- 1 Standard 3: Students
- 2 3.A – Purpose and Organization
- 2.1 3.A.1
- 2.2 Distinctive Features of Student Affairs Work At Evergreen
- 2.3 3.A.2
- 2.4 3.A.3
- 2.5 3.A.4
- 3 3.B – General Responsibilities
- 4 3.C – Academic Credit and Records
- 4.1 3.C.1
- 4.2 3.C.2
- 4.3 3.C.3
- 4.4 3.C.4
- 4.4.1 Direct Transfer Degree (DTA)
- 4.4.2 Associate in Science Transfer Degree (AS-T)
- 4.4.3 Direct Technical Transfer Degree
- 4.4.4 Upside-down Degree
- 4.4.5 Course-by-course Evaluation
- 4.4.6 Nontraditional Credit: Non-accredited Colleges and Universities
- 4.4.8 Nontraditional Credit: Credit by Examination
- 4.4.9 Nontraditional Credit: Experiential Learning
- 4.4.10 Nontraditional Credit: Military Training
- 4.4.11 Nontraditional Credit: Certificated Learning
- 4.5 3.C.5
- 5 3.D – Student Services
- 5.1 3.D.1
- 5.2 3.D.2
- 5.3 3.D.3
- 5.4 3.D.4
- 5.5 3.D.5
- 5.6 3.D.6
- 5.7 3.D.7
- 5.8 3.D.8
- 5.9 3.D.9
- 5.10 3.D.10
- 5.10.1 Internships to Enrich Learning
- 5.10.2 Advising Interventions for New Students and Students Experiencing Difficulties
- 5.10.3 Staff Development Focus on Diversity
- 5.10.4 Focus Areas for Academic Advising – Present and Future
- 5.10.5 Transfer Student Orientation, Academic Advising and Career Development
- 5.11 3.D.11
- 5.12 3.D.12
- 5.13 3.D.13
- 5.14 3.D.14
- 5.15 3.D.15
- 5.16 3.D.16
- 5.17 3.D.17
- 5.18 3.D.18
- 5.19 3.D.19
- 6 Standard 3.E - Intercollegiate Athletics
- 7 Standards
- 8 Supporting Documentation
Standard 3: Students
3.A – Purpose and Organization
The organization of student services is effective in providing adequate services consistent with the mission and goals of the institution.
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.
Consistent with our educational values and aspirations for student learning, the Student Affairs division is committed to the affirmation and celebration of diversity. This is evidenced in the array of services and offices dedicated to diverse populations and perspectives, diversity-awareness workshops and events sponsored by the division, our collaboration with faculty in promoting diverse perspectives in the curriculum, and in a staff drawn from diverse backgrounds.
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; 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 TESC 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 Expectations by Students
Expectations of the college brought by new students are high. 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 struggle 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 “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 own undergraduate education” consists of in a college with “no majors and no requirements” and a comparatively fluid curriculum; This involves 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 freshman 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.
Relevance (or Continuing Innovation)
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 60’s and 70’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 college born out of the 60’s is a testament to its success and some measure of continuing relevance. (The college also owe 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.
- Create and sustain community: in academic programs, through Residential Life programs, and other social avenues.
3.A.2: Student services and programs are staffed by qualified individuals whose academic preparation and/or experience are appropriate to their assignments. Assignments are clearly defined and published. The performance of personnel is regularly evaluated.
Cooperative and collaborative working relationships are the hallmark of Evergreen’s integrated service to students within Student Affairs and across the institution. Student Affairs is responsible for most services to students that support the academic mission of the institution, including academic advising and several auxiliary enterprises. The divisional organization chart is in TBA and reflects the following departments within Student Affairs:
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
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. (Art)
Need some language here
Human, physical, and financial resources for student services and programs are allocated on the basis of identified needs and are adequate to support the services and programs offered.
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.
In 2006 Evergreen students voted to incur a new student fee 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
The institution systematically identifies the characteristics of its student population and students’ learning and special needs. The institution makes provision for meeting those identified needs, emphasizing students’ achievement of their educational goals.
|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 provisional status|
|Students on Academic Warning|
|Students of Color|
|First-generation, Low-Income Students||“Keep Enhancing Yourself” Program (KEY)|
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 and transfer students as well as new Tacoma Program students: Evergreen New Student Survey 2005 Responses Web Page
Information that is specific to first-generation students has also been produced: Evergreen New Student Survey 2003 - Summary of Responses - First Generation Students
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.
Information about student learning and satisfaction are gathered every other year with the Evergreen Student Experience Survey. More information about this survey is posted here: http://www.evergreen.edu/institutionalresearch/studentexperiencesurvey.htm
Responses to the most recent administration of the survey are posted here: http://www.evergreen.edu/institutionalresearch/studentexperiencesurvey2006responses.htm These responses are provided specific to student population, so one can easily view the responses of first-time, first-year students, Olympia campus students, Tribal: Reservation-based students, and Tacoma Program students. The Evergreen Student Experience Survey has information about students’ satisfaction with academics and student services. It also contains students’ responses to questions about the amount that Evergreen has contributed to their learning in a variety of areas. Information specific to the experiences of students of color, include the following reports: http://www.evergreen.edu/institutionalresearch/pdf/Surveys/eses/analysisofdifferencesSES-raceethnicity.pdf
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 (currently 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 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)
- Nonresident enrollment at the undergraduate level is high (20%+) for a public college (Figure 3-3: The Evergreen State College: Fall Quarter Enrollment History)
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 2 for a detailed history of components of Evergreen entering class)
|Fall Undergraduate Entering Class Composition (Degree-seeking only)|
|WA Community College Transfers||38%||33%||-5%|
|WA Baccalaureate Transfers||11%||10%||-1%|
|Total Head Count||1424||1583||+159|
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 comparable importance to several goals with our entering freshmen, including: “becoming an informed citizen”, “gaining an understanding of a broad range of ideas and fields of study”, “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. (reference IR Website)
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 90’s. (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%-100% students of color. (Figure 3-4: Distribution of Students of Color by Campus)
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. NEED REF TO IR DATA on SOC RETENTION
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 Freshman Graduation Rates) http://www.evergreen.edu/institutionalresearch/retentiongraduation.htm
The institution provides opportunities for students to participate in institutional governance. Faculty are involved in the development of policies for student programs and services.
