Difference between revisions of "Standard 3"
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Faculty of student achievement occurs at the end of programs, contracts, courses and internships. A student in danger of receiving less than full credit is notified in writing at mid-quarter by his or her faculty or contract sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be required to take a leave of absence. Unsatisfactory academic progress is defined in the following paragraph under ''academic warning''. Students who feel a faculty evaluation is in error may seek to have the evaluation amended using a process set forth in the college catalog that complies with FERPA. The student must begin the process within thirty days of the date the student received the final evaluation. Copies of this process are also available in the Academic Deans Office and in the Faculty Handbook. It also appears on the Web site. ([[Media: Policies_amending_studentrecords.pdf|FERPA Policy on Amending Student Records]])
''Academic warning'' will be issued to a student by the Associate Vice President for Enrollment if the student earns less than three-fourths of the number of registered credits in two successive quarters. A student registered for six
''Academic warning'' will be issued to a student by the Associate Vice President for Enrollment if the student earns less than three-fourths of the number of registered credits in two successive quarters. A student registered for six quarterhours or more who receives no credit in any quarter will receive an academic warning. Such a warning urges the student to seek academic advice or personal counseling at the college. Students are removed from academic warning status when they receive at least three-fourths of the credit for which they register in two successive quarters.
Revision as of 09:43, 10 June 2008
- 1 Standard 3: Students
- 1.1 3.A – Purpose and Organization
- 1.1.1 3.A.1
- 1.1.2 Distinctive Features of Student Affairs Work At Evergreen
- 1.1.3 High Student Expectations
- 1.1.4 “Designing Your Own Education”
- 1.1.5 A Wide Range of Student Skills/Abilities
- 1.1.6 Learning and Relevance
- 1.1.7 General Objectives for Student Affairs Staff
- 1.1.8 3.A.2
- 1.1.9 Staffing, Job Descriptions, and Performance Reviews
- 1.1.10 3.A.3
- 1.1.11 3.A.4
- 1.2 3.B – General Responsibilities
- 1.3 3.C – Academic Credit and Records
- 1.3.1 3.C.1
- 1.3.2 3.C.2
- 1.3.3 3.C.3
- 1.3.4 3.C.4
- 1.3.5 Direct Transfer Degree (DTA)
- 1.3.6 Associate in Science Transfer Degree (AS-T)
- 1.3.7 Direct Technical Transfer Degree
- 1.3.8 Upside down Degree
- 1.3.9 Course-by-Course Evaluation
- 1.3.10 Nontraditional Credit: Non-accredited Colleges and Universities
- 1.3.11 Nontraditional Credit: Running Start, College in the High School, and International Baccalaureate Programs
- 1.3.12 Nontraditional Credit: Credit by Examination
- 1.3.13 Nontraditional Credit: Experiential Learning
- 1.3.14 Nontraditional Credit: Military Training
- 1.3.15 Nontraditional Credit: Certificated Learning
- 1.3.16 3.C.5
- 1.4 3.D – Student Services
- 1.4.1 3.D.1
- 1.4.2 In-State Market Trends
- 1.4.3 Conversion Rates and Application Trends
- 1.4.4 Improvements in Recruitment Efforts
- 1.4.5 3.D.2
- 1.4.6 3.D.3
- 1.4.7 3.D.4
- 1.4.8 3.D.5
- 1.4.9 3.D.6
- 1.4.10 3.D.7
- 1.4.11 3.D.8
- 1.4.12 3.D.9
- 1.4.13 College Readiness Courses: Courage to Learning and Beginning the Journey Course Offerings
- 1.4.14 Early Start Program—First People’s Scholars Program and KEY, Step-Up, Conditional Admits
- 1.4.15 Graduate Student Orientation
- 1.4.16 3.D.10
- 1.4.17 Internships to Enrich Learning
- 1.4.18 Advising Interventions for New Students and Students Experiencing Difficulties
- 1.4.19 Staff Development Focus on Diversity
- 1.4.20 Focus Areas for Academic Advising – Present and Future
- 1.4.21 Transfer Student Orientation, Academic Advising and Career Development
- 1.4.22 Additional Information about Academic Advising
- 1.4.23 3.D.11
- 1.4.24 3.D.12
- 1.4.25 Health Education
- 1.4.26 3.D.13
- 1.4.27 3.D.14
- 1.4.28 3.D.15
- 1.4.29 3.D.16
- 1.4.30 Identifying Needs
- 1.4.31 3.D.17
- 1.4.32 3.D.18
- 1.4.33 3.D.19
- 1.5 Standard 3.E - Intercollegiate Athletics
- 1.1 3.A – Purpose and Organization
- 2 Standard Three Findings and Conclusions
- 3 Standards
- 4 Supporting Documentation
Standard 3: Students
3.A – Purpose and Organization
The Student Affairs Division at Evergreen demonstrates a longstanding commitment to collaboration with academic programs, best practices, and provision of services to enhance student learning and success. Evergreen’s Coordinated Study Programs have been described as our “best-known and arguably most influential pedagogical vehicle to demonstrate why learning is an all-encompassing experience for Evergreen students.” (Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005)). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass. Because of the centrality of these highly intentional learning communities, Student Affairs staff worked since the college’s inception to imbed support for students as seamlessly as possible into the academic experience.
Partnerships among student affairs professionals and faculty are a cornerstone of our work. They occur through committee work intended to improve teaching and learning at Evergreen as evidenced in the deliberations and recommendations of the “First-Year Experience Disappearing Task Force (DTF) Report and Recommendations." (Exhibit 3.1) Teaching and curriculum development partnerships are intentional in our “Beginning the Journey” credit-bearing orientation program offered in fall quarter (Exhibit 3.2). Other prominent examples of collaborative efforts include “Core Connectors” - through which student affairs professionals are attached to first-year student programs - and faculty rotation into the office of Academic Advising. A connection to academic life is present throughout the work of Student Affairs.
Student Affairs staff also collaborate across campus divisions to maintain a system of safety nets and early warning strategies to provide students with assistance when needed. This network involves faculty, residential life staff, advising, counseling, health services, and police services staff.
Major accomplishments involving the Student Affairs Division since our 1998 reaccreditation include: technological improvements (conversion to Banner, substantial improvements to the college Web site and transition to e-mail communication with students); Physical renovations in Housing and implementation of a new meal plan for freshmen in Residential Life and Dining Services; increased outreach and sophistication in Enrollment Management and Student Recruitment in the face of increasing competition for students; formal election of a Student Government; Intercollegiate Sports expansion; and several major upgrades of physical space on campus including the addition of a new building (Seminar II), remodel of the library building; and plans for a major renovation of the Campus Activities Building. Each of these accomplishments is discussed in greater detail in the remainder of this standard.
Student Affairs staff and programs have been recognized regionally and nationally as exemplary. This recognition includes receipt of awards by the National Association of Student Personnel Administrators (NASPA) as follows: the Goodnight Award for outstanding service as a Dean/Vice President (Current Vice President for Student Affairs); the Fred Turner Award for outstanding service to NASPA (former Evergreen Housing Director); three Evergreen Student Affairs staff served as regional vice presidents of NASPA’s Region 5; Mid-level Professional Award (Current Addictive Behaviors Specialist); and the Innovative Program Award for Evergreen’s diversity programming for Day of Absence/Day of Presence.
Major challenges facing the Student Affair Division include the following: coordinating enrollment planning for graduate and off-campus programs; providing services to students at different physical locations and on different schedules; assisting an increasing number of younger students; providing support for counseling and health services whose budgets are limited by restrictions on fee increases; responding to a growing number of incidents/cases requiring legal interpretation; increasing student/family debt; supporting expansion of Extended Education, Summer School, and a new graduate program (M. Ed); and updating of college Web site.
Distinctive Features of Student Affairs Work At Evergreen
High Student Expectations
Students arrive with high expectations. Nearly 90% of entering students identify Evergreen as their “first choice” among colleges. Staff in Student Affairs and faculty encounter some students who enter the college with unrealistically high expectations, or perhaps with an inaccurate picture of the college based on their own desires. These students need help in reconciling what they expect at entry with what they experience. Evergreen's own descriptions of its distinctive approach to education are an important part of this dynamic, and the college pays close attention to the messages it sends, reviewing them and discussing them in light of how they are sometimes interpreted by students. Evergreen cannot be everything to everybody and yet it is easy to read almost any fantasy a student can construct of their “ideal” college into (a) the absence of traditional academic planning structures and requirements; (b) heavy reliance on student initiative; and (c) strong language describing the college’s commitment to diversity and social justice. The college has high aspirations for the effects of its curriculum and social environment. Our performance falls short of those aspirations on occasions. The college is at its best quite remarkable. However, it also struggles at times to meet its own high expectations. This is a real risk for students and for faculty in committing to Evergreen and it is common for both groups to go through an uncomfortable period of adjustment to Evergreen as it is experienced compared with Evergreen as it was imagined in both academic and social arenas.
“Designing Your Own Education”
The “opportunity to design your own education” is rated as the most influential factor in entering students’ decisions to enroll at Evergreen. This factor is followed closely by the "ability to take integrated programs instead of individual classes” and the “ability to study a variety of subjects.” The consonance between the ranking of these factors by students and Evergreen’s approach to education is heartening. Assisting students to carefully exercise their autonomy in the act of “designing your own education” is a task that distinguishes the work of Student Affairs staff at Evergreen from most other Student Affairs practitioners in the country.
