
     Certificate programs;
  2. The College’s Philosophy of General Education
     Statements for the Associate of Arts and the
     Associate of Technical Arts, Associate Degree
     in Nursing, and Certificates of Completion.
     These documents were revised during the 1999-
     2000 academic year and were adopted by Instruc-
     tional Council in October 1999 (Associate of
     Arts statement), and January 2000 (Associate
     of Technical Arts, Nursing, and Certificates of
     Completion programs).
  3. Closely related to these documents are the
     College’s Core Abilities Statements for both the
     Associate of Arts and Associate of T  echnical Arts
     programs. The current Catalog contains, on page
     28, the statement of core abilities for the Asso-
     ciate of Arts degree. During this self-study, the
     accreditation committee realized that the cur-
     rent Catalog did not contain a parallel statement
     of core abilities for the ATA programs. There-
     fore, the Standard Two Sub-committee, plus di-
     vision chairs from Health Sciences, Business
     Technology, and Natural Sciences met to write
     a core-abilities statement that would be accept-
     able for all technical and certificate programs on
     campus, including the Nursing Program. This
     document was finalized in July 1999 and it will
     be printed in the next College Catalog.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2



            he Business Technology Division consists            In addition, there are special transfer agreements with
            of eight programs that include at least 27          certain four-year colleges that give graduates who com-
            fields of study, as shown in Table 1. Since         plete an Associate of Technical Arts degree an oppor-
            this division is primarily career-based, the        tunity to transfer and complete general education
jobs appropriate to the field of study are also presented.      courses at the granting institution to earn a bachelor’s
                                                                degree. (See 2.C.4)

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      27

2.A - GENERAL REQUIREMENTS                                    The mix of faculty allows the Division to offer to stu-
HUMAN RESOURCES                                               dents wide-ranging and complementary interests and
                                                              experience. Faculty within the Division are all voca-
                                                              tionally certified, and their credentials are consistent
Twenty-one full-time faculty, one division chair, and
                                                              with industry requirements. For example, automotive
22 part-time faculty teach in the various programs
                                                              instructors are Automotive Service Excellence (ASE)
within the Business Division. Each year, the goal of the
                                                              Master Certified Automotive Technicians. The weld-
College is to convert part-time faculty to full-time fac-
                                                              ing instructor is an American Welding Society certi-
ulty when funding allows, to have a reasonable ratio
                                                              fied Welding Inspector and a Washington Association
between full-time and part-time faculty. For the Divi-
                                                              of Building Officials (WABO) certified Welder Exam-
sion, at least two new full-time faculty have been added
                                                              iner. (See the Program Reports)
during the last three years. There continues to be a
need for even more conversion based on the ratio be-          Instructional Support Staff
tween part-time and full-time faculty.                        Due to the experiential nature and demands of some
                                                              programs, instructional assistants extend the capacity
There are some full-time faculty who currently teach
                                                              of the educational experience to meet student need.
in the evening either as a moonlight assignment or be-
                                                              An Accounting Lab, which is available to students
cause the program itself, such as network administra-
                                                              during the day and in the evening, is supported by two
tion or paralegal, is designed to serve an already-em-
                                                              part-time lab assistants. Bilingual tutoring is also avail-
ployed population. Although there was unusual full-
                                                              able at certain scheduled times during the evening.
time and part-time faculty turnover in 1998-99, the
Division presently shows strength in its night offerings        s    In Automotive, there are three part-time staff
by having a strong pool of returning part-time faculty,              who support the tool room, customer service,
moonlighting faculty, and program faculty who collec-                vehicle parts orders, and print and computerized
tively help to sustain curricular standards and continuity.          technical information resources during lab
                                                                     operation. That operation consists of three ad-
As study reveals changes in job market trends and popu-
                                                                     joining service areas, mirroring the experience
lation patterns, it will be necessary to add new programs
                                                                     of a service center with “real” customer cars.
and pursue new faculty. The more technical the field
and, therefore, the greater the income potential for            s    Computer Aided Design and Drafting (CADD)
practitioners in the private sector, the harder it becomes           uses two styles of classroom; the first for board
harder to attract qualified instructors. T instructors
                                            wo                       drafting courses and the second for computer
and a technical support person resigned mid-year in                  drafting courses and lab. There is a full-time
the Computer Information Systems Program. More sal-                  Teaching Assistant who not only assists students
ary potential elsewhere contributed to their decision.               and instructors but also maintains software and
Despite the risk of departure, the College is fortunate
                                                                s    Computer Information Systems (CIS) has had
to have faculty who are motivated to make a difference
                                                                     five support staff: One instructional technician
in the lives of their students and who garner student
                                                                     and four computer support technicians, one of
respect as demonstrated by the weighted scores and
                                                                     whom administers the network. With a change
comments generated in the Student Evaluations. Be-
                                                                     in organization and a thrust to college-wide
sides performing the typical role of curriculum devel-
                                                                     Instructional Computing, the four computer sup-
opment and review, academic advising, professional
                                                                     port technicians report to the Dean of T  echni-
development activities, committee assignments, tenure
                                                                     cal Education, although they still respond to the
and appraisal committees, the division faculty are in-
                                                                     needs of the CIS faculty as users but in a less
volved in Tech Prep, club advising, cooperative work
                                                                     direct way.
experience coordination, and various outreach
endeavours. Some faculty keep active in their respective
fields through professional work outside of teaching.

                                                              EDUCATIONAL PROGRAMS • STANDARD 2

s   The CIS Instructional Technician works directly           PHYSICAL RESOURCES
    with instructors who teach 30-capacity begin-             Most of the classrooms have overhead projectors. An
    ning level computer-driven courses, such as               effort is made in the scheduling process to assign classes
    Introduction to Microsoft Office. With only a             to rooms that match the type of instructional delivery
    single instructional technician, six out of at least      e.g., large tables for spreading out work papers for ac-
    14 high capacity, beginning classes are supported.        counting, multiple computer-station rooms for software
    Two of the computer support technicians are               applications, a specialized lecture room adjacent to auto
    assigned to assist students during the open lab           labs, and a lecture-hall mode for theory-based courses
    with the help of student workers. The third com-          in business and paralegal.
    puter support technician, whose recent vacancy
    has been filled temporarily with a part-time tech-        While most programs have more than ample space, such
    nician, installs software between quarters and            as Automotive with three labs and three classrooms
    responds to faculty work order requests affect-           amounting to 21,283 square feet and 28,350 square feet
    ing any of the four classrooms. The fourth com-           for storage and vehicle parking, others like Network
    puter technician, who administers the network,            Administration need additional and better space. Oth-
    has recently resigned. When any classroom sta-            ers are without designated space, such as Business and
    tion or printer falters while class is in session,        Paralegal.
    there is no longer an opportunity to tap a tech-          One delivery style more difficult to support during prime
    nician for an immediate solution. It is not clear         time, 8:00 to 1:00, is the group-interaction mode for
    whether the lost opportunity is due to the sud-           30 participants or less. This type of classroom is in short
    den vacancies or whether there is a change in             supply, and the inadequacy affects such business classes
    philosophy/protocol derived from centralization.          as marketing, since other divisions are in competition
    Despite the benefit of an open lab that supports          for the same style of room. Smaller classes may have to
    a wide range of users, some CIS students, as              be assigned to lecture-hall-style rooms, which reduces
    indicated in the Student Satisfaction Survey,             the instructor’s flexibility.
    need and expect a different level of assistance
    than needed by the general user. Just as writing          Classes held in the portable buildings, where accounting
    and math students benefit from a drop-in tutor            and certain business classes are typically assigned, have
    ing center, CIS students have the same need. A            limited board space, lack individual VCRs for controlling the
    dedicated CIS lab would be well complemented              pace and timing of videos with lectures, or lack phones
    by tutors/aids able to provide assistance to CIS          to contact library media staff for beginning the tape.
    programs.                                                 Some classrooms (Building 5, Room 6 and Building 3,
s   Welding, particularly as a single-instructor              Room 1) are poorly lighted with gaps in overhead light-
    program, just this year has hired a part-time             ing that cause uneven illumination or poorly lit spaces.
    worker to help acquire scrap and other                    Also the lack of good sound-proofing between class-
    materials,to maintain the shop area, and to               room spaces (Building 6, Rooms 1 and 2 and Building
    set up demonstrations.                                    26, Room 105) allows classroom noise to pass through
                                                              to adjoining classrooms, affecting tests and lecture.

                                                              Besides adding VCRs, more rooms need to be equipped
                                                              with a computer-based projection system and appro-
                                                              priate wiring, so that classes can make use of presenta-
                                                              tion tools and the Internet.

                                                              FINANCIAL RESOURCES
                                                              Table 2 compares the budget for the last five years. It
                                                              also includes the 1999 requested amount and the ac-
                                                              tual amount funded.

                                           SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY           29


                                                                  Similarly, Welding has a 20-year-old Uni-Hydro that
Over the last three years, Perkins funds have been                will cost $10,000 to rebuild or $25,000 to replace and
allocated for the Business Technology Division as                 an eight-year-old Scotchman Ironworker that undoubt-
follows:                                                          edly will need either repair or replacement. A Miller 8
1997-1998 Automotive ......................... $11,079            pak welding machine has cost $3,000 this year alone
                                                                  to repair. While there has been an infusion of new
              CIS ...................................... 4,500    equipment into technical programs, there remains a
              Drafting ............................... 30,963     shortfall in certain areas.

              Welding ............................... 22,229      Although Perkin dollars are important to the program
                                                                  areas, they cannot be planned for or counted upon,
1998-1999 CAD/Drafting ..................... $33,091              since they could be awarded based upon a competitive
                                                                  proposal process.
              CIS ...................................... 11,214
                                                                  From the above table, there appears to be a dramatic
              Welding ............................... 27,146
                                                                  drop in funding for CIS 1999-2000 compared to previ-
1999-2000 Automotive ......................... $10,000            ous years. That change can be explained by the trans-
                                                                  fer of costs for lab support (four technician salaries,
              CIS(Network Admin) ......... 50,000
                                                                  equipment and supplies) to a centralized account for
              CAD/Drafting ..................... 54,000           instructional computing. The result is a distorted pic-
                                                                  ture of the cost of producing the FTE for CIS.
              Welding ............................... 10,000
                                                                  In non-equipment areas, limited amounts are budgeted
In the current year, CADD and CIS each were funded                for professional development, including travel and reg-
to replace an entire room of computers to keep up with            istration. Other sources within the larger college bud-
industry demand. However, Welding and Automotive                  get are used to offset the limitation: Summer and Ex-
were not aided to the degree needed. Their needs in-              tended Studies funding allows up to $1,800 per faculty
volve replacing out-of date or worn-out equipment.                member per year; Exceptional Faculty Awards are
Automotive, for example, has five engine analyzers,               granted to requesting faculty in competition with peers
each representing a different model and era: 1966, 1972,          across the institution. Due to the uncertain outcome
1984, 1988, and 1995. The pre-1995 models are lim-                of these funding requests, faculty cannot always count
ited in scope. Replacement machines cost between                  on support for professional development. T    aking ad-
$15,000 to $35,000 for a single unit.                             vantage of professional development opportunities also
                                                                  can be limited because of the difficulty of finding and
                                                                  funding substitutes.

                                                               EDUCATIONAL PROGRAMS • STANDARD 2

Without the vocational funding, it appears that at a           It should be noted that the current viability of techno-
time when FTEs for most programs are increasing,               logically-based programs is strongly dependent upon
the funding level is either stationery, declining, or          funding sources beyond state funding capacity. Even if
modestly growing.                                              equipment needs are met, there is an ever-present need
                                                               to increase the supply and professional development
Table 3 provides the FTEs as reported for fall
                                                               budgets for all program areas.
quarter 1999.


Looking for alternative sources of revenue to supple-          MISSION AND GOALS
ment the budget is becoming more frequent and nec-             The Division goals are compatible with the College’s
essary, even at the micro level.                               mission. That compatibility and commitment are illus-
Examples can be found within most programs:                    trated by their relationship to outcomes and abilities as
  s In automotive, donated cars to the Foundation              depicted below.
    provide not only scholarship opportunities for             College Mission:
    students but also parts recycled into training aids.       to provide quality educational opportunities in order
    Additional revenue is gained by using “live ve-            to meet the intellectual, academic, vocational, career,
    hicles” for students to work on. A $15 fee for             personal, and developmental needs of its students and
    flat rate hour is charged for all work performed;          members of the community at large.
  s   In Welding, funds earned from WABO testing
      fees augment supplies, welding projects and do-          Business Technology Division Mission:
      nated scrap recycled for money;                          to deliver a diverse range of instructional programs and
                                                               methodologies to meet the varied needs of students in
  s   In Computer Information Systems and Computer
                                                               concert with the mission of the College.
      Aided Drafting, paper provided by students in
                                                               ¥ Accounting ¥ Automotive ¥ Business
      lieu of a lab/technology fee lessens program
                                                               ¥ CAD              ¥ CIS             ¥ Paralegal
                                                               ¥ Welding
  s   In Paralegal and Accounting, packets of instruc-
      tional materials sold in the bookstore reduce the        A Goal Common to All Business
      printing budget.                                         Technology Programs
                                                               to provide a high quality education based on current
                                                               industry standards, responsive to community needs and
                                                               meeting the educational goals of students served.

                                            SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       31

Abilities Common to All Technical Programs                   DEGREE DESIGNATORS
Candidates for an Associate in Technical Arts Degree         AND PROGRAM CONTENT
or certificate requiring 45 credits or more shall have       Certain programs are following industry standards, e.g.
the ability to:                                              Automotive uses the National Automotive Technician
  1. Demonstrate skill standards as identified by the        Education Foundation involving seven Automotive
     specific technical program;                             Service Excellence (ASE) areas for national certifica-
  2. Communicate effectively in oral, written, and           tion. Re-certification occurs every five years. Standards
     graphic form;                                           established by American Welding Society define the
                                                             curriculum for welding.
  3. Apply fundamental quantitative and computa-
     tion skills;                                            SHORT-TERM COURSES
  4. Understand themselves and others as they in-            The Business Technology Division for the most part
     teract in a global environment;                         does not offer concentrated or short-term programs.
  5. Gather information about, to understand, and            The shortest program is three quarters. There are at
     to explain clearly to others concepts relevant to       least three instances of individual courses that could
     successful performance in their particular tech-        stand alone: Basic Welding, Introduction to Automo-
     nological field; and                                    tive Technology, and Introduction to Automotive En-
                                                             gine Rebuild. The first course will be offered winter
  6. Think logically and critically and apply these
                                                             2000; the second was offered each quarter since 1998,
     thinking skills to their particular technological
                                                             and the third, summer 1999.
The pursuit of high standards and meeting student need       LENGTH OF PROGRAMS JUSTIFIED
is central to the educational delivery.                      The length of programs is consistent with similar pro-
                                                             grams at other community colleges. The majority of
The process for evaluating program goals is described
                                                             the programs are Associate of Technical Arts or cer-
in the Institutional Effectiveness Plan (IEP), which is
                                                             tificates of 45 credits or more. At least 20 credits re-
defined in section 2.B.1. There are examples where the
                                                             flect related instruction.
commitment to high quality and meeting student needs
is quantified. In one case, for example, 84 percent of       DESIGN, APPROVAL, AND
the students surveyed rated their program excellent or       IMPLEMENTATION OF CURRICULUM
good. (See program reports in Team Room).                    New courses, deletions and changes to current course
COHERENT DESIGN OF PROGRAMS                                  objectives, descriptions and program planning guides
                                                             are initiated by faculty and discussed within programs.
In addition to the Program Planning Guides available
                                                             Advisory committees may also be involved, particularly
to all technical program majors at registration, some
                                                             in the case of program review or development. The
programs make use of other documents during the ad-
                                                             newly developed or revised curriculum is sent to the
vising process. Computer Aided Drafting, for example,
                                                             division office for review by the division chair and for
uses a Curriculum Path Planner to help students re-
                                                             preparation by the division support staff. It is next for-
gardless of which quarter they enter or which educa-
                                                             warded to the Instruction Office where it is dispersed
tional goal is pursued: Architectural, Mechanical, or
                                                             for a library impact statement and for a curriculum
Civil. Office Administration uses a stair step approach
                                                             impact statement before going to Instructional Coun-
to course offerings. Clerk Receptionist can lead to Of-
                                                             cil. Council members include the Vice President for
fice Assistant; Office Assistant can lead to the Office
                                                             Instruction, as the Chair, the two instructional deans,
Administration Technical Arts Degree.
                                                             the six division chairs, two student services represen-
                                                             tatives, and two faculty members at large. Once cur-
                                                             riculum is approved by a majority vote of Council mem-
                                                             bers, it is up to the originator and corresponding pro-

                                                               EDUCATIONAL PROGRAMS • STANDARD 2

gram to implement the change. Courses additions to             OPTIMAL LEARNING
the General Education Lists for the AA and ATA based           AND ACCESSIBLE SCHEDULING
on respective rationale also fall under the jurisdiction
                                                               Learning is optimized in varied ways that comple-
of Instructional Council.
                                                               ment the traditional classroom experience:
LIBRARY AND                                                    s “Real world”

INFORMATION RESOURCES                                          Automotive turns its classroom lab into a service cen-
The Library/Media Center has an advisory body com-             ter for customers.
posed of at least one faculty from each Division. When         s  Projects
the Division meets, usually monthly, there is an oppor-        CAD is working on a commercial project with a local
tunity for the Division representative, as well as other       architectural firm designing a children’s health care
committee representatives, to report.                          facility. Surveying and civil students, as a joint venture
Library bibliographic instruction conducted by the             with Archaeology students, are setting up a grid net-
Librarian at the request of the faculty takes place in         work for an upcoming archaeological dig.
either the library or in the classroom. The Business           s  Leadership opportunities
Program, in particular, makes continual use of the             Applied Leadership, a core requirement for business
services: Librarians visit Introduction to Business            students, encourages contact with local business owners.
classes to explain the use of the Internet as a research
tool. The library has web-page links to specific busi-         s  Certification
ness research sites and online periodicals for current         Welding students take an industry test on campus to
magazine articles.                                             earn an employment credential. Automotive students
                                                               take the Automotive Service Excellence test on cam-
Course outlines designate the use of instructional ma-         pus twice yearly for national certification. CIS is con-
terials, which often involve both print and visual me-         sidering becoming a test site for vendor (Microsoft)
dia. Online resources may be located in the library or         certification.
may be located in a lab environment as is the case with
automotive’s computerized reference databases:                 s  International
ALLDATA, and Mitchell-On-Demand, which are net-                Students from Queretaro, Mexico, through teleconfer-
worked between the three automotive labs.                      encing, are linked with South Puget Sound students in
                                                               a comparable class.
On the Library’s local network, legal students can ac-
cess CD Law and Shepards or through the Library’s              Although the majority of classes are scheduled between
web page are linked to Washington Rules of Court,              8 a.m. and 1 p.m. for day offerings or at 5:15 p.m. or
Revised Code of Washington, Washington Adminis-                7:30 p.m. for night offerings, times proven to carry the
trative Code or the search engine FindLaw, expanding           highest demand and the largest enrollment, less tradi-
even further opportunities for legal information. Writ-        tional scheduling also exists.
ing assignments are required in almost every legal             Learning is accessible in varied ways:
course; writing assignments typically involve some form        s Correspondence
of research.                                                   Legal students enroll in Domestic Law and Appeals and
Information resources are integrated into the learning         Contracts and Probate. Because enrollment has in-
process, and they range from technical books for com-          creased, it is believed that the change in delivery is a
pleting assignments, to videos on safety, to web site          contributor.
links.                                                         s Longer class sessions meeting less frequently
                                                               CIS students enroll in Tuesday-Thursday classes or
                                                               certain afternoon classes to have more time to prob-
                                                               lem solve.

                                                               s   7 a.m. classes

                                            SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        33

Automotive students begin their instructional day at 7       Programs are at various stages of the six cycle process
a.m. four days a week and end at 1 p.m. so that they         with varying degrees of emphasis, of success, and of
can work in industry in the afternoons and all day Fri-      satisfaction with the process. Because the IEP requires
day. Three to four CIS classes a quarter are offered at 7    that each operational area take responsibility for en-
a.m. to serve not only the program major but also stu-       suring that measurable performance indicators are ac-
dents taking a course before going to work.                  tually measured, the approaches to assessment vary.
                                                             Thus planning and assessment are more program-driven
An instructional delivery yet to be explored is online
                                                             than college-driven; more diverse than standardized.
course work, which for home-, work-, or convenience-
bound students could offer the best access.                  All programs are immersed in the Running stage; all
                                                             have completed the Defining stage; some have moved
2.B. – EDUCATIONAL PROGRAM                                   into the Questioning and Data Collecting and Analyz-
PLANNING AND ASSESSMENT                                      ing stages.
                                                             The Data Collecting stage offers the greatest
                                                             c hallenge. Some data, although originating from
The Business Technology Division is at an early stage
                                                             different offices, is available at the college level:
of a newly developed assessment process (presented in
                                                                s Community College Student Experience Ques-
1997-98), known as the IEP a model dedicated to a
                                                                    tionnaire (CCSEQ). When this data is available,
central theme of understanding the impact of what we
                                                                    it can be used for curricular planning and course
do on student learning. (See 2.2 Policy of Educational
                                                               s   Five-Year Comparative Report for FTE enroll-
                                                                   ment, FTE cost, and Student Faculty Ratio
The Assessment Effectiveness model is organized
into six concepts:                                             s   Graduation Statistics
Running ............ Everyday managing, teaching, serving      s   Quarterly Grade Analysis by Program

Defining ............ Identifying program mission,             s   Budget Comparisons (provided when asked for)
                      processes, and criteria                Some data is available at the division level:
Questioning ...... Forming research questions and plans        s Summary reports of student evaluations of

                   responding to program or college-              faculty and courses
                   wide concerns
                                                             Some data has to be pursued at the program level:
Data Collecting. Gathering quantitative and                    s Job Placement
                 qualitative data                              s   Student Satisfaction Studies
Analyzing .......... Reviewing and interpreting findings       s   Graduate and Alumni Satisfaction

Responding ....... Reporting findings, using findings to       s   Employment and/or Employer Satisfaction
                   validate effectiveness or spur change,
                                                             Some data no longer available:
                   and using findings to guide planning
                                                               s Carl Perkins allocations from previous years

                                                               s   Employment Security Follow up report

                                                             Some data gathering requires knowledge of
                                                             data express:
                                                               s Declared majors

                                                               s   Names and addresses of graduates

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

The most significant data in evaluating program effec-           When comparing the steady growth of FTEs for many
tiveness such as job placement, graduate and employer            departments, it is difficult to understand the signifi-
satisfaction is difficult to gather and is the responsibil-      cance of the graduation data as presented below. The
ity of the faculty.                                              number of people graduating is small in comparison to
                                                                 the number of students declaring program intent. CIS,
Programs have been attempting to measure program
                                                                 for example, has a FTE increase from 332.85 to 369.84,
success by evaluating their performance indicators as
                                                                 an 11 percent increase; yet the number of graduates in
presented in the IEP.
                                                                 the aggregate decreased .09 percent. Student objectives
The following indicators are applied to more than                may have been met without seeking graduation. There’s
one program:                                                     no data, however, to support this premise. Early em-
  s Ten percent increase in the number of degrees                ployment would be a better measure of program suc-
      awarded.                                                   cess than graduation rates.


                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY     35

In addition, due to the nature of many of the depart-        sure effectiveness of the programs but did not specifi-
ments, a large number of students never intend to            cally address whether personal education objectives
graduate but rather use a course or two to update their      were satisfied.
skills. They would not be captured as graduates.
                                                             A student follow-up survey had been mailed to Parale-
  s   Transfer students will compile a mean GPA              gal students with 30 credits or more in summer 1998.
      higher than nontransfer students after the fall        Of the 49 respondents out of 249, 84 percent rated the
      quarter of the following year.                         overall level of instruction excellent or good. Only 37
Although it is possible to compare GPA transfer stu-         percent are working directly in a private law firm or
dents in the aggregate for the College, information can-     the Attorney General’s Office, while 41 percent are
not be provided on a program basis. This measure             working in private business, a state agency, or a corpo-
should be eliminated.                                        ration. The survey design did not allow for determin-
                                                             ing the relevancy of the job in the last three categories
  s   Active Advisory Committee provides input at
                                                             to program of study, or whether the student achieved
      least three times a year.
                                                             personal educational objectives.
Minutes of advisory committee meetings, which are
                                                             The Accounting Program is currently conducting a fol-
held at least once a quarter, are kept on file in the of-
                                                             low-up survey with its 1997-98 and 1998-99 graduates
fice of the Dean of Technical Education. All depart-
                                                             to obtain more information about the effectiveness of
ments have consistently reported on the value they gain
                                                             its program.
from their active committees.
  s   50 precent of the graduates are employed in the        Performance Indicators as presented in the IEP
      field based on the Employment Security Follow-         applied to a single department:
      up report.                                             AUTOMOTIVE
                                                              s 80 percent of the automotive graduates will pass
According to the 1995-96 report, received in mid-1998,
                                                                the National Automotive Test.
the percentage of employed graduates ranged from 65
percent in Welding to 100 percent in Medical Admin-          The Automotive Program recommends that each stu-
istrative Assistant/Secretary – a higher percentage than     dent take the ASE national tests. The test results are
the 50-percent measure. The Department of Employ-            confidential and unavailable to the College; however,
ment Security uses social security numbers to match          student feedback has shown a high success rate.
job placement information with community college               s   80 percent of employers surveyed indicate satis
graduates. The information can be difficult to inter-              faction with entry-level skills, employment
pret when one considers the possibility of too small a             retention, professionalism, and interpersonal
sample and that job categories used don’t necessarily              skills.
directly relate to a particular program. The two-to-         Of the 20 respondents out of the 53 surveys mailed to
three-year lag also weakens the viability of this pro-       dealerships, independents, and specialty shops, at least
cess. The 1996-97 report was not available.                  80 percent rated a series of questions/comments 3, 4,
  s   70 percent of students achieve personal educa-         or 5 from a scale of 1 - 5. (See program report)
      tion objectives
Student Satisfaction surveys are distributed where in-        s 50 percent of graduates report employment by
dicated in the IEP Only a few departments have used             completing the employment survey form.
that tool. In the case of Computer Information Sys-
                                                             Student employment information is collected and is
tems, the student satisfaction instrument will be imple-
                                                             organized by area studied (architectural, civil, mechani-
mented every spring, beginning spring 1999. In that
                                                             cal, other), employer, and job description. In 1999, 22
process, 84 percent of the students surveyed rated their
                                                             placements were listed.
program excellent or good. The survey design captured
a broad array of information that would in fact mea-

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

  s   Students who attend classes to enhance existing           ASSESSING STUDENT
      skills report satisfaction on an employer/em-             LEARNING OUTCOMES
      ployee survey administered after update training.
                                                                There are a variety of tools at the course level, used by
The effectiveness of specific courses is assessed as a re-      faculty to measure student success. The range of as-
sult of the feedback provided by the enrolled student,          sessment has vastly improved over the past five years.
who is returning from industry to update skills. In ad-         Central to all programs is a mix of theory and applica-
dition, a questionnaire to be sent to respective employ-        tion; however, the ratio of theory to practice may dif-
ers is currently under production.                              fer. Classes no longer rely strictly on such traditional
  s   Students attend a resume workshop and present             assessment techniques as in-class objective exams and
      their portfolios for critique by instructors and          graded homework/projects, though these are still vi-
      working professionals.                                    able options. With a greater emphasis on communica-
                                                                tion skills and critical thinking, learning and assessment
As outlined in the course syllabi, working professionals
                                                                now involve even more group process, portfolios, oral
visit the architecture class and critique student portfo-
                                                                and written presentations, interactive case studies, and
lios. The process benefits not only the student but also
                                                                performance-based tests. (See course outlines and syl-
the program.
                                                                labi from programs in the Team Room).
                                                                Each course offered by the College must have an ap-
  s   50 percent of the employers surveyed indicate
                                                                proved course outline on file in the Instruction Office.
                                                                Course outlines, reviewed every five years, are outcome
With the small number of graduates, the program is              driven. As defined in the Instructional Council Hand-
looking at surveying students with 45 credits or more           book, measurable behavioural objectives are the
who have exited to determine if and where they are              method of determining if a student has reached the
employed. The reported employers would then be con-             proposed outcome of the course. From a learner-cen-
tacted to assess their satisfaction with student skills. A      tered perspective, faculty initiate and develop the
second approach under consideration is to provide the           course to encompass a broad range of skills; Instruc-
social security numbers of those 45-credit-carrying stu-        tional Council reviews the course outlines and votes
dents to Washington State Personnel to see who might            for approval.
be employed at the state and at which agency.
                                                                Each course must also have a syllabus on file in the
WELDING                                                         division office. As defined in the Instructional Council
 s 90 percent of graduates will gain employment.                Handbook, a syllabus should agree with the course
The welding instructor keeps a record of where students         outline but reflect specific course information for indi-
are placed. Often placement occurs before graduation.           vidual instructors for each section and quarter. It typi-
                                                                cally includes course content and organization, calen-
  s   90 percent of the students will complete certifi-         dar/schedule, general and grade policies.
      cation tests.
                                                                As a result of the self-study process, the Division rec-
As a certified examiner, the welding instructor keeps a
                                                                ognizes that some course syllabi (the informational tool
list of students and non-students who have passed one
                                                                provided to students on the first-class day) on a global
or more of the components to the WABO certification
                                                                basis may not be directly referencing the learning out-
tests. Of the 60 participants, 57 have passed.
                                                                comes established via the course outline. A process
In summary, not all performance indicators associated           (called the syllabus project) is about to be launched at
with the IEP are adequate, practical, or appropriate.           the college level to assure a consistency in course syl-
Some are obviously better than others. Those that are           labi, the inclusion of a written structure for reporting
appropriate, such as employer or graduate satisfaction,         outcomes to the student, and a tie to the abilities com-
are not readily accessible to faculty who are already           mon to all technical programs mentioned in 2.A.2.
involved in labor-intensive activities.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        37

Other indicators of student learning used by                 Students abilities are measured against industry stan-
program faculty are:                                         dards provided by certain fields: The American
  s Cooperative Work Experience Reports.                     Welding Society’s Specification for Qualification and
The following table indicates the total number of FTEs       Certification for Entry-level, Advanced and Expert
by program for the four quarters between winter 1999         Welders.
and fall 1999. The four programs shown account for             s   Course completion with C or better.
49 percent of the FTEs generated for Cooperative W  ork
                                                             Although not a measure identified in the IEP the CIS
Experience involving a total of 14 participating depart-
                                                             program used course completion statistics in evalu-
                                                             ating the effectiveness of its Introduction to Pro-
TABLE 5                                                      gramming Course. The course was modified and tu-
                                                             toring made available as solutions to effect better
                                                             completion rates.

                                                               s   Automotive NATEF certification.
                                                             To meet current NATEF standards, the program is re-
                                                             quired to be recertified every five years and to perform
                                                             a self-evaluation at the midpoint of each five-year pe-
                                                             riod. The program has been certified for the tenth con-
                                                             secutive year.
The number for CIS will increase. Since fall 1999, Co-
                                                               s   Referrals from Vocational Rehabilitation
operative Work Experience is a requirement for Infor-
                                                                   Counselling Services or the Department of
mation Systems Technology majors.                                  Labor and Industries.
In addition to the number of students involved, stu-         These referrals, partially due to their own labor market
dents and employers fill out evaluation forms where          surveys and the recognition of a program match to in-
they are also solicited for suggestions on improving the     dustry need, is viewed as a strong indication of the level
curriculum. For example, there was the suggestion that       of acceptance accorded the various programs by out-
more needs to be done in HyperText Markup Language           side service providers. Accounting in particular has
for creating web pages. The CIS Program is working           experienced this circumstance.
with its advisory committee in this vein.
                                                               s   Student Satisfaction Surveys.
  s   Grade Distribution Reports by program, e-mailed
      to all faculty at the end of each quarter.
The following tables for each program compare grades
and student success over a three-year period.

In summary, completion of credits taught as compared
for summer, fall, winter, and spring over the last three
years is high. Programs are experiencing percentages
of completion above 90 percent. Grade Point Averages
tend to hover around 3.0. While high grade point av-
erages could indicate student success, they could in-
stead reflect course leniency.

  s   Industry certified test pass rate: Welding WABO
      certification, Uniform CPA Exam.

                                                          EDUCATIONAL PROGRAMS • STANDARD 2

The following tables for each program compare grades and student success over a three-year period.






                                       SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   39



                                                              EDUCATIONAL PROGRAMS • STANDARD 2

For example, in the CIS Program Survey questions were         The survey generated a large number of comments.
asked to solicit information about not only the pro-
                                                              One result of the survey indicates that students per-
gram, learning styles, classroom environment, advising
                                                              ceive that they are not receiving sufficient help in the
process but also the lab environment. At the end of
                                                              lab. In the comment section of the survey, there were
spring quarter 1999, the survey was administered to all
                                                              27 out of 60 comments that referred to the need for
CIS classes except for Keyboarding and MS Office. Stu-
                                                              improving the lab.
dents were asked to complete only one survey, return-
ing 539 responses. Although results were correlated
with specific programs under the CIS umbrella, a few
highlights that applied to the department in the aggre-
gate follow:


                                           SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      41

Various forms of assessment and contributing data            those changes appears below. For a detailed descrip-
sources have led to changes within multiple depart-          tion, please see the individual program reports avail-
ments. Faculty are an integral part of identifying the       able in the Team Room.
source and of implementing changes. A summary of

                                                              EDUCATIONAL PROGRAMS • STANDARD 2

Employer Interviews                                           TRANSFER OF CREDITS
The primary impetus for teaching and learning improve-        A special transfer agreement exists locally with The
ment lies with the faculty, who rely on various sources       Evergreen State College and involves the following
of information. Sources include performance measures,         Business Division programs: accounting, business ad-
job market data, formal and anecdotal student feed-           ministration, computer programming, computer aided
back, job announcements and ads, advisory commit-             drafting and design, information systems technology,
tees, trade journals, and other sources. The speed with       and paralegal. City University and Montana State also
which the information is collected and analyzed often         have a similar agreement but in addition include auto-
is a function of workload, since the dominant focus is        motive technology. The University of Washington’s In-
that of teaching. The accreditation self-study process        ternational Business Program accepts South Puget
has helped faculty approach assessment in a meaning-          Sound’s business graduates who have taken specific
ful way.                                                      business courses while at South Puget Sound Commu-
                                                              nity College as outlined in the agreement.
PROGRAM                                                       ACADEMIC ADVISING
PUBLISHING GENERAL                                            Faculty actively participate in the advising process as
EDUCATION REQUIREMENTS                                        described in Standard 3. An educational plan is devel-
                                                              oped in collaboration with the faculty to assist the stu-
All Technical Programs that award degrees or certifi-
                                                              dent in meeting educational goals.
cates of an academic year or more in length are re-
quired to contain communication, computation, and             DEVELOPMENTAL/REMEDIAL
human relations components. A General Education List          REQUIREMENTS
is printed in the College Catalog as well as within the
                                                              Degree-seeking students and those enrolling part-time
Program Planning Guides. (See 2.1 for policy)
                                                              for English, math and reading courses are required to
GENERAL EDUCATION RATIONALE                                   take the College Placement Test. If a student scores
As explained in Policy on General Education and re-           below a certain level, the student is required to
lated Instruction Requirements, criteria have been de-        remediate by taking a below-100-level Basic English,
veloped for the general education component, which            Math, or Reading course before enrolling in Writing
is used by Instructional Council for defining what            101, Math 101 or Reading 101 and before earning a
courses belong on the General Education List. In addi-        degree or certificate. Currently, the majority of technical
tion, core abilities common to all technical programs         programs in the Business Division do not require the
have also been newly developed to parallel those abili-       completion of basic skills before entering the program. As
ties defined for the Associate of Arts degree. Future         stated in the Catalog, basic skill requirements must be
publications, such as the College Catalog and course          met prior to completion of all certificates and/or degrees.
syllabi, will reflect those abilities.                        In Automotive, however, students with a deficiency in
                                                              reading must correct that deficiency by the end of the
GENERAL EDUCATION OFFERINGS                                   first quarter in the Automotive program. It is the intent
The General Education Offerings for Technical Pro-            of the Paralegal program to require the completion of
grams do not include Humanities or Natural Sciences.          basic skills before enrolling in Legal 151 and 152, the
The only Social Science course that might be selected         first-quarter courses for the program. The Program
to satisfy the Human Relations Component of Related           Planning Guide, however, uses the statement “Students
Instruction is Psychology of Human Relations. Program-        are encouraged to complete basic skills requirements
ming Logic would satisfy the mathematics requirement          at the beginning of their education,” which will be re-
for either an Associate of Arts or Technical Arts De-         placed with stronger language to better match the in-
gree. Business 101, a requirement for the Business ma-        tent. Through the advising process, students are en-
jor, also qualifies as a Social Science General Educa-        couraged to take basic skills courses early and ahead of
tion choice for the Associate of Arts Degree.                 certain program course work that pose difficulty otherwise.

                                           SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         43

ADEQUATE FACULTY                                             STATE LICENSING EXAMINATIONS
Business Division faculty are prepared to teach at the       The welding instructor, who is a certified welding ex-
educational level offered. See faculty resumes. (Refer       aminer, has a list of students and non-students who
to chart provided below and on following page.)              have passed one or more of the components to the
                                                             Washington Association of Building Officials.




2.1 – POLICY ON GENERAL                                      The College believes that all graduates should be able
EDUCATION/RELATED                                            to demonstrate the following computation skills:
                                                                s Apply mathematics to routine problem solving;
All Associate of Technical Arts Programs that award            s   Solve problems which are unfamiliar by creat-
degrees or certificates of an academic year or more in             ing, carrying out, evaluating, and revising a plan
length are required to contain communication, com-                 until a satisfactory solution is reached;
putation, and human relations. A General Education             s   Communicate clearly and concisely regarding
List, printed in the College Catalog as well as with the           mathematical processes and results;
Program Planning Guides, is based on the following             s   Estimate and interpret results using round and
philosophy statements developed by three committees                approximation;
chaired by and comprised of faculty:
                                                               s   Evaluate solutions for reasonableness;
The College believes that all graduates should be able
                                                               s   Perform correct operations with whole numbers,
to relate well to others in their daily lives by
                                                                   fractions, decimals, and percents;
   s Preventing misunderstandings;
                                                               s   Create ratios and use proportions to find miss-
  s   Dealing with differences;
                                                                   ing values;
  s   Managing interpersonal conflict;
                                                               s   Interpret and construct tables, charts, and
  s   Understanding the role of motivation in success-             graphs;
      ful human relations;
                                                               s   Use equations to represent relationships and
  s   Becoming an effective member of a group; and                 model processes.
  s   Improving communication climates: creating a             s   Manipulate equations and formulas to find
      safe environment.                                            unknown value; and
The College believes that all graduates should be able         s   Perform specific computational tasks appropri-
to communicate effectively in                                      ate to the individual program, such as skills
SPEAKING                                                           related to geometry, measurement, statistics, and
  s Verbally express an idea and explain to other;
                                                             New courses developed by faculty and requested to be
  s   Select an oral communication style appropriate
                                                             added to the General Education List (related instruc-
      to a specific audience;
                                                             tion) are reviewed by Instructional Council.
  s   Effectively narrate, describe, explain and per-
      suade verbally; and                                    In summary, students completing a degree or certifi-
                                                             cate in addition to program core requirements take 18
  s   Utilize course and/or rersearch material in oral
      communications.                                        to 20 credits in related instruction that fulfill learning
                                                             outcomes in
  s Demonstrate comprehension of orally transmit-
                                                              s Writing/Reading: Writing 101 required
     ted materials;
                                                               s   Speaking/Listening: Selected from a list
  s   Know and use active listening skills;
  s   Acknowledge strategies of transmitting and re-         COMPUTATION
      ceiving communication through non-verbal                s Course specifically designated by program area

      methods.                                                  or selected from a list

                                                              EDUCATIONAL PROGRAMS • STANDARD 2

HUMAN RELATIONS                                               ANALYSIS: STRENGTHS OF BUSINESS
 s Course specifically designated by program area             TECHNOLOGY DIVISION
   or selected from a list                                      s   Vocationally certified instructors; strong creden-
In addition, within various program courses, students               tials that match industry requirements;
are required to demonstrate the above abilities, along          s   Strong working relationship between faculty and
with the ability to analyze and synthesize ideas.                   advisory committee members;
2.2 – POLICY ON                                                 s   Because of tech prep, strong connections with
EDUCATIONAL ASSESSMENT                                              high schools;
As discussed in Process for Assessment of Educational           s   Student and faculty participation with the
Programs, assessment of educational quality is effected             cooperative work experience program;
through the use of a model known as the IEP At the              s   Adequate support personnel for most
heart of the plan are objectives or outcomes tied to                program s;
division/program goals. Achievement of those outcomes
                                                                s   Willingness of full-time faculty to teach in the
is measured through performance indicators. Each pro-
                                                                    evening, which contributes to continuity; and
gram developed its own set of indicators.
                                                                s   Large-sized and equipped labs for most program s.
The Assessment Effectiveness model is organized
into six concepts:                                            ISSUES OR WEAKNESSES OF
   s Running: everyday managing, teaching, serving            BUSINESS TECHNOLOGY DIVISION:
  s   Defining: identifying program mission, processes,       CHALLENGES
      and criteria                                              s   Keeping faculty current with the ever-changing
                                                                    technology and with the shift of the knowledge
  s   Questioning: forming research questions and plans
      responding to program or college-wide concerns
                                                                s   Keeping equipment current with the ever-chang-
  s   Data Collecting: gathering quantitative and
                                                                    ing technology;
      qualitative data
                                                                s   Serving the increased numbers of special need
  s   Analyzing: reviewing and interpreting findings
                                                                    students (mentioned in CIS program report);
  s   Responding: reporting findings, using findings to
                                                                s   Accessing data that already exists in a system-
      validate effectiveness or spur change, and using
                                                                    atic, efficient way and collecting useful data.;
      findings to guide planning.
                                                                s   Shortage of classrooms between 8 a.m. and 1p.m.,
Because the IEP requires that each operational area
                                                                    where FTE growth is guaranteed and student
take responsibility for ensuring that performance indi-
                                                                    desires met;
cators are measured, the approaches to assessment vary.
Thus planning and assessment are more program-driven            s   Shortage of instructional technician support in
than college-driven.                                                CIS for beginning-level 30-student hands-on
                                                                    courses; and
                                                                s   Lab environment meeting the needs of a wide-
                                                                    range of CIS students at the same time serving
                                                                    the general student population.

                                           SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      47

RECOMMENDATIONS AND                                          MATERIALS IN TEAM ROOM -
ACTION PLANS                                                 REQUIRED EXHIBITS
Revisit the IEP to abandon ineffective measures and to         s   Program Reports
develop new measures. Develop an institutional sys-            s   Faculty Resumes
tematic approach to collecting data that involves sur-
                                                               s   Samples of course examinations and other
veys to a constituency outside of the College.
                                                                   instruments used to assess student achievement
Revamp the Professional Improvement Credit system.                 or competency
Plan for quarterly release time where needed so desig-         s   Program Planning Guides
nated faculty can adequately prepare for technological
                                                               s   Course Outlines
changes. Tie program development to individual pro-
fessional development. If the program needs to move            s   Advisory Committee Minutes
in a certain direction to match industry demands, plan         s   Cooperative Work Experience Reports
who should train, when, and how in order to corre-
spond to those demands.

Look for ways to better balance faculty work load
with schedule offerings and other non-teaching

Develop an equipment rotation plan so that equipment
life cycle matches industry and puts less strain on the
budget development process.

Increase the instructional technical support to CIS stu-
dents. Initiate a tutoring system modeled after the math
and writing drop-in centers. Separate the all-college
computing lab from the CIS instructional lab. Position
the general user computing lab in the remodeled Stu-
dent Center or in the Library/Media Center, locations
and uses more in line with expected services.

Explore other instructional deliveries that would lessen
the demand on the facility during prime time and meet
the needs of the work- and convenience-bound stu-
dent at the same time maintaining quality education.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PROGRAM                                             computers and Internet/e-mail access, and there are
AND ITS EFFECTIVENESS                                           two part-time faculty offices with computers with
                                                                Internet/e-mail access.

DEVELOPMENTAL                                                   Technology in the classrooms consists of computers and
                                                                printers in two of the classrooms, closed circuit TV and

EDUCATION                                                       VCRs in all of the classrooms, and one classroom with
                                                                online computers. Tape recorders are also used. One
                                                                classroom is dedicated to Developmental Education at
DIVISION                                                        Hawks Prairie Center and the configuration of the class-
                                                                room is similar to the classrooms on campus complete
OVERVIEW                                                        with circular tables, computers, printer, and VCRs. Li-

             he Developmental Education Division be-            brary and counseling support is available on a limited
             came independent as the result of the split        basis at the center.
             of the Humanities/Dev. Ed. Division in             Thurston County Corrections has a classroom for in-
             1993. There are four strands inside the di-        mates who are taking ABE classes; Yelm Middle School
vision: 1.) Adult Basic Education (ABE); English as a           also houses an ABE class. The Department of Social
Second Language (ESL); and Families That Work are               and Health Services has a classroom set aside for the
grant-operated programs with additional funding from            Families That Work – I Program, and United Churches
state dollars. With grant-funded programs, it is neces-         houses the Families That Work - II Program as well as
sary to follow the grant guidelines and reporting re-           the child care activities that are part of that program.
quirements regardless of the amount of funding. 2.) De-         Community Youth Services also supplies a classroom
velopmental English and reading are solely state sup-           for two ABE classes at the Off Campus School in down-
ported. 3.) WorkPlace Options is funded through                 town Olympia. These outreach classrooms are impor-
workforce retraining dollars and welfare reform. 4.)            tant in making Adult Basic Education accessible to a
English as a Foreign Language is funded by interna-             variety of geographical areas as well as allowing the
tional student tuition. Regardless of the funding source,       College to offer more classes without impacting the
the students move from class to class with proper ad-           classrooms on the main campus.
vising and assistance. Rubrics have been established to
measure outcomes for advancement. An advisor dedi-               Financial resources come from several different fund-
cated to developmental educational students assists all         ing sources. Adult Basic Education, English as a Sec-
students in correct placement in classes. A Writing             ond Language, and Families That Work are all depen-
Center serves developmental and second language stu-            dent on grants; however, state dollars augment ABE
dents in a tutorial capacity.                                   and ESL. WorkPlace Options depends on workforce
                                                                retraining dollars as well as referrals and funding from
2.A – GENERAL REQUIREMENTS                                      welfare reform. To date, the funding sources are ad-
HUMAN, PHYSICAL ,                                               equate; however, there is a continuing insurgence of
AND FINANCIAL RESOURCES                                         students in need of at least one class in developmental
The commitment to high standards is reflected in the            education. Classrooms and instructors will become
building that is dedicated to Developmental Education           strained as the demand continues to increase. Reading
through large rooms with proper lighting, circular tables,      and English classes are all state funded; sadly, this is
handicapped access doors, classroom computers, and a            where the money is least available for materials and
center for assisting students at all times. Teacher aides,      copying. English as a Foreign Language is funded
work study students, and qualified instructors are all          through international dollars; since students pay out-
assisted by an Instructional Technician and an Office           of-state tuition, funding is adequate so long as students
Assistant. The full-time faculty all have offices with          continue to come to the program.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       49

The professionalism of all faculty in the Developmen-        2.B – EDUCATIONAL PROGRAM
tal Education Division is a definite strength. Confer-       PLANNING AND ASSESSMENT
ences, workshops, and regular meetings in all depart-        Each department assesses its educational programs on
ments ensure that the curriculum remains timely, the         an ongoing basis, and results are integrated in the over-
faculty remain current in procedure and pedagogy, and        all plan of the division. Each of the programs interacts
the student outcomes are consistent with the mission         with the others so that a student may move seamlessly
of the division. Monthly division meetings are held and      throughout the classes in a progressive manner. A de-
all of the faculty make an effort to attend to stay cur-     velopmental educational advisor works with students
rent with the information that will affect the division      throughout each quarter and assists in the planning of
(See Appendix 1). The faculty continues to work with         the classes for the following quarters based on the stu-
the Library/Media Center in choosing books and ma-           dent demand.
terials that will enhance student learning. Videos are
also coordinated with the Library /Media Center for          Throughout the division, basic skills course work is of-
use in the classroom.                                        fered at graduated levels. ESL and EFL classes offer
                                                             English language in listening and speaking skills as well
MISSION AND GOALS                                            as reading and writing. ABE classes offer reading, writ-
The goals of the Developmental Education Division            ing, mathematics, critical thinking, computer literacy,
reflect the goals of the College with an emphasis on         and job readiness skills. All of these classes are non
the developmental student.                                   credit courses. Developmental English and reading of-
  s   Help academically under-prepared students gain         fer a series of classes to prepare students for the above
      a strong foundation in reading, writing, speak-        100 levels of instruction. These classes are credit classes
                                                             with a Pass/Fail grading system. Syllabi are required for
      ing, listening, mathematics, and critical think-
      ing skills using curricula based on recognized re-     each class and must list all requirements of the class.
      search so that they successfully achieve their         English and reading classes also develop a quarterly
                                                             calendar supplying information concerning when vari-
      goals in college level classes or employment;
                                                             ous assignments are due. ABE and ESL use check sheets
  s   Reaffirm the dignity and worth of each student
                                                             to determine progress in competencies.
      through proper advising, appropriate placement
      in classes, and careful monitoring of individuals      The Developmental Education Division is vigilant in
      through a series of assessments;                       the screening of intake scores and outcomes of each
  s   Emphasize multicultural awareness as the stu-          student enrolled in all of the classes. The CPT (Col-
                                                             lege Placement Test) is used for all incoming students
      dents learn to share and embrace their rich and
      varied backgrounds;                                    with the exception of some ABE and ESL students. All
                                                             students are tested upon entry into a class. Progress is
  s   Maintain a cooperative and collegial environ-          determined by a series of standardized tests, teacher
      ment to ensure success for all concerned.              generated tests, oral tests, portfolios, in-class writings,
The Developmental Education Division carries out             and core competencies. A developmental education
these goals through a coordinated effort among the           advisor assists all instructors in the correct placement
seven departments: Adult Basic Education (ABE),              of students as they move from class to class. Students
English as a Second Language (ESL), English as a For-        are assessed through the use of standardized tests and
eign Language (EFL), Developmental English, Devel-           in-class writings. Oral competency is also used for the
opmental Reading, Families That Work (FTW), and              ESL and EFL students. A structure of progress has been
Workplace Options. This structure offers a variety of        developed to determine placement of students using
options for the developmental student as he/she pre-         the TABE test (See Appendix 2). The Developmental
pares for above 100 level classes and /or employment.        Education Division has also been instrumental in set-
                                                             ting the CPT scores (See Appendix 3).

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

2.C – UNDERGRADUATE                                               cess of working with the SBCTC to establish a system
PROGRAM                                                           of reporting student progress. Competencies will be es-
                                                                  tablished at each level in all of the developmental
                                                                  courses and reporting will be based on student move-
General education components are embedded through-
                                                                  ment through them. At this time, this is a work in
out the courses taught in the Developmental Educa-
                                                                  progress, and it will take several years to determine
tion Division. Since the division is concerned with pre-
                                                                  correct competencies within courses thus enabling
paring students to be successful in degree and pre-bac-
                                                                  correct reporting.
calaureate programs, it is important to offer well
rounded perspectives. Course outlines reflect the scope           ADEQUATE FACULTY
of offerings. Curricula change occurs whenever there              All faculty in the Developmental Education Division
is a need to restructure a course to reflect students’            are professionally qualified for their professions. (Refer
needs or to respond to a perceived need for adjustment            to chart on following page.)
to prepare for above 100 level classes. There is a
multicultural emphasis at all levels.                             CONCLUSION
                                                                  The Developmental Education Division is growing rap-
ACADEMIC ADVISING                                                 idly, and the building and surrounding buildings are not
Because of the importance for correct advising, the               able to expand at the same rate. The faculty is cohe-
Developmental Education Division has an on-site                   sive and dedicated to student success, and the support
instructor with one-third release time who works with             staff is extremely helpful, which reflects the high rate
students in placing them in the correct classes. The              of professionalism in the entire staff.
Developmental Education Advisor also assists all of
the part-time instructors in helping students. Ad-                ANALYSIS: STRENGTHS OF
vising Day is set aside for all of the full-time instruc-         DEVELOPMENTAL EDUCATION
tors in the division to help students find correct                DIVISION
placement in classes. The release time is not enough              The strengths in the Developmental Education Divi-
to cover the number of hours required by the on-                  sion lie in the cohesiveness and the professionalism of
site advisor (See Appendix 4).                                    all the instructors. Regular monthly division meetings
                                                                  are held to discuss issues that affect all involved. De-
                                                                  partmental meetings are also held for the purpose of
REQUIREMENTS                                                      reviewing curriculum, discussing assessment, and place-
Clear policies have been set up governing procedures              ment of students. The instructors also have workshops,
that establish ability to benefit, permissible student load,      seminars, and retreats in order to continue their pro-
and granting of credit. ABE Program classes are non-              fessional improvement.
credit bearing and students are informed of this imme-
diately. English and reading classes operate on a pass/           The fact that most of the instructors are housed in one
fail basis, and students are made aware of this when              building adds to the cohesiveness as they strive to serve
reviewing the syllabi during the first week of classes.           their students. There is opportunity for discussion that
The on-site advisor assists students in determining per-          will benefit a student at risk. With the help of the on-
missible student load and in counseling students not              site advisor, students’ problems can be addressed al-
to sign up for too many classes in a quarter.                     most immediately. The Division Chair is also housed
                                                                  in the building and is available for conferences between
Adult Basic Education and English as a Second                     instructor and student, for handling student complaints,
Language Programs are reviewed by the Office of                   and for discussions with the other instructors. The Di-
Adult Literacy at the State Board of Community and                vision Chair is also able to visit classes and observe stu-
Technical Colleges (SBCTC) through an on-site visit               dents and instructors with ease because of the proxim-
every five years and annual reporting of student                  ity to the classrooms.
progress. English and reading programs are in the pro-

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         51


                                                                EDUCATIONAL PROGRAMS • STANDARD 2

Office support is also a major strength. The Office As-         APPENDICES
sistant is available to assist the instructors in ordering        Appendix 1: Minutes of Developmental Education
books, setting schedules, and answering students’ ques-           Division Meetings
tions, and the Instructional Technician assists the in-
                                                                  Appendix 2: TABE Test Referral Form
structors in testing, curriculum development, materi-
als for the classroom, and answering students’ ques-              Appendix 3: CPT Scores Crosswalk to Classes
tions. The two positions are located in the center of             Appendix 4: On-Site Advisor Hours Summary
the building and serve as the hub of all the instruc-
tional activity.
                                                                MATERIALS IN TEAM ROOM –
                                                                REQUIRED EXHIBITS
ISSUES OR WEAKNESSES OF                                           s   2-1. Instruments used (as required by the Office
DEVELOPMENTAL EDUCATION                                               of Adult Literacy):
DIVISION:                                                               A. Intake: CASAS tests
CHALLENGES                                                                         ESL oral inventory
The issues and challenges are anticipating the growth
                                                                        B. Exit:   CASAS
of the division in students and instructors. The Learn-
ing Assistance Center (Building 33) is simply not large           s   TABE for scores to determine readiness for
enough to accommodate the demand for classrooms                       developmental classes
and offices necessary to support the student popula-              s   GED Pre-tests to indicate readiness for GED
tion. As the entire College continues to grow, the need               Official tests
for classrooms and offices squeezes out the develop-              s   ESL oral inventory
mental education personnel whose offices are located
                                                                  s   2-2. Documents
in buildings adjacent to the Learning Assistance Center.
                                                                        A. CASAS (Comprehensive Adult Student
RECOMMENDATIONS AND                                                     Assessment System)
ACTIONS TAKEN                                                           B. TABE (Test of Adult Basic Education)
For the immediate future, Developmental Education
                                                                        C. Oral inventory of ESL students
Division classes should continue to be scheduled
throughout the day and evening to meet the increas-
ing demand for them. Additionally, faculty strongly rec-
ommend that the new buildings and additions currently
scheduled on the campus include developmental edu-
cation classrooms and offices. Use of the Hawks Prai-
rie Center, Yelm Middle School, the Community Youth
Services Off Campus School, Department of Social and
Health Services, and the Thurston County Corrections
Center will continue to be important to expanding
classes and outreach; therefore, it is also recommended
that these facilities continue to be used. The on-site
advisor is also key to student success, and it is recom-
mended that the position remain in the budget.

