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CHAPTER TWO: RESOURCES AND CAPACITY
Executive Summary of Eligibility Requirements 4 through 21
4. Operational Focus and Independence
North Seattle Community College’s mission, as stated on its website and in its publications,
“is…changing lives through education.” The college’s vision states that “North Seattle
Community College is a progressive educational resource, actively engaged with its community
and known for innovation and responsiveness”. The college’s three core themes are advancing
student success, excelling in teaching and learning and building community.
Since 1967, North Seattle Community College (also referred to in this document as North Seattle
or the College) has operated as a community college and maintains continuous accreditation with
the Northwest Commission on Colleges and Universities. Its governance structure supports its
efficacy in fulfilling its mission with a leadership and administrative team that allow independent
operation with final accountability to a district Chancellor, Board of Trustees, State Board of
Community and Technical Colleges, and state legislature.
5. Non-discrimination
North Seattle Community College is an Equal Opportunity Institution and adheres to the Seattle
Community College District’s (SCCD) Policy 201 on non-discrimination:
The Seattle Community College District VI is committed to the concept and practice of
equal opportunity for all its students, employees, and applicants in education,
employment, services and contracts, and does not discriminate on the basis of race or
ethnicity, color, age, national origin, religion, marital status, sex, gender, sexual
orientation, gender identity, veteran or disabled veteran status, political affiliation or
belief, citizenship/status as a lawfully admitted immigrant authorized to work in the
United States, or presence of any physical, sensory, or mental disability, except where a
disability may impede performance at an acceptable level. In addition, reasonable
accommodations will be made for known physical or mental limitations for all otherwise
qualified persons with disabilities.
Authority: WAC 132F-148-010, Public Law 101-336, American with Disabilities Act
(ADA) of 1990, 29 CFR Part 37.
The college’s website also states a similar non-discrimination policy.
6. Institutional Integrity
7. Governing board
8. Chief executive officer
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9. Administration
10. Faculty
In Fall 2011, North Seattle employed 81 full-time and 206 part-time state-supported faculty
members (i.e., not including continuing education faculty members) who have the appropriate
qualifications to meet the college’s instructional obligations. North Seattle Community
College’s faculty are highly qualified with approximately 83% of the faculty members listed in
the Seattle Community Colleges 2012-2014 Catalog (referred to as Catalog) having a master’s
degree and/or a doctorate degree in philosophy, law, and/or medicine.
Faculty members, through involvement on committees and the program review process, provide
important contributions to academic planning, curricular development and revision, student
support services, and institutional governance. Faculty workloads are established through a
negotiated Faculty Agreement between the Seattle Community College Board of Trustees and
the American Federation of Teachers Seattle Community Colleges, Local 1789 (AFT Seattle)
that support the college’s mission. Included in the Agreement is financial support from the
Seattle Community College District (SCCD) for professional growth and curriculum
development.
11.Educational Program
North Seattle Community College offers students a choice of transfer degrees, including an
Associate of Arts (AA), Associate in Business (AB), Associate of Fine Arts in Art (AFA), and an
Associate of Science (AS, General and Options One and Two). Professional-technical students
can choose from Associate of Applied Science (AAS) degrees and certificates. Five of the
Associate of Applied Science degrees have transfer options (AAS-T). All courses are reviewed
and approved by the college’s Curriculum and Academic Standards (CAS) Committee for their
ability to identify, teach and assess learning outcomes, transferability, and academic quality and
rigor. Specific professional-technical programs, such as the college’s Nursing, Medical
Assisting and Pharmacy Tech programs, have specialized accrediting bodies which review and
approve their programs.
12. General Education and Related Instruction
All degrees, transfer or applied, address the general education and related instruction that are
needed to meet this Eligibility Requirement. All students who seek a certificate of 45 credits or
more must complete a minimum of 33 hours in each of the related instruction areas of
communication, computation, and human relations taught as separate courses aligned with
program outcomes.
13. Library and Information Resources
The college’s library and its learning resources are a central part of the college’s instructional
programs. Available to all faculty, students, and staff, the library is continually looking for ways
to support learning whether through on-campus courses, online courses and Internet databases.
The library’s “liaison” system, which pairs a librarian with an instructional division, works well
to support each division’s need for informational resources and support.
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14. Physical and Technological Infrastructure
The college campus houses most of the instructional programs with some continuing educational
courses offered off-site. The college’s technological infrastructure is connected to the Pacific
Northwest Gigapop network, which provides reliable high-speed access for all locations of the
campus.
15. Academic Freedom
The current Faculty Agreement, Article 6.9, clearly defines and supports intellectual freedom
and independence for both students and faculty:
This institution is based on the illimitable freedom of the human mind. Here, we are not
afraid to follow truth wherever it may lead, nor to tolerate error so long as reason is left
free to combat it.
To achieve this end, academic freedom is viewed as the freedom of speech guaranteed to
all citizens by the First Amendment. Free inquiry and free discourse shall not be
abridged, whether directly or indirectly, by statute or community pressure.
We reaffirm our support of academic freedom because of a sense of obligation to the
community which needs our services and because of our professional responsibility for
free inquiry.
Academic freedom implies not only the unconditional freedom of discussion in the
classroom, but also the absence of restriction upon the faculty's teaching method. Every
faculty is presumed competent and responsible until specific evidence is brought forward
to the contrary. No suspicion concerning either the judgment or the goodwill of the
faculty should find any place in our administrative regulations or customary procedures.
16. Admissions
As stated on the Seattle Community College District policies website, “Seattle Community
College District (which includes North Seattle Community College) operates on an open door
admission policy (Policy 305).” The specific admissions procedures and steps are posted on the
college website and are also included in quarterly class schedules and the Student Handbook.
17. Public Information
The college uses the district’s website , the college’s website, the quarterly schedule, and
Student Handbook to publish information about its mission; core themes; admission
requirements and procedures; grading policy; information on academic programs and courses;
names, titles and academic credentials of administrators and faculty; rules and regulations for
student conduct; rights and responsibilities of students; tuition, fees, and other program costs;
refund policies and procedures; opportunity and requirements for financial aid; and the academic
calendar.
18. Financial Resources
North Seattle Community College’s financial base is stable which includes a balanced budget
and a reserve. Its funding comes primarily through the Washington State legislature, as well as
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from both in-state and out-of-state tuition as well as grants, contracts, and customized training.
19. Financial Accountability
As a public institution and an agency of the State of Washington, all college funds are subject to
audit by the State Auditor’s Office (SAO). The college’s audit reports are included in the annual
audit of the Seattle Community College District. The audit is conducted to determine the
college’s compliance with state laws and regulations and the district’s policies and procedures.
North Seattle Community College’s audit, which is also included in the annual audit of the
Seattle Community College District, is conducted to determine the college’s compliance with
state laws and regulations and the district’s policies and procedures.
20. Disclosure
North Seattle Community College, in preparation for its Third Year Report, has accurately
prepared and disclosed all information, documents and materials to the Northwest Commission
on Colleges and Universities in order to carry its evaluation and accreditation functions.
21. Relationship with the Accreditation Commission
North Seattle Community College accepts the standards and related policies of the Northwest
Commission on Colleges and Universities and agrees to comply with these standards and
policies. The college agrees that the Commission may make known the nature of any action,
positive or negative, regarding the institution’s status with the Commission to any agency or
members of the public requesting such information.
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Governance (2.A.1)
Responsibilities Delineated and Codified
Seattle Community College District (SCCD) VI was established in 1967 when the Washington
State legislature passed the Community College Act and created a new state system of
community colleges independent of local school districts (WAC 132K-995-990).
In 1991, the Community College Act was revised to incorporate five existing technical institutes,
making them technical colleges. Today the system includes 34 separate community and
technical colleges within 30 districts. The system is governed by the nine-member, governorappointed Washington State Board for Community and Technical Colleges (SBCTC) whose
roles and responsibilities are described in Revised Code of Washington (RCW 28B.50).
Washington Administrative Code 132F-01-010 empowers a five-member, governor-appointed
Board of Trustees board for Seattle Community College District VI, giving it authority to
“operate all existing community and technical colleges in its district” and invests it with “the
appointing authority for employees of the district.” This section of the code includes a
description of the delegation of authority by the district’s Board of Trustees to the district
chancellor and from the chancellor to the college presidents.
The Washington State Board of Community and Technical Colleges provides an orientation to
new presidents on (among other topics) the governance roles of the SBCTC and local community
and technical college districts (see exhibit __________ the notebook from the SBCTC).
With regards to governance of North Seattle Community College (herein referred to as the
college or North Seattle), the roles and responsibilities of administrators, faculty, staff, and
students are identified in various documents, including:
 administrative job descriptions (reference _______,)
 collective bargaining agreement for faculty (Faculty Agreement)
 collective bargaining agreement for classified staff (Classified Staff Agreement)
 Associated Student Government constitution (AS Constitution)
Board duties described in policy sections 100 and 400 include hiring a district president
(Chancellor), enforcing rules and regulations prescribed by the SBCTC for the governance of the
community colleges, teachers, and students, and establishing policies for the district. By virtue
of Policy 107.13, the board “may . . . delegate to the district chancellor any power and duties
vested in or imposed upon it. Such delegated powers and duties may be exercised in the Board's
name.” The delegation authority of the board is established in this policy and in specific
language in Policy 128: “the board may delegate certain of its powers and responsibilities . . .
when such delegation is deemed necessary and appropriate” and Policy 401: “the board can
delegate any of its powers and duties to the chancellor or his designee.”
The district Chancellor reports to the board of trustees and oversees all three colleges. The
Chancellor is responsible for providing overall leadership for the district, for meeting with
legislators and community leaders, for serving on boards and commissions both locally and
nationally, for developing the district’s strategic plan, and for leading its fundraising efforts.
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The President of North Seattle reports directly to the district Chancellor, as do the Presidents of
the other colleges within the district. The Chancellor holds bi-weekly chancellor’s Cabinet
meetings. Members of the Cabinet include:
 Chancellor
 Presidents of the three district colleges
 Vice Chancellor for Education, Planning and Distance Learning
 Chief Financial Officer
 Chief Human Resources Officer
 Executive Director for Advancement
 District Public Information Officer
Issues that require board approval are noted and brought to the Board of Trustees’ monthly
meetings. In addition to the bi-weekly Cabinet meetings, the Chancellor and three college
presidents meet weekly.
The faculty and classified staff negotiated agreements provide clarification of each group’s role
and responsibilities with respect to governance. Exempt staff’s role in governance is established
in their contracts which clarify reporting structures. Organizational charts provide information on
the reporting structure of the institution for exempt employees. Students are informed of their
rights and responsibilities in the Student Handbook which is distributed free to students every
quarter and is also available on the campus website. Broadcast emails are also sent to students
and staff to provide information on pertinent policies and federal laws such as FERPA.
The College Council is the college’s form of participatory governance. Instituted in 19____, the
College Council provides the college’s leadership team (E-team) with advisories on key issues.
The composition of the College Council reflects key campus stakeholders, i.e. classified staff,
exempt employees, faculty, as well as student representation. The Council’s bylaws outline how
the committee should function and how members are elected (see exhibit _____________). In
2011-12 the Council played a key role in establishing criteria for budget development and
evaluating the final budget relative to those criteria after the budget process was completed.
Other key committees provide opportunity for campus involvement in governance. For example
the Diversity Advisory Committee (DAC) is comprised of a cross section of the campus
community and provides important advisories to the president and E-team.
CRITIQUE NOTES: Mark suggests we reference policy review and changes made in 2009. And
that we reference student involvement, the College Council, and the communications
improvement.
Roles in Governance (2.A.2)
The role of the Board of Trustees and Chancellor (referred to in the policies as the district
“president”) are identified and clarified in Sections 100 – 107. The Seattle Community College
District Board of Trustees has been actively engaged in reviewing and amending district policies
during the previous three years. For example, the policies regarding district trustee roles were
reviewed and amended by the board in 2010.
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Additional sets of policies have been amended by the board including:
 Policy 201 (“Equal Opportunity Statement”)
 Policy 205 (“Information Technology Security”)
 Policy 210 (“Environmental Policy”)
 Policy 300 (“Student Services”)
 Policy 305 (“Admissions”)
The roles of the Seattle Community College Trustees, Chancellor and Presidents are formally
delineated in the district policies and related procedures. The Chancellor’s Cabinet, college
Presidents (in their role as Vice Chancellors), District Councils and representatives of employee
bargaining groups reviewed and recommended policy changes to the trustees between 2009 and
2012 (see section above). The key policy change themes were . . . (changes to remain current
with new case law precedents, greater clarity in governance roles, etc.)
Additional developments/initiatives that support the college’s capacity to fulfill its mission
include:
 The Board of Trustees and Chancellor worked with the campus Presidents to establish a
district-wide strategic plan. This plan helped create strategic alignment across the district in
key thematic areas (examples?).
 The college’s strategic planning process produced a plan that was essentially aligned with the
district plan yet reflective of the unique needs of North Seattle’s internal and external
communities (reference).
 The Board of Trustee’s review of the policies yielded changes in these policies in
relationship to governance. The majority of polices were reviewed and most were amended
to reflect new developments and knowledge in these areas. For example the affirmative
action statement was amended to include “gender identity”.
CRITIQUE NOTES: add district level clarification of roles outlined in policy and policy
reviews; councils play a role. Add that policies are equitably administered.
Compliance with Standards for Accreditation (2.A.3; Eligibility Requirement 4)
The Seattle Community College District 2012-2014 Catalog, page 2, accurately reflects the
accreditation status, using language supplied by the Northwest Commission on Colleges and
Universities. The accreditation status is reported to the Board of Trustees through the President’s
reports, including any recommendations and commendations.
The faculty union, American Federation of Teacher Seattle Community Colleges Local 1789,
began negotiations in February 2012 and will conclude in December 2012. The classified
employees are members of the Washington State Federation of State Employees (WFSE) and
share an agreement with 12 other Washington state institutions of higher education. The college
President is kept apprised of any changes in collective bargaining agreements.
The legislative action over the past two biennium’s decreasing funding to community and
technical colleges has impacted the college’s ability to replace full-time faculty and offer other
support services for students. The college does have a plan to replace faculty over the next few
years (see XXX for description of instructional plan).
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The decrease in state funding has forced the college to decrease its course offerings. In turn, this
has impacted students’ opportunities to enter programs at multiple times throughout the
academic year. The college has been able to address this issue in some areas through alternative
funding from grants and contracts that have allowed the college to offer cohorts of students in
high demand health care and aerospace programs.
CRITIQUE NOTES: NEED CLARITY FROM MARK ABOUT HIS NOTES. NOT CLEAR
Governing Board
Functioning Governing Board (2.A.4)
The Revised Code of Washington (RCW 28B.50.100) stipulates that each community college
district shall have a “board of trustees . . . composed of five trustees, who shall be appointed by
the governor.” A single five-member board governs North Seattle Community College and the
other two colleges within the Seattle Community College District (SCCD) which include Seattle
Central Community College and South Seattle Community College.
As of March 2013, the SCCD board members and their terms are as follows:
 Dr. Constance Rice, Chair, October 2008 to September 2013
 Mr. Thomas W. Malone, October 2002 - September 2012
 Mr. Jorge Carrasco, October 2009 to September 2016
 Mr. Albert Shen, October 2010 to September 2015
 New Board Member, October 2011 to September 2016
The board has adopted policies in accordance with RCW 28B.50.100. Policy 100 identifies the
legal basis of the board as the Community College Act of 1967. Policy 101 specifies that
trustees serve by appointment of the governor who “will consider geography as well as the
interests of labor, industry, agriculture, the professions, and ethnic groups in making trustee
appointments.” Policy 102 stipulates that board members must be “qualified electors living
within the boundaries” of the district, and Policy 103 states that no board member may be an
employee of the district or of local educational organizations, or of the state legislature.
The current board represents the ethnic and racial diversity of the district and the college. It
reflects a balance of younger and older members of the community with experience in several
different sectors of the local business and community. Board members are active in the
statewide trustees’ association, The Trustees Association of Community and Technical Colleges
(TACTC).
CRITIQUE NOTES: COULD ADDRESS THE DISTRICT WIDE PARTICIPATION IN
BOARD MEETINGS WITH SPECIFIC CONTROVERIAL POLICY DECISIONS.
Board Actions (2.A.5)
SCCD Policy 128 makes it clear that “ the Board of Trustees exercises “collective authority
based upon decisions made by majority vote (minimum of three) in regular or special meetings.”
Expect by specific authorization of the board as a whole, no member may make statements on
behalf of the board. Policy 131 encodes a code of ethics for board members. Article 11 of
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Policy 131 states that individually board members “have no legal authority outside the meetings
of the Board”.
Board Review of Policy (2.A.6)
SCCD Policy 108 describes authority that the board delegates to the district Chancellor. The
same policy makes clear that certain powers cannot be delegated, but reside exclusively to the
Board of Trustees. Among these is the authority “to adopt every declared ‘policy’ of the
district”, including Section 100 of those policies that pertain to the board itself.
In 2007, the college received a recommendation that board policies should be reviewed more
regularly. Because this is a district-level (versus college-level) responsibility, the
recommendation was referred to the Chancellor who in turn charged the Vice Chancellor with
developing a schedule for periodic review of all policies and procedures. As a first step an audit
was conducted of all policies, and those that needed immediate updating were brought to the
board for their action.
In Winter 2012, an audit was conducted to identify all policies that had not been reviewed for
three years. This process identified three policies that needed to be updated including student
conduct, human resources, and business. These policies were brought forward for board action
in Summer and Fall 2012. As an extension of these processes and a way to incorporate more
transparency and accountability, a comprehensive tracking sheet has been developed that maps
the status of each policy and the dates of its revision. This tracking sheet will be posted to the
District website in Fall 2012.
CRITIQUE NOTES: Distinguish between board review and code review
Board Selection and Review of Chief Executive Officer (2.A.7)
SCCD Policy 107 lists the powers and duties of the Board of Trustees, the third of which
stipulates that the board “shall employ, for a period to be fixed by the board, a district president,
whose working title shall be chancellor”. The Chancellor’s evaluation is held annually either in
an executive session or at a board retreat.
Board Evaluation (2.A.8)
The Board of Trustees conducts regular evaluations of its performance. Over the past six years,
the board has completed four self-evaluations. The most recent evaluations took place in June
2011 as part of the state-wide Governance Institute for Student Success (GISS) for all
community and technical college trustees.
CRITIQUE NOTES: CHECK WITH JILL ON BOARD EVALUATION.
Leadership and Management
Effective System of Leadership (2.A.9; Eligibility Requirement 9)
With recent budget cuts, the college has focused on reorganizing and restructuring its leadership
team to show appropriate levels of responsibility and accountability: Need examples here
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To support its leadership team, the college has focused on providing leadership training to
exempt staff including:





Several members of the campus leadership team have participated in the statewide
leadership development program called the Washington Educational Leadership
Association or WELA.
The exempt staff also participates in the Association, a statewide training association for
mid-level managers in the community and technical college system.
The college also held a management team retreat in 2011 that focused on diversity.
Administrators and managers have also participated in national leadership development
programs such as the American Council on Education Fellowship program, the American
Association of Community Colleges (AACC) Future Leaders Institute, the AACC
“Breaking the Stained Glass Ceiling” project for aspiring community college leaders of
color and the Chair Academy.
In Fall 2012, the college enlisted its first cohort of staff to go through the Leadership
Development Initiative (LDI) training with a second cohort taking a Training of
Facilitators (a diversity initiative).
CRITIQUE NOTES: NEEDS REWRITE. ADD WORK COLLEGE DOES ON DIVERSITY.
ADDRESS EFFECTIVENESS (LDI TRAINING). FOCUS ON HOW REOGNIZATION AND
RESTRUCTURING WAS ACCOMPLISHED IN LIGHT OF BUDGET TO SHOW
APPROPRIATE LEVELS OF RESPONSIBILITY AND ACCOUNTABILITY.
Role of the President and Executive Team
At North Seattle, the President’s responsibilities include but are not limited to:
 Providing leadership to the Executive Team (E-team) and to the college community;
 Working with the E-team and key campus committees, developing a strategic plan and
direction for the college and assessing progress toward strategic goals and adjust institutional
efforts accordingly;
 Working with the state legislative delegation, assisting in advocacy (within legal bounds) for
the college, and keeping them apprised of the college’s needs and its contributions to the
community;
 Building community relations and partnerships with the external community;
 Participating in the statewide community and technical college presidents’ group and serving
on key committees within that organization;
 Providing district-wide leadership in the role of Vice Chancellor for Contract and
Customized Training;
 With the Director of Development, creating a strong donor base and fund-raising capacity;
 With the Human Resource Officer, attending to personnel matters that rise to the level of
presidential action;
 With the Director of Institutional Effectiveness, leading the formulation of the college’s
vision, mission, core themes/goals/indicators/benchmarks and ensuring that the budget
process is aligned with the plan: and
 Maintaining relationships through regular meetings with administrators, faculty, staff, and
student groups.
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The Executive Team (E-team) meets weekly to review college issues and make administrative
decisions to further the college’s mission. The E-team is made up of:
 President
 The three vice presidents (Vice President for Student Development Services, Vice
President for Instruction, and Vice President for Administrative Services)
 Executive Dean for Customized and Contract Training, Public Information Officer
 Executive Director of the Education Fund (Foundation)
 Human Resource Assistant
E-team members are responsible for:








Providing departmental leadership regarding budgeting, staffing, and instructional and
support programs;
Working collaboratively to allocate resources in a manner that aligns with the strategic
direction of the college;
Receiving and reviewing reports from both within and outside of the college;
Disseminating information from E-team meetings to constituent groups;
Bringing forward information from constituent group meetings;
Advising the president on matters related to their specific areas;
Working collaboratively to manage the overall operations of the college; and
Implementing strategic plans and policies.
Responsibility and Ethical Conduct
Each administrator has a job description on file in the Human Resource Office. These job
descriptions clearly state duties and responsibilities. The college’s administrators follow the
ethical conduct code as outlined in RCW 42.52, “Ethics in Public Service”. A copy of this ethics
code is found in the Human Resources Office at the college.
Policies pertaining to ethical conduct have been reviewed and updated. Training on ethics is
done on an annual basis. New employee orientations are now mandatory and ethics rules are
addressed in this venue. Progress has been made in this area. For example the Washington State
Auditor issued a very rare commendation to the Financial Aid office after the audit.
(Need to review last state general audit and any findings and whether or not they were
addressed).
Administrative Qualifications and Evaluation
North Seattle’s administrators are highly qualified for their leadership positions. The following
table displays the educational background, total years of relevant experience, and years at North
Seattle for administrators who provide leadership within each of the major units of the college.
Title
President
Director, Marketing & Public Relations
Director, Institutional Effectiveness
Executive Director of the Education Fund
Incumbent
Mark Mitsui
Judy Kitzman
Jack Bautsch
Anne Zacovic
Degree
M.Ed
BA
Ed.D.
BA
Experience
Total
At NSCC
24
10
<1
9
2
38
13
11
09.11.12
Title
Executive Dean, Customized and Contract
Training
Human Resources Officer
Integration Manager, OCE&E
Director of Grants
Executive Director, International Programs
Director, Diversity and Retention
VP for Instruction
Assistant Dean-Adult Basic Education
Continuing Education
Dean, Arts, Humanities & Social Sciences
Dean, Business, Engineering & IT
Dean, Health and Human Services
Dean, Math, Science
Associate Dean, e- Learning
Director, Library & Media Services
Executive Dean, Workforce Education
Director, Nursing
Director, The Loft Writing Center
Director, Workforce Education
VP for Student Development Services
Associate Dean,- Student Success
Associate Dean, Enrollment & Registrar
Director, Entry Services & Outreach
Director, Financial Aid (Interim)
Director, Student Leadership &
Multicultural Programs
Lead Counselor, Counseling Center
Director, Wellness Center/Athletics
Manager, Child Care Center
Manager, Testing Center
VP for Administrative Services
Director, Information Technology Services
Director, Business Operations
Director, Facilities & Plant Operations
Director, Food Services
Fiscal Compliance Officer
Director, Safety & Security
Manager, Computing Services
Incumbent
Degree
Experience
Total
At NSCC
Steve Miller
MPA
27
5
David Bittenbender
Wendy Peterson
Tracy Woodman
Mari Acob-Nash
Wade Parrott
Mary Ellen O’Keeffe
Kim Chapman
Heidi Stuber
Alison Stevens
Terry Cox
Steven Thomas
Peter Lortz
Tom Braziunas
Sharon Simes
Bill McMeekin*
Barbara Hack
Daniel Tarker
John Bowers
Marci Myer*
Alice Melling
Betsy Abts
Susan Shanahan
Bridget Doran
Jeffrey Vasquez
MPA/MSW
BA
MA
Ph.D.(c)
BA
Ed. D.
MA
BA
Ph.D.
Ph.D.
Ph.D.
M.S.
Ph.D.
MA
?
M.S.N.
M.F.A.
M.A.
MS
M.Ed.
MA
BA
BA
BS
42
14
11
?
10
25
10
10
?
11
?
?
22
40
?
24
?
13
35
28
22
25
34
?
11
5
6
6
1
10
4
4
?
2
<1
18
18
8
<1
5.5
?
5
12
20
14
26
34
12
Lydia Minatoya
Carianya Napoli
Kathy Soldat
Therese Quig
Orestes Monterecy*
Lorie Casile
Dennis Yasukochi
?
Amanda Lopez-Castanon
Yan Zhang
Jeff Caldwell
Paul Piecuch
Ph.D.
BA
MA
BA
Ph.D.
MBA
MBA
?
?
BA
Cert
AAS
25
15
28
30
41
?
18
?
20
3.5
34
26
?
12
22
18
5
?
15
?
2
<1
14
26
* Denotes interim appointment.
Management Structure (Eligibility Requirement 9)
The college’s management structure is shown in the North Seattle Community College
organizational chart (exhibit). It includes four major administrative areas:
 President’s Area – The President oversees the Office of Institutional Effectiveness, Public
Information Office (PIO), Grants and Contracts Office, Human Relations Office, Office
of Business, Industry, Labor and Community Partnerships, and the Education Fund.
 Instructional Area – The Vice President for Instruction oversees all instructional areas of
the college including e-learning, the Library, and Continuing Education. The
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

Instructional Council, chaired by the Vice President of Instruction, provides the various
instructional areas with opportunity for dialogue, coordination and planning.
Students Services Area – The Vice President for Student Development Services oversees
admissions, testing, financial aid, veterans’ affairs, advising, counseling, career services,
student leadership, and the wellness center. The Student Development Council provides
these various departments with opportunity for engagement, coordination and decisionmaking.
Administrative Services Area – The Vice President for Administrative Services oversees
all business-related departments as well as safety and security, facilities and plant
operations, and information technology.
Besides the four key areas above, the college uses councils and committees to provide faculty,
staff and students access to decision-making and information. The college’s website lists 29
committees. The following is a list of the major committees including:

Assessment Committee - This committee serves as a central reflective space where
assessment information is collected, analyzed and submitted as recommendations to the
college and the Vice President of Instruction for future actions regarding student learning.
The committee meets monthly.

Budget Planning Team - The Budget Planning Team's (BPT) members represent a crosssection of the campus community. The BPT investigates fiscal and budget-related matters
and makes recommendations to the executive team.

College Council – The College Council, made up of exempt and classified staff, faculty
and student representation, ensures that college employees have the opportunity to
participate actively and collaboratively in the development of policies and procedures of
the institution. The College Council works with the President on the budget and other
matters vital to the mission, goals and core themes of the college.

College Readiness Committee - The College Readiness Committee focuses on student
progression and transition to college level work.

Curriculum and Academic Standards Committee - The Curriculum and Academic
Standards Committee (CAS) meets bi-weekly and serves as the college governance
committee responsible for curriculum and academic standards.

Diversity Advisory Committee - The Diversity Advisory Committee (DAC) supports and
advocates for the vision and values around diversity by providing ongoing learning,
discussion, dialogue and understanding about diversity by all members of the campus
community.

Safety Committee - The Safety Committee helps ensure a safe learning environment for
all employees and students. The safety committees meetings are required by Washington
Administrative Code WAC 296-800-130.
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
Stars Committee - STARS is an authorized, representative committee of classified staff
which acts as a liaison between classified staff and the President, and as a conduit
between classified staff and representatives to college shared governance committees and
other college committees.

Strategic Planning Committee - This committee works with the E-team providing
leadership and support for strategic planning, including mission, vision, values, core
themes, goals, objectives, performance measures and assessment of institutional
effectiveness.

Student Success Committee - This committee provides campus leadership on student
enrollment, the student achievement initiative (SAI) and student success.

Sustainability Committee - The sustainability committee is comprised of faculty, staff
and students who are passionate about sustainability. The focus of the committee is to
infuse sustainability in all areas of the campus.
The Student Administrative Council (SAC), the College’s student government, encourages
students to participate in the college’s governance by serving on the various committees:
 Assessment Committee
 Capital Projects Steering Committee
 College Council
 College Readiness Committee
 Curriculum and Academic Standards Committee
 Diversity Advisory Committee
 Gender and Women’s Studies Committee
 Health and Safety Committee
 Educational Technologies Advisory Committee (E-TAC)
 IT Advisory Committee (I-TAC)
 Strategic Enrollment Management Committee
 Strategic Planning Committee
 Student Fee Board
 Sustainability Committee
 Tutoring Advisory Committee
 Budget Planning Team
The college’s student government also provides leadership and daily support to the Student Fee
Board; Arts, Lectures and Activities Board; Student Cabinet; Research and Advocacy
Committee; and student clubs.
Qualifications of Chief Executive Officer (2.A.10)
In 2010, the Seattle Community College Chancellor Dr. Jill Wakefield hired Mark Mitsui as
President of North Seattle Community College in July of 2010.
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President Mitsui brought 22 years of experience (as of 2010) in the Washington State
Community and Technical College system to this position. He started in the system as faculty at
Renton Technical College where he taught for seven years, received tenure, earned an
Outstanding Faculty award in 1994, served on the faculty union executive committee, and acted
as the lead faculty on accreditation and participated on several tenure review committees. In
1995 he was hired at North Seattle as a manager in Student Development Services and became a
director in 2002. In 2004 he was hired as an Assistant Dean of Student Services at Green River
Community College where he received an Exemplary Leadership Award from the Chair
Academy. He became the Vice President of Student Services at South Seattle Community
College in 2006.
President Mitsui earned his M.Ed in Educational Leadership and Policy Studies (EDLPS) from
the University of Washington in 2003. He is currently enrolled in the University of Washington’s
EDLPS doctoral program.
In his two years as North Seattle Community College’s President, he has actively engaged in
initiatives that align with the college themes on a local, regional, statewide and national level
including:
 Presenting at national convenings on student success and diversity;
 Serving on the Washington State Community and Technical College presidents’ group;
 Acting as the liaison to the Washington State Student Services Commission;
 Serving as Education Services Committee vice chair and presidential representatives on
the Student Achievement Task Force;
 Joining the board of The Association of Community and Technical College
Administrators;
 Serving on the Aerospace Presidents group and the Puget Sound Caucus (a group of K-12
superintendants and community and technical college presidents that are dedicated to
improving college readiness and attendance among secondary students);
 Serving as vice chancellor for customized training and corporate partnerships
 Instituting the college’s Opportunity Council to engage the college in increasing
educational, economic and social opportunity in the north end of Seattle; and
 Serving as a member of the Council on Asian American Pacific Islanders in Higher
Education, board chair of the Asia American Pacific Islander Association of Colleges and
Universities, and research member, Board of Directors of the National API Caucus Board
Chair.
President Mitsui has brought a history of progressively responsible experience in the areas of
institutional leadership, budgeting, strategic planning, external relations, student success and
development, diversity and supervision.
Since arriving at the college in 2010, President Mitsui has consistently pursued the development
of the core themes of the college: Advancing Student Success; Excelling in Teaching and
Learning and Building Community by aligning the themes with the strategic plan and budget
development process.
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President Mitsui has full time responsibility for the institution and does not serve on the Seattle
Community College District Board of Trustees.
Administrative Qualifications and Evaluation (2.A.11)
During the last two years, four administrative positions (name) have been combined to create
greater efficiencies while reducing costs. The job duties were redistributed to employees who
were interested in and capable of accepting greater responsibilities and compensation.
Other changes were made to provide greater equity in workload. For example:
 The Math, Science and Social Science division was reconfigured with several faculty
being moved to the Humanities division. The faculty-administrator load became more
equitable as a result.
 The Executive Dean of Workforce Education had been designated by the previous
president as a lead on special projects and the time available for the more traditional
duties of the position was diminished. The current president developed a new revenue
generating department, moved the former Executive Dean onto a non-state account to fill
the leadership for that position and authorized a part-time replacement for the Work
Force Dean position. The new part-time dean will backfill the administrative needs such
as supporting new program development while the new revenue generating department
will assist the college in new ways.
While these efficiencies have increased the workload somewhat for administrators, steps have
been taken to enhance collaborative efforts among administrators, particularly in the area of
strategic objectives. For example, administrators in both Instruction and Student Development
Services now had joint planning meetings and the Executive Team invites Instructional and
Student Development Services deans to the annual E-team retreat to jointly finalize the strategic
measures.
CRITIQUE NOTES: Mark: let’s draw out the thoughtful dialogue around the reduction process.
With an eye on the future and mission.
Policies and Procedures
Academic Policies (2.A.12)
Faculty and administrators and staff with responsibilities related to academic policies have
access to the different policies:
 Article 6 of the Faculty Agreement which addresses teaching, service, scholarship,
research and artistic creation.
 District website which lists the instructional policies (Section 500) related to the
instructional calendar, instructional programs, district personnel standards, college
awarded credit, and use of human subjects.
Quarterly new faculty orientations provide opportunity to communicate academic policies to
both part- and full-time faculty.
Faculty policies are clearly set out and clearly set forth in the Faculty Agreement. Evaluation of
full- and part- time faculty is clearly communicated in Section 6.10 (full-time faculty), Section 7
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(probationary faculty), and Sections 10.7 and 10.8 (part-time faculty). Article 11 (Operational
Policies) covers faculty workloads.
Students have access to pertinent academic policies through the college’s website and in the
Student Handbook , an online and printed resource updated annually and distributed the first
week of the quarter as well as at all orientations. The library keeps a copy on reserve of the most
current Faculty Agreement.
Course syllabi include relevant academic policies for students including grading policy and
plagiarism.
Library and Information Resources Policies (2.A.13)
The policies and guidelines for the use of the library and information resources are available in
print and on the library’s website. The different policies, guidelines and enforcement actions are
reviewed regularly at staff meetings as well as at district quarterly meetings and updated as
needed. Collection development policies related to library and its media services and copyright
receive regular review.
Through a collaborative effort of the librarians from the district’s three campuses, the three vice
presidents of instruction and the district’s chief financial officer, the Seattle Community College
District now has a district-wide Copyright Policy (395).
The e-learning subcommittee of the Curriculum and Academic Standards (CAS) Committee
provides oversight on the infringement of copyright in any new online course development.
Transfer-of-Credit Policy (2.A.14)
Students within the community and technical college system of Washington State are supported
in multiple ways to facilitate their mobility between institutions of higher education. These
policies and procedures are widely published and follow a clearly-stated transfer of credit policy.
The State Board for Community and Technical Colleges’ website provides a detailed overview
and history of transfer within Washington State, including:

Common course numbering;

Inter-College Reciprocity Policy, designed to assist students in transferring courses
between community or technical colleges within Washington State;

Prior Learning Assessment of Credit; and

the “Washington 45” , a list of selected general education courses students can transfer
and apply for a maximum of 45 quarter credits toward the general education
requirement(s) at any other public and most private higher education institutions in the
Washington State.
At North Seattle, students can find information about the transfer-of-credit policy in various
locations:
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
The Credentials page of the college’s website outlines the formal and informal
requirements for students wishing to apply credits towards a degree, certificate or
prerequisites;
 The Student Handbook, page 8, informs students of how to obtain a transfer credit
evaluation; and
 The district Catalog, pages 10 (“Transfer Policy and Processes” including the Reciprocity
Agreement) and 42 (“Transferring Credits from Other Colleges”).
Students
Students’ Rights and Responsibilities (2.A.15)
Students can access the policies and procedures related to their rights and responsibilities in
multiple places and in both online and print formats:


Seattle Community College District:
o The district’s website lists 19 policies in Section 300 relate to student services,
including academic honesty (Policy 375; WAC 132F-121-110); appeals and
grievances (Policy 370, Procedure 370); and accommodations for persons with
disabilities (Policy 387).
o Also included are web pages for current students entitled “Student Right-to
Know/Rules” and “Students w/ Disabilities”.
North Seattle Community College:
o College website provides a web page for an overview of the different policies
affecting students.
o College web page covers the appeals policy for students taking the English and
Math placement tests.
o College web page covers the Disabilities Services Policy.
o College web page covers student conduct, including academic honesty.
o North Seattle Community College Student Handbook, which is updated annually,
is distributed the first week of the quarter as well as at all student orientations.
The handbook covers students’ rights, responsibilities, and procedures for the
appeals process.
Admission and Placement Policies (2.A.16)
The college’s quarterly class schedule, both online and in print, guides students through the
admission and placement policies and processes.
Current information relating to admission, placement, appeals and readmission policies for
students is widely published through multiple venues, both print and online:



District’s biennial Catalog (available online and in print) provides admission, placement,
and readmission information;
District Policies 305 and 306 provide students with information related to admission and
testing policies;
The college’s quarterly class schedule (available online and in print) provides entering
students with admission and placement information;
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