Major features of this facet of Student Affairs work at Evergreen include:
- Translation of our distinctive academic structures/approaches and their benefits to students;
- Navigation and making choices among curricular options from quarter-to-quarter and year-to-year;
- Helping students come to terms with what “designing your ownn undergraduate education” consists of in a college with “no majors and no requirements” and a comparatively fluid curriculum;
- Helping students understand how to take responsibility for their education (including determining what is within their control and what is not) and developing a sense of personal agency.
A Wide Range of Student Skills/Abilities
The range of skill levels students bring to Evergreen is substantial: 42% of our fall 2006 entering freshmen brought high school GPAs of less than 3.00. This range of skill levels presents challenges in the classroom for faculty and spills over to staff in Student Affairs, especially in academic advising and academic support roles.
Learning and Relevance
There are also challenges to the founding concern for “relevance.” Evergreen was born out of calls for relevance and authentic learning in higher education. Looking forward now forty years from the college's inception, it is appropriate to raise the questions of what best promotes student learning in 2008 and beyond. Today, Evergreen faculty work with students for whom the 1960’s and 1970’s are a distant (and, perhaps in their view, largely irrelevant) history. To a lesser degree, this is also true for a growing cohort of faculty. Evergreen's survival as one of the very few alternative colleges born out of the 1960’s is a testament to its success and some measure of continuing relevance. (The college also owes much to the sustained commitment of the state of Washington to fund a public alternative college for forty years through a sometimes-fractious relationship.) Today the college is challenged to make thoughtful choices within this very different educational environment. At the time of our founding we were at the center of the educational reform movement. To remain at the forefront of colleges that enact change in education and in students’ lives, Evergreen must be responsive to changing needs and characteristics of students and of the larger society in which they will make their contributions. Evergreen cannot be hidebound in its attachment to “inviolate” traditions, but rather it must respond thoughtfully to the changing environment. Student Affairs staff conduct much of their work at the intersection of challenges to continuing relevance for students, pursuit of student learning at Evergreen, and preserving the best of the innovations in this approach to higher education.
General Objectives for Student Affairs Staff
In more general and comprehensive terms, staff in Student Affairs attempt to help students to:
- Understand the college by translating Evergreen's approach to learning, communicating the college's expectations for students, and helping them take best advantage of the academic opportunities at Evergreen;
- Successfully navigate the stages of developmental learning;
- Foster self-reflection and development of “agency” – developing both the inclinations toward “agency” and the requisite skills to achieve it;
- Negotiate difficult times in their academic and social lives by creating and maintaining systems to support financial, record-keeping and health/safety needs;
- Develop leadership opportunities with their peers – connecting curricular with co-curricular learning; and
- Create and sustain community - in academic programs, through Residential Life programs, and other social avenues.
Office of the Vice President for Student Affairs
◘ Athletics and Recreation
◘ Enrollment Services
- Financial Aid
- Registration and Records
- Student Employment
◘ Police Services
- Telephone Operations
◘ Residential and Dining Services
- Residential Life
- Residential Facilities
- Administrative Services
- Dining Service
◘ Student and Academic Support Services
- Academic Advising
- Access Services for Students with Disabilities
- Career Development Center
- Counseling and Health Center
- First Peoples’ Advising
- Gaining Early Awareness & Readiness for Undergraduate Program (Gear Up)
- International Advising
- KEY Student Services (TRIO)
- Student Activities
- Upward Bound
◘ Student Conduct
Staffing, Job Descriptions, and Performance Reviews
Since 1998 the staff head count in Student Affairs has grown 27%, from 123 employees to 156, primarily due to growth in Counseling Center and Enrollment Services staffing, expansion of the Children’s Center to serve twice as many children, and implementation of the federally-funded Gear Up grant. About 42% of professional staff holds advanced degrees, police officers are fully commissioned, and the Vice President, Vice President’s Executive Associate, and the Dean of Student Academic Support Services hold doctorates. Student Affairs has utilized state allocations, as available, to address compensation compression issues and to generate competitive salaries for exempt staff. A college-wide review of exempt staff compensation is being completed and recommendations are forthcoming. The division is staffed with accomplished professionals who deliver developmentally-based services that enhance students’ academic experience. Brief resumes of the professional staff will be available during the site visit.
Remaining active and current in professional literature and organizations is encouraged and in 2006-07 more than forty exempt staff participated in a regional or national conference. About ten individuals served in a leadership role with a professional association while about twenty wrote an article or presented in a professional venue.
Position descriptions for all staff are uniform in presentation and clear in assignments and expectations. These are updated regularly when vacancies occur, or during performance reviews. Classified staff are reviewed annually in accordance with their employment contract and exempt staff must be reviewed every three years per college policy, although supervisors in Student Affairs are expected to administer reviews annually. It is common practice to solicit evaluative feedback from students, faculty, staff in other units and those they supervise. In many instances student staff are also reviewed and provided with a written evaluation of their work performance.
Appropriate policies and procedures for student development programs and services are established. The objectives of each operating component are compatible and support the goals of student services.
Some examples for the 2007-2008 academic years are illustrative.
A disappearing task force has been formed to update our student conduct code policies and procedures. The review was prompted by the fact that the code had not been revised in over ten years, the number of students with serious mental illnesses and identification of new best practices. Policies and procedures for large events are being reviewed because it became apparent during a recent event that our security for events needed to be enhanced. Standard operating procedures in Police Services are being examined by the Director of Police Services to better address emergency and crowd control issues. Study Abroad procedures were updated because of a need for greater clarity and reduced liability. The role and functions of the ADA Compliance Committee were recently revised by the vice president for Student Affairs because of a lack of clarity of the functions of the committee and a need to give enhanced attention to liability issues.
The amount of input into policy decisions typically depends on the scope of the policy or procedural review. Those policies with the widest impact are typically addressed by disappearing task forces composed of students, faculty, and staff with the expectation of campus-wide input. Minor changes in institutional policies can be recommended by directors to the vice president for Student Affairs. Some policies require board of trustees approval which is consistent with our written policies regarding board of trustee authority. Almost all policies which involve issues of liability or those related to the Washington Administrative Code incorporate consultation with the State Attorney General's Office.
Student need and satisfaction surveys, as well as principles and standards from professional organizations across functional areas, are consulted to assess appropriate support for services. Budget requests are made biannually and vetted with staff in the division and prioritized with the deans and directors who report to the vice president. These requests are incorporated into a systematic institutional budget process in which budget coordinators from the four divisions (Academics, Finance and Administration, Advancement, and Student Affairs) review available funding and institutional and divisional needs and priorities to recommend appropriate budget allocations to the president. Student Affairs’ fiscal resources are, in general, adequate and when budget reductions have been necessary or reinvestments have been available Student Affairs has been treated in a manner consistent with other divisions. In recent years, Student Affairs has had autonomy to invest in some initiatives that require “one-time” purchases due to acquisition of indirect cost recovery from a large Gear Up grant. These resources have purchased such items as computer upgrades for staff, equipment upgrades in Police Services, improved software for the Recreation Center, or staffing augmentation in Student Conduct.
Since 1998, every area within Student Affairs except the Athletics and Recreation department has been remodeled and/or expanded or soon will be (Athletics and Recreation is located in the Campus Recreation Center that was built in 1989). In 2000 the Health Center was completely remodeled and doubled in size. The Counseling Center that had shared a space with the Health Center was relocated to another floor of the building. Police Services was also remodeled at that time.
In 2003-04 a new Children’s Center was built that increased the number of children that could be served from thirty-seven to seventy. It is now licensed to serve infants as young as six weeks old. The new center was jointly funded from student activity fees and institutional funds, and replaced the Child Care Center that was located in the oldest building on campus.
In 2005 most of the areas within the Student and Academic Support Services (SASS) were relocated in a newly renovated section of the library building. The new SASS location is much more student-friendly and includes a reception area for the first time. There is also space - within SASS for three federal grants - Keep Enhancing Yourself (KEY), Upward Bound, and Gear Up that had been housed in satellite locations.
Residential and Dining Services issued over seven million dollars in revenue and refinancing bonds in 2006. Of that amount, six million dollars is for housing facilities renovations and upgrades. The projects were begun in the summer of 2006 and will continue through 2009.
Enrollment Services (Admissions, Financial Aid, Registration and Records, and Student Employment) and the vice president and his staff were relocated to temporary offices in the summer of 2007 while a major renovation of the Library “A wing” is underway. This 18- to 24-month project will provide additional, more usable space to these areas.
In 2006 Evergreen students voted to incur a new student fee to renovate and expand the College Activities Building. When completed in 2010, the expanded building will have additional space for student organizations; student activities administration and student events; a new student-operated food venue; as well as well as a remodeled bookstore and dining facility. The students voted to incorporate numerous "green" features in the project. In addition, the College Master Plan suggests potential for expansion or renovation of the Campus Recreation Center and possible addition of housing for students.