As the division grows, it will be particularly important
to hold meetings and workshops that will help the in-
structors familiarize themselves with the workings of
the College as well as the division. A handbook for all
part-time faculty should be available.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY    53


                                                                EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PROGRAM AND ITS                                     The division’s educational programs are designed co-
EFFECTIVENESS                                                   herently. There is rationale for the sequence of courses
                                                                involving prerequisites. The Dental Assisting, Nursing,

HEALTH                                                          and Medical Assisting programs are all accredited by
                                                                national organizations. To be accredited, the curricu-
                                                                lum, core ability requirements, and prerequisites must
SCIENCES                                                        follow a national set of standards. Meeting these stan-
                                                                dards assures the students are well prepared to enter

DIVISION                                                        into studies for the career of their choice with adequate
                                                                background knowledge and core abilities.
OVERVIEW                                                        The system is clearly explained to students generally in

           he human, physical, and financial re-                the College Catalog and specifically in a document re-
           sources are sufficient to support the                ferred to as a “Program Planning Guide” that is available
           Health Sciences Division’s educational               in the admission and registration area in Building 25.
           programs and facilitate student achieve-             The system is also clearly explained through faculty
ment of their objectives.                                       advising. All new students must be seen by an advisor
The goals of the programs within the division are com-          in their field of interest. An educational plan is de-
patible with the institution’s mission. Each program has        signed by the student and faculty together during these
an open door policy, with some requiring basic skill level      advising sessions to ensure clarity of the process.
attainment before admission to core requirements. All
                                                                2.A – GENERAL REQUIREMENTS
programs offer comprehensive courses with stimulat-
ing learning opportunities that address many learning
                                                                HUMAN, PHYSICAL,
styles with measurable outcomes. Data on outcomes               AND FINANCIAL RESOURCES
and methods to collect that data are reported later in          This institution demonstrates its commitment to high
this document. Each program is regularly updated                standards of teaching and learning in the Health Sci-
through its connection to the community it serves.              ences Division by providing the following:

The programs in the Health Sciences Division evalu-             PHYSICAL EDUCATION
                                                                  s An average of 15 courses are supported by one
ate their educational goals using a self-study process
with accrediting organizations for Dental Assisting,                full-time instructor and four to eight part-time
Medical Assisting, Nursing, and eventually Fire                     faculty;
Protection Training. The self-study is used to ana-               s   One classroom, one weight room/fitness, one
lyze all aspects of each program to include the                       gymnasium, softball field, soccer field;
curriculum, faculty, resources, involvement of the                s   Volleyball, basketball, softball, soccer equipment
advisory committees, and outcomes. The process is in
                                      .                               as well as aging weight and fitness room equip-
writing and is reviewed by the College’s administration               ment; and
and the advisory committees. Members of the various
                                                                  s   Financial support is marginally adequate at this
commissions come to the College to verify the con-
                                                                      time. Discussion is occurring on expanding the
tents in the self-study report. The commission then
                                                                      facility, replacing aging equipment, and hiring a
reviews the self-study and the findings during the on-
                                                                      second full-time instructor.
site visit and grants accredited status or makes recom-
mendations to bring the program up to the stated stan-
dards of the commission.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       55

NURSING                                                      MEDICAL ASSISTING
 s Five full-time faculty (includes one full-time fac-        s One full-time faculty, one part-time faculty, one

    ulty who is half-time director and half-time fac-            part-time instructional technician;
    ulty), three to four part-time faculty;                    s   The facility with classrooms and lab was com-
  s   The facility, with classroom and labs, was com-              pleted in 1996 and is more than adequate at the
      pleted in 1996. It is adequate to support the                present time; and
      Nursing Assistant and Career Ladder Nursing              s   Financial support for equipment and supplies is
      instructional programs. Clinical experience sites            adequate to support student achievement. Cleri-
      are always changing. Much coordination is                    cal support could be increased to maintain stu-
      needed between the director of nursing and fac-              dent outcomes records.
      ulty, and the clinical sites. An inordinate amount
      of time is necessary to make sure the clinical         FIRE PROTECTION TECHNOLOGY/
      experience sites are adequate to meet learning         FIRE COMMAND ADMINISTRATION
      objectives; and                                          s One part-time coordinator, 10-15 part-time

  s   Financial resources for obtaining state-of-the-art          instructors;
      equipment and disposable supplies are margin-            s   The facility is off campus and rented from the
      ally adequate. Relationship between program                  McLane Fire District and is adequate;
      outcomes and financial resources to purchase             s   $9,000.00 is spent per year to replace a portion
      equipment and supplies is negotiated each year               of the turnout gear for the student firefighters
      according to funds available. Financial resources            (negotiated with the fire district).
      for the clerical support for nursing and the divi-
      sion have been combined putting a heavy                FIRST-AID
      workload on the office assistant. The need for           s One part-time faculty. It has been proposed that
      additional help is being debated.                           the First Aid program be part of the PE program
                                                                  to ensure better coordination with other pro-
DENTAL ASSISTING                                                  grams within the school;
  s The program has two full-time instructors, one
                                                               s   Classroom space is provided for the first aid
    part-time instructor, one instructional techni-
                                                                   classes and is adequate for students’ achieve-
    cian. (One full-time instructor is the Division
                                                                   ment; and
    Chair and teaches half-time and is administra-
    tor half-time);                                            s   Financial resources are adequate.
  s   The current physical space is not adequate at          MEDICAL SECRETARY
      this time. A new facility is being planned and
                                                             AND MEDICAL TRANSCRIPTION
      should be completed in 2001. The plans for the
                                                             These programs are in transition. Questions are being
      new facility are very “state-of-the-art” and will
                                                             raised by faculty and administration about the program’s
      be more than adequate at that time; and
                                                             viability, and their continuation is being debated.
  s   The financial support is adequate. Supply and
      equipment costs are budgeted and are marginal            s   The courses necessary to complete these pro-
      but additional support is found in grants, federal           grams lie between the Health Sciences and Busi-
      monies, and community support.                               ness Technology divisions. No one person is avail-
                                                                   able at the present time to determine the out-
                                                                   comes or to coordinate courses to assure student
                                                                   success and gainful employment in the field;

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

  s   The facilities available are adequate for students        Each program’s courses contribute to the Health Sci-
      in these programs. A computer lab and classroom           ences Division’s mission and goals as indicated in the
      are required and the students can take courses            Institutional Effectiveness Plan (IEP). (See IEP in the
      with other students in the Business and Medical           Team Room)
      Assisting facilities; and
                                                                ASSESSING STUDENT
  s   The financial resources to hire faculty, market
                                                                LEARNING OUTCOMES
      programs, update and expand learning experi-
                                                                Program objectives and performance indicators were
      ences have not been appropriated at this time.
                                                                developed with the program, division, and College goals
MISSION AND GOALS                                               in mind. The ATA/ADN programs are accredited and/
The Health Sciences Division has as its mission: “To            or approved by state or national standard setting orga-
ensure students understand and are qualified to perform         nizations, which assure that the programs are of appro-
in a service-oriented profession encompassing health,           priate design, breadth, depth, sequences of courses,
wellness, and safety.” The division goals are derived           assessment of learning outcomes, use of library/media
from the College’s goals and therefore are compatible.          facilities, and provide synthesis of learning. (See Health
                                                                Sciences Accreditation Self-Study Program Reports in
The division goals are:                                         Team Room)
  s To provide graduates comprehensive programs

     to meet community health care needs;                       DEGREE DESIGNATORS
  s   To provide knowledge and experience necessary             AND PROGRAM CONTENT
      to help students meet their educational, career,          Each degree and certificate program has a program plan-
      and personal goals;                                       ning guide available for any prospective student and is
                                                                available in the admissions area. Once the student is
  s   To assure high standards of performance by mea-
                                                                enrolled in a degree or certificate program a syllabus is
      suring performance outcome indicators and staff
                                                                provided for each course. These syllabi define for the
      evaluations; and
                                                                student the objectives, course content, material to be
  s   To be an integral part of the community by co-            covered, skills learned and methods students are to use
      operation with Advisory Committees made up                to accomplish the objectives. (Examples in T eam Room
      of community members.                                     for each Health Sciences degree or certificate program)
COHERENT DESIGN OF PROGRAM                                      SHORT-TERM COURSES
The instructional council is the authority which veri-          Nursing Assistant and First Aid are offered in an ab-
fies the coherent design of courses offered. The Asso-          breviated time frame. Proof that the student has met
ciate of Arts (AA) and the Associate of Technical               the objectives and achieved the competencies would
ARTS (ATA)/Associate Degree in Nursing (ADN)                    be reflected by their final course grades. In addition,
core abilities statements, as printed in the College Cata-      Nursing Assistant Program students must pass national
log, are the philosophy that direct the overall design          certification examinations before receiving a certificate
and purpose of all courses offered by the division and          to be employed as a Nursing Assistant-Certified.
each program.
                                                                LENGTH OF PROGRAMS JUSTIFIED
The Physical Education (PE) Program goals were es-
                                                                Nursing, Dental Assisting, Medical Assisting, and Nurs-
tablished by consulting with community members, lo-
                                                                ing Assistant are all governed by either a state or na-
cal community colleges, local high schools , college fac-
                                                                tional accrediting organization. The number of quar-
ulty and administrators. As a result of this planning,
                                                                ter hours and hours of clinical instruction is approved
the first full-time faculty to be in charge of the PE pro-
                                                                by those organizations. The College meets the stan-
gram was hired in the fall of 1998. This faculty has con-
                                                                dards set by the state or national organizations; there-
tinued to consult with these people to develop a PE
                                                                fore, our standards are similar to requirements in other
program with a coherent design.
                                                                community colleges in the state.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        57

The intellectual content of the courses offered in the        The library personnel track student use of resources to
Health Sciences certification programs is similar to          keep current resources available for Health Sciences
those of other regional community colleges. The con-          students.
tent is reviewed and accredited by the various accred-
iting organizations for each program of study. All ac-
                                                              OPTIMAL LEARNING
credited programs must meet their accrediting organi-         ACCESSIBLE SCHEDULING
zations’ guidelines.                                          The curricula of four programs in this division are ap-
                                                              proved by outside agencies, assuring the content is or-
Courses offered within the Physical Education program
                                                              ganized in a sequence that promotes optimal learning,
are similar in credit value, design, and learning experi-
                                                              with each course building on the previous course. The
ences to that of other community colleges in the state.
                                                              courses are progressive and sequential in nature with
The faculty consults with other colleges by attending
                                                              the exception of the Medical Assisting program because
conferences offered by organizations for PE programs
                                                              students may enter that program any quarter. (See
and by individual consultations with other PE faculty.
                                                              Appendix 1)
The contact hours for the First Aid courses are man-
                                                              Scheduling of courses is affected by several factors:
dated by state regulations.
                                                                s Availability of classrooms and labs;

DESIGN, APPROVAL,                                               s   Clinical facility availability;
IMPLEMENTATION OF CURRICULUM                                    s   Students’ family and work needs; and
Each course is developed and designed by a faculty
                                                                s   Number of hours a student could be expected to
member with the approval of the division chair. The
                                                                    be available each day;
course description, course outline, and syllabus, which
include required textbooks/other materials, objectives,       Faculty and the College work together to make the
content, and methods of evaluation, are presented to          schedule conducive for optimal learning.
the Instructional Council for approval of the design and      2.B – EDUCATIONAL PROGRAM
inclusion in the curriculum. If approved, the course may
                                                              PLANNING AND ASSESSMENT
be implemented.
                                                              ASSESSING EDUCATIONAL
LIBRARY AND                                                   PROGRAMS
INFORMATION RESOURCES                                         Nursing – Ongoing evaluation process. (See Nursing
Use of the library is required for research and develop-      Program Report in Team Room) Data compiled and
ment of student work. Library personnel work with the         kept in the Nursing Program office.
faculty to orient students to the use of library resources.
                                                              Dental Assisting – Uses several avenues for measuring
Some Health Sciences programs arrange a formal stu-
                                                              effectiveness. These are Accreditation status with the
dent orientation of the library for data procurement.
                                                              American Dental Association, student success rates,
Library staff work in partnership with faculty members
                                                              student employment rates, grade analysis, and students
by reserving certain materials to assure availability to
                                                              passing the Dental Assisting National Board Exam.
students to meet their learning objectives.
                                                              Employee satisfaction is documented by externship
The library is adequate within the limitations of its         dentists’ evaluation of students. Fifty evaluations are
budget. Faculty work with the library personnel to pri-       received each summer. This gives direct timely feed-
oritized the media and learning materials purchased for       back on students. Thirty-five dental offices are surveyed
student use to meet the course objectives.                    every summer. Data compiled and kept in the Dental
                                                              Assisting Program office.
Use of the Internet, available in the library facility, has
greatly increased the scope for research. The latest data     Medical Assisting – Effectiveness measured using
is available to students and faculty through these re-        alumni survey. Technical skills and professional char-
sources.                                                      acteristics of the graduates are found on the annual

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

employer survey. Collected data kept in the Medical              The program planning guides (See Appendix 1) for each
Assisting Program office. These assessments have been            program in the Health Sciences Division contain the
approved by the Medical Assisting Accrediting Asso-              appropriate general education requirements. The ex-
ciation (CAAHEP) .                                               planation to students is done during the advising pro-
                                                                 cess so that all students will understand what those
Fire Protection – Student employment effectiveness
                                                                 general education requirements are and why they need
measured by employment statistics. Data kept within
                                                                 to take them.
the Program office.
                                                                 The General Education Distribution List (See Appen-
Physical Education – Effectiveness is measured by stu-
                                                                 dix 2) provides the student with information about of-
dents successful completion of and a passing grade in a
                                                                 ferings of integrated courses that may have an interre-
PE course. Student evaluations of the instructor and
                                                                 lationship among major fields of study. The listings for
the course are conducted. The data is stored in the
                                                                 electives is adequate for the students seeking an ATA
Division Office and in the Dean of Technical
                                                                 or AA degree from this college.
Education’s office.
                                                                 The College provides staff within the career counsel-
First Aid – Effectiveness measured by number of stu-
                                                                 ing office who guide students in the selection of courses
dents receiving a first aid certificate or renewal.
                                                                 to enroll in, keeping in mind the students’ ultimate
ASSESSING STUDENT                                                academic goal. That staff person can evaluate the stu-
LEARNING OUTCOMES                                                dents’ transcripts and make recommendations on the
Each program’s expected outcome is the awarding to               transferability of courses in relation to the requirements
the student of a degree or a certificate verifying the           of the college or university chosen by the student.
successful completion of a program of study.                     Academic advising is done by faculty advisors in the
                                                                 area of study the student wishes to pursue. Within the
                                                                 division, all faculty members serve as advisors to stu-
LEARNING THROUGH ASSESSMENT                                      dents. The format for advising is strictly set by the Stu-
Continued accreditation of the program through na-               dent Services/Enrollment Services. The student is is-
tional accrediting associations, students continued pass-        sued a “PIN” number. Students cannot register with-
ing national or state boards, and student retention in           out it and the only way to get it is to speak to their
the programs are areas that demonstrate that we con-             advisor. This assures Student Services that the student
tinue to improve teaching and learning. (See various             actually met with his or her advisor and devised a plan
program accreditation reports in Team Room)                      for their course work and ultimately their academic goal.
2.C – UNDERGRADUATE PROGRAM                                      Remedial requirements are clearly stated on all pro-
Technical programs of 45 credits or more require stu-            gram planning guides (See Appendix 1) for each tech-
dents to do basic skills placement testing (College Place-       nical program offered. The College Placement T is   est
ment Test) to establish their reading and comprehen-             required for all students applying to the College. (Some
sion skills, written communication skills, and compu-            exceptions apply.) Students are informed of their scores
tation skills. If students test below a designated level,        and counseled on what courses are needed to bring their
they are placed in courses to bring them up to college           skills up to college level or what college level courses
level. Once that has been established, students are then         they are ready to enroll in.
required to take and complete courses instructing the
student to effectively communicate by writing or speak-          ADEQUATE FACULTY
ing, use effective critical analysis and logical thinking        All faculty in the Health Science are professionally
skills, quantitative reasoning and mathematical com-             qualified for their professions. (Refer to charts on the
putations skills necessary to function in their field of         following two pages.)
study and in life. Students attain these skills from study-
ing core ability courses listed in the General Education
Distribution list, and within their program of study.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        59



2.1 – GENERAL EDUCATION/                                     2.2 – POLICY ON
RELATED INSTRUCTION                                          EDUCATIONAL ASSESSMENT
REQUIREMENTS                                                 The College considers outcomes assessment as an es-
The College endorses the concept of general educa-           sential part of the ongoing self-study and accreditation
tion and requires that all programs of 45 credits or more    processes. A committee has been formed and is active
have a coherent schedule of general education. This          at the present time. They have a plan which provides
policy, in relation to the ATA degrees offered in the        for a series of outcomes measures that are internally
Health Sciences Division, is clearly stated in the Col-      consistent and in accord with the mission and struc-
lege Catalog on page 15. “To qualify for the (ATA)           ture of the College.
degree, a student must successfully complete the re-
                                                             A report has been generated about each individual pro-
quirements of an approved ATA program and earn at
                                                             gram in the Health Sciences Division and those re-
least 90 credits in courses numbered 100 or above. The
                                                             ports may be viewed in the Team Room. Each program
minimum 90 credits must include at least three credits
                                                             compiles information about the program and the stu-
in each of these areas: reading/writing/speaking/listen-
                                                             dents’ success or failure and how that is measured.
ing, computation, and human relations for a minimum
of 12 distribution credits.”                                 In general, the Medical Assisting Program, the Dental
                                                             Assisting Program, and the Career Ladder Nursing Pro-
The philosophy of the College is that a substantial core
                                                             gram are accredited by agencies specific to each pro-
of general education instruction is regarded as an es-
                                                             gram. This is how the College is assured that these pro-
sential component of all ATA degree programs. Infor-
                                                             grams measure up to standards. (See Program Reports
mation to the students about these requirements is
                                                             in Team Room)
stated clearly in the program planning guide for each
ATA degree offered in the Health Sciences Division.          Records are kept by each program as well as the In-
It is recognized that general education introduces stu-      struction Office and Student Services about the GPA
dents to the content and methodology of the major            of students, completion rates, employment statistics,
areas of knowledge to develop intellectual skills that       and national/state board pass rates.
will make them more effective learners and be able to
                                                             Employer surveys are done by each of the ATA pro-
succeed in their college courses, career, and life.
                                                             grams. That information and the form used may be
Programs of study for which specialized ATA degrees          found within each program report. (See Program Re-
are granted contain a body of instruction in program-        ports in Team Room)
related areas of communication, computation, and
human relations. The requirements related to core abili-
ties/basic skills taught outside a program allow the stu-    The Health Sciences Division is a growing area. Physi-
dents to use those skills to relate to those topics within   cal Education is one of the fastest growing of those ar-
specialized programs. Also embedded in the curricu-          eas. As more and more PE courses are offered, the is-
lum of specialized programs is information related to        sue of more full-time faculty becomes apparent. There
safety, industrial safety, and environmental awareness.      are plans to expand the faculty in this area within the
                                                             next year or two. Dental Assisting has adequate fac-
The College requires the General Education Require-          ulty and staff to support the program at the present
ments to be taught by faculty from the specific pro-         time; however, with a new building being constructed
gram, for example, math, English, humanities, or so-         within the next two years, more students may be served
cial sciences. Information from these areas of study is      and more faculty may be needed. Medical Assisting is
also included in the curriculum of each technical pro-       an area that may require more faculty and support as
gram within the Health Sciences Division.                    the marketing plans for this area of study expand. Fur-
                                                             ther, with transitions the possible combining of Medi-
                                                             cal Transcription and Medical Secretary with Medical

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

Assisting, the need for another full-time faculty may           RECOMMENDATIONS AND
be apparent. This is a plan for the future. Nursing needs       ACTIONS TAKEN
more part-time instructors to facilitate the clinical as-
                                                                The Health Sciences Division should begin now plan-
pect of that program due to state and national require-
                                                                ning for growth in several programs, including Physical
ments of instructor-to-student ratio and demand for
                                                                Education, Dental Assisting, Fire Command Adminis-
the Career Ladder Nursing courses. As the new budget
                                                                tration and Medical Assisting. Given the impending
is developed this issue will be considered. Fire Protec-
                                                                construction of additions to the Technical Education
tion Technology (FCA) is adequately staffed with part-
                                                                Building, the division must also begin planning now to
time instructors at this time. Fire Command Adminis-
                                                                maximize the additional educational space. Given that
tration is on hold at the present time for revamping
                                                                several programs may be allocated space in the newly
and standardizing of the curriculum. When FCA is of-
                                                                constructed spaces, coordination among all the pro-
fered next, new faculty will need to be hired.
                                                                grams of the division must also begin during the 2000-
ANALYSIS:                                                       2001 academic year so all the programs will be ready
                                                                for the new spaces.
HEALTH SCIENCES DIVISION                                        APPENDICES
All faculty members are highly skilled in their area of           s   Appendix 1: Program Planning Guides
expertise. The tenure and faculty appraisal process en-           s   Appendix 2: General Education Distribution List
sures the College that the faculty are teaching at a level
expected by this institution.

The challenge is always to keep all courses and pro-
grams up-to-date and state-of-the-art. The financial
restraints within the budget make it challenging to
purchase all equipment and supplies needed to meet
that goal. Continued education and enrichment for the
faculty is also challenging within the budget and time

The Health Sciences Division strives to offer excellent
training to the students. The faculty have been cre-
ative in managing their programs well even with the
challenges mentioned.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY     63


                                                                   EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PROGRAM AND ITS                                        2.A – GENERAL REQUIREMENTS
EFFECTIVENESS                                                      The commitment that the Humanities/Communication
                                                                   Division has to offering a high quality education and a

HUMANITIES/                                                        comprehensive educational program is revealed in its
                                                                   division goals. However, the College’s human, finan-

                                                                   cial and physical resources are not yet sufficient to sup-
                                                                   port fully its existing educational programs and student
                                                                   learning services or to provide for an expansion of the

DIVISION                                                           fine and performing Arts and possible addition of tech-
                                                                   nical programs in media productions.
OVERVIEW                                                           HUMAN RESOURCES

               he current Humanities/Communication                 The division personnel include groups focused on three
               Division is the result of more than ten years       primary tasks: administration/coordination, instruction,
               of creation, expansion, and change. In fall         and services to support student learning.
               1987 with the assistance of funds from a
grant from the National Endowment for the Humani-                  Administration/Coordination: The Division Chair is
ties, the College embarked on the development of a                 a faculty member who also teaches half of a full-time
comprehensive Humanities/Communication program                     load during the academic year and is paid a stipend for
by hiring full-time faculty to create courses in art and           the administrative work outside the faculty contract.
philosophy and to expand the course offerings in lit-              The chair’s duties include work in instructional plan-
erature and the humanities (See Appendix 17, NEH                   ning and development, faculty and staff leadership, and
Summary of Curriculum Change). Since that fall, the                budget and management (See Appendix 3, Division
division has added faculty and courses in American lit-            Chair Duties & Responsibilities). An Office Assistant
erature, speech communication, and media communica-                III provides division-level support services for the chair
tion. As of fall 1999, the division has begun its final phase      and the faculty, and the Program Coordinator, work-
of developing the Fine and Performing Arts Program by              ing among all divisions, schedules classes and rooms
hiring full-time faculty in music and theatre and starting         and assists in budget development and tracking.
work on the design of the new humanities building.                 Instruction: Sixteen full-time and 24 part-time faculty
The division has made other changes over recent years              teach in the programs within the division. (see chart)
in response to the needs of college programs and to                Support of Student Learning: Part-time hourly staff
changes in the student population and our society. For             in the Writing/Language Center work with student
instance, as a result of the more prescribed related in-           employees to provide one-on-one writing tutoring
struction for the Associate of Technical Arts (ATA) de-            for students.
grees, the Speech Communication Program has grown
from one to three full-time speech instructors and one             Personnel in this division see themselves as life-long
speech/drama instructor. Also, to better reflect the               learners, as members of the community, and as persons
changing demographics of our country and to respond                in larger cultural-historical contexts. As learners, they
to the global nature of our society, the division has de-          pursue professional staff development opportunities on
veloped and revised courses to include international               and off campus, including professional conferences and
and American multicultural content (See Appendix                   faculty seminars. As members of the community, they
19, Course Outlines). Further, to better support the               are active in several campus committees, including dis-
students in their writing, the division developed the              solving committees such as hiring or tenure review, and
Writing Center in 1994 and, in 1998, expanded the                  standing committees such as College Council and Out-
center’s mission and services to include language tutor-           comes Assessment. They also bring diverse community
ing for English as a Second Language (ESL) and English             members to their classes to supplement class instruc-
as a Foreign Language (EFL)/International students.                tion. As persons situated in larger cultural-historical

                                                SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        65

contexts, they pursue teaching opportunities abroad            The percentages of part-time-taught sections in the
and bring back teaching materials to use in the own            Writing Program are even greater:
classrooms. (See detailed evidence in faculty vitae in         TABLE 1A
program reports in the Team Room.)

However, the members of the division do not repre-
sent a significant ethnic diversity. In fact, of the thirty-
one instructors of the division, only two are persons of       The high percentage of instruction by part-time fac-
color. This division’s 6 percent faculty of color contrasts    ulty makes a sense of community and the resulting sense
to the College’s student population (21 percent stu-           of shared standards in all departments difficult. For the
dents of color) and to the surrounding regions popula-         Writing Program, the percentages of part-time-taught
tion, 9 percent (See Appendix 4, Students by Race/             classes are so high that instructors in the program ques-
Ethnic Background by College; See Appendix 5, Popu-            tion the consistency and continuity of writing instruc-
lation Estimates by Race and Hispanic Origin in                tion in all sections of the same course. In short, there
Thurston County, 1990-1998) More importantly,                  are fewer opportunities and incentives to agree on
though students of color believe that they, for the most       course and student learning outcomes and to develop
part, have been treated well by faculty on campus, they        collegial trust necessary to accomplish that work.
are aware of this lack of diversity and believe that it
                                                               Further, the Writing/Language Center is run entirely by
impacts the “campus climate” for students of color. In
                                                               part-time hourly staff who attempt to provide effective,
the Fall 1999 Students of Color Perspective: Report of
                                                               accessible student support services within a 69-hour-a-
Findings, students expressed their desire “to see people
                                                               month limit. In an effort to provide the necessary con-
of [their] color, [their] nationality, in positions of au-
                                                               tinuity within the center’s work, one member of the
thority . . . to see that there is diversity there too” (9)
                                                               staff has taken on the lead role of facilitating meetings,
and recommended that the College recruit and hire
                                                               coordinating work schedules, setting up, training and
more faculty of color to “better attract and retain a
                                                               supervising student workers, interviewing prospective
diverse student population” (See Appendix 6, Recom-
                                                               staff and tutors, etc. to maintain consistent tutoring
                                                               and efficient center operations. However, these efforts
Another critical distinction that exists among the mem-        are beyond the current job description and too compre-
bers of the division results from the type of contracts,       hensive to fit within that 69-hour limit. Thus, the center’s
full- or part-time, that each member works under. Full-        essential leadership and its effective operation are com-
time faculty and staff engage in more professional de-         promised by the nature of the positions in the center.
velopment, serve on more campus committees, and,
overall, have a stronger sense of community on the cam-        PHYSICAL RESOURCES
pus than do part-time faculty and part-time staff. The         The physical space – office, instructional, presentation/
extent of this difference is reveal by the charted per-        gallery, and lab/studio space – is inadequate. Currently
centages of sections taught by part-time faculty com-          the division has office and instructional space in three
pared to those taught by full-time faculty division-wide       buildings (22, 6, and 5) on the main campus and shares
in Table 1.                                                    classroom and office space at the Hawks Prairie Center.
                                                               The space on the main campus includes:
                                                                 s Individual office space for all full-time faculty;

                                                                 s    Shared office space for the part-time faculty in
                                                                      three academic divisions;
                                                                 s    Instructional space in eight rooms generally as-
                                                                      signed to the Humanities/Communication Di-
                                                                      vision and four rooms shared with or assigned to
                                                                      other divisions;

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

  s   Studio space in a dirty corner of the remodeled           vision have campus e-mail accounts, and others stay
      art room;                                                 in contact using their personal accounts. However, the
  s   Lab spaces for the Writing/Language Center and            current computers do not allow part-time faculty to
      the Interpreter Training (ITP) Lab; and                   open attachments and are inadequate for them to de-
                                                                velop and manage online instruction or instructional
  s   Two-dimensional gallery space on the walls of
                                                                support for students.
      the library.
However, this space is inadequate to support fully the          Technology for instruction includes VCR’s and moni-
existing demand for classes. For instance, because of           tors in each room, slide projects (two in the art room
the speaking/listening requirement for ATA students,            and one shared by humanities), CD players in the lan-
the Speech Program has increased the number of sec-             guage and music rooms, a video camera and VCR in
tions offered over the years from 18 in 1995-96 to 27 in        the Speech Program and two laptop computer/projec-
1998-99. This increase puts programs within the divi-           tion systems, one for art and one for speech. Access to
sion in competition with each other for necessary in-           the Internet, however, is lacking in most classrooms.
structional space. Other courses added to the curricu-          Also, some classes, i.e. ASL, media communications,
lum to offer students the foundation they will need for         speech, have specialized instruction that requires ready
successful transfers, such as studio arts, and Asian lan-       access to equipment (TV/VCR on a cart, Internet
guage and media communication, exacerbate the                   access, videotaping/playback capabilities) not avail-
crowding. Still other courses, such as American Sign            able in all rooms. As a result, scheduling rooms to
Language (ASL), currently taught in shared space,               meet instructional needs is very complex, and sched-
would benefit from the use of bulletin boards display-          uling errors may be perceived as lack of support for
ing instructional visuals.                                      instruction.

The shared part-time faculty office space raises addi-          The physical facilities in the Humanities/Communica-
tional problems: lack of privacy for student-faculty con-       tion Division that facilitate student learning include
ferences and tension created by the diverse work pat-           the Writing/Language Center and the ITP lab spaces.
terns of those sharing the space.                               The former facility – occupying a 341 square foot room
                                                                in Building 22 – is staffed by four part-time hourly staff
The Humanities/General Education building, now in               and two students who rotate their hours and serve stu-
its pre-design stage, may meet these needs five or six          dents by appointment or as drop-ins to keep that space
years in the future; however, the “ramping up” process          from overcrowding during the day. It serves evening
for program development must begin now so that the              students minimally and only by appointment. (W      eekly
programs are ready to use the spaces in the new build-          Schedule: 8:30 3:30 MTWTh, 8:30 2:00 F) The ITP
ing. In the interim, even to support a well-timed ex-           lab, on the other hand, is an instructional space used
pansion of the performing arts, the division will need          by the faculty and students in the ASL/IT Program
classroom, rehearsal and performance spaces for music           during the afternoon and evening hours. Another space
and theatre, storage sites for music and theatre, and           that provides essential student support is the computer
additional gallery space for two- and three-dimensional         lab in Building 34 which offers access to computers for
objects of art.                                                 word-processing and electronic research during day,
Technology for faculty support and for instruction is           evening, and some weekend hours.
mostly adequate. Faculty have adequate access to com-           Technological/electronic services to facilitate student
puters. On the main campus, each full-time faculty              learning available from the computer lab and to stu-
member has an office computer with Internet/e-mail              dents with off-campus Internet access (including a com-
access and a printer. The part-time faculty space in            puter station at Hawks Prairie) include the electronic
Building 5, Room 1 is equipped with four computers,             magazine index subscriptions, library web page with the
all with Internet/e-mail access connected to one printer.       some initial use of electronic reserve, and several web
Forty-seven percent of the part-time faculty in the di-         pages under construction including ones in writing and

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        67

Spanish. These resources will be a boon to students;         Budget limitations are especially evident in the catego-
however, faculty need some upgrades in equipment,            ries that support professional development for faculty
training to set up and manage web pages, and techni-         and those that would support publication, and funds
cal support for their work.                                  that would display student work in the visual and liter-
                                                             ary arts are entirely lacking. With a limited division
The instructional and student service facilities on the
                                                             budget for professional development, faculty must seek
Hawks Prairie Center raise a different set of concerns.
                                                             support elsewhere, including Instruction and the Col-
The divisions share three classrooms in that center, and
                                                             lege Foundation. The College Foundation offers awards
this instructional space is adequate for the guaranteed
                                                             to both part-time faculty and full-time faculty by com-
rotation of courses that lead to an AA (See Appendix
                                                             petitive proposals through the Exceptional Faculty
11, AA Degree: Hawks Prairie Center). However, the
                                                             Awards program. These awards usually go to projects
instructional space at Hawks Prairie is often under-used
                                                             like establishing gallery space in the library to hang stu-
because enrollments are often small.
                                                             dent work, or financing the first annual theater festival
TABLE 2 - COMPARATIVE ENROLLMENTS                            (2000) or to support unique conference travel or train-
                                                             ing. However, finding funds to continue these efforts
                                                             or to continue one’s professional development through
                                                             an activity not deemed “exceptional” by the commit-
Also support for the instruction and student learning        tee remains a concern. Also, the process of granting
in that center is inadequate. Although students can          funds by proposal is done by the selection committees
access the library’s web page through a computer on          whose composition may or may not represent the fac-
the center, they lack ready access to the library’s in-      ulty as a whole.
structional staff and its print and video collection and
to the computer lab and the Writing/Language Center.
Another facility issue that impacts students and fac-
ulty is the inadequate office space for faculty work and
student conferencing.

The financial resources of the Humanities/Communi-
cation Division meet many of our current needs, but
will need to be increased to support the division’s hu-
man resources and the expansion of the Fine and Per-
forming Arts programs. The financial resources of the
Writing/Language Center fund its daytime tutoring ser-
vice, but not its leadership or the expansion of services
into the evening.

Table 3 (on the following page) presents the existing
financial resources allotted to the Humanities/ Com-
munication Division by budget categories, offers the
rationale for the categories, and explains the impact of
those budgeted amounts on programs and faculty.

                             EDUCATIONAL PROGRAMS • STANDARD 2



The Writing/Language Center budget (See T  able 4) supports the daytime operations of the center with four part-time
hourly positions and two student employees; however, as stated previously, it is inadequate to fund the center’s lead-
ership or to extend its services.

MISSION AND GOALS                                                 s   Providing effective foundation for upper division
The goals of the Humanities/Communication                             courses/studies in the disciplines and programs
Division reveal its commitment to fulfilling the                      within the division: art, humanities, literature, phi-
mission of the College:                                               losophy, language, including ASL, interpreting for
  s Providing an effective general education that
                                                                      the deaf, media communication, or speech com-
      introduces AA students to the content and                       munication and eventually in music and theatre;
      methodology of the major areas of knowledge –               s   Providing quality education for interpreters
      communication, the humanities and fine arts . . .               working with American Sign Language (See Ap-
      and helps them develop the intellectual skills                  pendix 21, IEP Department Goals for ITP);
      that will make them more effective life-long                s   Centering its educational mission on students as
      learners (See Appendix 9, Preface to Philoso-                   learners, as members of their community, and as
      phy of General Education);                                      persons situated in larger cultural-historical con
  s   Providing an effective related instruction in writ-             texts (See Appendix 21, IEP Goal Statement).
      ing/reading, speaking/listening, human relations
      and critical thinking for students in the technical
      programs (See Appendix 21, IEP Goal Statement
      of the Humanities/Communication Division);

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2


The division fulfills its general education goals in two          The primary goal of the ITP is to prepare students for
ways. First, it provides classes in writing that fulfill the      entry-level work in the field or for advanced study. The
communication requirements of the general education               two-year program of study builds on a base of related
for the AA degrees and classes in speaking/listening,             instruction and four quarters of American Sign Lan-
writing/reading and human relations to fulfill the re-            guage (ASL) and includes coursework to teach the skills
lated instruction of the ATA degree and certificate pro-          and ethics of and practical experience in the field of
grams. Secondly, the division provides general educa-             interpreting.
tion electives in communication and humanities that
                                                                  The division goal that centers its educational mission
introduce Associate of Arts (AA) students to the con-
                                                                  on students (as learners, as members of their commu-
tent and methodology of these major disciplines: art,
                                                                  nity, and as persons situated in a larger cultural-his-
literature, humanities, communication, music, philoso-
                                                                  torical context) supports the learning of students as they
phy, theatre, language, and writing. In many of those
                                                                  “develop the intellectual skills that will make them more
areas, more advanced, more narrowly focused courses
                                                                  effective life-long learners” and “define and meet their
provide a foundation for further studies in those disci-
                                                                  educational, career, and personal goals” (See Appen-
plines (200-level coursework). [See course detail on
                                                                  dix 9, Philosophy of General Education; See Appendix
chart in 2.C] Some courses, because they are skill-build-
                                                                  2, College Vision).
ing as well as foundation courses, can be used to fulfill
communication or humanities requirements, and oth-                The division’s policies in placement, prerequisites, and
ers, such as International/Intercultural Studies (IIS),           the system of waivers and advanced placements have
are cross-listed because they fulfill either humanities           been established so that students can attain their edu-
or social science requirements.                                   cational goals and be challenged intellectually. The
                                                                  assumption is that students enrolled in classes for which
To assist transfer students to fulfill their foreign lan-
                                                                  they are prepared are likely to succeed. Therefore, stu-
guage requirement, the division provides at least one
                                                                  dents are placed into writing courses based on their
year of study in four world languages (ASL, Chinese,
                                                                  Computerized Placement Test (CPT) scores or through
German and Spanish) and up to six quarter in ASL
                                                                  successful completion of developmental courses, and
and Spanish. Course work at the 101 and 102 levels
                                                                  courses requiring college-level writing abilities (such
fulfills a student’s general-education elective require-
                                                                  as the 100-level humanities and literature courses) have
ment and prepares students to study at four-year insti-
                                                                  a Writing 101 prerequisite.
tutions that require a language. A third-quarter lan-
guage course can fulfill one discipline on the humani-            However, the division is somewhat flexible through its
ties list. A suggested structural change would move the           processes of waivers and advanced placements. If, in
ASL classes into the language program to more clearly             the Writing Program, students believe that they have
represent their place in the AA/transfer program, as              been inappropriately placed by the CPT or have already
well as their use as foundation courses for students en-          met the objectives of a courses prerequisite, they may
tering the Interpreter Training Program (ITP).                    demonstrate their readiness for a course or their mas-

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        71

tery of the course objectives according to the divisions     interpersonal relationships in the classroom: Humani-
process of evaluating their skills through interviews,       ties 140 World Religions. Weekly instruction of this
diagnostic writing samples and/or portfolios (See Ap-        course included one evening of televised instruction
pendix 27, Writing 101 Prerequisite Waiver Request &         and one evening of discussion.. The results, according
Evaluation Form for Advanced Placement). Instruc-            to students and faculty, were positive. Current plan-
tors in the programs determine students proficiency          ning for an Internet section of Technical Communica-
through an evaluation of their work and notify the Di-       tions 106 Technical/ Professional Communication will
vision Chair to grant or deny a waiver or advanced           also grapple with these issues of classroom community
placement. The Language Program also offers advanced         and with the requirement to teach and evaluate oral
placement and credit by examination for students who         presentation skills.
demonstrate their mastery of the written and commu-
                                                             The goals, policies, methods and delivery systems dis-
nicative skills in a language. However, the division does
                                                             cussed have emerged from and with the approval of
not offer credit by examination for courses in the writ-
                                                             the faculty in the division, and, as concerns arise, they
ing sequence.
                                                             are revisited and affirmed or changed by those faculty.
The instructional methods used in the classrooms and         For instance, a discovery last year that some students
during tutoring sessions in the Writing/ Language Cen-       were registered for the Writing 101 course without hav-
ter reflect the faculty’s recognition that the learners      ing taken the placement exam (CPT) and others were
are individuals with differing personal and learning         advancing to Writing 102 without having met the pre-
styles, cultural backgrounds and levels and types of         requisite of C or better in Writing 101 led to a study of
experiences. Therefore, faculty in the division offer a      the in-take processes for students, especially Running
diversity of course content (including world, European       Start students, and a tightening of the placement re-
and ethnic American courses), teaching/learning ac-          quirements. Further, faculty in the division have been
tivities (such as lecture, large and small group discus-     involved in campus discussion and information sessions
sion, and projects), and evaluation processes (such as       regarding distance education. The results of their ef-
self-assessment, in-class and take-home essays, and          forts have been considered decisions to offer a course
objective evaluations). The student support methods          integrating televised and classroom-based instruction
of the Writing/Language Center, outlined in a tutoring       (such as World Religions) and to develop an Internet
protocol, respect students as complex learners (See          version of the Technical/Professional Communication.
Appendix 28, Tutoring Guidelines).                           This re-thinking process meets the needs of faculty in
                                                             this division.
The division’s choices of delivery systems have been
strongly impacted by its commitment to its educational       COHERENT DESIGN OF PROGRAMS
mission. Faculty in this division believe that the learn-    The AA degree program is designed according to a lib-
ing community of the classroom is crucial to fulfilling      eral education model, with instruction in each of the
that mission. Thus, some courses (such as Speech 115         major fields of study: communication and quantitative
Small Group Communication) that are experiential             skills, humanities, social science and natural science.
rather than lecture courses are scheduled into longer        This division offers coursework in communication and
class sessions to accommodate this instructional             humanities. The coursework, designed and taught by
method, and faculty often offer linked and clustered         faculty in these fields of study, is characterized by a depth
classes to enhance that classroom community. Not too         and breadth appropriate to the level of a two-year com-
surprisingly, these faculty hesitate to offer courses that   munity college that provides instruction for students
lack that community. However, members of the divi-           seeking an AA degree and transfer to four-year col-
sion have been willing to combine classroom commu-           leges and universities and seeking a foundation in their
nity activities with distance components. During Win-        chosen fields of study.
ter 1999 the division launched its initial course inte-
grating the technology of distance education with the
instructional philosophy of face-to-face contact and

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

The ATA degree program requires the bulk of instruc-             DEGREE DESIGNATORS AND
tion in the technical field and support courses of re-           PROGRAM CONTENT
lated instruction in college-level communication (read-          The College uses degree designators (AA and ATA)
ing/writing and listening/speaking), human relations,            that are consistent with program content, and, for each
and computation, selected by faculty who matched spe-            field of study or technical program, the following are
cific soft workplace skills to objectives in existing            mostly well articulated. The AA programs course of
courses. Students seeking an ATA take Writing 101 to             study is outlined through the program planning guide
fulfill the reading/writing requirement and then select          and explained in more detail in the course descriptions
from the list of related instruction courses approved by         published in the College Catalog and the quarterly
each program of study (See Appendix 12, General Edu-             schedules. More specific information is available inter-
cation List for ATA) according to the recommenda-                nally through the course outlines and the general edu-
tions of faculty and the advisory committees. This struc-        cation rationale presented to Instructional Council and
ture provides the required writing course and classes            may be included in the syllabi of courses taught. In the
to fulfill the speaking/listening and human relations            Humanities/Communication Division, all faculty, when
requirements for students entering the workforce after           first hired to teach, receive a copy of that course’s out-
their two-year degree, seeking an upside-down degree             line listing the course’s description, prerequisites, re-
at The Evergreen State College, or articulating with             quired texts and materials, objectives, content, and
the International Business program at the University             evaluation process and samples of syllabi designed to
of Washington, Tacoma.                                           fulfill the expectations of each course outline.
In the coursework for both of these degree programs,             The ATA program designator is consistent with the
the division provides a blend of theory and applica-                                                      .
                                                                 content and degree objective for the ITP That program’s
tion, offers instruction in and/or use of library, inter-        planning guide offers a clear sequence of courses; how-
view or online research, and has established a course            ever, some course outlines that should specify the course
sequence for effective skill- and knowledge-building.            content, intellectual skills, career preparation compe-
Within these courses, faculty use varied methods to              tencies, and evaluation processes are often incomplete.
assess student learning. (See discussion of the educa-           (See Appendix 16, Forbes Report)
tional program: 2.C and 2.A)
                                                                 SHORT-TERM COURSES
The ITP also demonstrates an overall coherent design
                                                                 This division offers no programs in concentrated or
that requires four quarters of ASL prior to entry into
                                                                 abbreviated time frames.
the program, sequences introductory coursework and
two more quarters of ASL in the first year and more              LENGTH OF PROGRAM JUSTIFIED
specialized courses in the second year, and builds in            The College’s AA degree program uses the common
extensive practical experience in the second year of             practice of granting one credit for each hour of instruc-
study. However, much of the program curriculum is                tion for lecture courses and one credit for two hours of
outdated and vague making it difficult for “faculty to           instruction for lab hours. Its 90-credit length of study
determine what needed to be taught in each course”               is comparable to other community colleges in the state
(See Appendix 16, Forbes Report ). Also the Forbes               and to the first two years of undergraduate studies at
report points out that the course syllabi are difficult for      the regional colleges/universities.
students to follow (page 1); the learning outcomes are
unclear, and their assessment is often uneven, irregu-           The length of study of the ITP is 82-credit hours (six
lar and not clearly tied to the course grade (page 5).           quarters in length) of program-specific classes and 20 cred-
                                                                 its of ATA general education credits. However, students
                                                                 must develop proficiency in ASL prior to entering the
                                                                 program, and because of that coursework and the ATA
                                                                 general education requirements, most ITP students
                                                                 graduate with approximately 122 college-level credits.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY          73

DESIGN, APPROVAL,                                            ATA general education listing of courses in this di-
IMPLEMENTATION OF CURRICULUM                                 vision is granted if the course fulfills the knowledge
Responsibility for course development rests with the         and skills of communication (writing/reading or
                                                             speaking/listening) or human relations skills identi-
faculty in the academic programs who design courses
to fulfill the goals of the division and the programs as     fied in the ATA general education rationale:
                                                                s Human relations knowledge and skills
stated in the division’s IEP The development process is
most often done collaboratively with the colleagues in              (See2.C, General Education for ATA);
and out of the programs and with research into the             s   Communication knowledge and skills (See Appen-
programs of study of two-year colleges in the region               dix 14, Student Learning Outcomes Statements).
and four-year colleges/universities across the state,        Responsibility for implementing the new or revised
especially those that receive most of our transfer-          curriculum rests with the faculty with the support of
ring students.                                               the instructional administrators and staff and the stu-
Responsibility to review and approve these courses and       dent service personnel.
program planning guides (curriculum designs) lies in         LIBRARY AND
the Instructional Council headed by the Vice President
                                                             INFORMATION RESOURCES
for Instruction and composed of chairs of each divi-
                                                             Humanities/Communication faculty coordinate with
sion, two faculty-at-large, representatives of Student
                                                             library personnel to integrate instruction in the use
Services, and the instructional deans (See Appendix
                                                             of the library and information resources into the
7, Instructional Council Handbook). The Council
                                                             learning process.
meets to propose new and revised courses and programs
of study, to consider the ramifications of these addi-       The course outlines for classes in the division, espe-
tions, deletions and changes, and to approve/disapprove      cially in writing and communication, call for stu-
these proposals.                                             dents to integrate researched information into their
                                                             original work. Faculty, therefore, develop individual
The Instructional Council also acts as the General
                                                             course syllabi that facilitate library instruction. Some
Education Committee to approve the listings of
                                                             uses of these instructional services include:
courses onto the AA and ATA General Education
                                                                s Library/electronic research optional in
Lists (GEL). AA listing for a humanities division
                                                                    Writing 101, required in Writing 102;
course is approved if the course:
   s Contributes to humanities or communication                s   How-to-research presentations in
       general education as expressed in the philoso-              Writing101 and 102 ;
       phy statement;                                          s   On-site orientations to the library facility and
  s   Represents an academic discipline within the hu-             services;
      manities or communication (familiarizing students        s   On-site research activities, including “treasure
      with the terminology, basic concepts, and meth-              hunt” (See Appendix 19, Course Outlines; See
      ods for seeking knowledge in that discipline);               Appendix 20, Sample Syllabi with Research
  s   Contains “adequate” depth and breadth of the                 Components).
      subject involved; and                                  The College’s librarians support these instructional
  s   Is “generally” transferable to four-year institu-      needs by teaching class sessions on research and/or pro-
      tions (See Appendix 10, Rationale for AA GEL-          viding assistance in developing research assignments
      listing).                                              that use the print and media collections and electroni-
                                                             cally accessed information through Internet and the
                                                             electronic magazine indexes – Proquest, Ebscohost. The
                                                             best support for instructors is during the daytime and
                                                             early evening classes. Although the Library this year

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

has extended its evening hours until 9:00 p.m. Mon-               In addition to offering courses based on student de-
day-Thursday and 4:30 p.m. on Fridays, later evening              mand, the division schedules courses according to their
instructional support is still lower than earlier class ses-      instructional needs. Some are offered in variable class
sions. For students and instructors in weekend classes            lengths. Courses in the Speech Program offer an ex-
or classes held at Hawks Prairie, integrating researched          ample: Public Speaking (Speech 101) meets for one
information into coursework has no “real-time” support.           hour daily; and Small Group (Speech 115) and Inter-
                                                                  cultural (Speech 105) communication courses require
However, as one way to improve access to its resources,
                                                                  at least 65 minutes four days a week and more frequently
the Library has set up a web page with an electronic
                                                                  are scheduled for 85-minutes three days a week. Writ-
reserve of class readings or student models, access to
                                                                  ing 221 and 222 are also offered in longer class sessions
the magazine indexes, and soon, will add an online cata-
                                                                  due to the workshop nature of these creative-writing
log of the library’s print and media collection
                                                                  classes. Other classes are linked or clustered into longer
( Providing in-person sup-
                                                                  blocks of time in one space with breaks scheduled by
port for instructors of courses offered through non-tra-
                                                                  instructors as needed for instruction.
ditional modes or at non-traditional times or off-cam-
pus locations is a future challenge.                              The Humanities/Communication Division also offers
                                                                  a rotation of courses that will fulfill its general educa-
OPTIMAL LEARNING                                                  tion requirements for an AA degree in two years at
AND ACCESSIBLE SCHEDULING                                         Hawks Prairie (See Appendix 11, AA Degree: Hawks
The programs and courses in the Humanities/Commu-                 Prairie).
nication Division are, to the best of the division’s abil-
ity, offered to meet student-scheduling requests and              2.B – EDUCATIONAL PROGRAM
instructional requirements. Student demand for classes            PLANNING AND ASSESSMENT
that meet from 8:00 a.m. to noon is high; consequently            The Humanities/Communication Division carries out
49 percent of the winter 2000 classes in the division             its program planning and assessment in a manner con-
were offered during that time, and student enrollments            sistent with its goals of providing effective AA and ATA
are the highest then. However, the physical resources,            general education, foundations for advanced studies,
described above, make this more traditional schedule              and learning environments for its students as stated in
difficult for the division. Therefore, other classes are          the IEP (See Appendix 21). Faculty in this division use
scheduled less traditionally.                                     multiple processes which, though not all systematized,
                                                                  result from their efforts to base program decisions about
The division offers:                                              existing and new programs on accurate information.
  s A sequence of courses at 7:00 a.m.;
                                                                  Those processes used to make decisions about existing
  s    Evening sections two-day-a-week at 5:15 p.m.
                                                                  programs include long-term division planning, regular
       and 7:45 p.m. and agrees to a rotation of courses
                                                                  review of course outlines to check effective course ar-
       that fulfill the Humanities/Communication gen-
                                                                  ticulation with four-year colleges/universities, periodic
       eral education requirements in two years;
                                                                  review of on-campus course articulation, and data col-
  s    Afternoon sections that meet daily or two, three           lection using our newest evaluation tool, the IEP  .
       or four days a week, depending on their lengths;
  s    Weekend writing classes sequenced to build the
       largest possible enrollments.
Although these sections of courses do not have enroll-
ments as strong as the more traditional schedule, they
do allow more student access to learning.