Policies on students’ rights and responsibilities, including those related to academic honesty and procedural rights, are clearly stated, well publicized, readily available, and implemented in a fair and consistent manner.
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, the procedures dictating student responsibility and administrative processes are clearly defined. 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 well as the on-line 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 website. 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 72 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) 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.
The institution makes adequate provision for the safety and security of its students and their property. Information concerning student safety is published and widely distributed.
Police Services includes 10 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.
- Community Based Policing
- Problem Solving Policing
- 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 http://www.evergreen.edu/policeservices/publicsafetyassessment.htm. (Exhibit 3.9) The assessment noted many areas of on-going 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 will be forthcoming. (Exhibit 3.10)
The college’s philosophy continues 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 as well as Clery Statistics, (which is 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 on the Police Services website: www.evergreen.edu/policeservices/crimestatistics.htm 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 crime such as theft and vandalism. The 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 provide self-defense training on campus and internship opportunities in their organization 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 incidents 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.
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 they have experienced sexual and/or interpersonal violence. A list of resources both on and off campus is included for students seeking support.
The institution publishes and makes available to both prospective and enrolled students a catalog or bulletin that describes: its mission, admission requirements and procedures, students’ rights and responsibilities, academic regulations, degree-completion requirements, credit courses and descriptions, tuition, fees and other charges, refund policy, and other items relative to attending the institution or withdrawing from it.
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 on-line catalog is available at: http://www.evergreen.edu/catalog/2008-09/
Other references to Evergreen’s web site are as follows:
Mission Statement – http://www.evergreen.edu/policies/policy/missionstatement
Admissions Requirements and procedures— Freshmen: http://www.evergreen.edu/admissions/freshman.htm#admissionscriteria
Admissions Requirements and procedures—Transfers: http://www.evergreen.edu/admissions/transfer.htm
Student’s rights and responsibilities: http://www.evergreen.edu/studentaffairs/rightsandresponsibilities.htm
Academic Regulations: http://www.evergreen.edu/registration/academicstanding.htm
Degree-completion requirements: http://www.evergreen.edu/graduation/graduation-process.htm
Tuition, fees and other charges: http://www.evergreen.edu/financialaid/0809COA.htm
Tuition Refund Policy: http://www.evergreen.edu/summer/reg.htm#refunds
In addition, a student handbook or its equivalent is published and distributed. A student handbook normally will include information on student conduct, a grievance policy, academic honesty, student government, student organizations and services, and athletics. The student handbook may be combined with the institution’s catalog.
[From the response to 3.B.3] 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, the procedures dictating student responsibility and administrative processes are clearly defined. 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 well as the on-line 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 website. Students will participate in this revision and the community as a whole will have opportunities to provide input through public forums.
The institution periodically and systematically evaluates the appropriateness, adequacy, and utilization of student services and programs and uses the results of the evaluation as a basis for change.
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?”
[From 3.B.1: The Office of Institutional Research provides descriptive data about our 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 also on the Institutional Research web site.
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.
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
The initiatives and objectives under each of these topics are presented in Exhibit 3.13: Retention Initiatives and Objectives. More detailed descriptions of these activities are provided in the relevant sections of this report.
Assessment of Student Needs and Student Services
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 has 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: http://www.evergreen.edu/institutionalresearch/pdf/Surveys/alumni/alumni02summary.pdf Section E.
3.C – Academic Credit and Records
Evaluation of student learning or achievement, and the award of credit, are based upon clearly stated and distinguishable criteria. Academic records are accurate, secure, and comprehensive. Credit is defined and awarded consonant with the Glossary definition.
Criteria used for evaluating student performance and achievement including those for theses, dissertations, and portfolios, are appropriate to the degree level, clearly stated and implemented. (Eddy/Deans)
Clear and well-publicized distinctions are made between degree and non-degree credit. Institutional publications and oral representations explicitly indicate if credit will not be recognized toward a degree, or if special conditions exist before such credit will be recognized. Any use of such terms as extension credit, X credit, continuing education credit, is accompanied by clear statements regarding the acceptability of such credit toward degrees offered by that institution. Student transcripts clearly note when any credit awarded is non-degree credit. Whenever institutions grant non-degree credit other than the Continuing Education Unit (CEU), some summary evaluation of student performance beyond mere attendance is available.
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)
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.
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.
Students transferring from another four-year college, and community college students who have not earned a Washington State designated transfer degree or an acceptable degree that qualifies as a Direct Technical Transfer Degree or the Upside Down option, will have their credits evaluated on a course-by-course basis. Transferable courses must meet the following criteria:
- 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)
Nonacademic 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
- CLEP—the minimum acceptable score varies for each test. However, scores of 50 or better will result in transfer credit
- AP—acceptable scores are 3, 4, 5
- IBO—acceptable scores are 4, 5, 6, 7
Nontraditional Credit: Experiential Learning
Nontraditional Credit: Military Training
Nontraditional Credit: Certificated Learning
The institution makes provision for the security of student records of admission and progress. Student records, including transcripts, are private, accurate, complete, and permanent. They are protected by fire-proof and otherwise safe storage and are backed by duplicate files. Data and records maintained in computing systems have adequate security and provision for recovery in the event of disaster. The information-release policy respects the right of individual privacy and ensures the confidentiality of records and files.