The college’s website lists Admissions and Placement Policies;
The college’s website covers the Student Conduct policies (including links to District
Policy 375 (“Student Conduct”), SCCD 375 Procedure, and the Washington
Administrative Code 132F-121;
The college’s web page delineates the “Steps to Admissions and Enrollment” for
entering students; and
The Student Handbook covers student conduct, misconduct and the various disciplinary
actions.
CRITIQUE NOTES: does not address administration of policy in a fair and timely manner.
Co-Curricular Activities (2.A.17)
District Policy 360 and Procedure 360.01-40 cover student leadership programs and co-curricular
activities. The district’s “Student Right-to-Know” web page refers students to the state’s current
Washington Administrative Code (WAC 132F-121) that lists official student policies and
procedures applicable to all students in the Seattle Community College District. Section 132F121-040 covers journalistic freedom and responsibility. At this time, the college does not have a
student newspaper.
The Student Handbook, pages 13-15, encourages student participation in the college’s cocurricular activities including the Art Gallery, Phi Theta Kappa Honorary Society, Stage One
Theatre, Student Leadership & Multicultural Programs, and Licton Springs Review and includes
a website link for each club or activity.
Human Resources
Human Resources Policies and Procedures (2.A.18)
The district’s website lists the policies and procedures, Section 400, that pertain to Human
Resources (HR) accessible by all employees in the district. The college’s website lists the
policies, federal state and other policies and procedures that pertain to all employees including
student workers. In addition, the college has two collective bargaining agreements with its
employees (faculty and classified staff) that are accessible online.
These policies and procedures are regularly reviewed, updated, and maintained by the district
following the criteria of consistency, fairness, and equitability for employees and students.
Section 400 contains 44 policies, covering ethical conduct, leaves, work schedules, pay scales
and salary schedules, employee performance evaluation, transfer/lateral movement/voluntary
demotion, reasonable accommodation, work environment, and staff development. Rights and
responsibilities are specified in the respective bargaining agreements for faculty and classified
staff. Policy 409 states that all employees are evaluated on a regular basis. Performance
evaluation processes and forms for faculty, classified staff, and exempt staff are provided in the
district Intranet.
Policy and procedures 400 have been regularly reviewed since 2007 and revised as needed. The
Washington Federation of State Employees contract has been renegotiated twice since 2007 with
training provided to members and managers/supervisors. The Faculty Agreement 2007-2012
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was carried forward by mutual agreement. Current negotiations for the next faculty contract
began in February 2012 and will conclude in December 2012.
CRITIQUE NOTES: should include the new performance evaluation performance (NeoGov)
Employee Rights (2.A .19)
Job descriptions for all employees are on file in the Human Resources office (at the college or
district?). With the implementation of NEO GOV, the college’s new online recruiting software,
this process is rapidly migrating to an online record for each employee. NEO GOV has been in
use since 2011.
In addition, both the college and district are making significant improvement to their new
employee orientation programs. The new faculty orientation program offered each quarter to all
new part- and full-time faculty has been well received with evaluations positive by attendees.
The college is just beginning to implement a somewhat customized campus new employee
orientation at the college level to welcome new classified and exempt employees and get them
started successfully.
All new permanent employees are required to attend a several hour new employee orientation at
the district. Another significant improvement is that all new employees are now “on boarded”
through the college’s human resource office. Initially this means they are entered directly into
the payroll, benefits, and appropriate computer systems without the delay of sending paperwork
down town to the district office. This also means that time-sensitive material is more readily
available to the employee.
The college has made considerable progress to improve both the quality and timeliness of
performance evaluations for all exempt and classified employees. The district is implementing
the NEO GOV performance evaluation module in Summer 2012 to track timeliness and to serve
as a platform for improved evaluation formats. Management plans to discuss performance
evaluation and management with the faculty union at the negotiations currently being held.
Employee rights and responsibilities for evaluation and termination are covered in district policy
section 400 and viewable on the district’s website. Criteria for promotion are handled at the dean
and division level with input from the human resources office.
CRITIQUE NOTES: not clear where and when the info/conversation about promotion/career
path is covered. Perhaps add in annual evaluation process – that the professional development
plan is discussed in this context. Perhaps edit to reflect the NeoGov job descriptions. Not clear
how orientation narrative responds to element. Clarify NeoGov dates.
Security of HR Records (2.A.20)
The official personnel file for each employee is maintained at the district human resources office.
Paper payroll and personnel files are maintained in locked files. Computerized files are
password protected with limited access to designated college and district personnel. Employee
medical files are maintained at the College by the human resource administrator in a padlocked
file cabinet accessible only to the administrator and a confidential administrative assistant.
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The institution ensures the security and appropriate confidentiality of human resources records
by following the provisions of state law described in RCW 42.56.590, which requires public
notice whenever personal information in the form of social security numbers, driver’s licenses,
and account numbers are breached.
Institutional Integrity
Clear and Accurate Representation (2.A.21)
The district Catalog is updated every two years with opportunity for checking accuracy by all
college departments and programs. The production of the quarterly class schedule provides the
opportunity for regular departmental review relative to enrollment, registration and
student/campus services, and instructors review and update course descriptions prior to
publication in print and online each quarter.
All external publications (rack cards, brochures, flyers, miscellaneous postcards) and
advertisements are reviewed/approved (and most often produced) by the Marketing/Public
Relations office, guaranteeing the accuracy, consistency and appropriateness of material
disseminated to the public.
Web content is updated by the Web team content managers (marketing and IT staff members),
who prompt departmental stakeholders to supply revised information. There is rapid turnaround
on Web updates and corrections, but also careful adherence to guidelines regarding curriculum
and academic standards (CAS) committee and district approval before posting. Web team
members are in constant dialogue with and responsive to campus stakeholders to assure that
information is accurate and accessible via appropriate Web pages.
Currently enrolled and applied-but-not-enrolled students receive periodic broadcast email
messages to inform those individuals of upcoming registration information, graduation deadlines,
advising issues, etc. Applied-but-not-enrolled and inquirers also receive quarterly print schedules
in the mail.
The North Star newsletter, periodically updating the public on the College’s accomplishments
and activities, is mailed to 25,000 households in the North Seattle area and emailed to donors,
Technical Advisory Committee members, and to community leaders and contacts on the
development/president’s office lists. Combined annually with The North Star is the annual report
for the Education Fund, with donor report and foundation news.
The North Seattle Community College Facebook pages carry announcements of events and
college-related news for a mostly-student audience, with a weekly total reach of more than 3,400
viewers.
The district Intranet, Inside Seattle Colleges, also provides district wide tools, resources and
policies viewable by students and the public.
High Ethical Standards (2.A.22)
As a member of Seattle Community College District VI, North Seattle operates within the
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framework of the board policies and procedures that outline ethical standards and expectations
for board members, faculty, staff, administrators, and students. These documents are
communicated to students, the public and external organizations through the district’s public
website and to employees on the district’s Intranet site, a password protected website.
The Seattle Community College District (SCCD) policies prescribe ethical standards of behavior
for trustees, employees, and students:

Trustees: The district policy 131 (“Code of Ethics for the Board of Trustees”) outlines
board members’ moral and ethical responsibility to discharge their functions impartially and
to vote with “honest conviction” on the basis of “all available facts.” It provides guidelines
for holding closed (executive) sessions and describes the board members’ responsibility to
keep the community informed about the colleges. The policy grounds the legal authority of
the board in state law (RCW 28B.50.100), and clearly states that the “primary function of the
board is to establish policies,” while delegating district operational responsibility to the
chancellor and college staff. This policy was reviewed and amended in 2008.

Employees: The SCCD policy for all employees regarding ethical conduct and conflict of
interest standards is Policy 400.1 – 400.8. The policy addresses issues such as gifts and
confidential information. Annual training is provided on ethics and the mandatory employee
orientation also addresses this topic. Policy 404 asserts the college’s commitment to
affirmative action. Policy 419 addresses sexual harassment. Policy 451 asserts that
workplace violence or a hostile work environment will not be tolerated and requires that
employees adhere to practices that are designed to make the workplace safe and secure.
Policy 259 makes clear that electronic resources are the property of the district and should be
used “only in a manner that supports the education mission of the district”.

Faculty: A number of these policies are available for faculty and are included in a printed
document entitled “Instructor Handbook”. This handbook also contain policies prohibiting
software piracy, protecting indoor air quality, and a hazard communication policy promising
information and training regarding hazardous chemicals to employees who may contact such
chemicals in the performance of their duties.
The SCCD Affirmative Action Report for _______________ was recently released and
reviewed by the Board of Trustees. This report outlined the fact that the North Seattle
workforce is representative of the talent pool in the service area and that the diversity of the
college employee base has increased over time. However there are areas for improvement
(please attach report and reference _____________). NSCC has embarked on some key
initiatives in the area of diversity including the Faculty Diversity Initiative and the Training
of Facilitators (see reference __________). DO WE NEED THIS PARAGRAPH??

Students: The college’s position regarding academic dishonesty, falsification of statements,
forgery, and other matters of student behavior is delineated in the student conduct and
student misconduct sections of the college’s Student Handbook and provide links for students
to view the different state laws. The Student Handbook also provides information on
academic standards, indoor air quality, sexual harassment, smoking, and a student’s right to
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privacy under FERPA regulations. The handbook is widely distributed, free of charge, to
students at the beginning of each quarter and is available in the college bookstore and student
activities office. It is also available on the North Seattle Internet website. The handbook is
revised and updated annually and is frequently referenced by faculty, staff, and
administrators in their interactions with students. Academic policy information is also
communicated by broadcast email messages and frequently through the course syllabi.
Three policies govern the use of students as human subjects for research purposes. Policy
390 requires prior approval from the appropriate administrator for such research and asserts
students’ right to choose not to participate. Policy 530 acknowledges the district’s
“responsibility for protecting the rights, well-being, and personal privacy of individuals . . .
where learning by students requires the use of human subjects as part of demonstrations or
experiments”. The college’s Human Subjects Review committee web page spells out in
greater detail the conditions under which research involving students can be conducted and
the results disseminated and students’ right to refuse or discontinue participation at any time.
North Seattle ethically and responsibly manages student and employee data. Employees are
granted access to student data only if such access is required by their position and only after
receiving training regarding the requirements of the Family Education Rights and Privacy Act
(FERPA), which protects the confidentiality of student information. Each quarter, all employees
receive a summary reminder of these regulations in an e-mail message from the dean of student
development services/
The processes for faculty, staff and student complaints and grievances are covered in the Faculty
Agreement (Article 6.2 and Article 15.1-12), the Classified Staff Agreement (Article 5.12), and
the Student Handbook (“formal grade complaints”).
Conflict of Interest Policy (2.A.23)
Board Policy 103 mandates that “no trustee may be an employee of the community college
system” or serve on the board of other educational institutions or be an elected official. Policy
131, the code of ethics for the board of trustees, includes this statement: “As member of the
Board of Trustees . . . I recognize that [I must] avoid every temptation and outside pressure to
use my position as a member of the board to benefit either myself or any other individual or
agency apart from the total interest of the district”. Board Policy 152 requires that the board,
when tendering and accepting gifts, refuse those that involve “any real or implied obligations
derived from the acceptance of a gift and possible conflicts of interests which may result.”
District Policy 400 prohibits conflict of interest on the part of district employees. District Policy
410 defines conditions allowing employment of relatives (only when they are determined to be
the best candidate) and prohibiting an employee being supervised by a relative.
Intellectual Property Policies (2.A.24)
The 2007-2010 Faculty Agreement, page 53, contains clearly defined policies with respect to
ownership, copyright, control, compensation and revenue derived from the creation and
production of intellectual property:
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Ownership of Instructional Materials. Instructional materials developed under grants,
stipends, or other District funds or with the use of institutional resources, such as staff
support or specialized equipment or software (not including faculty office computers),
from the District and/or College by faculty for courses offered in the District shall
become the property of the District for District-wide use. The District and individual
faculty shall negotiate a development contract describing compensation and ownership
conditions before development work begins. The right to retain, release, sell, lease,
copyright, or loan the material for other purposes is subject to negotiation between the
District and the faculty which will result in an individual written agreement prior to use.
Instructional material not created under grants, stipends, or other District funds nor with
the use of institutional resources such as staff support or specialized equipment or
software (this does not include faculty office computers) from the District and/or College
by faculty for courses offered in the District remain the property of the faculty. This
section is subject to applicable statutes as now or hereafter amended. (Article 13.4)
The Seattle Community College District has a copyright policy which can be found on its
website, in the online Faculty Handbook, page 13, and on the Teaching and Learning website.
Accreditation Status (2.A.25; Eligibility Requirement 20)
The Seattle Community College District Catalog, page 2, accurately reflects the College’s
accreditation status using the language supplied by the Northwest Commission on Colleges and
Universities:
The Seattle Community Colleges are public state supported institutions, individually
accredited by the Northwest Commission on Colleges and Universities, an institutional
accrediting body recognized by the Council for Higher Education Accreditation and the
US Department of Education.
The Catalog also presents the accreditation status of specialized programs as appropriate.
CRITIQUE NOTES: list specialized programs
Contractual Agreements (2.A.26)
Historically contract training at the college was delivered through Continuing Education. Due to
the growing volume of grant and customized training opportunities, this function is now being
shared by the Office of Grants and Contracts (Grants) and the Office of Business, Industry,
Labor and Community Partnerships (BILCP).
The scope of work delivered by the Grants and BILCP offices is consistent with the mission,
goals and academic standards of the college in that it builds community and is a source of
alternative revenue. Grant, contract and customized training adheres to all policies and
procedures in place at the college with the fiscal activity reviewed by the Business Office and
course/program work reviewed by the committee on academic standards (CAS).
Grant, contract and customized training activities comply with the Commission’s Standards for
Accreditation in that the primary purpose of all training is educational. The college maintains
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sole and direct control of the educational process. A contract is executed by the college that
includes a well-defined scope of work and a timeline, clearly establishing the responsibilities of
all parties, and contains enrollment and tuition policies as well as student recruitment guidelines.
CRITIQUE NOTES: Element needs to be clarified with commission; examples of new building
or ASK (?) interpreters.
Academic Freedom
Academic Freedom Policies (2.A.27; Eligibility Requirement 15)
Faculty and the district administration are mutually committed to academic freedom as written in
Article 6.9 of the negotiated Faculty Agreement. This article, entitled Academic Freedom and
Faculty Rights, includes a statement noting that “Academic Freedom implies not only the
unconditional freedom of discussion in the classroom, but also the absence of the restriction
upon the faculty’s teaching method”. The article’s provision precludes “restraints, other than
those required by the curriculum,” being placed on academic employees, censorship of library
collections, and forcing academic employees to join or refrain from joining any organization as a
condition of employment or retention. The article also discusses the academic employees’ rights
as citizens, the freedom of petition or silence, and the right to organize.
Student Academic Freedom (2.A.28)
Students’ academic freedom is covered under district Policy 365, “Students’ Rights, Freedoms &
Responsibilities” and is protected by Washington Administrative Code (WAC)132F-121-020
“Student rights, Freedoms and Responsibilities”. The law states that “freedom to teach and
freedom to learn are inseparable facets of academic freedom.”
The college’s commitment to the expression of opinions and exchange of ideas is reflected in its
stated value of diversity in its Strategic Plan, “We create a richer environment by embracing
different cultures, ideas, perspectives and people”.
Accurate, Fair and Objective Scholarship (2.A.29; Eligibility Requirement 15)
All members of the college community are expected to adhere to the provisions of the United
States copyright law and to take responsibility for copyright compliance. Faculty and staff are
informed of the copyright law through workshops and orientations for new faculty and postings
near the copying machines. After several years of study and review, the district had adopted a
district-wide Copyright Policy 395 available on the district’s website.
The Faculty Agreement, Article 6.9, covers classroom freedom, constitutional freedom, freedom
of association, freedom of petition and silence, the right to organize, and library collection.
These faculty rights are essential to the college mission and to its core theme of excelling in
teaching and learning.
Finance
Clearly-Defined Financial Policies (2.A.30)
The college’s financial policies and procedures are listed on the district’s website, Section 600,
and cover allocation and management of resources, financial records, cash control, student fees,
accounting, purchasing, equipment inventory, reserve, grants and contracts, travel, internal
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control, and other related policies required by the state’s community and technical college
system.
The three college Presidents and the Chancellor of the Seattle Community College District report
monthly to the Board of Trustees about the financial conditions of the district and its colleges.
The district’s business and finance office submits monthly financial reports to the board.
The financial functions are centralized at the district level under the Chief Financial Officer, with
authorization for financial functions at the college level as appropriate.
CRITIQUE NOTES: Do we need last 2 paragraphs? Is there anything campus specific?
Human Resources (JACK WILL INSERT NEWLY WRITTEN
DOCUMENT)
Staff Qualifications (2.B.1)
The College has sufficient and qualified faculty, staff, and administrators to carry out its
operational functions and strategic goals to fulfill its core theme objectives and the college
mission. Specific personnel policies and procedures are in place to ensure that the selection of
each category of employees is conducted objectively and fairly to hire the most qualified
persons. Job descriptions with clear duties, responsibilities, and authority as well as other related
information, such as supplemental tests and application evaluation criteria are reviewed by both
the College’s Human Resources office and the District’s Human Resources office prior to
issuing public job announcements. Administrators and staff review and update job descriptions
as needed as a part of the regular evaluation process.
Currently the College is beginning an effort to ensure that the new employee search process
includes training for search committee members with regard to diversity and cultural
competency. This process includes reviewing all job announcements to ensure minimum
qualifications and other requirements reflect our commitment to attracting culturally competent
employees for all positions and that they do not serve as a barrier to candidates from diverse
backgrounds.
Administrative and Staff Evaluation (2.B.2)
Administrative and staff are evaluated regularly with regard to performance of work duties and
responsibilities. Seattle Community College District Board Policy 409 requires regular
evaluation of all employees. Performance evaluation processes and forms for faculty, classified
staff, and exempt staff are provided in the district’s online Intranet. Administrative,
managerial/professional, and classified staff are evaluated annually. The frequency of faculty
evaluations depends on employment status. For example, tenure track faculty are evaluated
quarterly and post-tenure and priority-hire faculty are typically evaluated every three years (see
also 2.B.5).
The College has made considerable progress to improve both the quality and timeliness of
performance evaluations for all exempt and classified employees. The District is implementing
the NEO GOV performance evaluation module Summer 2012 to track timeliness and to serve as
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a platform for improved evaluation formats. Management plans to discuss performance
evaluation and management with the faculty union at the current negotiations table.
Professional Development (2.B.3)
The College provides various professional development opportunities for its employees. For
internal professional training, the College offers regular information technology training to
faculty and staff. A key source of this training is through the College’s Teaching and Learning
Center (TLC), where both full- and part-time professional staff receive training support. The
Distance eLearning office provides support and training for faculty to deliver and enhance
instructional pedagogies through technology such as Angel, Tegrity, and Quality Matters. The
Classified Development Advisory Committee (CDAC) provides training for classified staff
through annual retreats and workshops. The District Faculty Development office provides
internal professional development workshops and funding for attending external professional
conferences and meetings. The College also has a full-time faculty member on partial release
time to support faculty development for North Seattle faculty. Funding for these activates comes
through a number of sources such as the College’s Educational Fund, technology fee grants,
departmental training funds, and grants.
Professional development for exempt professional and administrative staff is rapidly expanding.
The College and District leadership have made expanded professional development major area of
concentration. They are strongly supporting this effort both personally and with funding. The
Seattle Community College District has implemented a Leadership Academy for this group. The
first of these academies was offered at North Seattle in January 2012. The College’s President
has contracted with the Leadership Academy trainer to offer additional sessions to expand the
number of college staff members who can participate, including faculty and classified staff who
have been selected as potential future professional and managerial leaders.
Faculty Qualifications (2.B.4; Eligibility Requirement 10)
North Seattle Community College employs 81 full- and 206 part-time faculty members (Fall
2011) who have the appropriate qualifications to meet the College’s instructional obligations.
Faculty members, through involvement on committees and the program review process, provide
important contributions to academic planning, curricular development and revision, student
support services, and institutional governance.
Over the past ten years the number of full-time faculty has decreased from 104 to 81. At the time
of the 2007 self-study, the College had 98 full-time faculty and 219 part-time faculty. Since that
time, there have been several faculty buyout offers, resulting in a reduction of full-time faculty
and an increase in the proportion of part-time to full-time faculty. This new reality was brought
on by severe budget across the board cuts from the state in a challenged economy.
Regarding qualifications of faculty, the 2012-2014 Seattle Community College District Catalog
lists terminal degrees of 164 full-time and priority-hire faculty, showing approximately 85
percent of the faculty have the credentials of doctoral, JD, or masters’ degrees.
Terminal Degrees
Table XX - Terminal Degrees of Faculty
Number
Percentage
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Doctoral
Master
Bachelor
Professional Certificates
31
105
19
9
19
64
12
5
Although the number of full-time faculty has diminished since the 2007 Self Study, the existing
full-time faculty remains committed to the College’s mission and are highly active in College
and District initiatives. Faculty, both full- and part-time, continue to be involved in committees
and initiatives that cut across all areas of college life, leading to greater effectiveness in the
academic life of the College as these areas are all carefully integrated.
Need to insert new hires for 2012-13 and plans for beyond 2013.
Faculty Workload and Responsibilities (2.B.5)
Faculty members, through involvement on committees and including the program review
process, provide important contributions to academic planning, curricular development and
revision, student support services, and institutional governance. Faculty workloads are
established through a negotiated Faculty Agreement (Article 11) between the Seattle Community
College Board of Trustees and the AFT Seattle Community Colleges that support the College’s
mission including:



an Instructional year of 165 instructional days and seven non-instructional days totaling
172 annual work days;
a weekly workload ranging from 15 hours for general lecture; 18-25 hours for programs
that require labs; 20 hours for special programs (for example, ABE and ESL), and 30
hours for counselors and librarians; and
office hours of up to five hours per week depending on weekly contact hours.
Section 6.8 in the Faculty Agreement covers faculty’s professional obligations for all faculty and
specific additional obligations for full-time faculty. Section 6.9 in the Faculty Agreement covers
faculty rights.
The early retirement buyouts of full-time faculty have left fewer full-time faculty to handle larger
institutional, district, and state committee loads. While the 2007 report called out the need and
the goal of increasing the ratio of full-time to part-time faculty, financial exigencies have pushed
the college in the opposite direction.
The college’s Faculty Senate has worked in collaboration with administration to ensure active
faculty membership on all of the College’s standing committees.
Faculty Evaluation (2.B.6)
All faculty are evaluated in a regular systematic, substantive, and collegial manner at least once
within every three-year period of service. The Faculty Agreement outlines the evaluation
process for all groups of faculty including timelines and instruments to be used by the
administration. In addition to the scheduled evaluations, the Faculty Agreement describes,
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through a “Performance Review” process, the ways in which concerns can be addressed between
regularly scheduled evaluations. In all of these evaluations, professional improvement plans are
encouraged and often required when concerns arise in the faculty’s performance. The
professional improvement plans are developed in concert with the faculty and administration,
and serve to address the specific areas of concern.
More specifically, the systematic evaluative processes differ by groups of faculty. As mentioned
above, the detailed processes below are described in varying detail in the Faculty Agreement.
For Full-time Tenure-Track Faculty (pp 32-37): This process is the most completely described
of the evaluative processes in the Faculty Agreement, and will briefly be described here. Once a
new Full-time Tenure-Track Faculty member has been hired a tenure review committee is
created to help and evaluate the faculty probationer through the three year tenure process. The
committee is composed of three faculty peers, one student and the unit administrator all as voting
members. The extensive process includes quarterly meetings in which the committee and
probationer review the results of classroom observations by all committee members, the student
evaluations for all classes, and the probationer’s development plan. Each year, the committee
members vote to continue the process or not, and ultimately the probationer is recommended to
the Vice President for Instruction, President, Chancellor, and Board of Trustees.
For Post-Tenure Full-time Faculty (p 29): Student evaluations are conducted for each class
taught, and the results of one of those are submitted directly to the Unit Administrator for review.
Additionally, every three years, there is a comprehensive administrative evaluation of the faculty
member. This evaluation includes a review of student evaluations, a classroom observation, and
review of the faculty member’s other professional obligations as defined by the Faculty
Agreement. Any concerns or issues that are raised by this evaluative process may involve either
the Vice President for Instruction or the formation of a Performance Review process as defined
by the Faculty Agreement.
For Part-time Faculty, not on the Priority Hire List (pp 103-104): Part-time Faculty not on the
Priority Hire List conduct student evaluations for each class they teach. After the results are
compiled, the student evaluations are returned directly to the Unit Administrator who reviews
them and responds directly to the individual Part-time Faculty member with summative
comments. It is also “the intent of the administration to conduct evaluations of non-priority
faculty as early as possible” (p. 103 of the Faculty Agreement). This typically involves a
classroom observation with the results discussed between the Unit Administrator and the
individual Faculty member.
As a Part-time Faculty member approaches the seventh quarter of employment, the Unit
Administrator conducts a more formal evaluation which includes another classroom observation.
The purpose of this evaluation is in part to determine if the faculty member will be allowed to
continue teaching and potentially become a Priority-Hire Part-time Faculty as defined by the
Faculty Agreement.
For Priority-Hire Part-time Faculty (pp 43-45): Part-time Faculty who have attained PriorityHire status will continue to conduct student evaluations for each class that they teach. One set of
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these student evaluations will be returned directly to the Unit Administrator upon compilation of
the results. The Unit Administrator reviews the student evaluations and returns them along with
summative comments to the individual faculty member. In the event of unsatisfactory student
evaluations or for other evaluative reasons, a Performance Review process may be established
for any Priority-Hire Faculty member as well as a Professional Development Plan if applicable.
Education Resources
Appropriate Academic Content and Rigor (2.C.1)
The college fulfills its mission “ changing lives through education” through its educational
offerings. North Seattle’s three core themes, advancing student success, excelling in teaching and
learning and building community offer a framework to ensure that programs have appropriate
rigor and content. The Curriculum and Academic Standards (CAS) Committee reviews all course
offerings for content and rigor and makes recommendations to the Vice President for Instruction.
There are three subcommittees that focus on special areas such as E-Learning courses, Global
Studies and U.S. Studies. All programs have identified learning outcomes. The college adopted a
set of Essential Learning Outcomes in 2010 that reflect what the college wants its students to
know and be able to do.
In the college’s professional technical programs, the Technical Advisory Committees (TAC)
provide oversight of the content and rigor of the programs related to job skills training and
employment requirements.
With all online courses the distance learning office, called North’s e-learning Support Center
(NeLSC), helps faculty determine the appropriate pedagogical and technical support needed to
achieve their course content and academic rigor.
The college has processes in place for the development, approval and evaluation of all of its
educational programs. The Program Review process, recently revised to parallel the seven year
accreditation cycle, provides program faculty a process to ensure their program’s connection to
the college’s mission, achievement of student learning outcomes (ELOs), and leads to collegiatelevel degrees and certificates.
The deans use the Program Viability process to annually reviews program enrollment and make
recommendations.
A state-wide common course numbering system ensures have similar courses designators within
their fields of study. (See 2.A.14.)
NOTE: The first two paragraphs were submitted by MEOK on 8.24 as an initial rewrite of 2.C.1.
after the IC review on 8.23. The last two paragraphs were written by JLR after the feedback
from Tom and Terri re TAC and e-learning support for content and rigor. JLR also added the
program review process and common course numbering to better answer the element.
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The college’s instructional programs demonstrate academic content and rigor consistent with its
mission through the initial course development process monitored by the Curriculum and
Academic Standards (CAS) committee and through ongoing assessment during program review
and accountability of assessment of student learning at the classroom, program and institutional
level.
In the college’s professional technical programs, the Technical Advisory Committees (TAC)
provide oversight of the content and rigor of the programs related to job skills training and
employment requirements.
With all online courses the distance learning office, called North’s e-learning Support Center
(NeLSC), helps faculty determine the appropriate pedagogical and technical support needed to
achieve their course content and academic rigor.
In 2009 the college developed new college-wide outcomes, called Essential Learning Outcome
(ELO’s), replacing general education outcomes, both to update and to include all college
divisions.
Addressing the question of what constituted a “program,” the Program Review Committee
defined transfer degrees as disciplines or areas of study. Basic and Transitional Studies
continues to follow and meet the outcome requirements specified by the State Board for
Community and Technical Colleges. Since 2010, faculty have annually submitted to the Office
of Institutional Effectiveness an Assessment Loop Form (ALF) demonstrating how they have 1)
assessed one or more student learning outcome(s) 2) examined the assessment results data, and
3) changed their teaching as a result, with over 85% of full-time faculty participating. In
addition, faculty are currently updating all Master Course Outlines (MCO) and verifying that
MCO addresses at least one ELO.
The college continues its list of activities supporting outcomes assessment at the course, program
and college level, including focused workshops on critical thinking, writing, pedagogy, new
teaching technologies, teaching diverse students, leadership training, and more. In addition, the
Faculty Development Coordinator and Assessment Committee have provided extensive
workshops, seminars, and Teaching and Learning Center (TLC) activities where faculty can
work together on important teaching and learning projects.
Course, Program and Degree Learning Outcomes (2.C.2)
All the college’s courses and programs have learning outcomes identified. All course
learning outcomes, now called Essential Learning Outcomes (ELOs) are on every Master Course
Outline (MCO) and are on the large majority of syllabi for both face-to-face and online courses.
ELOs are posted in every classroom and Master Course Outlines are being updated for the new
ELOs. All MCO’s are kept in the divisions in hard copy and/or in individual online files, and the
District is working on a new system to move them all into an online system that will be available
to any faculty or staff member.
Program outcomes have been identified and/or updated for all programs in the last year, and
available on the college’s website.
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As mentioned above, the college revised its institution-level outcomes, called Essential Learning
Outcomes (ELOs).
The college’s push for creating and updating program outcomes has been quite successful.
Departmental faculty are working together on the program and course outcomes. The process of
determining the ELOs was very collaborative and included faculty, staff and students.
In 2012, the college held two focus groups of students receiving their Associate of Science
Degree. Besides completing a survey of the Associate of Science degree, students were asked to
bring an assignment and talk about how it was memorable, important or transformative. They
were also asked to look at the program outcomes and determine which of the outcomes were
addressed by the assignment they chose and why. Finally, students were asked to comment on
what they thought the college did well in terms of the degree and identify things that could be
improved. One focus group’s comments were transcribed on paper, the other focus group was
videotaped. Both groups provided the college with important information about program-level
assessment. The college plans to continue this type of program assessment activity with the
other degrees.
CRITIQUE NOTES: just state college has identified and published outcomes and where they are
in written form for students.
JLR: do we need last two paragraphs?
Awarding Credit and Degrees (2.C.3)
District Policy 515, available on the district’s website, specifies the different ways that a student
may be awarded college credit:
 as a result of successful completion of prescribed courses or units of instruction;
 approved transfer of credit from another regionally accredited college or university
recognized international college or university, or post-secondary institution
 adequate performance on a challenge exam or standardized advanced placement exam
 relevant prior experiential learning (work experience)
 other recognized educational experience such as military training or training approved by
the state, industry, or a professional association
The policy states that there is no limit on approved transferred credits as long as residency and
degree requirements are met.
The College uses a variety of data to assess the effectiveness of its educational programs. From
the President’s Office, the institutional researcher produces quarterly and annual reports on
student progress. Extensive data is used in the program viability and program review process.
The College also uses information from the Community College Survey of Student Engagement
(CCSSE) to capture students’ responses to knowledge gained and skills acquired as a result of
their college experience. The College also uses placement data for professional-technical
programs and employer surveys to evaluate student achievement and consistency with our
learning outcomes.
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Professional-technical programs still use placement data and employer feedback to assess the
quality of their programs. In 2010/11, the College re-administered the CCSEQ to assess
students’ perspective of their college experience.
Revisions of existing courses or the addition of a new course, program or certificate are
developed by faculty following the guidelines established by the standing faculty committee,
Curriculum and Academic Standards and available on the committee’s website.
CRITIQUE NOTES: delete last three paragraphs and focus on how credits and degrees are
awarded. Possible links to policies on awarding credit, prior learning, etc.
Degree Programs (2.C.4; Eligibility Requirement 11)
The college’s degree (and certificate) programs are developed in collaboration with faculty, the
Curriculum and Academic Standards (CAS) Committee, administration, and when appropriate,
input from Technical Advisory Committees (TACs). Degrees are based on a combination of the
requirements for transfer and/or success in the workforce, and reflect the major content and
learning outcomes necessary to excel in the field of study. In general, three transfer and multiple
professional-technical degrees are offered:




Associate of Arts Degree
Associate of Science Degrees (General, Option 1, and Option 2)
Associate of Business Degree
Associate of Applied Science Degrees
The college also offers an Associate of Fine Arts Degree in Art that is accepted by The
Evergreen State College and some other colleges with transfer agreements similar to those of the
AA degree.
More specific Program Reviews and Master Course Outlines detail how the disciplines
contribute to the degrees.
All degree programs meet the standards of both North Seattle Community College and the
guidelines of the State Board of Community and Technical Colleges, and other educational
partners. The college’s degree programs have received attention in several ways:
 The college has continued to maintain the standards of transfer or successful employment
in its degrees, including responding to adaptations in transfer rules or input from the
TACs and industry employers.
 Faculty and administration have refined both the entrance and completion requirements
in the degree programs when necessary.
 The entrance and graduation requirements for all degree programs are published in the
college and district’s catalogs and on the websites.
 Additionally, North Seattle has developed its “Essential Learning Outcomes” (ELOs)
which are a rethinking and reframing of the “General Education Outcomes”. These
ELOs are now a part of all degree programs, and have been incorporated into the college
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at all levels.
Faculty, administration, and CAS have stayed focused on the needs of the students as they
continually focus on the degree programs. In particular, the attention to the ELOs has been a
great motivator for updating the degree programs, and the classes and departments that feed
them. Faculty have formed working groups at several levels to ensure that the courses and
programs are current and meet the needs of the students as they move from a 2-year to a 4-year
school or the workforce.
Admission to all instructional programs and graduation requirements are clearly defined and
published in the district Catalog (admission page 30; graduation page 40) and on the college’s
degree and certificate web pages.
Appendix XX shows the degrees and certificate programs offered at the College.
CRITIQUE NOTES: needs rewriting.
Focus on how design programs, degrees are sequenced properly; faculty engage in processes to
ensure focus on breadth, depth and sequencing of courses.
Notes from IC 8.22 meeting: TAC provides oversight to ensure that students are able to get jobs
with the appropriate knowledge and skills (Terry); curriculum builds from theory to practice
(clinicals) – from Steve Thomas; program review process that Gayla is providing (MEOK), cross
walking done in spring and summer (Section A Program Review) – ask Jack.
Faculty Responsibilities in Design, Approval, Implementation and Revision of Curriculum,
Faculty Selection and Assessing Student Achievement of Learning Outcomes (2.C.5)
The college ensures that programs align with its mission through a newly revised program
review and course establishment processes.
The table below offers a condensed version of the revised program review process. (See
Appendix XX for the full program review process.)
Table XX
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PROGRAM REVIEW PROGRAM DESCRIPTION:
1. Description of the program/certificate/area of study.
2. Overview: Describe how this program (or area of study) supports the mission of the college, and its
core themes.
3. Essential Learning Outcomes (ELOs):
In the following table, indicate which courses that you regularly offer meet each ELO in the left
column on the table. You may list a course as many times as is relevant. In the last row, please list any
course currently offered that does not appear to meet any ELO.
Essential Learning Outcome
Courses Meeting This Outcome
Knowledge:
Facts, theories, perspectives and methodologies
within and across disciplines
Intellectual and Practical Skills, including:
Critical thinking and problem-solving
Communication and self-expression
Quantitative reasoning
Information literacy
Technological proficiency
Collaboration: group and team work
Personal and Social Responsibility, including
Civic engagement
Intercultural knowledge and competence
Ethical awareness and personal integrity
Lifelong learning and personal well-being
Integrative and Applied Learning
Synthesis and application of knowledge, skills,
and responsibilities to new settings and problems
Other courses offered that do not address any
ELO
4. Program Level Outcomes
5. Plan for Assessment
6a. Co-Curricular Activities
6b. Service to the Wider Community
7a. Program Resource Availability
7b. Program Maintenance and Personnel
8a. Communication within Program to all Program Stakeholders
8b. Communication about Program with Students
All educational programs are aligned with the college’s mission and all courses go through a
rigorous development and approval process. Faculty provides the leadership in design, approval,
revision and implementation of the curriculum. The Curriculum and Academic Standards (CAS)
Committee reviews all new courses.
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Article 6.5a and b in the Faculty Agreement cover the significant involvement of faculty in the
selection of their peers. Teaching faculty are individually and collectively involved in course
and program assessment of student achievement of course and program learning outcomes
through various methods:
 Faculty Inquiry Groups (FIGS) – see table below for sample from the English
Department
 Program Review
 Course Assessment Loop Forms (ALFs)
 Faculty Learning Community (for example, Critical Thinking Faculty Learning
Community)
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From the English Department’s Program Review:
We are planning to assess the Ethical Awareness and Personal Integrity (EAPI) ELO and our own
Program-Level Outcome #3: “To Work Effectively with Diverse Written Materials,” at the same time,
through an assessment project investigating the impact of a curriculum intervention in ENGL 101
surrounding issues connected to plagiarism. In addition to providing evidence of this ELO and this
program-level outcome, teaching students explicit about the ethical dimensions of plagiarism also
connects to the ENGL 101 course-level outcome “Students exhibit academic honesty.”
A Faculty Inquiry Group has assembled a plagiarism diagnostic and a set of scenarios that serve as the
springboard for class discussion. During Fall Quarter 2012, all ENGL 101 instructors will commit to
give the diagnostic as a pre-test with no discussion of the answers, then devote class time to discussing
the scenarios. The diagnostic will be given again as a post-test, at which point answers can be
discussed. The diagnostic itself presents students with a variety of different situations regarding a
diverse set of written texts, and asks them to decide whether or not the situation described constitutes
plagiarism. After discussing the diagnostic, students will finally write in response to a prompt that
encourages them to recognize the ethical dimensions of plagiarism and to assess their own ethical
values concerning this issue. This writing assignment will be assessed according to a rubric adapted
from the AAC&U VALUE rubric on Ethical Reasoning. The total amount of time required for this
curriculum intervention will be two 50-minute class periods.
The assessment project will have quantitative and qualitative data. We will look to see an increase in
students’ scores on the diagnostic, from pre to post-test. We want would like to see an overall increase
in the accuracy of student response so that the average score on the post-test is 85% or higher for all
ENGL 101 sections. As a data point, this would show that students have increased their abilities to
ethically and effectively with diverse written texts and have increased their ability to perceive the
ethical dimensions of the given situations. We will also look to see that the qualitative written
response has an overall rating between milestone (3.0) and capstone (4.0) on the adapted Ethical
Reasoning Rubric.
This same assessment project will be repeated during Winter Quarter across all ENGL 101 sections to
verify the accuracy of the results. At that time, we will decide whether to continue this curriculum
intervention, whether to expand it to other ENGL courses, and whether to shift our benchmark targets
as necessary.
Ultimately, it is our hope that this assessment project can help us to decide if an outcome like
‘Students exhibit academic honesty’ in ENGL 101 is assessable, if that course-level outcome should
appear in other ENGL courses, whether the program-level outcome we are assessing with this project
is the most appropriate program-level outcome surrounding this issue, if there needs to be a specific
program-level outcome about academic honesty and the ethical use of sources, and if direct instruction
about plagiarism has a positive impact in students’ abilities to address the ethical issues surrounding
plagiarism. It is our opinion that it is impossible to assess whether or not students would act ethically
when faced with an ethical situation (or to expect, for instance, in the context of this assessment
project to reduce the number of discovered plagiarized papers), but it is possible to assess to what
extent students have command of the intellectual tools necessary for making ethical choices.
In 2010-11, the College re-administered the CCSSE to determine students’ perspective of their
college experience. The results are being used to set benchmarks as part of the college’s strategic
plan and commitment to its three core themes: advancing student success, excelling in teaching
and learning, and building community.
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CRITIQUE NOTES: list examples of exhibits; missing – how faculty are involved in selection
of new faculty and faculty take collective responsibility for fostering and accessing student
achievement of clearly identified learning outcomes. (JLR – I addressed these in the rewrite.)
IC NOTES from 8.22: acknowledge/include Strategic 2 initiative.
Integration of Library and Information Resources into Curriculum (2.C.6)
Information Literacy is now an Essential Learning Outcome which supports communication
between discipline faculty and faculty librarians for course resources such as books, media and
other resource purchases.
Faculty who integrate research and information literacy into their courses work closely with
library faculty who provide students with research assistance, subject guides, and useful
resources for specific classes through an online research tools called LibGuides. Currently the
College offers six classes focusing on information literacy and the research process. These
classes include:






INFO101 Ethics in the Digital World
LIB101 Introduction to Information Resources
LIB140 Internet Information Resources
LIB 150 Research in the Electronic Environment
LIB180 Research for the 21st Century
SSC101 Introduction to Information Resources for the Social Sciences.
Library faculty are assigned as “liaisons” to specific divisions to ensuring better communication
about the need for specific and timely information resources for students.
To ensure that library faculty are notified of a new class and given sufficient time to purchase
any materials needed by the instructor, a librarian’s signature is required on the Course
Transmittal Form, the form used by faculty when creating a new class.
Credit for Prior Experiential Learning (2.C.7)
Credit for Prior Experiential Learning guidelines are established for the college and across the
district, and are updated periodically.
Standards for Credit for Prior Experiential Learning are district-wide policies. The District
Policy 515 and Procedures 515 05-15 were created to comply with accreditation standards and to
create consistency across the district. Students access prior work experience information on the
college’s website where they are informed about their options for receiving college credit for
knowledge gained outside the classroom. Students have the option to create a Prior Experiential
Learning Portfolio (PELP), or have work experience reviewed for credit. The student must work
with the faculty in their program of study and provide appropriate documentation to show that
their experience is comparable to what is learned in the college-level program.
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The college offers a variety of ways in which students may transfer in non-traditional credits for
its Professional/Technical programs. The process for applying equivalencies via these options
can be found on the college’s website which explains how students can apply for the eight
different credit transfer options:
1. Recognized International Colleges or Universities (IC)
2. Advanced Placement and International Baccalaureate Exams (AP & IB)
3. Military Training (MT)
4. Credit by Exam (CE)
5. Nationally Accredited Post-Secondary Institutions (NA)
6. Prior Experiential Learning Portfolio (EL)
7. State, Industry or Professional Association Approved Training (CC)
8. Work Experience (WE)
The College has a designated faculty for Prior Learning Assessment (PLA) who works with
faculty in other disciplines when a PLA process is requested by a student.
In limited instances, the college provides opportunity for students to challenge certain courses
that demonstrate knowledge and skills equivalent to a course offered at North Seattle. The
college’s web page provides students with information about credit by exam.
CRITIQUE NOTES: Sub-element “c” states that prior learning credit be limited to only 25% of
the credits needed for a degree. Our policy states that students can receive up to 45 credits. We
need to clarify this for students.
IC NOTES: Lynda Wilkinson is faculty prior learning “lead”.
Transfer Credit (2.C.8)
North Seattle continues to maintain the necessary requirements and components for successful
transfer into the college. Students work with academic advisors, credential evaluators, and
faculty to transfer into the college with as much credit as possible.
Students who transfer credits for different college transfer programs must request an evaluation
of their coursework after transcripts from other institutions are received by the college. For
graduation, students must request their transfer credit be evaluated no later than three weeks
prior to the start of their final quarter.
Students are not limited in the number of approved transferred credits as long as their residency
and degree requirements are met. However, some limitations apply. For example, college does
not award credit for the following:


non-credit courses or workshops
remedial or college preparatory courses
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

courses taken at colleges or universities that are not regionally accredited
sectarian religious studies
Special designation credit for courses taken at one of the colleges in the Seattle Community
College District is transferable to other two colleges in the district.
North Seattle Community College works with its educational partners to ensure seamless
transfer. The college stays abreast of changes made at both ends of the transfer process to ensure
that programs respond to these changes in a timely manner.
As part of a state system of community and technical colleges, North Seattle is connected
through various means to the changing transfer policies and responds to these changes in a
timely fashion. The college’s involvement with the Washington Council for High SchoolCollege Relations, Transfer Committee, and Articulation and Transfer Council as well as our
conversations with neighbor institutions keeps the college connected to emerging transfer
changes.
North Seattle continues to be active in the various councils and commissions at the state and
local level, in both participatory and responsive ways. For example, the Dean of Math and
Sciences is a member of the Articulation and Transfer Council (ATC). Other deans participate in
other councils – Basic Skills, Workforce, Media Services, Continuing Education and e-Learning.
As students come with more diverse prior learning, the college continues to adapt to
accommodate the possible entry credits.
CRITIQUE NOTES: writing does not focus on element. The content was on transferring out
credit not the transferring in credit. (JLR: Note paragraphs I’ve suggested we delete). Unclear –
frame around accepting transfer. (JLR: not sure what “frame” means.) JLR: we need to have
Alice Melling or Peggy Itschner review this element.
Undergraduate Programs
General Education Learning Outcomes (2.C.9; Eligibility Requirement 12)
All degrees offered by North Seattle Community College provide a substantial core of general
education that includes a minimum of 20 distribution credits. Transfer degrees require
significantly more general education credit.
North Seattle Community College has revised and adopted a new set of “Essential Learning
Outcomes” (ELOs) (Table XX) as the college re-envisioned the general education expected of its
students to become “more effective learners and to prepare them for a productive life of work,
citizenship, and personal fulfillment”.
Table XX
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Essential Learning Outcomes
Knowledge
Facts, theories, perspectives and methodologies within and across disciplines
Intellectual & Practical Skills, including






critical thinking and problem solving
communication and self-expression
quantitative reasoning
information literacy
technological proficiency
collaboration: group and team work
Personal & Social Responsibility, including




civic engagement: local, global and environmental
intercultural knowledge and competence
ethical awareness and personal integrity
lifelong learning and personal well-being
Integrative & Applied Learning

Synthesis and application of knowledge, skills and responsibilities to new
settings and problems
Teams of faculty, staff and administrators worked together to create the ELOs and faculty then
inserted the appropriate ELOs into the courses, degree and certificate programs. The ELOs
continue to represent the basic knowledge, skills, responsibilities and applied learning in the
humanities, arts, social sciences, and the mathematical and natural sciences. In 2009 faculty
from across the college ensured that their disciplines and their professional technical programs’
broader impact were reflected in the final ELOs. Additionally the ELOs align with the college’s
mission, core themes, and intended educational outcomes.
Insert Tables showing Gen Ed Requirements for the different degrees and certificates
The ELOs are published in the college’s quarterly class schedules and on the college website.
Additionally, the ELOs are illustrated on posters in the majority of classrooms and common
areas around campus. At the course level, the Master Course Outlines define which ELOs are
relevant and how they are learned and assessed. Students are expected to understand and
embrace the breadth and depth of the ELOs upon successful completion of their program of
study. [MEOK: Insert CCSSE focus groups and ALFs…]
The educational programs reflect the learning defined in the ELOs, and in particular the degree
and certificate programs of 45 or more credits contain a core of identifiable and assessed
outcomes in the areas of communication, quantitative reasoning and human relations.
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The revision of the general education requirements created an environment for faculty to engage
in dialogue about what students need to be successful in life, and empowered faculty to rethink
how they teach. Faculty retreats have focused on the selection and assessment of learning
outcomes with experts such as Peggy Maki leading the retreat.
The work of incorporating and illustrating the ELOs into all Master Course Outlines and
Program Reviews was completed Fall 2012.
CRITIQUE NOTES: NEEDS MAJOR REWRITE
 outcomes need to demonstrate relevance
 address outcomes without specifically targeting answers and questions
 Term distribution of credits not addressed in response
 Specifically state distribution of credits
 Minimum of 20 credits in related instruction
 Do our outcomes align? Are they relevant and written in a way to demonstrate relevance?
 Explain why we go through ELO in detail
 Need to be more specific. See C17 & 18 as examples.
Transfer Associate Degree Learning Outcomes (2.C.10)
North Seattle Community College uses its Essential Learning Outcomes and Program Outcomes
to know and demonstrate that students learn the skills and knowledge in their courses and
programs of study. The Outcomes are identified and assessed at all levels of learning and are a
vital part of the college’s mission and learning outcomes. Program learning outcomes for the
AA transfer degree were established in collaboration with faculty from all three colleges within
the district. Program learning outcomes for the Associate of Science, Associate of Business, and
Associate of Fine Arts degrees were established at each college respectively. These learning
outcomes are published at the district in the annual catalog and at the college in print and on the
web.
Faculty-led program reviews provide reports of the assessment of these learning outcomes at
their respective levels. In addition, the college’s ELOs provide the expectations of the general
skills, knowledge, responsibilities, and learning by our students. Faculty from across the college
ensured that both their disciplines and their broader impact were reflected in the final ELOs.
Additionally the ELOs align with the college’s mission, core themes, and intended educational
outcomes. The work of incorporating and illustrating the ELOs into all Master Course Outlines
and Program Reviews is ongoing.
CRITIQUE NOTES: REWRITE NEEDED
Vague, show relationship to mission (specifically); explicit program outcomes specific to degree
level; review how do we get a percentage; flesh out more details.
Related Instruction Learning Outcomes (2.C.11)
In 2006 to ensure consistency of related instruction, the Executive Dean of Workforce Education
created three different templates for professional-technical programs: degrees, certificates with
45 credits or more, and certificates under 45 credits. In Spring 2006, the Executive Dean met
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with all faculty coordinators to review each program’s completed template (“program scope and
sequence”) to ensure consistency of formatting related to general education/related instruction,
core requirements, and electives. These templates are available on the College Curriculum and
Academic Standards (CAS) Committee website for faculty convenience and course consistency.
The definition and rationale for general education were reaffirmed by CAS in 2005. Both the
CAS website and the district’s Seattle Community Colleges 2012-14 Catalog provide this
information for students, faculty and others:
Definition
General education is college level course work that introduces students to the content
and methods of major areas of knowledge including humanities and fine arts, the natural
sciences, mathematics, and the social sciences. General education emphasizes the
following outcomes:
 attitudes necessary to function as a citizen and lifelong learner,

intellectual skills required for college level inquiry and competence, and

a knowledge and awareness of the complex world in which we live.
Rationale
The purpose of general education is to provide educational depth and breadth through
development of essential skills in reading and writing, research and information literacy,
in-person (in-person communication refers to interpersonal, group, organizational, and
intercultural communication) and media-based communication, critical thinking,
problem-solving, understanding individuals and cultures, creative expression, and
quantitative and scientific reasoning. These transferable skills support students as they
continue in higher education, move forward in careers, and continue the process of
lifelong learning.
All applied degrees at North Seattle Community College address general education-related
instruction requirements. In addition, all students who seek a certificate of 45 credits or more
must complete a minimum of three credits of related instruction covering communication,
computation, and human relations taught as embedded content or as separate courses aligned
with program outcomes. The curricular scope and sequence for each professional-technical
certificate and degree identifies courses that fulfill the related instruction requirements. Program
and department faculty members, technical advisory committee members (TACs), division
administration and CAS members have all reviewed and accepted these degrees. The CAS
approved minutes document all revisions and updates.
Stand-alone/non-embedded general education and related- instruction classes are taught by
qualified faculty members in their specific discipline.
CRITIQUE NOTES: Should be addressed in 2.C.9 since it addressed curriculum/content better;
what does being a qualified faculty mean? What are the eligibility requirements for teaching?
Not relevant/compliance.
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Graduate Programs (2.C.12-15)
N/A. North Seattle Community College does not offer graduate programs.
Continuing Education and Non-Credit Programs
Credit and Non-Credit Class Compatibility with College’s Mission and Goals (2.C.16)
HEIDI STUBER WILL REDO BEFORE LABOR DAY
The college’s Continuing Education (CE) program, a primarily self-sustaining program, is
committed to the College’s mission of “changing lives through education” by providing life-long
learning opportunities for the College’s neighboring communities.
Continuing Education is committed to enriching lives by expanding horizons, serving the
community, and offering opportunities for lifelong learning. The Continuing Education program
registers 2000-3000 students each year in a variety of enrichment classes. Continuing Education
at North Seattle Community College is one of the largest CE programs in the state and a leading
provider of enrichment education in Seattle. The CE program offers short-term, skill-based
classes that are open to the general public. CE has a reputation for quality programming and
strong instruction in the Arts, Language, Fitness, Professional Skills, and Computer Training.
Insert table of number of classes, enrollment and type of class
Continuing Education is vital to the College’s Core Theme 3: Building Community. The
majority of Continuing Education students are not enrolled in any other types of classes at the
college and the CE program is their touch point with the college. CE serves the North Seattle
community by offering the majority of classes on campus. Some off campus classes are also
offered at Magnuson Park, Greenwood Senior Center and at the private studios of some
instructors allowing a wider diversity of community members to attend. Overall Continuing
Education leads to greater brand awareness for the College as a whole and has a positive impact
on community relations.
Continuing Education consistently provides high-quality enrichment education targeted to
community members. In 2010-2011, CE enrolled 3,429 students in 481 different classes <check
unduplicated headcount figure>. Twenty-four percent of those students took multiple classes
over the course of the year for a total of 4,854 class registrations <Statistic is very approximate,
could be closer to 30% – [can Jerry verify?]. From CE surveys, CE instructors receive high
marks in professional expertise and the vast majority of CE students indicate that they would
return to the College for additional CE classes.
To ensure a direct link with the academic side of the institution, the Director of Continuing
Education is a member of the Instructional Council and actively participates in decision-making
and leadership.
Continuing Education is primarily funded with revenue collected for continuing education
classes. In 2010-2011, self-support funds accounted for 89% of all program funds. Based on cost
shifts undertaken in the current fiscal year, CE is now funded with 93% self-support funds and
7% state funds <update with year-end revenue totals>. Continuing Education’s goal is to be
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funded completely with self-support funds by 2016. Continuing Education contributes indirect
funds based on its operations that support the Seattle Community College district office and the
North Seattle Community College’s general operating fund. (DO WE NEED?)
Continuing Education has high academic quality for all its classes. Based on student surveys,
progress is tracked against the College’s three core themes as noted in the Table XX:
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Advancing Student Success
 1.1
Continuing Education students are actively engaged in learning.
o 88% of CE Students Agree or Strongly Agree: ‘I was satisfied with the course
overall.’
 1.3
Continuing Education students are successful in achieving their educational
goals.
o 85% of CE Students Agree or Strongly Agree: ‘I would recommend this course
and/or instructor.’
Excelling in Teaching and Learning
 2.4
Continuing Education programs are current.
o 93% of CE Students Agree or Strongly Agree: ‘I would take another Continuing
Education course at North Seattle Community College.’
 2.5
Continuing Education instructors pursue professional development to enhance
knowledge and skills.
o 94% of CE Students Agree or Strongly Agree: ‘The instructor demonstrated
subject matter expertise.’
Building Community
 3.1
Continuing Education creates and sustains a culture that is welcoming and
supportive of patrons of College’s services.
o 81% of CE Students Agree or Strongly Agree: ‘The Continuing Education staff
was responsive and knowledgeable.
Update with most relevant survey statistics
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Academic Quality of Continuing Education (2.C.17)
Continuing Education instructors are a mixture of working professionals, college faculty, and
enthusiastic hobbyists. Many CE instructors are published authors, recognized artists, successful
business people, experts in a field they teach, or professional presenters. In order to teach in the
program, the instructors must demonstrate a depth of knowledge in their fields that is based on
experience, training, or education. Instructors are screened, hired, and evaluated following
standard procedures. Course and instructor evaluations are conducted annually to utilize student
feedback. Course evaluations are used to help restructure curriculum, assist in teacher
effectiveness, and indicate areas of future program growth.
Continuing Education offers a variety of high-quality enrichment education courses. All CE
programs, course offerings, and workshops require an application review process. The Director
of Continuing Education reviews program content, instructor qualifications, and financial
viability of all CE classes before offering the classes to the community.
Continuing Education instructors are highly qualified in their field of study. Many work in their
discipline, either as active professional or as college faculty. Some do work in another profession
but teach in a subject they are passionate about and very experienced in. New instructors are
either recommended by partner CE departments in the Seattle Community College District or are
interviewed prior to employment.
All CE courses are evaluated on a quarterly basis in a process that includes student evaluations
and staff feedback. The Continuing Education office is also evaluated by students for customer
service and ease of registration. The Director of CE ensures the quality and consistency of all CE
procedures. The program addresses policy changes and special issues related to student
satisfaction as needed.
Insert statistics from CE Surveys
Granting of Credit (2.C.18)
The College offers a limited number of courses for Continuing Education Units (CEUs) using
guidelines from the International Association of Continuing Education and Training. The
Continuing Education program awards one continuing education unit (CEU) for every tenlecture hours of instruction for courses taught by instructors employed by the College.
Continuing Education maintains it offerings of Continuing Education Units (CEUs) for all noncredit courses in accordance with the guidelines from the International Association of Continuing
Education Association (IACEA). Continuing Education awards one CEU for every ten hours of
instruction in a Continuing Education class.
Students initiate the CEU process by returning a CEU Reporting Form to the Continuing
Education office. Instructors verify that the student has attended all class sessions and has
satisfactorily completed the course. Once the CEU Reporting Form is returned to the Continuing
Education office, a letter of completion is prepared and mailed to the student.
In addition to offering CEUs, the Continuing Education department also offers clock hours for
teachers for all non-credit courses. Clock hours are awarded on a 1:1 basis (one hour of
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instruction = one clock hour). Compliance with state regulations is ensured on an annual basis
with the Washington State Office of the Superintendent of Public Instruction.
Maintaining Records (2.C.19)
The CE program maintains records of non-credit courses and programs through its student
management system and course management database, which tracks enrollments, payments, and
course documentation. All CE registrations are processed through the College’s Student
Management System (SMS) and Financial Management System (FMS) HP3000 system, and
maintained in accordance with college and state regulations.
Continuing Education maintains records for all CE courses in the State Board for Community
and Technical College (SBCTC) Student Management System (SMS). Continuing Education
student records are also maintained in SMS and the Financial Management System (FMS)
according to the Family Educational Rights & Privacy Act (FERPA) regulations and established
protocols. The College maintains enrollment, payment and other student records for all
Continuing Education courses, including assigning appropriate course identification and fee
codes.
In addition, Continuing Education has an ongoing relationship with a database software vendor,
Campus CE, where course history, instructor information and student enrollment records are
cataloged. The majority of Continuing Education registrations are initially processed through
Campus CE’s online registration system and then transferred into SMS and FMS through a
proprietary system. As part of the ongoing contract with the College, Campus CE agrees to not to
disclose any information in accordance with FERPA and all records are maintained in
accordance with college and state regulations.
Student Support Resources
Support of Student Learning Needs (2.D.1)
North Seattle Community College provides a variety of student support resources to create
effective learning environments including admissions, orientation, registration, financial aid,
advising, counseling, career services, testing, and student leadership as well as special services
for early entrance high school students (Running Start), women, veterans, students with
disabilities, former foster youth, students who need academic assistance, senior adults, and
international students.
CRITIQUE NOTES: does not address the creation of effective learning environments (physical
classrooms, online instruction)
Safety and Security (2.D.2)
The mission of the college’s Safety & Security department is to provide a safe and secure
learning and working environment for students and employees. On the staff are three full-time
and eight part-time security officers. All full- and part-time security officers receive the same
comprehensive training during the first 40 hours of orientation. The Safety and Security
department maintains records of incidents and crimes in compliance with the Campus Security
Act and works closely with the Seattle North Precinct located one block from the main campus.
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Crime statistics for the college are accessible on the U.S. Department of Education’s website
under Seattle Community College North Campus.
Campus community members are notified via electronic e-mail, text message or other methods if
violent incidents or incidents that may be an imminent threat to the campus community occur on
or near campus.
Required policies, both federal and state, are included in Section 200 of the District Policies and
Procedures and cover both physical security and the security of the online environment. The
District 2012-2014 Catalog, pages 44-45, also provides security information including
emergency phone numbers, safety and security, campus crime data, accidents, alcohol and drugs,
firearms, workplace violence/hostile work environment, sexual harassment, smoking, traffic
laws, and disciplinary action.
The college has an Incident Action Plan that is updated as necessary by the college’s Executive
Team and at least quarterly as part of district-wide emergency preparedness efforts. The
college’s Incident Action Plan includes detailed information on the incident command system,
evacuation procedures, emergency procedures, and crisis response team. The Incident Action
Plan is not electronically posted so as not to inform those who may do harm against the college
from having that information. The plans are available to select individuals on a website called
Prepared Response and require a password. The Incident Action Plans are also kept in printed
versions and available to the president and selected administrators. General emergency
procedures are posted on the campus security website.
North Seattle Community College security also coordinates the campus threat assessment
protocols by encouraging the campus community to report all incidents of harassment, threats
(substantive or transient) stalking, domestic violence or other potentially threatening behavior
and documenting that behavior. College Security then follows the Threat Assessment Protocols
to investigate and notify effected individuals and select members of the Threat Assessment
Team. Several campus employees are part of the Threat Assessment Team including campus
security, Vice President for Student Services, Human Resources and others as needed. Reporting
instructions for the Threat Assessment Protocols are integrated into the college’s Security
Incident Reports, follow up reports and the Threat Assessment Notification report. Threats
determined to be substantive generate a matrix of mitigation efforts that are detailed in the Threat
Assessment documentation.
Admissions, Orientation, Graduation, and Academic Transfer (2.D.3; Eligibility
Requirement 16)
Consistent with its mission, core themes and characteristics, North Seattle Community College
admits students who have graduated from high school or are at least 18 years old. District
Admission Policy 305 was updated in 2011 to include the following Admission Exception: “The
College does not desire to replace or duplicate the functions of the local public schools; however,
persons may request special admission on a course-by-course basis, provided they have attained
least high school junior standing. Criteria for granting admission are: competency at an
appropriate academic, artistic, and/or technical talent level and the maturity to participate in an
adult learning environment.”
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Students may apply online through the Internet or in person at the college campus. Once
admitted, students have the option of meeting with an advisor in person or via email, attending
an orientation in person or online and then proceeding to register if they have met course
prerequisites.
Students who have met course prerequisites at other institutions must have their unofficial
transcripts reviewed by an advisor or admissions/registration official prior to registration.
Advisors and counselors are knowledgeable about program and graduation requirements and
about transfers to in-state four-year institutions, as well as out-of-state institutions that have
articulation agreements with the College. Counselors also assist students with academic and
personal issues.
CRITIQUE NOTES: doesn’t directly/completely address elements. Need to systematically
address 1) recruits 2) admits 3) orients 4) advises 5) ensures students receive necessary
navigational information.
Program Elimination or Significant Change in Requirements (2.D.4)
The protocol for program elimination was put in place in 2007. In the case of program
elimination, appropriate arrangements are provided to ensure that students can complete their
program with a minimum of disruption. Students are given ample time to complete their
program. Advising staff were regularly updated throughout this process. The administrative
process to determine program elimination is the Program Viability Analysis (refer to document).
When professional-technical programs have been eliminated due to low enrollments (for
example, IT for Healthcare), academic advisors direct students to the program coordinators to
work out the details of completing a program. In such instances, students are either able to
complete their programs with existing classes; or they are offered an independent study, a
reasonable substitute, or a similar class offered at another school. In 2010-11, when the decision
was made to de-activate the IT for Healthcare pathway, alternative courses were identified in
other disciplines that would provide students in the pathway with the skills needed to complete
all program requirements. If appropriate, the College may waive the remaining degree
requirements.
CRITIQUE NOTES: 1st paragraph vague and parrots the standard language. “Ample” time is not
defined. Program elimination process is referenced – need to add how disruption to students is
considered.
College Catalog (2.D.5, Eligibility Requirement 17)
The Seattle Community College District publishes a multi-college biennial district catalog in
hard copy and online. The catalog covers college transfer and professional-technical programs,
continuing education, distance learning, pre-college, international student programs, and worker
retraining. The catalog contains combined course descriptions, lists of faculty and
administration, and information shared among all colleges in the district, as well as specific
sections on services and instructional programs offered at North Seattle Community College
(pages 85-124). Other important elements found in the catalog include:
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