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        75

Specifically, members of this division have                  ASSESSING
engaged in:                                                  EDUCATIONAL PROGRAMS
  s Division planning;
                                                             The Institutional Effectiveness Plan (IEP) is the new-
  s   Curricular update based on research into the           est and most systematic process that this division has
      discipline requirements for transferring students;     to evaluate its educational programs. Division faculty
  s   Review with technical faculty of the appropri-         developed the IEP during the 1997-98 academic year
      ateness of content/objectives for the Technical        by articulating the goals of the division as a whole and
      Communication 106 Technical/Professional               of the individual programs. Then working from those
      Communication course by Alan Baker during              goals and with the quantitative information that the
      1998-99;                                               College already had in hand (campus data on student
                                                             retention and success, system data, faculty evaluations,
  s   Review of campus writing program, including
                                                             and the results from the first CCSEQ), the faculty de-
      strengthening the developmental/ college-level
                                                             vised indicators that could reveal how effectively the
      articulation and establishing norms for the Writ-
                                                             division and its programs were meeting those goals. The
      ing 101 experience; and
                                                             1998-99 academic year was set aside to gather that data
  s   Data gathering and analysis from IEP indicators.       and the 1999-2000 year, to analyze and respond. This
The processes used to add theatre and music to the           year the faculty in the division will, first of all, analyze
AA program and a technical program in media pro-             the data, draw conclusions about their meaning and
duction and to expand the studio arts offerings are also     make program decisions accordingly; and secondly, they
based on faculty research. The division began this pro-      will evaluate the usefulness of the first set of indica-
cess during the 1997-98 academic year with research          tors, affirm or revise the indicators, and work with the
into the space needs for a Fine and Performing Arts          Director of Instructional Research to collect new data.
Program and the development of a timeline for hiring
                                                             The division faculty have received some of the data
faculty and expanding the program. During fall 1999,
                                                             from the indicators. From one indicator the writing
with new full-time faculty in music and theater, faculty
                                                             instructors learned that 80 percent of the students who
gathered input from representatives of the community
                                                             successfully complete Writing 101 also complete Writ-
and public school studio arts, music, and theater groups
                                                             ing 102 with a C or better (IEP 1.4.b); that 84 percent
at a Fine and Performing Arts Planning Forum held on
                                                             of students who successfully complete Writing 102, also
November 18, 1999 and began the pre-design work on
                                                             succeed in more rigorous academic courses on campus
the future Humanities/ Communication building. To
                                                             (IEP 1.4.c); and that 88 percent of technical students
that community input, faculty have added information
                                                             who complete Writing 101 and 106 in the same year
gathered from the course offerings and degree require-
                                                             succeed in the higher level course. These indicators
ments of those disciplines in four-year colleges/univer-
                                                             suggest that the Writing Program is effective. However,
sities and from conversations with the faculty in those
                                                             these findings do not allay faculty concerns that the
programs. The results have been courses in those new
                                                             Writing 101 and 102 experiences across all sections of
programs designed to address community needs and to
                                                             those courses may be inconsistent and that the overall
articulate with advanced studies.
                                                             program may not have a necessary continuity. To ad-
ITP the technical program in the division, is currently      dress those concerns, the writing instructors have
in a state of program revision and is using the input of     started the first of a series of norm-setting activities
an advisory committee, research into other IT programs,      described above (See Standard 2.2 for more specifics
and the findings of an outside evaluator to guide that       in this process).
                                                             Two other data sources, the CCSEQ (Community Col-
                                                             lege Student Experience Questionnaire) and the stu-
                                                             dent evaluations of faculty, try to assess the divisions
                                                             goal to “center” its educational missions on students as

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

learners, as members of their community, and as per-              s   Classroom-based end-of-course assessments
sons situated in larger cultural-historical contexts (IEP             that ask about either the students’ personal
1.4 Objective 4). From the CCSEQ, faculty looked for                  experience in the course (See Appendix 22,
a correlation between students who have taken one or                  End-of-101 Assessments) or the effectiveness
more classes in humanities, speech and fine arts and                  of this particular class/instructor in meeting
their “estimates of gains” in areas that could indicate               the stated course objectives (See Appendix 23,
the success of the division to center its goal on stu-                End-of-102 Assessments).
dents. Two of those findings indicate that 57 percent
                                                                These strategies offer formative assessment opportuni-
of students note positive gains or progress in “develop-
                                                                ties for individuals and smaller faculty groups, such as
ing the ability to learn on my own, pursue ideas and
                                                                part-time faculty or tenured faculty appraisal, but be-
find information I need” (IEP 1.4.2.b) and that 48 per-
                                                                cause the data are not gathered or reviewed division-
cent note positive gains or progress in “becoming aware
                                                                wide, they are not used as measurable indicators in the
of different philosophies, cultures and ways of life” (IEP
                                                                IEP. However, the instructor’s use of these classroom
1.4.2.f). However, because only 28 percent responded
                                                                assessment strategies indicate their commitment to for-
positively to their having had “serious discussions with
                                                                mative program assessment.
students” (IEP 1.4.2.g), the faculty in the division might
conclude that students are not putting their new aware-         ASSESSING STUDENT
ness into practice. As initial findings, these data stand       LEARNING OUTCOMES
in isolation and are not yet meaningful; however, the
                                                                During the 1998-99 academic year, faculty on the cam-
College has administered the questionnaire again. This
                                                                pus revised the expected learning outcomes for its AA
new data when compared to the previous may be more
                                                                degree students and upheld the liberal arts general edu-
informative for the division faculty.
                                                                cation distribution model that integrates those out-
Collecting data from other indicators in the IEP was            comes into the academic categories of communication,
more difficult than anticipated. In fact, the division          humanities, natural science and social science. (2.C
discovered that the College is no longer able to track          General Education for AA).
the academic records of individual transfer students.
                                                                The requirements for the General Education List
And of the five indicators selected by the ASL/ITP fac-
                                                                (GEL) support the integrated model, for, to have a
ulty, none could be isolated from the data available to
                                                                course listed, faculty must demonstrate that each
the College (See Appendix 21, IEP 1.4.1).
Other information, collected by faculty less sys-                 s “Contributes to general education as expressed

tematically, includes more qualitative data about                     in the philosophy statement;”
individual contributions to program effectiveness,                s   Represents “an academic discipline within one
such as:                                                              of the distribution areas” (familiarizing students
  s Student self-assessments: learning logs, ink sheds,               with the terminology, basic concepts, and
      small-group-based assessments, mid-term and                     methods for seeking knowledge in that
      final exam questions in which students assess                   discipline);
      their development as learners (See Appendix 22
                                                                  s   Contains “adequate depth and breadth
      & 23, Classroom-based Assessments);
                                                                      of the subject involved;” and
  s   Additional or alternative faculty peer evaluations
                                                                  s   Is “generally transferable to four-year
      and self-assessments in the tenure, post-tenure
      and part-time faculty appraisal systems include
      SGIDs [Small Group Instructional Diagnosis],              Courses in the humanities and communication portions
      the narratives in peer evaluations, and the speech        of the AA degree program planning guide follow this
      evaluation form adapted to other departments              model, and the course content and student learning
      (See Appendix 24, Evaluation Form for Speech              outcomes are integrated into the outlines of the courses

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       77

that fulfill those requirements and electives listed on        pus articulation efforts, and discipline requirements of
the GEL (See Appendix 19, Course Outlines; See Ap-             and articulation efforts with four-year colleges/univer-
pendix 10, Rationale for AA GEL-listing). Student              sities. The impact on learning is not quantifiable here;
learning of the content and mastery of the objectives is       however, teaching and learning are directly influenced
assessed in those courses through multiple indices: class      by an increased faculty focus on the division mission
discussions, projects, portfolios, objective tests, in-class   and on each courses objectives. That focus is often evi-
and take-home exams, formal papers, journals/reflective        dent in revised course syllabi (See Appendix 20, Course
writings. (The evaluation methods are listed in each           Syllabi) and in students’ comments on their own achieve-
course outline and samples of student work are contained       ment of course objectives (See Appendices 22 & 23).
in each department notebook in the T    eam Room).
                                                               The Writing Program change has resulted from a series
Expected learning outcomes for general education for           of writing instructor retreats, the first three held with
the technical programs were identified through a se-           the developmental reading/writing faculty and the next
ries of faculty activities explained in the “General Edu-      two in winter and spring 2000 to be held with college-
cation for ATA” section (2.C). Existing courses that           level writing faculty.
integrated these outcomes were listed under the head-
ings–Communication, oral; Communication, written;
                                                               PROGRAM PLANNING
Human Relations, and Computation. New courses are              AND ASSESSMENT
added to those lists by approval of Instructional Coun-        TABLE 6
cil acting as the General Education Committee after
they have been found to contain content and applica-
tion of those expected learning outcomes. Student
learning is assessed in those courses through the same
multiple indices already listed, for all Humanities/ Com-
munication Division courses listed on the GEL for ATA
are also listed on the GEL for AA (See Appendix 19,
Course Outlines; See Appendix 13, Rationale for ATA

The expected learning outcomes for students in the
ITP are less clearly identified in either a stand-alone
format or integrated into the outlines of the courses
that make up the core requirements. However, the               The division foresees these next steps in assessment:
College is committed to identifying those outcomes               s Gather comparative data on student success in
during that program’s revision and to developing effec-              Writing 101 before and after the focus on place-
tive strategies for assessing them.                                  ment and prerequisites;
IMPROVED TEACHING AND                                            s   Continue course outline revisions to incorporate
LEARNING THROUGH ASSESSMENT                                          the division mission and program goals accord-
                                                                     ing to the requisite five-year review schedule;
The division’s claim that its planning and assessment
have led to improvements in teaching and learning is             s   Engage in the syllabus project that will align all
based on changes that have occurred as a result of the               sections of each course offering with the con-
assessment activities. Table 6 captures two areas of                 tent and objectives stated in the course outlines;
change.                                                          s   Incorporate a normalizing component into the
                                                                     probationary and peer appraisal process for all
The program-level activities are grouped because cur-
                                                                     writing instructors.
riculum change has had several triggers, including the
development of the IEP, the five-year review, on-cam-

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

2.C - UNDERGRADUATE PROGRAM                                     HUMANITIES/COMMUNICATION
GENERAL EDUCATION                                               GENERAL EDUCATION LIST
FOR ASSOCIATE OF ARTS                                           TABLE 7
The College’s general education offers instruction in
the major academic disciplines and in the “intellectual
skills to make [students] effective lifelong learners”
(Appendix 9, Preface to “Philosophy of General Edu-
cation). During the 1998-99 academic year the faculty
reviewed and confirmed the College’s approach to the
distribution of general education credits and the draft
of the “Philosophy of General Education” statement.
This philosophy will be revised and published in the
next edition of the College Catalog.

The required distribution of credits that form the
general education portion of an Associate of Arts
degree at the College covers the “content and meth-
odology” of five “major areas of knowledge”:
  s Communication: Writing 101
      (required for all degree-seeking students)
      Writing 102 (required for all AA students)
  s   Quantitative: General Education List (GEL)
      coursework in mathematics or logic
  s   Humanities: 15 credits of GEL coursework
                                                                Faculty at this College are interested in adding the per-
      in 3 disciplines
                                                                formance and studio arts courses to the GEL as the
  s   Social Science: 15 credits of GEL coursework              Fine and Performing Arts program expands. They be-
      in 3 disciplines                                          lieve that these courses fulfill all of the criteria of GE-
  s   Natural Science: 15 credits of GEL coursework             listing required by the Instructional Council. The other
      in 3 disciplines                                          differences are conscious choices: these faculty believe
                                                                that “humanities content” – literature, philosophy, mu-
The College offers GEL coursework at two academic
                                                                sic, cultural history and the plastic arts – is substantive
levels in the disciplines within the division. The 100-
                                                                in language courses starting in the third quarter and
level coursework in the areas of communication and
                                                                that speech and media communication courses are com-
humanities in the departments listed below provides
                                                                munication, rather than humanities, courses.
an introduction to the disciplines, and more advanced,
more narrowly focused courses at the 200-level act              Of the “intellectual skills” outlined in the Philoso-
as a foundation for further studies in a student’s              phy of General Education, students in classes within
chosen discipline or provide opportunities to pur-              the Humanities/ Communication Division will
sue intellectual interests.                                     strengthen their abilities to:
                                                                   s “Communicate effectively” in written and oral
Table 7 reveals the two levels of coursework and indi-
cates those courses that fulfill the requirements for dis-            communication (See Appendix 14, Student
tribution of credits or electives from General Educa-                 Learning Outcomes);
tion List (GEL).                                                  s    “Demonstrate knowledge of, or practice in,
                                                                       intellectual, cultural, and artistic heritages”

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         79

  s   “Understand themselves and others as they in-          Courses in the division that have been listed as Gen-
      teract in a social, political and economic world;”     eral Education for ATA contain the knowledge and
  s   “Think logically and critically;”                      competencies outlined in the above documents.

  s   “Integrate and synthesize knowledge;” and              Those include:
  s   “Function more knowledgeably as responsible              s   Writing/Reading: Writing 101 required;
      citizens in our democratic society.”                     s   Speaking/Listening Electives in Humanities/
Instruction in these skills is sometimes taught in disci-          Communication: Speech 100, Speech 101,
pline-specific courses, such as Writing 101 or 102, In-            Speech 105, or Speech 115:
troduction to Formal Logic (Phil 120) or speech com-           s   Human Relations Elective in Humanities/Com-
munication courses, and more often integrated into the             munication: Speech 105, Speech 115, or Hu-
course objectives across the disciplines (See collection           manities 121.
of course outlines). The result is that upon completion
                                                             INTERPRETER TRAINING PROGRAM (ITP)
of the general education requirements and electives,
                                                             The educational requirements of the ITP were set at
students will have had instruction and practice in ap-
                                                             the program’s inception to prepare students for entry
plying these skills in many academic disciplines.
                                                             into professional work in the field of interpretation for
GENERAL EDUCATION FOR                                        the deaf or for advanced studies. These requirements
ASSOCIATE OF TECHNICAL ARTS                                  emphasize signing skill production, message analysis
Courses within the Humanities/Communication Divi-            from English to American Sign Language (ASL) and
sion also provide specialized general education in com-      ASL to English, vocabulary building in both ASL and
munication (writing/reading and speaking/listening)          English and interpreting skills in the first year and mes-
and human relations to fulfill learning outcomes for         sage analysis from English to Manually Coded English
students in the ATA degree programs. The communi-            and Manually Coded English to English, interpreting
cation abilities were identified in the 1993 “Student        in a variety of situations, and practicum experiences in
Learning Outcomes Statements” and confirmed in 1996          the second year. The program’s course of study is in
by the College in the work on general education for          need of, and scheduled for, substantive revision during
ATA degree programs (See Appendix 14, Student                the 2000-01 academic year.
Learning Outcomes). Then during the 1995-96 aca-             The general education requirements for the IT degree
demic year, the College faculty drafted this philosophy      are clearly listed in the College Catalog and on the
statement to explain the expected outcomes of a course       program’s planning guide.
that fulfills the human relations ability:
                                                             PUBLISHING GENERAL
  s    South Puget Sound Community College believes
                                                             EDUCATION REQUIREMENTS
      that all students need to develop the ability to
                                                             The general education requirements are published in
      relate well to others in their daily lives, includ-
                                                             the College Catalog and on the program planning guides
      ing their relationships at work. This ability in-
                                                             for each program and explained in more detail during
      cludes the awareness of the students’ own per-
                                                             academic advising sessions (See Appendix 8, AA Pro-
      ceptions and communication styles, and that
                                                             gram Planning Guide; See Appendix 15, ITP Program
      there are styles different from their own. W want
                                                             Planning Guide).
      students to have understanding and skill in con-
      structing and delivering clear messages to oth-
      ers as well as skill in interpreting the messages of
      others. (“Human Relations – Knowledge &
      Abilities” – outlines specific competencies in
      human relations).

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

GENERAL EDUCATION RATIONALE                                     program to determine if the course is, indeed, close
The College’s general education is based on a philoso-          enough to warrant a substitution. If so, the chair com-
phy that is clearly articulated in the draft statement of       pletes the request for waiver with the program’s justifi-
June 1999 and will be published in clear and complete           cation and sends it on to the Vice President for In-
terms in the next College Catalog. This statement con-          struction. If the request is denied, the chair returns the
firms the faculty’s commitment to the liberal arts dis-         paperwork to the student.
tribution of credits and articulates the “intellectual
                                                                ACADEMIC ADVISING
skills” that they believe students who complete the AA
                                                                Full-time faculty in the Humanities/Communication
program should demonstrate. In fact, a course’s contri-
                                                                Division participate in student academic advising on
bution to general education as expressed in the phi-
                                                                Advising Day through large group and/or one-on-one
losophy statement is the first criteria by which the In-
                                                                advising of assigned advisees. Also faculty – part-time
structional Council, acting as the General Education
                                                                and full-time – do ad hoc advising of students enrolled
Committee, evaluates each course for inclusion on the
                                                                in their courses. To prepare for their advising duties,
GEL. The other criteria are, in brief, its accurate rep-
                                                                faculty in the division participate in advising training,
resentation of the academic discipline, its depth and
                                                                and new faculty work with trained advisors for a year
breadth of the subject, and its transferability. (See Ap-
                                                                before they begin their academic advising.
pendix 10, Rationale for GEL-listing).
The Humanities/Communication Division offers
courses in communication, the humanities, and the fine          The division publishes the prerequisites for all of its
arts as its contribution to the AA general education            classes in the Catalog and, quarterly, in the class sched-
program. Its humanities/communications program is               ule. Also, the division offers a clear procedure to allow
comprehensive in that it includes offerings in world,           students to demonstrate that they have meet the en-
Western European, and American culture. However,                try-level expectations for Writing 101 through the
the division’s Fine and Performing Arts Program is in           evaluation of a diagnostic writing sample (See Appen-
its developing stages with a program and building               dix 27, Writing 101 Prerequisite Waiver Request).
completion target of the 2004-05.                               ADEQUATE FACULTY
The AA transfer program also offers opportunities that          The Humanities/Communication faculty are ad-
focus on the interrelationships among these major fields        equately prepared for the educational levels offered,
through stand-alone International Intercultural Stud-           and full-time faculty represent each discipline in
ies (IIS) courses, the cross listing of classes (i.e. Art       which the College offers coursework. (Refer to charts
230/Anthropology 230 – Northwest Coast Indian Art),             on the following two pages.)
and courses linked between disciplines and integrated
                                                                STATE LICENSING EXAMINATIONS
studies – three-course interdisciplinary clusters.
                                                                The ITP does/doesn’t track the certification pass rates
TRANSFER OF CREDITS                                             for students exiting the program and has only anec-
The transcript evaluator in Enrollment Services handles         dotal information on job placement rates for its gradu-
the transfer of credits. If the admissions staff is unable      ates.
to determine a clear transferability of courses, students
see the chair of the division in which the program of
the course-in-question resides and request a substitu-
tion. The student then collects information about that
course’s objectives, syllabus, etc. That information, the
College’s course information, and the request for sub-
stitution are forwarded to a faculty member within that

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        81



2.1 – GENERAL EDUCATION/                                     In the coursework for both of these degree programs,
RELATED INSTRUCTION                                          the division provides a blend of theory and applica-
                                                             tion, offers instruction in and/or use of library, inter-
                                                             view or online research, and has established a course
The College requires a substantial and coherent gen-
                                                             sequence for effective skill-and-knowledge-building.
eral education/related instruction component in all AA,
                                                             Within these courses, faculty use varied methods to
ATA and certificate programs over a year in length.
                                                             assess student learning. (See discussion of the educa-
The general education for the AA degree program is           tional program – 2.C and 2.A above).
designed according to a liberal arts model and “is in-
tended to meet the transfer requirements of the four-
                                                             2.2 – EDUCATIONAL ASSESSMENT
year colleges and universities as outlined in the            The Humanities/Communication Division is commit-
Intercollege Relations Commission Handbook” (See             ted to the formative assessment of its portion of the
Appendix 9, Preface of the Philosophy of General Edu-        AA and ATA programs. The division’s planning in the
cation). It “introduces students to the content and          past bears witness to that kind of commitment, its ben-
methodology of the major areas of knowledge – com-           efits, and to the faculty’s use of those plans to guide the
munication, the humanities and fine arts, the natural        division. For example, in 1994 the faculty met in a
sciences, mathematics, and the social sciences – and         workshop setting to celebrate its strengths and to iden-
helps them develop the intellectual skills that will make    tify areas that it hoped to improve and to add. From
them more effective life-long learners” (See 2.C above       that workshop came a wishlist for the division’s future,
and Appendix 2.C - Philosophy of General Education).         a list that has guided the division’s decisions over the
                                                             past six years and has led to coherent program devel-
The College’s general education plan and supporting          opment (See Appendix 18, 1994 Wishlist and 2000
philosophy were reviewed and revised during the 1998-        Accomplishments).
1999 academic year through collaboration of faculty
representing the three academic divisions and was pre-       The development and implementation of the campus-
sented to the Instructional Council in June 1999.            wide IEP is a new opportunity to focus formative as-
                                                             sessment more on student retention, academic success,
The general education for the ATA degree programs is         and experience. This division’s mission and stated goals
designed with stand-alone courses instructed by fac-         indeed focus on students – their progression through
ulty who are experts in the fields of communication          sequential courses (i.e. writing and language), their
(reading/writing and listening/speaking), human rela-        preparation for transfer/advanced studies, and their de-
tions, and computation. The courses were selected by         velopment as learners. The measurable indicators –
technical faculty and those instructors who matched          restricted as they were, at the time, to existing, quanti-
specific “soft workplace skills” to objectives in existing   tative data – sought to gather data about the effects of
courses. The resulting ATA general education requires        the educational program on students through multiple
all students seeking an ATA to take Writing 101 to           indices, including:
fulfill the reading/writing requirement and then select
from the ATA GEL courses approved by each program              s    Student data from our system on retention, suc-
of study, according to the recommendations of faculty               cess, etc.;
and the advisory committees. (See General Education            s    Transfer data following individual students to
ATA, 2.C above)                                                     four-year schools;

The requirements for related instruction are clearly           s    The CCSEQ (Community College Student Ex-
published in the College Catalog and on program plan-               perience Questionnaire);
ning guides for each technical program, and they are           s    The numerical portion of student evaluations of
explained in more detail during academic advising.                  faculty; and
                                                               s    Course syllabi.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

That data, gathered to date, discussed in section 2.B           The numerical checks done for the IEP suggest that
and available in Appendix 21 “Measurable Performance            the latter two of these points of articulated student
Indicators,” has offered some quantitative snapshots on         learning are on track. At the second point the percent-
the program’s effectiveness, and it has raised more ques-       ages are high. Eighty percent of winter-spring 1999 “stu-
tions and inspired the recommendation that the divi-            dents who exited Writing 101 with a C or better had
sion revise its indicators to better assess its effective-      adequate reading/writing skills to succeed with a C or
ness. This recommendation upholds the framework and             better in Writing 102,” and 88 percent of 1998-99 tech-
intention of the IEP and would tinker with its details.         nical students “who exited Writing 101 with a C or
                                                                better had adequate reading/writing skills to succeed
An example that is specific to this standard is the
                                                                with a C or better in subsequent technical program
College’s Writing Program that strives to provide a com-
                                                                courses that demanded professional-level writing skills”
prehensive sequence of college-level writing classes that
                                                                (See Appendix 21, IEP “Outcomes”). And the third
build from entry-level reading/writing abilities to the
                                                                point holds that pattern: 84 percent of students who
college-level exit abilities of Writing 101 and then to
                                                                exit Writing 102 with a C or better have adequate writ-
the more advanced skills of researched argument in
                                                                ing/reading skills to succeed in rigorous academic
Writing 102 or Writing/Technical Communication 106
                                                                courses, such as philosophy, 200-level literature courses,
Technical/Professional Communication.
                                                                psychology, and humanities (See Appendix 21, IEP
At three points in the program, students are judged             “Outcomes” I.4.c).
competent in demonstrated writing abilities to move
                                                                These data offer favorable quantitative snapshots; how-
to the next level:                                              ever, faculty who teach reading/writing college-wide
   s Entry-level readiness for Writing 101 demon
                                                                have taken on a second assessment activity, seeking
      strated through the CPT, the exit standards for           answers to the underlying question: What does this data
      the Developmental Education reading/writing               mean? More specifically,
      program (English 097/Reading 097), or the di-
      agnostic writing sample;                                    s   Have students who exited Writing 101 with a C
                                                                      had similar experiences?
  s   Exit Writing 101/readiness for Writing 102 or
      106; and                                                    s   Are they being held to the same level of compe
  s   Exit Writing 102/readiness for “rigorous aca-
      demic courses.”                                           The assessment activity has set aside time and space
                                                                for writing faculty to look into the actual content/ ob-
Two of these points – entry into Writing 101 and readi-
                                                                jectives of the courses within the Writing Program and
ness for Writing 102/106 – are governed by prerequi-
                                                                into the assignment sequences used by the instructors
sites, and the second and third are checked numeri-
                                                                to teach these objectives/content. The division has also
cally through the IEP data collection (IEP 1.4.a & 1.4.b,
                                                                arranged to pay part-time faculty and staff from the
IEP 1.4.c). The first is a point of entry into college-
                                                                Writing/Language Center a stipend to participate in this
level writing classes either through articulation between
                                                                important normalizing activity.
developmental and college-level courses (the “101 Es-
say” exit evaluation in English 097) or through prereq-         The first sessions have looked at the articulation be-
uisites met by Computerized Placement T scores in               tween developmental classes and Writing 101 and com-
writing/reading or by faculty evaluation of a student’s         pared the Writing 101 experiences among ten faculty
impromptu essay. The latter two points are based on             and with the course objectives. The next two sessions
the writing faculty’s shared concept of “What is a C”           in 1999-00 invited more instructors to continue the
in Writing 101 (See Appendix 25, “What is a C” docu-            second process, add a focus on Writing 102, and start
ment; See Appendix 26, College-writing Rubrics).                to apply the objectives to samples of student.
Taken together, these points of articulation provide
assessment of student learning midway in the Writing

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        85

This second level of assessment will support our use of      INSTRUCTION DOCUMENTS
student grades as a measure of students’ benefit from          s   Appendix 7: Instructional Council Handbook
instruction in the Writing Program to an outside audi-
                                                               s   Appendix 8: AA - Program Planning Guide
ence and, more importantly, answer the more difficult
questions about effectiveness raised by the faculty. It        s   Appendix 9: AA - Philosophy of General Edu-
also suggests how the faculty in this division would like          cation
to approach formative assessments of other aspects of          s   Appendix 10: Rational for AA GEL-listing
its program and explains why they seek a revision of           s   Appendix 11: AA Degree: Hawks Prairie
the IEP measurable indicators.
                                                               s   Appendix 12: General Education List for ATA
CONCLUSION                                                     s   Appendix 13: Rationale for ATA GEL-listing
The following charts indicate the challenges, analyses         s   Appendix 14: ATA - Student Learning Out-
of strengths and weaknesses, and recommendation and                comes
actions taken for the Humanities/Communication Di-
                                                               s   Appendix 15: ITP - Program Planning Guide
                                                               s   Appendix 16: ITP - Forbes Report
                                                             Humanities/Communication Division Documents:
As noted throughout this division report, the In-
                                                               s Appendix 17: NEH Summary of Curricular
terpreter Training Program faces many challenges in
its human resources, its educational program and its
program planning and assessment. However, it retains           s   Appendix 18: 1994 Wishlist and
the commitment of the community advisory commit-                   2000 Accomplishments
tee, the interest of students and the support of its part-     s   Appendix 19: Course Outlines/Revised Course
time faculty.                                                      Outlines

APPENDICES                                                     s   Appendix 20: Sample Syllabi

College-wide Documents:                                        s   Appendix 21: Institutional Effectiveness Plan
  s Appendix 1: College Mission
                                                                   and Classroom-based Assessments

  s   Appendix 2: College Vision                               s   Appendix 22: End-of-101 Assessment

  s   Appendix 3: Division Chair Duties and Respon-            s   Appendix 23: End-of-102 Assessment
      sibilities                                               s   Appendix 24: Evaluation Form for
                                                                   Speech Faculty
  s   Appendix 4: Students by Race/Ethnic Back-              WRITING PROGRAM DOCUMENTS
      ground by College                                        s   Appendix 25: “What is a C”
  s   Appendix 5: Population Estimates by Race and             s   Appendix 26: College-writing Rubrics
      Hispanic Origin in Thurston County, 1990-98
                                                               s   Appendix 27: Writing 101 Pre-requisite Waiver
  s   Appendix 6: Recommendations from Students                    Request and Evaluation Form for Advanced
      of Color Perspective : Report of Findings                    Placement
                                                               s   Appendix 28: The Writing/Language Center’s
                                                                   Tutoring Guidelines
                                                               s   Appendix 29: Request for Position Upgrade
                                                                   (Writing/Language Center)

                                                EDUCATIONAL PROGRAMS • STANDARD 2




                                                 EDUCATIONAL PROGRAMS • STANDARD 2





Table 12 summarizes the program’s challenges and the recommendations to strengthen the program:

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PLANNING AND                                         2.A – GENERAL REQUIREMENTS
EFFECTIVENESS                                                    HUMAN RESOURCES
                                                                 The Natural Sciences Division has the same basic re-

NATURAL                                                          sources problem that all instructional divisions have at
                                                                 the College. A primary limitation is the way the Wash-

SCIENCES                                                         ington community college system has been funded the
                                                                 last two decades. Another complication is that in the
                                                                 transition from a technical to a comprehensive institu-
DIVISION                                                         tion during the l980’s the College experienced extra
                                                                 difficulty due to nuances in the way money is distrib-
OVERVIEW                                                         uted by the State Board. Given these inherent difficul-

             he Natural Sciences Division offers courses         ties, the division then competes with the rest of the
             in math, sciences, and engineering and four         equally underfunded divisions for the scarce dollars for
             two-year technical programs in Electron-            instruction.
             ics Technology, Horticulture Technology,            In spite of these system level problems, the faculty of
and Computer Network Systems T     echnology. The Pub-           the Natural Sciences Division perform their functions
lic Works Program, which the division offered for two            very well. This feeling is anecdotally supported by posi-
years, has recently been inactivated.                            tive feedback from Associate of Arts (AA) transfer stu-
The Math Program provides a seamless sequence of                 dents and a high job placement rate of recent gradu-
courses covering skill levels beginning with basic op-           ates of the technical programs. However, the accredi-
erations of arithmetic and continuing through beginning,         tation process with its emphasis upon evaluation and a
intermediate, and college algebra to precalculus, cal-           continuous program for improvement based upon quan-
culus, linear algebra, and differential equations. The Math      titative data, has increased the division’s awareness of
Program also offers specialized mathematics courses for          what needs to be done. The difficulty is continuing to
technical, business and social science students.                 shoulder the work load of the existing program while
                                                                 trying to refine assessment, evaluation and revision
The science courses cover a diverse list of disciplines          components of meaningful indicators of success. And
including astronomy, biology, botany, chemistry, envi-           all of this occurs in an era of limited resources.
ronmental science, geology, oceanography and phys-
ics. biology, chemistry, and physics sequences for sci-          Although the existing core of full-time faculty is cer-
ence, engineering and medical professional students are          tainly dedicated and does a remarkable job in striving
available. Other courses such as anatomy and physiol-            to maintain the existing level of services, significant
ogy and microbiology support technical programs such             increase in evaluation and systematic improvement
as Nursing and Medical Assisting. Other science courses          processes would certainly occur by the conversion of
are introductory in nature for non-science Associate             more part-time into full-time faculty. The College has
of Arts students. All but three of the science courses           made this a priority for many years, and the division
contain a laboratory component.                                  has recently converted four mathematics and one hor-
                                                                 ticulture/botany positions from part- to full-time. But
The Engineering Program offers a four-course series              state limitations on money for faculty salaries continue
covering Introduction to Engineering, Statics, Dynam-            to prevent a faster conversion rate in college wide part-
ics, and Mechanics of Materials.                                 time to full-time ratios. Another important step towards
The four Associate of Technical Arts (ATA) programs              program improvement would be release time for ad-
offer a complete core of courses that gives students the         ministratively related activities. Some faculty act as
content and skills necessary in each field. In addition,         unofficial program heads, doing such activities as sched-
the programs provide other elective or special interest          ule and budget development without any release time.
courses.                                                         The College has resisted such release time because of
                                                                 the limited resources issue.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       91

PHYSICAL RESOURCES                                             MISSION AND GOALS
Finally, inadequate physical resources limit program           The Natural Sciences Division strives to expose stu-
effectiveness, especially the inadequate greenhouse and        dents to logical and scientific ways of thinking. It does
laboratory facilities for the Horticulture Program; the        this by assisting with skills acquisition in the areas of
classroom setup for more effective presentations and           systematic observation, experimentation, reasoning,
scheduling of the mathematics courses; and the                 and technical applications enabling students to seek
crowded lab-room, prep-room, and storage space for             explanations and predictions concerning the natural
the science laboratory classes.                                environment.

FINANCIAL RESOURCES                                            The goals of the Natural Sciences Division are
Even more difficult to achieve is the funding for tech-        as follows:
nical support positions throughout the division. The              s The division promotes understanding of the

last three years the College has shown a significant fi-              physical world through observation, classifica-
nancial commitment to the Math Center and a start of                  tion, and/or quantitative representation of natu-
lab/technical support for the Electronics and the Hor-                ral phenomena;
ticulture Programs. Additional hours for the part-time           s   The division enhances the student’s future aca-
people in these areas would certainly increase chances               demic and vocational opportunities by fostering
for a significant increase of effectiveness in several ways.         the development of skills and knowledge within
More hours of individual tutoring in math and possibly               the various disciplines of the division;
other areas would enhance student success. Better tech-
                                                                 s   The division helps students develop cognitive
nology in the laboratory settings of the science, elec-
                                                                     skills such as logical reasoning, mathematics, and
tronics, and horticulture programs would increase pro-
                                                                     the scientific method; and
gram effectiveness.
                                                                 s   The division will effectively prepare students to
The Natural Sciences Division, with its unusually large              succeed in their various courses and programs
number of laboratory-based courses, suffers from the                 in preparation for their career goals, whether they
fact that the real (adjusted for inflation) dollars the              be completion of a two-year technical degree,
College receives has decreased for many years and more               transfer to four-year professional programs, or
of these dollars have gone into salaries. At the same                completion of General Education Requirements
time, we continue to experience large growth in the                  for Associate of Arts or Associate of Technical
number of laboratory sections. This has meant that                   Arts degrees.
there is less money for vital laboratory supplies each
year. More importantly, dollars for new and replace-           The mission and goals of the Natural Sciences Divi-
ment equipment is sparse or non-existent, compromis-           sion support the mission of the College. The division’s
ing the ability to keep labs running and up to date, and       broad range of courses and programs for academic, vo-
making the idea of upgrading and improving labs in-            cational, developmental and personal growth assist the
creasingly unrealistic.                                        College in providing a comprehensive program. By of-
                                                               fering developmental courses, sponsoring the Math
Travel support has also become a scare commodity.              Center tutoring program, participating in student ad-
Again improved resources here would allow the fac-             vising, and working closely with the special needs co-
ulty to stay current by attending professional confer-         ordinator in student services, the division faculty sup-
ences and to improve their programs and increase stu-          port the success of a diverse population. T  elecourses,
dent success.                                                  evening courses, correspondence courses, and courses
                                                               at the Hawks Prairie Center expand access. The divi-
                                                               sion promotes community relations through articula-
                                                               tion agreements between high school programs and the
                                                               College’s technical programs, and through additional

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

conversations with high schools through the Tech-Prep            COHERENT DESIGN OF PROGRAMS
Consortium and the Running Start coordinator. The                The mathematics and science transfer courses in sup-
technical programs work with the community through               port of the Associate of Arts degree and the technical
their advisory boards and job-placement efforts. Aca-            degree programs in the Natural Sciences Division dem-
demic programs maintain contact with four-year schools           onstrate a coherent design and structure. Mathemat-
to ensure transferability of courses and smooth transi-          ics and science transfer courses were all modeled after
tions for their students.                                        the standard, four-year college courses in order to en-
The Natural Sciences Division has expanded its teach-            sure transferability. They cover the same content and
ing methods and delivery systems in the past decade to           offer the same laboratory experience as their equiva-
help meet the goal of developing such cognitive skills           lent courses at other community colleges and four-year
as critical thinking and logical reasoning and the goal          schools. These courses are offered with enough depth
of a more successful and efficient presentation of the           and rigor to ensure the success of the students after
knowledge and skills needed by students completing               their transfer. Data of the success rates of transfer stu-
either an ATA or the AA program. Examples of ex-                 dents to four-year schools was available for many years
panded methods and delivery systems include a signifi-           and showed that transfer students from the College had
cant use of manipulatives in several mathematics                 grade point averages at the four-year schools that were
course; the development of videos for the statistics cor-        virtually identical to the students who had begun at
respondence class; expanded use of computers in chem-            the four-year schools. This data did not break down
istry labs; use of the Internet in the oceanography class;       their success by course, however, so more precise analy-
the acquisition of a projecting microscope for biology           sis was not possible. This data ceased to be provided
and geology; video and computer systems for use in               about three or four years ago. The other areas math
the horticulture classroom; and a large increase in hours        and science faculty have emphasized are critical-
for the Math Center.                                             thinking and problem-solving skills. Though the ef-
                                                                 fectiveness of attempts to teach more of these is hard
Division and program goals were developed as part of             to quantify and evaluate, they continue to be a prior-
the College’s Institutional Effectiveness Plan (IEP) by          ity for the mathematics and science faculty and for the
the faculty in the division. There is no clearly defined         technical programs.
process for periodically re-evaluating these goals. The
general education goals for both the AA and the ATA              The technical programs have an equal interest in pro-
degrees were developed through a process involving               viding coherent and relevant courses. However, they
all the full-time faculty and were approved by Instruc-          rely on additional input from employers and from advi-
tional Council. Individual course outlines are also ap-          sory committees to ensure the most effective curricu-
proved by Instructional Council but usually do not ex-           lum and job preparation. Job placement figures are used
plicitly address such issues as instructional policy or the      to help determine program effectiveness. The curricu-
relationship of the course to the College’s mission.             lum in technical programs is reviewed at regular inter-
                                                                 vals, usually every five years, by faculty and the advi-
                                                                 sory committee to ensure the best program. Issues such
                                                                 as course sequencing and the development of higher
                                                                 order skills such as synthesis and critical thinking are
                                                                 part of this review. For example, important ideas and
                                                                 analytical methods will be covered and expanded a sec-
                                                                 ond or even a third time in successive courses to pro-
                                                                 vide maximum skill development and retention.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        93

The developmental mathematics program is most in-            The appropriate content and skill components for a
terested in providing vital, lifelong mathematics skills     technical program are originally developed by survey-
and preparing students for above 100-level mathemat-         ing the appropriate employer base so that graduates can
ics courses. To ensure more student success, this pro-       be successful. Advisory committees then provide on-
gram has studied success of students in the higher level     going feedback to keep programs current.
mathematics courses and has insisted upon the enforce-
ment of prerequisites as a ways to reduce student fail-
                                                             SHORT-TERM COURSES
ure rates. They continuously review the computer test-       The Natural Sciences Division offers no courses in ab-
ing program to properly place students and increase          breviated time frames.
student success. Issues of sequencing of content and         LENGTH OF PROGRAM JUSTIFIED
the development of higher order cognitive skills are part
                                                             These issues are handled by the College, not at the
of the yearly review process that the developmental
                                                             division level. Division courses seem to have no trans-
mathematics faculty perform.
                                                             fer related problems of this kind.
DEGREE DESIGNATORS                                           DESIGN, APPROVAL,
AND PROGRAM CONTENT                                          IMPLEMENTATION OF CURRICULUM
The Natural Sciences Division has been an important
                                                             The College’s Instructional Council approves all pro-
and active contributor in the College’s work in dealing
                                                             grams and individual course outlines. The faculty do
with the philosophy and goals for the Associate of Arts
                                                             play the appropriate major role in curriculum issues.
and the Associate of Technical Arts degrees. Division
                                                             The original course outline and the five-year updates
members played key roles in the careful deliberation
                                                             have always been done by faculty who either teach the
process during 1999 that led to the Philosophy of Gen-
                                                             specific course or coordinate in that program. Original
eral Education statement developed for the Associate
                                                             course outlines for transfer courses in the Associate of
of Arts degree. This statement included the general
                                                             Arts degree were developed to match closely the cor-
education skills that, combined with the specific con-
                                                             responding course at the four-year institutions and
tent of courses, would give the transfer student the
                                                             maximize the transferability of the courses. Content in
ability to succeed at a four-year college or university.
                                                             technical courses is based upon the skills needed by
For the Associate of Technical Arts degree, the divi-        graduates entering the job market. Developmental math
sion was prominent in developing the philosophy state-       course outlines have undergone a succession of changes
ment and the courses for the computational compo-            based upon reviewing the program and trying to im-
nent, and the division also participated in the recent       prove student retention and advance student success
drafting of a catalog statement of general education         in subsequent courses.
abilities for technical programs. During the develop-
                                                             LIBRARY AND
ment of the computational component for the techni-
cal programs, division members comprised most of the         INFORMATION RESOURCES
committee that surveyed all of the technical programs        The use of Library and Media Center and other infor-
at the College and determined the appropriate compe-         mation sources such as the Internet has increased
tencies. These include both specific content, as well as     greatly in the last decade. Horticulture has introduced
the general skills such as problem solving and critical      many of these sources into the classroom and labora-
thinking needed by the programs. In both the Associ-         tory with everything from Internet access to a special
ate of Arts and Associate of Technical Arts philosophy       microcamera. Biology and geology make extensive use
statements, a heavy emphasis is placed upon thinking         of audiovisual material within class and as student as-
logically and gathering, processing and integrating          signments in the Media Center. Oceanography uses the
knowledge. For the technical programs, the College           Internet to provide real world maps and exercises for
Catalog description of each program explains the spe-        use in the class. Program members serve on the library
cific job-related aspects that the program will cover.       advisory committee and interact effectively with the
                                                             library and media personnel.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

Faculty in the Natural Sciences Division use Library            being subsidized by the morning and evening classes.
and Media Center resources quite extensively in their           The College does try to serve all students, but limited
teaching strategies. Some faculty bring their classes to        resources mean that most of the classes must be at times
the Library where a librarian teaches an orientation            that attract more students.
class on what resources are available and how to ac-
                                                                The College does also offer classes in the correspon-
cess them. Faculty rely on a combination of videos,
                                                                dence and telecourse format and is currently working
CD’s, and cassette tape programs covering a wide
                                                                on its first online courses. Growth in these distance
breadth of natural science and mathematical topics for
                                                                learning offerings will continue but will probably re-
actual use in the classroom as well as being available
                                                                main a small percentage of the College offerings. Fur-
for students to use in the Media Center. The ocean-
                                                                thermore, distance learning, especially online courses,
ography class uses maps from the Internet to pro-
                                                                do increase student access but are not the cheap form
vide actual data for laboratory exercises, and other
                                                                of college credits that many, including legislators,
classes also get information from or make assignments
                                                                thought they would be. The online courses also present
on the Internet.
                                                                significant technical and support problems.
Faculty also assign many research projects that require
                                                                For the schedule of courses during the main morning
students to use library holding. The Library and Media
                                                                and evening formats, the Natural Sciences Division
Center personnel are very helpful in assisting faculty in
                                                                makes a coordinated effort to offer courses in the proper
selecting and ordering materials that may be useful for
                                                                sequence and rotation. For instance, the three quarter
either specific student projects or for general use. Lim-
                                                                sequences in calculus, biology, chemistry and physics
ited resource, personnel, and facilities do limit instruc-
                                                                are offered at the same hour each quarter and not in
tors in some classes from implementing recent instruc-
                                                                competition with each other so that students can plan
tional strategies involving the Internet and other me-
                                                                their course offerings for the entire year without con-
dia technologies.
                                                                flicts. Courses that are offered less often are rotated so
OPTIMAL LEARNING                                                that they can meet the needs of the most students. For
AND ACCESSIBLE SCHEDULING                                       example, a course that has a single section will be of-
                                                                fered once a year at night. A course that has a single
Optimal learning is a result of high standards in learn-
                                                                section at night each quarter will be offered in the later
ing, instructional methods and delivery, sequencing of
                                                                (less popular) time section once a year. Elective courses
courses, assessment of learning, methods of inquiry, etc.,
                                                                will be rotated on a two or three year schedule to allow
that are discussed previously. An additional example
                                                                students to pick up the largest selection possible dur-
of the division’s commitment to optimal learning is the
                                                                ing their tenure at the College.
yearly systematic review the Mathematics Program con-
ducts with issues of prerequisites and sequencing of            To help make offerings efficient, certain rooms are des-
content.                                                        ignated as sole or shared space for certain courses and
                                                                programs. This means that proper support material such
Accessible scheduling is a topic the College has grappled
                                                                as hands-on equipment for mathematics or charts for
with for the last two decades. Most classes are offered
                                                                science classes, is in the room where the classes are
during the morning hours and in the evenings because
                                                                being offered. Laboratory spaces are of course usually
that is when the demand by community college stu-
                                                                totally dedicated, since the equipment in the room is
dents is highest. But to serve the needs of students who
                                                                very difficult to move. The limited facilities at the Col-
want classes at other times, and because of the short-
                                                                lege does mean that some courses are not able to have
age of rooms during the popular morning and evening
                                                                space as dedicated as would be most efficient. In fact,
hours, the College does offer a significant number of
                                                                many lectures are done in several science laboratories
afternoon courses and maintains a small program of
                                                                because the College is so short of classrooms.
Friday night/Saturday morning classes. However, these
afternoon and weekend classes always have lower en-
rollments and cost far more to run, meaning they are

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY        95

2.B – EDUCATIONAL PROGRAM                                      tors like percentage of successful completion and per-
PLANNING AND ASSESSMENT                                        centage graduating have not been followed long enough
The lack of resources is certainly the greatest problem        to check trends. The uncertainty about how many vari-
that exists for the Natural Sciences Division as identi-       ables contribute to these indicators leaves the division
fied in this accreditation report, but this is also an issue   doubtful about whether longer trends themselves will
over which the division has less control. Of those ac-         be as significant as hoped. In addition, data for several
creditation issues over which the division has more            of the measurable performance indicators has not been
control, evaluation and assessment are perhaps its weak-       found. Of those indicators where data was available,
est area. This does not reflect an indifference by the         the natural science courses fell below the goal of 80
division to the issues of planning, evaluation, assess-        percent completion of the course with a 2.50 GPA (for
ment, and program improvement. Indeed, all the pro-            students enrolled at the tenth day). The Mathematics
grams have always had quality of program and student           Program met the goal that 70 percent of those enrolled
success as their cornerstones. Non-tenured full-time           on the tenth day would still be registered at the end of
faculty have always been evaluated every quarter. Ten-         the quarter and three quarters in a row exceeded the
ured faculty have been systematically evaluated on a           goal of a 2.50 average GPA in math courses. However,
three-year rotation for more than a decade. Part-time          the program was slightly below the goal that 80 per-
faculty have been evaluated yearly by student surveys          cent of those students with a B- or higher would get a
and more recently by a three year rotation of peer and         C or higher in the next higher level math course. The
self-evaluation. Work placement data for technical pro-        Horticulture Program exceeded the goal that 75 per-
grams has been available for decades, though the more          cent of the students would achieve a C+ or higher grade
recent way this data is obtained from unemployment             but was slightly below the goal that 75 percent of the
security appears to be less meaningful and usable. For         horticulture majors would complete 75 percent or more
years academic programs have received reports that             of the ATA program requirements. The Electronics
show that students who transfer to four-year schools           Program has not yet expressed its goals in a form that
do as well as the four-year schools indigenous students,       can be measured quantitatively.
but for an unknown reason the division has not re-             It should be noted that the Mathematics Program has
ceived these reports for several years. Anecdotal infor-       actually done far more assessment than other programs
mation from recent graduates has always been impor-            in the Natural Sciences Division, partly because of a
tant in program evaluation and improvement, and it is          state mandated performance measure emphasis that
the very positive note of most of this anecdotal feed-         included the basic areas of mathematics and writing.
back that is in large part responsible for the division        This work, combined with the institutional assessment
programs’ belief that they are being successful.               studies, was used by the Mathematics Program to do
                                                               important and successful lobbying to increase prereq-
                                                               uisite checking and increase financial support for the
EDUCATIONAL PROGRAMS                                           Math Center. This is the most meaningful assessment
More systematic evaluation closer to that envisioned           and evaluation program that has been done within the
by the accreditation process began with the IEP begun          division. It has resulted in many more hours of tutor-
as the result of an interim accreditation visit in 1995.       ing for students and a tutor coordinator who super-
This resulted in a college-wide plan that included at          vises and trains the tutors and prepares reports detail-
each program level the defining of goals and the devel-        ing the topics covered in tutoring sessions and an
opment of measurable performance indicators. Basically         analysis of the class and section in which the students
one round of data related to these measurable perfor-          were enrolled. This provides important feedback to
mance indicators has been obtained primarily through           the faculty.
the College’s Director of Institutional Research. In gen-
eral though, this data is of limited usefulness. Even
though each program chose its own indicators, indica-

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

To address directly the rest of the issues raised in the        opportunities and the core and general education com-
statement above of 2.B, the assessment program for the          ponents, but do not get into student learning outcomes.
College is not clearly defined. The division does not           Course outlines and course syllabi would again discuss
have a complete enough understanding of what it                 these either explicitly or implicitly, but not necessarily
should be doing and is pressed to find the time and             systematically.
financial resources to respond adequately to internal
                                                                Assessment of graduates of technical programs involves
and external queries. This does not represent oppo-
                                                                the job placement tests and the anecdotal reports pre-
sition to assessment, but rather uncertainty about
                                                                viously discussed.
what the data being collected means, how it is to be
used appropriately, and who is to do it and with what           When courses are offered in different instructional
resources.                                                      modes, the issue of whether student learning outcomes
                                                                have been met as well as in traditional modes has been
The major programs of the division are all in the IEP,
                                                                discussed, and delivery in alternate modes is only al-
but the small program of engineering has not yet be-
                                                                lowed when faculty feel the outcomes are still being
come involved with evaluation except for student evalu-
                                                                successfully met.
ations of faculty.