3.B – General Responsibilities
|Entering Freshmen||Beginning the Journey – A college readiness course|
|All New Students||Seminar Savvy – an introduction to what seminars are and effective seminar techniques|
|Conditional Admits||One-on-one advising and orientation for students who have been admitted with a conditional status|
|Student Athletes||Comprehensive advising with emphasis on schedule challenges and focus on areas for program concentration|
|Students on Academic Warning||Advising for students who have received a warning letter to discuss a plan of action for returning to “satisfactory” status|
|Students of Color||“Critical Moments” case studies in which students from diverse backgrounds consider leaving the institution or dropping out because of an incident related to a diversity issue(s)|
|First People’s Advising Services “Peer Education Program” - provides multicultural programming for students living in the residence halls|
|Pre-orientation Program (Scholars’ Programs) - introduces incoming students of color to learning at Evergreen and provides an opportunity for the cohort to develop community|
|First-generation, Low-Income Students||“Keep Enhancing Yourself” Program (KEY)|
The Office of Institutional Research provides descriptive data about students to practitioners in Student and Academic Support Services. Data from surveys are used to inform the practitioners about the characteristics and needs of the new students each year. Student Affairs practitioners attend presentations by Institutional Research to explore these data and their implications, and have ready access to the data on the Institutional Research Web site.
Academic Advising: There is an effective partnership between Academic Advising and Institutional Research to gather key information from new students at their point of entry to the college. As part of the Academic Planning Workshops for new students, Institutional Research administers the New Student Survey. Most recently, an in-depth analysis of the characteristics and needs of transfer students to the college has informed plans to make changes in the content of the Academic Planning Workshop for a better fit for transfer students. Health and Counseling Services: The Counseling Center used Institutional Research data from students who indicated that prior to coming to Evergreen they experienced some level of depression. The center cites this statistic frequently as it showed that Evergreen freshmen had 2.5 times the national average of students coming to campus with the diagnosis of depression. These data indicated 20% of first-year Evergreen students reported feeling frequently depressed compared to 8% nationally. These statistics have been used to support the rationale for increasing services to students experiencing depression. KEY Student Support Services: Staff in this area rely upon data provided by Institutional Research to support the federal grant proposal and reporting requirements. Survey data completed by Evergreen students, particularly first-generation students, are utilized to improve the pre-orientation Step-Up Program. Career Development Services uses the alumni survey as a reference point to assess levels of use and satisfaction with services.
Information about first-time, first-year Students and transfer students is gathered upon students’ entry to the institution using the Evergreen New Student Survey. This survey is administered every other year to all new students. This survey gathers information about students’ goals, levels of confidence, reasons for attending Evergreen, and demographic information not available from other sources, such as information about the percentage of non-native English speakers. Information about this survey is posted on the Institutional Research and Assessment Website: Evergreen New Student Survey Home Page
The most recent results are posted here and are broken out by first-time, first-year response and transfer students as well as new Tacoma Program students: Evergreen New Student Survey 2005 Responses Web Page
Information about student engagement and learning is also gathered using the National Survey of Student Engagement. This survey is administered every year to freshmen and seniors. This survey allows for comparisons to peer institutions and to all participating institutions. Information from this survey is regularly shared with the board of trustees and discussed widely in inter-divisional conversations about the extent to which Evergreen students are engaged in both academic programs and with student services. Following is our most report of the most recent results of the NSSE. NSSE 2007 Benchmarks Report
Information about student learning and satisfaction is gathered every other year with the Evergreen Student Experience Survey. More information about this survey is posted here: Evergreen Student Experience Survey Home Page. Survey responses are provided specific to specific student population subgroups, so one can easily view the responses of first-time, first-year students, Olympia campus students, Tribal: Reservation-based Program students, and Tacoma Program students. The Evergreen Student Experience Survey has information about students’ satisfaction with academics and student services (Evergreen Student Experience Survey 2006 – Satisfaction of Olympia Campus Students). It also contains students’ responses to questions about the amount that Evergreen has contributed to their learning in a variety of areas (Evergreen Student Experience Survey 2006 - Learning Growth for Olympia Campus Students).
Special analyses of particular student subgroups are also available to faculty, staff, students, and committees who are interested in various diversity-related issues. Examples include the following reports:
- Evergreen Student Experience Survey 2004 - Analysis of Differences in Response Between Racial-Ethnic Subgroups
- Evergreen Student Experience Survey 2006 - Diversity Questions
- Evergreen Student Experience Survey 2006 - Exploring Patterns by Race/Ethnicity and Gender/Sexual Orientation.
Links to information specific to transfer students include:
Enrollment Growth and Student Demographics
As of 2006-07, annual average enrollment at Evergreen is up 385 (+10%) full-time equivalent (FTE) students since 1997-98. State funding has increased by 647 FTE (+19%). Since the spring 2003 interim visit, enrollment has increased 59 FTE (1.5%) while funded FTE increased 306 FTE (8.0%), thus reducing patterns of over-enrollment as high as 250 FTE during the past five years to a very slight under-enrollment (-30 FTE) in 2006-07. Our fall 2007 FTE enrollment showed strong improvement, exceeding fall 2006 by 214 FTE (+5%). The current estimate for FTE enrollment in 2007-08 is 4,225, up 112 FTE from 2006-07 and 60 FTE above state contract level. (Figure 3.1: Annual Average Full-time Equivalent Enrollment)
The reduction in “over-enrollment” was one part planned – to reduce pressure on the classroom and avoid legislative “re-basing” to the higher number without additional funding – and another part unanticipated, especially in 2006-07. The drop in Washington state’s 2006-07 community college transfer enrollment was sharper than expected and an increase of lower-division seats funded by the state at three branch campuses drew more freshmen away from the college than expected. The combined result was a slight drop in total enrollment (-18 FTE) and further erosion in the over-enrollment “cushion” than was planned. Our short-term enrollment target is to return to a modest level of over-enrollment (approximately 100 FTE) by the 2008-09 academic year. Our 2007-08 enrollment will move us close to our target of 100 FTE over state contract (+60) and increased application activity for fall 2008 (as of April of 2008 up 8% or 214 over 2007) indicates this target will be reached in 2008-09, as planned.
The college has also gone through a period of adjusting budget assumptions about levels of nonresident enrollment and tuition revenue. During the past five years, the college has (1) reduced over-enrollment of resident fee-paying students – originally built to offset tuition revenue declines due to enrollment of fewer nonresident fee-paying students – now unnecessary because of (2) adjusting the tuition revenue and base budget assumptions to a reduced level of nonresident enrollment. We are now in a much improved enrollment and revenue position. The operating budget is no longer dependent upon over-enrollment of state residents to offset a decline in nonresidents, holding revenue support in place without inflating the student/faculty ratio. Additionally, our nonresident enrollment has begun to grow modestly and currently exceeds budget expectations.
- Transfers students typically constitute a larger proportion of our entering class than at most liberal arts colleges: 60%+ (Figure 3-2: Composition of Fall Quarter Entering Undergraduate Degree-seeking Class)
Transfer students have been the mainstay of Evergreen’s enrollment for over 30 years. Our fall quarter undergraduate entering class has averaged 1/3 freshmen (students enrolling from high school) and 2/3 transfer or returning Evergreen students until the most recent three years when the proportion of freshmen in our entering class has grown moderately, reaching 43% in fall 2007. Students from Washington community colleges are our major source of transfer students. Detail on the composition of Evergreen’s fall quarter entering class is presented below: (see Table 3 for a detailed history of components of Evergreen entering class).
Differences Between Transfers and Freshmen in Goals for Their Education
Based on responses to Evergreen’s 2005 New Student Survey, transfer students attach greater importance to securing a “job of my choice/make a career change” and preparation for graduate school than freshmen students. In fact, job preparation is the goal receiving the highest proportion of “very important” ratings for transfer students at 67% compared with 57% for freshman students. Not surprisingly for a generally older student population, practical considerations such as scheduling of classes and location of offerings play more important roles in the decision to attend Evergreen for transfer students, owing to work and family obligations. Evergreen’s transfer students also attach comparable importance to several goals as do entering freshmen, including: “becoming an informed citizen,” “gaining an understanding of a broad range of ideas and fields of study,” and “having a better understanding and appreciation for differences (ethnic, political, etc.).”
Fall-to-fall retention of transfer students runs higher than freshman retention by 7%-9% and graduation rates are substantially higher. (Retention Summary, Consortium for Student Retention Data Exchange: First-time, First-year Cohort Graduation Rates, and Accountability Report 2007)
Because of our success in attracting larger numbers of transfer students than freshmen and observing better retention and graduation rates among this group of students, the college has tended to focus improvement efforts on freshman students both in the areas of recruitment and retention. Recent focus group interviews with transfer students and conversations among staff and faculty revealed a concern about this comparative inattention to (1) orientation, (2) academic advising, and (3) career counseling made available to transfer students.
The proportion of freshmen in our entering class has risen in fall 2005 and 2006 – from consistent levels in the 32%-35% range to 40%. The proportion of freshmen in our fall 2007 entering class rose to 43% (an increase of 103 freshmen over 2007). The increase in freshman students is creating some staffing pressure in the curriculum and raises the importance of retaining this growing segment of our entering class well in the future.
Enrollment of students of color has held at 18% for the past six years, up from 16%-17% in the late 1990s. (Figure 3-3: The Evergreen State College: Fall Quarter Enrollment History). The proportion of students of color enrolled on the Olympia campus has increased slightly each year since fall 2003 reaching 16.4% in fall 2007. Our program located in Tacoma typically enrolls 55%-60% students of color and our Tribal program is generally between 90% and 100% students of color. (Figure 3-4: Distribution of Students of Color by Campus).