Institutional mission and core themes (page 85)
Entrance requirements and procedures (pages 30-40).
Grading policy (page 41).
Information on academic programs and courses, including degree and program
completion requirements, expected learning outcomes, required course sequences,
projected timelines to completion based on normal student progress, and the frequency of
course offerings. (pages 85-124)
 Names, titles, degrees held, and conferring institutions for administrators and full-time
faculty (pages 321-345)
 Rules, regulations for conduct, rights, and responsibilities (pages 43-44)
 Tuition, fees, and other program costs (pages 37-38)
 Refund policies and procedures for students who withdraw from enrollment. (pages 3839)
 Opportunities and requirements for financial aid (pages 32- 34)
 Academic calendar (inside back cover)
Handbook Online
The college’s website and quarterly class schedules also provide similar and current information
to students. Additionally, four times each quarter an email is sent to all registered students with
information about withdrawal deadlines and refund amounts and on the 8th day of every quarter
students receive an email with information about their rights under the Family Educational
Rights and Privacy Act (FERPA).
Licensure Requirements (2.D.6)
The district catalog, program brochures located in division offices and program web pages on
North Seattle’s website inform students of the national and/or state legal eligibility requirements
for licensure or entry into the profession. At North Seattle, the following programs have
licensure requirements:

LPN-RN Ladder – Associate Degree in Nursing – accredited by NLNAC National
League for Nursing Accrediting Commission.

Medical Assisting – Commission on Accreditation of Allied Health Education Programs
(CAAHEP)

Pharmacy Technician – accreditation is pending with American Society of HealthSystems Pharmacists & program is approved by the State of WA, Dept. of Health, Board
of Pharmacy

Emergency Medical Technician – State of Wash, Dept. of Health, Office of Emergency
Medical and Trauma Prevention

Nursing Assistant-Certified – Aging and Disability Services Admin & Nursing Care
Quality Assurance Commission-Washington State

LPN & LPN-RN Ladder – NPAP Nursing Program Approval Panel-Nursing Care
Quality Assurance Commission-Washington State
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Student Records (2.D.7)
The Admissions, Registration, Records and Credentials Department (ARRC) is the primary
custodian of student academic records at North Seattle. Records are stored in a secure, lockable
room and in secure, lockable file cabinets. Access and file maintenance are controlled by
authorized personnel only.
WHERE DO WE ADDRESS THE “PROVISION FOR RELIABLE AND RETRIEVABLE
BACKUP OF RECORDS…”
The college adheres to the Family Educational Rights & Privacy Act (FERPA) regulations and
follows District Policy 308 (Student Records) and the Washington State’s General Records
Retention Schedule for Washington’s Community and Technical College System (CTC)
published on the State Board website.
The district Catalog (pages 43-44) covers Student Rules: Responsibilities and Right to Know
and the district website publishes Student Right To Know Rules. The college’s website covers
student confidentiality on its Policies web page.
Each quarter, registered students receive an email from ARRC explaining their rights as defined
by FERPA.
Financial Aid Program (2.D.8)
The college’s Financial Aid (FA) Office provides federal, state, and local grant, loan, and workstudy programs in excess of $7 million annually. In addition, it processes more than 2.5 million
in scholarships and outside agency accounts. The college’s veteran population continues to
grow. Veterans received $677,239.00 in Chapter 33 (post 911) funding in 2010-2011.
The college’s website contains information for students and families regarding the types of
financial aid as well as guides, forms, instructions and links to the FAFSA and scholarships. The
Financial Aid office continues to have forms and guides in print for the many students who come
to the office looking for information and support.
The process for filing a Free Application for Federal Student Aid (FAFSA) has shifted to 99.9%
of students filing a FAFSA application online via the Department of Education website.
Fortunately, many workshops are available to assist students with this process.
Since 2008-09, the number of financial aid applications has increased 34%. Currently processes
are being been reviewed to determine what changes can be made to continue to assist students
and award them in a timely manner. The FA office is in the process of utilizing an on-line
“portal” for the Financial Aid Management (FAM) system to allow students to check their FA
status and determine which documents must be completed in order for an award to be processed.
As of Summer 2012, the district signed a contract with Higher One and students now can obtain
a Seattle Colleges Card providing them with three options to receive their financial aid refund:
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