Processes of the new effectiveness plan indicators have
                                                                IMPROVED TEACHING AND
yet to be performed on a regular basis. The faculty has         LEARNING THROUGH ASSESSMENT
had a central role in the planning and implementation           Though all faculty in the division are committed to
of assessment and evaluation activities, although they          assessment and improvement of teaching and learn-
were asked to work within fairly strict guidelines of data      ing, the relationship between the data accumulated to
collection. That more assessment hasn’t been done is a          date and the improvement of teaching and learning is
combination of time resources (faculty have too little          tenuous at best. The data dealing with job placement
of it) and a lack of systematic leadership. Currently,          and information received from students who have re-
assessment activities are not consistent either within a        cently graduated is clearly relevant and helpful, and is
division or between instructional divisions.                    used in program planning. But the job placement data
                                                                from the state has become less accessible in recent years
ASSESSING STUDENT                                               and, because it is given in large category units that don’t
LEARNING OUTCOMES                                               get specific enough about job functions, it has become
The descriptions for the Associate of Arts degree and           less useful over time. The technical program faculty
for each of the Associate of Technical Arts programs            still get useful anecdotal information on the job place-
are published in the College Catalog and in program             ment of their students with many program faculty know-
planning guides. General education and core abilities           ing where most of their recent students are working.
have been identified for both the AA and ATA de-                Though not formally documented and usually not put
grees and for ATA certificate programs. They were of-           into quantitative form, this is useful information for
ficially approved by Instructional Council. At the course       program feedback and improvement.
level, course outlines exist with objectives which may
                                                                The data about the percentage of students who com-
get as specific as student learning outcomes but may be
                                                                plete a course or program or who have a particular grade
written in a more content related format. The idea of
                                                                point as specified in several parts of the Natural Sci-
developing more uniformity of syllabi across the divi-
                                                                ences Division’s IEP is much more difficult to evaluate
sion and college is going to be addressed in a Syllabus
                                                                and to turn into changes leading to improvement of
Project which is just starting, but at present the course
                                                                teaching and learning. As mentioned above, a more
syllabi that the student sees may or may not relate stu-
                                                                systematic process across all of instruction would re-
dent learning outcomes, though they are probably im-
                                                                sult in better implementation of the College’s IEP and
plicit in those outlines where they are not explicit. For
                                                                would help faculty to use the process and the data to
technical programs, the published College Catalog and
                                                                more effectively improve their programs.
program planning guides explain the career and job

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         97

2.C – UNDERGRADUATE PROGRAM                                    TRANSFER OF CREDITS
PUBLISHING GENERAL                                             Transfer and acceptance of credit policies are college-
EDUCATION REQUIREMENTS                                         wide, not division specific. The faculty members in each
                                                               program do work with students and the College’s tran-
Both the Associate of Arts transfer degree and the
                                                               script evaluator to determine appropriate acceptance
Associate of Technical Arts degree programs have
                                                               of credit for those cases where the transcript evaluator
clearly defined general education components that are
                                                               needs assistance.
listed in the College Catalog. The math and sciences
courses of the Natural Sciences Division support the           Individual program members also talk with four-year
quantitative and natural sciences category of the As-          schools to help establish the appropriate transfer of the
sociate of Arts degree, and several of the division’s math     College’s courses to four-year schools.
courses provide the computational component of the
Associate of Technical Arts degrees.                           ACADEMIC ADVISING
                                                               Faculty in the Natural Sciences Division participate in
GENERAL EDUCATION RATIONALE                                    the college-wide advising program. There is no divi-
The College has worked very hard and very thoroughly           sion-specific advising program or policy, but each pro-
the last two years to make sure general education com-         gram has developed its own way of doing advising. Some
ponents and rationale exist, and they are now in the           programs do group advising, while others may sched-
College Catalog or in the supplementary material that          ule individual appointments. For basic math courses,
is used until the next catalog revision. Though the cri-       program instructors individually assess students and
teria by which the relevance of each course to the gen-        recommend appropriate class placement.
eral educational component does exist, there has not
yet been time to review systematically all courses, es-        DEVELOPMENTAL/REMEDIAL
pecially courses that have been on the Associate of Arts       REQUIREMENTS
list for a long time, or to verify specifically that they do   Since the College is an open door institution, admis-
meet the criteria. However, the faculty feel that the          sion is not dependent upon prior developmental or re-
existing math and sciences courses will pass this test         medial work. Developmental work is required for ad-
with high marks since these courses have from the be-          mission to some programs such as Fire Protection Tech-
ginning embodied many general education issues such            nology, Dental Assisting, and Nursing. There is a clear
as critical thinking and problem solving.                      set of procedures for placement testing, transcript evalu-
                                                               ation, and the taking of developmental math classes to
GENERAL EDUCATION OFFERINGS                                    ensure that students have the necessary math abilities
The College Catalog definitively shows that the gen-           before entering college-level math or other college-level
eral educational component of the Associate of Arts            courses that require mathematics.
degree includes the humanities, the natural sciences,
mathematics and the social sciences. The Catalog also          The ability to benefit from math courses is addressed
shows that the general education component of the              through a series of steps. New students take a math-
Associate of Arts degree includes communication (writ-         ematics placement test. If they score in the lowest range,
ten and spoken), computation, and human relations.             students are referred to take the Test of Adult Basic
                                                               Education (TABE). If students do not reach the 8th
The College has offered linked courses between divi-           grade level on the TABE, then it is determined that
sions for many years, mostly between the humanities            they will not benefit from the credit bearing develop-
and the social science divisions. However, a few linked        mental classes and they are referred to Adult Basic
courses that include the natural sciences have occurred,       Education classes. It is determined within these classes
including “The Garden in American Thought and Ex-              whether individual students will be able to benefit from
perience” which linked environmental science with              the Adult Basic Education classes.
economics and literature; a link between introductory
geology and writing; and the newest one in spring 2000,
between botany and art.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

If on one of the mathematics placement tests students           STATE LICENSING EXAMINATIONS
score in the range that shows they have whole number            None of the technical programs in the Natural Sciences
skills and a basic understanding of fractions, they are         Division have state licensing examinations. Job place-
placed into one of the developmental math classes. This         ment rates for technical programs are obtained through
level of classes includes basic math and three levels of        the state employment security system by the College’s
algebra. Students must complete or test out of this se-         Director of Institutional Research, who passes the data
quence of classes to enroll in college-level classes that       on to the appropriate divisions and programs.
are on the AA general education list. Policies for per-
missible student load are set at the institution level and      2.1 – GENERAL EDUCATION/
are not division specific. To accommodate the broad             RELATED INSTRUCTION
range of mathematics abilities and previous coursework          REQUIREMENTS
that students bring to the basic math course, students          The College’s policies for general education and
can repeat this course for credit, taking it as Math 80         related instruction have been developed at the col-
and then as Math 90.                                            lege-wide level and not at the division level. How-
                                                                ever, these policies have always carefully involved all
                                                                full-time faculty and the division has always made sig-
The number of instructional faculty is adequate for the
                                                                nificant and thorough contributions to the develop-
educational program of the Natural Sciences Division.
                                                                ment of these policies.
However, additional conversions of part-time positions
to full-time positions would greatly improve the pro-           The general education component of the Associate of
grams and student success within the programs by pro-           Arts degree dates back to the inception of the degree
viding better program continuity, enhancing curricu-            at the College and includes the areas of communica-
lum development, reducing work loads in several pro-            tion, quantitative skills, humanities, social sciences, and
grams, etc. The division has benefited significantly from       natural sciences. The distribution has been consistent
the part-time to full-time conversions that have oc-            with the ICRC requirements that insure transfer of the
curred in the past five years (four in mathematics and          Associate of Arts degree to four-year colleges in the
one in horticulture/botany), but would still benefit from       state of Washington. The College developed its own
additional conversions in mathematics, the biological           specific philosophy statement for this degree when work
sciences, and especially in the Computer Network T   ech-       on the current accreditation study began in l998. A
nology Program, which currently has no full timers and          college-wide committee with representatives from
is coordinated by instructors in the Electronics T   ech-       all academic areas and several technical programs
nology Program.                                                 began to work on a philosophy statement which was
                                                                finished and adopted in l999 and has received wide-
Currently full-time faculty teach at least part of the
                                                                spread support.
sections in all programs within the division except the
Computer Network Technology Program. The Com-                   The programs with Associate in T echnical Arts degrees
puter Network Technology program is a derivative of             addressed related instruction in l995, when an exten-
the Electronics Technology Program and is supervised            sive campus-wide study was done of all technical fac-
by one of the two full-time electronics instructors.            ulty and many academic faculty in related areas such
However, it would definitely benefit from the expertise         as mathematics, writing, and the social sciences. They
of a full time instructor trained in that area. Requests        developed a philosophy statement for the technical
for such a position have been made for the past two             degrees and certificate programs that covers commu-
years and will continue in the future. (Refer to charts         nication (written and spoken), computation, and hu-
on the following two pages.)                                    man relations. The committees working on this project
                                                                also developed a list of courses which provided this
                                                                content. In some cases, such as technical math, new
                                                                courses were specifically developed based upon a de-

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         99



tailed survey and analysis of the needs of all the tech-     Committees from the Natural Sciences Division re-
nical programs. The developmental mathematics fac-           viewed the program reports and created the following
ulty was highly involved in this process. Because of the     lists of strengths, challenges, and recommendations.
extensive and inclusive nature of this project, the en-
tire campus provided input into the final product.
                                                             ANALYSIS: STRENGTHS OF THE
                                                             NATURAL SCIENCES DIVISION
The Horticulture Program is now fully compliant with           s   The full- and part-time faculty in the Natural
the Commission’s policy on related instruction. The                Sciences Division have a proven record of
program requires Writing 101 and a speaking/listening              excellence as evidenced by an ongoing student
course from the ATA General Education List to fulfill              and peer evaluation process.
the communication requirement. Math 101 (T     echni-
                                                               s   The academic courses are very successful as evi-
cal Math) is required to meet the computation require-
                                                                   denced by a 100 percent transferability rate of
ment. Finally a course from the human relations sec-
                                                                   courses, by students’ subsequent success at four-
tion of the ATA General Education List fulfills
                                                                   year institutions at the same rate as indigenous
the human relations requirement. (The Electron-
                                                                   students, and by an excellent completion rate of
ics, and Computer Network Technology techni-
                                                                   our engineering students at St. Martin’s College.
cal programs were already compliant with related
instruction requirements.)                                     s   The technical programs are very successful as
                                                                   evidenced by high job placement rates. Active
2.2 – EDUCATIONAL ASSESSMENT                                       advisory committees provide valuable assistance
The College’s main policies for educational assessment             in curriculum review, Cooperative Work Expe-
are reflected in the IEP. This program involved each               rience opportunities, and job placement.
division and each program writing goals and measur-
                                                               s   All full-time faculty have Pentium computers and
able performance indicators. These results are reported
under standard 2.B. The programs were told to develop
their own goals and indicators and then to study data        Several mathematics courses and an astronomy course
and recommend changes, but they were restricted to           are offered in distant learning modes.
data easily and already available in the College data        ISSUES OR WEAKNESSES OF THE
system unless they wanted to gather and analyze
                                                             NATURAL SCIENCES DIVISION:
the data/surveys themselves with their own time
and resources.
                                                               s   The continual growth of the Natural Sciences
The use and revision of goals and programs based upon              Division creates continuity concerns: within a
measurable indicators has been sporadic. The Math-                 course taught by a multitude of full- and part-
ematics Program has done the most quantitative analy-              time faculty, within programs as they deal with
sis and based recommendations and actions to improve               prerequisites and other issues, and even at the
the Math Center and prerequisite checking upon the                 division and College level as courses and pro-
evaluation process. Chemistry has done entry and exit              grams support other technical programs and AA
studies of the students in the Chemistry 140, 150, and             and ATA students.
160 sequence. The other Natural Sciences programs
                                                               s   Facilities limitations are an ongoing concern,
and the Horticulture Program have data from a first
                                                                   from adequate classrooms for math, to adequate
round of evaluation but have not used it to make or
                                                                   greenhouse space for horticulture, to adequate
recommend changes. Electronics has not yet developed
                                                                   lab and storeroom space for the sciences. The
measurable performance indicators.
                                                                   lack of both actual square footage and techno-
                                                                   logically up-to-date greenhouse space is a very
                                                                   serious challenge to training in the horticulture

                                                              EDUCATIONAL PROGRAMS • STANDARD 2

 s   The large number of part-time faculty results in         One additional recommendation emerges from analy-
     coordination and quality control issues.                 sis of standards 2.A, 2.B, 2.C, 2.1 and 2.2 above. That
 s   The limited hours of part-time coordination help         recommendation is that the division needs to take the
     in the Math Center and part-time lab-tech help           next step forward in the institutional analysis process.
     for horticulture and electronics limits student          The Math Program is to be commended because it es-
     success rate and efficiency of lab courses.              tablished measurable goals with measurable indicators,
                                                              gathered and analyzed data, and is using the results to
 s   Difficulty in keeping up with technology, such
                                                              help improve the curriculum and to advocate for the
     as computers in the classroom or lab and higher
                                                              Math Center. Division-wide the development and use
     tech equipment in the greenhouse, reduces the
                                                              of analysis is still in an almost newborn state. Uncer-
     potential quality of programs.
                                                              tainties in the process and in data acquisition and analy-
 s   Continuing declines in supply, travel, and equip-        sis plague the system and cause inefficiencies. More
     ment budgets make it difficult to improve fac-           systematic leadership from the College’s Instructional
     ulty and programs.                                       Office would be beneficial, especially if they could pro-
 s   Assessment is hampered by a lack of reliable data        vide examples of good models for analysis and evalua-
     available for measurable performance indicators.         tion. Additional leadership by the Division Chairper-
                                                              son would also be important, but would probably re-
RECOMMENDATIONS AND                                           quire training so that person would be more knowl-
ACTIONS TAKEN                                                 edgeable about assessment.
 s   Continue the conversion of part-time faculty
     positions into full-time positions;
 s   Provide more office space and computers for part-
     time faculty;
 s   Address the need for facilities such as another
     greenhouse, designated areas for developmental
     and technical math classes, and additional labs and
     storage areas for science by actively participating
     in the College’s facilities planning processes;
 s   Improve and expand classroom facilities includ-
     ing appropriate technological infrastructure and
 s   Upgrade the hours for the Math Center coordi-
     nator. Also pursue the development of a tutor-
     ing center to support the science curricula,
     including online access and room for models and
     review materials;
 s   Increase the support budget for travel, equip-
     ment, professional development, maintenance,
     and supplies;
 s   Increase the support budget for more student
     employees and/or part-time tech support for sci-
     ences, electronics, and horticulture.

                                           SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       103


                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PROGRAM AND ITS                                       port, the division hopes to be able to list a number of
EFFECTIVENESS                                                     colleges that have agreed to link with an ongoing crimi-
                                                                  nal behavior concentration where students can go with

SOCIAL                                                            an Associate of Arts (AA) degree that emphasizes an
                                                                  understanding of criminal behavior. Traditional crimi-
                                                                  nal justice programs are taught almost entirely by law-
SCIENCES                                                          yers and have to do with laws pertaining to criminality.
                                                                  In contrast, the College’s criminal behavior concen-

DIVISION                                                          tration would achieve its focus by seeking to under-
                                                                  stand criminal behavior. Criminal psychology, criminol-
OVERVIEW                                                          ogy (a sociology course), forensic anthropology, foren-
                                                                  sic science and the other courses listed in Appendix 2

              he Social Sciences Division came into being         (criminal behavior concentration) outline what would
              in fall 1993. Prior to this date, the few           be required of a student enrolled in the criminal be-
              full-time social science faculty were as            havior concentration.
              signed to the Business Technologies Divi-
sion. Prior to 1993, most students taking social science          2.A – GENERAL REQUIREMENTS
classes were served by part-time faculty; however, plac-          The Social Sciences Division offers college-level
ing the six social science disciplines together in a single       programs that lead to degrees or certificates in
division led to a coherent and defensible curriculum              recognized fields of study by:
taught primarily by full-time faculty. Six of the division’s         s Providing the first two years of study in the rec-
ten full-time faculty members now have Ph.D.’s, and                     ognized disciplines of (1) anthropology, (2) eco-
two others have completed everything except their                       nomics, (3) history, (4) political science, (5) psy-
doctoral dissertations. In the six years since the incep-               chology, and (6) sociology. (The Division cur-
tion of this division professional pride and a sense of                 rently offers 113 separate courses in the above
mission have come to mark the interaction of social                     disciplines; these courses can all be used to
science faculty with each other and with colleagues                     achieve the Associate in Arts Degree with most
outside their own division. Course offerings in every                   of these courses meeting the College’s General
discipline within the social sciences have grown, and                   Education goals);
the disjointed program existing prior to 1993 has be-
                                                                    s   Providing a new criminal behavior concentra-
come far more coherent within the division. The newly-
                                                                        tion that will lead to an Associate in Arts De-
defined Social Sciences Division also has far more links
                                                                        gree and a unique insight into those behaviors
to programs and disciplines outside the traditional so-
                                                                        that trouble American citizens most. (The crimi-
cial science offering than existed prior to 1993 – no
                                                                        nal behavior concentration requires the student
small task since the issue of what was and what was
                                                                        to complete 90 credits, meet General Education
not appropriate as a social science offering was never
                                                                        requirements, and become particularly knowl-
really discussed until a division existed in which to raise
                                                                        edgeable in criminal psychology, criminology,
such issues. The division now has a well-articulated
                                                                        forensic anthropology, forensic science, and
idea of what the social sciences are, and this idea is
                                                                        criminal law);
clearly reflected in the Social Science Philosophy State-
ment. (See Appendix 1)                                              s   Providing an Associate in Technical Arts degree
                                                                        in the program of Early Childhood Education.
The division’s most recent addition is a criminal be-                   (The division currently offer 25 separate courses
havior concentration. The interest in this focus both                   that can be used toward this degree);
on and off campus is considerable, and faculty within
                                                                    s   Providing a comprehensive program (currently
the division are working on several articulated agree-
                                                                        39 separate courses) in Parent Education; and
ments with four-year colleges which have criminal jus-
tice programs. By the College’s next accreditation re-

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       105

  s   Providing independent study courses for ad-            HUMAN RESOURCES
      vanced topics and Cooperative Work Experience          Every division on campus would argue for additional
      courses for students who are working in the com-       resources – including the social sciences. However,
      munity at jobs related to course offerings in the      resources are adequate to allow division faculty
      Social Sciences Division.                              members to perform their professional duties in their
                                                             areas of expertise.
Standard 2.A states that “the achievement and main-
tenance of high quality programs is the primary re-          INSTRUCTION
sponsibility of an accredited institution.” The State-       Full- and part-time faculty:
ment of Philosophy for the Social Sciences (1998-
                                                             Area             Full-time faculty                   Part-time faculty
99) ensures that this primary responsibility is met
by directing that social science courses will:               Anthropology.................. 2 ........................ 2
   s Help students develop an understanding of
                                                             History ............................2 ........................ 2
      themselves and others as they interact in a per-
      sonal, social, political, historical and economic      Political Science .............. 1 ........................ 0
                                                             Sociology .........................1 ........................ 1
  s   Be devoted to scholarly inquiry and the principles
      of science whenever these principles are useful        Economics .......................1 ........................ 2
      in the pursuit of knowledge;                           Psychology.......................2 ........................ 2
  s   Reflect a respect for the careful, methodical col-
                                                             Early Childhood/
      lection and documentation of data about human
                                                             Parent Ed ........................2 ........................ 6
  s   Present theories which are solidly grounded in         Note: the number of part-time faculty varies from
      the facts at hand; Show students how to decide         quarter to quarter.
      between competing theories on the basis of their       PHYSICAL RESOURCES
      logic, their faithfulness to the facts, their objec-
                                                             The classrooms designated for social science
      tivity, their commitment to observation, their use
                                                             offerings are as follows:
      of experimentation, their attempts to show cor-
      relation when appropriate, and their having been
                                                             26-101 Class cap: 60
      subjected to review by skeptical and educated
      fellow scholars within the appropriate disciplines;    History
  s   Help students decide whether they wish to ma-          22-126 Class cap: 50
      jor in one or more of the disciplines offered within   Anthropology/Human Development
      the social sciences by leaving them with a strong      22-131 Class cap: 35
      and sophisticated grasp of how social science dis-
      ciplines acquire what is considered valid knowl-       Early Childhood Education/Parenting Education
      edge and by also leaving students with a solid         23-6 (day); 23-1 (eve) Class caps: 22
      representation of what is currently considered         Economics/sociology
      the core body of knowledge within these discern-       26-103 Class cap: 40
      ible social science disciplines;
                                                             Political Science/Psychology 116
  s   Provide an effective foundation for upper divi-
                                                             22-122 Class cap: 26
      sion courses should a student decide to major in
      a discipline within the social sciences.

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

Additional physical resources committed to the                   course outlines, along with corresponding syllabi for
social sciences:                                                 each outline, are included as Appendices 3/3a , 4/4a
  s All full-time faculty in the division have Pentium           and 5/5a respectively). Course development eventu-
       or higher computers in their offices. Part-time           ally includes the Division Chair who assists program
       Social Sciences faculty have a number of com-             faculty on Instructional Council procedures, and other
       puters which are shared in a single, part-time            considerations necessary for a successful course out-
       office in Building 5;                                     line.
  s    Anthropology program shares lab space with                COHERENT DESIGN OF PROGRAMS
       geology (there should be a lab completely desig-
                                                                 The academic disciplines in the social sciences are “rec-
       nated to anthropology in the next few years),
                                                                 ognized fields of study.” The faculty in the division are
       and a recent purchase of more than $7,000 worth
                                                                 specifically chosen as experts within specific disciplines,
       of bones and calipers will significantly help the
                                                                 and the courses are consistent with the course offer-
       new forensic anthropology offering and compli-
                                                                 ings of similar disciplines at four-year colleges and uni-
       ment both the general anthropology offering as
                                                                 versities throughout the United States. Even as they
       well as contribute significantly to the new crimi-
                                                                 participate in interdisciplinary courses, social science
       nal behavior concentration;
                                                                 faculty recognize that students who acquire an AA
  s    Every classroom used for social science classes           degree at the College should leave knowing a signifi-
       has a VCR and monitor, and the division has               cant body of knowledge associated with social science
       two portable CD ROM players that can be at                disciplines, as well as understand the epistemology of
       tached to classroom monitors.                             the various fields they represent. This commitment to
                                                                 the content and methodology of the disciplines gives
                                                                 coherence to the design of the Social Sciences programs.
The goals the Social Sciences Division derive from that
                                                                 Additionally, all social science courses are related to
portion of the College mission statement which articu-
                                                                 subdisciplines so that the breadth, depth, and synthe-
lates the desire to “provide quality educational oppor-
                                                                 sis of division offerings cohere even as faculty strive to
tunities in order to meet the intellectual, academic . . .
                                                                 offer a comprehensive curriculum. For example, under
personal, and developmental needs of its students . . .”
                                                                 anthropology are subsumed archaeology, physical an-
The academic programs focus on giving students the
                                                                 thropology, forensic anthropology, cultural anthropol-
opportunity to begin their training in the social sciences
                                                                 ogy and other recognizable subdisciplines. The same is
and pursue their AA degree. Additionally, the Program
                                                                 true for other academic fields in this division. This com-
of Early Childhood Education/Parent Education has as
                                                                 mitment to a coherent curriculum related to recognized
its goal that portion of the College Mission Statement
                                                                 fields of study is important enough to social science
which expresses a commitment to “providing quality
                                                                 faculty for it to have been articulated in the division’s
educational opportunities to meet the . . . vocational,
                                                                 Statement of Philosophy. The last two items form the
personal and career . . . needs of its students . . . “ The
                                                                 overall philosophy statement and relate directly to the
ECE/PEP program teaches individuals how to run pro-
                                                                 coherence, breadth, depth, sequencing, and synthesis
grams for children (leading to the vocational and ca-
                                                                 of course offerings. (See Appendix 1)
reer advancement articulated in the College Mission
Statement), and it teaches parents how to be parents             The Early Childhood Education/Parent Education Pro-
(meeting the “personal” needs stated in the overall              gram demonstrates and defends its coherent design,
College Mission Statement).                                      sequencing of courses and synthesis of learning in its
                                                                 Program Planning Guide. (See Appendix 6) This Pro-
Development of the curriculum for the social sciences
                                                                 gram Planning Guide is updated regularly and each
begins with faculty in individual programs. As course
                                                                 change must be discussed and voted on by Instructional
outlines are written, colleagues at the program level
                                                                 Council – ensuring that the coherence and sequenc-
collaborate with others who may have some expertise
                                                                 ing of courses remains after any changes that are made.
and interest in the courses being developed. (Three

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       107

DEGREE DESIGNATORS                                           Division Chair is also central to ensuring the coher-
AND PROGRAM CONTENT                                          ence of the overall division offering by bringing the sepa-
                                                             rate programs together during division meetings (and
The College’s academic AA degree does not indicate
                                                             at other times as appropriate).
“program content” since no majors are indicated any-
where on the student transcript. The College intro-          LIBRARY AND
duces academic students to a variety of disciplines and
                                                             INFORMATION RESOURCES
also requires them to demonstrate mastery of the skills
                                                             Every social science faculty member requires students
outlined in the General Education statements. How-
                                                             to use the library and other information sources (mainly
ever, the breadth faculty must offer in a two-year de-
                                                             the Internet) for either term papers, journal assign-
gree complete with General Education Requirements
                                                             ments, other written assignments, or all three. The
minimizes their ability to introduce students to suffi-
                                                             Social Sciences Division always has one of its members
cient material for an academic major.
                                                             on the library committee which oversees information
The Early Childhood Education Program has a coher-           resources. Faculty rotate on this committee to ensure
ent, clearly defined field of study that prepares students   that the needs and interests of the division are articu-
for a professional placement. (See Appendix 6) Spe-          lated to those who determine the library budget. Item
cific career-preparation competencies to be mastered         #32 on the campus Peer Evaluation Guide asks whether
are clearly outlined in both the Program Planning Guide      the individual faculty member “Recommends acquisi-
and the specific course outlines for all courses in the      tions to the library.” If they do not, we ask why.
Early Childhood Education/Parent Education Program.
(See Appendices 3/3a)
                                                             OPTIMAL LEARNING
                                                             AND ACCESSIBLE SCHEDULING
SHORT-TERM COURSES                                           The Social Sciences Division offers courses from 7 a.m.
This division offers no programs in concentrated or          until 10 p.m. weekdays, with weekend courses offered
abbreviated time frames.                                     most quarters as well. All full- and part-time faculty in
                                                             the division take turns teaching at the Hawks Prairie
                                                             site to ensure that comprehensive social science offer-
The College’s policy on assigning quarter credit hours
                                                             ings can be acquired by students unable to attend classes
to students who have completed courses is completely
                                                             on the main campus. The division is developing sev-
consistent with most two- and four-year colleges in the
                                                             eral electronic distance education courses (political
United States.
                                                             science, anthropology and early childhood education)
DESIGN, APPROVAL,                                            for those students who can not come to the main cam-
IMPLEMENTATION OF CURRICULUM                                 pus or the Hawks Prairie site. Social Sciences faculty
                                                             are also actively involved in the debate about this
Instructional Council is the institutional body that is
                                                             institution’s participation in distance education.
ultimately responsible for the design, approval and
implementation of curriculum for the entire campus.

All credit-bearing courses offered by the College must
be approved by Instructional Council, which ensures
that courses are periodically evaluated for up-to-date
content and appropriateness at the campus, division,
and program levels. Since all division chairs are auto-
matically on Instructional Council, the Division Chair
is the link between Instructional Council and the fac-
ulty member developing curriculum their areas. The

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

2.B – EDUCATIONAL PROGRAM                                        TABLE 1

Three forms of data have been analyzed by the So-
cial Sciences Division to address the planning and
assessment issues raised by Standard 2.B:
   s Two-tailed T-tests of mean scores on relevant

       items on the Community College Student Ex-
       periences Questionnaire (CCSEQ). Students
       who have taken one or more social science
       courses were compared to students who have not
       taken such courses on what they feel they have
       gained and what they feel their experiences at
       the College have been;
  s   A comparison of the number of and types of
      social science classes offered at the College in 1993
      with the number of and types of such classes
      offered in 1998-99. The comprehensiveness of
      the social science program will be addressed with
      these comparisons; and
  s   A comparison of numbers of students taking
      social science courses in 1993 with the number
      of students taking such courses in 1998-99. En-
      rollment comparisons for the two years will be
      made within each discipline within the Social
      Sciences Division, and total division enrollment
      comparisons will also be made for both years.

T-tests and the CCSEQ: Ten items in the CCSEQ
survey address issues which the Social Science fac-
ulty define as important in what they hope to achieve
with their students. Since the CCSEQ asks students
which areas of study they have pursued, it was pos-
sible to compare students who have taken social sci-
ence courses with students who have not on the items
indicated in Table 1:
As is evident from Table 1, two-tailed T-tests show the
mean score of students who have taken one or more
social science courses to be higher on every item in
which they were compared to students who have not
taken at least one such course. These differences were
statistically significant in five of the ten items tested
(those items indicated by an asterisk). In every instance
where there was a significant difference between stu-
dents who have taken one or more social science courses
and students who have not, social science students
showed themselves to be either better prepared or more
intellectually sophisticated.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   109

Data used to address educational program planning and          There are two notable exceptions to overall division
assessment in the social sciences can be seen in T    able 2   enrollment growth: economics and political science
through Table 23. Table 2 through and including Table          (Table 17 and Table 21 respectively). In these two pro-
12 compare the number of social science classes that           grams, a drop in the number of FTE’s generated since
were offered in the 1993-94 academic year (the year            1993 has occurred; however, the classrooms that these
the Social Sciences Division was created) with 1998-           two programs have been assigned to are much smaller
99. By comparing 1993-94 with 1998-99 in these tables,         than the classrooms these programs used six years ago.
it becomes clear that the division now offers more than        As is clear in the division reports, there is a critical
twice as many courses as in 1993. Students vote with           shortage of classrooms on this campus, and the avail-
their feet; they take classes which they feel benefit them.    able rooms are often not adequate for the classes in
If faculty could not fill social science classes, the kind     them. Both political science and economics are now
of growth they have seen in social science offering would      assigned to smaller rooms than were previously avail-
not have been possible. Faculty offer far more social          able. Political science in particular is assigned to a room
science classes now than in the past, and these classes        with only 26 seats. Like the other divisions, social sci-
have received overwhelming student approval.                   ence needs more rooms in which to offer additional
                                                               classes. The campus also needs additional rooms that
As Table 13 through Table 23 demonstrate , the overall
                                                               are better suited to the class sizes.
trend for enrollment figures in the social sciences is
unmistakable: the total number of FTE’s generated by
the social sciences has increased significantly between
1993 and 1999 – particularly for upper division courses.
(See Table 14 for the enrollment increase in upper-divi-
sion social science classes). Tables 2 through 23 follow.











                                                                EDUCATIONAL PROGRAMS • STANDARD 2

ASSESSING                                                       process of tenured faculty members. Ratings of both
EDUCATIONAL PROGRAMS                                            tenured and non-tenured faculty are also accomplished
                                                                on a peer-evaluation form which similarly yields quan-
Institutional assessment policy is not determined at the
                                                                tifiable scores on a number of performance items. Stu-
division level. However, the Social Sciences Division
                                                                dent evaluations (quantifiable), peer evaluations (quan-
is consistent with institutional policy on this matter,
                                                                tifiable) and self evaluations (very subjective) are com-
and division procedure is outlined in the Institutional
                                                                pared and discussed with the faculty member being
Effectiveness Plan (IEP). (See Appendix 7)
                                                                evaluated. Every faculty member (full or part time, ten-
ASSESSING STUDENT                                               ured or not) goes through this process, and this proce-
LEARNING OUTCOMES                                               dure remains the division’s most effective procedure
Institutional publication policy is not determined at the       for assessing teaching.
division level. However, the learning outcomes outlined
                                                                Over the years, many methods of assessing student
in the Social Science Philosophy Statement (See Ap-
                                                                learning have been tried – some with more success
pendix 1) are consistent with both institutional policy
                                                                and some with less. However, academe seems always
and the division’s program learning outcomes. Three
                                                                to be left looking at the same evaluation techniques
example course outlines (See Appendices 3, 4, and 5)
                                                                that have survived so many competitions before. If
show how learning outcomes are made clear for social
                                                                these surviving evaluation techniques were not so
science courses.
                                                                “fit,” we would have seen them become extinct years
IMPROVED TEACHING AND                                           ago. The best methods for accessing students still
                                                                   s Tests (essay, short answer, fill in, multiple choice,
What has already been said in this division report un-
                                                                       and a combination of these);
der 2.B addresses much of what is being asked for here.
In addition, Appendix 7 shows the social science por-             s   Written assignments (term papers, journal assign-
tion of the overall college IEP. Assessment is addressed              ments, portfolios, and the like);
in this plan. Also, this division is consistent with cam-         s   Subjective evaluation of student participation
pus policy which requires that all faculty (both ten-                 during class; and
ured and non tenured, both full and part time) be given           s   Subjective evaluation of student mastery of sub-
student and peer evaluations which are then compared                  ject matter in out-of-class conversations with
to the faculty members’ own self evaluation. Since this               students.
campus policy yields multiple indices in the evaluation
                                                                There are other techniques used to assess students, but
of faculty performance, these multiple indices can be
                                                                none so far has displaced those outlined above. If this
(and are) used as reliability checks on each other in
                                                                institution were to institute an exit test just prior to
spotting areas where a given faculty member needs
                                                                graduation to ensure that students have acquired and
improvement. Every probationary faculty committee
                                                                retain what we expect of them, this would still be a
(for non-tenured faculty), and every appraisal commit-
                                                                test. All that would be different would be when we ex-
tee (for tenured faculty) contains colleagues of the fac-
                                                                amined them. It would retain the same qualities as tests
ulty member being evaluated.
                                                                that have been used for decades within academe. And
A sense of professionalism produces a very powerful             an exit test would still not eliminate the need for fac-
motivation for faculty to do well on these separate per-        ulty to evaluate students during and at the end of each
formance indicators. The evaluation process is difficult        class.
to quantify, but the forms students use to evaluate fac-
ulty yield summary scores for each of many items on
which faculty are evaluated. These numeric scores are
compared over the course of the evaluated faculty
member’s tenure process and then later in the appraisal

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       121

College AA, Associate of Technical Arts (ATA) and            The breadth and depth of the social science portion of
certificate programs, along with their General Educa-        the General Education List has matured with the divi-
tion Requirements, are clearly delineated in the Col-        sion itself. Prior to 1993, there were no courses which
lege Catalog. Sixty of the 90 credits required for gradu-    focused on the interrelationships between the social
ation with an AA degree must be taken from the list of       sciences and other divisions. There are currently 4
General Education classes. Fifteen credits from three        courses which are on both the social science and hu-
separate areas within the social sciences are required       manities sections of the General Education List, and
for graduation with an AA degree. Courses placed on          students can apply these credits to meet either humani-
the social science portion of the General Education List     ties or social science General Education Requirements.
are designed with transferability to a senior (four-year)    These courses are:
institution in mind, and the division philosophy state-
                                                               s IIS 125 - Introduction to Latin American Studies
ment ensures that social science courses always address
the “primary responsibility” of producing “high quality        s   IIS 129 - Introduction to Middle East Studies
programs” that lead to degrees in “recognized fields of        s   IIS 130 - Introduction to Asian Studies
study.”                                                        s   IIS 145 - Introduction to African Studies
The Early Childhood Education Program requires all           A newly developed course recently included in the
graduating students in its technical program to meet         criminal behavior concentration is Introduction to Fo-
the General Education Requirements determined for            rensic Science – a course which includes a variety of
technical programs by the Vocational General Educa-          scholarly disciplines focused on determining the who,
tion Subcommittee which developed its standards for          what, how and perhaps why of criminal activity. Intro-
Instructional Council. These standards are applied to        duction to Forensic Science is team taught and draws
all technical programs and are outlined in the College       upon faculty who teach criminology, forensic anthro-
Catalog.                                                     pology, chemistry, criminal psychology and dentistry.
GENERAL EDUCATION                                            TRANSFER OF CREDITS
FOR ASSOCIATE OF ARTS                                        These institutional policies are not determined at the
Publishing general education requirements in the             division level.
College Catalog is not done at the division level.
                                                             ACADEMIC ADVISING
GENERAL EDUCATION RATIONALE                                  The advising process is not determined at the division
Criteria which determine whether a given course meets        level. However, advising within the Social Sciences
a General Education component are determined by the          Division is consistent with college policy and allows
General Education Subcommittee which is a part of            faculty to meet the advising needs of their students.
Instructional Council. These criteria were not deter-        Every faculty member advises students on a regular basis
mined at the division level, but each division member        prior to and after advising day, and on advising day fac-
desiring to place a course on the General Education          ulty meet in a single large room with their students in a
List must address each criteria for inclusion on the GE      formalized session. One faculty member describes what
List. Since division chairs are all on the General Edu-      is required for completion of the AA degree, and then
cation List Subcommittee of Instructional Council, di-       faculty remain until all students who need individual
vision chairs work with individual division members to       attention have been advised. Having so many faculty
make sure criteria for inclusion on the General Educa-       in a single room is enormously beneficial to prospec-
tion List are met and clearly articulated at Instructional   tive social science students.

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

DEVELOPMENTAL/REMEDIAL                                            2.2 – EDUCATIONAL ASSESSMENT
REQUIREMENTS                                                      Institutional policy is not determined at the division
Institutional policy on developmental or remedial work            level, but divisions certainly do have a role to play in
is not determined by the Social Sciences Division.                assessment. Refer to sections 2.B, in this essay and
                                                                  Appendix 7 to see how these issues have been addressed
ADEQUATE FACULTY                                                  in this report.
A minimum of a master’s degree is required for all fac-
ulty teaching in an academic area, and the Social Sci-            STRENGTHS
ences Division Chair ensures that this is the case for            The Social Sciences Division offers a wide range of
part-time faculty who are recommended to teach in                 courses which are dedicated to serious scholarship as
the division. Full-time faculty are hired with an admin-          outlined in the Statement of Philosophy for the Social
istrator on each selection committee, and tenure track            Sciences (See Appendix 1) Social science courses fill
faculty are not hired unless this minimum degree is met.          rapidly and the program continues to expand in both
Of the ten full-time faculty currently teaching social            the number and variety of courses offered. The crimi-
science courses, six have completed Ph.D.’s. Two addi-            nal behavior concentration (see Appendix 2) will be
tional full time faculty in the division have all but dis-        the only one of its kind in the United States and efforts
sertations completed for their Ph.D.’s. (Refer to charts          are underway to develop articulation agreements with
on the following two pages.)                                      four-year colleges which have fully-developed criminal
                                                                  justice programs. The criminal behavior concentration
STATE LICENSING EXAMINATIONS                                      will be a full 90 credits, designed to introduce students
This requirement for the Commission on Colleges is                to criminology, criminal psychology, forensic anthro-
directed above the division level to the institution itself.      pology, criminal law, ethics, social problems, abnormal
                                                                  psychology and the other areas noted on the attached
                                                                  criminal behavior concentration sheet.
REQUIREMENTS                                                      CHALLENGES
Fifteen credits from three separate areas within the so-          The campus serves a community population which is
cial sciences are required for graduation with an AA              much larger than we can accommodate given the seri-
degree from the College. That portion of General Edu-             ous classroom shortage, and growth in the Social Sci-
cation which is given through exposure to the social              ences Division (which is the youngest of all the aca-
sciences is designed truly to represent recognizable so-          demic divisions on the campus) is especially difficult
cial science disciplines so that students can make in-            because of this shortage.
formed decisions as to whether they want to major in
                                                                  RECOMMENDATIONS AND
one or more of these disciplines.
                                                                  ACTIONS TAKEN
The Early Childhood Education Program requires all                The obvious recommendation for the social sciences is
graduating students in its technical program to meet              for more classrooms to be designated to its programs.
the General Education requirements for technical pro-             But the equally obvious problem with this recommen-
grams as instructed by Instructional Council. The Pro-            dation – at least in the short run – is that this campus
gram Planning Guide for the Early Childhood Educa-                is not scheduled to have any new buildings that could
tion Program is included in the College Catalog and is            be used for classroom instruction for some years.
included here at Appendix 6, which shows how these
vocational students are expected to meet their Gen-               Building 22 on the main campus is scheduled for a major
eral Education requirements.                                      remodel within the next year (or perhaps two). Social
                                                                  science faculty are hoping that this remodel will yield
                                                                  at least one more classroom for their classes. One more

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      123



classroom would not alleviate the division’s problem of      APPENDICES
classroom space, but it would certainly help. In the long      s   Appendix 1: Statement of Philosophy
run, the social sciences simply must have more class-
                                                               s   Appendix 2: Criminal Behavior concentration
rooms. In the short run, social science classes have in-
creasingly been placed in time slots and locations which       s   Appendix 3: Course Outline –
serve a smaller number of students – resulting in softer           Children’s Literature
enrollments in these classes.                                  s   Appendix 3a: Syllabus Winter 2000 –
                                                                   Children’s Literature
Because of the room crunch, social science classes
                                                               s   Appendix 4: Course Outline –
are being offered:
                                                                   Psychology of Human Relations
   s In the Friday evening/Saturday morning format;
                                                               s   Appendix 4a: Syllabus Winter 2000 –
  s   Mid afternoons; and
                                                                   Psychology of Human Relations
  s   At Hawks Prairie.
                                                               s   Appendix 5: Course Outline –
All of the above times and places diminish enrollments             Introduction to Sociology
and, therefore, yield a less impressive faculty/student
                                                               s   Appendix 5a: Syllabus Winter 2000 –
ratio, so these “solutions” to the room crunch are par-
                                                                   Introduction to Sociology
tial and temporary at best.
                                                               s   Appendix 6: Program Planning Guide –
Another partial solution to the division room problem              Early Childhood Education
may be increasing the number of “distance education”
                                                               s   Appendix 7: Institutional Effectiveness
classes in the social sciences, and the division is lead-
                                                                   Plan (IEP)
ing the campus in the number of faculty working on
developing courses which can be taken by a student             s   Appendix 8: Enrollment in
working at a computer and not actually on the cam-                 Social Science Courses: 1993 vs. 1999
pus. The Anthropology Program is developing an online          s   Appendix 9: Original Copies of Tables
certificate for archaeological technicians in conjunc-             from Division Essay
tion with 89 participating Native American tribes. The
Political Science Program has placed its full-time fac-
ulty member on partial release time to develop on-line
political science courses. And the Early Childhood
Education Program is using courses developed by the
Washington OnLine Distance Education Consortium
to compliment its on-campus class offering. Time will
tell if these alternatives to finding more classrooms of-
fer much relief to the problem of where to put social
science classes. Time will also tell if we are proud of an
increasing course offering which does not require stu-
dents to be in classrooms with instructors and fellow

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PROGRAM AND ITS                                       Thurston County Board of Health, the Washington
EFFECTIVENESS                                                     Restaurant Association, the National Restaurant As-
                                                                  sociation, and the American Culinary Federation. In

FOOD SERVICE                                                      addition, there are articulation agreements with Wash-
                                                                  ington State University and New Market Vocational
                                                                  Skills Center.
TECHNOLOGY                                                        MISSION AND GOALS

PROGRAM (FST)                                                     The Food Services Program meets the college’s mis-
                                                                  sion and goals, as well as any other program, due to its
                                                                  high visibility and involvement in community events

                                                                  and activities. The diverse background of its students
                                                                  and the fact that it is a vocational/technical program,
                                                                  with a 50 percent male 50 percent female gender mix

BAKING                                                            and ethnic diversity, demonstrates its unique position
                                                                  in meeting the educational, employment, and social

TECHNOLOGY                                                        needs of the community.

                                                                  The College has identified five college-wide goals that

PROGRAM (CBT)                                                     form the foundation of its educational emphasis.
                                                                  These goals are:
                                                                     s s To provide a comprehensive curriculum re-

FOOD SERVICE                                                        s
                                                                       sponsive to community needs;
                                                                        To provide services that helps students define

/ HOSPITALITY                                                       s
                                                                        and meet their educational and career goals;
                                                                        To assure high standards of performance through

                                                                        program assessment and staff evaluation;
                                                                    s   To provide extracurricular activities for students;
PROGRAM (FSM)                                                       s   To be an integral part of the community.

OVERVIEW                                                          The Food Services Program continually reviews all
                                                                  course syllabi and extracurricular activities to reflect

              he Food Services Program is unique to the           and promote the college-wide goals. The goal of the
              campus and the surrounding community                program is to provide students the basic education and
              because it affects and relates to all programs      training in cooking, baking, management skills, and
              and the community itself. Food Services is          work related experiences which lead to success in the
the one program that the college uses for showcasing              hospitality industry.
all of its special activities; it is involved heavily in the
public relations role of the institution. Various program         STUDENT LEARNING OUTCOMES
seminars, faculty meetings, administrative lunches,               The degree or certificate offered in the Food Services
Board of Trustees dinners, Foundation fund raisers, and           Program, in combination with additional study and
government and private catering on and off campus                 experience, intends to be part of a career path that could
are only a few of the events to which the program has             lead to employment as sous chef, working chef, or
successfully contributed. Participation in these func-            executive chef. These outcomes are provided in the
tions allows the program to foster excellent training             mission statement, the course catalogue, and the
opportunities for its students. On a more global scope,           program plan.
the Food Services Program is affiliated with the

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       127

GENERAL EDUCATION                                              rectify these situations by providing both classroom and
AND RELATED INSTRUCTION                                        faculty office space in the Food Service Center. Stor-
                                                               age space is a premium and is always needed, especially
The Food Services Program is in compliance with Com-
                                                               for seasonal and catering equipment. This additional
mission Policies 2.1 and 2.2. These requirements can
                                                               space also should be available upon completion of the
be found in the Program Notebook, Food Services Tech-
                                                               new Student Union Building.
nology Program Planning Guide, General Education
List Requirements. (See Appendix 2)                            Computers for the entire program have been upgraded
                                                               on a continual basis.
Full-Time Faculty ......................... 2                  UNIT STRENGTHS AND SUCCESSES
                                                               Program strengths are many. Students definitely acquire
Temporary Full-Time Faculty ....... 1
                                                               self-confidence, which can be seen in their indepen-
Part-Time Faculty ........................ 3                   dent decision making and in their abilities and skills.
                                                               The second-year leadership modules ( FST 267, Garde
Full-Time Technician ................... 1
                                                               Manager; FST 268, Clipper CafØ Sous Chef; and FST
Other Instructional Staff ............. 6                      269, Percival Room Sous Chef ) provide students the
                                                               actual skills to manage the various stations of the
The faculty are continually upgrading their individual
                                                               kitchen and aid in the supervision of the first-year cook-
vocational and teaching skills through formal degree
                                                               ing students.
programs, back-to-work grants, national and regional
educational seminars and state and local food shows.           Another strength of the program is the visibility of the
                                                               program through provision of food services for various
                                                               public events. Preparing the food for Governor Locke’s
EQUIPMENT AND TECHNOLOGY                                       Inaugural Ball brought additional learning to the stu-
Facility accommodations for the program are quite              dents and exceptional press coverage for the program
complex, so they are difficult to describe adequately.         and College. The program’s reputation within the com-
The main part of the program is housed in Building             munity is excellent, and its graduates have themselves
27, The Food Service Center. Faculty offices are lo-                                       wo
                                                               become business owners. T examples of such restau-
cated in Building 22; lecture classes are located in           rant owners are: Roosevelt McKenzie, Christine’s and
Building 26, Lecture Hall, and in Building 22, depend-         Steven Bird, Jasmines.
ing on the class.
                                                               The Food Services Program now has its own endowed
Other basic service components include:                        scholarship. In less than two years, $15,000 was raised
  s A cafeteria line – The Clipper CafØ, scramble              for its scholarship fund. This year, four $1,500 scholar-
     area, institutional style cooking;                        ships were awarded. Other scholarships awarded to stu-
   s    A snack bar, scramble area;                            dents include two WAVE (Washington Association of
                                                               Vocational Education) Scholarships (Dale Brown in
   s    A public sit-down dining service - The Percival
                                                               1997 and Evelyn Geilsen in 1998) and a $40,000 na-
        Room, a la carte menu; and
                                                               tional scholarship (Meri Jo Leach ) to the Culinary In-
   s    Catering.                                              stitute of America for the Best Apple Pie Recipe in the
 These services have adequate equipment for their re-          United States. Annually, students compete academi-
spective purposes, as do the food preparation spaces,          cally for these cash prizes and are very successful. This
which are located adjacent to the service areas. (See          past year, the Food Services Program hosted the Wash-
Appendix 5)                                                    ington State Vocational Industrial Clubs of America
                                                               (VICA ) for finals competition in culinary arts. This
Classrooms and faculty offices are located near Build-
                                                               event was held to determine which high school stu-
ing 27, which are not convenient to the main labora-
                                                               dents would represent Washington state at the National
tory (main kitchen). Future college construction should

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

Employment opportunities are good and more jobs are             Program have consumed much energy and effort re-
available than there are students to fill them, an indi-        flecting positive results. This effort is reflected in our
cation that employers are more than satisfied with stu-         present student population and in our alumni.
dents from the program. Instructional technicians are
                                                                The primary challenge for the Food Service Technol-
the program’s number one strength. Technicians work
                                                                ogy Program has been the ongoing situation of avail-
on specific stations of the kitchen, which allows for
                                                                able parking space for the Percival Room Restaurant.
control over potential food handling problems and
                                                                In 1991, an independent consultant, hired to review
much better individual training. This system helps in
                                                                the entire Food Services operations, noted lack of pa-
training and in safety and health concerns when feed-
                                                                tron parking. Patrons are necessary to the assessment
ing the public.
                                                                of second-year students. The administration, although
The Culinary Arts Club is a voluntary, extracurricular          sympathetic, has taken no action to resolve the prob-
student activity through which students are involved            lem. Even more recently, the parking that was allocated
in many food activities on and off campus. At least once        to the program has been revoked because of the new
each year the students provide a scholarship fund-rais-         Student Union Building. The Food Services Advisory
ing dinner. Students plan, prepare and serve the meal.          Committee has also become disillusioned with the situ-
More than $1,350 was generated on this single activity          ation, concluding that the administration does not find
in 1998.                                                        the situation to be a priority.

UNIT CHALLENGES                                                 Student classrooms, faculty offices, and equipment stor-
Since its conception, the Food Services Program has             age space have also been a major concern of the pro-
been, and continues to be, an ever emerging, innova-            gram. Although all three are on the college campus,
tive, creative, risk-taking program. Since 1994, there          these areas need to be in closer proximity to the food
has been much change in the leadership, faculty, and            service student activities. The facility plan for the Food
the physical equipment within the program. At one               Services Program, were it implemented, would then be
point, the College was on the verge of closing the Food         consistent with the other technical programs already
Services Program; however, the Food Service Director            on campus.
and the faculty were replaced with competent individu-          The collection of data on past and present students
als who reflect a variety of education, business experi-        has not been neglected while the other events and
ences, and personalities. During this difficult transition      changes in the program have taken priority. Develop-
period, the program has always had the same focus and           ing, mailing, and the computation of data from the
goal: Maximum student learning in the instructional             mailing has been of value to the program. There is a
programs.                                                       major concern of students changing their address of
The entire curriculum has been written, evaluated and           residence. Most addresses are obsolete. For the past five
re-written to reflect its current organization of the 13-       years, faculty have been maintaining current student
day modules; it is constantly upgraded to reflect cur-          rosters. During that time a survey of former students
rent culinary trends. The curriculum itself plays a ma-         was also completed. (See Appendix 1) Student data
jor role in the daily operations of the Food Services           surveys will be dispensed after spring quarter of each
Program through the actual production of the daily              academic school year with the addresses provided from
menu. Student enrollment has increased because of               admissions.
those efforts. Articulations, patron and student surveys,
program marketing, student recruitment, the resurgence
of the Culinary Arts Club, the proactive role in estab-
lishing an endowed Food Service Scholarship, and the
development of the Commercial Baking T        echnology

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       129

RECOMMENDATIONS AND                                          MATERIALS IN TEAM ROOM –
ACTIONS TAKEN                                                REQUIRED EXHIBITS
Presently the parking situation is again being addressed       s   Student Roster
by Food Services to the administration. At least three         s   Program Student Hand Book
different solutions are presently on the table:
                                                               s   Course Outlines
  s   Valet Parking                                            s   Program Syllabi
  s   Metered parking for Percival Room Patrons only;          s   Competency Evaluations for
      and                                                          Food Service Technology Modules
  s   Pull off, drop off parking.                              s   Sample Tests
With the completion of the Student Union Building,             s   Faculty Resumes
which will be connected to Building 27, the Food Ser-
                                                               s   Articulations
vice Center, additional space will become available to
the Food Services Program. Since facilities and admin-         s   Advisory Committee Minutes
istration are aware of the space situation, action is be-      s   Miscellaneous
ing taken to rectify the problem.                              s   Photograph Notebooks
  s   Appendix 1: Survey
  s   Appendix 2: College Catalog/
      Program Planning Guides/Course Descriptions
  s   Appendix 3: DACUM Report
  s   Appendix 4: Menus
  s   Appendix 5: Five-Year Equipment Plan

                                                                   EDUCATIONAL PROGRAMS • STANDARD 2

EDUCATIONAL PROGRAM AND ITS                                        on a quarterly basis. (See Appendix 3) Student evalu-
EFFECTIVENESS                                                      ation of instruction is an integral part of operations.
                                                                   (See Appendix 4) That data is used in planning pur-

CONTINUING                                                         poses as well as distributed to part-time faculty mem-
                                                                   bers who are evaluated.

EDUCATION                                                          MISSION AND GOALS
                                                                   As stated in the College’s Institutional Effectiveness

AND SPECIAL                                                        Plan, the mission of the CE Office is to advocate
                                                                   lifelong learning for students of all ages, and to offer
                                                                   classes and workshops for the adult learner. It is
LEARNING                                                           consistent with the overall mission of the College.
                                                                   The major goal of the Office – The Continuing/Com-

ACTIVITIES                                                         munity Education Office will offer a wide variety of
                                                                   quality classes and workshops (non-credit) which will
OVERVIEW                                                           satisfy the adult learner, and will respond to com-
                                                                   munity needs – is executed through the following

              he Community Service Office was created              objectives:
              in 1977 to offer not-for-credit classes and              s To offer a wide variety of classes and workshops
              workshops to meet the needs of the non-                     responsive to students’ needs and interest;
              degree, non-certificate student. Commu-
                                                                     s   To evaluate instructional quality and effective-
nity service (renamed “Community Education” in 1996)
                                                                         ness through student evaluation surveys;
advocates lifelong learning for students of all ages and
offers classes to meet a variety of student interests.               s   To provide quality customer service to commu-
                                                                         nity education students;
The office’s efforts are included in the College’s
                                                                     s   To promote and provide quality customer ser-
mission statement:
                                                                         vice to community education part-time faculty;
“As a comprehensive, open-door community college, South
Puget Sound is committed to providing quality educational          Indicators of success are also identified in the Institu-
opportunities to meet the intellectual, academic, vocational,      tional Effectiveness Plan. (See Appendix 5)
career, personal, and developmental needs of its students          ASSESSMENT OF LEARNING
and members of the community.” (See Appendix 1)
                                                                   The major indicator of student assessment and satis-
The office consists of 1.5 FTE staff, a full-time Pro-             faction is based on the part-time faculty evaluation. For
gram Coordinator classified staff position, and .5 staff           every new part-time faculty member, evaluation is an
Dean of Extended Education administrative position.                automatic procedure for the first two successive quar-
A cadre of 65 part-time faculty provide instruction. The           ters the part-time faculty member teaches. After dem-
Dean, in collaboration with the Program Coordinator,               onstrating a positive student satisfaction measure of 3.0
is responsible for providing leadership, direction, and            or higher (the survey instrument’s ratings indicate 1.0
all required support work necessary for the program.               as the lowest and 5.0 as the highest level of student
The Program Coordinator is also responsible for addi-              satisfaction) for two successive quarters, the part-time
tional coordinating and correspondence duties which                faculty member is then evaluated on a periodic basis,
are outside the realm of the Community Education                   averaging at least one quarter out of four successive
Office (CE). Each quarter, a minimum of 85 different               quarters. Part-time faculty are hired on a quarterly ba-
classes and workshops are offered on-campus, adver-                sis and may or may not be asked to teach in successive
tised through the quarterly class schedules, targeted              quarters, based on the results of the student evalua-
mailings, newspaper articles, and radio announcements.             tions, and scheduling needs.
(See Appendix 2) Student FTE and headcount varies

                                                SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      131

Since community education classes are non-credit, the        of adult learning techniques, and public presentation
office searches for additional measures of student learn-    skills. 90 percent of the part-time faculty have earned
ing and student satisfaction. The office monitors stu-       either a B.A., M.A., or Ph.D. Personnel records and
dent dissatisfaction by tallying requests for refunds and    qualifications of instructors are maintained in the of-
withdrawals from class. Enrollment Services maintains        fices of the Vice President for Human Resources and
a record of each student who withdraws from a class;         the Dean of Extended Education.
the Dean or Program Coordinator is aware of each
                                                             During the past seven years, the Dean has actively
student’s stated reason for withdrawing. In 1997, the
                                                             worked with full-time faculty in the programming of
CE Office initiated a “100 percent satisfaction or your
                                                             community education classes. Non-credit courses that
money back” policy for all community education classes,
                                                             are directly linked and tied to community education
which is clearly posted in each of the quarterly sched-
                                                             credits have been offered in conjunction with the Para-
ules (See Appendix 6). Based on the number of stu-
                                                             legal Program, the Horticulture Program, and the Den-
dent requests for withdrawals processed through En-
                                                             tal Assisting Program. Another example of coopera-
rollment Services since 1997, the number of student
                                                             tive relationships exists between selected academic full-
withdrawals has declined by approximately 50 percent.
                                                             time faculty who also teach not-for-credit community
CURRICULUM AND INSTRUCTION                                   education classes. Music appreciation, philosophy,
The CE Office offers classes and workshops in the            world religions, and business are examples of classes
following categories:                                        that have been offered by full-time faculty to the adult
   s Business and Small Business Management
                                                             learner. A third example of inter-departmental coop-
                                                             eration between the credit and non-credit programs is
  s   Computers for Seniors
                                                             the co-sponsorship of selected workshops for continu-
  s   Citizenship                                            ing education units. CEU transcripts are issued by En-
  s   Construction and Home Design                           rollment Services, and records are kept on file in the
                                                             Community Education Office for five years.
  s   Creative Arts
  s   Culinary Arts                                          PHYSICAL FACILITIES,
  s   Flagger Training                                       EQUIPMENT AND TECHNOLOGY
  s   Health and Wellness                                    The CE Office works with Instructional Office support
                                                             staff to schedule classes, after the credit classes have
  s   Horticulture
                                                             been scheduled. Due to the number of credit and non-
  s   Miscellaneous                                          credit courses offered each term, a shortage of class-
  s   Music                                                  rooms is common. Occasionally two community edu-
  s   Outdoors and Physical Education                        cation classes will be scheduled in one room until ad-
                                                             ditional rooms are located. Off-campus facilities in-
  s   Travel
                                                             cludes limited usage of the Hawks Prairie Center for
  s   World Languages                                        traditional instruction. Computer classes for commu-
  s   Writing                                                nity education students are coordinated through the
The instructional hours for classes range from 3 to 140      Center for Continuous Learning. Community educa-
hours. Course and workshop descriptions are published        tion students have access to the library, computer labs,
in the quarterly class schedules, targeted mailings, and     and all other instructional resources of the College.
newspaper articles. Some course outlines and syllabi
are maintained on file in the Dean’s office. Because
courses are non-credit, tests and grades are not main-
tained on a regular basis. Community education fac-
ulty are interviewed and selected to teach based on their
mastery of the subject knowledge, skill in knowledge

                                                                  EDUCATIONAL PROGRAMS • STANDARD 2

STRENGTHS AND SUCCESSES                                           STANDARD TWO (2.G):
A major strength of the office is the instructional qual-
ity, as evidenced by student evaluations. (See Appen-
dix 7 and 8) Instructors demonstrate a high commit-
                                                                  OFF CAMPUS
ment by providing student-centered, interactive, and
engaging instructional delivery. A second strength is
the level and quality of support that the office staff pro-
vide to both part-time faculty and students. Commu-
nity education students receive the same high level of
student services available to degree or certificate seek-         OVERVIEW
ing students.