Undergraduate/graduate mix and full-time/part-time proportions have remained essentially the same over the past ten years. (Figure 3-3: The Evergreen State College: Fall Quarter Enrollment History)
Retention and Graduation Rates
Overall undergraduate fall-to-fall retention has remained at or near 80% since fall 2000. Freshmen are the group of students retained least well to the following fall and of that group, nonresident fee-paying freshmen tend to be retained at a lower rate. This is no doubt in some part due to the increased cost of attendance for nonresident students – nonresident transfer students are also retained at a lower rate than resident fee-paying transfers. (Figure 3.5 Retention Summary)
Overall, Students of Color are retained at a rate equal to or slightly above the rate for Caucasian students. Retention of Students of Color tends to be highest in our Tacoma program. Retention of Students of Color on the Olympia campus also tends to run equal to or slightly higher than for Caucasian students. We find this trend especially gratifying since our Olympia enrollment is predominantly white. (Retention Summary)
Evergreen’s first-time, full-time freshman six-year graduation rate is 55% for the most recent cohort (fall 1999). While we hope to see improvement in freshman graduation rates as fall-to-fall retention efforts yield positive results, we view the current rate as comparable or better than our peers among public institutions. (Figure 3-6: First-time, First-year Cohort Graduation Rates)
For the first time in the history of the college, and after at least a half dozen serious efforts over the years, Evergreen now has a student government. Students worked hard throughout the 2006-07 school year to develop a governance proposal that would accommodate Evergreen's distinctive structure. Students voted in favor of the Geoduck Union and the board of trustees recognized the new student government during spring of 2006. The student government formally began its work in fall 2007. During its first year, the student government created a mission statement for the Union, it composed bylaws to govern regular operations, and it established voting and election policies building on past practice. The student government also identified a group of students to work on the Campus Activities Building (CAB) design.
The Evergreen Social Contract, the mission statement of the college and the mission statement of the Division of Student Affairs, all speak to campus-wide participation in institutional governance. The college has evidenced a long-standing commitment to involving students in decision-making.
In the past, staff designed processes to collect student input regarding major policy decisions that directly affected students. The nature of the issue determined the exact process used, but student input on major decisions was actively and regularly solicited. On almost every issue, community meetings and forums were held and written comments on email solicited. Phone surveys were often conducted, Websites established, and information-gathering tables were set up in visible locations on campus. Additional steps were taken depending on the issue.
Procedures governing the Student Fee Allocation Committee are being amended now that we have a student government. In the past, the Student Fee Allocation Committee selected student members. Beginning this year, these appointments were made by the student government. This new practice will need to be set forth in a bylaw by the Geoduck Union in the coming year.
Since our last reaccreditation report, students have voted to impose fees upon themselves. In spring 2006, students voted to tax themselves $5.75 per credit per quarter for a major renovation of the CAB Building, which serves as our student union. In spring of 1999, students approved a one-dollar per credit per quarter fee, to provide free bus service to all students. In January 2005, students voted to tax themselves for "Green" energy. By agreement with the college, students must also vote every two years to reauthorize the collection of an eight-dollar WashPIRG fee.
Prior to the existence of our student government, these student fee initiatives were generated by small groups of students and Student Activities staff coordinated the referenda. In order to be presented to the board of trustees, 25% of the students had to vote and the majority of those voting had to approve the new fee. (There is a different standard for WashPIRG.) These operating practices have now been built into the new student government bylaws and the student government now has primary responsibility for bringing student initiated fee proposals forward. Last spring the Geoduck Union oversaw two successful fee initiatives for student funding: funding for a late night shuttle bus connection to downtown Olympia and a one-time fee to establish a student-run café.
Disappearing Task Forces (DTFs) have historically been the major mechanism for addressing campus-wide issues. Students serve on DTFs and most student appointments to DTFs were made by the Office of the Vice President for Student Affairs. The responsibility for appointments to major DTFs will now rest with the student government. Students have also served on hiring committees, study groups, the parking appeal committee, hearing boards, and building design committees. Student Affairs staff are now working with representatives of the student government to determine which of those appointments will become the responsibility of student government.
Students have a major role in designing the new CAB. The CAB predesign team was composed of twenty-one individuals, thirteen of whom were students, including the co-chair. Student members of the predesign team took the lead in seeking input from other students. They held open forums, collected survey data, held radio call-ins, established a Web site and were present at tables in the CAB to collect ideas and feedback. The current design team of sixteen members has ten student members including the student co-chair. In the spring of 2006, the design team participated in the selection of the architectural firm, which will complete the design work.
The exact role of the student government in collecting student input and advocating for students is evolving. Student Affairs staff will continue to serve as student advocates and in some cases, will want to collect their own input, but it is clear that our own student government will now have primary responsibility to speak for students on many issues. This is an exciting development and we hope for even stronger student participation in governance.
The Vice President for Student Affairs forwards to the Provost’s Office a list of standing committees and DTFs that are charged by the vice president for student affairs. The Provost’s Office shares this list with the Faculty Agenda Committee, which then makes assignments to these groups. Since it is through DTFs that major policies are developed, this system ensures significant faculty input into the formulation of major policies, programs and services for students.
It is a matter of practice that all policies involving significant changes to students are vetted electronically and at public forums open to the entire campus. This affords all faculty and staff an opportunity to have input. On some occasions the Faculty Agenda Committee will ask that a policy change that affects students be reviewed with them. The agenda committee may request that the proposed change be presented at a faculty meeting. In recent years changes to our Academic Advising policy, our sex offender notification policy, and our Bias Incident Response Protocol were presented at faculty meetings.
There are many structures at Evergreen that foster teamwork between faculty and Student Affairs practitioners as it applies to the formulation of student policies. Faculty rotate into positions in the Academic Advising Office. The dean for First Year Programs attends meetings of Student Affairs deans and directors, and the dean of Student and Academic Support Services attends meetings of the Academic deans. These practices help ensure that Student Affairs practitioners and their academic colleagues are in close communication at the earliest stages when policy changes affecting students are being contemplated.
The Social Contract (Exhibit 3.3) and Student Conduct Code (Exhibit 3.4) guide students in understanding acceptable behavior at the college. Imbedded within these documents are the clearly-defined procedures dictating student responsibility and administrative processes. Both found on the Web under the heading, Student Rights and Responsibilities (Exhibit 3.5), these documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents both as a handout as and online. Resident assistants meet with all residential students, sharing expectation, consequences, and again referring students to the Student Conduct Code and Social Contract. This year, the college will undertake a full evaluation and revision of the Student Conduct Code and then revise the current Web site. Students will participate in this revision and the community as a whole will have opportunities to provide input through public forums.
Holding students accountable to the policies and procedures defined in the Student Conduct Code follows the measures defined in the Student Rights and Responsibilities. Restorative justice guides the student conduct procedures, focusing heavily on education and making appropriate amends. With most situations this process results in a positive outcome for violator and victim, as students are supported in taking responsibility for their actions and thinking critically about the larger consequences of their actions. Students have the option to appeal any decision to a board of their peers and other community members on the rare occasion when an agreement cannot be reached or is perceived as unjust by the student.
The Campus Grievance Officer works collaboratively with faculty, campus police, residential and dining staff, as well as student affairs professionals to quickly address issues that arise on campus. Investigations of student conduct code violations and resulting sanctions happen in a timely manner. Officers now use Required Grievance Meeting forms (Exhibit 3.6) which result in students seeing the grievance officer within seventy-two hours of police contact. A case coordination team meets regularly to support students who are in crises. The Bias Incident Response Team (Exhibit 3.7) was instituted two years ago to address campus occurrences of hate crimes or bias or prejudicial incidents. The Mediation Center, Exhibit 3.8 Mediation Center, supports community members’ campus-wide in addressing conflict. The newly evolving Center for Community Matters will fill the gap to support students and community members in navigating the options for conflict resolution on campus.
Police Services includes ten commissioned officers including the police chief, two sergeants, one administrative assistant and seven officers, parking operations (five staff) and the campus communication center (5 staff). Police Services strives to create and maintain a sense of community awareness among a fluid student population. Each successive generation of students is encouraged to adopt self- and mutually-protective attitudes, just as they are encouraged to adopt basic Evergreen values of self-determination, social awareness, and individual scholarship.
The Evergreen State College armed and fully commissioned the security force on June 6, 1996 which then became Police Services. All officers were required to attend the Basic Law Enforcement Academy that is coordinated by the Washington State Criminal Justice Training Commission. Officers were then recognized statewide as an actual police department with full powers of arrest. To maintain this level of proficiency, officers are required to have a minimum of thirty hours of training each year to include maintaining certain qualifications and certifications required for professional status in the law enforcement community.
Police Services has embraced the concept of community oriented policing to its fullest in the delivery of services to the Evergreen Campus. The partnerships are guided by our Professional Policing Philosophy which states, “The Evergreen Police Services (EPS) provides policing services based upon the following professional policing philosophies:”
- Community-Based Policing
- Problem Solving Policing
Police service delivery strategies and tactics are based upon community needs, crime, and quality-of-life issues.
- Approach to Policing
- Preventive Policing
The delivery of police services is based upon the prevention of crime and mutual understanding.