3.D – Student Services
The institution adopts student admission policies consistent with its mission. It specifies qualifications for admission to the institution and its programs, and it adheres to those policies in its admission practices.
[NEED SOME LANGUAGE HERE ABOUT CONSISTENCY WITH MISSION AND ADHERENCE TO POLICIES]
From Jenni: There was also a web assessment that was conducted in April 2005 to find ways to improve the website. The Office of Institutional Research and Assessment created and analyzed a web survey for the College Relations Office. I have attached the results.
I would also list the inter-divisional communication that occurs on the Enrollment Coordinating Committee. This has provided an important venue for staff at varying levels to learn and participate in addressing enrollment issues at Evergreen. I think that there have been substantive conversations that have improved communication and have led to substantial improvements. The ECC is an important point of contact between college deans, college relations, enrollment services, institutional research, etc.
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 while the increase in graduating high school seniors in the state was very modest. 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 freshman in Fall 2006 (these campuses had 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 WA freshmen and CC 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 nonresident students also increased in 2007 (+11%) producing a strong showing for undergraduate applications overall in 2007. (Figure 3.9: Fall Undergraduate Application Progress 2002 - 2007)
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:
- Significant institutional support in terms of budget and shared mission: The recruitment effort has received substantial budget support from the College allowing improvements in quality and quantity of our work. Recognition of the importance of student recruitment and a sense of shared responsibility for this work extends across the institution.
- 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 mailing series consists 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 students-to-students 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 UPS, Reed, and Lewis and Clark. The remodel in 2002 provided temporary improvements. As the Library Phase II remodel enters its second phase, enrollment services has taken an active role during the design phase 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% raise 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 Banner 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 on-line 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 on a more timely basis, 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.
Please see the Admissions Self-Study for a more detailed discussion of student recruitment activity and improvements. (Exhibit 3.15)
The institution, in keeping with its mission and admission policy, gives attention to the needs and characteristics of its student body with conscious attention to such factors as ethnic, socioeconomic, and religious diversity while demonstrating regard for students’ rights and responsibilities.
Offices located in the center are Academic Advising, Access Services, Career Development, First People’s 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 People’s 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 a week. Monday through Thursday the center is open from 8am to 6pm. 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 (http://www.evergreen.edu/key/) 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.
KEY, First People’s 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 sports. SASS practitioners work closely with the Associate Director of Athletics to coordinate meetings with coaches; to conduct advising, study sessions, and career workshops; and to 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 their rights and responsibilities in navigating through the crisis situation.
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.
Appropriate policies and procedures guide the placement of students in courses and programs based upon their academic and technical skills. Such placement ensures a reasonable probability of success at a level commensurate with the institution’s expectations. Special provisions are made for “ability to benefit” students.
Needs language: Student Affairs doesn’t provide “placement testing”. Core Programs are designed specifically for freshmen and intended to develop necessary academic and technical skills necessary for more advanced offerings. Assessment of student skills and knowledge does occur at the level of individual academic programs by faculty to advise students on the match of their skills with specific program expectations. (More?)
From Jenni: This may or may not belong here… Institutional Research and Assessment has worked with Academic Deans and with the Curricular Visions DTF to look at student’s skills as they relate to offerings in the curriculum. The Evergreen New Student Surveys have had questions related to new student’s self perceived level of skill:
Evergreen New Student Survey 2005 – see question 19 (students’ self-reported level of skill)
Evergreen Student Experience Survey 2006 – see questions 18 (Evergreen’s contribution to skills, more of an outcomes measurement) http://www.evergreen.edu/institutionalresearch/studentexperiencesurvey2006responses.htm
On the Evergreen New Student Survey 2007, a new question set was added that pertains to students level of study students are comfortable with (see question set 13)
These surveys are not used in placement, but they are used in curriculum planning.
Will review relevance of this survey data to the response for this section and either delete links to the data or summarize here.
The institution specifies and publishes requirements for continuation in, or termination from, its educational programs, and it maintains an appeals process. The policy for readmission of students who have been suspended or terminated is clearly defined.
Faculty evaluations 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. (provide url)
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.
(Preceding Needs review by Academics; this text is gleeped from the 1998 self-study pending review.
Institutional and program graduation requirements are stated clearly in appropriate publications and are consistently applied in both the certificate and degree verification process. Appropriate reference to the Student Right-to-Know Act is included in required publications.
Graduation requirements are clearly set forth in the college catalog and described on the College web site http://www.evergreen.edu/graduation/graduation-process.htm.
The minimum requirements for awarding either the Bachelor of Arts or the Bachelor of Science degree are 180-quarter credit hours. Students must meet specific graduation requirements for a Bachelor of Science degree and the dual Bachelor of Arts and Bachelor of Science degree. To qualify for the Bachelor of Science or dual degree, a student must submit an application form to the Office of Registration and Records at least one quarter in advanced of the anticipated graduation date. Students pursuing a dual Bachelor of Arts and Bachelor of Science degree are required to submit their intent to pursue the dual degree one year in advance of graduating. Each of the three graduate program catalogs addresses specific information regarding graduation requirements.
The institution provides an effective program of financial aid consistent with its mission and goals, the needs of its students, and institutional resources. There is provision for institutional accountability for all financial aid awards.
The packaging policy of the Financial Aid Office ensures that students are being awarded consistent with the College’s goals, the needs of our students, and the utilization of institutional resources in a fair and equitable manner. In order to accomplish these goals we have an established priority deadline, award new students prior to awarding continuing students and distribute funds using gift equity packaging.