Another strong point for the program is the flexibility
                                                                  T      he creation of a dedicated off-campus learning site
                                                                         occurred in 1994. The College identified facili-
                                                                  ties in a shopping mall, which were remodeled to meet
to offer new, cutting-edge courses or workshops and to
                                                                  instructional delivery needs. The site, known as the
delete other courses that are in less demand. The high
                                                                  Hawks Prairie Center, is located 13 miles east of cam-
level of cooperation and communication between the
                                                                  pus. It houses the Center for Continuous Learning, an
CE Office and the instructional divisions – a long-term,
                                                                  instructional program which specializes in not-for-credit
long-lasting professional relationship – solidifies an inte-
                                                                  customized/contract training for business and indus-
grated and coordinated instructional delivery program.
                                                                  try, short-term computer classes, and short-term credit
CHALLENGES                                                        workshops for the workplace. (See Standard T 2.H.wo
A major challenge for the CE Office is to produce, or-            Center for Continuous Learning). Hawks Prairie Center
ganize, initiate, and evaluate a high-quality instruc-            has four classrooms devoted to credit instruction, and
tional program with a shortage of both human resources            uses both full-time and part-time campus faculty mem-
and classroom facilities. Both staff members (the Pro-            bers who commute to the site and also teach on the
gram Coordinator and the Dean) are assigned addi-                 main campus. Classes are offered in both the day and
tional responsibilities, and are not solely dedicated to          evening. Students may work towards a degree comple-
Community Education. As noted previously, college                 tion program at the Center, although they must attend
classrooms are assigned to credit classes first, then to          campus for any required science/laboratory classes.
the non-credit classes. A second challenge is allocat-
                                                                  All credit courses taught at the Center have been ap-
ing time for additional marketing of the classes and
                                                                  proved by Instructional Council. Student textbooks are
                                                                  the same books as required for on-campus courses. Stu-
RECOMMENDATIONS AND                                               dent services, although limited, are available at the
                                                                  Center through computer kiosks and phone line ac-
                                                                  cess to campus, as well as a limited number of weekly
The office recommends emphasizing quality instruc-
                                                                  hours provided in-person by student services staff. The
tion over program growth, in light of the limited staff-
                                                                  Dean of the Center for Continuous Learning is the on-
ing patterns. The office objective of offering at least 10
                                                                  site administrator. One classified staff member is dedi-
percent new classes each quarter will continue to be
                                                                  cated to assist students and faculty. Students have ready
met, to provide new and different course options. Con-
                                                                  access to the campus library by commuting to campus,
tinued cooperation with the credit divisions will sup-
                                                                  or via the library’s web page. Student enrollment at
port the classroom allocation process. As the College
                                                                  the site has fluctuated over the past five years. (See
builds more classrooms, the room shortage will be less-
                                                                  Appendix 9) A majority of the students state their in-
ened. Community education will explore the option of
                                                                  tended educational goal is the Associate of Arts (AA)
online classes to determine how delivery method will
                                                                  degree. In fall 1998, the College administered a class
be used in the future.
                                                                  survey to a random sample of students. Thirty-eight
                                                                  percent of the respondents indicated that they prefer

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       133

classes scheduled at 9, 10, and 11 a.m., and 53 percent        s   80 percent or more course syllabi in these divi-
of respondents want courses offered which lead to an               sions include guidelines for student involvement-
AA degree. Survey results also indicate that the major-            and group interaction in the learning community;
ity of students are employed either full or part time (See     s   80 percent or more students taking writing
Appendix 10).                                                      classes rate faculty at satisfactory or high in the
MISSION AND GOALS                                                  following questions: accepts/allows criticism of
                                                                   his/her own ideas, encourages discussion, ques-
Hawks Prairie, the off-campus site for credit classes, is
                                                                   tions, and participation by students, discusses
incorporated in the overall mission and goals of the
                                                                   points of view other than his/her own, treats stu-
College through Vision #2: “The College brings in-
                                                                   dents with courtesy and respect;
struction to the widest possible constituency ... and non-
traditional locations.” The College administration sup-        s   The College students who transfer to four-year
ports the off-campus Center through its plan to renew              institutions will have combined GPA comparable
the five-year lease on the center, effective summer 2000.          to the resident students at the four-year
Additionally, the program mission is included under the            institution;
broad college objective “improving the quality of life in      s   Division-wide GPA in math classes will be at or
the community by...expanding access to educational                 above 2.50;
programs and services.”                                        s   At least 70 percent of students registered in math
The College service district covers a county that is 50            classes on the 10th day of the quarter will still
miles long and 80 miles wide. The goal of pro-actively             be registered in the same class at the end of the
providing off-campus credit classes is met through the             quarter;
facility at Hawks Prairie.                                     s   60 percent of students complete 15 credits of
                                                                   Social Science courses with a grade of C or
                                                                   better; and
The learning outcomes for students at the Hawks
                                                               s   60 percent of students respond favorably to rel-
Prairie Center are the same learning objectives as
                                                                   evant items from the South Puget Sound Com-
for our campus students. Reference the Institutional
                                                                   munity College Student Evaluation Form.
Effectiveness Plan for the Humanities/Communica-
tion, Natural Sciences, Social Sciences, and Devel-          ASSESSMENT OF LEARNING
opmental Education divisions. (See Appendix 11)              Evidence of students’ success is based on:
Student outcomes are measured by the same instru-              s Student evaluations;
ments utilized on campus for competencies, and per-
                                                               s   Peer evaluations (on a periodic basis); and
tinent student feedback information is incorporated
in departmental planning and review. Examples of               s   Division chair review of instructional offerings.
student learning outcomes include:                           As part of the Institutional Effectiveness Plan, all in-
   s The percentage of students who exit Writing 101         structional departments were asked to develop assess-
       with a C or better have adequate reading/writ-        ment of learning outcomes. The same learning out-
       ing skills to succeed with a C or better in subse-    comes that are applied to campus students are applied
       quent technical program courses that demand           to students at the Hawks Prairie Center, as described
       professional-level writing skills;                    in the Institutional Effectiveness Plan. Students are
  s   80 percent or more students taking Humanities/         assessed with the same evaluation tools as used in the
      Communications courses rate faculty at satisfac-       same course on campus, as documented in course syl-
      tory or higher in the following: invites student       labi and outlines and distributed to students. A repre-
      to share knowledge and experiences, encourages         sentative sample of students at Hawks Prairie respond
      student to think for themselves, recognizes and        to the CCSEQ.
      encourages good performance, seems genuinely
      interested about whether students learn;

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

CURRICULUM AND INSTRUCTION                                      students need to travel to campus to use science labs,
Courses offered at Hawks Prairie mirror the courses             technical classrooms, the library, student services, or
offered on-campus which lead to an Associate of Arts            the bookstore.
degree, with the exception of laboratory science classes.
                                                                STRENGTH AND SUCCESSES
The off-campus Center does not include a laboratory
                                                                The biggest strength of the Center is access for stu-
space, nor are there future plans to remodel classroom
                                                                dents located in the eastern portion of the College dis-
space to accommodate a science laboratory. Likewise,
                                                                trict, including ample, uncrowded parking facilities. A
the off-campus Center does not include technical edu-
                                                                second major strength of the Center is quality instruc-
cation classrooms. Technical certificates and degrees
                                                                tion, delivered in the same consistent manner as on-
will continue to be offered on-campus only. The Col-
                                                                campus instruction, and by the same on-campus in-
lege develops and advertises sequential courses lead-
                                                                structors. Student evaluations reflect a satisfaction level
ing to the Associate of Arts degree. (See Appendix 12)
                                                                similar to on-campus classes, and an interest in seeing
Academic divisions reserve the right to identify exact
                                                                more classes offered. Student feedback indicates satis-
courses offered on a quarterly basis, in coordination with
                                                                faction with the physical site of the Center, and main-
on-campus courses. Instructors at the center include
                                                                tenance of classrooms. (See Appendix 13)
full and part-time campus teachers. Division chairs
coordinate with each other to insure a complimentary            CHALLENGES
array of class offerings. Adult Basic Education, English        The biggest obstacle the Center faces is inconsistent
as a Foreign Language, and computer classes are also            support from the campus. A number of instructors re-
offered.                                                        sist the assignment of teaching at Hawks Prairie, citing
                                                                the inconvenience of commuting to a work site which
                                                                is 13 miles east of campus. To counter this opposition,
The instructional staff consists of both full- and part-
                                                                the College President has re-affirmed institutional sup-
time faculty who also teach on the main campus. Each
                                                                port of the Center, emphasizing that the College’s mis-
quarter, the number of instructors who teach at Hawks
                                                                sion includes pro-actively offering educational services
Prairie ranges from 15 to 22, dependent upon number
                                                                off-campus. Additional college support is the renewal
of courses offered. To date, there are no full-time in-
                                                                of a five-year lease for the facilities, effective July 2000.
structors assigned solely to Hawks Prairie.
                                                                The on-site administrator is included in management
PHYSICAL FACILITIES,                                            meetings on-campus, and support staff are actively en-
EQUIPMENT, AND TECHNOLOGY                                       couraged to cooperate with campus support services.
                                                                A second obstacle is the scarcity of adequate classroom
The Center is housed in a section of a shopping mall.
                                                                facilities, student services and access to library/Internet
There are four traditional/lecture classrooms, three
                                                                resources. Although a Hawks Prairie student can ac-
computer labs with student stations for learning, office
                                                                cess the library and student services via computer, the
space for the Center’s administrative and support staff,
                                                                College needs to do more. The College anticipates in-
and a lobby/atrium which is used by students and fac-
                                                                creasing classroom facilities and support services, as
ulty. The Center also contains one set of the College’s
                                                                additional funding is identified.
inter-active television system, which can direct tele-
vised instruction and communications to the Center.
Each classroom contains a white board, an overhead
projector, and access to TV/VCR and Power-Point
Internet systems and presentations. Technology-assisted
instruction is supported by the on-site Technology Di-
rector, and aided by the campus Media Center. Facili-
ties are well-maintained and easily accessible. Student
parking is ample and convenient, as are nearby eating
facilities. The biggest drawback to the Center is that

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY         135

RECOMMENDATIONS AND                                         SUPPORTING DOCUMENTATION
ACTIONS TAKEN                                                 s   2.g: Organizational chart.
 s    Renewal of the five-year lease option for the site          (See beginning of Standard 2)
      (enacted in 2000)                                       s   2.g: Listing of Off-Campus sites.
 s    Continued research for supplemental funding             s  2.g: Institutional approval of Off-Campus pro-
      to increase services and offerings                      grams.
 s    Continued support of the site by the College
 s    Continued coordination of instructional offer
      ings by the appropriate division chairs
 s    Support of the on-site administrator’s recom-
      mendations for the growth of the Center for Con-
      tinuous Learning

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

STANDARD TWO (2.G.7):                                           STUDENT LEARNING OUTCOMES
                                                                The program requires students to establish measurable

COOPERATIVE                                                     learning objectives with their faculty coordinator at the
                                                                beginning of the work assignment. They meet weekly

WORK                                                            in seminar to discuss workplace issues, complete oral
                                                                and written assignments, and interact with guest speak-
                                                                ers. At least once during mid-quarter, they meet with
EXPERIENCE                                                      the faculty coordinator to update their progress on the
                                                                learning objectives. At the end of the quarter, the em-

PROGRAM                                                         ployer evaluates the student’s performance and has an
                                                                opportunity to meet with the student and faculty coor-
                                                                dinator to discuss the student’s strengths and weak-
                                                                nesses and their opinion on the curriculum.

T     he Cooperative Work Experience Program (Co-
      op) has one Program Coordinator/part-time fac-
ulty and an Office Assistant who report to the Dean
                                                                The program supports the college-wide focus on com-
                                                                munication and human relations skills by providing stu-
for Technical Education. Faculty members in each di-            dents the opportunity to develop those skills in the
vision serve as faculty coordinators for students earn-         workplace, along with their technical abilities. The level
ing credit under the program.                                   of interaction with supervisors and co-workers varies
                                                                widely; however, at a minimum, all students are required
The program facilitates academic credit for work ex-
                                                                to meet with their employers to discuss and develop
perience related to a student’s program of study by as-
                                                                appropriate learning objectives, arrange a date for the
sisting students in preparing for positions advertised
                                                                faculty visit, and review and sign the employer’s evalu-
through the program and in developing an appropriate
                                                                ation at the end of the quarter. In addition, the weekly
work experience. The program is responsible for moni-
                                                                seminar provides the opportunity to discuss workplace
toring the progress of students’ learning experiences.
                                                                issues in a safe environment and practice speaking skills
The students meet with their faculty coordinator a
                                                                through short oral presentations to the class.
minimum of twice during the quarter; students attend
a weekly seminar led by the Cooperative Work Experi-            ASSESSMENT OF
ence Program Coordinator covering topics related to             GOALS AND OUTCOMES
success on the job (See Appendix 14); and the Pro-              The goal of the program is to provide students an op-
gram Coordinator communicates with students’ em-
                                                                portunity to develop marketable skills. The progress is
ployers at least twice during the quarter. Depending on         measured at the end of each quarter by three evalua-
the program of study, the credits earned through the            tions: one from the employer, one from the faculty co-
program count toward either degree requirements or
                                                                ordinator/Cooperative Work Experience Coordinator,
as elective credits.                                            and one from the student. (See Appendices 15, 16, 17)
MISSION AND GOALS                                               The Employer Evaluation is mailed to the students’
The program supports the goals of the College by pro-           supervisor at about mid-quarter. The students’ work
viding quality service and a course for students to de-         quality and work habits are rated. The supervisor has
fine and meet their vocational and career needs. The            the opportunity to comment on students’ strengths,
Program provides quality service to the community by            weaknesses, progress on learning objectives and sug-
referring appropriate students to meet employers’ hir-          gestions for curriculum. The Faculty Coordinator Evalu-
ing needs. It also develops supportive relationships with       ation indicates by points the level of completion of the
the community through on-site visits by the Program             learning objectives established at the beginning of the
Coordinator and faculty coordinators. The seminar               work assignment. The Program Coordinator reports the
content is continually updated to reflect the needs of          points earned for seminar attendance and the written
the students and employers.                                     assignment. The results of the Employer Evaluation are

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       137

included on this form and all students receive ten points    tend the weekly seminar for each credit earned or stu-
for completing a Student Evaluation.                         dents must work 50 hours per quarter and develop a
                                                             measurable learning objective for each credit earned if
The students have the opportunity, through their evalu-
                                                             they cannot attend weekly seminar.
ation, to reflect on their expectations and experiences.
Students also evaluate the relevance of the topics cov-      The employers and students were surveyed three years
ered in seminar to their work experience.                    ago on their opinions of seminar content. As a result of
                                                             that survey, guest speakers and in-class exercises were
Each quarter, the Program Coordinator distributes a
                                                             introduced to subsequent seminars. Students are asked,
status report showing enrollment and Full Time Equiva-
                                                             on their evaluation each quarter, to offer suggestions
lency (FTE) figures, student demographics and employ-
                                                             on seminar content and the overall structure of the
ment information. (See Appendix 18) Statistics on how
                                                             program. Their positive response to an in-class assign-
many students are permanently employed by the W    ork
                                                             ment of conducting an informational interview has
Experience employer are not compiled because no per-
                                                             made that assignment a permanent part of the seminar.
manent job may exist.
                                                             The program has joined with the College’s Employment
CURRICULUM AND INSTRUCTION                                   Security Representative to participate in a job search
General - The Cooperative Work Experience course             workshop series each quarter. This was a natural partner-
consists of supervised employment extending classroom        ship based on students’ desire to gain r sum writing and
instruction in the student’s degree program to an on-        interviewing skills. The seminar focus has been on pre-
the-job learning station intended to assist the student      paring students for their next step in their career and
in career advancement as well as acquiring desirable         provides an opportunity to actually write their r sum
work habits and attitudes. The course includes atten-        and practice interviewing with the aid of a video camera.
dance in a weekly seminar, the content of which is de-
veloped by the Program Coordinator and described in          The program participates each summer in developing
course outlines which are approved by Instructional          placements for students visiting Olympia from our sis-
Council. (See Appendix 19, Approved Course Cata-             ter College in Queratero, Mexico. The program is also
log Description) Course syllabi describe the manner in       part of the campus team to serve WorkFirst students in
which the content is delivered each quarter.                 transition from welfare to living-wage jobs.

The Program Coordinator reviews the content of the             Dean for Technical Programs
seminar each quarter and makes revisions as needed to
                                                               Program Coordinator/Part-Time Faculty
insure that content is current and relevant for students
in a broad range of disciplines.                               Office Assistant

Recent changes include increasing the number of cred-        Faculty serving as Co-op Faculty Coordinators:
its available to students participating in the program to      Full-time Faculty        35
accommodate full-time work experiences. This change            Part-Time Faculty        11
was in response to requests from both students and lo-
                                                             The faculty are responsible for providing subject ex-
cal employers, including the Washington State Senate
                                                             pertise to students in assisting them to develop mea-
and other employers involved in the legislative session
                                                             surable learning objectives. The faculty evaluate stu-
each year. The change allowed students to be enrolled
                                                             dents’ progress in meeting the objectives, conduct an
full-time during the quarter as are students from other
                                                             on-site visit, meet with students’ employers, and sub-
colleges. Another change in the course outline was to
                                                             mit a grade for the Cooperative Work Experience
update the number of hours required for each credit
                                                             course. The Program Coordinator submits a score to
for students not able to attend seminar due to class or
                                                             the faculty coordinator if their student attended semi-
work schedules. Students must work 30 hours per quar-
                                                             nar. (See Appendix 20, List of faculty who serve as Co-
ter, develop a measurable learning objective, and at-
                                                             op Faculty Coordinators)

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

FACILITIES, EQUIPMENT,                                          The program boasts a growing database of local em-
AND TECHNOLOGY                                                  ployers. Staff regularly communicate with current em-
                                                                ployers and follow-up with those who have posted in-
The Program Coordinator uses a classroom equipped
                                                                ternships in the past, in addition to the cold calls to
with an overhead projector and VCR/Monitor for semi-
                                                                local companies. The Program Coordinator follows up
nar. A video series titled How to Deal With Difficult
                                                                on referrals from faculty through their contacts in the
People from the library is used each fall quarter during
                                                                community. Students often have an idea of where they
seminar as part of the focus on improving commu-
                                                                would like to develop an internship, and the Co-op
nications skills. Students are encouraged to research
                                                                Program is always available to make contacts along with
internship sites and career issues with resources from
                                                                the student to develop those opportunities. The Pro-
the library.
                                                                gram Coordinator attends the Industry Advisory Com-
The Co-op Program manages student and employer                  mittee meetings in each program area and provides
information with relational database software called 1st        updates on Co-op activities and seeks advice from the
Place. This software allows the Co-op staff to post jobs        members on developing internships. The program pro-
and generate reports, along with updating individual            vides employers access to students through job an-
records for each student, employer, and job. Currently          nouncements, student recruitment, screening for ap-
the program has more than 2,000 employers, nearly 900           propriate candidates, and referrals to available positions.
jobs, and more than 2,600 student records. The em-
                                                                Student recruitment is continuous. The Program Co-
ployer database contains current and past Co-op em-
                                                                ordinator makes presentations to classes at the begin-
ployers, prospective employers, and those employers of
                                                                ning of the quarter, again close to advising day, and
students who converted their current positions to co-
                                                                targets specific classes throughout the quarter depend-
operative work experiences.
                                                                ing on the jobs available. Weekly information sessions
The Program Coordinator uses a laptop computer                  are offered throughout each quarter for students to
which may be used with an overhead projector for pre-           apply to be referred to open positions and receive assis-
sentations and classroom use.                                   tance with their r sum s and job search. The College
                                                                maintains three job boards on campus. A schedule of
A computer in the Co-op Office is available to stu-
                                                                information sessions (See Appendix 21), updated job
dents to prepare a r sum for internships.
                                                                listings, and the Weekly Top Ten Jobs List (See Appen-
STRENGTHS, HIGHLIGHTS                                           dix 22) are posted on each of these boards. The incom-
AND SUCCESSES                                                   ing job descriptions are forwarded to appropriate fac-
The Co-op Program has more than 30 faculty coordi-              ulty for announcement in their classes. An Internship
nators with technical expertise to provide guidance to          Handbook was developed for students to use as a tool
students in seeking appropriate internship sites and            in finding their career direction. (See Appendix 23)
developing learning objectives. The faculty meet with           The Co-op Office is open each day from 8:00 a.m. -
their Co-op students a minimum of twice during the              5:00 p.m. to provide information and job referral ser-
internship to discuss the learning that is taking place         vices to students.
at the work site and to coordinate the on-site visit with       Each quarter, the student evaluation forms are reviewed
the student’s supervisor.                                       for suggestions on improvements to the Co-op Program
The Cooperative Work Experience Program uses a re-              and the seminar. The Program Coordinator asks stu-
lational database to link employers with jobs and stu-          dents for suggested guest speakers each quarter. Based
dent referrals. Information is continually updated and          on previous surveys, the seminar focuses on communi-
reports can be generated on the number and types of             cation skills in the fall quarter, business ethics in the
jobs open, and the number of students seeking intern-           winter quarter, and team building in the spring quarter.
ships just to name a few of the many reports available.         The topics provide the basis of discussion each quarter,
                                                                but staff are flexible enough to allow for the needs of a
                                                                particular class. For example, during the spring quar-

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       139

ter, typically extra time is allowed for r sum and inter-    The Co-op Program works in collaboration with other
view skills because the college’s annual Career Day falls    programs including Student Employment Services,
during the spring quarter.                                   State Work Study, Work Place Options, WorkFirst, and
                                                             Counseling. Frequently an employer will post a posi-
The program assures continuous quality control of all
                                                             tion with the Co-op Program which may be also ap-
processes. Within the past three years, a student infor-
                                                             propriate for Student Employment Services or State
mation form was developed. Sudents complete the form
                                                             Work Study. Staff routinely share job postings with other
during initial contact with the office. (See Appendix
                                                             employment areas on campus to better serve our em-
24) Staff then verify that the student is enrolled in the
                                                             ployers and provide a wider pool of applicants. Each
appropriate program of study for the position and is in
                                                             quarter, the Program Coordinator makes presentations
good academic standing. These forms are kept on file
                                                             to the Work Place Options classes and assists them in
to contact students when an employer has a short turn-
                                                             the information interview process to familiarize them
around time for a position. These forms are a source of
                                                             with the services of the Co-op Program. Most of the
information on the effectiveness of our marketing ef-
                                                             graduates of Work Place Options continue their edu-
forts as well. There is a space on the form for students
                                                             cation at the College. The Co-op Coordinator is part
to tell how they heard about Co-op. An analysis of the
                                                             of the WorkFirst on-campus task force working to iden-
responses on those forms by students who actually en-
                                                             tify appropriate work experiences for students partici-
rolled revealed that the most effective method of re-
                                                             pating in short-term training programs. The Counsel-
cruitment is faculty referral to the program and class-
                                                             ing and Disability Support Services Office has been an
room presentations. As a result, greater emphasis is
                                                             important resource for students participating in Co-op
placed on direct contact with the faculty and more
                                                             by helping students with accommodation and/or coun-
classroom presentations. Staff have also developed a
                                                             seling needs to overcome barriers to successful work
Mid-Quarter Progress Report form to facilitate a meet-
                                                             performance. One of our policies on the Student Inter-
ing between the faculty coordinator and his or her stu-
                                                             est Form addresses the services of Counseling should
dent to check the progress of the learning objectives
                                                             they be required. (See Appendix 24)
and to set a date for the on-site visit. (See Appendix
25) Periodically updated are the evaluation, job descrip-    CHALLENGES
tion, and learning agreement forms (Appendices 26,           The Co-op Coordinator needs to remain connected
27) to ensure they contain information that is neces-        with local business community through ongoing con-
sary and useful. Staff screen candidates for positions by    tacts with current and potential Co-op employers to
not posting the employer’s name on the job announce-         meet the demands of both students and the community.
ments. Students must come through our office and
complete a Student Information Form before a referral        There are limited paid opportunities for Co-op students
is made. Handbooks for students, employers and fac-          with state government at the present time. The Co-op
ulty coordinators were developed, outlining the roles        Coordinator will continue to work to strengthen ties
and responsibilities of each in the Co-op experience.        with agencies to facilitate more paid internships.
Each quarter, checklists are used to ensure timely sub-
mission of learning objectives and evaluations and to
monitor seminar attendance. (See Appendices 28, 29,
30, 31)

Evidence of students’ increased confidence, direction
and opportunities appears through their evaluations as
a result of their participation in the program. (See Ap-
pendices 17, 27, Examples of student evaluations and
a report of one student’s experience.)

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

RECOMMENDATIONS AND                                             STANDARD TWO (2.H)
Increased participation by the Co-op Coordinator in
Advisory Committees for the technical degree pro-
                                                                CENTER FOR
grams. The Program Coordinator is attending these
meetings beginning fall quarter 1999.                           CONTINUOUS
The Co-op Coordinator will continue to include mem-
bers of the local business community as guest speakers          LEARNING
for the Co-op seminar.                                          OVERVIEW
The Program Coordinator works with Shared Client
Services, an agency that works for the community and
technical colleges and refers applicants to temporary
                                                                T     he College President established the Public
                                                                      Workforce Training Institute in 1993. The mis-
                                                                sion of the Institute was to offer training to state em-
state positions. These projects often are appropriate for       ployees. After one year, the name was changed to The
internships for students and assist them in gaining             Training and Professional Development Institute
the experience necessary to apply for full-time state           (TPDI). Along with a name change, the primary mis-
positions.                                                      sion was expanded to include meeting the community
                                                                needs for short-term training. From 1994 through 1998,
The Program Coordinator markets the volunteer op-
                                                                the program emphasis was primarily on meeting the
portunities with the state government and small busi-
                                                                computer training needs of the Department of Person-
nesses to students as a necessary first step to get the
                                                                nel. Then in 1999, TPDI became The Center for Con-
experience to successfully apply for positions after
                                                                tinuous Learning (CCL). With this name change, came
                                                                an effort to develop programs that reflected its broader
                                                                mission. While the State Department of Personnel re-
STANDARD TWO (2.G.12)                                                                                             ’s
                                                                mains an important customer, it no longer is CCL only
                                                                customer. (See Appendix 32; Populations Served)
TRAVEL/STUDY                                                    Organizationally, CCL is part of the College’s instruc-
                                                                tional program. The Dean of the Center for Continu-
T     he College developed and offered its first travel/
      study abroad course spring quarter 2000. The
course was a Mexican cooking class and was offered as
                                                                ous Learning reports to the Vice President for Instruc-
                                                                tion and is a member of the Instructional Administra-
part of the Food Technology program. The course be-             tors work group. Other members of that group include
gan (five hours of instruction) on campus and con-              the division chairs, Director of Food Service Technol-
cluded (five hours classroom instruction, 20 hours lab)         ogy, Director of Research, Dean of Technical Educa-
at our sister college in Queretaro, Mexico. The one-            tion and Dean for Extended Education.
week Mexico portion took place over spring break. The           MISSION AND GOALS
class was co-taught by a College Food Services instruc-
                                                                CCL seeks to develop an effective alternative educa-
tor and a Mexican chef/instructor. The number of cred-
                                                                tional delivery system that will meet the growing need
its (2) follows the usual standard. The course was pre-
                                                                for critical continuing education training opportuni-
sented to Instructional Council for approval.
                                                                ties within the workplace and community. (See Ap-
                                                                pendix 33: Class outlines)

                                                                CCL was established to meet the growing need for a
                                                                highly trained and productive work force. As has been
                                                                identified by such reports as Workplace Literacy: Re-
                                                                shaping The American Workforce (US. Department

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY     141

of Education Office of Vocational and Adult Educa-           ASSESSMENT OF
tion), “High performance organizations view workplace        LEARNING OUTCOMES
education as an integral aspect of the production pro-
                                                             A critical component of CCL programs is student course
cess. As the American economy transitions to the
                                                             evaluation. (See Appendix 35) Designing and offering
twenty-first century, workplace education must respond
                                                             courses that meet student needs for intensive, on-time
to the education needs of high performance organiza-
                                                             training are demanded. CCL reviews each course and
tions.” (See Appendix 34, Bibliography) CCL was es-
                                                             insists that all instructors meet a strict standard of ex-
tablished to provide the following quality educational
                                                             cellence, because if students are not satisfied they will
services: continuous learning opportunities to residents
                                                             not return. In addition to student evaluation, CCL
within Thurston County, leadership for the Commu-
                                                             works with the employer or agency for which a specific
nity and Technical College Consortium established to
                                                             program may have been developed to insure that the
meet the needs for training state employees through-
                                                             course or program met their needs and did in fact do
out Washington, and support for the associate degree
                                                             what it was designed to do.
program at the Hawks Prairie Center. CCL offers classes
in computer desktop applications, advanced computer          To provide a value added component to non-credit
networking, advanced Microsoft Certified System En-          courses, CCL is working towards offering CEU’s for
gineer (MCSE) Network training, organizational de-           classes that meet the criteria for continuing education
velopment, and certified public manager. CCL also pro-       units. That is, the class must meet ten hours for every
vides administrative leadership for programs offered at      one CEU offered. The students must register for the
the Hawks Prairie Center and supports the Commu-             CEU and CCL must maintain class records of each CEU
nity and Technical College Consortium.                       approved course. The College has secured approval
                                                             through the Washington State Board for Community
STUDENT LEARNING OUTCOMES                                    and Technical Colleges (SBCTC) for offering classes
Courses and programs are designed to meet the chang-         that award CEU’s and/or clock hour participation.
ing and varying needs of both the student and client.
Technology classes for example are divided into intro-       The latest in computer technology evaluations comes
duction, intermediate and advanced levels. Delivering        in the form of Microsoft Certified System Engineer
intensive concepts in manageable training sessions al-       (MCSE) for network administration. CCL currently
lows the student time to practice the skill and establish    offers courses in network administration and works to
a reasonable expectation of retention. Students are          prepare students to take their MCSE exams.
expected to attend all sessions and participate in the       The Certified Public Manager (CPM) Program, which
learning process. Depending on the situation, students       is a nationally recognized management training pro-
attend courses in preparation for career moves and or        gram for public employees, is offered through CCL. Still
promotions. An unseen outcome is the enhancement             in its developmental stage, the CPM will eventually
of the student’s confidence. A successful experience in      offer the student choices of recognition. He or she may
a CCL class encourages students to continue to learn,        decide to participate in the training program as a non-
and to want to learn. Evidence that the course meets         credit option. Or, the student may decide to pursue
the needs of the students and has provided effective         CEU’s in completing each course. Finally, depending
learning opportunities comes from the evaluations that       upon previous levels of education, the student may opt
are completed by each student at the end of the class.       for either undergraduate or graduate credit. At the
The evaluation comments and student responses are            undergraduate level, we anticipate credit to be avail-
averaged in numerical fashion, reviewed and given to         able from the College or The Evergreen State College.
the vendor (if appropriate).

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

CURRICULUM AND INSTRUCTION                                      PERSONNEL
Programs are added and reduced according to the mar-            Permanent staff are hired in accordance with the rules
ket demand. Organizational policies are developed and           and regulations set out by the College’s Human Re-
adjusted as needed to meet the demands of our cus-              sources Office and the Department of Personnel. Posi-
tomers. Staff spend time capitalizing on environmen-            tion openings are posted and advertised by Human
tal scanning as a strategy to assist in anticipating new        Resources in the appropriate newspapers and publica-
market trends. As suggested by Rothwell & Kazanas               tions for the position.
(1994), staff try to anticipate rather than react to a
                                                                The Dean of the Center for Continuous Learning and
change in the training market, looking at the external
                                                                the Vice-President for Instruction hire all CCL instruc-
community for opportunities or threats and acting ac-
                                                                tors. All instructors complete a Professional Employ-
cordingly. (See Appendix 34, Bibliography)
                                                                ment Application supplied by the Human Resources
Design and delivery of the curriculum varies according          Office and provide a current resume. CCL instructors
to program and client needs. (See Appendix 36) CCL              are hired based on the quality of their work in a given
maintains flexibility so that programs can be custom-           field, their ability to function independently and within
ized to meet a client’s identified need. In the computer        a team, and their dedication to continuous learning.
technology area, CCL has a standardized curriculum,             (See Appendix 37, Vitae)
this year using curricular materials developed by Com-
                                                                Computer instructors are often referred and recom-
puter Prep and other well known publishers. Selection
                                                                mended by CCL instructors. Instructors are interviewed
of materials is made after CCL staff, instructors and
                                                                by the Director of Technical Education and the Dean
clients have had an opportunity to review the various
                                                                of the Center for Continuous Learning. In addition to
available materials and make recommendations. As the
                                                                an interview, potential computer instructors provide a
training needs change, curriculum materials are re-
                                                                demonstration of a class presentation. CCL computer
viewed and changes made accordingly. In similar fash-
                                                                instructors also offer their expertise in database devel-
ion, all non-computer related courses are customized
                                                                opment, tutoring, and development of customized cur-
to meet client needs
As CCL moves into offering academic credit for learn-
                                                                CCL provides both training and consultation to local
ing experiences, it will follow the rules and regulations
                                                                businesses and government agencies. Professional de-
governing credit approval established by the College.
                                                                velopment instructors interview with the Director of
CCL staff accept registrations and payments over the            Management Programs and the Dean of the Center
telephone, by mail and from walk-in students for CCL            for Continuous Learning. Most instructors initially ap-
computer and professional development courses. CCL              proach CCL for informational interviews regarding the
course participants are registered into the Student             services CCL provides to the area. Additionally, the
Management System (SMS) by CCL staff. CCL staff                 Department of Personnel will refer instructors to CCL
then work with the College’s Business and Cashier’s                                                       ’s
                                                                from their management program. CCL contract train-
offices to receive and process payments for registrations.      ing has attracted a cadre of instructors to provide not
Contract courses with the Department of Personnel are           only training but also curriculum design for custom-
not recorded in the College registration system because         ized classes, research, writing, web design, programming,
they are tracked by HRDIS, which is the system used             facilitation and graphic design.
by state agencies to maintain training records for all
state employees. The HRDIS system is maintained by
the Washington State Department of Personnel.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      143

RECORD KEEPING:                                               day or two before the class starts. These classes are not
NON-CREDIT OPEN ENROLLMENT                                    recorded in the College registration system because they
                                                              are tracked by HRDIS. Each participant’s name, mail
The Center for Continuous Learning offers training
                                                              stop code, and agency name is printed on the front of
classes to state employees, individuals and businesses
                                                              the roster. A second page is attached for last minute
throughout Thurston County. Each participant in CCL
                                                              enrollees; this sheet contains their name, social secu-
classes must fill out a registration form which requests
                                                              rity number, mail stop code and agency name. Both
the following information: name; address; phone num-
                                                              pages of the roster are copied and kept in the CCL of-
ber; social security number; name and item number of
                                                              fice files. The original roster and evaluations are sent
class; and, date and cost of the class. If the participant
                                                              to the Department of Personnel.
is paying by credit card, this information is also recorded
on the form. If a participant pays in person he or she is     All computer classes, whether Department of Person-
given a pre-numbered handwritten receipt.                     nel (DOP) or Business and Home User, are entered
                                                              into an Access database. Required fields are item/se-
Using the registration form each participant is regis-
                                                              quence number; class code number; name, date and
tered into the College’s Student Management System
                                                              cost of class; class length; instructor’s name; evalua-
(SMS). Additionally, each participant’s name, payment,
                                                              tion rating class received; and, number of participants.
and method of payment are recorded on an Excel
spreadsheet. The original form, check and a copy of           RECORD KEEPING: CREDIT
the Excel spreadsheet are sent to the Cashier’s Office        As stated previously, when CCL moves into offering
daily or when registrations are received. A copy of the       academic credit for learning experiences, classes would
registration form is filed in the CCL office until the        be entered into the College’s Student Management
original form, with a receipt attached, is received back      System (SMS) as credit classes. The registration pro-
from cashiers. The copy is then destroyed and the origi-      cedures for credit courses would be handled in the same
nal registration form is kept.                                manner as all registrations. The current system used by
Participants can also register through Enrollment Ser-        the College to record academic credits would be used
vices at the main campus, via phone or in person. The         to record credits for CCL classes. Credits earned would
registration procedures are in accordance with the Busi-      automatically be listed on the participant’s transcripts.
ness Office and the State Auditors Office.
                                                              RECORD KEEPING:
Before each class, a roster is generated using the SMS.       CONTINUING EDUCATION UNITS
Each participant is required to sign in on the roster at      Classes would be entered into the College’s SMS as
the beginning of class. At the end of each class partici-     CEU classes. The standard of ten hours of class time
pants are asked to fill out an evaluation form rating the     equals one CEU would be used. Registration procedures
instructor, facility, and course content. At the bottom       for CEU’s would be handled in the same manner as all
of each evaluation they are asked to rate the overall         registrations. The current system used by the College
course, i.e. 1 = poor, 5 = good. This rating is then          to record academic credits would be used to record
averaged for each class to obtain an overall analysis of      CEU’s for CCL classes. CEU’s earned would automati-
the class. This number is recorded on the front of the        cally be listed on the participant’s transcripts.
roster along with the instructor’s name. The roster is
attached to the evaluation forms and kept in the CCL          INSTRUCTIONAL STAFF
office.                                                       All CCL instructors are part-time, are experts in their
                                                              field, and meet stiff guidelines for teaching excellence.
RECORD KEEPING:                                               They have the combined education and experience
DEPARTMENT OF PERSONNEL                                       needed to share their skills and expertise with others
The State of Washington Department of Personnel               in the community. CCL continually recruits qualified
generates a roster for each computer class it offers at       individuals from Washington to meet the education and
the CCL. These rosters are received via fax, usually a        training needs of the citizens of Thurston County.

                                                                 EDUCATIONAL PROGRAMS • STANDARD 2

CCL believes that teaching excellence becomes the                Another strength of CCL is that it approaches its mis-
single most important factor in making a course suc-             sion with an emphasis on the business model. While it
cessful. Because of that importance, CCL instructors             is a public non-profit institution, it must operate as ef-
have the academic background and “real world” expe-              ficiently as any successful small business. Its focus is on
rience needed to teach successfully in the program. (See         customer service, market demand, efficiency, and re-
Appendix 37, Vitae)                                              sponse time. CCL staff understand the nature of the
                                                                 business, and can balance that with the notion of pub-
PHYSICAL FACILITIES,                                             lic service.
                                                                 Closely aligned with its business approach is the ability
CCL facilities at Hawks Prairie Center meet the code
                                                                 to function freely, with a minimum of barriers, within
requirements of the City of Lacey. As a state facility
                                                                 the College. It takes support from the campus adminis-
the Center also meets the American Disabled Act
                                                                 tration to operate effectively and successfully. At the
(ADA) requirements.
                                                                 College, administrative support is definitely a strength.
CCL network standardizes the teaching environment:               They understand and support the notion that CCL has
each instructor can customize the configuration of the           to function with maximum flexibility and minimum
student machines to suit his or her needs. If the                bureaucracy.
instructor’s needs change, the computer files used for
                                                                 Another strength of the Center includes its fine physi-
the class are readily changed and immediately avail-
                                                                 cal facility, a combination of modern and up-to-date
able to all students.
                                                                 computer labs and classrooms. (See Appendix 38)
Classroom 101: 878 square feet. (17) 333 Mhz Pentium
                                                                 As an organization, CCL has all the traditional chal-
2 processors with 128 MB of memory. Removable hard
                                                                 lenges of a department within public higher education
drive bays with 8.3 gigabyte hard drives. Room is
                                                                 and the additional challenges of operating as a small
equipped with an Epson overhead Power Lite 5300 LCD
                                                                 business. Specific areas within CCL that could improve
projector and laser printer.
                                                                 the delivery of services include having a stronger mar-
Classroom 102: 834 square feet. (17) 133 Mhz Pentium             keting program, improving the CCL record keeping
processors with 2.1 gig hard drive, 32 MB of memory.             system, and expanding the program to include the pri-
(8) 550 Mhz Pentium 3 processors with 128 MB of                  vate sector and other public non-state organizations.
memory and 8.3 gig hard drive. Room is equipped with
                                                                 To increase the marketing of CCL, staff must establish
an Epson overhead Power Lite 5300 LCD projector and
                                                                 strong networks with clients and potential clients, must
laser printer.
                                                                 look to new clients outside of the public sector, and
Classroom 112: 1,062 square feet. (17) Gateway Solo              must continually take a creative approach to our busi-
5150 300Mhz Pentium 2 processors with 64MB of memory             ness. While CCL is located in the capital city and is
and removable hard drives. Room is equipped with an              limited by how much it can charge for services, staff
Epson overhead Power Lite 5300 LCD projector.                    must strive to identify new non-state markets offering
                                                                 excellent services at fair prices.
CCL has been in a transition and development mode                The Hawks Prairie Center offers both credit and non-
for the past several years. It has been working to sur-          credit programs. It is critical that the College provide
vive in a self-support world while maintaining the rules         the administrative leadership to support all programs.
and regulations of a public institution of higher educa-         A concerted effort has to be made to clarify the mis-
tion. The single greatest factor in keeping CCL viable           sion and role of the Hawks Prairie Center, and its role
is its excellent staff, both instructional and non-instruc-      at the College.
tional. The staff are talented, dedicated, and resource-
ful, self-directed, and complement each other with their
various strengths and talents.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       145

The College consortium is designed to remain dormant          STANDARD TWO (2.H.):
until the need arises. A goal of CCL is to keep the con-
sortium alive without trying to invent things to keep it
active. Occasionally, employers working with state-wide       SMALL
projects need a single point of contact to deliver their
service. CCL role is to be that point of contact when
needed. Thus, the consortium’s main function is to work
in concert with the other state community colleges and
deliver training in their respective areas when the need
arises. The consortium allows agencies to meet their
training goals, and the community college system to be
responsive to training needs.
RECOMMENDATIONS AND                                           The Small Business Development Center (SBDC) is
ACTIONS TAKEN                                                 comprised of the Director who also functions as the
CCL staff will implement the following seven actions          Business Development Specialist, and one part-time
to improve delivery of services to its constituents. First,   clerical assistant. It is located off campus in downtown
CCL staff will do an environmental scan within                Olympia and shares offices with the Economic Devel-
Thurston County, with the goal of identifying poten-          opment Council (EDC).
tial markets for training services. Second, as a result of
                                                              MISSION AND GOALS
the environmental scan, staff will explore the poten-
                                                              The SBDC is a cooperative effort of Washington State
tial for designing and delivering new programs to cur-
                                                              University (WSU), other universities, community col-
rent clients as well as expanding interest within the
                                                              leges (South Puget Sound Community College locally),
current client base. Third, CCL staff will work to main-
                                                              private sector organizations, and the U.S. Small Busi-
tain important network connections with its current
                                                              ness Administration (SBA). The center provides busi-
partners. Fourth, CCL staff will provide additional value
                                                              ness management and technical assistance, training,
to its course offerings by attaching CEU’s to selected
                                                              and research to small business owners and managers to
classes. Fifth, CCL staff will act on information gener-
                                                              improve profitability and stimulate economic growth.
ated at the President’s forums, in which the commu-
                                                              The SBDC mission supports the overall College mis-
nity requested training in the area of organizational
                                                              sion and goals by providing comprehensive and ba-
development. Sixth, CCL staff will continue to imple-
                                                              sic skills development programs for small business
ment the Certified Public Manager Program within the
                                                              owners, services that support small business success,
state. Seventh, CCL staff will seek to diversify programs
                                                              and partnerships with a variety of federal, state, and
to agencies and organizations outside of the State of
                                                              local agencies.
Washington, Department of Personnel.
                                                              The SBDC provides three areas of service:
                                                                s Business Counseling. One-on-one assistance is

                                                                   available for management and technical business
                                                                   affairs, such as purchase or sale of business, poli-
                                                                   cies and procedures cash flow analysis, business
                                                                   plan development, plant layout and workflow
                                                                   analysis. This service is provided without charge
                                                                   at 22 locations across Washington state. All fi-
                                                                   nancial and proprietary information is held in
                                                                   strictest confidence by SBDC counselors.

                                                               EDUCATIONAL PROGRAMS • STANDARD 2

  s   Business Skills Seminars. Seminars, workshops            goal 345 hours annually); capital investment; jobs cre-
      and conferences are offered to assist small busi-        ated or saved; increase in export revenues; and demo-
      ness owners and operators with specific skills and       graphic data on target client groups. (See Appendix
      methods required to maintain or expand a suc-            39) Less objective outcomes are assessed through cli-
      cessful business. These educational programs,            ent surveys.
      which focus on practical “real-life” solutions us        They include:
      ing experienced business people as instructors,
                                                                 s Measures of the client’s level of satisfaction;
      are readily accessible to owners and managers at
      a multitude of Washington’s universities and               s   Their assessment of the counselor’s competence;
      community college campuses and satellite loca-                 and
      tions. Seminars and workshops are organized                s   The overall effect of the counseling on
      through the College’s Continuing Education                     their business.
      Office and are not the responsibility of the SBDC        In addition, the SBDC counselor is subject to an an-
      Director.                                                nual site review by the SBA and the Lead SBDC and
  s   Business Research. Information regarding busi-           an administrative review by the College every three
      ness or market opportunities may be obtained             years. Refer to the WSBDC Annual Report for 1998
      without charge through the SBDC counselor at             for all data related to the Small Busisess Development
      the 22 offices. In addition, the SBDC research           Center Network. (See Appendix 40)
      staff at the lead office at Washington State Uni-
                                                               ASSESSMENT OF
      versity provides in-depth secondary business re-
      search (library research) at no charge. Primary          GOALS AND CLIENT OUTCOMES
      (original) research can be performed on a cost-          Goals for counseling hours, leveraged hours, economic
      recoverable contract basis. Other services avail-        impact, and client demographics are reported through
      able through the SBDC network, but not at the            the SBDC Client Information System (CIS) and sent
      local South Puget Sound Community College of-            electronically to the lead office at WSU where system
      fice, include innovation assessment, and export          wide data is reported to the SBA. A variety of sum-
      assistance.                                              mary reports are available to anyone with access to the
                                                               CIS. The lead office compiles, prints, and distributes
                                                               an annual report both to the SBA and to the public.
Prospective small business owners will gain practical
                                                               (See Annual Report; Appendix 40)
business skill through one-on-one counseling, business
seminars, and the business planning process, thus cre-         Client surveys originate at the lead office and are sent
ating new businesses, new jobs, and increased capital          to any client with eight or more hours of counseling.
investment in the community. Small business owners             Results are sent to the local SBDC as feedback for ser-
will gain practical business skills through one-on-one         vice improvement. Economic impact data is collected
counseling, business seminars, the business planning           weekly by the counselor and through surveys that origi-
process, and the business turnaround process, thus im-         nate at the local offices. (See Appendix 40, Pg. 32)
proving profits, saving businesses that might otherwise
                                                               The SBDC at South Puget Sound Community College
have failed, saving and creating jobs, and increasing
                                                               has achieved 100 percent of its counseling and lever-
capital investment in the community.
                                                               aged hour goals in every year that the programs has
The SBA sets goals for total service hours to be pro-          been at the College. It has one of the highest ratings
vided annually and tracks information related to coun-         for client satisfaction in the State of Washington and
seling hours (hours of direct contact with clients pro-        has helped create more than $1 million in local invest-
vided by the local counselor; current goal 900 hours           ment in each of the last three years. (See Appendix 40,
annually); leveraged hours (hours of direct contact pro-       Pg. 32 - Thurston County)
vided by other professionals to SBDC clients; current

                                            SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY     147

CURRICULUM AND INSTRUCTION                                    The support of the College’s administration is equally
Workshops and seminars fall within the responsibili-          important to achieving unit goals. The Instruction Of-
ties of the Continuing Education Office and the Dean          fice, in particular the Vice President for Instruction
of Extended Education. The Annual Report lists all            Mike Beehler, has given continuing and enthusiastic
workshops and seminars, with number of attendees.             support for the program through additional funding,
                                                              upgrades to technology resources, and investment in
COUNSELING STAFF                                              the professional development of the counselor.
  s    Full-time Counselor.................. 1
                                                              Ultimate success is determined by the success of SBDC
  s    Half-time Clerical Assistant ..... 1                   clients when increased skill results in increased profit,
Instructional staff fall within the responsibilities of the   capital investment and job creation. These have all been
Dean of Extended Education.                                   demonstrated consistently. (See Appendix 39)
PHYSICAL FACILITIES,                                          PROGRAM CHALLENGES
EQUIPMENT, AND TECHNOLOGY                                     The biggest challenge for the SBDC is maintaining
Physical facilities are co-located with the Economic          quality service in the face of extreme demand, increas-
Development Council and the Business Resource Cen-            ing goals mandated by the SBA, and static funding lev-
ter off campus in downtown Olympia for the conve-             els. Currently a new client must wait an average of four
nience of small business clients. T office spaces are
                                   wo                         and one-half weeks to receive an appointment.
rented from the EDC, one for the counselor and one
                                                              Existing clients receive fewer hours of counseling than
for the clerical assistant.
                                                              they desire, and it is difficult to schedule casual ap-
Up-to-date computers, printers and software are pro-          pointments for long-term clients. Clients who have been
vided by the College for use in counseling. In addition       identified as starting a new business are already referred
the counselor has a wide variety of printed information       to the Service Core of Retired Executives (SCORE), a
resources available for distribution to clients. They in-     volunteer counseling service supported by the SBA.
clude all SBA publications, books and articles on the         Funding resources for the SBDC network are created
functional business areas (management, marketing, fi-         by the U.S. Congress. The Association of Small Busi-
nance, operations, personnel, and legal issues), and the      ness Development Centers (ASBDC) has only been
complete library resources of the Business Resource           able to provide stable funding through their lobbying
Center and the College Library Media Center. The lead         efforts. Increased funding is unlikely in the near future.
office provides research support.
                                                              A parallel problem is the number of “no-shows. “ Even
STRENGTHS, HIGHLIGHTS,                                        with confirmation calls, an average of two clients per
                                                              week do not show up for their appointments. Because
                                                              Thurston County has a large percentage of retail and
The strength of every local SBDC office revolves around
                                                              service businesses, manufacturers are under-represented
the competence of the counselor. Each counselor is
                                                              in our client base.
required to have experience in small business, an
M.B.A. or related degree, and pass a certification pro-       RECOMMENDATIONS AND
cess established by the lead office. Continuing profes-       ACTIONS TAKEN
sional education is stressed. The current counselor,
                                                              To keep the waiting period for new appointments to a
Douglas Hammel, has 20 years of experience in small
                                                              minimum, the SBDC refers business start-up clients to
business management, an M.B.A., counselor certifica-
                                                              The Service Corp of Retired Executives (SCORE) at
tion, and has developed educational materials specific
                                                              the EDC and concentrates on existing businesses.
to business turnarounds to extend the field. The coun-
                                                              SCORE is a volunteer organization organized and sup-
selor has presented his turnaround strategies at major
                                                              ported by the SBA and staffed by retired business
national business conferences. (See Appendix 41)
                                                              people. Confirmation calls are made to all clients and
                                                              a cancellation list maintained to fill canceled appoint-

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

ments. This system has been in place for several years          All policies for alternative learning credit are explained
and is unlikely to effect further improvements in the           in the College Catalog and in the handout for students.
waiting period.                                                 Under the section “Advanced Standing” the Catalog
                                                                states that students may enroll in an advanced course
Funding for this program, goal setting, and staffing lev-
                                                                when “an evaluation of previous experience and edu-
els are determined in a political process at the national
                                                                cation indicates that credit should be given for lower-
level and state contract level. Some influence may be
                                                                level courses in the program”; and under “Special
exerted by the College President in association with
                                                                Projects,” the Catalog states that such projects “require
other community colleges on this funding/goal setting
                                                                a contract between [the student] and an instructor.”
                                                                As this is a community college, credit can only be given
A market plan has been implemented to attract more              for undergraduate courses, and all such applications
manufacturing clients to the center with development            must be approved by a full-time faculty in the disci-
of a database of local manufactures and a direct mail           pline for which the student is requesting alternative
campaign to inform them of the service.                         learning credit. Students must have at least 15 credits
                                                                at the College and have maintained a minimum GPA
STANDARD TWO (2.3):                                             of 2.00 before applying for or receiving alternative
                                                                credit. All such requests must be accompanied by ad-

CREDIT FOR                                                      equate and verified, official documentation. Under
                                                                guidelines, # 5 reads, in part: “ It is the student’s re-
                                                                sponsibility to provide full and complete information
ALTERNATIVE                                                     which documents college level equivalent learning.
                                                                Insufficient or incomplete documentation will be cause

LEARNING                                                        for not granting credit.” The guidelines also state that
                                                                “Credit will be granted only for documented learning
                                                                which applies to a degree at South Puget Sound. The
T     he College Catalog, pages 12-13 outlines the
      College’s policy on what it calls “Credit for Alter-
native Learning”(CALE). A second document, which
                                                                course work must be equivalent to college courses and
                                                                may not duplicate course work completed at South
is available to students applying for CALE and distrib-         Puget Sound or another college.”
uted through Enrollment Services, outlines the
College’s policy, guidelines, and procedures for grant-
ing alternative credit. (See Appendix 42) The Catalog
describes fully all the requirements and regulations for
obtaining credit in five areas: Advanced Standing, Spe-
cial Projects, CLEP Examinations, High School AP
courses, and Cooperative Work Experience. All appli-
cations for alternative credit are handled by a Tran-
script Evaluator, who works in Enrollment Services;
thus this process at the College is centrally located and
coordinated. As the Accreditation Handbook states
that the Commission’s policy does not apply to ad-
vanced placement or CLEP examinations, and the
Cooperative Work Experience program is described
under 2.G, “Continuing Education and Special learn-
ing Activities,” this section describes only Advanced
Standing and Special Projects.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       149

STANDARD TWO (2.4):                                          ing. The consortium programs offer an intensive Span-
                                                             ish course in Costa Rica, plus a changing variety of

STUDY ABROAD                                                 courses in the humanities and social and natural sci-
                                                             ences. (Faculty from member colleges are selected to

                                                             teach for one quarter, thus the courses offered each
                                                             year on each program vary.)