disbursed directly to a student “ OneAccount”
automatically deposited into an existing bank account
issued as a paper check and sent by mail
The Financial Aid staff is available for the many workshops on and off campus. The faculty
often request a staff member to visit their classroom to discuss the financial aid process. The
English as a Second Language (ESL) faculty work closely with the FA office to ensure that the
students who are transitioning from ESL to college-level coursework are informed of the
financial aid process.
The FA office is collaborating with the Opportunity Center for Employment and Education
(OCE&E), the newest building on campus which provides integrated educational, vocational,
employment and supportive services through a partnership of multiple community-based
agencies and the community college. The OCE&E and Financial Aid staff meets regularly for
information sharing and cross-training in order to assist the OCE&E students with college
funding.
CRITIQUE NOTES: the college does not have loans; how is this element consistent with our mission?
Where is the accountability? Received rare commendation from audit. Include.
Financial Aid Repayment (2.D.9)
Financial Aid students are sent repayment notices in the mail regarding any funds they may owe
to the institution or the U.S. Department of Education due to dropping their classes. “Blocks”
are placed on their records to prevent them from re-enrolling and getting academic transcripts
until debts are paid in full. Student accounts are referred either to the U.S. Department of
Education for collection or to the district office and then assigned to an outside collection
agency.
Some students are awarded Federal Perkins loans and Due Diligence is required upon a student’s
exit from North Seattle. Students meet with the Perkins Loan Officer for an “Exit Interview” in
which the student is informed of his/her rights and responsibilities in terms of the Perkins Loan.
(If a student is unable to meet with the Loan Officer, an “Exit Packet” is sent to the student.)
Information regarding repayment, deferment and interest rates are shared with the student. The
college utilizes an outside billing agency which then notifies students of repayment dates and
collects the loan payments from the students. The Perkins Loan Officer is responsible for
tracking these repayments and is notified electronically from the billing agency of repayments,
deferments, and requests for hardship deferments. The college has not participated in the Direct
Loan Program (Stafford Loan Program) since 1993.
CRITIQUE NOTES: Clarify: does NSCC provide loans? Advising director says no, but copy
says that we provide Federal Perkins loans.
Academic Advising (2.D. 10)
North Seattle Community College has eight full-time and three part-time academic advisors who
are knowledgeable about curricula, program/degree requirements and four-year admission and
college major requirements. Advisors guide students during the entry process, including
understanding test results and orientation to providing assistance in selecting courses for
completing degrees and planning their transfer. Students have access to advisors by appointment
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and “drop-in” advising is available as well. Information on which advisor to see based on
student program and how to see an advisor is provided on the college’s advising webpage. A
variety of degree planning worksheets and advising resources are available on the college’s
transfer webpage.
To support greater advising communication and coordination between multiple departments,
Workforce Education and International Student Programs now each fund one advisor who is
located in the Advising/Student Success department and acts as a specialist working with their
respective student populations and a generalist working with all students.
Advising evaluates the effectiveness of its program in several ways:
 Students complete and submit surveys following an advising appointments which are
collected and analyzed each quarter;
 Several programs within advising also offer surveys as a means of assessment, including
Progress Check, New Student Orientation, and Running Start; and
 The Ready, Set, Transfer program, geared towards students intending to transfer to a
Science, Technology, Engineering, or Math major additionally conduct focus groups and
include as part of the evaluation a section focused on how students feel they understand
and have been advised regarding the transfer planning process.
CRITIQUE NOTES: add bullet points on how advising communicates with students (Peggy will
provide). Add more specifics about how we “define, publish, make available” advising to
students.
Co-Curricular Activities (2.D.11)
Students’ co-curricular activities are the responsibility of Student Leadership and Multicultural
Programs (SLMP). Since 2007, SLMP has realigned its programming with the college’s
mission, vision and core themes. For example, SLMP has led several campus-wide initiatives to
promote students’ academic progress and success including an ESL Welcome, Student
Convocation and Winter Connections event. Each of these events involved hundreds of students
and was developed collaboratively with faculty, Student Development professionals, staff and
students. Student leaders were able to support the student body’s interest in sustainability by
creating and funding a new Sustainability Coordinator position. In addition, student leaders have
also funded a Student Programs Coordinator position to support the tremendous growth of
engaged student leaders on campus.
Beginning in 2007 Student Government began a transformation to restructure itself so that the
interests and concerns of the student body would be more effectively heard and acted upon.
Student leaders conducted research, attended conferences, consulted with peer student leaders at
other campuses and talked to North Seattle students to help develop, shape, pilot and refine a
new structure for student leadership that would allow more students to participate in North
Seattle’s shared governance and more effectively advocate for the general student body. Under
the former traditional Student Government eight students were elected by less than 2% of the
student body. Their work was primarily focused on event planning and organizing fun activities
to engage students in campus life. Today the new structure, called the Student Administrative
Council, supports approximately 50 students serving in a variety of roles working side-by-side
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with faculty, staff and administration to help make decisions, manage programs and advocate for
the student body on important issues that impact all students.
The Student Administrative Council’s work is closely aligned with the college’s efforts to
promote policies and practices that advance student success. This team of ten students oversees
the daily participation of nearly forty students who serve in a variety of roles:
 More than a dozen student leaders represent the interests of the student body on college
standing committees.
 A team of seven to nine students serve on the Student Fee Board allocating more than
$1.5 million dollars in student fees to student programs, projects and technology needs.
 The Research and Advocacy Committee administers surveys, focus groups and other
activities to identify student concerns which they then use to shape their advocacy work.
 Eight student leaders collaborate with campus and district policy makers to organize
strategies and action plans that help them campaign with our state legislators on
maintaining higher education funding.
 The Arts and Lectures Activity Board plans and implements festive and educational
programs exposing students to a rich array of pop and cultural music, lectures and
programming that works to foster a rich intellectual learning environment.
North Seattle students have received praise from the State Board for Community and Technical
Colleges as well as from the college’s district legislators for their persistent and effective
advocacy efforts.
Auxiliary Services (2.D.12)
Auxiliary services for students at North Seattle Community College include Food Services and a
Bookstore. The College does not provide housing for its students.
Food Services
Food services at North Seattle include a cafeteria and expresso lounge, both of which are highly
used as student study areas and faculty-student conversations. Although the cafeteria is closed
for dinner, students and faculty in evening classes can find sandwiches, soups, and other snacks
at the expresso lounge which stays open until 8:30 pm.
Feedback and suggestions for improvement are encouraged from students, faculty, staff and
administrators through signage in the cafeteria, and by phone, email, or in person.
Bookstore
North Seattle’s bookstore, operated by Barnes & Noble since 2001, serves the campus
community by providing textbooks (new, used, rental and e-textbooks), educational supplies and
materials, and appropriate student merchandise.
The College’s Bookstore Advisory Committee, comprising faculty and staff, meets quarterly to
respond to any faculty/student concerns. The Barnes & Noble manager attends those meetings.
Where do we cover the Art Gallery, Stage One, Licton Springs and Student Wellness Center?
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CRITIQUE NOTES: doesn’t seem to answer how each of these services supports our missions,
contributes to the intellectual climate and enhances quality of the learning environment. For
example, bookstores renovation happening and Amanda’s responsiveness – opportunity to
address here.
Intercollegiate Athletic and Other Co-Curricular Programs (2.D.13)
The 2012 Student Administrative Council voted to discontinue using Service & Activity fees and
fees from the Wellness Center to support the District’s intercollegiate basketball team for the
2012-13 academic year.
CRITIQUE NOTES: maybe add that Wellness Center is still available and offers drop in classes,
etc. and that a number of students still use it each quarter (would need data). Although b-ball
program no longer offered, intramural sports are beginning in 2012-13 and we should write to
that new program. We should also address b-ball program and how it did support the college
mission; also provide revenue part of the program. More info needed.
Identity Verification for Distance Learning (2.D.14)
Student enrolled in distance education courses and programs verify their identity in the college’s
online learning management system through their unique user login names and passwords.
Students must present their student identification cards (or other picture IDs) before taking
proctored exams on campus. The college requires approval of proctors in other locations and
requires that they also check students’ picture IDs before proctoring exams as well. The college
is piloting the use of Tegrity webcam technology as a remote proctoring tool providing another
valid, faculty-supported safeguard against identity fraud in remote student work, especially highstakes examinations. Such technology-driven approaches are potentially applicable to other
types of remote student tasks as well such as homework and take-home exam completion in all
class modes (face-to-face, hybrid and online). Lastly, the college promotes (through its faculty
training program) the use of active assessments other than high-stakes multiple-choice tests to
discourage student cheating.
[The following 2.E. section was re-written by Sharon Simes 08-0912]
Library and Information Resources
Library and Information Resources Access (2.E.1; Eligibility Requirement 13)
The library services, its collections, and instructional programs support the educational mission
of the college by providing additional resources to enhance understanding of coursework and
assist the library in staying current with emerging fields.
The college places student learning at the center of what it does, as does the library efficiently
with a small staff of two full time tenured librarians and 3.30 full time staff. Reference(table to
include: number of librarians, staff support, hours of operation) . Besides the traditional onsite
library services and resources, students can also access the library’s assortment of online
databases, reference tools and reference support such as QuestionPoint, an online 24/7 reference
help desk service accessible on the library’s website. Flyers in the form of bookmarks are
refreshed quarterly and available to inform the students of the library’s offerings and essential
information such as hours open. Another online tool, LibGuides, act as subject guides enabling
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librarians to create high quality research information that are content rich and can include web
2.0 multimedia. All of the LibGuides are mobile phone accessible.
Regardless of budget constraints Due to budget constraints, the library has learned to be strategic
in the use of its resources:
 Become more efficient with a staff of two full-time tenured librarians and a 3.30 full-time
staff.
 The continued acquisition of online databases is an example of how the library supports
the college’s core theme of advancing student success.
 When faculty in the social sciences expressed a need for a high-quality, interdisciplinary
periodical database, the library purchased JSTOR, a full text searchable archive database.
 Funding assistance from several instructional divisions enabled the library to maintain the
curriculum needs for the health, medical and science programs.
 The library also partners with other departments at the college to offer educational events.
For example, the library partnered with the college’s counselors and the Student
Administrative Council to hold the “Day of Remembrance” featuring the author, Mary
Matsuda Gruenewald.
 Collaborative purchases with the other district libraries made it possible to add fifteen
more databases and eReference resources since 2007. Reference (list of databases).
The library has added the Student Instructional Media Production Center (SIMPC) which offers
a place for students to complete their media presentations and get help and stay current with
emerging technologies in the workplace. The SIMPC is an effective multimedia resource center
for interdisciplinary, cross-cultural learning.
Recently exhibits have become an effective way to promote the library’s collections to students,
faculty and staff. Several exhibits were constructed within a multicultural framework with
displays and promotional material to reflect the diversity of the campus, including:
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A Civil War exhibit with a genealogist and author donating a black civil war display.
An Ethiopian Exhibit with banners donated by the NW African American Museum and
the Ethiopian Community Center.
The Pacific Northwest African American Quilters for a quilt exhibit.
Comment forms were available at the displays and many students made comments about the
exhibits. Reference (list of comments or URL to comments)
Providing access to computers in the library and providing technical and tutoring support to
students continues to be a key library service. Three computer tutors were hired for a total of 35
hours per week that “advances student success” (core theme). This was facilitated (financially?)
with the Loft tutoring Center, also located in the library.
The library’s instructional programs help students become information literate, which fosters
success across the curriculum. Resources are available in a variety of formats and a shift toward
more digital formats is taking place.
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Library and Information Resources Planning (2.E.2)
Library planning takes place on several levels, through both formal and informal process. The
library dean participates in the Instructional Council made up of all instructional deans and led
by the Vice President of Instruction where instructional needs, including library and information
resources are discussed. Librarians develop relationships with faculty from specific programs.
Librarians serve on a variety of college, district, and statewide committees that contribute to
institutional planning. Departmental meetings are held quarterly to discuss problems, find
solutions and plan for the future. Librarians continue to gather usage data to guide acquisitions
to provide more materials relevant to student needs. Reference (usage stats)
Before resources such as periodicals are removed often due to cost, faculty are first notified to
insure that instructional programs will not be jeopardized.
Librarians meet weekly to strategize creative ways to negotiate budget constraints that affect
library resources. A solution that emerged from these meetings was to hire student computer
tutors and develop online LibGuides. LibGuides are used to provide research assistance, subject
guides and useful resources for students in particular classes. The LibGuides are accessible
online by students.
In 2011-2012 the library developed a strategic plan with input from all library faculty and staff.
The strategic plan includes a mission statement, goals and indicators and aligns with the
College’s three core themes. Reference (library strategic plan).
Both students and faculty input are solicited regarding various library planning needs. For
example the library conducted a student survey in March 2011 to gather information on what
library hours worked best for students. The survey assisted in planning library hours that best
met students’ needs given the library’s limited resources. Reference (Library Student Hours
Survey)
The library has used surveys both in-house and through a statewide initiative (Washington
Library Snapshot Day) to help inform library planning. Reference (Student Responses from
Library Snapshot Day).
Librarians from all three colleges within the district meet quarterly to support and promote
consortium purchasing of e-resources. Besides planning on joint purchases, time is spent dealing
with the administration of Voyager, the district’s integrated library system.
Information Literacy Support (2.E.3)
In Spring 2005 the district librarians attended a nationally-recognized information literacy
Immersion Program, developed by the Association of College and Research Libraries. From this
experience the district librarians formed the Seattle Community College Librarians Information
Literacy Committee which designed a three-day institute for faculty across the district. The
institute was held the following summer of 2006 with 24 faculty from all three colleges
participating. Participation in this program continues to have a lasting influence on the delivery
of information literacy at the college. Information literacy instruction and the resources to
support this program continue to drive the librarians’ efforts and energy. The librarians still
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provide a variety of delivery modes for information literacy instruction. Currently six classes are
available both online and hybrid (combination online and face to face) to students focusing on
information literacy and the research process. These classes include:
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INFO101 Ethics in the Digital World
LIB101 Introduction to Information Resources
LIB140 Internet Information Resources
LIB 150 Research in the Electronic Environment
LIB 189 Research for the 21st Century
SSC101 Introduction to Information Resources for the Social Sciences.
Many faculty and librarians collaborate to design library workshops for students related to
specific research assignments and courses. A collaboration with Seattle Central Community
College librarian and transitional-education faculty on two campuses created INFO101, an online
information literacy course geared toward pre-college students.
Library Services Technology Act (LSTA) Immersion training which began in 2005 continues to
play a vital role in linking faculty and librarians together as teaching partners for Information
Literacy outcomes and assessments. North Seattle Faculty and librarians have collaborated on
several projects sponsored by LSTA: Authentic Assessment Project in 2010 and Rising juniors—
IL for Transfer Student in 2011. In July 2011, Dipping into Immersion, another statewide LSTA
event, provided professional development for faculty, librarians and administrators from across
the state including North Seattle Community College. This conference helped jump start the
library’s Two Year Information Literacy Plan. Reference (M:\Library Reference
Desk\Information Literacy\Strategic Planning 2011-13)
CRITIQUE NOTES: HOW DOES LIBRARY SUPPORT STAFF AND ADMINISTRATION?
How is evaluation part taught?
Evaluation of Library and Information Resources and Services (2.E.4)
Much evaluation is done during the planning process as described in 2.E.2. For example, the
library received data from student and faculty surveys, student focus groups and the Community
College Student Experiences Questionnaire (CCSEQ) which was administered in 1999 and again
in 2005. A Program Review of the library will again be conducted in 2012.
The library continues to assess the quality, adequacy and utilization of its resources and services
through institutional planning, departmental planning and student and faculty surveys. Statistics
on utilization of print and electronic resources, reference services, and the library (gate count) are
gathered and analyzed. Quantifying usage for electronic resources is done with the aid of a
software tool. Some of the statistical data from surveys provides enough information to change
practices. For example, because the library tracked the amount of computer and technology
questions from students, the evidence was sufficient to hire computer tutors. Input from student
surveys also has resulted in finding ways to maintain valued service despite budget constraints.
For example, in response to student need for more hours from the “Library Hours Survey” the
decision was made to remain open on Sundays.
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Security and safety has been a central issue at the library which has improved due to a video
monitor security system that was installed in Spring 201.
Financial Resources
Financial Stability (2.F.1)
Though prudent financial steps the college has been able to maintain financial stability and
developed reserves to support its programs even as its funding has been dramatically reduced
since the last full scale Self Study in 2007. The further reduction in state support has motivated
the college to look for more grant, self-support, and contract funding. While actively pursuing
new funding, the college also maintains a solid footing in established sources of funding.
In the self-support area, the college offers a large continuing education program (see 2.A.16)
primarily located on campus and is developing contract training for businesses (see 2.A.26).
These programs have supported the mission and goals of the college while providing funds to
support its operation.
The operating budget for North Seattle includes a line item covered by indirect cost recoveries.
Although the state has reduced the college’s base funding, North Seattle has expanded its
International Student Program (ISP) where it is now one of the principal revenue sources of the
college. The Running Start (RS) program and other enterprise programs also contribute to the
financial stability of the college. The ISP and RS programs also contribute to the college’s
mission through their direct support of the operating budget in an annual amount of
approximately two million dollars.(?)
Capital outlay requests are developed under the State Board for Community & Technical
Colleges’ (SBCTC) biennial process. The college has no internal debt at this time but it does
support external debt of a District Certificate of Participation (COP) of $20 million issued as part
of the funding structure of the Opportunity Center for Employment and Education that was
recently built on campus. This debt is supported by approved 20 year leases with the Department
of Employment Security and Department of Social and Health Services which will retire the debt
payment on the COP.
Since FY 2002, the college has actively engaged identified, cleared, and closed existing deficit
accounts in all non-operating funds. This was done in response to District Board Policy 608
which states,
Seattle Community Colleges will establish and maintain a reserve of 5-10% of the
aggregate total of each fund’s annual expenditure budget. Excluded are trust and capital
funds. The reserve will be established from existing balances or by creating surpluses by
generating more revenue than expenditures in a fiscal year. Non-operating budgets with
deficits at the end of any fiscal year must be zeroed out by the end of the next fiscal year.
Deficit balances may not be carried forward beyond one fiscal year without specific
approval of the Chancellor.
The creation of a District operating reserve will ensure sufficient funds available for
working capital, be available to deal with fluctuations in revenue or expenditures, and
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provide opportunities to fund non-recurring expenses, such as program start-up costs or
equipment purchases. The status of the District reserve will be reported to the Board of
Trustees on a quarterly basis as a part of its financial statements.
The policy and its procedures targeted budget deficits with specific instructions and a timeframe
for accomplishing the tasks identified.
The college has been successful in implementing that policy. For example, during FY 2005 the
college cleared and closed more than 25 deficit accounts. This deficit reduction effort continues,
with the college submitting updates to the chancellor and board on an annual basis. In addition,
as a regular course of business coinciding with each fiscal month-end closing, the college’s
president and Executive Team receive and review a cash balance report for all non-instructional
budgets.
In related efforts, the college has consolidated the accounting for non-instructional programs
whenever possible. In some instances where an accumulated deficit is too great and/or the
underlying operating circumstances are too complex to be alleviated within a single fiscal year,
the college has submitted and received board approval for plans to eliminate the deficit condition
in three to five years.
In maintaining fiscal stability, the college implements transfers between funds as part of its
normal operating procedures. These transfers are planned, appropriately approved, and budgeted
to follow the district and the college’s budget development policies and procedures. Examples
include the utilization of International Student Program revenues, Running Start program
revenues, and indirect cost recoveries in support of the college’s instructional and general
operations each year.
The college’s financial stability is now sufficient to allow flexibility with regard to incidental
transfers that it may find prudent and necessary during the course of a given fiscal year. The
college continues to seek to expand sources of funding while maintaining the stability of its
existing relationships. As an example, the college has a long standing relationship with the State
Board of Community and Technical College (SBCTC) Office of Workforce Education. This
relationship enables the college to provide programs in several Workforce Education target
areas, including Worker Retraining, federal vocational,(?) Workfirst, Workforce Development,
and the Job Skills Program (JSP). All these programs are funded by state board grants through
Workforce Education, with the exception of Worker Retraining, which is supported by the state
general fund.
In several instances, the college has succeeded in augmenting state board funding. For example,
its nursing program received additional funding from a King County Workforce Development
Council and further funded by a share of a federal Department of Labor grant ($155,000) over
three years. Its Nanotechnology Program received a National Science Foundation (NSF) grant
for $155,000 to support program planning and development. In Fall 2006, the college completed
an NSF grant application to further develop its Nanotechnology Program. Since the last full
scale Self Study in 2007, the college has successfully secured over $16,000,000 in grant funding
to support innovative programs and curriculum design (see Table XX):
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Table XX
Grant/Contract Name:
Financial Asset Building – Building Resilience
Program
Financial Asset Building II
OCE&E Technology integration feasibility
study
Expanding Access to Healthcare CareersCommunity Based Job Training Grant
WA Health Care Worker Training Coalition: A
Health Career Pathways – online Nursing
education: NEEDL
From Entry-level to Green Careers –Hospital
EVS Workers Green Training
Hospital Employee Education and Training
Program (HEET): Green Training at NW
Hospital
HEET I – Nursing pre-requisites with Northwest
Hospital
HEET II – Nursing Pre-requisites with
Northwest Hospital
HEET III – LPN and RN with NW Hospital
HEET III – Acute Care Clinical and ED Tech
with Swedish Medical Center
Medical Assisting/College for Working Adults
Healthcare Bridge Cohort and Medical
Assisting/College for Working Adults II
Nursing Career Ladder: Pre-nursing through RN
program – 3.5 Year cohort
Nursing Assistant Training Grant - Summer
Youth I
Nursing Assistant Training Grant - Summer
Youth II
Nursing Assistant Training Grant - Summer
Youth III
Cohort training in Nursing pre-requisites
Curriculum redesign grant - Healthcare Bridge
courses and assessment of prior learning process
for Home Health Aid to Nursing Assistant
ATE Project Grant: Nanotechnology SHINE
Pacific Northwest Regional ATE Center Grant:
Nanotechnology SHINE
STEP - Ready! Set! Transfer Academy (RST) –
STEM student programming to increase success
and diversity
S-STEM - RST Academy Student Scholarships
Readiness Counts! Supporting low income
students to succeed in college
Funder
Status
Amount
Seattle Foundation
Active
$50,000
Skill Up WA thru Seattle
Foundation
Gates Foundation
Active
$30,000
Active
$200,000
US Department of Labor
Active
$1,900,000
US Department of Labor – ARRA
sub-award through SEIU
1199Multi Employer Training
Fund
US Department of Labor – ARRA
sub-award through HCAP
WA State Board for Community
and Technical Colleges
Active
$437,437
Active
$155,000
Active
$325,000
WA State Board for Community
and Technical Colleges
WA State Board for Community
and Technical Colleges
WA State Board for Community
and Technical Colleges
WA State Board for Community
and Technical Colleges
SKILL-UP WA
Workforce Development Council
of Seattle/King County/SKILL-UP
WA
Workforce Development Council
of Seattle/King County/HHS
Workforce Development Council
of Seattle/King County/HHS
Workforce Development Council
of Seattle/King County/HHS
Workforce Development Council
of Seattle/King County/HHS
Workforce Development Council
of Seattle/King County
Workforce Development Council
of Seattle/King County/HHS grant
subcontract
National Science Foundation
Completed
$297,000
Completed
$225,000
Completed
$250,000
Completed
$109,864
Completed
Active
$152,000
$177,000
Active
Completed
$2,000,000
$82,014
Completed
$86,014
Active
Completed
$99,000
$248,000
Completed
$17,000
Active
Active
$861,000
National Science Foundation
National Science Foundation
Active
$3,000,000
$783,478
National Science Foundation
College Spark
Active
Active
$360,000
$159,000
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Student Completion Initiative: Redesigning
Developmental Math Project
Air Washington – Aerospace training in
Electronics
Bank of America-IBEST Accounting program
support
Energy Efficiency Lighting Retrofit Project
Early Childhood Education/College for Working
Adults
Upward Bound
HVAC I-BEST Workforce Grant
Limited English Proficiency Grant
Perkins Leadership Block grant x 3. Special
workforce related projects at $16K each
Recruiting Washington Teachers I and II
Start Next Quarter – DISTRICT WIDE grant,
North portion ~$75K of $250K total.
Don’t Take the COMPASS Cold! DISTRICT
WIDE grant, North portion ~ $20K of $60K
total.
Pathways to Careers - DISTRICT WIDE grant,
North portion ~ $155K of $620K total
Pathway to Completions - DISTRICT WIDE
grant, North portion ~ $750K of $3 million total.
WA State Board for Community
and Technical Colleges/Gates
Foundation
US Department of Labor – TAA
grant subaward thru Spokane
Community College
Bank of America Foundation
Completed
Completed
$15,000
Dept. of Commerce, State of WA
SKILL-UP WA
Completed
Completed
$273,524
$30,000
US Department of Education
WA State Board for Community
and Technical Colleges
WA Dept. of Social and Health
Services
WA State Board for Community
and Technical Colleges
WA Professional Educators
Standard's Board
Wal-Mart Foundation
Completed
Completed
$1,368,300
$47,300
Completed
$218,500
Active
$120,000
$1,168,679
Annual
$48,000
Completed
$88,000
Completed
$75,000
multiple private foundations
through the District Foundation
Active
$20,000
City of Seattle, Office of Economic
Development
Gates Foundation
Active District wide
Active District wide
Grand Total
$155,000
$750,000
$16,381,110
The Food Service operations now includes the espresso bar. It has increased its rental income
and broadened its catering business while developing a mutually supportive link with the rental
program and in FY 2012 achieved a positive balance. A deficit carried over from when the
culinary program was eliminated in 2006 will be retired in the next three to five years.
As a public institution and an agency of the State of Washington, the college’s funds are subject
to audit by the State Auditor’s Office (SAO). The college’s audit reports are included in the
annual audit of the Seattle Community College District. The audit is conducted to determine the
College’s compliance with state laws and regulations and the district’s policies and procedures.
The SAO is also responsible for reporting the college’s compliance with federal assistance
programs and the adequacy of the college’s internal controls.
With the economic climate in the State of Washington, the college is concerned about potential
issues (a recent 12% increased tuition with another 12% increase scheduled for Fall 2012 and the
potential loss of international students due to global financial conditions) but has protected its
liabilities and risks through the development of adequate reserves and broader expansion into
other revenue areas. For example, reserves have been built to protect the International Student
Program’s operating budget contribution for two fiscal years in the event of an international or
catastrophic weather event that can remove our international student revenue source for an
extended period of time.
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Resource Planning and Budget Development (2.F.2)
The college’s annual operating budget development process for the upcoming fiscal year begins
in October and concludes with a balanced budget submitted to the district in June. The final
budget is the result of a collaborative and public financial planning process. The budget is
implemented on the 1st of July. The Board of Trustees (BOT) generally passes a continuing
operations resolution that carries financial operations through October at its July meeting. The
BOT approves the final budget in October. The college projects both state and self-support
revenues and expenditures in order to plan for long-term program changes. The capital budget
requests are developed under the SBCTC’s biennial process.
In 2002-03 a Budget Planning Team (BPT) was formed by the vice president for administrative
services and given the following charge by the president:
Working with the College Council, the president and vice presidents, and using the
Strategic Plan as a guide, the committee will help plan for the anticipated budget
reductions . . . by developing recommendations that will lead to the creation of a budget
that is both balanced and in alignment with the college’s Strategic Plan.
The BPT agreed that working closely with the College Council, and using the Strategic Plan as a
guide, would be the best way to build a budget in which financial resources are maximized, i.e.,
the college would reach its FTE target while staying within budget that is in alignment with the
college’s core themes.
Since its inception, the Budget Planning Team has instituted an annual and well-defined process
of engaging the College by using the College Council to provide a more open process of budget
development and allocation.
Since the formation of the BPT in 2002-03, the budget process has been modified slightly each
year as financial conditions change. The primary goal is to have an open process with input from
as many sources as possible. Frequent presentations are made to the College Council and to the
college community at the quarterly all-college meetings. As the economy deteriorated and
support for higher education began to drop precipitously, the roles of the BPT and the College
Council changed in reflection to the issues being considered. In 2011 the new president focused
the resource planning process, i.e. budget process, as one that focused on alignment with the
strategic plan and assigned that review responsibility to the College Council. The BPT’s role
became one of reviewing budget reduction options proposed by the executive team and the
college community as realistic, practical and feasible. The new President took an active role in
the financial planning process and worked collaboratively with the vice presidents and the
college community to create an open and transparent progression on reallocation of diminishing
resources.
Financial Planning and Budget Development Policies and Guidelines (2.F.3)
The district policies and guidelines for financial planning and budget development are outlined
in Section 600 of the district’s website. Multiple opportunities for input from faculty, staff,
students and administrators are included in the financial planning and budget development
process including:
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The college’s annual budget is developed at the department level, reviewed by the Budget
Planning Team, discussed at the College Council, and sent forward for revision and
approval by the Executive Team.
Currently, all-college budget presentations are held throughout the process to inform the
College of the pending and final budget decisions and to answer questions. Budgets are
balanced with total resources equaling the total expenditures.
In FY 2005-06, the college initiated a dual budget request process. Each macro budget
unit was asked to submit a detailed budget request to be covered by “permanent” and
normal “temporary” funds. This first track of the dual system resulted in continued
balanced operating budget, utilizing these normal funding sources. As a second track,
each macro unit was also asked to submit a prioritized list of one-time, non-recurring
“unmet needs.” These lists were evaluated through an open process that culminated in a
college-wide prioritized list of needs, to be funded as resources became available.
Numerous public all-college meetings, which included students, are held throughout the
budget process to provide information and input options into the decision making
activities.
The President meets with student government and other constituencies regularly to keep
them informed get their input.
Accurate and Timely Financial Information (2.F.4)
North Seattle Community College follows federal and state laws, rules, and regulations, and the
Generally Accepted Accounting Principles (GAAP). The college’s budgets and accounts are in
accordance with the policies and procedures established by the Washington State Legislature, the
Office of Financial Management (OFM), the Higher Education Coordinating Board (HECB), the
State Board for Community and Technical Colleges, and policies established by the District’s
Board of Trustees (Section 600). The college uses a financial reporting system that is common
to all of the state’s community and technical colleges and is GAAP compliant. All funds for
financial aid and other specific programs, not subject to governmental audit, are audited annually
by the Washington State Auditor’s Office.
Capital Budgets (2.F.5)
The process for funding capital projects in Washington State occurs every two years. This
process serves as a mechanism requiring a master plan review on a similar schedule. The
College’s capital budget requests include aligning capital requirements for facilities with future
educational changes and facility conditions needs.
In May 2011 the college successfully completed a 45,000 square facility, Opportunity Center for
Education and Employment (OCE&E) that integrates educational, vocational, employment and
supportive services through a partnership of multiple community-based agencies and community
colleges. Consistent with the college’s Master Plan, the Technology Building Renewal is the
second major capital request and is scheduled to be funded by the legislature for construction in
2013.
Debt for capital projects follows a process different from that of the operating budget. The State
Board for Community and Technical Colleges (SBCTC) directs the process for capital requests
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on a biennial basis. The SBCTC has received accolades from the legislature for a fair and
thorough capital budget request process. The Office of the State Treasurer in the State of
Washington carefully controls this debt. The 1989 state legislature passed a law providing
financing for both real and personal property through the use of financing contracts. These
contracts include general obligation bonds (GO) and certificates of participation (COPs). The
college has no internal debt at this time but it does support external debt of a District Certificate
of Participation (COP) of $20 million issued as part of the funding structure of the OCE&E
project. This debt is supported by formal state-approved 200 year leases with the Department of
Employment Security and Department of Social and Health Services. The agency rents will retire
the debt payment on the COP. No other capital expenditures debt exists and capital drains on
educational resources are avoided.
Financial Relationship between General Operating and Auxiliary Enterprises (2.F.6)
All of the college’s auxiliary enterprise programs, principally Food Services and Facilities
rentals, are expected to be self-sustaining, if not revenue-producing. The College has made
significant strides in its ongoing effort to exercise prudent, balanced and effective financial
management of its auxiliary enterprise operations. The college made a concerted effort to
identify, clear, and close existing deficit accounts in all non-operating funds. Food Services
continues to be monitored closely.
In addition, the college has initiated efforts to further refine processes and procedures to improve
efficiency and maximize revenue generating capability in its facilities rentals, and Food Services
while maintaining respect for the importance of realistic goals in line with the overall operating
health of the institution. Accounts are now managed to maintain specific retained earnings’
balances, portions of which may be incorporated into the overall planned funding matrix that
supports the educational and general operation of the college, and are given proper identification
and approval under the college’s budget development process.
Food Services has received support in the past from International Student Programs (ISP) to
offset yearly deficit closures. However in FY 2012, FS has shown signs of a positive closure due
to a new manager and expanded activity in the catering side and better coordination with rental
operations that include food services. The facilities rental program supports various portions
positions within the operations budget.
Of particular note is the new source of revenue from the rental program. The rental rates have
nearly doubled over the last several years. Also a purposeful link was created to require that any
facilities rental using food in their venue had to give the college’s Food Services (FS) the right of
first refusal. Similarly college events using food in their venue had to give FS the right of first
refusal also. Although no large new total income resulted for FS, it was enough to move out of a
deficit fiscal year.
External Financial Audit (2.F.7; Eligibility Requirement 19)
As a public institution and an agency of the State of Washington, all college funds are subject to
audit by the State Auditor’s Office (SAO). The college’s audit reports are included in the annual
audit of the Seattle Community College District. The audit is conducted to determine the
college’s compliance with state laws and regulations and the district’s policies and procedures.
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North Seattle’s audit which is also included in the annual audit of the Seattle Community
College District is conducted to determine the college’s compliance with state laws and
regulations and the district’s policies and procedures. Issues noted in the audit report, whether
management letter items, exit conference items, or formal audit findings (the most severe), are
addressed at the exit conference with the Board of Trustees chair, and executive management
team members at the conclusion of the audit. The college’s Business Office ensures that
adequate internal controls are in place. When exceptions to controls are discovered, the Business
Office works with the department to see if there are compensating controls.
All financial aid funds, including North Seattle Education Fund scholarships, are a part of this
audit. Copies of audit reports are available in the college’s Business Office and at the district’s
Accounting Office. North Seattle’s financial aid programs (grants-in-aid, scholarships, student
employment) have had no audit findings or management letters. (?)
North Seattle has two non-profit fundraising organizations working to provide support for the
college: The North Seattle Community College Foundation and the North Seattle Community
College Education Fund (formerly a part of the Foundation). Each organization is audited
annually by an independent certified public accounting firm, Clark-Nuber, CPA, LLC. Besides
being available as an exhibit for this report, copies of audit reports are available in the College’s
Business Office and Education Fund office.
In FY 2012 the Business Office hired a Fiscal Compliance Officer. This position is held by a
CPA with three years of experience in the State Auditor’s Office working on community college
audits. This hands-on experience and additional oversight has been quite successful in preventing
and correcting auditing problems.
Fundraising Activities 2.F.8
The fundraising policies and activities have not changed substantially since the 2007 Self Study
with the exception of the North Seattle Community College Foundation, where the board has
been expanded to 10 members. The Education Fund signed an updated agreement with the
college in 2011(reference).
The fundraising that occurs for North Seattle Community College supports its mission, core
themes, and strategic plan. Both non-profit organizations, the North Seattle Community College
Foundation and the North Seattle Community College Education Fund continue to provide
financial support to the college in a professional and ethical manner. Each organization is a
separate 501(c)(3) tax-exempt organization. In 2007, it was recommended the fundraising
organizations aggressively pursue private funding. Each organization continuously works
toward that goal. Each organization consistently provides funding for scholarships, faculty and
staff development, and equipment, emergency assistance and special projects.
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Physical and Technological Infrastructure
Physical Infrastructure
Physical/Technological Infrastructure (2.G.1; Eligibility Requirement 14)
[Section on Physical Infrastructure still to come from Monty]
Consistent with the college’s mission, core themes, and characteristics, Information Technology
(IT) Services operates, installs, maintains, and supports technology resources for the college.
Areas managed by IT Services include data and voice networks, web servers and web accounts,
electronic mail through Google apps for Education, classroom technologies, including audio/
visual equipment, student computer labs, technology purchasing, software licensing, hardware
and software maintenance, new technologies research, assistance to users in selecting and using
hardware and software, all college software installation, and helpdesk services for faculty, staff,
and students. IT Services, since 2011, also provides all media services for classrooms, events,
and rentals. In addition, IT Services provides overall support for the Opportunity Center for
Education and Employment, coordinating network activities for three diverse state agencies in
one building.
IT Services coordinates with the district office for Microsoft Exchange support and for
administrative systems support through the State Board for Community and Technical Colleges.
IT Services staff consists of 13 permanent, six hourly employees, and a director. (Reference: IT
Services Organization Chart).
Policies and Procedures for Hazardous or Toxic Materials (2.G.2)
The college has developed and implemented a set of comprehensive plans to handle, store, and
safely dispose of hazardous materials on campus. These plans include the Chemical Hygiene
Plan (CHP), Hazard Communication Program (HCP), Blood-Borne Pathogens Program (BBP)
and the Respiratory Protection Program (RPP). These programs ensure that the College
complies with federal, state, and county regulations associated with handling, storing, and
disposing of hazardous materials on campus.
The HCP covers the storage, use and disposal of laboratory chemicals. Personnel trained in
chemistry also act as health and safety resources. Currently, the College’s Chemical Hygiene
Administrator (CHA) is the dean of the Math, Science and Social Science Division.(?)
This person has the responsibility for the overall health and safety programs for laboratories.
Also, the College’s Chemical Hygiene Officer (CHO) is one of the Instructional Technicians in
the science laboratories. (?) This person has the responsibility of maintaining the College’s
Material Safety Data Sheets (MSDS) database and proper disposal of all hazardous waste on the
campus.
The HCP also outlines the goals and procedures to protect staff and students from exposure to
harmful substances on campus. The HCP includes information about labeling, MSDS, training,
and informing contractors who work on campus of possible exposure issues. Hazardous waste is
collected, managed, and shipped by employees who are trained and have received Occupational
Health & Safety Administration (OSHA) certification for handling hazardous substances. They
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also receive yearly training updates in federal and state regulations and laws. All incoming
hazardous substances are monitored by the shipping and receiving personnel who check to see
that each shipment contains an MSDS. Shipments are held until a current MSDS is obtained.
Employees receive training online for a number of the health and safety plans as well as yearly
updates of specific programs in a regular classroom setting.
College Master Plan (2.G.3)
While the College had prepared the more common Master Plans in the past, the College’s first
Major Institution Master Plan (MIMP) was developed in 1995. This was updated and
resubmitted in 1998 as construction of a new building was proposed. Work on updating this
MIMP was begun in 2004 and completed and approve in 2007 as a Long Range Campus Plan.
(NEED URL or reference) The plan used and incorporated the College’s strategic plan, mission
and values in is development.
By statute, the City of Seattle requires the major institutions in the city (colleges and hospitals) to
prepare comprehensive master plans—Major Institution Master Plans (MIMP)—with at least a
ten-year horizon. The statute requires these plans to identify development plans for buildings
and the site, traffic and environmental impacts, and to forecast the projected growth rates for the
institution. When the MIMP is completed and submitted for approval, the City Council passes
legislation accepting it. Passage entitles the institution to execute the specified development
projects through a much simpler permitting and public hearing process than if each project were
submitted separately. The City of Seattle approved the MIMP for the College in 2010 with no
expiration date. This authorized the College to proceed with two buildings that had been planned
without any conflict with the City ordinances as part of the 2007 Long Range Campus Plan.
Two major facilities were identified in the Long Range Campus Plan: The Opportunity Center
for Employment and Education (OCE&E) and the Technology Building Renewal Project. The
OCE&E was built and occupied by 2011 and the Technology Building Renewal is awaiting a
building permit approval. Both of these facilities were consistent with the strategic plan and
mission statement.
Sufficient Equipment (2.G.4) - [Still to come from Monty]
Technological Infrastructure
Technological Network Infrastructure (2.G.5)
Consistent with its mission, core themes, and characteristics, the institution has appropriate
and adequate technology systems and infrastructure to support its management and
operational functions, academic programs, and support services, wherever offered and
however delivered.
All North Seattle Community College employees have access to the administrative network via
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their NetID (user login). This provides network storage, including personal and shared web
space. Network storage can be remotely accessed via secure file transfer protocol (SFTP) or
Virtual Private Network (VPN). VPN access is provided for faculty and staff upon request.
Collaboration tools and email are also provided via Google Apps for Education. Faculty and
Staff have access, via the new North Seattle Community College website https://northseattle.edu,
to a personal directory page that includes blog capabilities and a growing number of faculty
portal applications that are in development.
Students have access to the Instructional Network (segregated from the Administrative network
for security purposes). Students log into the network with NetID userid’s and have access to
network storage, webspace, shared drives. Student email and other collaboration tools are
provided through Google Apps for Education.
North Seattle Community College’s technical infrastructure has appropriate and adequate
systems to support the mission and core themes of the College. IT Services provides the
academic and administrative and operations for all information technology functions. As part of
the Seattle Community Colleges District, the College is connected to commodity Internet and
high-performance Internet II, through the Pacific Northwest Gigapop at the University of
Washington.
Internally, a fiber optic network (1 Gigabit per second) provides excellent bandwidth and reliable
connectivity. IT Services employs a variety of technologies, vendors, and software to provide
cost-effective, robust infrastructure to support the needs of the campus. The College operates 72
physical servers. The technical infrastructure is maintained and upgraded to keep up with
changing needs.
The College’s network includes 113 switches connecting at 1 Gigabit per second to 870 student
and 417 faculty and staff Windows workstations and 80+ student and staff Macintosh computers.
IT Services also supports 115 college-owned laptops, both Windows and Mac. The Seattle
District is fortunate to be able to offer higher speed network connections to the Internet than any
of our sister institutions because of our relationship with the gigaPop.
Wireless network connectivity using a locally developed captive web portal is provided in all
buildings on campus, except the Opportunity Center for Employment & Education (OCEE). The
wireless network will be upgraded to 802.11.n in 2012, thanks to funding from the student fee
board. All students and employees have Wi-Fi accounts using their NetIDs. Users without
NetIDs can access College and District resources, but cannot access Internet sites outside of
those domains.
Current IT infrastructure is described in detail on the IT Services website:
https://itservices.northseattle.edu. Through a district-wide telecommunications project in 2011,
telephones have been upgraded to voice over IP phones with Power Over Ethernet where wiring
is adequate. Additional IP phones will be deployed as wiring is replaced during construction
projects.
IT Service Delivery
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The District Office provides e-mail for employees (Microsoft Exchange/Outlook).
Administrative applications (Student, Payroll/Personnel and Financial Management Systems) are
statewide operations coordinated through the State Board for Community and Technical
Colleges. This system was recently updated to modern HP-UX technology managed from the
state data center, and will soon be upgraded to an Enterprise Resources Planning System (the
state estimates 2-5 years for implementation).
The College’s IT Services provides software, hardware, and network support for classrooms,
computer labs, and offices. IT Services provides a comprehensive helpdesk/call center. The
helpdesk supports the objectives of providing high quality and effective teaching and learning
and works closely with eLearning staff to encourage and support instructors in the use of
technology for innovative instruction. Training in IT is offered through the Teaching and
Learning Center, which is not a part of IT Services. IT Services supports the core themes of
Excellence in Teaching and Learning, and Building Community by providing college e-mail
accounts and collaboration tools through Google Apps for Education at no cost to the college.
IT Services supports several internal applications (both vendor supplied and internally
developed), including the Key Management system, a Testing Center with 30 workstations, Point
of Sale system for Food Services, internally developed automated displays for screensavers and
reader boards, campus alert client, a news aggregator, Tickettrak, document management,
enrollment transactions an International Student application, and other forms and workflow.
IT Services supports several ITV classrooms on campus, scheduling resources through KORRS
at the State Board to support classes, meetings, and other remotely accessed events. IT Services
also provides a mobile ITV solution, not high definition, if faculty or staff need to attend remote
meetings from spaces other than the pre-configured classrooms.
Instructional Computing
IT Services operates an open computer lab (Table I) and manages 16 multi-computer classrooms,
including specialty classrooms. IT Services also manages the technology for 4 multi-computer
labs. Ninety lecture classrooms contain Windows workstations for instructors, overhead
projectors and document cameras.
Table I - Open Computer Lab
Windows workstations:
42
MacIntosh workstations
05
Printer (black & white)
01
IT staff are on duty to assist students in the use of the open lab equipment (Table II).
Table II - Open Lab Hours
Monday – Thursday
7:45am – 9:00pm
Friday
7:45am – 4:00pm
Saturday – Sunday
12:00pm – 6:00pm
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Computer Classrooms: each contain up to 32 student computers, a printer, a data projector.
The classrooms can be scheduled for a full quarter, or for specific days. Some are regularly
scheduled as rental spaces for outside parties. Scheduling of computer classrooms is handled
through the Office of Instruction. Specialized labs, fully maintained and supported by IT
Services, are scheduled and supervised by various departments. These include Nursing,
Pharmacy, CAD, Medical Assisting, and others.
As of 2010, all classroom computers, supported by the Universal Technology Fee (UTF) have
been replaced on a 4-year life-cycle plan. In 2011, the student fee board voted to add projectors
to a similar life-cycle plan of approximately 6 years. This greatly improves both the quantity and
quality of classroom equipment to support our core theme of excelling in teaching and learning.
Faculty and Staff Computing
The College’s administrative computer network supports 500 faculty and staff desktop
computers and laptops.
2.G.5 Feedback
 What is adequate to fulfill our mission? Are we doing better than others? Doing okay?
Element lists what we have but doesn’t convey any standard.
 How do we serve our night students and faculty? Is the infrastructure adequate?
 Where is ITV?
 Spell out abbreviations (NETID)
 We state we have 1 gigabyte per second – is that good?
 Move last paragraph to top
 Equipment in classrooms – Elmo, projects, overheads – do we have enough? If so, “brag” about
our classrooms
 Cameras, video equipment – writer needs to address classroom capacity
 Was a survey done recently that addresses adequacy of resources? – Feedback loop is missing
 Need Tom, Coryl, Sharon to add to element
Training and User Support (2.G.6)
The institution provides appropriate instruction and support for faculty, staff, students, and
administrators in the effective use of technology and technology systems related to its programs,
services, and institutional operations.
Helpdesk staff members handle normal routine help requests. Problems requiring more time and
expertise are referred to technical staff members. Those requiring more user support are referred
to the TLC staff. Technical support is provided by a team of IT specialists. Several of these
specialists are dedicated to specific instructional areas. All team members have access to the
entire database of helpdesk tickets and can provide assistance where needed.
Although funding for commercial training is limited, IT staff members are encouraged to enroll
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in appropriate technology classes as available. IT Services provides access to the full library of
lynda.com training materials available to any college employee through the TLC.
Student training and tutoring is handled in various labs and in the Library by computer tutors
funded by the student fee board or by specific programs or departments in which additional
technical support is indicated.
2.G.6 Feedback
 E-learning support is missing (faculty and student support)
 Library support (computer aides) missing
 TLC missing (faculty support)
 Student support /tutoring missing
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IT Planning (2.G.7)
Technological infrastructure planning provides opportunities for input from its technology support
staff and constituencies who rely on technology for institutional operations, programs, and
services.
Strategic planning for information technology is the responsibility of the IT Advisory
Committee, the IT Director, and the VP for Administration, in concert with the College’s overall
strategic planning efforts. The IT Advisory Committee (ITAC) is chaired by the IT director and
includes representation from all major divisions and departments. The college-wide Technology
Plan is being modified in 2012 to reflect the College’s core themes and strategic plan. Progress
and status are reviewed and updated annually.
The IT Services Director reports to the Vice President for Administrative Services. The Director
is also accountable to the IT Advisory Committee, which meets monthly and represents students,
faculty and staff from most divisions. This committee provides guidance, priorities, and
communication to the college departments. In addition, all College IT Directors work
collaboratively with the District CFO / CIO to coordinate District-wide IT projects.
2.G.7 Feedback
 IT Advisory Committee should go first then IT Services Director since IT director is also
accountable to the committee.
 2nd paragraph – show examples of change because of the technology plan modification
 Replacement cycle examples
Technology Update and Refresh (2.G.8)
The institution develops, implements, and reviews regularly a technology update and replacement
plan to ensure its technological infrastructure is adequate to support its operations, programs, and
services.
Student computers are replaced on a four year cycle. Funds from the Universal Technology Fee
and Computer Lab Fee provide sufficient replacement coverage for student systems
(ClassroomComputerReplacement_March-2012.pdf)
Projectors and other classroom AV equipment are replaced only when needed, through state and
one-time funds. Network infrastructure replacement also depends on one-time funding.
Administrative workstations are replaced as necessary with departmental funding.
2.G.8 Feedback
 Last sentence, “Prior to 2009…” – take that out or explain what we’re doing now that is better
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Appendix material:
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North Seattle Community College Certificate Programs
Certificate
Accounting Achievement
Certificate
Accounting Fraud Certificate
Accounting Office Assistant I
Certificate
Accounting Office Assistant II
Certificate
Administrative Assistant
Certificate
Administrative Specialist
Certificate
Advanced Customer Service
Certificate
Advanced Tax Preparation
Certificate
Anesthesia Technical Services
Certificate
Architectural Engineering Drafting
Certificate
Assistant Certificate in Early
Childhood Education
Basic Customer Service Certificate
Bookkeeping Certificate in
Accounting
Broadband Cable Certificate
Building Information Modeling
Certificate
CAD for Design and Construction
Certificate of Accountancy
Cisco Certified Network Associate
Certificate
Clinical Lab Assisting Certificate
Commercial Real Estate
Certificate
Commercial Real Estate &
Investment Certificate
Communication, Business &
Media Certificate
Communication & Media Arts
Certificate
Computerized Accounting
Technology Certificate
Early Childhood Education
Certificate
Electronics Technology Certificate
EMT Certificate
Entrepreneurship Certificate
Green Real Estate Certificate
Program
Minimum Credits
Accounting Careers
15
Accounting Fraud
15
I-BEST Accounting
12
I-BEST Accounting
12
Administrative Assistant
62
Administrative Assistant
15
Customer Service
41
Tax Preparation
35
Anesthesia Technical Services
19
Architecture Engineering
Technology
47
Early Childhood Education
8
Customer Service
21
Accounting Careers
43
Broadband Cable
Architecture Engineering
Technology
Architecture Engineering
Technology
Certified Public Accounting
25
Information Technology
15
Medical Assisting
46
Real Estate Sales
16
Real Estate Sales
26
Communication, Business &
Media
Communication, Business &
Media
19
19
40
45
50
Accounting Careers
63
Early Childhood Education
34
Electronics Technology &
Electronics Engineering
Emergency Medical Technician
Entrepreneurship
Green Real Estate
61
10
36
16.5
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Health Care Assistant Preparation
HVAC Core Certificate
HVAC Service Certificate
I-BEST Phlebotomy Certificate
International Trade Certificate
IT Controlled Electronic Systems
Certificate
Linux/UNIX Network
Administration Certificate
Loan Processor Certificate
Medical Assisting Certificate
Medical Fundamentals for Clinical
Research
Medical Office Administration
Certificate
Medical Reception Certificate
Nanotechnology Certificate
Network & Server Administration
Certificate
Not-for-Profit Management
Certificate
Nursing Assistant Certificate
Pharmacy Technician Certificate
Practical Nursing Certificate
(LPN)
Project Management Certificate
Property Management Certificate
Real Estate Advanced Sales
Certificate
Real Estate Certificate
Real Estate Escrow Certificate
Real Estate Loan Originator
Certificate
Real Estate Sales (Basic)
Residential Appraiser Trainee
Retail Management Certificate
SCEC Technology Certificate
Sustainability in Healthcare
Certificate
Tax Preparation Certificate
Watch Technology Certificate
Windows Network Administration
Certificate
Medical Fundamentals for Clinical
Research
Medical Office Administration
Certificate
Medical Reception Certificate
Nanotechnology Certificate
Medical Assisting
Heating, Ventilation & Air
Conditioning
Heating, Ventilation & Air
Conditioning
Phlebotomy Technician
International Trade
9
IT Controlled Electronics
35
Information Technology
15
Real Estate Finance
Medical Assisting
23
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Medical Assisting
16
Medical Assisting
41
Medical Assisting
Nanotechnology
21
35
Information Technology
40
Not-for-Profit Accounting
15
Nursing Assistant-Certified
Pharmacy Technician
14
49
Nursing
44
Project Management
Property Management
19
26.5
Real Estate Sales
25.5
Real Estate Sales
Escrow
18
22.5
Real Estate Finance
25
Real Estate Sales
Appraisal
Retail Management
Sustainable & Conventional
Energy & Control Technology
20.5
20.5
48
Sustainability
5
Tax Preparation
Watch Technology Institute
15
164
Information Technology
15
Medical Assisting
16
Medical Assisting
41
Medical Assisting
Nanotechnology
21
35
28
51
12
24
63
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Network & Server Administration
Certificate
Not-for-Profit Management
Certificate
Nursing Assistant Certificate
Pharmacy Technician Certificate
Practical Nursing Certificate
(LPN)
Project Management Certificate
Property Management Certificate
Real Estate Advanced Sales
Certificate
Real Estate Certificate
Real Estate Escrow Certificate
Real Estate Loan Originator
Certificate
Real Estate Sales (Basic)
Residential Appraiser Trainee
Retail Management Certificate
SCEC Technology Certificate
Sustainability in Healthcare
Certificate
Tax Preparation Certificate
Watch Technology Certificate
Windows Network Administration
Certificate
Information Technology
40
Not-for-Profit Accounting
15
Nursing Assistant-Certified
Pharmacy Technician
14
49
Nursing
44
Project Management
Property Management
19
26.5
Real Estate Sales
25.5
Real Estate Sales
Escrow
18
22.5
Real Estate Finance
25
Real Estate Sales
Appraisal
Retail Management
Sustainable & Conventional
Energy & Control Technology
20.5
20.5
48
Sustainability
5
Tax Preparation
Watch Technology Institute
15
164
Information Technology
15
63
80