By establishing a priority deadline, limited funds are awarded to students who have a commitment to attending the College. To meet this deadline, students are required to have their Free Application for Student Aid (FAFSA) processed, be admitted to the college, and have all additional required paperwork turned in by this date (March 15 for Fall applicants). Students who do not meet this deadline are awarded by their file completion date. All students who complete a FAFSA are reviewed for eligibility.
In keeping with the College’s recruitment goals and new student decision-making timelines, new Evergreen students are reviewed for eligibility and awarded first. Our goal is to have new student awards available by the first week of April, coinciding with the College’s New Student Reception events. This timeframe is also consistent with other baccalaureate colleges in the state allowing students to compare award packages and make informed decisions. Continuing students, who meet the priority deadline, are typically awarded by late May or early June.
Our need-based, gift equity packaging policy was established to provide a distribution of awards to students in a fair manner. Students can receive up to 55% of their financial need with gift aid, which includes Pell Grant, State Need Grant, FSEOG, Evergreen Need Grant for graduates and undergraduates and State Tuition Waiver. The remaining 45% is awarded through self help which consists of the expected family contribution (EFC), loans, work-study, SMART Grant, ACG, scholarships and other funds that are not based solely on student need.
In order to be certain that all funds awarded through the financial aid office are accurate the Financial Aid Office has checks and balances in place. First, the Banner System, which is the software used to award students, has appropriate edits in place to alert staff of inconsistencies before file review and staff members have the capability of adding edits to student records to hold packaging. In addition, student records are run through an automatic review through this system, which will then edit out files with further discrepancies for individual review by a counselor.
Additionally, all financial aid funds are balanced through the Financial Aid and the Student Account Offices. Totals from the financial aid system are compared with the student account system, verifying the amounts paid to students and the amounts received from the Federal Government and the State. Discrepancies are corrected by both offices as appropriate. This ensures that Federal and State reporting are accurate and submitted timely.
Information regarding the categories of financial assistance (scholarships and grants) is published and made available to both prospective and enrolled students.
The Undergraduate Scholarship brochure describes the various opportunities available and outlines the application process. In addition to having the information available on the college’s website, the brochure is sent to both prospective and currently enrolled students. Scholarship information sessions are incorporated in the Financial Aid workshops conducted Orientation Week and throughout the year. Student and Academic Support Services provide additional workshops with an emphasis on the college’s scholarship application process in December and January leading up to the scholarship application deadline of February 1.
The institution regularly monitors its student loan programs and the institutional loan default rate. Informational sessions which give attention to loan repayment obligations are conducted for financial aid recipients.
The loan default rate is monitored annually. All students who are first-time borrowers are required to complete an on-line loan entrance evaluation. This process informs the student of the terms and conditions of borrowing. After the student completes the loan entrance evaluation they can then make the choice of completing their Master Promissory Note and begin the process of receiving a loan. All graduating students are required to attend a loan exit interview. Loan repayment obligations are again reviewed. Students who are not able to attend a session in person can request a loan exit packet be mailed to them.
Student Loan Default Rate (Create Table for this)
FY 2002 FY 2003 FY 2004 FY 2005
4.1% 4.2% 3.9% 3.5%
The institution provides for the orientation of new students, including special populations, at both undergraduate and graduate levels.
Note: Nothing from Grad Directors yet.
There has been a concerted effort to build academic components into the orientation program to give students exposure to and an early start in familiarizing themselves with the teaching and learning at the College. This has been done through two formats—daily workshop offerings during the week and a two-credit college-readiness course team-taught by faculty and student affairs practitioners (see Exhibit 3.16: New Student Orientation Week Final Schedule). Hard Copy Only at this point
Along with the above-mentioned programs, site-specific orientation activities take place on the Tacoma campus and in tribal-based programs. In 2002 SASS, in conjunction with the Tacoma campus staff and faculty, designed an orientation program for new students entering the Tacoma-based program. Over the years the emphasis has shifted to grounding the student first in the philosophy of the campus and academic perspective shared with the class by the Tacoma faculty. SASS provides more specialty workshops for new students once school begins.
College Readiness Courses: Courage to Learning and Beginning the Journey Course Offerings
In 1999, faculty and Student Affairs staff presented a “mini” academic program entitled “Courage to Learn,” which gave students some exposure to the systems of “the academic program.” The course ran concurrently with orientation. A small study group explored the possibility of attracting a larger number of students by offering a more extensive program for credit. In 2001, this program was offered with a two-credit option (at no cost to the student) entitled Beginning the Journey. This version included not only a week-long, full-day program within orientation week, but also extended five weeks into the fall quarter during which students met with teaching teams outside of their academic programs for continued skill development (building student skills in writing, decision-making, drug and alcohol awareness, etc.) and continued community development. Pre- and post-program surveys were administrated to assess students’ experiences. Assessment data reported that Beginning the Journey offerings were successful in helping students understand a great deal about the structures and resources at Evergreen (see Exhibit 3.2). Retention data indicated that students participating in the program were retained from fall to fall at a higher rate than other first-year students.
In 2007, Beginning the Journey will return to the original model in which the course will stand alone and student participation will be voluntary. Add language about Fall 2007 start-up (enrollment and program description and completion) section to Eddy
Early Start Program—First People’s Scholars Program and KEY, Step-Up, Conditional Admits
Along with the early start programs, focused activities are offered for students who are conditional admits, students with disabilities and student athletes. Conditional admits are required to attend a mandatory meeting with staff members from the admission office and academic advising. The purpose of the meeting is to ensure each student understands the scope of their responsibilities to demonstrate they can handle the work as Evergreen students. They are introduced to all of the services and resources. These students attend a new student advising workshop and participate in orientation activities. Students with disabilities participate in a workshop designed to introduce them the offerings of Access Services and their rights and responsibilities regarding accommodations, working with faculty and peers, and self-advocacy skills. Student athletes are another focus of special efforts made to orient students to Evergreen. All new student athletes and current student athletes attend a new-student advising workshop and meet with an academic advisor.