T     he College Mission supports study abroad pro-
      grams in the following objective statements.
                                                             There are no language proficiency requirements. Stu-
                                                             dents are tested for language ability when they arrive
                                                             on site (Mexico and Costa Rica) and are placed in the
The College places highest priority on:
                                                             appropriate class(es), beginning to advanced levels.
  s Improving the quality of life in the community by

     supporting economic development, expanding ac-          Study abroad programs are represented in the College
     cess to educational programs and services, and          Catalog (page 24), on the College’s Web site
     sponsoring cultural and intellectual activities;        (,
  s    Ensuring mutually supportive relationships be-        and in a promotional brochure that is published by the
       tween the College and community by working            International Education Office. (See Appendix 43)
       cooperatively with other schools and colleges,        CRITERIA
       civic groups, associations, government agencies
                                                             Study abroad programs are available to all students who
       and businesses, including relationships that sup-
                                                             meet the following criteria: 2.75 cumulative GPA; three
       port international education;
                                                             quarters full-time study completed for sister college pro-
The primary goals of the study abroad program are to         grams or one quarter full-time study completed for con-
provide educational opportunities for students to learn      sortium programs; letter of recommendation from faculty
a world language in a native setting; to augment their       member addressing academic ability and student charac-
education with courses that may not be offered at the        ter; interview with the Study Abroad Coordinator.
College; to learn more about their and other’s values,
                                                             FINANCIAL AID
attitudes and way of life as influenced by culture; and
                                                             Financial aid can be used on sister college or consor-
to learn intercultural communication and coping skills.
                                                             tium programs. Financial aid can not be used for pro-
The College maintains two international sister-college       grams sponsored by other institutions. This policy is
relationships where students have the opportunity to         clearly stated on the web page, in the promotional study
study for one quarter/semester. The sister colleges in-      abroad brochure, and in a special brochure called “Fi-
clude el Instituto Tecnologico y de Estudios Superiores      nancial Planning for Study Abroad.” (See Appendix
de Monterrey (ITESM) in Queretaro, Mexico; and               44) None of the study abroad programs are required
Otago Polytechnic in Dunedin, New Zealand. Currently         for degree completion.
the College is working to add sister colleges in the
United Kingdom and China. In addition, the College           ACADEMIC AND
joined the Washington State Consortium of Commu-             PROFESSIONAL STANDARDS
nity Colleges (WSCCC) last year. The Consortium of-          Sister Colleges: Our existing sister college agreements
fers quarter-long, study abroad programs in Italy, Lon-      stipulate that students enroll and pay tuition to the
don and Costa Rica.                                          home institution for course-work taken at the host in-
                                                             stitution. (See Appendix 45) Students enroll in a vari-
Students study intensive Spanish language at ITESM.
                                                             able credit (5-18) “holding” course called International/
At Otago Polytechnic students can select from several
                                                             Intercultural Studies (IIS) 194 - Study Abroad, before
programs similar to those offered at the College: auto-
                                                             they depart. The student’s enrollment status at the sis-
motive engineering, business administration, informa-
                                                             ter college is “visiting student.” This procedure verifies
tion technology, dental hygiene, drafting, horticulture,
                                                             enrollment at the College and allows students to use
international languages, nursing, catering, and weld-
                                                             financial aid.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

Academic standards and credit/grade equivalencies are           by the College’s Instructional Council before a student
evaluated by faculty and the Dean of Extended Educa-            participates in either of those programs. The Spanish
tion or Vice President for Instruction during the initial       courses, the Italian Life and Culture course, and the
sister college development process. For example, in             British Life and Culture course are taught by instruc-
1996 during the on-site evaluation of ITESM in Mexico,          tors who are hired in the host country and meet Wash-
a college Spanish language faculty member evaluated             ington state community college faculty requirements.
the intensive Spanish courses. ITESM is accredited by           The instructors follow the community college grading
the Southern Association of Colleges and Schools.               policy as stated in the College Catalog. Credits and
                                                                grades earned on consortium programs are, therefore,
In 1990, when the sister college relationship with Otago
                                                                directly transcribed onto the student’s record by En-
Polytechnic was developed, academic programs were
                                                                rollment Services.
judged to be similar to those offered at the College.
However, each program was not evaluated for academic            OTHER ISSUES
standards and credit equivalency by a college faculty           The informational “Study Abroad” brochure states that
member. This was an oversight by the International              students will not ordinarily receive credit for foreign
Education Office. Since that time, the International            study undertaken without prior planning or approval
Education Office has recognized the importance of es-           from the International Education Office.
tablishing the academic standards and credit equiva-
lencies as part of the sister-college development pro-          Prospective participants are given objective informa-
cess. Future sister-college developments will follow the        tion, as well as a subjective comparison of the two cat-
guidelines set out by the Department of Education, the          egories of programs offered: sister college exchange and
Commission on Colleges, and NAFSA (the interna-                 consortium. Exchange programs require that the stu-
tional professional organization of international edu-          dent be more independent and flexible because the stu-
cators). In March 2000, a delegation from the College           dent is expected to “fit” into the sister college’s educa-
visited potential sister colleges in the United Kingdom         tion program. There is one appointed host country co-
and Ireland. Two faculty members and the Vice Presi-            ordinator/advisor to provide services. The consortium
dent for Instruction assessed the courses and academic          programs are more structured and supportive: the stu-
standards at the English and Irish colleges as part of          dents travel with a group of community college stu-
the evaluation process.                                         dents from the Pacific Northwest and are accompanied
                                                                by one or two faculty members from the consortium
As outlined by the Department of Education, all cred-           member colleges. Courses are taught by the US faculty
its earned at our sister colleges are treated the same as       (with the exception of the language/culture courses
those earned at the College. An official transcript for         which are taught by local instructors). In addition, there
each student is required to verify courses completed,           are several host country staff who assist with host fam-
credits and grades. This information is directly tran-          ily/housing concerns, local travel arrangements, etc.
scribed onto the student’s College academic record by
Enrollment Services. A sample academic record for a             The Study Abroad Coordinator provides an extensive
student who has studied at a sister college is included         pre-departure orientation for students studying at sis-
in the appendix. (See Appendix 46)                              ter colleges, while the consortium provides the pre-
                                                                departure orientation for students on those programs.
Consortium Programs: Before departure, students                 Both orientation sessions include specific information
register for the IIS 194 holding course and pay the cor-        on expectations, logistics, local culture, intercultural
responding tuition to the College. Most courses taught          communication and cultural adjustment skills. Read-
on the consortium programs are already “on the books”           ings are recommended on these topics. The primary
at the College and are taught by Washington state com-          orientation sessions are augmented by an on-site ori-
munity college faculty. Two courses that are not yet on         entation program within the first few days of arrival.
the books are “British Life and Culture” and “Italian
Life and Culture.” They will be submitted for approval

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       151

The criteria that the College uses in selecting a sister      The College currently offers correspondence, telecourse
college is the availability of a comparable library for       and Interactive Television classes and plans to begin
student and faculty use. Both ITESM and Otago Poly-           offering online courses effective academic year 2000-
technic have comprehensive libraries. The consortium          2001. Comments and exhibits in this report will focus
program in London is located on a university campus,          on correspondence, telecourses, and inter-active TV
and our students have access to their libraries. In Costa     delivery methods.
Rica and Italy, the programs are housed in private edu-
                                                              Classes are targeted to students whose job or family
cation centers that maintain language resource librar-
                                                              responsibilities preclude them from attending campus-
ies. Students also have access to local public libraries.
                                                              based classes at fixed times, whose geographic location
Upon return, students are required to fill out an evalu-      precludes them from a campus program, or students
ation form (Appendix 47 contains the blank form and           who learn best by using a variety of distance education
samples of completed evaluations). These evaluations          delivery formats. Although distance education classes
are reviewed by the study abroad advisor. Suggestions         do not generally have a prerequisite, students receive
for improvements are seriously considered and are gen-        specialized advising on the non-traditional learning
erally implemented. The evaluations are also catalogued       format.
and made available to future study abroad applicants
                                                              Correspondence courses generate the highest enroll-
(names are removed). Students are encouraged to meet
                                                              ments in the distance education arena, followed by
with the study abroad advisor and other returnees to
                                                              enrollments in telecourses, and lastly by inter-active
discuss their study abroad experience, their re-entry
                                                              TV courses. The College has offered distance educa-
experience and related goals for the future.
                                                              tion classes for 15 years, with an emphasis on corre-
                                                              spondence courses and telecourses. 1998-99 was the
STANDARD TWO (2.6):                                           first year the College offered two inter-active TV
                                                              courses: Introduction to German and Engineering.
DISTANCE                                                      During the 1996-97 academic year, a centralized col-
                                                              lege committee was created to provide recommenda-

EDUCATION                                                     tions on distance education to the President. All dis-
                                                              tance education courses have the same curriculum and
                                                              content as courses in the traditional format; they are
                                                              approved by Instructional Council, and are taught by

T     he College supports the delivery of distance edu-
      cation courses, as evidenced in the College’s mis-
sion statement and visions for the 21st century: “the
                                                              full- or part-time faculty who teach the same classes in
                                                              traditional format. Students in distance education and
                                                              traditional courses use the same textbooks. Evaluation
College brings instruction to the widest possible constitu-   measures are the same for students taking distance edu-
ency by using innovative technologies and non-traditional     cation and those taking traditional courses. Student
locations.” The purpose, as evidenced in our philosophy       services and library access is available to all distance
and goals statements (See Appendix 48), is to provide         education students.
non-traditional classes and instruction, which is consis-
tent in quality and integrity to our traditional offerings.   MISSION AND GOALS
Distance education is defined as classes offered in           The mission of offering classes via distance education
the following modalities:                                     delivery is consistent with the overall mission of the
                                                              College, “to provide access to as wide a constituency
  s Correspondence courses;
                                                              as possible, and to provide student-centered learning
  s    Telecourses;                                           in non-traditional modalities.” The College recognizes
  s    Inter-active television courses;                       that distance education is much broader than provid-
  s    Online courses.                                        ing non-traditional instruction to students who are time
                                                              and/or place bound.

                                                                EDUCATIONAL PROGRAMS • STANDARD 2

The College endorses the following goals of distance            instructors in the distance education courses. For many
education:                                                      of the correspondence mathematics courses, students
  s Use new teaching-learning technologies;                     receive reminder telephone calls which inquire about
  s   Progress from teacher centered to learner                 their progress.
      centered;                                                 Faculty who teach distance education courses follow
  s   Progress from instructional seat time concepts            the prescribed course syllabi and outline, as well as re-
      to student competencies;                                  vise outlines where appropriate. A core of full-time,
  s   Support a variety of teacher-student interactions;        aided by selected part-time faculty, teach a majority of
                                                                the distance education courses. The currency of course
  s   Support different pedagogical approaches in
                                                                information is reviewed along with courses taught in a
      meeting learner style diversity;
                                                                traditional manner. The College employs a Dean of
  s   Support broader access to the College;                    Information Technology, who is charged with the re-
  s   Increase educational offerings to lifelong learn-         sponsibility to monitor the instructional technology
      ers in the home and business place; and                   infrastructure, and make appropriate recommendations
  s   Improve access for the upcoming “TV”/online               to the Vice-President for Instruction and the President.
      student population through the increase of                The Dean of Information Technology is a former fac-
      online classes.                                           ulty member, with more than 20 years experience teach-
                                                                ing computer information services classes at the Col-
CURRICULUM AND INSTRUCTION/                                     lege. Faculty who teach distance education courses re-
RELATED SERVICES                                                ceive the same faculty training and support services as
The College offered 10 correspondence classes, and              faculty who teach traditional courses. In the case of
three telecourses fall quarter 1999. During 1998-99,            faculty who elect to teach online courses, they receive
the College offered 28 correspondence courses, seven            additional training from Washington Online (WAOL),
telecourses, and two two-way video interactive (TV              a consortium of Washington community colleges which
courses). FTE generated from distance education                 offers credit classes over the Internet. (See Appendix
courses ranges between 50 and 60 per quarter, with the          50) Faculty who develop courses and deliver them in a
strongest enrollments in correspondence courses. The            distance education modality understand that the course
College’s first experience with two-way video interac-          content and supporting curriculum related materials
tive TV courses generated a low student count, with             are the property of the College, or a consortium.
an average of four students per class. Examples of              The library’s resources are available to all distance edu-
courses taught by correspondence include: Introduc-             cation students, on an equal basis with traditional stu-
tion to Astronomy; Introduction to International Busi-          dents. Of special assistance is the library’s web page
ness; Western Civilization I,II, and III; Introductory Library staff are available to
Algebra; Intermediate Algebra; and Math for Liberal             orient and train distance education students on how
Arts. Examples of courses taught by telecourse are In-          best to use available resources. Monitoring by library
troduction to Cultural Anthropology; Western Civili-            staff occurs for distance education students who come
zation I; and Introduction to Probability and Statistics.       to campus to use online computers.
Students who elect to register in a distance education          The College’s Student Services staff provide custom-
receive an orientation or briefing about the class. For         ized support services for distance education students,
the correspondence courses, the orientation materials           especially students who take online classes. Registra-
are located within the required student correspondence          tion is designed so that distance education students can
packet, sold at the College bookstore. (See Appendix            register through the College’s web page or through
49) Additionally, a mandatory meeting between stu-              touch-tone phone; students’ e-mail addresses are trans-
dents and their instructor is scheduled. Students are           mitted to instructors teaching online courses. The Col-
advised on how to best contact and work with their              lege provides counseling and limited financial aid in-

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       153

formation via the telephone and/or through facsimile.        STRENGTHS
The students’ rights and responsibilities code addresses     The strength of distance education classes is the con-
the process for resolving student complaints. (See Ap-       venience offered to the place/time bound students, as
pendix 51) Distance education classes are advertised         well as addressing the needs of non-traditional learn-
in the College’s quarterly schedule, including informa-      ers. Another strength is that the same instructors teach
tion on student computers required for online classes.       both traditional and non-traditional classes, thereby
Additional student equipment for correspondence or           insuring equal standards, evaluation procedures, text,
telecoureses, other than a TV is not required. For the       and integrity of the course. The Library’s web page
inter-active TV courses, the College provides and main-      provides access to the student who does not come
tains the equipment, currently housed in Building 22         to campus.
and at Hawks Prairie.
The College is committed to provide distance educa-
                                                             A weakness of distance education is the lower GPA of
tion classes to students and to support alternate deliv-
                                                             students in distance education classes when compared
ery modalities. For the delivery methods of correspon-
                                                             to students in the same traditional classes on campus.
dence, tele-courses, and inter-active TV, the College
                                                             The College can assume that lack of adequate prepared-
has and does adequately support the offerings. On the
                                                             ness (basic skills), a need to improve student services
other hand, the College struggles to identify and ad-
                                                             relations, lack of discipline in academia, and motiva-
equately support online classes. T major obstacles
                                                             tional factors all play a part for this unique group of
are the lack of adequate financial resources for pur-
                                                             students. Another weakness is the College’s lack of
chasing, supporting and upgrading equipment, along
                                                             adequate financial and human resources to support
with a shortage of dedicated technical staff. As the de-
                                                             optimally all modalities of distance education.
mand for online classes increases, the College will rely
more on curriculum development and instructor train-         RECOMMENDATIONS AND
ing from the Washington Online Consortium, and will          ACTIONS TAKEN
be required to identify additional monies for equipment      One strategy to improve the student success and
purchase.                                                    completion rate is improved student advising for dis-
PHYSICAL FACILITIES,                                         tance education classes. As students are more informed
                                                             and better prepared to meet the criteria and standards
                                                             for distance education, the student success rate will
The College’s physical facilities, equipment, and tech-
                                                             improve. Another strategy to combat the lower suc-
nology support distance education classes as needed.
                                                             cess rate is to enable faculty more advising time for the
Since approximately 85 percent of the classes in dis-
                                                             distance learners. A third strategy for higher success
tance education are offered through correspondence
                                                             rates with distance education is supported by enhanced
and telecourses, the infrastructure revolves mainly
                                                             college funding for technical equipment, instructor
around those modalities. A testing room for the corre-
                                                             training, and technical support.
spondence courses is identified, a systematic method
of testing requiring a picture ID for admittance and a       CONTINUING EDUCATION –
professional test proctor, and close coordination with       APPENDICES
the faculty ensure the integrity of all evaluation tech-       s   Appendix 1: College Mission Statement
niques for correspondence courses. When inter-active
                                                               s   Appendix 2 Winter and Spring 2000 Quarterly
TV courses are offered, both an instructor and a tech-
                                                                   Class Schedules and Brochures advertising
nical support staff member are in the same room with
                                                                   Community Education Courses
the students, to answer questions and respond to tech-
nical problems as necessary. As the same instructor            s   Appendix 3: 1997-99 Annual Full-Time
teaches both traditional and distance education deliv-             Enrollments for Community Education
ery methods, the integrity of classes is protected.

                                                             EDUCATIONAL PROGRAMS • STANDARD 2

 s   Appendix 4: Sample Forms, Student Evaluation              s   Appendix 25: Mid-Quarter Progress Form
     of Instruction                                                (with samples of completed forms)
 s   Appendix 5: Institutional Effectiveness Plan              s   Appendix 26: Position Description Form
     for Community Education                                   s   Appendix 27: Learning Agreement Form,
 s   Appendix 6: Refund Policy for Community                       samples of written learning objectives, and
     Education Classes                                             sample of student’s report on his learning
 s   Appendix 7: Student Evaluation Form                           objectives at the end of the quarter

 s   Appendix 8: Sample of Part-time Faculty                   s   Appendix 28: Student Handbook
     Evaluation Summaries                                      s   Appendix 29: Employer Handbook
OFF CAMPUS CREDIT PROGRAMS –                                   s   Appendix 30: Faculty Coordinator Handbook
APPENDICES                                                     s   Appendix 31: Quarterly Checklists on
 s   Appendix 9: Student Enrollment at                             submission of forms and Seminar Attendance
     Hawks Prairie Center
                                                             CCL – APPENDICES
 s   Appendix 10: 1998 Class of Survey                         s   Appendix 32: Populations Served
     Hawks Prairie Center
                                                               s   Appendix 33: Sample of Class Outlines and
 s   Appendix 11: Learning Objectives                              Sample Curriculum Providers
     - Institutional Effectiveness Plan
                                                               s   Appendix 34: Bibliography
 s   Appendix 12: Associate of Arts Degree,
     Course Offering, Hawks Prairie Center                     s   Appendix 35: Sample of Course Evaluation
                                                               s   Appendix 36: Sample Curriculum Providers
 s   Appendix 13: Sample Form, Student Evaluation
                                                               s   Appendix 37: Vitae
                                                               s   Appendix 38: Brochures and Advertisements
 s   Appendix 14: Fall 1999 Cooperative Work                 Appendix 32
     Experience Seminar Syllabus                             The students attending CCL courses come from the
 s   Appendix 15: Employer Evaluation Form                   following populations: State employees, Federal Em-
     (with samples of completed forms)                       ployees, City employees, School District personnel,
                                                             Private industry employees, Private service sector em-
 s   Appendix 16: Faculty Coordinator Evaluation
                                                             ployees, Community at large
     Form (with sample of completed form)
 s   Appendix 17: Student Evaluation Form                    Appendix 34 - Bibliography
     (with samples of completed forms)                       Rothwell W.J. & Kazanas H.C., (1994). Human re-
                                                             source development: A strategic approach. Amherst,
 s   Appendix 18: Status Reports for Cooperative
                                                             Massachusetts: HRD Press Inc.
     Work Experience Program 1996-1999
 s   Appendix 19: Cooperative Work Experience                U.S. Department of Labor. (1993). Workplace Literacy:
     catalog description                                     Reshaping the American Workplace. (The Secretary’s
                                                             Commission on Achieving Necessary Skills) Washing-
 s   Appendix 20: List of Faculty Coordinators
                                                             ton, D.C.: U.S. Department of Labor.
     – full-time and part-time. Recruiting flyers
 s   Appendix 21: Information Sessions Schedule
 s   Appendix 22: Weekly Top Ten Jobs List
 s   Appendix 23: Internship Handbook
 s   Appendix 24: Student Information Form
     (with sample of completed form)

                                          SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      155

Further References                                           STUDY ABROAD PROGRAMS –
U.S. Department of Labor. (1993). Teaching the scans         APPENDICES
competencies. (The Secretary’s Commission on                   s   Appendix 43: Brochure – Study Abroad
Achieving Necessary Skills) Washington, D.C.: U.S.                 Programs at South Puget Sound
Department of Labor.                                               Community College
American Electronics Association. (1994). Setting the          s   Appendix 44: Brochure – Financial Planning
standard a handbook on skill standards for the high                For Study Abroad
tech industry (AEA Workforce Skills Project) Santa             s   Appendix 45: Sister College Agreements
Clara, CA: Author.
                                                               s   Appendix 46: Sample – Student
Branson, R.K., (1990). Issues in the design of school-             Academic Record
ing: changing the paradigm. Educational T  echnology,          s   Appendix 47: Evaluation Form and
April 1990.                                                        Completed Samples
Hull, D., & Parnell, D. (1991). Tech prep associate
                                                             DISTANCE EDUCATION – APPENDICES
degree; a win/win experience. Waco, Texas: Center for
                                                               s   Appendix 48: College philosophy and
cupational Research and Development.
                                                                   goals statement
Merriam, S. B., & Cunningham, P M. (Eds.). (1989).             s   Appendix 49: Student instructions,
Handbook of adult and continuing education. San                    correspondence packet
Francisco, CA: Jossey-Bass.
                                                               s   Appendix 50: Washington Online
O’Banion, T., (1995). School is out - learning is in. On           College Manual (WAOL)
The Horizon: The environmental scanning newsletter             s   Appendix 51: Student Rights and
for leaders in education, 3(5), 1-6.                               Responsibilities Statement
Parnell, D. (1990). Dateline 2000: The new higher
education agenda. Washington D.C.: Community Col-
lege Press.

  s   Appendix 39: Client Information System
      (CIS) Reports
  s   Appendix 40: WSBDC Annual Report for 1998
  s   Appendix 41: Resume for SBDC Director

Douglas Hammel – (360) 753-5616
SBDC Materials Located at the Office Confidential
client files, survey results, and reports from the CIS are
available for review.

  s   Appendix 42: Credit for Alternative Learning
      Application Form and Policy


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                                     94-95   95-96        96-97         97-98         98-99

                                         Associates of Technical Arts

                                         003 Associates of Arts

                                         002 High School Completion

                                         001 General Studies

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   171
STANDARD 2 • EDUCATIONAL PROGRAMS                                                                          REQUIRED SUPPORTING DOCUMENTATION

                          ACCOUNTING PROGRAMS                                                        ASSOCIATE DEGREE NURSING
                                                                    30                                                                              35

                                                                    25                                                                              30

                                                                             PROGRAM COMPLETIONS




                                                                    0                                                                               0
                      94-95   95-96    96-97     97-98      98-99                                  94-95   95-96     96-97      97-98       98-99
                                       YEAR                                                                          YEAR
                          505 Accounting                                                               323 Nursing Associate Degree Nursing

                          505A Accounting/Cert-Accountant                                              326A Practical Nursing-Certificate

                          505B Accounting/Cert-Accounting Clerk

                         AUTOMOTIVE TECHNOLOGY                                                        BUSINESS ADMINISTRATION
                                                                    12                                                                              30

                                                                    10                                                                              25

                                                                             PROGRAM COMPLETIONS

                                                                    8                                                                               20

                                                                    6                                                                               15

                                                                    4                                                                               10

                                                                    2                                                                               5

                                                                    0                                                                               0
                      94-95   95-96    96-97     97-98      98-99                                  94-95   95-96     96-97      97-98       98-99
                                       YEAR                                                                          YEAR
                          712 Automotive Technology                                                    245 Business Administration

                          712A Cert-Automotive Technology

REQUIRED SUPPORTING DOCUMENTATION                                                   EDUCATIONAL PROGRAMS • STANDARD 2

                          COMPUTER-AIDED DRAFTING                                                         COMPUTER INFORMATION SYSTEMS -
                            & DESIGN TECHNOLOGY                                                            OFFICE ADMINISTRATION EMPHASIS
                                                                       12                                                                                25


                                                                                    PROGRAM COMPLETIONS





                                                                       0                                                                                 0
                        94-95   95-96     96-97        97-98   98-99                                       94-95   95-96     96-97      97-98    98-99
                                          YEAR                                                                               YEAR
                            778 Computer Aided Drafting                                                        547 Office Administration

                            778A Cert-Architectural                                                            553A Cert-Clerk/Receptionist

                            778B Cert-Civil Drafting                                                           556A Cert-Office Assistant

                            778C Cert-Mechanical Drafting                                                      556A Cert-Word Processing Specialist

                            778D Cert-Drafting

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STANDARD 2 • EDUCATIONAL PROGRAMS                                                                           REQUIRED SUPPORTING DOCUMENTATION

                      COMPUTER INFORMATION SYSTEMS                                                 COMPUTER NETWORKING TECHNOLOGY
                                                                      30                                                                        18


                                                                             PROGRAM COMPLETIONS
                                                                      20                                                                        12


                                                                      10                                                                        6


                                                                      0                                                                         0
                      94-95   95-96      96-97     97-98      98-99                                 94-95   95-96    96-97     97-98    98-99
                                        YEAR                                                                         YEAR
                          514 Computer Programmer                                                       531 Computer Network Systems

                          517A Cert-Data Entry Operations

                          520 Information Systems Technology

                          527 Database Management

                          683 Network Administration

                              DENTAL ASSISTING                                                       EARLY CHILDHOOD EDUCATION
                                                                      25                                                                        9


                                                                      20                                                                        7

                                                                             PROGRAM COMPLETIONS





                                                                      0                                                                         0
                      94-95   95-96      96-97     97-98      98-99                                 94-95   95-96    96-97     97-98    98-99
                                        YEAR                                                                         YEAR
                          305A Dental Assisting-Certificate                                             405 Early Childhood Education

                          305 Dental Assisting

REQUIRED SUPPORTING DOCUMENTATION                                                       EDUCATIONAL PROGRAMS • STANDARD 2

                           ELECTRONICS TECHNOLOGY                                                                 FIRE PROTECTION TECHNOLOGY
                                                                           20                                                                                         20

                                                                           18                                                                                         18

                                                                           16                                                                                         16

                                                                                        PROGRAM COMPLETIONS
                                                                           14                                                                                         14

                                                                           12                                                                                         12

                                                                           10                                                                                         10

                                                                           8                                                                                          8

                                                                           6                                                                                          6

                                                                           4                                                                                          4

                                                                           2                                                                                          2

                                                                           0                                                                                          0
                        94-95      95-96      96-97     97-98      98-99                                         94-95      95-96     96-97      97-98        98-99
                                             YEAR                                                                                     YEAR
                            630 Electronics Technology                                                               828 Fire Protection Technology

                                                                                                                     829 Fire Command Technology

                           FOOD SERVICES PROGRAMS                                                                   HORTICULTURE TECHNOLOGY
                                                                           9                                                                                          8

                                                                           8                                                                                          7


                                                                                           PROGRAM COMPLETIONS




                                                                           1                                                                                          1

                                                                           0                                                                                          0
                        94-95      95-96      96-97     97-98      98-99                                         94-95       95-96     96-97     97-98        98-99
                                             YEAR                                                                                      YEAR
                                850 Food Serv/Hosp. Management                                                           135 Horticulture Technology

                                850S Food Service Technology                                                             135A Cert- Horticulture Technology

                                850T Cert-Food Service 1st Level

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STANDARD 2 • EDUCATIONAL PROGRAMS                                                                                    REQUIRED SUPPORTING DOCUMENTATION

                              INTERPRETER TRAINING                                                            LEGAL STUDIES PROGRAMS
                                                                         12                                                                                 25


                                                                              PROGRAM COMPLETIONS





                                                                         0                                                                                  0
                      94-95    95-96     96-97       97-98       98-99                                    94-95      95-96     96-97      97-98     98-99
                                        YEAR                                                                                  YEAR
                          684 Interpreter Training                                                            577 Legal Secretary

                          684A Cert-Interpreter Training                                                      586 Paralegal (Legal Assisting)

                               MEDICAL ASSISTING                                                              MEDICAL OFFICE PROGRAMS
                                                                         16                                                                                 10



                                                                                    PROGRAM COMPLETIONS


                                                                         8                                                                                  5



                                                                         0                                                                                  0
                      94-95    95-96     96-97       97-98       98-99                                    94-95       95-96     96-97     97-98     98-99
                                        YEAR                                                                                   YEAR
                          381 Medical Assisting                                                                   565 Medical Secretary

                          381A Medical Assisting - Certificate                                                    574A Cert-Medical Transcription

REQUIRED SUPPORTING DOCUMENTATION                                                  EDUCATIONAL PROGRAMS • STANDARD 2

                         WELDING SERVICES PROGRAMS









                        94-95      95-96      96-97   97-98   98-99
                                814 Welding

                                814A Cert-Welding

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                                                                 Educational Program Chart 1999-2000

                                                                                                                                                                                                                                          SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY
                                                                                                                           Vice President for Instruction
                                                                                                                                 Dr. Mike Beehler
                                                                                                   Fiscal Specialist                                          Senior Secretary
                                                                                                      Supervisor                                               Lucille Bakewell
                                                                                                   Maureen Stephens
                                                                     Office Assistent III
                                                                         Beth Zeller
                                                                                                        Dean of                                                    Dean of
                                                                                                  Technical Education                                        Extended Education
                                                                                                    Regina Lawrence                                            Louise Whitaker
                                                                     Senior Secretary
                                                                      Donna Rutledge
                                                                                                                                                 Program Coordinator               Program Coordinator
                                             Program Coordinator                 Computer                Computer Support Tech.                    International Ed.                  Continuing Ed.
                                             Cooperative Education            Maintenance Tech.             Chester Baldwin                         Colleen Cooper                     Forrest Stepp
                                                  Ann Adams                     Stephen Carr                 Peter Larsen
                                        Office Assistant                                              Director of                                                Director of
                                         Sally Murrow                                             Educational Research                                          Food Service
                                                                                                       John Tiger                                               Fred Durinski               Instructional Tech.
                                                                                                                                                                                                 Zina Losey
                                                                            Dean of Center for                                                                Director of Small
                                                                           Continuous Learning                                                              Business Development
                                                                              Lee Paavolva                                                                      Doug Hammel
                                                                                                              Senior Secretary
                                          Administrative Assistant                                             Carolyn Burns
                                               Ginger Judd
                                                                                Director of                      Director of
                                                                          Management Programs                Technical Programs

                                                                             Rita McConnon                     Tina Alexander
                                         Division Chair,            Division Chair,                  Division Chair,              Division Chair,             Division Chair,                Division Chair,              Library/
                                      Business Technologies       Developmental Ed.                   Humanities/                Natural Sciences             Health Sciences                Social Sciences            Media Services
                                          Lorna Patterson       Crystal Ashley-DuVerglas            Communications                   John Nett               Mary Beth Higgins                 Ron Averill                Director

                                                                                                     Mary Soltman
                                             Office Assistant                  Office Assistant                   Office Assistant                    Office Assistant                     Office Assistant            Office Assistant
                                            Emmie SanNicolas                    Jane Freeman                     Suzanne Crawford                      Joan Slighte                         Robin Bodin                 Sheri Ingram
                                          Instructional Tech.     Program Coordinator                Instructional Tech.                      Intructional Tech.                  Instructional Tech.          Program Coordinator
                                               Judy Clark              Jan Stewart                     Connie Jacobs                              Ray Dooley                        Tammy Strong               DeAnn Brachtenbach
                                                                                                                                                Diana Findley
                                                                                      COMMUNITY EDUCATION


                                    SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   185
                                                                                      COMMUNITY EDUCATION


                                    SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   187


                                                        Student Services Chart 1999-2000

                                                                                                Vice President for

                                                                                                                                                                                                   SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY
                                                                                                Student Services
                                                                                                  Dr. Robert Bell
                                                                Administrative Assistant
                                                                    Cindy Uhrich
                          Dean of Enrollment Services                 Dean of Student                Dean of Student Programs          Coordinator of Counseling         Director of Athletics
                               Neena Stoskopf                        Financial Services                    David Rector                    & Career Center                   Dan Fortier
                                                                     Carla Idohl-Corwin                                                       Joe Townley
                         Director Admissions &                                                                                       Curriculum Advisor                      Assistant Director
                                                                                           Director of Student Grants &         International Student Services                  of Athletics
                           Outreach Services             Office Support Supervisor                 Scholarships
                              Karen Tanner                     Angela Minker                                                             Mari Ishiguro                       Pam Charpentier
                                                                                                  Lorraine Odom
                                                                                                                                    Housing Coordinator             Women’s Basketball Coaches
                              Office Assistant                  Program Assistant                                                                                      (2 Part-time Positions)
                           Lead Special Programs                                                 Program Coordinator            International Student Services
                                                              Veterans & Registration                Student Files                       Mindy Steele
                                Linda Smith                         Mary Davis                                                                                       Men’s Basketball Coaches
                                                                                                     Yvonne Greer
                                                                                                                                                                       (2 Part-time Positions)
                               Office Assistant II                                                                                    Office Assistant II
                                                                 Office Assistants II             Fiscal Technician II          International Student Services
                                  Admissions                                                             (60%)                                                        Men’s Soccer Coaches
                             (2 Part-time Positions)                 Transcripts                                                      (Part-time Position)             (2 part-time Positions)
                                                                (2 Part-Time Positions)             Chonghui Miller
                                                                                                                                        Student Publications         Women’s Softball Coaches
                            Program Coordinator                                                    Office Assistant II                       Advisors –
                                Running Start           Director Educational Advising                                                                                  (3 Part-time Positions)
                                                                Diana Toledo                     (3 Part-time Positions)             Sounds/Literary Arts Journal
                               Kathy Lundeen                                                                                                (2 Positions)

                                                                                              Program Coordinator
                              Office Assistant III        High School Relations/                 Student Loans                        Student Body President               Charlene Phillips
                                  Admissions              Outreach Coordinator                    Tracy Moore                               (1 Position)                  Yolanda Machado
                               Jennifer Sheehan               Steve McRavin                                                                                                   Lynn Fowler
                                                                                                                                              Student Body
                              Office Assistant II                                                  Director of                               Vice Presidents              Program Assistant
                                 Registration              WorkFirst Coordinator               Student Employment                              (2 Positions)                Testing Center
                              (Part-time Position)            Kathy Swartout                   & Support Services                        Student Body Senators               Mark Kenney
                                                                                                   Linda Bures                                 (4 Positions)
                                                                                                                                                                           Test Proctor GED
                              Office Assistant III               Office Assistant II                                                                                           (Part-time)
                                 Admissions                                                                                        Program Coordinator
                                                                 (Part-time Position)              Office Assistant II               Student Activities
                               Mary Jo Clayton                                                         (Part-time)                                                           Test Proctor
                                                                                                                                     Michele McBride
                                                                                                                                                                          Placement Testing
                              Office Assistant III         Credentials Evaluator                                                                                              (Part-time)
                                 Registration                    Records                         Program Coordinator                     Student Productions
                                 Terry Verone                Sheryl Kermoade                       Disability Support                        (9 Positions)
                                                                                                        (vacant)                                                        Counselor Academic &
                                                                                                                                                                          Disability Support
                                                                                                                                            Student Clubs                   Debra Wilson
                                                                 Office Assistant II                                                       & Organizations
                                                                       Records                    Coordinator – Sign
                                                                 (Part-time Position)            Language Interpreters                                                     Office Assistant III
                                                                                                  (1 Part-time Position)                   Faculty Advisors               Laura Puryear-Finnell
                                                                                                                                        Clubs & Organizations
                                                            Computer Support                                                                                               Office Assistant II
                                                              Technician II                      Employment Security                 Office Assistant III                (2 Part-time Positions)
                                                              Alma White                            Co-Location                       Scott Wheeler
                                                                                                    Nina Bottman
                                                                                                                                     Fiscal Technician II
                                                                                                                                       Chonghui Miller

STUDENTS                                                     The pursuit of this mission is guided by the following

OVERVIEW                                                     Student success systems that:

                                                               s Are easy to understand and treat students in a
          tudent Services has undergone a number of
          changes in leadership in recent years. Since            timely, efficient, personal and respectful manner;
          1994 the College has had five different stu-         s   Focus on student access and retention and on
          dent services officers, two as interim. During           reducing barriers to student success;
this time, staff have maintained a student-centered            s   Attract, retain and promote the success of high-
approach in providing services, dealing with a number              risk and under-represented populations; and
of major changes on the state and local level such as
                                                               s   Use innovative technology to provide service
accountability measures, welfare reform, assessment
                                                                   more efficiently.
measures, touchtone registration, and the addition of
a number of new staff. Throughout this period of ad-         Programs and services that assist students to:
justment, Student Services has continued to be com-            s Develop self-esteem and a strong sense of self;

mitted to the College’s mission, goals and objectives.         s   Enhance their awareness of personal values and
A positive attitude of continuous quality improvement              to act upon those values;
permeates the Student Services units, as better meth-
                                                               s   Become aware of and appreciate diversity;
ods of providing service are constantly explored and
implemented.                                                   s   Take a responsibility for their actions;
                                                               s   Develop leadership skills;
                                                               s   Understand the responsibilities of being a mem-
AND GUIDING PRINCIPLES                                             ber of a global, national and local community;
As a comprehensive, open door community college, the
                                                               s   Develop the ability to work collaboratively; and
mission of South Puget Sound Community College is
to provide quality educational opportunities to meet           s   Develop critical-thinking and effective commu-
the intellectual, academic, vocational, career, personal,          nication skills.
and developmental needs of its students and members          Contributions to the campus environment
of the community at large.                                   that focus on:
                                                               s Campus-wide recognition of the role of Student
Student Services at the College supports the
College mission by:                                                 Services and on an awareness of the services
                                                                    available to help students succeed;
  s Providing comprehensive student success

      systems that integrate access to the College and         s   Collaboration with others, and advocacy on
      the successful completion of student goals; and              behalf of students to enhance student success;
  s   Providing programs and services that                     s   Promoting, supporting, and encouraging a
      complement the instructional program; increase               multicultural campus environment; and
      student involvement; develop a sense of                  s   Enhancing the College’s visibility within the
      community on campus; and provide                             local community.
      opportunities for intellectual, emotional,
      cultural, and physical development.

                                                                                      STUDENTS • STANDARD 3

A positive working environment within Student                    The Vice President for Student Services serves on the
Services characterized by:                                       President’s staff, the College’s Administrative staff and
  s Teamwork;                                                    numerous other administrative groups. The Student
  s    Open communication;                                       Services vice president is one of four vice presidents
                                                                 for the College. In addition, the institution recently
  s    An understanding and appreciation of diverse
                                                                 completed the process of developing a new five-year
       backgrounds and perspectives;
                                                                 strategic plan. The process leading to the development
  s    Support for creativity and innovation;                    of the new Strategic Plan included the involvement of
  s    Staff involvement in the planning and decision-           members of the community through discussion forums
       making process;                                           from which the College received valuable information
  s    Support and encouragement for professional,               and recommendations that were included in the Stra-
       intellectual, emotional and physical                      tegic Plan. The Vice President for Student Services has
       development;                                              been directly involved in all aspects of this strategic
                                                                 planning process.
  s    Professional, and appropriately equipped facili-
       ties; and                                                 All positions have established minimum qualifications
  s    Continuous improvement of services and processes.         and requirements. The Washington State Manual for
                                                                 Student Services acts as a model for positions and de-
PURPOSE AND ORGANIZATION                                         partments. Job descriptions are reviewed annually and
Student Services has an organizational structure that            revised as needed. Although job descriptions are not
supports the mission and goals of the institution. Re-           placed in the College Handbook, they are available from
cently the College has changed the titles of many ad-            the Human Resources Office; the Office of the Vice
ministrators, but job descriptions and responsibilities          President for Student Services and each staff member
remained the same. The Vice President for Student                has a copy of his or her position description.
Services provides leadership and direction for the over-         Evaluations of Student Services’ administrators are
all program. Reporting to the Vice President for Stu-            conducted on a regular basis according to district policy.
dent Services are the Dean of Enrollment Services, the           A comprehensive evaluation is performed every three
Dean of Student Programs, the Dean of Student Fi-                years for each position, and all administrators develop
nancial Services, and the Coordinator of Counseling              annual goals and objectives, which are directly related
and Career Services. All of these positions are admin-           to the mission of the College and the Student Services’
istrative, with the exception of the Coordinator of              division. All administrators and exempt personnel are
Counseling and Career Services who has faculty status            active in state, regional and, in some cases, national
with extended days and duties. Areas of responsibili-            organizations including the American College Person-
ties include assessment; counseling; recruitment and             nel Association (ACPA), National Association of Stu-
admissions; veterans services; disability support services;      dent Personnel Administrators (NASPA), American
workforce training; international students; WorkFirst            Association for Higher Education (AAHE), and Ameri-
coordination; advising; multicultural affairs; all aspects       can Association of Junior Colleges (AAJC).
of financial aid, student employment and co-location
services with Washington State Employment Security
Department; registration and records; transcript evalu-
ation and graduation student government, activities
and athletics; career planning; Running Start; and high
school relations. Emphasis is placed on student success
by all Student Services units. The organizational struc-
ture of Student Services is illustrated in Appendix 1.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       191

The College’s Student Services’ policies and                 The Student and Administrative Services Building
procedures can be found in the following:                    (Building 25) which was constructed in 1989, houses
  s Code of Student Rights and Responsibilities;             the majority of student services offices. The Counsel-
  s   Student Handbook;                                      ing and Career Center, Enrollment Services, Financial
                                                             Aid and Student Employment Services, student advis-
  s   Services and Activities Fee Financial Code;
                                                             ing, disabled student services and the Office of the Vice
  s   College Handbook;                                      President for Student Services occupy the first floor of
  s   Quarterly class schedules;                             the building.
  s   College Catalog;                                       The configuration of student services offices in Build-
  s   Family Educational Rights and Privacy Act              ing 25 is consistent with the “one-stop” model of ser-
      (FERPA); and                                           vice delivery to students. The first floor of the building
  s   Financial aid and student employment                   also contains a comfortable lounge for student use with
      handbooks.                                             computer stations that allow students access to their
                                                             individual educational records and online services such
In addition, Student Services has used a procedure re-
                                                             as web registration. Telephones are also available for
ferred to as “Program Review” on an annual basis to
                                                             students to use to access the College’s “Touchtone”
identify and implement changes supporting the units
and institutional goals.
                                                             A major challenge for the College has been the lack of
The Code of Student Rights and Responsibilities has
                                                             sufficient space for student programs as enrollment and
recently undergone revision to reflect the inclusion of
                                                             student needs increase. Since its inception, the Col-
a number of new issues, including sexual harassment
                                                             lege has not had a student union building adequate in
and use of technology. In addition, students’ rights were
                                                             space to meet optimally the needs of students. Addi-
specifically addressed in the revised Code of Student
                                                             tionally, monies from the State of Washington have not
Rights and Responsibilities.
                                                             been available to fund the construction of a new stu-
The Student Handbook, financial aid, and student             dent union building.
employment handbooks are updated annually. The
                                                             In the spring of 1995, the student body addressed the
College Catalog is updated biennially. The College
                                                             problem and demonstrated its commitment to having
Handbook, Services and Activities Fee Financial Code,
                                                             a student union building constructed. An election was
and FERPA are updated as appropriate or required.
                                                             authorized by the students to determine if they would
Student Services’ objectives are updated annually. The       assess themselves an additional fee of $1.90 per credit
“Program Review” process and other measures have             over a twenty (20) year period to fund the construc-
established a procedure for completion of this task. Staff   tion of a new student union. The results of the vote
are directly involved with the review and development        were overwhelmingly supportive. In addition, the Col-
of departmental goals and objectives. Provisions are         lege allocated funds from the revenues of the book-
made to insure staff are made aware of changes to de-        store and “carry-forward” funds from international
partment goals and objectives, as they occur.                student fees. Revenues from these three funding
                                                             sources will contribute to annual payments until the
Adjustments to staffing alignments and responsibilities
                                                             debt is retired.
have been made as dictated by changes in student
needs. The Enrollment Services Office combined sev-
eral part-time positions into three full-time, classified
positions to serve students more efficiently. Several tem-
porary or permanent reclassifications have been made
in the offices of Student Programs, International Stu-
dents, student advising, and the Vice President for Stu-
dent Services.

                                                                                      STUDENTS • STANDARD 3

The entire college community is excited about the new           For those students with academic skills below the Col-
student union building. Construction on the building            lege level, a number of developmental course offerings
began spring 1999 and is scheduled for completion by            are available. It is the College’s intent to provide in-
the 2000-2001 academic year. The new student union              struction designed to bring students up to the academic
building will house a commons area, student govern-             skill level necessary for their individual success. Tutor-
ment offices, International Students Office, the stu-           ing centers are also available for those students who
dent newspaper, a student lounge, the College book-             desire individual assistance in the basic skills of writing
store, food services, and much needed additional con-           and mathematics.
ference and meeting rooms.
                                                                The College also has extensive offerings in Adult Basic
The College follows a decentralized budget process with         Education (ABE), English as a Second Language (ESL),
each major unit (Instruction, Student Services, Admin-          and English as a Foreign Language (EFL) for those stu-
istrative Services, etc.) receiving a percent of the bud-       dents new to the country or those requiring formal lan-
get equivalent to the average amount of the state’s com-        guage education. For specific information on these pro-
munity colleges. For example, the average amount of             grams, see the Adult Basic Education (ABE) report in
the budget for student services for Washington com-             Standard Two of this self-study.
munity colleges is about 10.69 percent; consequently
                                                                Students with disabilities may seek out or be referred
Student Services at the College receives 10.69 percent
                                                                to the Counseling and Career Center. A member of
of the total institutional budget. This system assures
                                                                the counseling faculty with specific training and expe-
adequate financial resources for Student Services, but
                                                                rience serves as the primary contact, and has access to
restricts the development of new programs to existing
                                                                funds and services for support. In recent years the Col-
dollars. As new programs and services are developed,
                                                                lege has seen significant increase in the number of stu-
consideration must be given to potential reduction of
                                                                dents with verified disabilities who have required ser-
existing programs and/or services.
                                                                vices. The allocation from the state has not been ad-
Student Services will conduct ongoing program review            equate to meet the increased costs required to serve
throughout the upcoming academic periods. The in-               these students. As a result, the College has needed to
formation gained from these activities, combined with           “adjust” the budget allocation to meet the needs of the
data from self-evaluations and student evaluations, will        disabled student population. Several community and
be the catalyst for discussions to determine how stu-           technical colleges in the State of Washington are ex-
dent program offerings can be maximized given the re-           periencing similar difficulties in meeting the needs of
alities of budgetary limits.                                    disabled students. As such, this situation needs to be
                                                                addressed at the state level.
The College recently converted from the ASSET                   Students participate on a regular basis in institutional
placement test to the Computerized Placement Test               governance. A representative, usually the Associated
(CPT) to assess skill levels for all full-time and de-          Student Body President, attends all Board of Trustees
gree-seeking students and those enrolling part-time             meetings. During these meetings a student report is
for English, math and reading courses. If students feel         made to the trustees, and the trustees are made aware
the first testing did not accurately reflect their abili-       of upcoming activities.
ties, they may choose to retake all or part of the test         Two students serve on the College Council, an advi-
battery. The College also uses demographic informa-             sory group to the College President. The College Coun-
tion obtained from the application process and the              cil meets on a monthly basis, and the agenda consists
Community College Student Experience Question-                  of policy updates and proposed changes, campus con-
naire (CCSEQ). (See Appendix 2) This informa-                   cerns, and items recommended to the President by in-
tion is used for curricular planning, course place-             terested persons. Students are also represented on all
ment, and evaluating existing services.                         faculty probationary review committees.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       193

Faculty provides input regarding policies affecting stu-        A two-year catalog is published by the College and dis-
dent programs in a variety of ways. The Services and            tributed to prospective and enrolled students at no
Activities (S&A) Fee Budget Committee, which has                charge. The catalog includes all pertinent information
faculty representation, determines the annual Services          related to the College, including the mission statement,
and Activities Fee budget which is approximately                admission requirements and procedures, academic regu-
$500,000 for the 1999-2000 academic year. All student           lations, degree completion requirements, credit courses
clubs have advisors and most of these advisors are fac-         and descriptions, and other items. Reference is made
ulty members. If major changes are proposed for stu-            to student rights and responsibilities, however the com-
dent programs and services, faculty members are con-            plete text of the Code of Student Rights and Responsi-
sulted both formally and informally.                            bilities is not a part of the College Catalog.

Student rights and responsibilities are clearly stated in       A quarterly class schedule is published and is mailed to
the College Code of Student Rights and Responsibili-            approximately 90,000 homes in the service area. This
ties. The Code was revised extensively in the spring of         quarterly class schedule includes sections regarding
1999. This revision included new sections delineating           tuition, fees, and the College’s refund policy.
student rights, a more comprehensive complaint/griev-
                                                                Two methodologies for the evaluation of Student Ser-
ance process, and placed sexual harassment and the
                                                                vices were initiated in the past few years and have pro-
misuse of technology as sections under “violations.”
                                                                vided valuable information for change. The “Program
Additionally, Student Programs Office prints and                Review” process has provided the opportunity for an-
distributes the Student Handbook which includes the             nual self-evaluation procedures. In addition, the Col-
Statement on Academic Honesty. Copies of both                   lege participated in the statewide administration of the
documents are available through the Office of the Vice          Community College Student Experience Questionnaire
President for Student Services and the Student                  (CCSEQ) in 1997-98. The CCSEQ includes a number
Programs Office, and are referred to in the College             of questions related to student services, and respon-
Catalog. The Student Handbook is given to individu-             dents were asked to rate the quality of services pro-
als participating in new student advising sessions and          vided. (See Appendix 3)
new student orientation. The Vice President for Stu-
                                                                A second administration of the CCSEQ was conducted
dent Services is responsible for ensuring that the pro-
                                                                during the fall quarter of 1999-2000. Student data will
visions of these documents are implemented in a fair
                                                                be analyzed to determine how students perceive their
and consistent manner.
                                                                college experience as compared to their counterparts
The College has a well-staffed security office, consist-        throughout the Washington community and technical
ing of a security supervisor, an office assistant, four full-   college system. The students participating in the
time security officers and 10 part-time officers. Secu-         CCSEQ will be drawn from a cross section of “new”
rity services are provided on a 24-hour basis. Emergency        students (students who have completed less than 15
telephones are available across the campus and a pa-            quarter units of college credit) and “continuing stu-
trol car is used on a regular basis. Crime statistics are       dents” (students who have completed more than 15
published in several different ways, including the Stu-         units of college credit). This data will be analyzed and
dent Handbook, a staff circular entitled “Crime Re-             compared to the responses of students who participated
porting Information,” periodic e-mail updates to all staff,     in the CCSEQ in 1997-98.
and at established distribution points across campus.
The Security Office also provides help to stranded
motorists and an escort service for students and staff
upon request.

                                                                                      STUDENTS • STANDARD 3

ACADEMIC CREDIT AND RECORDS                                     educational records are reminded, via a clearly written
The criteria used for evaluating student learning and/          statement on an entry computer screen, of the Privacy
or student achievement are established by the faculty,          Act and the release of student information each time
the instructional divisions, and are approved through           they log onto the SMS. No unauthorized person is
the Instructional Council. Criteria and standards are           granted access to confidential student information.
detailed in Standard T  wo. The Instructional Council           Clear procedures are also printed and updated for use
determines policy regarding awarding and record-                by students, faculty, staff and administrators on the re-
ing of credit.                                                  lease of student information.

Clear guidelines relating to grades and student records         The College has been in existence since 1962, having
are published in the College Catalog which is available         had several different names. Transcripts are maintained
to anyone requesting the information. The academic              for Olympia Vocational Technical Institute from 1962-
recording system has improved with computerization.             1976, Olympia Technical Community College from
Instructors can use the web to enter grades directly into       1976-1984, and South Puget Sound Community Col-
the mainframe system. Approximately 75 percent of               lege from 1984 to present. Student transcripts from
the College’s full-time and part-time faculty uses Web          1962 through summer quarter 1978 have been micro-
Based Grading. The Web Grading system was devel-                filmed. From fall quarter 1978 through the summer
oped by the Center for Information Services (CIS) for           quarter 1983, hard copies of transcripts are maintained
the community colleges in Washington and has safety             in the vault in Enrollment Services, Building 25.
measures for security of records. Faculty use personal          There are duplicate copies of transcripts from 1962
identification numbers (PIN) to gain access to the sys-         through summer quarter 1983 stored in the T    echnical
tem. For those faculty who do not wish to use the web,          Education Building (Building 34) on campus in the
grade rosters are produced and Enrollment Services staff        event of a disaster affecting Building 25. The T echni-
enter and verify grades. A grading legend is included           cal Education Building is approximately 1/8th of a mile
with the College’s transcripts that accurately reflects         from Building 25. A copy is also stored at the State
the grade definitions.                                          Archives in Tumwater. From the fall of 1983 until
The College’s Academic Standards Policy is printed in           present, transcripts are maintained on the current SMS
the College Catalog. The Dean of Enrollment Services            system, and a backup copy is maintained through the
notifies students who fail to make satisfactory progress.       CIS in Bellevue, Washington. The Enrollment Services
Students who wish to appeal their status receive clear          Office has purchased an imaging system and is scan-
information regarding their rights and responsibilities         ning and indexing student records on CD’s. Copies of
related to this process. The Academic Standards Com-            the CD’s will be stored in Buildings 25 and 34 as well
mittee reviews the process and the appeals from stu-            as at the CIS in Bellevue. The College follows the Re-
dents on academic probation or dismissal. Intervention          tention of Records Policy developed by the State Board
strategies to promote retention are in place to assist          of Community and Technical Colleges.
students to evaluate their educational goals and to pro-        The College Catalog, transcripts, and documentation
vide students information on available support services.        available in the Credentials Evaluator’s Office all clearly
The Enrollment Services Office is responsible for en-           state the method used to award and record credit. The
suring that academic records are accurate and secure.           Catalog and quarterly class schedule clearly establish
Student records are maintained in accordance with the           degree and non-degree credit and the amount of credit
Family Educational Rights and Privacy Act. Student              that will be awarded.
records are available via the computer with designated
access by staff and faculty based on clearly identified
need. Training is provided for Student Management
System (SMS) users stressing confidentiality and secu-
rity of records. Those who have access to a student’s

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       195

Requirements of the Associate of Arts degree are evalu-       The current system of degree audit/computer-assisted
ated against criteria established by the Inter-College        advising is not adequate to meet the needs of edu-
Relations Commission, a body that oversees transfer of        cational advisors, students or the Credentials Evalu-
credit among all colleges and universities in the state       ator. The system does not include the transfer of credit
of Washington. In this way, students are informed and         and is not available online for self-service access by stu-
supported in their transfer needs.                            dents. The College is in the process of researching
                                                              the feasibility of a new online, computer-assisted
For the Associate in Technical Arts degrees and Cer-
                                                              advising system that would allow self-service access
tificates of Completion programs, requirements are
                                                              by all students; would include transfer of credit
based on criteria established by the College and the
                                                              equivalencies; and would be easy and efficient for
State Board for Community and Technical Colleges.
                                                              advisors and the evaluation office.
When course work in a specific professional technical
course is transferred to the College, the Credentials         STUDENT SERVICES
Evaluator is responsible for determining the appropri-        The College admits all individuals who are high school
ate credit equivalency with assistance from the appro-        graduates or 18 years of age or older who can benefit
priate division when necessary to ensure consistency          from attending. For those students whose skills are be-
of skill preparation and applicability toward program         low college level, significant numbers of developmen-
requirements. The determination of course equivalen-          tal or remedial courses are offered. These courses in-
cies that are part of the Associate of Arts degree or the     clude mathematics, reading and English, usually num-
General Education requirements are also the responsi-         bered below 100. A major part of the admissions pro-
bility of the Credentials Evaluator who may collabo-          cess is assessment. Degree-and certificate-seeking stu-
rate with the appropriate division to assure consistency      dents and part-time students enrolling in math and/or
in the transfer of credit.                                    English are required to take the Computerized Place-
All current program and degree requirements are stated        ment Test (CPT) prior to advising and registration.
in the College Catalog. The Credentials Evaluator con-        Several of the College’s technical programs have spe-
sistently applies these written curriculum requirements.      cific admission or prerequisite requirements due to the
The Dean of Enrollment Services, in conjunction with          technical aspects of the training. These programs are
the Credentials Evaluator, has the responsibility for         Nursing, Dental Assisting and Fire Protection.
awarding the associate degrees and certificates. A            The College takes considerable pride in the recogni-
record of degrees and certificates is maintained and used     tion of the fact that all students deserve to be treated
to provide enrollment verification as requested by agen-      equally, regardless of ethnicity, socioeconomic status,
cies or employers.                                            or religious preference. Student Programs provides the
It is the established policy of the College to accept cred-   best avenue for students to establish relationships con-
its from all regionally accredited institutions. The guide    sistent with their personal needs. Ethnic and religious
used for awarding credit is the Transfer Credit Prac-         clubs are free to participate as active organizations un-
tices of Designated Educational Institutions published        der the Student Programs umbrella, as long as all stu-
by AACRAO (American Association of College Reg-               dents are eligible for membership. These organizations
istrars and Admissions Officers). The College reviews         also have access to Service and Activity (S&A) funds
transfer policies to ensure consistency and to ensure         by following the established budget procedures. The
quality in the equivalency of transfer credit decisions.      College Code of Student Rights and Responsibilities
Students may appeal any transfer decisions to the ap-         also provides written guidance regarding freedom of ex-
propriate division.                                           pression, association and speakers addressing contro-
                                                              versial issues.

                                                                                    STUDENTS • STANDARD 3

As stated previously, the College requires all entering         The Financial Aid Office and the College Foundation
degree and certificate seeking students and part-time           publish booklets and brochures describing financial
students enrolling in math or English to take the CPT           assistance available to students. In addition to regular
prior to advising and registration. The math and En-            mailings, these materials are displayed in prominent
glish departments have established cut-off scores for           areas on campus. The financial aid staff regularly make
placement in their classes. Courses are available for all       presentations at parent nights at service area high
ranges of ability, from adult basic education to 200-level      schools. The College, in addition to workshop programs,
advanced studies. The various academic departments              cooperates with The Evergreen State College and St.
believe that these cut-off scores are valid. However,           Martin’s College in sponsoring admissions and finan-
there is insufficient research to measure effectively the       cial aid sessions for target populations such as return-
reliability of these cut-off scores. Discussions continue       ing women, displaced workers, and WorkFirst program
regarding the creation of expectancy tables.                    participants.

The Academic Standards policy that describes accept-            For a number of reasons the College discontinued par-
able progress for students is provided in the College           ticipation in the Stafford Loan Program in 1997. It was
Catalog. Students not making satisfactory progress are          generally agreed that Stafford Loans presented an
put on academic probation and, if they fail to meet the         elevated degree of risk for community college students,
standards in the subsequent quarter, they are dismissed.        and that it was, therefore, not in the best interest of
Students may appeal dismissal to the Academic Stan-             the students for the College to promote student debt
dards Committee, which meets prior to the beginning             during the first two years of higher education. In
of each quarter. The committee reviews the written              addition, fluctuating default rates, which could ad-
appeal of the student(s) and may grant readmission.             versely affect other programs, were another factor
The granting of readmission is usually conditioned, and         considered when deciding to discontinue the
the student oftentimes is limited to a maximum credit           Stafford Loan Program.
load and/or the development of an educational plan
                                                                Referral procedures have been established for needy
with a counselor or an academic advisor.
                                                                students to use local agencies when faced with emer-
The College Catalog clearly states the requirements for         gency needs. The College also has an emergency grant
graduation based on instructional and program require-          fund accumulated from several sources. The College
ments. In addition, program planning guides contain de-         does participate in the Perkins Loan Program and
gree and certificate program requirements and are avail-        conducts regular informational workshops for par-
able in the Student Services area and from academic ad-         ticipants, stressing the importance of repaying these
visors. These handouts are updated on a regular basis.          loans as agreed.
A credentials evaluator is available to students for ex-
                                                                Orientation for new students, including special popu-
planation and interpretation of graduation require-
                                                                lations, is the responsibility of the Student Programs
ments of the College and specific technical programs.
                                                                Office. Student government officers and members of
The College Financial Aid Office oversees the award-            the student leadership team plan and conduct the fall
ing of more than $4 million in aid annually. The Col-           orientation session. The International Student Office
lege Foundation also provides more than 100 scholar-            actively seeks out persons in the community to pro-
ships ranging from $500 to $2,000, which are awarded            vide host family or home stay opportunities for inter-
annually. The College appropriates operating budget             national students.
dollars for student employment, which is in addition to
                                                                Student Services offers support for two distinct “spe-
the federal and state work/study programs. Systems are
                                                                cial populations,” those in Running Start and those in
established for annual audits of the programs, and the
                                                                the Worker Retraining Program.
Financial Aid Office regularly communicates with the
college community regarding rules and regulations re-
lated to financial aid. Additionally, Financial Aid Of-
fice staff coordinate the College’s annual Career Day.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY     197

Running Start Program                                         In response to statewide Running Start access issues,
The Running Start program was created by the Wash-            in 1995 the College implemented a book loan/scholar-
ington State Legislature in 1990 to expand educational        ship program to improve access to the Running Start
options for public school students. Running Start al-         program for low-income students. The demand on the
lows high school juniors and seniors to take college-         scholarship program has increased as the overall num-
level courses, tuition free, at community and technical       bers of students has increased. Currently $9,600 is avail-
colleges. Students earn both high school and college          able for the 1999-2000 year. This program has contin-
credits, with five college quarter credits equal to one       ued to evolve, and effective winter quarter 2000, indi-
high school unit.                                             viduals requesting assistance under this program must
                                                              provide income verification. During 1998-1999, 45
The Legislature initiated Running Start with a two-
                                                              Running Start enrollments were served through this
year pilot program from 1990 through 1992. Statewide
                                                              scholarship program, which is approximately 10 per-
operation began in 1992-93. While students attend the
                                                              cent of the quarterly Running Start population.
college free of tuition charges, they must provide their
own fees, transportation, books and supplies.                 The fall quarter grade point average for Running Start
                                                              students in 1997 and 1998 was slightly lower than the
To attend South Puget Sound Community College
                                                              overall student population, averaging 2.81 in 1997 as
under the Running Start program, a student must take
                                                              compared to 2.87, and, in 1998, 2.89 as compared to
the College’s Computerized Placement T (CPT) and
place at college level in both the English and Reading
components. Running Start students who wish to en-            High schools are required to provide Running Start
roll in math courses must complete the math portion           information to high school juniors and seniors in a va-
of the placement test and place at college level. Test-       riety of ways. Each spring, the College offers a “Parent
ing exceptions in the Running Start program are dis-          Night,” which provides information to interested stu-
cussed with the Coordinator of the Career and Coun-           dents and parents regarding the Running Start program.
seling Center.                                                In March 1999, approximately 300 people attended this
                                                              orientation. To increase the awareness of the program,
A full-time Running Start Coordinator facilitates the
                                                              effective fall 1999, parent nights will be offered on a
intake and enrollment for Running Start students, as
                                                              quarterly basis.
well as serves as the liaison between the student and
high school counselors. The College routinely meets           To enhance success, effective fall 1999, new students
with Running Start high-school counselors to review           are required to attend a Running Start orientation
college policies, provide updates, and foster collabora-      which outlines college expectations and transitions from
tive relationships.                                           the high school to college. In addition, the Running
                                                              Start Coordinator is developing a handbook for Running
Growth in the Running Start program has been steady,
                                                              Start students that will deal specifically with issues such
averaging 341 students over the 1996-1997 year, 415
                                                              as student success, college expectations, maturity, and
students in 1997-1998, and 438 students in 1998-1999.
                                                              enrollment and grading procedures. As part of this ef-
In fall 1999, the College experienced its largest
                                                              fort, the Coordinator has met with college faculty to
headcount with 444 students enrolled. The fall quar-
                                                              develop information regarding classroom expectations.
ter credit load for Running Start students has also been
increasing, ranging from 8.2 credits in 1996 to 9.1 credits   Worker Retraining Program
in fall of 1998. (See Supporting Documentation)               As a result of downturns in aerospace, timber and other
                                                              traditional industries, the 1993 Legislature enacted the
                                                              Workforce Employment and Training Act, known as
                                                              the Workforce Training Program. This act enabled com-
                                                              munity and technical colleges and the State Employ-
                                                              ment Security Department to increase the services to
                                                              unemployed workers and those who face layoffs.

                                                                                            STUDENTS • STANDARD 3

Worker Retraining 1994-1999                      SOURCES:
                                                   Data Express - Dislocat13      Financial Aid Award Inquiry Reports
                                                   Instructional Guide Analysis   Vice President for Student Services Enrollment Reports

The College’s Worker Retraining Program, formerly                   To be eligible for the Worker Retraining Program, an
known as the Workforce Training Program, has experi-                individual must be drawing Washington State unem-
enced changes over the last five years. In 1995, the                ployment benefits or have exhausted their benefits in
College consolidated the services to dislocated and                 the last 24 months. Priority service is given to dislo-
unemployed workers and hired a Workforce Training                   cated workers. Two primary reasons exist why a person
Advisor, housed within Enrollment Services. As a re-                can be classified as a dislocated worker: the Employ-
sult of this consolidation, a dislocated or unemployed              ment Security Department has defined him or her as
worker could have a single point of contact at the Col-             unlikely to return to his or her primary occupation due
lege. This person provides intake, advising, registration,          to a decline in that occupation; or, he or she has been
and financial aid. This change allowed for better cus-              laid off as part of a mass closure. Referrals of dislocated
tomer service for students and referral agencies as well            and unemployed workers are received through the
as enhanced the tracking of students. In 1997, the re-              Employment Security Department and other dislocated
sponsibilities of this position were incorporated into the          worker agencies. In addition to referrals, these agen-
Manager of Admissions and Outreach, which was then                  cies also have funding to support training for dislocated
changed to the Director of Admissions and Outreach                  workers. The Worker Retraining Program works in close
Services in July 1999.                                              partnership with the Employment Security Department
                                                                    to ensure the success of students through the partnering
                                                                    of funds.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY                   199

Worker Retraining FTE’s received from the State Board        ing the registration process to be followed. Students
for Community and Technical Colleges include two             then move to a large area where they meet with indi-
allocations of student financial aid. Worker Retraining      vidual counselors and educational advisors. The final
Financial Aid is designed to support tuition, fees, books,   step in the process is registration, which is completed
transportation, parking, and childcare. In 1996, Worker      using the College’s touchtone telephone system, online,
Retraining FTE’s also began including Training               or in person with Enrollment Services staff.
Completion Aid. The goal of Training Completion Aid
                                                             Students are assigned faculty advisors at this time, but
is to increase program completion for students whose
                                                             they are free to use the counseling staff for additional
unemployment benefits will expire before their train-
                                                             assistance. Students may also choose to become self-
ing program is completed. The Worker Retraining Of-
                                                             advised if they wish. The College employs a full-time
fice is responsible for administering both financial aid
                                                             Director of Educational Advising who is responsible
allocations, which includes determining eligibility,
                                                             for organizing four-year college visits to the campus,
awarding and reconciling. Students receive their finan-
                                                             meeting with transfer students, providing students with
cial aid checks through the College’s Financial Aid
                                                             written information regarding transfer course equiva-
Office and follow standard financial aid procedures.
                                                             lency and transfer institution requirements, and com-
The Worker Retraining Program experienced its peak           municating on a regular basis with currently enrolled
enrollment with a quarterly headcount of approximately       students. The Director of Educational Advising is re-
275 during the 1996-97 school year. A g1ood economy          sponsible for the distribution and updating of the
reflecting low unemployment rates and the loss of ex-        College’s Advisor Handbook. The Director of Educa-
tended unemployment benefits, known as Timber Re-            tional Advising is also responsible for the maintenance
training Benefits, has affected enrollment in the pro-       of the automated computer-assisted advising system
gram. The Timber Retraining Benefits (TRB) Program           that allows students and advisors to track progress to-
was administered through the Employment Security             ward a degree or certificate. The College reserves three
Department, which allowed eligible individuals the           days during the academic year, one each quarter, spe-
ability to draw unemployment for a maximum of 104            cifically for advising. No morning or afternoon classes
weeks while enrolled in full-time training. The Timber       are held on advising days, and faculty are required to
Retraining Benefits Program was not re-authorized by         be available for meeting their advisees.
the Legislature during the 1999 legislative session. As
                                                             The Counseling and Career Center conducts advisor
a result, the maximum length a student can draw un-
                                                             training workshops on a quarterly basis, and new fac-
employment benefits and attend school is between 26
                                                             ulty are strongly encouraged to attend one of these ses-
and 30 weeks. This recent development has caused eli-
                                                             sions. It should be mentioned that all faculty partici-
gible individuals to seek short-term training versus a
                                                             pate in advising. Career counseling services are deliv-
two-year degree track.
                                                             ered to students in several forms. Classes are offered in
The fall quarter grade point average for Worker Re-          career planning, students may seek out assistance in
training students in 1997 and 1998 was higher than           career decision making from individual counselors, and
the overall student population, averaging 3.301 in 1997      a number of career planning one-day workshops are
as compared to 2.872, and 3.241 in 1998 as compared          conducted throughout the year.
to 2.922, respectively.
                                                             Student employment placements are accomplished in
Counseling and Career Services                               two separate ways. The Student Employment Office is
Counseling and Career Center and Enrollment Services         a part of the Financial Aid Office and places students
share the responsibility for coordinating the student        in jobs both on and off campus. The Student Employ-
advising program. Counselors conduct the advising ses-       ment Office also maintains areas where full-time and
sions for students taking 10 or more credits; taking math    part-time employment opportunities in local, regional,
and English courses; seeking a degree or certificate; or     and state business and government agencies are posted.
other students seeking individualized assistance. Coun-      The other employment placement service for students
selors make a group Power Point presentation outlin-         is made available through the State of Washington’s

                                                                                      STUDENTS • STANDARD 3

Employment Security Office that maintains a co-loca-            A strong student club system exists at the College. For
tion office on the College campus. This office is lo-           example, the SIGN/ASL Club regularly sponsors a “si-
cated in the Student Services one-stop service area,            lent games” night. The Anthropology Club traveled to
and provides current job vacancy/referral information           Mexico for two weeks during the summer of 1998, and
to interested students. An informal placement service           to Africa in the summer of 1999. Students and staff are
is also associated with several of the College’s techni-        eagerly anticipating the completion of the new Student
cal programs such as automotive, welding, horticulture          Union Building, which will greatly enhance the activi-
and food service.                                               ties and program offerings.

The College does not provide health care services or            Student government and the College administration
housing for students. Medical insurance is, however,            have contracted with the local transit system (Inter-
made available to students on a voluntary basis. The            city Transit) to allow for all students to have free rider-
College’s International Students Office assists foreign         ship to and from the College and throughout the ser-
students by actively seeking individuals in the commu-          vice area. Included among the student groups who ben-
nity to serve as host families or to provide home stay          efit from this service are Adult Basic Education (ABE),
opportunities for international students.                       English as a Second Language (ASL), English as a For-
                                                                eign Language (EFL) and disabled students.
Food Service is provided to students and staff in the
cafeteria and the Percival Room. The College has a              The Financial Code, Associated Students Constitution,
comprehensive food service training program, and stu-           and the club charter process provide the necessary poli-
dents under the direction of a well-qualified staff, pro-       cies and procedures for governing and coordinating co-
vide all campus food service. In addition to a large caf-       curricular programs. The S&A budget process and the
eteria area, the Percival Room is a gourmet dining room         level of student participation are the primary methods
used as a training laboratory for food service students.        for evaluating the effectiveness of programs
The Percival Room is open to the public for lunch when
                                                                In general, recreational activities and athletics have not
classes are in session. (See Report of Food Services Tech-
                                                                had a high priority at the College in the past. Intramu-
nology Program in Team Room)
                                                                ral activities are available for students and participa-
The Dean of Student Programs represents the institu-            tion levels have varied. The College has limited facili-
tion in working with students to develop and provide            ties for expanding recreational and/or intercollegiate
programs that are consistent with the College’s mis-            sports programs.
sion. The Vice President for Student Services is also
                                                                The bookstore manager meets regularly with faculty
involved, but not on a day-to-day basis. The student
                                                                regarding text selection and pricing. The College Coun-
government organization includes a president, two vice
                                                                cil reviews all policy and procedure changes or questions.
presidents and four senators. Each student leader has a
                                                                Presently the bookstore is considering establishing a line
specific responsibility, is paid, and serves for the aca-
                                                                item budget for promotion. College staff and students
demic year. Evidence of the institution’s commitment
                                                                would access this account for supplies and awards use-
to student programs includes the establishment of a
                                                                ful in outreach efforts and student recognition activities.
one hour period each Thursday for activities, student
club meetings, and programming in the Student                   A specific section of The Code of Student Rights and
Lounge. No classes are held during this time, and lim-          Responsibilities establishes guidelines for student pub-
ited instructional programs are offered.                        lications. In addition, the College has a publication code
                                                                that governs student publications. The student news-
Through the South Puget Sound Community College
                                                                paper Sounds is published on a monthly basis.
Presents program, world-class speakers and performers
appear on campus and at the Washington Center for
the Performing Arts in downtown Olympia. This pro-
gram has been well-received and supported by the en-
tire college community.

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       201

INTERCOLLEGIATE ATHLETICS                                    The College Catalog states “...student athletes are
The institution participates in intercollegiate athletics,   required to comply with all regular college policies.”
and these programs and financial operations are consis-      Admission requirements and procedures, academic
tent with the educational mission and goals of the insti-    standards, and degree requirements are the responsi-
tution and are conducted with appropriate oversight by       bility of the Office of Enrollment Services; financial
the governing board, President, and faculty.                 aid awards for student athletes are vested in the Finan-
                                                             cial Aid Office. An administrative dean who reports to
The governing board of the College, the Board of T  rust-    the Vice President for Student Services heads each of
ees, includes athletics in its institutional review and      these offices.
assessment. The College mission statement includes a
commitment to meeting the personal and developmen-           POLICY ON
tal needs of its students, and a goal of providing extra-    INSTITUTIONAL ADVERTISING
curricular programs and activities for students with an      All written documents, Web site and advertisements
objective of ensuring that services, activities and pro-     for the institution are designed to provide information
cedures are current and relevant to student and com-         about courses, services, or opportunities related to at-
munity needs. Current Board philosophy provides a            tending classes at the College. The Office of College
place for sports as beneficial to the purpose of a com-      Relations is responsible for creating and/or reviewing
munity college education, while at the same time, the        the official electronic Web site and all institutionally
intercollegiate athletic programs must comply with, and      printed documents. All contact with the media for pub-
be supportive of, college goals.                             licizing and/or advertising information about the Col-
The athletic program falls under the purview of the          lege, its programs and activities, is the responsibility of
Student Programs Office, which is a part of the Stu-         the Office of College Relations. The College Handbook
dent Services Division. The athletic program is evalu-       clearly outlines both the College publications and the
ated by the Student Programs Office in weekly staff          steps faculty and staff must take in working with media
meetings with the Dean of Student Programs/Athletic          representatives.
Director, who also meets on a regular basis with the         Faculty and staff are directed to forward all media re-
coaches of the four athletic teams.                          quests to the Office of College Relations to ensure in-
An annual meeting of Student Programs staff and              tegrity of the information that is released to the public.
coaches includes a review and assessment of the com-         College Relations staff are trained specialists who ad-
pleted year and planning for the next year. The Dean         vise college staff who have contact with the media. The
of Students Programs/Athletic Director reports to the        Director of College Relations is the primary public
Vice President for Student Services, who includes a          spokesperson for the College. Other administrators and
review and assessment of intercollegiate athletics in his    faculty coordinate through this spokesperson when
annual evaluation of all student services. The Vice          called upon to address the public through the media.
President reports to the President of the College who        In some cases, arrangements may be made for faculty
is responsible for overall administration and supervi-       to write regularly for a media publication. For instance,
sion of the College, including student support services.     the business section of the local newspaper often fea-
Student Programs staff have developed a handbook             tures question and answer articles written by college
which includes information on the College, organiza-         faculty that are then circulated to the newspaper
tional structures, mission and guiding principles, job       through the Office of College Relations.
descriptions, general operating procedures, and sample       The Director of College Relations keeps files on cur-
forms and information on membership in the North-            rent issues, such as legislative initiatives, for reference
west Athletic Association of Community Colleges              use by all staff, when necessary. In the case of an emer-
(NWAACC). These handbooks are provided to all staff          gency on campus, such as a rape that was reported in
and coaches and reviewed and updated periodically by         April 1998, written guidelines for responding to ques-
the program coordinator for athletics.

                                                                                     STUDENTS • STANDARD 3

tions about the incident were circulated to pertinent           able in many offices on campus, including Enrollment
staff, along with background information about the in-          Services and Counseling. The Catalog addresses pro-
cident so that there was clarity and accuracy regarding         grams of study, core requirements, prerequisites, op-
the allegations. This kind of documentation protects            portunities for employment in a given program, and, if
the institution by assuring that staff does not expose          available, information on wages a student may antici-
the institution to unwarranted legal action, and pro-           pate in a given field. Students are advised to seek aca-
tects the privacy of the students involved.                     demic counseling and are encouraged to investigate re-
                                                                quirements for transfer to an institution of their choice.
The Director of College Relations is the person respon-
                                                                Detailed information describing programs of study is
sible for assuring that the information provided is rel-
                                                                printed on separate fliers. The fliers are located promi-
evant to the intended audience and, when appropri-
                                                                nently in the building near registration.
ate, has been approved by divisional representatives for
accuracy. College Relations staff provide editorial con-        Various facilities are described in the College Catalog
trol, graphic design and production assistance for all          for the edification of the prospective student. These
College publications such as catalogs, quarterly class          include computer labs open to students outside of class,
schedules, program and division brochures, course fli-          child care, Library/Media Center, the Center for Con-
ers, handbooks, posters, college stationary, newsletters        tinuous Learning at Hawks Prairie, exercise facilities,
mailers to promote workshops, seminars and special              and the Writing Center. Student services and activities
offerings, and informational admissions materials in            are described as well. Maps are a regular feature of the
print or offered electronically through the College’s Web       catalog, schedules and Web site. The Web site also
site. This responsibility does not include classroom in-        briefly describes facilities.
structional materials.
                                                                Prospective students will find information about en-
The College Handbook provides instruction for staff             trance requirements and admissions procedures in the
in preparing printed materials or material for the Web          Catalog and quarterly schedules. The Catalog addresses
that assures a process to maintain integrity and high           requirements and references the class schedule for spe-
quality. Graphic standards are also written and main-           cific information such as tuition, fees, special dates and
tained by College Relations staff.                              other time or cost sensitive items. The College’s open
                                                                door policy means all those who believe they will profit
The College mission is always stated on one of the first
                                                                from the College’s educational programs may be ad-
pages of the quarterly class schedule, the College Catalog
                                                                mitted. This means that the Catalog and class sched-
and the College’s electronic home page. Shortly after the
                                                                ule must clearly state how to apply and must list all
Board of Trustees approves any revised mission statement,
                                                                admissions requirements including placement testing,
visions and goals, written copies are printed and distrib-
                                                                tuition, fees, and other expenses such as lab courses.
uted among staff, trustees and stakeholders. A printed
                                                                The College has special programs, such as Fire Protec-
copy is framed and hangs in the Boardroom located in
                                                                tion, Nursing, and Dental Assisting, that require addi-
Building 25. Copies are sent to prospective employees.
                                                                tional eligibility requirements upon entrance. Publica-
The mission statement is printed on the back of the insti-
                                                                tions must clearly reflect the requirements and process
tutional Facts brochure that is given out to prospective
                                                                to enter and complete the program as well as what is
students, the public and stakeholders.
                                                                needed to gain licensor for these professions. The class
The quarterly schedule always lists specific informa-           schedules give specific instructions for registering, in-
tion on classes offered. The schedule is mailed to all of       cluding Touchtone registration by phone or via the
the citizens of the greater Olympia area. Included in           Internet. Information on refunds and withdrawals is
some category listings is information about when stu-           noted in the Catalog, the class schedule and via the
dents may be accepted into the program and where                College’s Web site.
students may obtain more information about degree
programs. The Catalog is mailed promptly to people
who inquire about study at the College. It is made avail-

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       203

The Catalog lists full-time faculty and administrators.      The College is a member of the Washington Council
The list includes degrees held and the conferring insti-     for High School College Relations and subscribes to
tutions. Similar information on faculty may be located       the ethics/code of conduct in recruitment standards of
on the College’s Web site. The electronic information        the Council. The College Handbook also references
includes photos of faculty members.                          employee ethical conduct and conflict of interest in
                                                             Chapter 2.05.
Rules and regulations concerning student conduct are
printed in the Student Handbook                              REPRESENTATION OF
Financial aid opportunities are in the Catalog, the class    ACCREDITED STATUS
schedules and Web site. Students are given the tele-         The College Catalog makes the following statement
phone number for the Financial Aid Office where              about accreditation: “the College is accredited by the
they may obtain application forms and more infor-            Northwest Association of Schools and Colleges. The
mation. Printed forms are available as well as schol-        Washington State Board for Community and T        echni-
arship information.                                          cal Colleges and the State Approving Agencies for the
                                                             Training of Veterans have approved programs offered
STUDENT RECRUITMENT                                          by the College. The National League accredits the
Student recruitment events and activities reflect the        Associate Degree in Nursing Program for Nursing; the
College’s educational mission. The Enrollment Services       Commission of Accreditation of the Allied Health Edu-
Office has designated professional personnel for stu-        cation Programs accredits the Medical Assisting Pro-
dent recruitment. The High School Relations and              gram. The Commission of Accreditation of Dental Pro-
Outreach Coordinator works primarily with area high          grams accredits the Associate of Technical Arts De-
schools and the military. This position is responsible       gree in the Dental Assisting Program. The Automo-
for events, activities and campus tours related to           tive Technology Program is certified by the National
student recruitment. The Director of Admissions and          Automotive Technicians Education Foundation in
Outreach Services and the WorkFirst Coordinator work         seven of eight possible areas.” Other notations are made
with community agencies and both provide outreach            in the Catalog, when appropriate, as to what courses
services to agency clientele and personnel. Prospective      might be required for special licensing, such as meeting
student information sessions are offered on a weekly         Performance Standards adopted by the Washington
basis at the College by trained Enrollment Services          State Association of Fire Chiefs, Inc. for Fire Officer I
staff. Each year the College hosts and/or participates       and II.
in events and activities such as College Fairs, Trans-
fer Information Days, High School/College Confer-            ANALYSIS: STRENGTHS OF
ences and visitations, and student orientations to pro-      STUDENT SERVICES
mote the College.                                            The educational professionals who work in the various
                                                             offices, who care about the students they serve and who
A Strategic Marketing Plan is in place at the College.
                                                             are committed to student success, portray the vision of
The plan stresses that marketing and public relations
                                                             the College’s Students Services Division. This commit-
is “the total effort or effect of an organization in pre-
                                                             ment is demonstrated through the on-going support
senting itself to the public; so marketing is everybody’s
                                                             for students and a student-centered approach to daily
job.” Even though the College has professionally trained
                                                             activities. The staff supports the mission of the College
individuals to formally recruit students, the marketing
                                                             to provide quality educational opportunities to all the
plan shows that there are many “interfaces between
                                                             students they serve. Students at the College are treated
the College and a variety of audiences, no matter where
                                                             fairly and with respect by Student Services staff. Within
in the institution’s organization these interfaces occur.”
                                                             the Student Services Division, this configuration of staff
Therefore, faculty, administrators and staff are all in-
                                                             and the level of communication that exists among staff
volved in some degree in promoting the College and
                                                             members are key areas of strengths.
recruiting students.

                                                                                        STUDENTS • STANDARD 3

The open style of communication allows staff mem-                 College’s testing center has entered into an agreement
bers from all areas of Student Services to better under-          to provide pre-employment testing for a large manu-
stand how they positively impact change for students.             facturing company in the community. This arrangement
Student enrollment at the College continues to change             required the staff in the testing center to “adjust” the
in size, diversity and complexity from one academic               scheduling of test administration to accommodate this
period to the next. The “pace” of this change necessi-            additional testing. The ability of the testing center to
tates that the Student Services staff communicate and             accomplish this change without disruption of service
remain flexible in working with students. In response             to students is yet another example of the flexibility, cre-
to these changes, the staff brings a high level of energy,        ativity, and responsive style of Student Services staff.
enthusiasm, flexibility and creativity to their work that
allows them to respond effectively to the needs and               ISSUES OR WEAKNESSES OF
demands of the growing student population. Further,               STUDENT SERVICES:
by working to establish and maintain a level of open              CHALLENGES
communication across the institution with College fac-            The lack of sufficient office space remains perhaps the
ulty and staff in instructional offices, Student Services         most pressing weakness for Student Services. The needs
staff works to enhance and support the College’s in-              of students continue to increase as the enrollment at
structional programs.                                             the College continues to grow. Student Services staff
                                                                  have been successful in working with students who
The continuous improvement of the delivery of ser-
                                                                  oftentimes are dealing with sensitive and/or personal
vices is another strength within the Student Ser-
                                                                  issues, while working in close proximity to other staff.
vices Division. Staff are actively involved in program
                                                                  The density of work locations is an issue that will need
reviews throughout all areas of Student Services, which
                                                                  to be addressed within the Student Services Division
clarify the needs of the students they serve. In turn,
                                                                  as staff continue to assume expanded responsibilities
this review process helps keep the division flexible and
                                                                  and serve ever greater numbers of students.
helps to “drive” an important dynamic of change within
the division.                                                     As new staff move through the “learning curve” of ad-
                                                                  justment to the College, the Student Services Division
The continual improvement of programs and services,
                                                                  will need to work to maintain current levels of service
stemming from the program review processes in Student
                                                                  to students. The division has experienced new leader-
Services has improved services to students. Among these
                                                                  ship at the Dean/Vice President level for each of the
changes are the College’s T   ouchtone telephone registra-
                                                                  past three years. This change in administration has
tion system, Internet “web based” format for applications
                                                                  meant that the staff has needed to “adjust” to an inevi-
for admissions to the College, electronic filing of applica-
                                                                  table change in style and approach of the College’s Chief
tions for financial aid, and enhancements to the College’s
                                                                  Student Services Officer. The lack of stability within
counseling and advising processes.
                                                                  the leadership of the Student Services Division is an
The College’s testing center provides assessment for              area of weakness that, if not given proper attention,
all newly admitted students to their skill levels in math,        could prove problematic.
reading and English. The results of these tests are up-
                                                                  Another area of concern for the Student Services Di-
loaded into the registration system to allow for check-
                                                                  vision is more effectively addressing the needs of a grow-
ing of course prerequisites. The test center incorpo-
                                                                  ing number of students with disabilities. Perhaps the
rates a system of “online” administration of many of
                                                                  greatest issue in this area of Student Services is the
the test protocols to allow the process of administra-
                                                                  need to increase the number of staff who work with
tion, scoring and posting of test results to be done in a
                                                                  students in the Disabilities Support Services Office. The
much less cumbersome manner. This process allows
                                                                  staff is responsible for providing accommodations and
students to move from testing to registration in as
                                                                  services to students who represent a growing range of
“seamless” a manner as possible and minimizes delays
                                                                  disabilities. The needs of the students include provid-
while maximizing service to students. Additionally, the
                                                                  ing interpreter services, note takers and scribes; coor-

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       205

dinating with other college staff for the installation and   CONCLUSION
use of adaptive and assistive technology for students;       Student Services staff will need to become and remain
and “educating” the college community on how to best         cognizant of their role and responsibility in supporting
support the educational success of students with             student success. The College faces many unique chal-
disabilities. Currently, there are only part-time            lenges in the future that will potentially drive changes
staff assigned to the Disability Support Services            in operational approaches and perhaps philosophy. The
Office. As the number of students with disabilities who      College’s evolution in moving from its historical found-
enroll at the College grows, the need to staff more ef-      ing as a vocational institution towards a comprehen-
fectively this critical Student Services office becomes      sive community college is among these areas of change.
increasingly apparent.                                       As the changes move from the level of discussion to
The “cross-training” of staff is another issue facing Stu-   reality across the institution, Student Services staff will
dent Services. Students enrolled at the College have         work to ensure students are well informed.
needs that extend across all service areas within the        The expectations of the College for the future will un-
division. In keeping with the one-stop model of service      doubtedly arise from external sources – the State Board
to students at the College, it becomes increasingly nec-     for Community and Technical colleges, the Legislature
essary for staff to understand how their particular ser-     and the community – in addition to the discussions
vice area interfaces with all other areas in Student Ser-    that will occur internally among college faculty and staff.
vices. As such, this will allow for staff to become better   The expectations and the direction of the College in
able and better acquainted with the need to answer           the future are laden with potential. The very nature of
general questions without requiring students to go from      this dynamic will be felt not only by the student body,
office to office within Student Services.                    but also by the Student Services staff. Realizing this
Among the greatest challenge for Student Services staff      potential will animate the energy and the direction of
in the future will be continuing to address the needs of     the College’s Students Services staff and programs into
a student population that is increasing in numbers and       the future.
complexity. As staff within the division begin to under-
take this challenge, it will undoubtedly be necessary to
determine the best practices to bring increased uses of
technology into the daily operations of Student Ser-
vices staff. There is no question that better use of
technology will help ensure that Student Services
staff achieve a maximum level of effectiveness in
serving students while working “smarter, not harder”
on a daily basis.

As increased applications of technology are put into
place throughout Student Services, many staff will need
to change and to move away from established, well-
understood processes and procedures. This change will
undoubtedly provoke stress, a dynamic that could be
devastating if it is ignored. The challenge for Student
Services in the area of technological improvements will
be meeting the cost of the technology and providing
the necessary training for all staff. The end result will
be an increased level of service that will be of signifi-
cant benefit to students.

                                                                                    STUDENTS • STANDARD 3

RECOMMENDATIONS AND                                            A broad cross-section of the college community, in-
ACTIONS TAKEN                                                  cluding Student Services staff, participated in these and
                                                               extended retreat planning activities. The end result was
The following would be recommendations for
                                                               a revised Strategic Plan for the College that incorpo-
Student Services:
                                                               rates newly defined visions, strategies and action plans
  s Increase allocation of space for Student Services
                                                               to direct the institution into the future. As a result of
      staff. The College is currently reviewing plans
                                                               this activity, Student Services must conduct a similar
      to remodel existing space in Building 25. This
                                                               process of planning on a “micro” level to ensure that
      remodel is designed to provide much needed
                                                               unit mission statements and purposes are clear and can
      relief for staff working in crowded conditions.
                                                               be effectively articulated to students.
      Similar plans for the remodeling of Student
      Services work locations has a historical context         REQUIRED SUPPORTING
      and, as such, reflects the previously identified         DOCUMENTATION
      need to address this issue;                                s   3-1 Organization chart for Student Services
  s   A comprehensive examination of work-related                s   3-2 Summaries of student characteristics that will
      “tasks” must be undertaken throughout the                      provide a composite of the nature of the student
      Student Services Division as increased use of                  body
      technology is incorporated into daily activities.
                                                                 s   3-3 Student retention and rate of graduate data
      Reviewing which tasks can be streamlined and/
                                                                     for the last three years
      or eliminated and which can be supported by
      technology can potentially increase the overall            s   3-4 Admissions Reports
      effectiveness of staff. As the size and complexity         s   3-5 Student Affairs Staff Profile
      of the student body continues to increase, this
                                                                 s   3-6 Description of procedures for policy
      becomes a lead priority for staff;
                                                                     development including the involvement of
  s   More effective training, initially and on an on                students
      going basis, in recommended. The nature of such
      training would of course involve use of new and          MATERIALS IN TEAM ROOM –
      different technology and would also include re-          REQUIRED EXHIBITS
      visiting those requisite interpersonal skills that         s   Appendix 1: Organizational structure of Student
      are paramount for effective staff interactions with            Services
      students and one another;                                  s   Appendix 2: Community College Student
  s   Revisiting and redefining the mission statement                Experience Questionnaire (CCSEQ)
      for all areas of Student Services is recommended.          s   Appendix 3: 1997-98 Community College
      There is little doubt that Student Services staff              Student Experience Questionnaire (CCSEQ)
      understand their role in the institution as dem-
      onstrated by the success in programs and services
      currently offered through the division. Recently,
      a comprehensive effort was undertaken by the
      College to review its mission statement. Focus
      group discussions with various segments of the
      community were conducted as part of the
      development of the College’s strategic plan for

                                            SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      207












                                                                                        FACULTY • STANDARD 4

FACULTY                                                         ulty. The full-time faculty are employed as members of
                                                                the College bargaining unit (local AFT/AFL-CIO
                                                                #4603) and are considered to be full-time for the pur-
OVERVIEW                                                        poses of all employment relationships with the College.

               s the instructional programs at the Col          Part-time faculty are also members of the faculty bar-
               lege have grown significantly in the past        gaining unit and are eligible for appropriate benefits
               decade, so has the number of full-time           and other faculty-support programs such as the
               faculty, now numbering nearly 100. This          “Exceptional Faculty Award” program.
increase in both programs and faculty has been evi-
                                                                The College employs 97 full-time faculty annually.
dent in all academic divisions. Further, as the division
                                                                Nineteen full-time faculty have doctorate degrees and
and program reports in Standard T demonstrate, the
                                                                62 full-time faculty have master’s degrees. Faculty are
full-time faculty are now far more diverse and more
                                                                expected to hold at least a master’s degree in an aca-
active in scholarly and creative activity than they were
                                                                demic area assigned. Technical faculty are required to
a decade ago. In response to this increasing diversity
                                                                be vocationally certified in the discipline they are as-
and intellectual activity, the College’s support of fac-
                                                                signed to teach. A summary of the faculty’s educational
ulty intellectual pursuits, including a revitalized
                                                                achievement, characteristics, and experience is shown
sabbatical program, a substantial fund for the Excep-
                                                                in Appendix 2. Due to staffing levels in the Human
tional Faculty Awards, and increasing financial sup-
                                                                Resources Office, degree data for part-time faculty are
port for summer and extended study activities, has
                                                                not available.
grown proportionally.
                                                                The College faculty are generally organized in instruc-
Despite, or perhaps because of, this extensive growth
                                                                tional divisions comprised of affiliated programs or dis-
in academic faculty, the College has worked vigorously
                                                                ciplines. In each of these programs the faculty have the
to maintain faculty roles in governance, and has honed
                                                                ability and responsibility to plan and implement aca-
both the hiring and evaluation processes for full- and
                                                                demic course work, curriculum, and programmatic
part-time faculty, thus ensuring that the College hires
                                                                composition. The individual faculty in each program
the best possible instructors for its programs and that
                                                                are responsible for and have divisional authority for
those instructors are reviewed fairly and rigorously.
                                                                curricular development within their specific program
Once instructors are hired, the College strives to en-
                                                                areas. All credit course work is reviewed and approved
sure them the academic freedom that intellectually
                                                                or disapproved by the College Instructional Council.
committed instructors need to perform their academic
                                                                The Council accepts proposals from the faculty and
work, both in the classroom and in their scholarship.
                                                                includes all instructional division chairs, plus two “at
FACULTY SELECTION, EVALUATION,                                  large” faculty, in addition to other staff from the In-
ROLES, WELFARE, AND DEVELOPMENT                                 struction and Student Services areas. Academic advis-
For educational and work experience criteria used in            ing is the purview of all full-time faculty for all stu-
the selection of faculty, the College uses the State Board      dents pursuing a program after students have been ini-
for Community and Technical Colleges (SBCTC)                    tially counseled and advised by the Counseling Center
Washington Administrative Code (WAC) on profes-                 staff. The faculty also participate in a variety of college
sional personnel, WAC 131-16-070 through 095. (See              governance processes such as the College Council, In-
Appendix 1) Full-time faculty are recruited, screened           structional Council, Multicultural Affairs Council, Pro-
and selected based on the minimum qualifications re-            bationary Review Committees, and other College com-
quired by this WAC and on additional college-based              mittees. A list of College committees and councils in
criteria for specific expertise in their area of instruc-       which faculty participate is located in Appendix 3.
tion. All Associate of Technical Arts and Associate Art
degree course work is supported by these qualified full-
time faculty, using additional qualified part-time fac-

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       219

Full-time faculty are covered by the workload terms as        state average of $42,271. However, these statewide fig-
negotiated by the College and the faculty bargaining          ures do not include the most recent faculty salary in-
unit. These limitations stipulate the annual workload         crease at this college.
for faculty in total instructional “units,” and the maxi-
                                                              It is sometimes difficult to attract applicants for voca-
mum number of instructional contact hours per week
                                                              tional programs, such as nursing and computer infor-
for all full-time faculty. Actual workloads vary depend-
                                                              mation systems, because of the higher salaries avail-
ing on the instructional program and any release time
                                                              able in private industry. Because full-time faculty sala-
for individual faculty on a quarter-by-quarter basis. In
                                                              ries are lower than state average, discussions are being
addition to the stated hours/credit load parameters, full-
                                                              held between the administration and the faculty union
time faculty are expected to be available for up to 35
                                                              bargaining teams to raise the full-time faculty salary
hours on campus for assigned duties. Faculty have ad-
                                                              schedule within state guidelines when applicable. Fac-
ditional expectations of at least one hour per day of
                                                              ulty salaries, however, are adequate in most programs
scheduled office hours available for students and col-
                                                              to attract qualified applicants.
leagues. A copy of the faculty agreement with high-
lighted sections pertaining to the above statements is        One concern with faculty salaries relates to professional
located in Appendix 4.                                        improvement credits. In the last several years it has
                                                              been agreed in negotiations to apply the legislated cost-
Full-time and part-time faculty are compensated in
                                                              of-living-increases to the base salary and to fund incre-
accordance with the salary schedules negotiated with
                                                              ment movements (professional improvement credits)
the faculty union and in compliance with legislative
                                                              only with legislative increment dollars and turnover
and State Board for Community and Technical Col-
                                                              savings. Dependent upon funding pools, the increment
leges mandates. Salary schedules for both full- and part-
                                                              dollars and turnover savings have funded approximately
time faculty are included as Appendix 5. Salary sched-
                                                              one-third of an increment move per year, thereby tak-
ules are part of the negotiated agreement and copies of
                                                              ing approximately three years to move one step on the
the agreement are given to all full-time and part-time
                                                              salary schedule. Meanwhile, new faculty are hired,
faculty. When salary increases are given during the
                                                              sometimes at salaries above faculty who may have been
length of the negotiated contract, addenda to the con-
                                                              employed at the College for a number of years. This
tract are established, along with the revised salary
                                                              particular problem is of real concern to the faculty. The
schedules, and mailed to all full- and part-time faculty
                                                              faculty union and administrative bargaining teams have
with salary increase notifications. Faculty also receive
                                                              agreed to meet on a regular basis in hopes of resolving
stipends for additional work; i.e., advising Phi Delta
                                                              the situation quickly.
Kappa, developing distant education courses, organiz-
ing articulation between high schools and the College.        Information on benefits, including medical/dental, life
Full-time faculty also receive additional compensation        insurance, long-term disability and retirement, are
to assist part-time faculty who teach evening classes.        found in the negotiated agreement between the Board
Division Chairs are also paid a stipend above their base      and the Federation of Teachers. Additionally, informa-
salary and are given release time to perform division         tion is given throughout the year at faculty meetings
chair duties. The stipend amount is negotiated with           and through hard copy and/or e-mail. A memorandum
the faculty union, while duties of the division chair are     relating to benefits is attached to every part-time con-
outlined in the College Handbook.                             tract given to faculty from the Human Resources Of-
                                                              fice each quarter. (See Appendix 6) Part-time faculty
The perception of instructors who responded to the
                                                              members also are notified each quarter of their status
survey question relating to salary is that salaries are not
                                                              as it relates to teaching assignments and eligibility for
adequate to attract and retain competent faculty. Com-
                                                              benefits. The Vice President for Human Resources an-
parisons as of November 1999 do show that part-time
                                                              nually speaks on these issues at the part-time faculty
faculty salaries at the College ($21,011 average) are
                                                              fall orientation meeting.
slightly above the state average of $17,235, while full-
time faculty salaries ($38,291 average) are below the

                                                                                          FACULTY • STANDARD 4

The College has a regular, systematic and comprehen-               The Human Resources Office has created a Screening
sive evaluation system for all faculty. Full-time faculty are      Committee Handbook for the selection of full-time fac-
initially evaluated for the tenure process as provided by          ulty and administrative/exempt positions. This Hand-
the Revised Code of Washington and as specified in the             book is given to and reviewed with all screening com-
faculty collective bargaining agreement. After the Board           mittee members each year. The Screening Committee
of Trustees grants tenure, the full-time faculty member is         Handbook includes the recruitment and appointment
placed in a three-year rotational cycle of post-tenure ap-         process as well as the responsibilities of committee
praisal. In the third year after tenure, an appraisal com-         chairs, committee members, and the Vice President for
mittee reviews the performance of the faculty member.              Human Resources. (See Appendix 7)
For all full-time faculty, with the exception of an instruc-
                                                                   Further, the Vice President for Human Resources meets
tor who is a division chair, faculty appraisal committees
                                                                   with new faculty members to explain initial placement
are chaired by the appropriate division chair. The Vice
                                                                   at which time new faculty are asked for recommenda-
President for Instruction, to whom they report, chairs
                                                                   tions regarding recruitment and appointment processes.
division chair appraisal committees. Procedures for this
                                                                   The initial placement of new faculty is a negotiated
process are included in the College Appraisal Handbook,
                                                                   process and can be found in the negotiated agreement.
a copy of which is in the Team Room as an exhibit. Cop-
ies of the appraisal committees’ work are filed with the           Recruitment for full-time faculty positions is outlined
Dean of Technical Education for a three-year period.               in the Affirmative Action Plan as well as in the Col-
Should any problems arise as a result of the post-tenure           lege Handbook. Publications where advertisements are
appraisal, the Vice President for Instruction is made aware        placed include: The Chronicle of Higher Education,
of the issue and at that time other college processes are          Community College Times, Seattle Times, Portland
engaged as necessary.                                              Oregonian, The News Tribune and Olympian as well
                                                                   as numerous magazines and newspapers focused to
Part-time faculty are assessed on a regular, systematic
                                                                   minority audiences. Additionally, position announce-
basis, using multiple indices, just as for full-time fac-
                                                                   ments are sent to nearly 800 locations throughout
ulty. Student, peer and other forms of assessment are
                                                                   Washington, Oregon, Idaho and California.
used. A regular schedule of these processes is used to
ensure that part-time faculty are appropriately assessed.          The College and Board of Trustees policy on academic
Each instructional division is responsible for the ongo-           freedom states that academic freedom is ensured for
ing assessment of the part-time faculty in its division.           students and faculty. The statement is found on p. 18
Copies of the appraisal are in the personnel file of the           in Chapter Four (4) of the College Handbook and in
individual part-time faculty.                                      the Board Policy Manual, Chapter 2-V. Faculty are en-
                                                                   titled to contest any violation of the faculty contract,
Policies and procedures for the recruitment and selec-
                                                                   including the academic freedom statement. Both state-
tion of full-time faculty are found in the College Hand-
                                                                   ments on academic freedom appear below:
book, which is updated each summer and given in the
fall to any faculty member who requests a hard copy.               College Handbook, Chapter Four, p. 18 section 4.22
The Handbook is also available on the College Intranet.            Academic Freedom:
Additionally, hard copies of the Handbook are avail-               “Freedom for faculty and students to carry on a dis-
able in the President’s Office as well as the Human                course of ideas within the classroom without interfer-
Resources Office. The College uses WAC 131-16 of                   ence from others shall not be abridged as long as no
the Washington State Community and Technical Col-                  civil or criminal law violations have occurred. Faculty
leges Standards for defining qualifications for faculty.           are obligated, however, to conduct courses scheduled
                                                                   so as to achieve the objectives stated in the course out-
                                                                   line. No college employee or student shall interfere with
                                                                   the open and free expression of ideas in the classroom
                                                                   if the above conditions are met.”

                                                SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      221

College Board Policy Manual, Chapter 2-V, Aca-                ated agreement with the Federation of Teachers also
demic Freedom:                                                speaks to work assignments, rights and responsibilities,
“Freedom for faculty and students to carry on a dis-          and conditions of employment for part-time faculty. The
course of ideas within the classroom without interfer-        faculty union distributes copies of the negotiated agree-
ence from others shall not be abridged as long as no          ment to all part-time faculty members.
civil or criminal law violations have occurred. Faculty
                                                              Institutional policies relating to the use of part-time
are obligated, however, to conduct courses scheduled
                                                              faculty are reviewed during the annual affirmative ac-
so as to achieve the objectives stated in the course out-
                                                              tion update to the Board of Trustees. Although the af-
line. No college employee or student shall interfere with
                                                              firmative action plan procedures do not require the
the open and free expression of ideas in the classroom
                                                              collection of part-time faculty data, the College has
if the above conditions are met.”
                                                              elected to report part-time data to its Board of Trustees
The Vice President for Instruction officially hires part-     at the same time the required affirmative action infor-
time faculty. Division Chairs interview and recommend         mation is reported.
the hiring of part-time faculty to the Vice President for
                                                              The Federation of Teachers represents part-time fac-
Instruction. Part-time faculty must have related master’s
                                                              ulty as well. Many of the policies relating to part-time
degrees to teach all academic programs. Part-time fac-
                                                              faculty can be found in the negotiated agreement that
ulty are recruited by advertising in the Olympian,
                                                              is updated every three years.
Centralia Chronicle, The News Tribune, Shelton Ma-
son County Journal. Some advertising is done in the           Based upon concerns of the State Board for Commu-
Portland Oregonian and the Seattle Times depending            nity and Technical Colleges (SBCTC) and part-time
on the position opening and the availability of appli-        faculty statewide, and on directions from the Washing-
cants within Thurston, Lewis, Mason and Pierce coun-          ton State Legislature, the statewide Best Practices
ties. Twice a year, the Human Resources Office places         Taskforce was created in 1996 to review the commu-
ads to create a large pool of diversified, highly qualified   nity college system’s part-time faculty employment prac-
candidates for part-time positions which may open dur-        tices and to develop a plan to address concerns. The
ing the year. Applications are kept in the Human Re-          statute requiring this study (RCW 28B.50.4892, See
sources Office where division chairs can review them          Appendix 8) also requires the report to be updated
as openings occur. Unsolicited applications received          periodically. Initially, colleges were asked to identify
during the year are kept and added to the pool of po-         practices relating to part-time faculty, i.e., providing
tential candidates.                                           letters or contracts for employment; contracting for
                                                              more than one quarter; screening process for selection;
Policies and procedures for the recruitment and selec-
                                                              handbooks or other formal orientation documents;
tion of part-time faculty are found in the College Hand-
                                                              performance evaluations; processes for communication;
book, which is updated each summer and given to part-
                                                              and professional development opportunities. These
time faculty each fall during part-time faculty orienta-
                                                              surveys and comments as well as the annual updates,
tion. The Handbook is also available on the College
                                                              led to a SBCTC report entitled, “Faculty Disparity”
Intranet which is available to part-time faculty.
                                                              dated January 1998. (See Appendix 9) This report fo-
The College Handbook includes a section in Chapter            cused on two main issues: (1) minimizing differences
2 that relates to part-time faculty only. Copies of this      in faculty pay rates between full-and part-time faculty;
section are made available to the Dean for Extended           and (2) increasing the number of full-time faculty in
Education for distribution at the annual part-time fac-       the system. The impact of this study still requires col-
ulty orientation held in the fall. Copies are also avail-     leges to work and report on these two issues.
able anytime during the year in the President’s Office
and the Human Resources Office. Additionally, part-
time faculty have access to college computers where
the Handbook is found on the Intranet. The negoti-

                                                                                         FACULTY • STANDARD 4

In fall 1999, the College was required to begin a “Fac-          research, and/or artistic creation. The written Agree-
ulty Mix” study under the direction of the SBCTC due             ment by and between the Board of Trustees and Com-
to the state legislative mandate. The impetus behind             munity College District No. XXIV Federation of Teach-
the study was the concern of many part-time faculty              ers Local Number 4603, AFT/AFL-CIO clearly states
statewide that colleges had been “abusing and maltreat-          the Sabbatical Leave Policy, qualifications for the Sum-
ing” part-time faculty. The College approached this              mer/Extended Studies Program, and criteria for Pro-
study by initiating conversation with the faculty union          fessional Improvement Credits.
president to ensure faculty involvement in the study,
                                                                 Each faculty member is required to have on file a cur-
which was an expectation from the State Board. The
                                                                 rent plan of professional improvement, developed in
College task force is comprised of six full-time faculty,
                                                                 conjunction with the division chair and the Dean of
representing each of the instructional divisions, and one
                                                                 Technical Education. The plan is to describe in detail
part-time faculty at-large. The Vice President for In-
                                                                 the individual’s proposed planned activities of profes-
struction is the chair of the task force. The Director of
                                                                 sional development, which may include research, schol-
Educational Research and the Vice President for Hu-
                                                                 arship, or artistic creation.
man Resources provide additional assistance.
                                                                 The Summer/Extended Studies Program is designed to
Using data provided by the SBCTC, the College began
                                                                 provide reimbursement of expenses at a fixed rate for
to assess its employment practices for part-time faculty
                                                                 faculty to engage in courses of study at a college, uni-
in winter 2000. Results of the task force efforts is in the
                                                                 versity, or industry and business training schools related
form of a plan submitted to the State Board on May
                                                                 to the faculty member’s field of competence.
21, 2000. Parameters for the plan include description
of the College demographic pattern; the nature of the            The Professional Improvement Credit Program provides
mission and goals for the College; and the program mix           opportunities for faculty advancement on the salary
of the College. The task force developed a plan that is          schedule for approved units of college and university
reasonable and defensible given the College’s budget             credits; paid field work or clinical experience; confer-
and personnel constraints.                                       ences, workshops and seminars; travel and research;
                                                                 and development related to the faculty member’s as-
It should be noted that the College has substantially
                                                                 signed teaching responsibilities.
grown in enrollment in the past ten years. During this
period the College has attempted to increase the num-            Sabbatical Program
ber of full-time faculty as compared to the number of            The College sabbatical program gives full-time faculty
part-time faculty. In spite of these efforts, due to en-         members the opportunity to engage in professional
rollment and budget pressures, the ratio of full- to part-       growth and revitalization. It allows eligible members
time faculty has not altered much from that initial pe-          an extended period of time, free from normal contrac-
riod. The allocation for new faculty no longer contains          tual obligations, to pursue legitimate professional goals.
the incentive for creating full-time positions as once           The purpose is consistent with the provisions of
existed. This is a fact the College considered in the            28B.10.56 RCW entitled “Remunerated professional
development of the “Faculty Mix” plan.                           leaves for faculty members of institutions of higher edu-
                                                                 cation.” The policy itself is outlined in the agreement
                                                                 by and between the Board of Trustees of the College
AND ARTISTIC CREATION                                            and the Community College District No. XXIV Fed-
College objectives state that employees will be provided         eration of Teachers Local Number 4603, AFT/AFL-
with opportunities for professional growth and personal          CIO, Article XII.
well being. Listed in the College Handbook are a vari-
ety of opportunities for faculty research, scholarship and
artistic creation. These include Inservice Programs,
Summer/Extended Studies Programs, Professional Im-
provement Credit Program, Sabbatical Leave Program,

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       223

The annually appointed selection committee meets             STEPHEN R. DICKERSON – 1999-2000
quarterly to review proposals and make recommenda-           Stephen Dickerson requested sabbatical leave to re-
tions to the Board of Trustees. As the College objectives    search materials for a student-orientated book of read-
state that employees will be provided with opportuni-        ings in the philosophy of science. Dickerson pursued
ties for professional growth and personal well being, all    research in this field to collect readings he intends to
of the awards are consistent with institutional goals.       use at the College upon his return. He plans to submit
                                                             the material to a publisher for a reader that would be
Faculty activities funded through this program               useful at other similar two-and four-year colleges where
have included:                                               students do not have a substantial background in phi-
  s Registration for and/or travel to conferences,
                                                             losophy of science before taking such a course.
      seminars, workshops or short classes;
                                                             NORM CHAPMAN – 1999-2000
  s   Honoraria and travel for speakers to visit cam-
                                                             Norm Chapman requested sabbatical leave to study
      pus to conduct faculty colloquia or workshops;
                                                             integrating various forms of multimedia presentation,
  s   Leave replacement costs for the purpose of pro-        such as power point presentations, into the automo-
      fessional development;                                 tive training program to improve instruction in all au-
  s   Communication costs for publicizing and dis-           tomotive classes at the College.
      seminating exemplary educational material.
                                                             BILL SWANSON – 1998-1999
Sabbatical leaves are a part of an individual’s profes-      Bill Swanson requested sabbatical leave to co-write a
sional growth. They all require the approval of the          textbook for Writing 101 courses. A videotape was cre-
Board of Trustees upon the recommendation of the             ated to accompany the text, highlighting significant cul-
President. An example of a recent sabbatical project is      tural events since the end of World War II. A website
outlined in Appendix 10, which is a newspaper article        was created connecting to the publisher’s homepage.
about faculty member Norman Chapman. He has writ-            The site contains support and various types of supple-
ten textbooks for use in his Automotive Technology           mental information for instructors using the text. Swanson
program and in classrooms across the nation.                 also took short courses to improve his computer literacy.