- Knowledge-and-Innovation Based Policing
The above Professional Policing Philosophy follows from our Mission Statement: “The Evergreen community and the Department of Police Services, share the responsibility of providing a safe learning, working, and educational environment based on mutual trust and understanding.”
In 2005, Evergreen Police Services went through an on-site assessment of our services by the Western Regional Institute for Community Oriented Public Safety (WRICOPS). This assessment can be viewed at Exhibit 3.9 WRICOPS Report. The assessment noted many areas of ongoing excellent practices and also recommended areas needing improvement. Police Services has been very active in responding to these recommendations and improving our service to the community. In addition, there have been changes in the rank structure and organization of the department to better provide for accountability by officers to our community. Police Services has also implemented several community-wide partnerships that better communicate our mission and services to the Evergreen campus. Examples of steps taken to address concerns brought forward in the assessment are presented in Exhibit 3.10.
The college’s philosophy is to quickly provide and share accurate information regarding more serious crimes with the campus to ensure a safe community. The vice president and College Relations Office immediately issue Security Bulletins to be posted in every building on campus for these crimes. In compliance with federal law, Uniform Crime Reporting Statistics and Clery Statistics, (the landmark federal law, originally known as the Campus Security Act, that requires colleges and universities across the United States to disclose information about crime on and around their campuses) are reported annually and can be viewed via the Police Services Web site: (Campus Crime Statistics 1999-2007) as well as the Washington Association of Sheriffs & Police Chiefs website: www.waspc.org and the Federal Office of Postsecondary Education website: http://ope.ed.gov/security/InstDetail.asp. (The differences in the statistical data among these three reports are due to the various federal and state reporting requirements that are mandated to include different classes of crimes and types of activities.) The majority of criminal activities on Evergreen’s campus are property crimes such as theft and vandalism. Uniform Crime Statistics and safety tips are presented during student orientation to every new student prior to the start of each fall quarter. Education and awareness begins with the student and families throughout New Student Orientation through panel discussions, films, plays, and workshops for men and women. The college also enjoys strong relationships with Olympia-based organizations that provides self-defense training on campus and internship opportunities in their organizations for our students.
Students, staff and faculty generally feel safe because of the low crime rate and the many services provided by the police department. Statistics show the low incidence of crime and the different types of public services provided to our community by our police officers. Some examples of public services include officers providing personal safety escorts, vehicle entries, and vehicle jumpstarts.
Despite these efforts, an altercation during and after a concert in February 2008 exposed tensions between Police Services and some members of the Evergreen community. This incident led to concerns about some governance documents and planning procedures at the college.
The Office of Sexual Assault Prevention provides information through workshops and publications for students, staff,, and faculty throughout the year. Two pamphlets, one for students and one for faculty, describe the requirements for Clery reporting and offer a protocol for how to support a student who states he or she has experienced sexual and/or interpersonal violence. A list of resources both on and off campus is included for students seeking support.
The coordinator for the Office of Sexual Assault Prevention provides prevention education through facilitation of training on personal safety, healthy decision-making, and communication skills for students. These are initially offered during fall orientation, and continue throughout the year, often co-sponsored with a student organization, health services, counseling services or Residential and Dining Services. The Office of Sexual Assault Prevention also provides support to victims/survivors of sexual assault and interpersonal violence by meeting with the students to assess health and safety, coordinate health care and emotional support, and assist the student in accessing the criminal justice or campus grievance system.
The Office of Sexual Assault Prevention works closely with Campus Police Services, faculty, staff, students and our local community agencies to provide the highest level of support to students.
The college publishes a catalog annually describing the items listed above. A print version of Evergreen’s Catalog is available as Exhibit 3.11. Our online catalog is available at: http://www.evergreen.edu/catalog/2008-09/
Other references to Evergreen’s Web site are as follows:
Mission Statement – Mission Statement
Admissions requirements and procedures— Freshmen: Freshmen Admissions
Admissions requirements and procedures—Transfers: Transfer Admissions
Students' rights and responsibilities: Student Rights and Responsiblities
Academic regulations: Academic Standing
Degree-completion requirements: Graduation Process
Refund Policy: Summer Registration and Refunds
The Social Contract (Exhibit 3.3) and Student Conduct Code (Exhibit 3.4) guide students in understanding acceptable behavior at the college. Eembedded within these documents are the clearly defined procedures dictating student responsibility and administrative processes. Both are found on the web under the heading Student Rights and Responsibilities (Exhibit 3.5)
These documents previously had also been mailed to each incoming new student. Now that we are formally employing e-mail to conduct college business with students, the documents will be sent electronically. In addition, most academic programs specifically direct students to the expectations defined in the two documents both as a handout and the online availability. Resident assistants meet with all residential students, sharing expectation, consequences, and again referring students to the Student Conduct Code and Social Contract. This year, the college will undertake a full evaluation and revision of the Student Conduct Code and then revise the current Web site. Students will participate in this revision, and the community as a whole will have opportunities to provide input through public forums.
Information about athletics, student organizations and services and student government can be found at the following web sites:
Student Organizations and Services: List of Recognized Student Organizations
Constitution for Student Government Student Government: Constitution for Student Government
As described in 3.B.1, the college employs a systematic strategy for surveying and assessing student experiences at Evergreen. The Evergreen Student Experience Survey is one way that we assess student usage of various student services. Examples of survey results can be found at the links below:
Student feedback and satisfaction have also been reported to various offices and to the Student Affairs Division from the Evergreen Student Experience Surveys 2004 and 2006. Reports were produced that pulled together responses to questions and comments that were specifically related to each office.
Reporting of usage of campus resources by Evergreen alumni has also been gathered and shared: Alumni Surveys 2002-2006 - Campus Resource Utilization Section E.
Over the past few years, special attention has been given to retaining undergraduates, with specific emphasis on first-year students through outreach to new students entering the institution. A series of research-based initiatives and best practices have emerged which are directed specifically at increasing levels of student integration and congruency by helping students better understand (a) how the college works; (b) what they as students can expect of the ccollege; (c) what will be expected of them as students; and (d) what support services and resources are available to them at the college.
These objectives are pursued through a series of activities under four broad categories:
- A comprehensive orientation program
- Assistance in the initial transition to Evergreen
- Self-care, health and safety
- Diversity and community
Exhibit 3.12 summarizes professional development activities and resulting improvements in services provided by SASS practitioners in the following areas: academic advising, retention, general education, civic engagement,health and safety, student engagement in learning, diversity, legal issues, and budget management/regulations.
The research of Vincent Tinto has shaped the work of the practitioners in Student Academic Support Services (SASS ) regarding student retention at Evergreen. Our approaches to improving retention focus on two facets of student experience: academic and social integration. In the academic arena' students interact with an academic discipline and with faculty and peers. In the social system' students develop relationships with peers, faculty, staff who provide services and operate the college, and alumni. According to the research, in order for students to persist they need to feel a sense of integration and congruency, or “fit” with the college, in their experiences. When students experience low levels of integration or congruency they tend to exit the institution. Fit questions might include, “Does the student have similar academic or personal experiences and interests as other students, faculty, and administrators at the college?” and “Does the student share the aspirations and values of other students, faculty, and administrators at the college?”
3.C – Academic Credit and Records
The evaluation of student learning and the award of credit for that learning are the responsibility of the faculty who work closely with their program secretary and the Office of Registration and Records in maintaining the integrity and confidentiality of student records. Each academic program’s syllabus outlines the ways in which a student will be evaluated. Covenants developed and agreed to in class may also clarify aspects on which a student will be evaluated. Evergreen’s credit system differentiates between quantity and quality. The quantity of a student’s academic work is recognized by an award of credit based on satisfactory completion of a program, contract or specific course requirements. The quality of a student’s work is expressed in a written evaluation by the faculty and by the student. Students meet individually with their faculty at the end of each quarter to evaluate the student’s work. Two perspectives on the student’s learning are brought to the discussion – that of the student and that of the faculty member.
The college ensures that these records are accurate and comprehensive through a process that begins with the faculty member sending the program secretary the text for the faculty evaluation of the student. The program secretary reviews it for content and format. Once the text is complete, the secretary merges it to the college’s evaluation template and it is transmitted to Registration and Records where it is reviewed by the office’s credentials evaluators, who record the number of credits earned in the student records system. A copy of the evaluation is mailed to the student with an insert that asks the student to review the record for accuracy and to seek an amendment if corrections are needed, through registration, faculty or program secretary.
In 2005, the college implemented a new evaluation process after a committee of faculty and staff spent two years reviewing processes and procedures. The project’s goal was a 50% reduction in the time of processing an evaluation. The result of this extensive process redesign has been a significant reduction in the time it now takes to process an evaluation, the effort has also eliminated some of the extraneous steps in the process, such as eliminating the faculty signature that previously caused much of the delays in evaluation.
The second file contains all the student’s narrative evaluations from the he or she enters until he or she leaves or graduates. If the student does not receive credit, the faculty’s “No Credit Report” is filed in the first file, since the college’s transcript is only a record of achievement. The amount of credit earned in a program is clearly specified at the end of the evaluation of the student’s academic performance. Full-time students at Evergreen earn twelve to sixteen credits, or quarter hours, per quarter; the maximum allowed is twenty credits. Beginning in 2007, Registration and Records began imaging all narrative academic records to allow better management of these documents and are continuing to move the processing of narrative academic records toward a paperless procedure.