The First Year Experience DTF in 2005 examined the experience of first-year students. One of the recommendations made by the DTF was to evaluate the current orientation programs. Such an analysis will begin in fall 2008.
Graduate Student Orientation
The Master in Public Administration (MPA) program conducts a one day orientation every Fall for new MPA students before their first quarter begins. In brief, Orientation introduces students to each other, to key MPA program elements and people, and to the campus. The agenda includes: faculty and staff introductions, presentations by staff about essential MPA program information, presentations by representatives of key campus departments (Registration and Financial Aid), extended student introductions and group activities, an activity to introduce students to the critical Evergreen and MPA concept of learning communities, an alumni panel, and a campus tour. Students also receive a packet of information, including the MPA student handbook and campus resource information.
A systematic program of academic and other educational program advisement is provided. Advisors help students make appropriate decisions concerning academic choices and career paths. Specific advisor responsibilities are defined, published, and made available to students (Standards Two and Four, Standard Indicators 2.C.5 and 4.A.2).
Internships to Enrich Learning
- Internship Fairs (featuring representatives of internship opportunities for students), (recently expanded to include the Center for Community Based Learning and Action and the Student Employment office) are held each year. In Janaury 2008, over 100 employers participated and over 600 students attended.
- Internships are advertised in our new shared database: the Community Opportunites Database (CODa), along with other opportunities such as jobs and voulunteer experiences. This has the effect of increasing the pool of visible opportunites that may become internships as well as increasing the number of potential paid internships. CODa is managed and supported through a partnership among Academic Advising, Career Development, Student Employment, and the Evergreen Center for Community Based Learning and Action).
- Participation in Academic Dean reviews of internship proposals
Evergreen has multiple methods of providing students with support for internships and contracts. Academic Advising, in concert with other groups on campus organize Internship and Community Organizational Fairs that help students to find opportunities throughout the community. In addition, the Center for Community-based Learning and Action is an on-campus resource that matches students and faculty up with community-based organizations to achieve both community-based service learning and provides action on a variety of community needs.
Advising Interventions for New Students and Students Experiencing Difficulties
- Academic Planning Workshops (for new and continuing students).
These workshops became mandatory in spring 2007. All entering students must participate in a mandatory advising session. Failure to take one of these programs results in the student’s registration being blocked. (see Exhibit 3.17 for a summary of Student Feedback/Evaluation)
- The Core Connector Program (advisors in the academic programs for first-year students). Through the Core Connectors Program Academic Advising partners with faculty, such that each first-year program has an advisor involved in program activities, making academic planning a seamless part of the learning environment of the program. The Core Connector program is comprised of academic advisors and other SASS practitioners who are assigned to one of the core programs, providing a presence within core programs to help students settle into and adjust to college life. The core connector meets regularly with the program, makes announcements, and participates in and facilitates discussions related to academic success. Core connectors also work with faculty in conducting small group interviews that allows students to express their concerns and satisfactions with their programs. The core connectors play a major role in obtaining feedback directed toward program improvement.
- One-on-one outreach to first-year students (in partnership with program faculty).
- Web resources on academic planning and problem-solving.
Staff Development Focus on Diversity
Focus Areas for Academic Advising – Present and Future
Major issues for Academic Advising in the past few years have been programmatic and individual outreach to first-year students and those experiencing academic difficulties, forging links with faculty for advising partnerships, creating Web-based advising resources for students and faculty, and setting a high priority for ongoing anti-oppression work as professional development for the staff. In the next few years, we plan to continue these directions, put additional efforts into our “Beginning the Journey” course in collaboration with Academic Affairs, assess the effects of new requirements for advising interventions for first-year students, and address the need for increased focus on advising transfer students as introduced below.
Transfer Student Orientation, Academic Advising and Career Development
[From 3.B.1] 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 surfaced a concern about this comparative inattention to the (1) orientation, (2) academic advising, (3) career counseling made available to transfer students.
Based on data collected from two recent alumni surveys describing graduates’ use of and satisfaction with a variety of campus services, a general emphasis on elevating both the level of use and satisfaction with Academic Advising and Career Development services is now under discussion in the Student Academic Support Services area of Student Affairs. The table below summarizes the placement of several Student Affairs services by use and satisfaction in comparison with additional services provided outside of the Student Affairs division.
| 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
Possible exhibits: NEED TO DELIVER THESE OR DROP THEM
Organizational chart showing advisor responsibilities
Web resources for advising information for students and for faculty advisors
Workshop attendance statistics
Advising walk-in visit statistics
Schedule materials for recent Freshman Advising Day events
Sample How’s It Going Card
Schedule of workshops for academic year
Study Abroad materials/information
See packet from Sara
Career counseling and placement services are consistent with student needs and institutional mission.
The mission of the Career Development Center(http://www.evergreen.edu/career/)
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.
Professional health care, including psychological health and relevant health education, is readily available to residential students and to other students, as appropriate.
Providing coordination of care is a significant part of the work in Health and Counseling Services. Many students lack insurance or if they have insurance are at a loss as to how and where to access care. Increasingly the health and counseling centers are feeling overwhelmed by the number of students with physical and psychological problems and the lack of resources for managing these problems. Referral options to community providers are limited and uninsured students are understandably reluctant to navigate the process for getting basic health insurance coverage. Funded by a student health fee, which by state mandate can only be increased by very small amounts, the health center has had to increasingly pass along the cost of care to the students in order to keep up with sky rocketing costs of medical care. In addition to trying to meet the basic health care needs of college students, we have been looking to students and parents to help identify the needs of their student prior to coming to Evergreen.
Data describing the top five areas of diagnoses for the Counseling Center for the past fiver years appear in Exhibit 3.18. Data describing the number of student visitors and top five diagnoses for the Health Center for the past five years appear in Exhibit 3.19.
Requests for counseling services from students have increased by 20% since 2004, while enrollment at the college has increased by 4%. (Exhibit 3.20)
Student housing, if provided, is designed and operated to enhance the learning environment. It meets recognized standards of health and safety; it is competently staffed.
Residential and Dining Services is a self-sustaining service which consists of Residential Dining, Residential Facilities, Residential IT, and Residential Life staffs responsible for providing a student-centered living/learning environment which is purposeful, just and sustainable for resident and non-resident students. Nearly 1,000 students reside on campus in facilities ranging from traditional high-rise to townhouse-style apartments and stand-alone duplex (modular) units. Exhibit 3.21 will give a full listing of residential facilities. This capacity has been adequate to fulfill student needs, since the residence halls have been full or nearly full during the past ten-years. There has been a small but steady increase in occupancy each of the past three years with fall 2007 opening at 103% occupancy. This increase is due primarily to the recent upward trend in the traditionally aged freshman population. Resident numbers lessen slightly as the academic year progresses due to internships, study abroad programs and attrition from the school.
The primary method of enhancing the learning environment is through the Residential Life program. The Residential Life program was reorganized in 2005 reducing a mid manager position, creating a Coordinator of Residential Life and Programming Resident Director positions. The residential staff is trained to facilitate an environment that encourages learning and living skills. Examples of the facilitation include: student groups that help students build support systems, educational/cultural programs that enlighten students and provide them with skills, policy enforcement that creates quiet and safe areas to study and live, mediations where students learn to be responsible to themselves and others, and liaisons with other campus offices such as the Campus Grievance Office, Police Services and the Counseling Center. In addition, the Prime Time Advising and Writing Center located in Residence Hall A provide on-site after hours academic advising and writing tutor services in the residence halls.
The selection and training of Residential Life Staff also reflect an emphasis on living/learning environments. Topics covered in the spring two-credit academic class and the fall ten-day training include: community development, diversity, academic success, student development, referral skills, and awareness of campus and community resources. The learning environment is also enhanced by the provision of living themes such as Freshman Halls, Quiet, Substance Free, Community Action and Sustainability. Students requesting to live in these themes agree to certain community standards that are more specific and demanding than in other parts of the residential community.
Residential Facilities are subject to visits and reporting by a number of agencies including the campus safety officer (hazardous materials), state building inspectors (remodels and new construction), fire marshal (fire alarm systems) and the state labor and industry inspectors (elevators). When improvements are suggested or requested corrections are implemented in an appropriate time frame and manner. Notable examples include the renovation of all five elevators, installation of new metal roofs, and the renovation of buildings B, C and D. The B, C and D renovation includes abatement of all asbestos, updating HVAC, replacement/resurfacing of all surfaces and new furniture. Capital improvements were made possible by a $7M refinancing in 2006 and the development of a ten-year financial plan building sustainable capital reserves.
Residential and Dining Services conducts exit surveys, needs assessments, and satisfaction surveys of its residents. The information provided has led to more student involvement in community policy development, development of more social space, and the creation of a Resident Hall Association named the Greener Organization by residents. Residential and Dining Services moved from a departmentally developed survey instrument to an Educational Benchmarking Incorporated/Association of College and University Housing Officers—International survey instrument. The four-year longitudinal comparison indicates overall residential satisfaction with Evergreen and Residential and Dining Services. General strengths included student staff, programming, room/floor environment, tolerance towards others, and safety/security. Challenges include Dining Services, laundry and cell phone service.
Appropriate food services are provided for both resident and nonresident students. These services are supervised by professionally trained food service staff and meet recognized nutritional and mandated health and safety standards.
A 2001 Disappearing Task Force of faculty, staff, and students completed a review to clarify campus expectations of Dining Services and its future direction. Included among the many programmatic and policy-oriented recommendations was the need to create a sustainable financial base and develop a capital facilities plan. Later in 2001 Bon Appetit was selected as the Dining Service provider featuring a debit based meal plan and in 2002 a mandatory meal plan for all first year students living in the residence halls was implemented for students with 40 or fewer credits. In 2004 Aramark Campus Services became the Dining Service contract provider featuring an “all you care to eat” meal plan and the management of the provider was transferred from the division of Finance and Administration to the division of Student Affairs (Residential Services).
Dining Services is comprised of four locations; The Greenery, the Market, Seminar II Café and the Corner Store. The table below provides a listing of all dining facilities locations and capacities. All food services on campus meet county and state health and safety standards. In addition to cash, customers may purchase a variety of block/declining meal plans. Dining Services invites user suggestions and comments that are posted and answered in visible dining locations.
|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|
Dining Services conducts satisfaction and national benchmarking surveys. In 2005 Dining Services began participating in the National Association of College and University Food Services Operating Performance Benchmarking Survey. This information and the satisfaction surveys conducted by the provider have led to more student centered meal plans; changes in hours of operations, improved menu selections and a more financially sound food service.
Dining Services future holds challenges and opportunities with the Campus Activities Building Renovation scheduled for 2009-2010. The challenge of relocating the main kitchen during renovation to the wonderful opportunity of updating a 35 year old cafeteria into a modern dining hall providing multiple food platforms, expanding seating and improving flow.
Co-curricular activities and programs are offered that foster the intellectual and personal development of students consistent with the institution’s mission. The institution adheres to the spirit and intent of equal opportunity for participation. It ensures that appropriate services and facilities are accessible to students in its programs. Co-curricular activities and programs include adaptation for traditionally under-represented students, such as physically disabled, older, evening, part-time, commuter, and, where applicable, those at off-campus sites.
There are over seventy active student organizations at Evergreen. They represent a broad range of student interests, including, academic support, political, environmental, social, religious, and cultural. As part of the annual registration process student coordinators are required to sign a covenant that states their organization will not discriminate against persons on the basis of race, color, religion, creed, national origin, gender, sexual orientation, marital status, age, disability, or status as a disabled or Vietnam era veteran.
The development of services for the two off-campus programs, Tacoma and Reservation Based, has been one of the major successes of the Student Activities Office staff over the past ten years. In May of 2002, the Board of Trustees approved guidelines establishing Service and Activity Fee Allocation Committees at the two off-campus programs. This has given the two off-campus programs control over their student activity fees. The director of student activities meets with the Tacoma students every Tuesday afternoon and meets with the students in the Reservation Based Program one Saturday a month during the academic year. The students in these programs receive the same training and support as the students at the Olympia program. The level of services and activities available to the two off-campus programs has grown significantly.
The co-curricular program includes policies and procedures that determine the relationship of the institution with its student activities; identifying the needs, evaluating the effectiveness, and providing appropriate governance of the program are joint responsibilities of students and the institution.
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. www.evergreen.edu/policies/policy/guidelinesgoverningserviceandactivitiesfees.
During the 2005-06 academic year the constitution of the newly created Geoduck Union was approved by the Board of Trustees. (url?) In 2006-07 the Trustees approved the by-laws of the new student government (url?).
If appropriate to its mission and goals, the institution provides adequate opportunities and facilities for student recreational and athletic needs apart from intercollegiate athletics.
The Evergreen Student Experience Survey has shown that the recreation facilities, located very close to Evergreen’s Residential Life areas, are the most often used voluntary facility on the campus, trailing only the library and computer centers among all facilities. Twenty-nine percent of Evergreen’s students claim to be “heavy” users of the recreation facilities. 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.
Note from Jenni: I don’t think that the data referenced is from the National Survey of Student Engagement. I think that it might be referencing the Evergreen Student Experience Survey.
Here are the statistics from the Evergreen Student Experience Survey 2006:
http://www.evergreen.edu/institutionalresearch/studentexperiencesurvey2006responses.htm (See question set 26, Olympia Campus Students)
According to the Evergreen Student Experience Survey 2006, 52% of Olympia campus undergraduates and 57% of first-time, first-years said that they used the College Recreation Center\Leisure Studies during the academic year. (More could be written here, depending on the level of detail desired)
Note from Jenni: I am not sure where the figure of 29% came from – I would double check this figure or give it a source. It could have been from the Evergreen Student Experience Survey 2004, in which 21% (20.9%) of undergraduate students said that they used the College Recreation Center/Recreation Services “A Lot.” See: http://www.evergreen.edu/institutionalresearch/pdf/Surveys/eses/StudentExperienceSurveyFinalReport.pdf Utilization of Campus Resources Section. Note: in this report all responses were presented together, without breaking out the responses of Olympia campus students from students in other programs.
If the institution operates a bookstore, it supports the educational program and contributes to the intellectual climate of the campus community. Students, faculty, and staff have the opportunity to participate in the development and monitoring of bookstore policies and procedures.
When student media exist, the institution provides for a clearly defined and published policy of the institution’s relationship to student publications and other media.
The Student Communications Media policy is posted on the college’s website www.evergreen.edu/policies/policy/studentcommnicationmedia
The Cooper Point Journal has clearly written guidelines in their Operations and Ethics http://www.evergreen.edu/cpj/operations%20and%20ethics/opandeth.html
Standard 3.E - Intercollegiate Athletics
Evergreen’s intercollegiate athletics program has undergone many changes – and made great progress – since 1998. At present, Geoduck teams compete in men’s soccer, cross country/track&field and basketball while women’s teams compete in soccer, volleyball, cross country/track&field and basketball.
At the time of the college’s last accreditation report, Evergreen was in the process of leaving the National Association of Intercollegiate Athletics for membership in the National Collegiate Athletic Association’s Division III. This was a natural step at the time as, across the Northwest, once an NAIA stronghold, nearly every mid-sized and small college left that organization for either NCAA II or NCAA III. However, Evergreen’s choice of Division III proved problematic. The smaller, private, Washington and Oregon schools that had formed the Northwest Conference blocked Evergreen’s bid for membership. The college, often seen by Washington residents as “small” because it is the smallest of the state’s six public institutions, was too large for the NWC schools and had a tuition rate low enough that the high-cost privates believed would create an advantage for Evergreen under NCAA III rules, which do not allow athletic scholarships. Thus, Evergreen ended its bid to join the NCAA during the probationary period and returned to full-time membership in the NAIA and a berth in the Cascade Collegiate Conference.
This affiliation has proved to be an excellent one for Evergreen. Since 2002, Geoduck teams have reached national competition in four sports, doing so for the first time ever in men’s basketball and men’s soccer. Eleven of the 15 athletes who have been selected NAIA All-America in Evergreen’s athletic history have played since 2001. Several men’s basketball players have gone on to play professionally in Europe and American minor leagues and one soccer player is now an acknowledged star in the United Soccer League, earning Most Valuable Player honors in North America’s second highest league.
The increase in on-field success has not come at the cost of any compromise in Evergreen’s academic integrity or style of pedagogy. The Athletic Department views participation on a college team as an excellent example of Evergreen’s commitment to collaborative learning and stresses this with its coaches and student-athletes.
Institutional control is exercised through the governing board’s periodic review of its comprehensive statement of philosophy, goals, and objectives for intercollegiate athletics. The program is evaluated regularly and systematically to ensure that it is an integral part of the education of athletes and is in keeping with the educational mission of the institution.
The Board of Trustees exercises control on such matters as conference affiliation and which sports the college chooses to compete in. The Director of Athletics, along with the Vice-President for Student Affairs, makes periodic appearances before the Board of Trustees to review each of the program’s goals and objectives.
The goals and objectives of the intercollegiate athletic program, as well as institutional expectations of staff members, are provided in writing to candidates for athletic staff positions. Policies and rules concerning intercollegiate athletics are reviewed, at least annually, by athletics administrators and all head and assistant coaches. The duties and authority of the director of athletics, faculty committee on athletics, and others involved in athletics policy-making and program management are stated explicitly in writing.
The department’s goals and policies regarding the experience we desire for our student-athletes are made clear in writing to all participants and applicants for staff and coaching positions. The Director of Athletics meets weekly with each head coach and consistently discusses with him or her, as a matter of course, NAIA and conference rules as well as Evergreen’s policies, philosophy and rules regarding competition. The role of each person or committee involved in the governance of the program is specific and clearly defined in either a job description or a written charge to the committee. In the case of major changes in policy – such as when Evergreen became, in 2006, one of the first NAIA schools to institute a system of random and for-cause drug testing of student-athletes – a work group is typically formed to study the issue, public forums are conducted to receive input and then the new policy is provided in writing to those affected.
Admission requirements and procedures, academic standards and degree requirements, and financial aid awards for student athletics are vested in the same institutional agencies that handle these matters for all students.
The institution’s requirements and procedures for all students, particularly with regard to academic standards, are absolutely no different for athletes than other students. No athlete can be admitted to the college who does not meet the normal standards of admission for the college and all admissions decisions rest in the hands of the Director of Admissions and his staff. Once enrolled, faculty grant no favors to athletes when it comes to the completion of class work, and thus academic standards are not compromised. While tuition waivers, most often partial, based upon athletic accomplishment are awarded, they are part of the student’s complete financial aid package and are administered by the Financial Aid office.
Athletic budget development is systematic; funds raised for and expended on athletics by alumni, foundations, and other groups shall be subject to the approval of the administration and be accounted for through the institution’s generally accepted practices of documentation and audit.
Development of the intercollegiate athletics budget has been systematic. With the input and approval of the Director of Athletics, Operations Manager for Athletics, the Vice-President for Student Affairs and Executive Associate to the Vice-President for Student Affairs, this process has followed a basic pattern for at least the last decade: State funding covers most salary expenses and some state money is available for travel and equipment. A second layer of funding comes from the student Services and Activities Board’s Tier I budget allocation to the department. This money has grown over the years to include expenses that the S&A Board sees as essential to a quality experience for the student participating in intercollegiate sport at Evergreen. Examples include bus travel, with professional driver, on longer road trips to increase safety and the addition of a 10th month to the certified athletic trainer’s salary to allow her to work with track and field athletes through the national championships, soccer players during spring practice and to provide services to the club sports of men’s baseball and women’s crew. The final layer of funding comes from the revenues produced by the department’s camps, sponsorships, gate receipts and guarantees and fund-raising. Money raised from these sources is used for non-essential items that nonetheless add to the quality of the experience our athletes have. This can include long out-of-state non-conference road trips to broaden the competitive experience, an additional assistant coach or higher-quality uniforms and equipment.
The institution demonstrates its commitment to fair and equitable treatment of both male and female athletes in providing opportunities for participation, financial aid, student-support services, equipment, and access to facilities.
Evergreen has been scrupulous in following the proportionality method of insuring equity between women’s and men’s teams in its intercollegiate programming. Since enrollment typically runs 52-55 percent female, Evergreen provides 55 percent of the potential roster slots on its teams to women’s sports and allocates 55 percent of available scholarship funds to female athletes. At year’s end, these numbers may be slightly different depending upon recruitment success of various coaches in a given year, but Evergreen’s EADA reports consistently reflect a commitment to gender equity, both in participation and in budgeting. Additionally, when Evergreen’s commitment to a separate state law mandating equity was last measured by the HEC Board and a State Senate subcommittee, we were found to be 98 percent in compliance. This, along with a 101 score for Central Washington University, was one of the two best among the state’s six public institutions.
The institution publishes its policy concerning the scheduling of intercollegiate practices and competition for both men and women that avoids conflicts with the instructional calendar, particularly during end-of-term examinations.
College policy does not allow for any preferential treatment of athletes. Evergreen’s student-athlete handbook makes clear that it is the job of the student to arrange to make up work missed in seminar, lectures or group work because of a road trip or other lengthy competition. Further, student-athletes are informed that in every case, class time may not be missed for practice or other team events not directly related to formal competition.
Evergreen has made significant progress in intercollegiate athletics over the past decade, going from an afterthought in the Cascade Conference, to a regular contender for playoff positions. Our teams have been an excellent bridge between Evergreen and the local community. Geoduck Sports Camp t-shirts are now routinely spotted on kids around town. Areas for improvement remain. Chief among these is the development of more private support for our programs. Progress in that area could lead to success in Evergreen’s goals of one day fielding intercollegiate baseball and softball teams as well as providing more financial assistance to more student-athletes as they navigate the sometimes difficult path of committing to academics and athletics while still having to make ends meet.
Supporting DocumentationSee Supporting Documentation for Standard Three
- 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.