The following are sabbaticals granted during the             PHYLLIS VILLENEUVE – 1997-1998
1996 through 2000-01 academic year:                          Phyllis Villeneuve requested sabbatical leave to research
RICHARD HOAGLAND – 2000-01                                   how students learn and develop long-term critical think-
Richard Hoagland requested sabbatical leave to return        ing skills and then apply those skills in their classes as
to school to enhance his knowledge of Web program-           well as on the job. She researched the process of set-
ming languages, Internet integration tools, and soft-        ting up training programs in non-academic settings for
ware for designing Web pages. The skills acquired will       community groups or businesses and companies. She
increase his ability to teach using alternative instruc-     studied and taught in the Office of Applied Innova-
tional technologies and thus to revise the ATA degree        tions, a community outreach department of De Paul
in programming for the new millennium.                       University, that teaches Instrumental Enrichment. She
                                                             also taught full-time through the Workforce Training
EGILS MACS – 2000-01                                         Program, teaching assembly workers and team leaders
Egils Macs requested sabbatical leave to increase his        at a factory. She also taught faculty and managers at
knowledge and expertise on-site in two major regions         De Paul University.
of Latin America; increase his linguistic skills; research
the foreign language teaching field in Washington state;     She visited schools in England to observe Instrumen-
and investigate additional regional sites for future         tal Enrichment classes and interview the teachers. She
student recruitment and travel in Latin America. The         studied training methods and follow-up evaluations of
skills and knowledge gained will enhance several             the teachers and offshoot programs and curricula. Her
college programs.                                            goal was to be able to teach the entire Instrumental
                                                             Enrichment curriculum at the College.

                                                                                            FACULTY • STANDARD 4

MARGARET FLOYD – 1997-1998                                          The Instruction office distributes information on Ex-
Margaret Floyd requested sabbatical leave to obtain a               ceptional Faculty Award eligibility, criteria for selec-
Master of Education degree, with a technology in edu-               tion, and award amounts to all faculty in printed form
cation strand, at St. Martin’s College.                             and on e-mail. It is also available in the College Foun-
                                                                    dation office. The process for determining the awards
DON JOHNSON – 1996-1997
                                                                    and application guidelines was established through col-
Don Johnson requested sabbatical leave to research a
                                                                    lective bargaining. A specified committee made up of
textbook on Latin American cultures in context for use
                                                                    faculty union appointees and college president appoin-
in the College’s Latin American studies courses. The book
                                                                    tees determines the amounts and winners of the awards.
will fill a void in the materials currently available on Latin
                                                                    The Board of Trustees is required to approve the selec-
American culture. Johnson conducted research, consulted
                                                                    tions of winners on a quarterly basis.
with other scholars and teachers in the field, and trav-
eled to Latin America to capture local area features.               Development and Administration of
                                                                    Research Policies and Practices
JIM STRONG – 1996-1997
Sabbatical leave was taken to prepare a proposed out-               The current negotiated agreement between the Board
line and syllabus for an introductory oceanography class            of Trustees of South Puget Sound Community College
to be presented to Instructional Council. It included               and the Community College District No. XXIV Fed-
locally publishing a lab manual to accompany the                    eration of Teachers Local Number 4603, AFT/AFL-
course, if approved. He completed courses at Centralia              CIO, contained in the College Handbook represents
College and an internship with the Northwest Indian                 the role which faculty have had in the development
Fisheries Commission. He assisted with the Salmon and               and administration of research policies and practices.
Steelhead Habitat Inventory Project that was a joint                Professional development activities, which include
effort between the Commission and the Washington                    Inservice Programs, Summer/Extended Programs and
Department of Fish and Wildlife to assess the quantity              Professional Improvement Credit (PIC) Programs, are
and quality of salmonid habitat throughout Western                  within the agreement. Research and Development
Washington. Strong also developed an innovative tech-               Units within the PIC program pertain specifically to
nique for mapping geologic formations.                              (1) learning new technology; (2) unpaid field work or
                                                                    clinical experience; or (3) curriculum development
Exceptional Faculty Awards                                          beyond normal contractual obligations. The Sabbati-
The state’s Exceptional Faculty Awards Program was                  cal Leave Policy that may pertain to research and artis-
originally funded in 1990 through Senate Bill 6216. The             tic creation or other activities that would contribute
program provided a matching grant program to assist                 substantially to the improvement of teaching abilities
community and technical colleges in creating an en-                 is also a provision of the agreement. Policy matters such
dowed trust fund to provide awards for outstanding                  as eligibility of faculty and compensation represent parts
faculty. Each college is eligible to apply to the State             of the negotiated agreement.
Board for Community and Technical Colleges for grants
                                                                    In addition, a Research Advisory Group was established
in increments of $25,000 when they can match the state
                                                                    shortly after the hiring of the Director of Educational
funds with equal cash donations from private sources.
                                                                    Research to support the educational research activi-
The College Foundation handles the endowments for
                                                                    ties of the Director. Composed of seven faculty and two
South Puget Sound and has made the College a leader
                                                                    administrators, the advisory group has a role within the
in total endowment funds accumulated and in grants
                                                                    College to assist in prioritization of projects, to obtain
to faculty. (See Appendix 11)
                                                                    cooperation and involvement of college staff and fac-
Since the inception of the College’s Exceptional Fac-               ulty as necessary, and to make necessary judgements
ulty Awards program in 1990, more than $130,000 have                about the appropriateness of research activities.
been awarded and more than 60 awards have been
made to faculty including the Puget Sound Energy
Awards. Appendix 12 outlines winners of these awards.

                                                 SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY       225

The College has increased the level of funds available        ral performance by students at certain events through-
for faculty development to support the various programs       out the year; faculty who write books and publish jour-
for scholarship, research, and artistic creation. For ex-     nal articles; and a College literary journal published in
ample, endowed exceptional faculty awards for the aca-        the spring and edited by faculty, none of these activi-
demic year 1998-99 reached a total of $45,000 which           ties are mandatory. The fact that these activities flour-
was awarded to 29 participants. The International Edu-        ish is a tribute to the creative atmosphere which exists
cation office also provides support for professional de-      among the faculty at the College.
velopment in conjunction with the Exceptional Fac-
                                                              Generally, the type of research conducted by faculty
ulty Awards Committee. Some of the activities of the
                                                              includes the gathering and examination of information
recipients included a quarterly faculty art exhibit; de-
                                                              relevant to a particular topic. As this is not a research
velopment of a naturescaping demonstration area on
                                                              institution, the College faculty members do not usu-
campus; attendance at a computer-based lab workshop;
                                                              ally engage in major research projects. One recent,
attendance at a writer’s conference on Asian literature;
                                                              major exception was the publication of Michael W        .
and attendance at the first annual nurses education
                                                              Shurgot’s book Stages of Play: Shakespeare’s Theatri-
institute held in Oregon.
                                                              cal Energies in Elizabethan Performance (Newark:
Sabbatical leave is annually granted to two faculty, in       University of Delaware Press, 1998). This book was
accordance with the labor union agreement and par-            written during Shurgot’s sabbatical leave in 1994.
ticipants are selected each year according to the agree-
                                                              One example of a large scope project is the archaeo-
ment and receive compensation according to the con-
                                                              logical dig at the Hoko River conducted by Dale Croes,
tracted amount of their salaries. Involvement in the
                                                              who worked with the Makah Tribal Nation and Wash-
Summer/Extended Studies program consisted of 24 fac-
                                                              ington State University. Croes garnered support from
ulty who earned a total of 115 credit hours for a com-
                                                              the M.J. Murdock Charitable Trust, the National En-
bined total expenditure of $11,539. The Outcomes
                                                              dowment for the Humanities, the Washington State
Assessment program to increase educational assessment
                                                              Office of Archaeology and Historic Preservation, US
and improve student learning for 1998-99 contributed
                                                              West, and Ray and Jean Auel. While student research-
$23,927 for faculty to engage in various development
                                                              ers from other institutions used the research to write
activities. Examples of faculty working together include
                                                              dissertations, students from several schools assisted as
the Developmental Education and Writing course group
                                                              field crews, some under the guidance of faculty from
of 20-28 full-and part-time instructors meeting at quar-
                                                              Central Washington University. The many significant
terly retreats to analyze articulation between develop-
                                                              findings were documented in a book (See Appendix
mental and college-level writing courses. Also, three
                                                              13) and a unique website was developed to demon-
instructors from Computer Information Systems and
                                                              strate how the dig was conducted.
Business Administration attended a grammar and proof-
reading workshop, and the ABE, ESL and EFL faculty            The College extends the definition of academic free-
attended a workshop on advising students.                     dom, as stated above, to the conduct of scholarship,
                                                              research, and artistic creation by faculty. The classroom
The President’s office, faculty meetings, the Instructional
                                                              as defined includes the total involvement of the fac-
office, division chairs and the College Handbook are
                                                              ulty in the life of the College. College support for the
all sources of announcements and information for fac-
                                                              faculty must, of necessity, be committed to furthering
ulty on deadlines for faculty development programs. The
                                                              the goals of the College. Inasmuch as these goals are
continuous release of information keeps faculty mem-
                                                              very broad and include the effective delivery of instruc-
bers appraised of opportunities for scholarship, research,
                                                              tion with an emphasis on a quality experience for stu-
and artistic creation throughout the academic year.
                                                              dents, the support of scholarship, research, and artistic
The College does not require faculty to commit to schol-      creation respects the definitions of academic freedom
arship, research, or artistic creation in the contractual     stated in the College Handbook and in the Board Policy
process. While there are art exhibits in the library; cho-    Manual.

                                                                                        FACULTY • STANDARD 4

POLICY ON FACULTY EVALUATION                                       s   When a part-time instructor teaches at least once
Every faculty member is subject to some type of sub-                   per year a peer observation is carried out once
stantive performance evaluation and review at least                    every three years beginning the second year of
every three years. In accordance with Article XIII of                  part-time teaching. Tenured faculty, only on a
the negotiated agreement between the Federation of                     volunteer basis, do part-time faculty peer evalu-
Teachers and the Board of Trustees, full-time proba-                   ations. The results of the peer evaluation are dis-
tionary faculty are evaluated prior to the award of ten-               cussed with the part-time faculty member by the
ure. Additionally, Article X of this same negotiated                   division chair and the observing faculty member.
agreement outlines evaluation processes for full-time              s   A part-time instructor who teaches at least once
tenured faculty and part-time faculty.                                 per year completes a self-evaluation every three
                                                                       years, beginning with the third year of part-time
In establishing a program for continuing faculty
                                                                       teaching. When a part-time instructor teaches
evaluation and in supporting a program of faculty
                                                                       at least once per year, his or her supervisor/divi-
development, the College meets the following
                                                                       sion chair carries out an evaluation every three
                                                                       years beginning with the third year of part-time
   s The process and criteria for the continuing evalu-
                                                                       teaching. The supervisor reviews the peer evalu-
      ation of both full-and part-time faculty were de-
                                                                       ation, student evaluations, and the supervisor’s
      veloped through joint meetings with faculty and
                                                                       evaluation with the part-time instructor.
      administrators. The process has been negotiated
      with the faculty union.                                      s   The faculty member being evaluated has the
                                                                       right to attach his or her response to any evalu-
  s    The procedure includes administrative access to
                                                                       ation information. The evaluation information
       all primary and raw evaluation data.
                                                                       is considered confidential and is kept in the part-
  s    The administration and faculty in the continu-                  time instructor’s personnel file for a maximum
       ing evaluation use multiple indices.                            of three years from when the evaluation activity
  s    Where deficiencies in a faculty member’s per-                   was conducted, unless the instructor requests the
       formance are identified, the faculty member is                  information be kept longer.
       responsible for remediating the deficiencies, and         The process of evaluation of full-time faculty is as
       administrators and division chair assist through          follows:
       professional development opportunities.                      s Full-time faculty are evaluated using survey in-
The evaluation of faculty performance is ongoing and                   struments and procedures outlined in the Fac-
is accomplished through the joint efforts of faculty, di-              ulty Appraisal Procedures Handbook, including
vision chairs and administrators.                                      copies of the survey instruments used in the
                                                                       evaluation process. (See Appendices 14 and 15)
The process for the evaluation of part-time faculty
is as follows:                                                   The process of evaluation of probationary/
   s Part-time faculty are evaluated using multiple
                                                                 tenure-track faculty is as follows:
       indices and on a three-year cycle. Student evalu-            s Full-time faculty in tenure-track positions are

       ations will be administered during the first two                evaluated using survey instruments and proce-
       quarters of teaching. Thereafter, student evalu-                dures outlined in the Probationary Review Hand
       ations are determined annually and when the                     book including copies of the survey instruments
       part-time faculty is teaching a course for the first            used in the evaluation process.
       time. The part-time instructor receives the re-                 (See Appendices 16 and 17)
       sults of all student evaluations.

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      227

One of the main strengths of the College is the quality      AND ACTIONS TAKEN
of its faculty who are academically prepared and occu-       The Screening Committee Handbook for the selection
pationally experienced. Twenty percent of the faculty        of full-time faculty and administrative/exempt staff was
have doctorates, 64 percent master’s, and 90 percent         found to be out of date. The Human Resources Office
bachelor’s degrees and above. Technical faculty come         is revising the Screening Committee Handbook and it
with strong work-related experience.                         will be completed by spring 2000.
Opportunities for faculty to grow professionally are an      An evaluation of the recruitment process is presently
added strength. A number of programs such as sum-            done sporadically and administrators have recom-
mer/extended studies, exceptional faculty awards, fac-       mended that an evaluation of the recruitment process
ulty travels and exchanges, sabbaticals, and professional    occur at least every other year.
improvement credits give faculty opportunities to de-
velop professionally.                                        Degree data for part-time faculty is not always recorded
                                                             in personnel screens, so consistent data were hard to
ISSUES OR WEAKNESSES OF FACULTY:                             establish for this report. It is recommended that this
CHALLENGES                                                   data be entered on a consistent basis as soon as possible.
Inadequate funds to finance increments are a challenge.      The College’s Strategic Plan for 2000-2005 identifies a
Faculty expectations of increment movement when              number of strategies and action plans which apply to
reaching negotiated maximums are not met due to in-          Standard Four.
adequate state funding for salary increments.
                                                             Vision Six: “The College values and nurtures its hu-
Staying competitive in recruitment and retention ef-         man resources by supporting communication, a sense
forts is also a challenge. Neighboring colleges pay higher   of community and well being, personal and professional
salaries and legislative restraints keep the College from    development and recognition” includes these strate-
being competitive, especially in the high-demand, high-      gies: 1) to support and encourage personal and profes-
competitive technical skills areas such as nursing and       sional development of all college staff; 2) to promote a
computer science.                                            campus environment that recognizes, values and uti-
CONCLUSION                                                   lizes the expertise of all staff; 3) to expand public and
                                                             private financial resources for all college staff develop-
The College has quality faculty who are educationally
                                                             ment; and 4) to expand and broaden exchange oppor-
and occupationally well prepared. The College supports
                                                             tunities for all college staff as appropriate. These strat-
and encourages further preparation by a large number
                                                             egies have tentative action plans which include review-
of professional growth opportunities. Future recruit-
                                                             ing the exceptional faculty award procedure, encour-
ment and retention of faculty are a challenge because
                                                             aging staff participation in decision-making, and en-
of inadequate legislative funding for salaries and incre-
                                                             couraging cross-divisional communication and effec-
ment movement.
                                                             tive working relations.

                                                                                       FACULTY • STANDARD 4

Vision Eight: “The College faculty, staff and students           MATERIALS IN TEAM ROOM –
are a community of diverse cultures, ages, sexual ori-           REQUIRED EXHIBITS
entations, races, religions, abilities, ethnicities and na-        s   Appendix 1: WAC 131-16-070 through 095 -
tionalities working and learning in an atmosphere of                   Professional Personnel
intellectual freedom and mutual respect” also has strat-
                                                                   s   Appendix 2: Summary of Faculty Educational
egies which relate to Standard Four: 1) to aggressively
recruit, hire, promote and retain a diverse workforce;
and 2) to create professional development opportuni-               s   Appendix 3: List of College Committees and
ties that focus on awareness and appreciation of diver-                Councils
sity, intellectual freedom and mutual respect. T      enta-        s   Appendix 4: Agreement between Board of Trust-
tive action plans to accomplish these strategies include               ees and Federation of Teachers
incorporating cultural awareness training in individual            s   Appendix 5: Full-and Part-time Faculty Salary
and institutional professional development plans, and                  Schedules
making contact with other campus communities and
                                                                   s   Appendix 6: Part-time Faculty Benefit Memo-
organizations to get ideas about promoting diversity.
The College administrative and the faculty union bar-              s   Appendix 7: Screening Committee Procedures
gaining teams continue to meet to resolve the issues of                Handbook
placing new faculty at higher salary placement levels
                                                                   s   Appendix 8: RCW 28B.50.4892 - Part-time
than some faculty already working at the College and
                                                                       Study Requirement
the issue of funding professional improvement credits.
                                                                   s   Appendix 9: SBCTC Faculty Disparity Report
                                                                   s   Appendix 10: Sabbatical Application Example
                                                                   s   Appendix 11: Endowment Chart
  s    4-1 Statistics concerning faculty and adminis-
       tration characteristics.                                    s   Appendix 12: Exceptional Faculty Awards Chart
  s    4-2 Table 1 - Institutional Faculty Profile                 s   Appendix 13: Dale Croes Hoko River Book
  s    4-3 Table 2 - Institutional Faculty Profile                 s   Appendix 14: Faculty Appraisal Procedures
  s    4-4 Salary data for faculty.
                                                                   s   Appendix 15: Full-time Faculty Evaluation Sur-
  s    4-5 Policy and procedures on the evaluation of
                                                                       vey Instruments
       all faculty.
                                                                   s   Appendix 16: Probationary Review Handbook
  s    4-6 Representative examples of the institutional
       and public impact of faculty scholarship.                   s   Appendix 17: Probationary Evaluation Survey
  s    4-7 Summary of the most significant artistic cre-
       ation, scholarly activity, and research by faculty
       during the past five years.

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                                   SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   245


                                                                                                                                                                                                                SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY
                                                                           Library Media Center 1999-2000
                                                                                                                           Russell Rose
                                                 Librarian,            Librarian                   Part-time Librarian   Part-time Librarian   Library Technician,    Media Technician,      Electronic Media
                                          Collection Development   Technical Services              Michaela Murphy         Randy Stilson              Lead                 Lead                  Producer
                                                Susan Jones             (Vacant)                                                                Andrew Poultridge      Richard Stuart         Steven Whalen
                                                                                                                                                  Office Assistant          Part-time
                                                                                                                                                   Lisa Rumsey            Media Assistant
                                                                                                                                                                          Marilyn Ryerson
                                                                                                                                                  Part-time Library
                                                                                                                                                    Technician II           Part-time
                                                                                                                                                     Pat Azeltine        Media Assistant
                                                                                                                                                                         Mishele Manney
                                                                                                                                                                         Part-time Evening
                                                                                                                                                                          Media Assistant
                                                                                                                                                                         Part-time Evening
                                                                                                                                                                          Media Assistant
                                                                                                                                                                          Stacey Brewster

                                                                                        CENTER CHART
                                                                                        LIBRARY MEDIA

LIBRARY                                                      PURPOSE AND SCOPE
                                                             The LMC provides access to a diversity of information,

                                                             ideas and creative works. The LMC houses in excess of
                                                             30,000 titles and 6,915 media items, as well as more
                                                             than 3,000 journal, magazine and newspaper subscrip-

SERVICES                                                     tions to support the instructional needs of the campus
                                                             community, which has access to Library resources
OVERVIEW                                                     through the Library’s web page, including three peri-
                                                             odical databases with about 3,000 full-text journals and

             he Library-Media Center (LMC) supportS
                                                             Internet links. The overall collection has grown by suf-
             the teaching and learning objectives of the
                                                             ficient numbers since the present facility opened in
             college’s instructional programs and the
                                                             April 1989. The book collection alone grew from 22,000
             College’s mission. At South Puget Sound
                                                             titles to its present size.
Community College the LMC’s own mission statement
(See Appendix 1) and the LMC’s portion of the College’s      Although an active collection development program
Institutional Effectiveness Plan (IEP) (See Appendix         has allowed the LMC to increase the size of its collec-
2) are designed to support the College’s mission.            tion (See Appendix 4, Collection Development Plan),
The LMC’s program supports its mission by:                   this growth has not kept pace with the growth of the
  s Selecting materials that reflect and support in-         College. The number of full-time faculty has doubled
     structional goals at appropriate learning levels;       from 50 in 1994 to 100 in 2000, and many new pro-
                                                             grams have been added. The new faculty expect that
  s   Providing access to information and materials
                                                             they will always be able to have current materials avail-
      through a variety of methodologies and formats:
                                                             able to support their courses, but this is not always the
      books, periodicals, journal databases, media ma-
                                                             case. As the collection budget has remained constant,
      terials, and Internet services;
                                                             the LMC attempts to balance delicately the needs and
  s   Creating and producing instructional materials         desires of all faculty and budgets.
      for student learning;
  s   Providing classroom instructional support with         The collection of materials provides the basis for a free
      equipment, materials and services;                     exchange of ideas between faculty and students, offer-
                                                             ing a wide range of viewpoints that support instruc-
  s   Instructing students in research methodology;
                                                             tional dialog and discussion. The collection develop-
                                                             ment librarian employs a number of activities to iden-
  s   Providing the technical support for the creation       tify materials needed to meet the needs of students and
      of materials and complex media systems.                faculty. These activities include reviewing the content
                                                             of all new and updated courses; consultation and dis-
The LMC has developed a number of ongoing meth-
                                                             cussion with faculty in the discipline areas; pursuing
ods to analyze systematically its services. The results of
                                                             special projects to address new disciplines within the
each method have been used to determine if the Li-
                                                             collection; reviewing all student reference questions via
brary-Media Center has met its IEP goals. The IEP goals
                                                             the reference question log (See Appendix 5); review-
have been evaluated according to measurable perfor-
                                                             ing publisher advertisements and journal publications
mance indicators, including information from: 1) his-
                                                             covering recently published books; evaluating faculty
torical statistical data [18 years of data], 2) student
                                                             and student recommendations; and conducting annual
surveys [two years of data], 3) Library Conspectus re-
                                                             bibliographic reviews of existing collections on a seven-
port developed by WLN, and 4) the IEP performance
                                                             year rotating schedule.
measures (Appendix 3). Additional methods were de-
rived from techniques established in Output Measures
Manual for Community College Learning Resource
Programs and Libraries.

                                                             LIBRARY AND MEDIA SERIVCES • STANDARD 5

The periodical collection has grown and changed sig-            candidates for college level research. The World Wide
nificantly. While the periodical budget (less than              Web is in a state of rapid change, and the Library-Me-
$10,000 in 1989-90) has doubled over the past 10 years,         dia Center is trying to keep pace.
this budget growth did not represent a doubling of the
number of subscriptions. The cost of serials increased          Many of the reference texts, governmental reports and
at such a rapid rate that the Library has had to raise          data that have traditionally been housed in the refer-
budgets and cut subscriptions. The advent of afford-            ence collection are now available on the Internet. With
able electronic periodical databases has changed the            many of the reference documents available on the
availability of periodicals. When the Washington State          Internet for free, the collection development budget is
Library inaugurated statewide licensing of online pe-           then used to purchase curriculum specific materials.
riodical databases, even companies that did not acquire         In May 1998, the Library-Media Center Directors
state contracts reduced their prices to competitive rates.      (LMDC) of the Washington Community Colleges
Because of the State Library’s efforts, the LMC has been        (WCC) received a grant from the Washington State
able to acquire three periodical databases, including           Library (WSL) for a collection analysis through the
Ebsco’s Academic Search Elite, Business Source Elite,           conspectus process provided by WLN. The criterion
and Proquest. The number of periodicals and journal             used to analyze the collection was the publication date
subscriptions available to students has thus increased          of the holdings. The data used from the WLN biblio-
from approximately 300 to almost 3,000 in the past              graphic database was reviewed: 1) for the sum of the
three years.                                                    collections of all public community colleges within the
The librarians in the LMC have seen the methods stu-            state; and 2) for individual institutions. A comparison
dent use to access information change from traditional          between the College’s collection and the community
library research to consistent use of online services.          college system can be found in Appendix 6.
During library instruction sessions, librarians have taken      The comparison indicates that the College’s collection
informal polls of students’ access to the Internet. By          grew at a more rapid rate than the other colleges within
spring 1999, about 90 percent of all students had               the state system in the 1980’s and 1990’s. This indi-
Internet access at either home or work. This figure is          cates how the LMC has emphasized the development
supported by the student surveys conducted over the             of the collection to meet curriculum need and that
past two years. The results of these surveys have caused        collection development and access have been the
a re-evaluation of how the Library-Media Center sup-            LMC’s principal goal. The IEP objectives two and three
plies information. Students want more information               indicate a steady and significant growth in materials.
available through electronic databases and available            (See Appendix 3) Yet the LMC’s collection budget has
through the World Wide Web.                                     remained constant. Therefore the Library has pur-
The largest change in resources available to the Col-           chased about the same number of materials each year
lege community is the availability of online Internet           but has not kept up with the growth of the College’s
services, and the Library itself has changed to use these       educational programs.
services. In 1994, when six Internet computers were             Part of collection development process is weeding the
installed, students began to use these computers to surf        collection of unused, damaged or dated materials. The
the Internet and to attempt some research. The librar-          collection development librarian reviews a portion of
ians developed a card file of sites that could assist stu-      the collection each summer. The plan for collection
dents. By spring 1999, the student access computers             review is found in Appendix 7 and 8. The criteria for
had been upgraded and increased to twelve; a web                weeding are: 1) age of material in relation to the topic
server and homepage wereestablished. The Library-               the material covers; 2) use - has the item been used in
Media Center’s web page (      seven years; 3) current curricular needs or require-
has been organized by subject. This web site continues          ments; and 4) a faculty review of materials to be weeded.
to be modified weekly as new sites are located that are

                                             SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      249

The annual weeding evaluation employs a variety of             INFORMATION RESOURCES
analytical tools. The present circulation system pro-          AND SERVICES
duces a report of materials that have been circulated          As the materials collection has grown, librarians have
within the specific sections to be reviewed, and the age       considered whether circulation would increase if ma-
of the material is provided through detailed sections of       terials were organized to provide students with addi-
the conspectus report, which determines if the area            tional access. From 1993 to 1998, all print titles were
needs to be strengthened. After reviewing the reports          reviewed to determine the topics covered and additional
the librarian examines the non-circulating materials to        subject headings were then added. This simple modifi-
determine if they should be weeded, although classic           cation of bibliographic records made it easier for stu-
materials from various subjects are not weeded. This           dents to access materials and to locate information, and
method assures a core collection that is current and           as the circulation statistics in Appendix 9 demonstrate,
relevant to curricular needs.                                  it increased student use of print materials.
The LMC supports the instructional objectives of the           Materials were cataloged using the WLN bibliographic
College by supplying the professional expertise needed         utility; each record could be modified to accept addi-
to select, produce and integrate information resources         tional subject headings to provide additional access.
into the curriculum. The Center supports standard li-          The process of adding additional subject headings ended
brary functions of reference, teaching, acquisition, pro-      in 1999 when WLN merged with a large bibliographic
cessing, media use and development, as well as digital         database, OCLC. When the LMC’s bibliographic
media production and web development. The Media                records were transferred from WLN to OCLC, about
Center’s prime function is classroom instructional sup-        7,750 of the College’s records were damaged, degraded,
port, classroom layout, equipment and design, media            lost, or misplaced by the conversion process. Almost
equipment, maintenance and instructional material              all of the original cataloging completed over the last
development.                                                   ten years was corrupted. OCLC would not take respon-
The Center supports distance education through nu-             sibility for any damaged records, and thus the College
merous telecourses, satellite reception, community ac-         database on the OCLC system is not reliable. Only the
cess television interaction, video conferencing, video         Library’s Winnebago circulation system contains a com-
courses and development of online courses. The Cen-            plete holding of bibliographic records.
ter provides videocassettes on study units to students         The librarians searched for a library catalog that would
in math, accounting, algebra, pre-calculus, astronomy,         meet the needs of the LMC, students and faculty, and
statistics, and shorthand.                                     would fit within the Library’s budget. The current li-
The Hawks Prairie Center has been a matter of concern          brary catalog plan is included as Appendix 10. At this
for the Library. The Hawks Prairie Center does not have        writing, the request for proposal (RFP) for a library cata-
a library or direct library support, though the Library’s      log is in process. The RFP can be found in the T       eam
web page has been developed to provide information             Room as a part of the Standard Five required exhibits.
sources for students enrolled at the Hawks Prairie Cen-        Assuming the RFP is approved, a new library catalog
ter. The Library has a proposal for its catalog to be placed   will be installed summer 2000. One prime criterion for
on the Internet and hence be available to students at          the new catalog is the transferability of the present
Hawks Prairie, either in their homes, or in their work         records on the Winnebago circulation database.
place. Once the online catalog is operational, students        The Media Center has had its equipment and programs
will request materials to be sent to the Hawks Prairie         managed by a Dbase III + program which would track,
Center for check out. The Hawks Prairie Center staff           schedule, and inventory all items and services and sup-
is cooperating with the Library on this project. Upon          ply individual faculty with a bibliography of the subject
request, a librarian will travel to Hawks Prairie Center to    area that they teach. Because of Y2K problems, the
provide instruction on how to access information from          program would not function in a reliable manner. The
the Library’s web page and from the periodical databases.

                                                              LIBRARY AND MEDIA SERIVCES • STANDARD 5

Winnebago Advanced Booking system was purchased                  The third method is to provide a web page that would
to replace the Dbase III + program, but once the                 be easily accessible, simple to operate, and contain a
Winnebago system was installed, the LMC staff dis-               variety of links to assist students with research. The
covered that the program would not provide all of the            page has several main components: journal database
functions available in the Dbase III + program. The              access, Internet resource links, faculty reserve, and the
Media Center staff indicated that they could not pro-            library catalog. The LMC catalog is not available at
vide the same level of services as they had with the             this writing, but a plan is underway to make it avail-
Dbase III + program. A request for a media circula-              able. (See Appendix 10)
tion system has been included in the RFP for a new
library catalog.                                                 The LMC web server was installed in spring 1999. A
                                                                 reliable counter was added in the summer of that year;
Given students’ increasing reliance on electronic re-            therefore its use could not be measured for this self-
search, it became apparent that the LMC needed to                study. The 1999-2000 academic year is the first year
become actively involved in developing students’ abili-          that statistics were kept on the web server. The num-
ties to conduct research and locate resources indepen-           ber of hits per month currently is between three and
dently. The librarians recognized three ways to be               four thousand.
actively involved with student learning: 1) biblio-
graphic instruction; 2) pro-active reference service;            The LMC is governed by committee. The librarians
and 3) a LMC web page constructed to provide perti-              meet weekly to discuss policy, planning, and operational
nent available resources.                                        issues and most decisions are made by consensus. Mem-
                                                                 bers bring issues from LMC staff, faculty and students
Bibliographic instruction has been an effective method           to the table. After discussion, a procedure or policy is
to instruct students in research techniques. One mea-            implemented.
sure of determining its success is the number of sec-
tions of bibliographic instruction taught. This measure          The primary LMC policies have been collected in a
in the LMC IEP calls for a minimum of 75 sections to             policy book, which is kept in the Director’s office. A
be taught per academic year. (See Appendix 2) The                number of the policies have been updated over the past
IEP Review indicates that 128 or more sections have              five years. This is an ongoing process and needs to con-
been taught per year for the past four years. (See Ap-           tinue. Recent policy modifications have been placed
pendix 3) Bibliographic instruction is tailored to the           on the LMC’s web page so that all patrons will have
type of class being taught, ranging from business, auto-         access to them. The process of moving policies to the
motive, writing, reading, and nursing, to EFL/ESL, com-          web server will continue until all policies and proce-
munications, English, psychology, sociology, anthropol-          dures are listed.
ogy, humanities and speech.
                                                                 FACILITIES AND ACCESS
The second method is a pro-active reference policy.              Access and use of the LMC can be measured by apply-
Librarians ask all students who use a computer or come           ing the IEP, student surveys, and the conspectus report.
to the “Ask Here” desk if they need assistance. At this
                                                                 Student surveys were conducted spring quarter 1998
point, individualized instruction is provided on how to
                                                                 and 1999 using two different instruments. (See Ap-
use the periodical databases, library catalog, or Internet.
                                                                 pendices 11 and 12) In spring 1998 a long survey was
The question is recorded on the reference log and the
                                                                 used to review all aspects of library operation. The sec-
number of questions is tallied for statistical purposes.
                                                                 ond year, a modified instrument from the Output Mea-
The IEP calls for a minimum of 12,000 assists during
                                                                 sures Manual for Community College Learning Re-
an academic year. (See Appendix 2) The IEP Review
                                                                 source Programs and Libraries was used. This survey
calculates a strong growth in the number of students
                                                                 instrument will remain in use for the next few years as
served, from 12,430 in 1994-95 to over 20,000 in 1998-
                                                                 it provides appropriate information and feedback.
99. (See Appendix 3)

                                              SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY      251

Both surveys indicated similar results. Students were        The third method to determine accessibility and depth
satisfied with the research material they located within     of the collection is through use of the conspectus re-
the Library-Media Center. (See Appendices 11 and 12)         port. It provides the number of items within a specific
On a scale of zero to five, the average student satis-       call number range and by publication date as a subset.
faction is 4.05. Another key is student satisfaction         This report is a tool for collection development in de-
with assistance provided by Library-Media Center             termining weak sections of the collection and is an
staff in locating materials. The average student sat-        ongoing process. It is reviewed for the number and cur-
isfaction was 4.58.                                          rency of the call number range, depending upon breadth
                                                             and depth requirements for student research. The con-
The student survey addressed hours of accessibility. (See    spectus report provides a finite perspective of the col-
Appendix 11, Question 3) The LMC hours were in-              lection and provides the collection development librar-
creased by ten and one half-hours per week to meet           ian with a tool to build weak areas of the collection.
student needs. The LMC is now open four nights per
week until 9 p.m.                                            The LMC does not have any formal cooperative ar-
                                                             rangements with other libraries. The LMC does use
A second indicator to determine accessibility and use        OCLC/WLN as a source for titles that can be acquired
is measured by the IEP. The IEP goal was for 55,000          through inter-library loan.
items to be used within an academic year. The IEP
Review depicts a major increase in use. In 1993-94 aca-      PERSONNEL AND MANAGEMENT
demic year, 58,726 items were used while, in 1998-99         The Library-Media Center has minimal staff to meet
133,764 were accessed. To determine any increased            the needs of the College when measured against the
degree of satisfaction, the IEP will have to be reviewed     ACRL Guidelines for a single campus.(See Appendix
to determine if it needs to change as the LMC changes.       14) These standards do not speak to the reality of part-
                                                             time positions and technical personnel to maintain
The IEP goals have been more than met, but during
                                                             complex media and automated library systems and elec-
the same period the College’s enrollment has increased.
                                                             tronic databases
The question is: does the increase in use only reflect
the increase in enrollment or has there been real            The LMC does meet the professional librarian levels
growth? The Output Measures Manual for Commu-                on the ACRL staffing comparative chart. (See Appen-
nity College Learning Resources Programs and Librar-         dix 14) Beyond the three full-time librarians, two part-
ies provides a method to analyze use statistics. The         time librarians are employed for an additional 17 hours
method compares the ratio of FTE to use in a variety         per week. These librarians make it possible for the Li-
of categories. A chart was developed for this compari-       brary-Media Center to remain open Monday through
son. (See Appendix 13) Eight years of information was        Thursday until 9 p.m. Each full-time librarian also works
included to determine if utilization trends were clearly     an evening schedule. The summer session also requires
established. The first six years were consistent: Between    that full time librarians fulfill many operational respon-
18 and 19 items per FTE were circulated, although this       sibilities beyond their academic year duties. Regular
number fluctuated with the number of FTE’s. Real             professional faculty contracts are for nine months, with
growth took place within the 1997-98 academic year,          additional days awarded during summer session.
which was the first year that electronic journal data-
bases were offered. The 1998-99 academic year’s ratios       The weakness in staffing is within the technical staff
doubled those of previous year (See Appendix 12); the        categories on the ACRL chart. Part-time employees (69
growth of access can be directly tied to the increase in     hours per month) are responsible for the circulation
electronic periodical databases available.                   functions of both library and media areas. With seven
                                                             parttime, non-benefit-bearing positions in high-demand
                                                             service areas, there is a high turnover rate among these
                                                             personnel. Many of the part-time staff have gone to
                                                             full-time library positions elsewhere or on to further

                                                               LIBRARY AND MEDIA SERIVCES • STANDARD 5

their education. Two former staff have acquired pro-              All of the LMC staff are on college-wide committees
fessional American Library Association (ALA) ap-                  and have served on numerous faculty search commit-
proved master’s degrees and are employed in profes-               tees. Committees include administrative staff, division
sional positions. In many respects, the Library-Media             chair/instructional administrators, computer technol-
Center has become a training institution for library              ogy advisory, institutional effectiveness, professional
technical support staff. This shows a positive effect that        improvement, graduation and other assorted commit-
the Library-Media Center has on the part time staff,              tees (See Appendix 15 for specifics). The library staff
but it is not conducive to serving the needs of the Col-          is a part of the college community and plays an impor-
lege faculty and students.                                        tant part in achieving the College mission.

Each librarian is a specialist in a given area: technical         The Collection Development Librarian participates in
services, collection development, bibliographic instruc-          the development of all course outlines presented to the
tion, media, and management. All librarians have                  Instructional Council. She reviews each course outline
master’s degrees from ALA-accredited programs. The                to determine its impact on the Library-Media Center.
Library Director has a second master’s degree in edu-             In the process, she talks to the course developer or re-
cational media. Each full-time librarian was hired for            viser to determine what the Library-Media Center
his or her special competency and is responsible for that         should purchase to support the course. The Library
area of the LMC.                                                  Director meets with the Instructional Council and the
                                                                  division chairs to discuss curricular directions and
Faculty and staff are encouraged to participate in con-           changes in instructional programs.
ferences and workshops sponsored by professional or-
ganizations. This concept is reinforced in the IEP. Full-         Copies of the LMC’s budget can be found in Appendix
and part-time faculty can apply for Exceptional Fac-              16. The LMC receives a sum of money allocated by
ulty Award funds from the College Foundation as well              formula for its budget. All members of the LMC staff
as from the Summer and Extended Studies program                   participate in the planning and development of the
for appropriate activities. Classified staff are eligible to      budget. As the budget allocation does not currently
apply for funds from the Classified Staff Training Com-           meet the needs of each area, the Director makes the
mittee and foundation development awards.                         final determination of specific budget lines with dis-
                                                                  cussion of each person involved. Line items are reduced
Two librarians received exceptional faculty awards in             to the minimal amount of dollars to meet the mission
the 1999-2000 academic year to visit and review librar-           of the LMC. The budget limitations affect the quality
ies in Ohio, which use Sanderson Computers’ library               of service that can be provided; fewer materials, equip-
automation system. One librarian along with an art fac-           ment, and less full-time staff.
ulty member, received funding for developing an art
slide collection.                                                 PLANNING AND EVALUATION
                                                                  The IEP is the planning document that most clearly
The LMC organizational structure includes the library,
                                                                  encompasses the assessment and evaluation process for
instructional media, and telecommunications. The pro-
                                                                  the College. The LMC has developed statements that
fessional responsibilities and linkages for each fall within
                                                                  have become measurable performance indicators. This
the scope of the LMC organizational structure. The
                                                                  plan requires that the LMC take responsibility for en-
challenge is to provide links to the college community
                                                                  suring that the measurable performance indicators are
to provide each of these services.
                                                                  actually measured and reviewed. Each of the measur-
                                                                  able performance indicators was reviewed and is the
                                                                  basis for the findings specified in this report.

                                                                  As the College is still refining the IEP, the LMC will
                                                                  participate in revisions of its goals and plan.

                                               SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY     253

ANALYSIS: STRENGTHS                                            ISSUES OR WEAKNESSES
OF LIBRARY MEDIA CENTER                                        OF LIBRARY MEDIA CENTER:
The LMC strongly emphasizes the availability of re-            CHALLENGES
sources, collection development, and management,                 s   The growth of the collection has not kept pace
including:                                                           with the growth of the College;
  s   The continued building of the collection through           s   The LMC has not kept pace with the number of
      a systematic analysis of the collection;                       requests made and the amount of use it receives;

  s   The annual review and weeding of materials that            s   The library catalog is of little value as its data
      are no longer needed;                                          base has been corrupted;

  s   The acquisition and use of electronic journal              s   The students at Hawks Prairie and those in-
      databases;                                                     volved with distance education are underserved;
  s   Creating additional accessibility by adding sub-           s   The LMC budget does not reflect the growth of
      ject headings to bibliographic records; and                    LMC activity;

  s   Creating availability of resources through a web           s   The LMC policies are in a binder and not on the
      page;                                                          Internet; and

  s   The Media Center’s support for classroom in-               s   The frequent turnover of part-time hourly staff
      struction and the production of materials;                     and the retraining of new individuals.
  s   The Media Center’s support to the distance edu-          CONCLUSION
      cation;                                                  The LMC staff has created a learning center that is
  s   Increased student learning as shown through:             responsive to the needs of the college community but
      s      the bibliographic instruction program to          lacks the resources and staff to meet the growth of the
             teach students the art of research;               College. The LMC has provided a variety of methods
                                                               to foster growth and use despite its inadequate budget
      s      pro-active reference assistance by librar-
                                                               and has nonetheless increased resources and accessi-
             ians; and
      s      availability of materials when students need
             help through the web page.
  s   The response to student requests for additional
      hours and availability of resources;
  s   The increased use of LMC resources by students
      as shown through circulation statistics;
  s   Management of the LMC by committee in a pro-
      active manner; and
  s   The annual evaluation of the LMC through the
      use of various techniques.

                                                        LIBRARY AND MEDIA SERIVCES • STANDARD 5

RECOMMENDATIONS AND                                         MATERIALS IN TEAM ROOM –
ACTIONS TAKEN                                               REQUIRED EXHIBITS
 s   To continue to lobby for increased budgets for           s   Appendix 1: Mission Statement
     collection development and additional full-time          s   Appendix 2: Institutional Effectiveness Plan
     staff growth, including technical staff.                     (IEP)
 s   Develop a library catalog that will be available         s   Appendix 3: Institutional Effectiveness Plan
     to students and faculty on the Internet.                     Review
 s   Develop means to support off-campus and                  s   Appendix 4: Collection Development Plan
     distance education programs.
                                                              s   Appendix 5: Reference Question Log
 s   Provide the LMC policies on the Internet.
                                                              s   Appendix 6: Conspectus Analysis Report Find-
 s   To continue to build the collection and                      ings
                                                              s   Appendix 7: Weeding Schedule
 s   To build the bibliographic instruction program
                                                              s   Appendix 8: Weeding Plan
     so additional students will have knowledgeable
     research skills.                                         s   Appendix 9: Circulation Statistics

 s   To continue to improve the media production              s   Appendix 10: Library Catalog Plan
     system to provide the support necessary to               s   Appendix 11: Student Survey
     the ongoing changes in distance education                s   Appendix 12: Student Survey
     and technology.
                                                              s   Appendix 13: Circulation Ratio Chart
 s   To continue to strengthen the classroom sup-
                                                              s   Appendix 14: ACRL Staff Guidelines
     port services provided by the Media Center.
                                                              s   Appendix 15: Committees
                                                              s   Appendix 16: Budget

                                         SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY   255


                                                                                          Organizational Chart 1999-2000

                                                                                                                                                                                                                                                   SOUTH PUGET SOUND COMMUNITY COLLEGE 2000 ACCREDITATION SELF-STUDY
                                                                    Trustee                          Trustee                     Chair, Board of Trustees                      Trustee                           Trustee
                                                                Theresa Murphy                 Richard N. Wadley                   Donald V. Rhodes                         Ed Mayeda                        Veltry Johnson
                                                                  (9/30/03)                        (9/30/02)                           (9/30/00)                             (9/3/04)                         (9/30/01)
                                                                                                                                 Dr. Kenneth J. Minnaert
                                                                                                           Interim Executive Director                      Administrative                         Director
                                                                                                              College Foundation                             Assistant                       College Relations
                                                                                                                  Holly Mason                               Patty Pynch                       Kellie Braseth
                                                                                                                                                                                         Graphic Communications
                                                                                                                                                                                             Jackie Simpson
                                                         Vice President                     Vice President                                     Vice President                                            Vice President
                                                      Administrative Services              Human Resources                                       Instruction                                            Student Services
                                                         Dr. John Hurley                     Roberta Jones                                    Dr. Mike Beehler                                           Dr. Robert Bell
                                                    Dean                             Director                      Dean                              Division Chair                       Dean                                       Dean
                                               Capital Facilities                Benefits & Comp.           Technical Education                   Business Technology              Enrollment Services                        Student Financial
                                                Nancy Johns                      MaryAnn Parsons              Regina Lawrence                        Lorna Patterson                 Neena Stoskopf                                Services
                                                                                                                                                                                                                              Carla Idohl-Corwin
                                                     Dean                                                          Dean                             Division Chair
                                               Financial Services                                           Extended Education                 Developmental Education                   Director Admission &                    Director
                                                  David Kohler                                                Louise Whitaker                   Crystal Ashley-duVerglas                    Outreach Svcs.               Student Grants & Schol.
                                                                                                                                                                                             Karen Tanner                    Lorraine Odom
                                                     Chief                                                           Dean                           Division Chair
                                                    Security                                             Center for Continuous Learning             Health Sciences                          Coordinator
                                                  Tony Simone                                                     Lee Paavola                      Mary Beth Higgins                         High School                            Dean
                                                                                                                                                                                         Relations & Outreach                 Student Programs
                                                  Director                                Director                 Director                          Director of Nursing                    Steve McRavin                        David Rector
                       STANDARD 6

                                              Budgeting Services                   Management Programs       Technology Programs                        Anita Madera
                                                Marilyn Clark                         Rita McConnon             Tina Alexander
                                                                                                                                                                                             Coordinator                         Coordinator
                                                                                                                                                                                              Work First                         Counseling
                                                    Director                                                     Director                           Division Chair                          Kathy Swartout                       Joe Townley
                                               Auxiliary Services                                          Educational Research                Humanities/Communication
                                                 Sue Williams                                                   John Tiger                          Mary Soltman
                                                                                                                                                                                               Director                    Director of Athletics
                                                                                                                   Director                          Division Chair                      Educational Advising                  Dan Fortier
                                                      Dean                                                      Food Services                       Natural Sciences
                                             Information Tech. Svcs.                                                                                                                        Diana Toledo
                                                                                                                 Fred Durinski                         John Nett
                                                Frankie Schlender

                                                                          ORGANIZA ONAL
                                                                                                                  Director                           Division Chair
                                                                                                         Small Business Devel. Cntr                 Social Sciences

                                                                                                               Doug Hammel                             Ron Averill

                                                                                                            Library/Media Svcs
                                                                                                                 Russell Rose

GOVERNANCE                                                   Employees, AFL/CIO (classified staff); and the Con-
                                                             stitution of the Associated Students of South Puget
                                                             Sound Community College (ASSPSCC). (See Appen-
AND                                                          dix 1)

                                                             All College constituents are represented at most Board
                                                             of Trustees Meetings. Student government representa-
                                                             tives address the board at each meeting, and most regu-
OVERVIEW                                                     lar Board of Trustees meetings are preceded by a study

             he current system of governance at the          session and every meeting agenda includes an infor-
             College has evolved from the structure          mative report. These procedures allow the Board an
             implemented when the Washington State           opportunity for in-depth study, analysis, information,
             Legislature authorized the creation of the      and dialogue with college staff on topics of current ac-
new South Puget Sound Community College District             tivity or interest. Recent study session and informative
No. XXIV in 1988. This structure has accommodated            reports have included the campus master plan, new
a period of significant growth in college programs,          faculty reception, a Microsoft teacher education project,
services, enrollment, facilities, faculty, and staff. The    distance education, accreditation, affirmative action,
College has experienced relative stability and conti-        and the Foundation annual report. Each Board agenda
nuity among the Board of Trustees, President and ad-         also includes a special guest category that features ei-
ministrative staff. The governance structure will con-       ther new employees or employees and students who
tinue to change as the needs of the society, the state       have achieved significant recognition or accomplish-
and the community change, and the nature of higher           ment. Also, every college employee group annually re-
education evolves.                                           ports on its professional development activities of the
                                                             past year. In addition, college staff and members of the
GOVERNANCE SYSTEM                                            community may have items placed on the Board agenda
The College’s system of governance is described in state     by notifying the College President 14 days in advance
statute, the Board of Trustees Policy Manual, and the        of a regular meeting.
College Handbook. Chapter 1 of the College Handbook
includes the College and individual department orga-         As part of the recent strategic planning process the Board
nizational charts and descriptions of each administra-       of Trustees held a series of community forums. One fo-
tive department and standing college council and com-        rum was designed to gather perspectives of former, cur-
mittee. Lines of authority, areas of responsibility, and     rent, and prospective students of the College. Another
relationships between and among the Board of T      rust-    forum was designed to gather perspectives of college fac-
ees, administrators, faculty, staff and students are de-     ulty and staff. These two forums afforded an opportunity
lineated. The governance system facilitates the success-     for dialogue with the Board of Trustees and provided valu-
ful accomplishment of the College’s mission, goals,          able input to the new College Strategic Plan.
objectives and visions.                                      The College Council includes representation from stu-
The roles of the trustees, administrators, faculty, staff,   dents, permanent classified, faculty, exempt and admin-
and students are also detailed in official documents,        istrative staff. Members are elected or appointed by their
including: RCW 28B.50.140 Community and Technical            respective peer group. The Council facilitates vertical
Colleges Policies and Procedures Manual; Board of Trustees   and horizontal communication throughout the College;
Policy Manual - Chapters 1 and 2; the College Handbook -     channels information to the Board of Trustees from all
Chapter 1 and 4; the agreement by and between the            components of the College; identifies problems and is-
Board of Trustees of the College and Community Col-          sues critical to the operation of the College; and ad-
lege District XXIV, Federation of Teachers local             vises the President in decision making and policy de-
#4603AFT/AFL-CIO; the basic agreement between                velopment. Most policy issues are reviewed by the
the College and the Washington Federation of State           Council prior to administrative action or placement on
                                                             the agenda of the Board of Trustees meeting.

                                                  GOVERNANCE AND ADMINISTRATION • STANDARD 6

                                                                                                         Trustees Policy
                                                                                                         Manual (See Ap-
                   NAME OF                                                                               pendix 1). Adop-
 POSITION #        BOARD MEMBER                      APPOINTMENT DATE EXPIRATION DATE                    tion of these by-
     1              Ms. Julie A. Grant                 06/02/88          09/30/98
                                                                                                         laws is required
                    Mr. Richard N. Wadley              06/22/98          09/30/02
                                                                                                         by state statute.
      2             Mr. Norman A. Schut                  10/01/90                 09/30/95
                    Mr. Donald V. Rhodes, Chair          05/10 /94                09/30/00               Dr. Kenneth J.
       3              Mr. Hal T. Wolfe, Sr.                09/28/89              09/30/94                Minnaert has
                      Mr. Edward Y. Mayeda                 05/10/93              09/30/04                served as Presi-
                                                                                                         dent of the Col-
       4              Ms. Carolyn M. Keck                  09/02/92              09/30/98
                      Ms. Theresa “Teri” A. Murphy         02/23/99              09/30/03                lege since his ap-
                                                                                                         pointment in
       5              Mr. Gayer Dominick                   01/17/87              09/30/91
                                                                                                         January 1980.
                      Mr. Veltry H. Johnson                05/10/93              09/30/01
                                                                                                         The President
                                                                                                         acts through an
GOVERNING BOARD                                                  administrative position description adopted by the
The Governor of the State of Washington appoints five            Board of Trustees. This position description specifies
individuals to the Board of Trustees, the governing              chief administrative officer authority and responsibil-
board of the College, for five-year staggered terms. In          ity, including the statutory authority of the Board of
making these appointments, the Governor is expected              Trustees retained by the Board and that which is del-
to consider geographic, ethnic, socioeconomic, and               egated to the College President. The employment con-
gender diversity. Trustees are selected from the local           tract of the President specifies an annual evaluation to
communities served by the College. Each year a Chair             be conducted by the Board of Trustees in the fall of
and Vice Chair of the Board are elected from its mem-            each academic year. Following the evaluation the Board
bership to serve one year beginning July 1. The T    rust-       is required to consider extension of the President’s
ees select a chief administrative officer, the President,        contract or notification of non-renewal. Each of the
and delegate to that person the authority to employ              annual evaluation reports is placed in the President’s
administrators, faculty, and staff, and to conduct the           personnel file. In addition to the assessment of per-
daily operations of the College. The President serves            formance, the process includes a review of the
as Secretary of the Board.                                       President’s annual goals and a professional devel-
                                                                 opment improvement plan.
Section 5