The academic challenge and level of expectation for learning are appropriate to the graduate or undergraduate level of the program. The process for posting credits is the same regardless of whether it is undergraduate or graduate credit. Graduate credit is noted as such on the narrative evaluation.
Evergreen’s catalog has a clear statement regarding the status of credit awarded for “special” non-matriculated students. Special students are limited each quarter to a maximum of eight credits per quarter unless an exception is made by the curriculum dean, which is granted only if the student is an applicant to the college for a future quarter. Students may audit by providing a written approval from their faculty and paying the required audit fee.
Criteria for evaluating undergraduate and graduate student performance and achievement are determined by individual faculty for classes and teaching teams for academic programs. Academic standards for quality of work and student performance are typically articulated in program syllabi and covenants, and complemented by ongoing assessment of students' work over the course of the class or program (one to three quarters). Final assessments are documented in individual Evaluations of Student Achievement, which become a permanent part of their Evergreen transcripts.
MES Thesis Handbook:
MIT Student Teaching Handbook:
MPA Program requirements and Course Information:
Students need to complete 180 quarter-hour credits in order to obtain a bachelor’s degree from Evergreen. They can transfer a maximum of 90 quarter-hour credits of lower division work and up to an additional 45 quarter-hour credits of upper division work for a maximum of 135 credits. Of their final 90 quarter credits, 45 of the 90 must be completed at Evergreen in order to earn the bachelor’s degree.
- Direct Transfer Degree (DTA)
- Associate in Science Transfer Degree (AS-T)
- Direct Technical Transfer Degree
- Upside Down Degree
- Course-by-Course Evaluation
- Nontraditional Credit
Transfer credit awards are based upon the official transcripts that are part of the admission application. Evergreen does not have specific subject area graduation requirements. All transfer credits are applied uniformly toward the 180 quarter-hours needed for graduation. The Direct Transfer Degree, Associate in Science Transfer Degree and the Direct Technical Transfer degree all transfer as a block of 90 quarter- hour credits.
Direct Transfer Degree (DTA)
The general associates degree is known statewide as the Direct Transfer Agreement (DTA). Currently Evergreen recognizes the DTA (both the general associate degree and seven additional direct transfer technical degrees noted below) as a block of 90 credits and gives students top admissions priority. Because Evergreen accepts these credits as a block, students transferring with a DTA may complete their bachelor's degree with 90 additional quarter credits at Evergreen.
Associate in Science Transfer Degree (AS-T)
Direct Technical Transfer Degree
Evergreen has developed a special category for students transferring with certain technical degrees. Seven Upside down agreement categories (accounting, business, computer information system, criminal justice, early childhood education, human services, paralegal) are often made up of 75% general education coursework, and Evergreen treats these seven technical degrees as DTA degrees. These degrees were chosen for direct transfer because of the substantial general education coursework contained in each and because of the number of students-of-color in these programs. For those students wanting to transfer upon graduation or after working in the field, these degrees offer a smooth transition to Evergreen.
Upside down Degree
Students holding an Upside-down approved vocational or technical associate’s degree from a Washington community or technical college are eligible to transfer the approved degree as a block of 90 credits. The student must meet with an academic advisor and negotiate a plan that includes 32 Evergreen quarter credits that will be earned in a coordinated studies program outside their technical degree discipline for purposes of achieving breadth. Evergreen has negotiated over 300 Upside down agreements with the community and technical colleges. The Upside down agreements are very effective at communicating Evergreen’s “transfer-friendly” position to the community college system.
- freshman level or above (usually number 100–499)
- grade of A, B, C, Pass/Satisfactory, Credit, 2.0 or better
- academic in nature (physical education, military science, credit and courses that are religious in nature are not transferable)
Non-academic courses that are considered vocational, technical or personal development (VTPD) fall into the following categories:
- occupation related (e.g., bookkeeping, law enforcement, keyboarding, nursing, secretarial training)
- skill building (e.g., equipment operation, typing, etc.)
- personal development (e.g., assertiveness training, personal finance)
A maximum of 15 quarter-hours of VTPD credit may be transferred. If it is community college VTPD credit, it must be within the 90 credits maximum allowed. VTPD credits must be college-level to yield transfer credit.
Nontraditional Credit: Non-accredited Colleges and Universities
- Has successfully completed 96 credits at Evergreen
- Has not exceeded the maximum number of transfer credits allowed
- Will earn 45 of his/her last 90 credits at Evergreen
Nontraditional Credit: Running Start, College in the High School, and International Baccalaureate Programs
Nontraditional Credit: Credit by Examination
- AP—acceptable scores are 3, 4, 5
- IBO—acceptable scores are 4, 5, 6, 7
Nontraditional Credit: Experiential Learning
Evergreen recognizes that learning can take place from life experience, not just from academic studies. Students may demonstrate college-level learning as a result of life experience through extensive documentation. See also Standard II. Prior Learning from Experience.
Nontraditional Credit: Military Training
Nontraditional Credit: Certificated Learning
To maintain a secure environment, the records of admissions and student progress for currently enrolled students are stored in a fireproof vault in the Registration and Records office. The security of these records is set at a very high standard as only authorized staff have access to the vault. With our transition to imaged records, Registration staff have access to academic records through our imaging application that is password protected and access is based on the role of the individual employee. Other areas of the college have copies of student records. Program secretaries keep copies of student evaluations for two years and faculty members also keep copies of student evaluations for their portfolios.
Records for students who have left the college and for those who have graduated (inactive) are microfilmed as well as scanned on an ongoing basis. The college keeps a copy of the microfilm on campus and another copy is stored with the state archivist off campus. The imaging system is fully backed up on a nightly basis using Computing and Communications standards. Inactive student records are fully backed up for duplicate copies if necessary.
Evergreen complies with the federal Family Education Rights and Privacy Act of 1974, which establishes information practices regarding education records and directory information at colleges and universities who receive Department of Education funding. Student Affairs employees are required to attend FERPA training every three years. New employees in Student Affairs receive this training as a part of their orientation to the college. Employees in other divisions of the college may attend this training depending on their role at the college. Anyone who seeks access to the student records system must read and sign a FERPA statement of understanding. Faculty must read and agree to the conditions of FERPA before they can access student directory information available to them on the Web. Copies of Evergreen’s policies pertaining to the confidentiality of records are made available to students in the Office of Registration and Records in print, and are available on the homepage of Registration and Records as well as the Policy Handbook found on the college’s web page.
In the event of a disaster, the microfilmed and imaged records as well as the data maintained by Registration and Records could be recovered easily based on the excellent, extensive disaster recovery plan established by Computing and Communications.
3.D – Student Services
Qualifications for admission along with the process and deadlines are specifically outlined in the catalog and on the college Web site. These policies are well publicized and strictly adhered to by the Office of Admissions. Each applicant undergoes a comprehensive review process that is consistent with statewide minimum admissions standards and institutional match for freshman, transfer, and returning adult students. In addition to their application, transcripts, and test scores, students are encouraged to submit a personal statement in which they are asked to address previous academic and/or professional/personal experiences along with their academic plans for learning at Evergreen. Some students go through an interview process conducted by admissions counselors, faculty, or alumni.
Inter-divisional communication occurs on a regular basis in the form of the Enrollment Coordinating Committee (ECC). The ECC is an important point of contact between college deans, college relations, enrollment services, and institutional research. ECC provides a venue for staff at varying levels to learn and participate in addressing enrollment issues at Evergreen and an environment where substantive conversations have helped improve communication and promote substantial progress on issues of shared concern.
In-State Market Trends
During the last two years Evergreen has weathered a state-wide decline in the Washington community college transfer market and increasing competition for transfer students among public, independent, and for-profit baccalaureate institutions. At the same time, several hundred additional freshman seats were created at three public branch campuses (UW-Tacoma and UW-Bothel, plus WSU-Vancouver) in fall 2006 a period of only modest growth in the numbers of graduating seniors in the state. Community college transfers are the largest component of Evergreen’s entering class, so declines in this market coupled with increased competition have a substantial impact on application activity. Opening branch campuses to freshmen in fall 2006 (these campuses had previously been restricted to upper-division students) presented an additional recruitment challenge. (Figure 3.7: Trends in Fall Quarter Applications)
Conversion Rates and Application Trends
Increases in our conversion rates from admission to enrollment helped to mitigate the declines in applications from Washington freshmen and community college transfers in 2006. (Figure 3.8: Percent Fall Quarter Admitted Undergraduates Enrolling) Applications for both groups increased in 2007 (WA freshmen: +15%; WA Transfers: +8%), which we interpret as signs that Evergreen is holding ground or improving its market share in both of these areas and that our continuing efforts to refine recruitment strategies are effective. (Figure 3.7: Trends in Fall Quarter Applications)
Applications from students of color have followed the recent trend with transfer applications: a comparatively strong year in 2004 followed by some decline in both 2005 and 2006. Applications for 2007 showed a stronger improvement than among white students: up 17% compared with an increase of 10% for white students relative to 2006. Enrollment of undergraduate students of color increased 8% in fall 2007 which was identical to the percentage increase in enrollment of white students.
Improvements in Recruitment Efforts
As detailed in our 2003 Interim Report to the Commission (Exhibit 3.14), our admissions office has continued to increase the quantity and quality of our outreach efforts. Examples include: '
- Overhaul of publications and development of a targeted mailing series: In 2001, the “mailing series” to students inquiring about enrollment consisted of one packet containing the college catalog, an application form and a letter from Admissions. In 2006, the series consisted of 15 different pieces sequenced and with content intended to move a student from inquiry to applicant to admit to enrolled status. The series contains high-end publications (e.g., the general viewbook, academic viewbook, transfer guide, and visit evergreen brochure) and a series of postcards reminding students of important upcoming enrollment events (e.g., Fridays at Evergreen, President’s receptions). Strategies have been developed that employ an intentional communications plan to direct the recruitment mailing series, and of equal importance, have secured a reliable delivery system for the mailing series.
- Comprehensive follow-up efforts : Mail, telephone, Web/e-mail and personal contacts with prospective students by Admissions counselors and staff, current students and Evergreen faculty have increased, including 7434 student-to-student tele-counseling telephone calls for the 2006-07 academic year.
- Twenty-four hour response time : In recognition of the importance of timeliness, any e-mail, written, or telephone communication receives a response within 24 hours. Campus visitors are sent a “thank you for visiting” card within 24 hours.
- College Web site redesign and web support staffing : The college’s web site was redesigned in 2001 with special emphasis on improving communication with prospective students. Funding was provided for staff to maintain and improve the Web site the following year. Improvements have continued since then as managed from the College Relations Office in coordination with Enrollment Services. Enrollment Services staff also update and improve the Admissions and Financial Aid Web sites on a regular basis.
- Remodel of the Admissions Office : The space was an eyesore for students and parents in comparison with other schools visited such as University of Puget Sound, Reed, and Lewis and Clark. The remodel in 2002 provided temporary improvements. As the Library Phase II remodel has advanced Enrollment Services has taken an active role in the design process to ensure a general upgrade of appearances in Admissions. In addition, efforts are being made to accommodate guests during the remodel period and temporary move to Seminar I.
- Articulation agreements : Additional articulation agreements to promote easier transition from community colleges in Washington to Evergreen continue to be negotiated.
- Reorganization of classified employees : All classified employees in the office were reclassified as credential evaluators. Two factors prompted this effort: 1) staff previously classified as office assistants were impacted and “bumped” out of their positions during budget cuts; and 2) the old system promoted a division of labor that broke down during absences. Students often did not get an official transfer credit evaluation until well into the quarter for which they had applied. With each credential evaluator assigned to a section of the alphabet, all applications are now reviewed and awarded transfer credit prior to registration.
- Reorganization of admissions counselors : Whereas a division of labor was counterproductive to the classified staff responsibilities as described above, a division of responsibilities is essential to the relationship-building and long-term outcome strategies for the admissions counselors and the target audiences with whom they work. As the organizational chart indicates, each counselor now has a specific recruitment responsibility (e.g. non-resident recruitment, Student Visitor Program, etc.).
- Capping non-resident tuition : Resisting pressure to increase non-resident tuition during the past two years has allowed us to recover some of the competitive advantage in cost lost to private institutions when tuition increased substantially from 2002 - 2004. Each year non-resident tuition is not increased the college’s position on cost relative to the private school competition is improved. A 5% increase has been approved for Fall 2007.
- Tuition waivers in the form of “Scholastic Achievement Awards” (SAA) : During the past two years, the college has provided new financial support to students aimed at making Evergreen a more competitive choice among the selective liberal arts colleges with whom it competes for non-resident freshmen. This new strategy of “tuition discounting” has clearly been successful in attracting and enrolling students who would otherwise have opted for institutions providing stronger financial aid packages.
- Technological improvements and efficiencies: With the 2001 conversion to the Banner software system and the 2007 conversion to Banner Recruit and Banner Apply, tools were added and upgraded to permit students to apply in a timely manner (88% apply on-line) and to provide staff with tools to more easily input and systematically manage recruit information.
- Emphasis on the campus visit : Recruitment literature emphasizes that the campus visit has the greatest impact on a student’s choice of colleges. Evergreen has restructured its messages to prospective students to direct them toward a campus visit and greatly improved the sophistication and quality of our Campus Visit Program. The addition of “visit” pieces crafted for different recruitment events and audiences, a Student Visitor Program Coordinator, improved data collection, a well-scripted program, and an online visit calendar, have led to a substantial increase in the number of students visiting Evergreen and improvement in the quality of their visit. For Fall 2007, the program accommodated a record 1336 visitors and 1338 guests (including 139 overnight visits and 218 program visits).
- Additional positions added to Admissions : Additional staffing allowed the Admissions Office to spread the word about Evergreen more broadly, process student data, provide information omore quickly, and emphasize personal contacts with prospective students.
- Improved data collection and evaluation : Compilation of outcome activity reports, including weekly counselor Activity Reports, Bi-weekly Statistics Reports, and weekly application and enrollment reports were added to monitor and assist in evaluating recruitment strategies and locations.
- Increased faculty involvement : Seven faculty are involved with the recruitment effort through governance assignments. This group of faculty is available to students for on-campus interviews, campus event panels, and out-of-state counselor and student/family receptions.
Staff in Student and Academic Support Services (SASS) work with the entire student population to promote successful transitions to the college and achievement of educational objectives. SASS serves the student body by providing academic advice, and helping students access a wide range of support services including health services, mental health services, dispute resolution, and the like. In addition, the division helps students adjust to their experience at Evergreen and helps them see how their needs and academic desires can fit within the college's unique education structure.
In SASS, several offices provide intentional and direct support to students in underrepresented and protected classes. These groups include first-generation students, low-income students, students with disabilities, and students of color. SASS also provides advising support through existing services to lesbian, gay, bisexual, and transgender (LGBT) students and to students who are seeking support for their spiritual development, though we have not established designated offices for these services.
The relocation and renovation of the SASS center in the Library building has made the work of the unit much more visible and accessible. In order to create a welcoming environment, there is a student desk that is staffed during operating hours. The design of the center is intentionally laid out to provide students easy access and amenities while maintaining a sense of privacy.
Offices located in the center are Academic Advising, Access Services, Career Development, First Peoples' Advising Services, Keep Enhancing Yourself (KEY) Student Services (TRIO), Upward Bound (TRIO), GEAR UP, and the Dean of Students. Prior to the relocation, not all services were housed together and many were in cramped quarters. The design of the center has located adjacent to one another the Career Development Library and the Unity Resources Center, supervised by First Peoples' Advising Services. This co-location provides students of color and low-income students access to resources that can help them think about their life’s work in a supportive environment. Student workstations are also located throughout the center, providing students with the opportunity to check e-mail or the Web site and to work on assignments with trained staff available. The center also has several workstations with assistive/adaptive technology equipment and houses the E-text equipment for students with disabilities.
As the Evening and Weekend Studies Program has grown, there has been a great demand for support to students who come “after hours.” The center is open five days per week. Monday through Thursday the center is open from 8 a.m. to 6 p.m. The center is open once each month on Saturdays to provide support to students enrolled in the Reservation-Based Program.
Emphasis over the past years has been placed on helping students acclimate to Evergreen. ( KEY Student Support Services) has sharpened the approach to students by creating programs that increase academic success. One example is the Step Up program that was designed as a one-week summer orientation and college readiness program for freshman and transfer students who are first-generation students, students with disabilities, and low-income students. Because of academic need, the emphasis of the Step Up program is on understanding the learning environment at Evergreen. There is a heavy emphasis on reading as a fundamental skill and writing as a critical companion to reading. Students spend several hours a day in workshops and seminars developing and strengthening their abilities to read and write under the direction of the writing center director and a faculty member with a background in writing.
The First Peoples' Scholars program has a similar emphasis, introducing incoming students of color to college life with the aim of developing a strong cohort. Students learn how the curriculum works, are introduced to faculty and staff of color, and explore the surrounding area to identify places which can address such personal needs as food, hair cuts/products, faith communities and local communities of color with whom they can identify.
KEY, First Peoples' Advising Services, and Access Services encourage students to follow their passions regardless of what they may feel or believe are restrictions. Students from these groups are encouraged and supported to apply for internship, study abroad, and scholarship opportunities. These programs encourage students to pursue fields or studies that the students might not have imagined open to them.
Still new to the Evergreen environment is intercollegiate athletics. SASS practitioners work closely with the Associate Director of Athletics to coordinate meetings with coaches; conduct advising, study sessions, and career workshops; and conduct one-on-one advising sessions so that student athletes select an appropriate program and develop an appropriate academic and career plan. One retention effort implemented in this past year is the development of a comprehensive academic advising strategy for athletes at Evergreen. More specifically, this initiative addresses the delicate balance between the demands of a full academic program and the demands of a collegiate sport.
SASS practitioners are alert to the issues that create crises and emergencies in students’ lives. Students come to the center or are referred by faculty to seek help regarding academic, financial or personal situations. Students are supported during crises by being assigned a case coordinator who can act as a resource person to assist the student in understanding his or her rights and responsibilities in navigating through the crisis situation.
Outreach to school districts which have high numbers of low-income and first-generation middle school and high school students is one of the ways SASS have aligned with the mission of institution to serve local communities. The area has done so by administering two pre-college programs: Upward Bound and GEAR UP. Each of these programs serves students in schools with at least 50% of students on reduced or free lunch programs. From these programs, the students and their families learn college-going skills; participate in college visits, after school and summer programs; and are given professional staff support and resources to apply to the college of their choice. These efforts have transformed school culture and developed cohorts of students committed to going on to postsecondary education.
Another response to our mission is our commitment to and participation in the College Success Foundation Achiever Scholars program. The College Success Foundation and the Bill and Melinda Gates Foundation fund this group of students. Each institution of higher education in the state of Washington signed an agreement to provide support services to these students. Students are required to meet with a SASS practitioner at least twice a quarter.
For the past nine years, Evergreen has been involved in a project called Critical Moments. Critical Moments is an educational tool used both in and outside of the classroom. Critical Moments uses case studies of students who encounter situations that cause them to consider leaving the college. Critical Moments has been used in the classroom and in peer training. Funding from the Hewitt Foundation was received to write case studies specific to Evergreen. These stories have been used with various student groups to develop problem-solving skills, critical thinking, empathy, and deeper understanding of diversity in regards to culture, economics, age, and thought. The key here in terms of retention is that this project allows for students to practice to the fullest extent possible ways they can respond to situations which impact their persistence over the years. First Peoples’ advising has provided leadership and a home for this project.
Core Programs are designed specifically for freshmen and intended to develop necessary academic and technical skills necessary for more advanced offerings. Faculty constantly assess student skills and knowledge in the context of work in academic programs. They often advise students in the context of evaluations with respect to the match of their interest and abilities with the requirements of future program opportunities.
Faculty evaluation of student achievement occurs at the end of programs, contracts, courses and internships. A student in danger of receiving less than full credit is notified in writing at mid-quarter by his or her faculty or contract sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be required to take a leave of absence. Unsatisfactory academic progress is defined in the following paragraph under academic warning. Students who feel a faculty evaluation is in error may seek to have the evaluation amended using a process set forth in the college catalog that complies with FERPA. The student must begin the process within thirty days of the date the student received the final evaluation. Copies of this process are also available in the Academic Deans Office and in the Faculty Handbook. It also appears on the college Web site. (FERPA Policy on Amending Student Records)
Academic warning will be issued to a student by the Associate Vice President for Enrollment if the student earns less than three-fourths of the number of registered credits in two successive quarters. A student registered for six quarter-hours or more who receives no credit in any quarter will receive an academic warning. Such a warning urges the student to seek academic advice or personal counseling at the college. Students are removed from academic warning status when they receive at least three-fourths of the credit for which they register in two successive quarters.
Graduation requirements are clearly set forth in the college catalog and described on the College web site Graduation Process.
Student Loan Default Rate
|The Evergreen State College: Student Loan Default Table|
College Readiness Courses: Courage to Learning and Beginning the Journey Course Offerings
The course was discontinued due to transitions in the academic deans area and was not offered again until fall 2005. The second iteration of Beginning the Journey (BTJ) was embedded in several of the core programs. In this hybrid of the program described above students participated in activities specific to Beginning the Journey as well as scheduled activities in the orientation program. In fall 2006 another iteration of the course was offered without being identified to students as BTJ and was embedded in the core programs and highlighted by the individual teaching teams as activities recommended to students. Beginning the Journey was offered again in Fall 2007 in the original model in which the course was a stand-alone offering and student participation was voluntary. Evaluation of this program will be completed during the summer and fall of 2008.
Early Start Program—First People’s Scholars Program and KEY, Step-Up, Conditional Admits
Graduate Student Orientation
Internships to Enrich Learning
- Participation in Academic Dean reviews of internship proposals
Advising Interventions for New Students and Students Experiencing Difficulties
- Academic Planning Workshops (for new and continuing students).
- One-on-one outreach to first-year students (in partnership with program faculty).
- “How’s It Going?” cards (written outreach for all lower-division program students each quarter, with individual follow-up for those expressing difficulties).
- Web resources on academic planning and problem-solving.
Follow-up with Conditional Admits to the College. Beginning Fall 2002, students admitted conditionally became a focus for our retention efforts. Conditional admits have one quarter to demonstrate that they can be successful at Evergreen. In order to maximize their chances of success and capitalize on their promise, the Admission office and SASS conduct a special orientation program. Each conditionally admitted student is required to meet with an academic advisor for a one-on-one session to learn about the resources available. Conditionally admitted students maintain this status until they achieve regular admission status.
Staff Development Focus on Diversity
Focus Areas for Academic Advising – Present and Future
Transfer Student Orientation, Academic Advising and Career Development
| Levels of Student Use of and Satisfaction with Selected College Services
TESC Alumni Surveys of 2004 and 2006
(Student Affairs Offices in Bold)
| Higher Satisfaction
| Lower Satisfaction
| Highest Use
|Library Computing Center|
| Higher Use
|Financial Aid Office Media Services||Academic Advising|
| Moderate Use
| Recreation Center
| Lower Use
|Math Center|| Counseling Center
Data From the 2004 and 2006 Alumni Surveys
Additional Information about Academic Advising
Additional information on the organization of Academic Advising at Evergreen, links to examples of advising material and descriptive statistics of use include the following:
Web Resources for students ( Links for Current Students)
Web Resources for faculty http://www.evergreen.edu/advising/faculty/home.htm
The mission of the Career Development Center ( Career Development Center) is to provide consistent, quality Career and life work planning for students and alumni of the college. Embracing the value of a liberal arts education, the Center connects the learning of students to the content of academic programs and plans and implements services and activities to compliment the curriculum. In programming, the Career Development Center works collaboratively across campus with faculty, staff and students to connect theory and practice. The Career Development Center is closely allied with Academic Advising and intentionally designs programs that address career and academic pathways in the college curriculum.
Students receive assistance and support with assessment including: Transcript Review, Myers-Briggs Type Indicator (MBTI), Campbell Interest and Skill Survey (CISS), Self Directed Search (SDS), John Holland’s (RIASEC) and the Washington Occupational Information System (WOIS). Students receive support with occupational research utilizing a 7,000 volume Career Resource Library and a 300 file website at Career Development Center. Workshops and individual sessions provide help with orientation, resume writing, job search strategy, interviewing skills, mock interviewing, portfolio development, graduate school advising, GRE/LAST/MCAT practice testing, networking, transition, job keeping and job coping, and re-careering.
Requests for counseling services from students have increased by 20% since 2004, while enrollment at the college has increased by 4%. (Exhibit 3.20 Requests for Counseling Services from Students)
|Dining Facilities||Type of Service||Location||Capacity|
|Greenery||All you care to eat||CAB 1st Floor||220|
|Market Café||Ala Carte||CAB 2nd Floor||100|
|Sem II Café||Ala Carte coffee bar||Sem II B Building||30|
|Corner Store||Convenience Store||HCC||Na|
In July of 1993, the Board of Trustees approved Guidelines Governing Establishment and Funding of Programs Supported by Services and Activities Fees. In May of 2002, the Trustees approved revised guidelines that gave authority to the off-campus programs. Student Activities Fee Guidelines
During the 2005-06 academic year the constitution of the newly created Geoduck Union was approved by the Board of Trustees. The constitution of the new student union can be found at Geoduck Student Union Charter.
During the past decade, Evergreen’s recreation and athletic facilities, already of high quality, have been improved significantly. Fitness equipment, once scattered throughout both Phase I and Phase II of the College Recreation Center(CRC), has been consolidated into coherent cardiovascular, free weight and machine weight rooms. Superior exercise flooring has been added in these rooms and carpeting installed in the locker rooms. A significant amount of replacement of decaying equipment and adding of “trendier” equipment has also taken place in these areas. A brand new sprung dance floor was installed in the main dance areas during 2007. Upgrades to areas such as storage and laundry facilities have been ongoing and has resulted in better operations to the benefit of students and other patrons. The main intercollegiate basketball/volleyball court was made user-friendlier by the removal of many unneeded lines and the use of more neutral colors in the lines that remain; college and NAIA logos were added to create a more pleasant experience for both players and spectators. An advertising plan for the gym was created to generate both revenue and to recognize community support for Geoduck teams. A new timing system and scoreboard were installed in the swimming pool area.
Evergreen’s outdoor athletics and recreation facilities have been improved as well. The college’s four tennis courts, used exclusively for recreation, have been resurfaced. The intercollegiate soccer field has been widened to the width expected of a college field and a large, high quality scoreboard installed.
The Evergreen Student Experience Survey has shown that the recreation facilities, located very close to Evergreen’s Residential Life areas, are used by 52% of all students and 57.7% of first-time first year students. Between 15 and 20% of all students use the facilities heavily. Roughly 80 of Evergreen’s faculty and staff buy permits to use the CRC and, despite an explosion of for-profit fitness centers and the expansion of a still-new YMCA in the community since 1998, many community members still purchase permits as well.Evergreen Student Experience Survey 2006 - Use of Campus Resources - Olympia Evergreen Student Experience Survey 2004 - Final Report Recreational facilities are an important resource for some students and an occasional resource for a majority.
The Student Communications Media Policy is posted on the college’s website
The Cooper Point Journal has clearly written guidelines in their Operations and Ethics: Cooper Point Journal Operating Procedures
Standard 3.E - Intercollegiate Athletics
Standard Three Findings and Conclusions
Findings and Conclusions: