11
September 12, 2006
Dear Colleagues:
One of the North Seattle Community College’s thrusts identified in our Strategic Plan is “toward improving
the administrative processes and communication.” The dissemination of this 2005-2006 Annual report of the
Student Development Services area is in alignment with the Strategic Plan.
It is my hope that after reading this report, you are more familiar and supportive of the services provided by the
SDS units. Please contact any of the SDS unit heads or myself for any suggestions on how we might
enhance services during the 06-07 academic year. Thank you!
Roy Flores, Vice-President
Student Development Services
1
Table of Contents
Page(s)
Admissions/Registration
Advising Center Services
ChildCare
Counseling
Disability Services
Financial Aid Services
Student Leadership/
Multicultural Services
Outreach/Entry Services
Testing Center
Upward Bound
Wellness/Athletics
Women’s Center
SMART Outcome Reports
2-9
10-23
24-25
26-27
28-30
31-33
34-40
41-45
46-48
49-51
52-53
54-55
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Student Development Services
Annual Report 2005-2006
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ARRC
ADMISSIONS, REGISTRATION, RECORDS AND CREDENTIALS
DEPARTMENT MISSION STATEMENT
As agents of change, ARRC encourages and supports personal and professional transformations
by providing access to educational opportunities and services.
STAFF MEMBERS
Betsy Abts, Director of Admissions and Registration/Registrar
Jasmine Adamek, Administrative Assistant to Marci Myer
Anita Brunner, Program Coordinator - Registration
Quynh Ho, Program Coordinator - Records
Carolyn Kenney, Program Coordinator – Credentials
Marci Myer, Dean of Student Development Services
Jane Oberlander, Program Coordinator - Credentials
Susan Shanahan, Director of Outreach
Jayne Strom-Strebe, Program Support Supervisor
Vacant, Program Coordinator - Credentials
Fleetwood Wilson, Program Coordinator - Admissions
The diversity of the 11 full time staff includes individuals of Asian, African and Native American
descent; with ages between 30 and 57; all but one are female. Typically, more than two thirds
of the work-study and hourly personnel are individuals of color.
Student work-study and P/T employees have been integral in managing the workload in the
department. With the use of lapse salary, we hired additional help to fill some of the voids.
Though training of this staff is intense and ongoing, there is a tremendous value in having
student employees. They provide an insight and perspective that has been beneficial in
enhancing our services to students, partners, and faculty.
Quarter
Work-study
Employees
Hourly Employees
Total Part-time
Employees
Summer
Fall
Winter
Spring
7
8
8
5
5
9
9
12
12
17
17
17
SPECIFIC OBJECTIVE 2005-2006
In the spirit of collaboration and partnerships, the staff collaborated with several areas outside
the ARRC department:
Admissions/Outreach
 Develop a flow chart illustrating the tracking process for inquired and applied students
who have not yet applied to NSCC and implement the system’s tracking process for
inquired and applied students who do not register.
ARRC/Financial Aid
 Facilitate an expanded professional development session for campus work-study, hourly
employees and their work-site supervisors regarding work-site expectations, FERPA &
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North Seattle Community College

SDS Annual Report 2005-2006
Confidentiality requirements, payroll processes, communication and customer service
skills, professional behaviors, and campus policies/procedures.
Credentials/Advising
 Change the graduation application process to an earlier timeframe that is aligned with
the registration timeframe for students’ final quarter. Students who will graduate at the
end of Winter, Spring and Summer Quarters 2006 will apply for graduation during the
normal registration timeframe. This timeframe begins on the 7th week of the prior quarter
and will end at the end of the previous quarter.
Other objectives within the ARRC area:
ARRC
 To implement an email and after business hours voicemail as an increased service for
communication with students, staff, faculty and the Information Center.
 To implement an Online Self Survey (SNAP) process where students can anonymously
submit assessments of our services. These assessments will be compiled and reviewed
during staff meetings, on a weekly basis. Changes, based on student feedback will be
proposed and upon positive consideration, implemented.
Credentials
 Expand the Credential Evaluators Ed Plan Worksheets for vocational/technical
degree/certificate programs that will result in quicker and easier processing of graduation
applications, more concise academic advising and graduation check-out for Faculty
Coordinator in the pilot programs
 To implement the electronic transfer credit system that programs the equivalency tables
that will assist with the accuracy and consistency of transferring in credits from other
colleges.
Records
 To research an automated online transcript request process. Currently all transcript
requests are made in-person, via mail or via FAX. Replacing the current process with an
online process will provide an excellent customer service to students as well as
streamline the current labor-intensive process. This new process will also align North to
what is now being accepted as industry standard practice.
Registration
 To implement an online Enrollment and Degree Verification process that reduces the
timeframe for verifications from 5 days to within 24 hours.
SUMMARY OF OUTCOME (Same order as above)
Admissions/Outreach
 4 new point of contact codes were developed for use in the admissions module. Staff from
marketing, outreach, admissions, worker retraining, and the switchboard, have a copy of
these codes and are using them to code and track all inquires. New inquiry forms were
developed. These forms hold the necessary data for the inquiry SD5030 screen. Designed
and implemented a system to identify how many students progressed from inquired to
enrolled status.
ARRC/Financial Aid
 On October 25th, 2005 the ARRC Office and Financial Aid Office facilitated the expanded
professional development session for campus work-study, hourly employees and their worksite supervisors regarding work-site expectations, FERPA & Confidentiality requirements,

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North Seattle Community College
SDS Annual Report 2005-2006
payroll processes, communication and customer service skills, professional behaviors, and campus
policies/procedures. The following employees for the following departments also participated in the
orientation.
- Dorothy Dubia – PIO
- David Bittenbender – HR
- Jeffrey Vasquez – Student Leadership
- Michael Shaw – Business Office
- Kurt Simmons – Career Services
A Powerpoint Presentation was created by Tigist Stangohr. There were a total of 32 attendees
most of whom filled out a survey. Refreshments were also arranged and donated by the
foundation. We think this continued endeavor would be beneficial once per year in the fall as a
great way to kick off the year for our work-study students, student hourly employees and their
supervisors.
Credentials/Advising
 All agree that the new earlier graduation application deadline has assisted students with
being able to better plan their final quarter. Because they are now meeting with their
advisors when they are ready to apply for graduation during the registration period for
their final quarter, they are able to fix any problems during their final quarter. This is
different from the previous deadline where, by the time students had met with their
advisor for the graduation application process, it was often times too late to fix any
problems. Also, because the evaluators are printing the diplomas and certificates
locally, they are now able to process the graduation applications and print certificates
with out the constraints previously rendered by Jostens. They are now able to usually
include late applications within the same process timeframe for the desired quarter of
exit. The group also agreed that the PR push to advertise this change in application
process was effective and that the Evaluators did not feel they received very many
applications that missed the registration timeframe deadline.
ARRC
 The email entity was set up and implemented. Voice mailbox was implemented so
students can leave messages with the ARRC Office after regular business hours and on
weekends. Their calls are returned within one business day.
 The Online SNAP Survey was successfully implemented and data from the submissions
are now being aggregated and used for unit self-assessment.
Credentials
 This has been an ongoing process in the implementation stages. Part of the
implementation was contingent on the IT migration with ARRC to NET IDs. This was
accomplished in May of this year. We hope to move forward with this project in 06/07.
 The electronic transfer process for non-professional technical courses has been
implemented with consistently transferred courses programmed into the Translations
Tables. These tables have been increased from 279 courses to 833.
Records
 This process was successfully researched and the decision to go forward with the
implementation process using the National Student Clearinghouse is the next step in
2006/2007.
Registration
 The online degree/enrollment verification process was successfully implemented with
the National Loan Clearinghouse. Students are now able to obtain either a degree or
enrollment verification using an online process with 24 hours.
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North Seattle Community College
SDS Annual Report 2005-2006
HIGHLIGHTS OF THE YEAR
 Implemented expanded all campus hourly/work-study orientation, partnering with other
departments to be held every fall quarter.
 Partnered with the Basic Skills department to register all new ESL students during their
ESL orientation.
 Worked with the ESL Advisor to streamline the ESL Admissions/Testing/Advising
process.
 New Admissions Coordinator, Fleetwood Wilson, added to ARRC team.
 New Credentials Coordinator, Jane Oberlander, added to ARRC team.
 Jayne Strom-Strebe promoted from Registration Coordinator to Program Support
Supervisor.
 Researched online transcript process to be implemented in 06-07
 Implemented ARRC email for increased ability to communicate with ARRC unit.
 Implemented after hours voicemail for evening and weekend students to communicate
with ARRC unit.
 Implemented Online SNAP Self Survey process.
 Implemented National Clearinghouse Degree/Enrollment Verification process.
 Common Course Numbering state mandate - Continued efforts toward this mandate
throughout the year.
 Accreditation, continued.
STRENGTHS
 Commitment as a team is critical in an environment that demands constant change in
systems, policies, and administrative processes. ARRC’s strengths continue to be its
commitment to working as a cohesive team during challenging times and constant
change. This commitment requires qualities of creativity and caring, patience and
persistence from each team member. It is also as a team of skilled and knowledgeable
staff members that ARRC continues to provide excellent service to North’s students,
staff, and faculty.
 ARRC’s strengths are also in having developed strong relationships with both internal
and external partnerships. These partnerships have been critical for maintaining
healthy professional relationships both within and beyond the campus and assists with
keeping NSCC’s programs ahead of or commensurate with industry standards.
CHALLENGES
The above strengths also became our challenges as temporary staffing changes challenged the
team. Creative thinking and recommendations for change was the undertaken process to
facilitate the necessary shifting of resources needed to accomplish processes with no negative
impact to students, partners, and faculty. With the temporary reduction of 1.5 evaluators and
the absence of direct clerical support, the team struggled with reshuffling duties and resources.
WE will continue to face the challenges of redefining the concept of its team with new
personalities on board and changed job specifications that address future needs.
RECOMMENDATIONS
Recommendations include that ARRC continue the development and enhancement of both
internal and external partnerships. Other recommendations include the continued assessment
of its services and processes for continued streamlining and improvements. As North continues
to grapple with its budget challenges the following specific recommendations are also being put
forth for consideration.
 Merge duplicate admissions processes with International Student Programs.
 Merge duplicate registration processes with the Continuing Education Office.
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North Seattle Community College
SDS Annual Report 2005-2006
SUMMARY OF STUDENT SATISFACTION SURVEY RESULTS
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Did we greet you
promptly?
Did we give you
courteous
service?
Did we meet your
needs?
Did you find our
staff
knowledgeable?
Did you find the
online services
useful?
How would you
rate us overall?
NOT SATISFIED
2.14%
2.86%
2.14%
2.14%
5.71%
3.57%
SOMEWHAT NOT SATISFIED
0.71%
0.00%
2.86%
0.71%
2.86%
0.71%
SOMEWHAT SATISFIED
3.57%
4.29%
2.86%
2.86%
17.86%
2.86%
SATISFIED
15.71%
7.86%
7.86%
12.14%
19.29%
12.14%
VERY SATISFIED
75.71%
82.14%
82.14%
80.00%
45.71%
79.29%
As evidenced in the above graph, the survey results has consistently found that the majority of
students are very satisfied with their office contact experience. These contacts are made via
phone, front counter, or online. Although, 100% student satisfaction is the ARRC team desire,
realistically, the team understands we can only do what we can do.
This year the online services question was added. Out of the 140-student responses, less than
half found the service useful. Students did submit comments suggesting improvements to the
online service component. These suggestions are being reviewed and will be submitted to the
NSCC Public Information Office for further review and implementation.
Based on this year’s survey results the ARRC Office’s Annual Retreat will focus on first
encounter experiences with students. Role playing/case studies will be used in the training
modules. Both permanent staff and part-time hourly will participate in the retreat.
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North Seattle Community College
SDS Annual Report 2005-2006
Registration/Admissions/Records
Fall – Winter – Spring 2006
Category
Year Totals
Records/Transcripts
Official Transcript Requests
Number of incoming transcripts
Late Grade Submissions
Grade Changes
Tech Prep Transcriptions
Phi Theta Kappa Postings
Number of SID# Changes
Name Changes
Files Made
Number of subpoenas served
Archive transcripts built
Registration
Educational Interview Course (EIC)
Number of Entry Codes Generated
Number of Petitions
Number of Petitions that were approved
Percentage of Petitions that were approved
Number of manual verifications
Number of National Clearinghouse verifications
Dropping for Non-Receipt of Payment - # Called
Dropping for Non-Receipt of Payment - # Dropped
Number of waitlist transactions
Number of SSN Letters Sent for Missing SSNs
Number of letters Sent Back with SSNs
Number of Letters Sent Back with Refusal
Percentage of SSN's Received After Sending Letters
Residency Applications
Total Applications
Approved
Percentage Approved
Credentials Evaluation
Number of evaluations - Voc
Number of evaluations - Transfer; AA, AS,ABUS, HS
Number of Fast Track evaluations-Transfer; AA,AS,ABUS
Number of evaluations - International VOC
Number of evaluations - International Transfer: AA, AS, HS
Total Evaluations
Graduation Postings
Number of Grad Applicants
Number of posted graduates
Number of posted High School Diplomas
Total Number of Conferred Degrees
7
8,020
1,028
834
2,537
73
138
588
892
1,083
79
946
628
138,890
190
180
95%
538
309
1,597
3,904
1,322
346
146
7
42%
104
89
86%
319
490
80
15
14
918
914
858
25
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North Seattle Community College
SDS Annual Report 2005-2006
Waivers
Number of transfer waivers
Number of vocational waivers
Total number of waivers processed
Admission Attrition
Applied - Mail/Batch
Percentage Applied - Mail/Batch
Applied/NotRegistered - Mail/Batch
Percentage Not Registered - Mail/Batch
Applied - Front Counter
Percentage Applied - Front Counter
Applied/NotRegistered - Front Counter
Percentage Not Registered - Front Counter
Applied - Web
Percentage Applied - Web
Applied/NotRegistered - Web
Percentage Not Registered - Web
Total Applied
Total Applied/NotRegistered
Total Percentage Not Registered
Web vs. in-person registration
Web Transactions
Percentage of Total - Web
Batch Transactions
Percentage of Total - Batch
Automated Drop Transactions
Percentage of Total - Auto Drop
In-Person
Percentage of Total - In-Person
Total Transactions
Registration Appointments
Reg Appointments Generated
Percentage of Web Enabled Students to total Appointments
Trainings
Number of One-on-One Admissions Trainings
Number of SMS Trainings Group
Number of SMS Trainings - Individual
Number of National Clearinghouse Trainings
Number of Campus Orientations
Hourly/Workstudy Supervisor Training Session Attendees
Hourly/Workstudy Supervisor Training Survey Response
Learning Outcomes Survey
Number of ARRC Orientation
Staffing Hourly/Workstudy
Total Hourly/Workstudy
Communication and Self-Assesment
E-mail Communications
Voice-mail Communications
8
50
337
387
2,125
17%
414
19%
1,220
10%
488
40%
8,825
73%
6,356
72%
12,170
7,258
60%
68,553
68%
11,163
11%
6,987
7%
13,717
14%
100,420
21,026
100%
8
4
28
2
1
32
11
27
5
58
264
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North Seattle Community College
SDS Annual Report 2005-2006
Survey Responses
140
Other Miscellaneous
Number of DataX Reports Run
Number of Jobs Scheduled
4136
1196
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Student Development Services
Annual Report 2005-2006
ADVISING CENTER
MISSION STATEMENT
The Advising Center serves as an academic advising resource for students, faculty and staff.
Advising Center staff promotes student development and success by providing a supportive,
responsive, and welcoming environment and providing quality, accurate and consistent
academic advising information. Advisors assist students in exploring options, developing
educational plans, and monitoring their progress towards program completion.
STAFF MEMBERS
Alice Melling, Associate Dean, Advising/Student Success Services
Judy Gage, Student Success Specialist, College Transfer
Jennifer Hein, Secretary Lead
Rachael Mendonsa, Program Coordinator Prof-Tech
Anne Marie Nacke, Student Success Specialist, Student Progress
Chhaydenn Phounsanoy, Student Success Specialist, Running Start
Aaron Robertson, Student Success Specialist
Stephanie Swanson, Program Coordinator ABE/GED, ESL, High School Completion
SPECIFIC OBJECTIVE
The Advising Center team collaborated with other SDS units on three SMART Objectives: The
details of 2 and 3 below are outlined in more detail in the respective department’s report.
1. To facilitate students’ transition from ESL to professional technical or college transfer
programs and connect students with the ESL advisor. Five presentations were provided to ESL
students (level 051/052/061/062) winter and spring quarters 2006 to encourage students to
continue their studies at NSCC after completing the ESL sequence. 140 students attended the
classroom sessions and approximately 15 students contacted the ESL advisor to discuss future
program options. Majority of the students were interested in short-term professional technical
programs and the health medical field. Future steps include working with Financial Aid Office
and ABE/ESL department to schedule dates for classroom visits in 06/07 and discuss ways to
include Heath/Human Services Division.
2. Credentials/Advising: Simplify the graduation application process to an earlier timeframe to
align with the registration timeframe for students’ final quarter. Students who will graduate at
the end of Winter, Spring and Summer Quarters 2006 will apply for graduation during the
normal registration timeframe.
3. Upward Bound/Testing/Outreach/Advising: To develop a partnership with Roosevelt High
School (RHS) by offering free COMPASS testing to targeted RHS students. Test a minimum of
twenty Roosevelt students with at least 50% of students from RHS’s Bilingual Education
Program.
HIGHLIGHTS OF THE YEAR
 Collaborated with NSCC Vice President of Instruction and UW Bothell Student Affairs Staff to
develop dual enrollment program with UW Bothell.
 Developed electronic advisor handbook with advising information regarding policies,
procedures, four year university admission and major information, etc.
 Staff developed learning outcomes for new student orientations.
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North Seattle Community College
SDS Annual Report 2005-2006
 Staff participated in professional development activities: UW/CC Advisors Conference,
Washington Academic Advising Coalition Conference, Nieto: Beyond Inclusion seminar.
 Refined college transfer progress check program. Students who have completed 45 college
credits are required to see an advisor to develop an educational plan.
 Implementation of UW Majors Day with greater emphasis on classroom presentations.
 Refined Student Progress procedures including the intervention with low scholarship
students.
 Advisors collaborated with ARRC, Humanities Division-ABE and Testing Center to develop a
smoother application (or entry) process for ESL students.
 Implemented survey to evaluate drop-in Advising Center services.
 Worked with faculty and Credentials to develop changes to academic action forms and to
create a process to document prior experiential learning for Professional Technical students.
 Advisors presented at quarterly International Student and Career Link New Student
Orientations.
 Formalized the process for students to register for over 18 credits.
 Collaborated with international students to establish process for international students
registering for over 18 credits.
 Advisors participated on Standard 1, 2, 3 and 7 accreditation committees.
 Professional Technical Advisors work closely with Professional Technical coordinators (in
particular Real Estate and Accounting) by attending TAC meetings and providing input to
provide better service to students.
 Advising Center contacts totaled 29,905. This included 9,980 phone contacts, 2,832 email
contacts.
 Provided 21 new student orientations with 251 students attending.
STRENGTHS
 Teamwork: The staff works well as a team and is cross-trained in multiple areas. All
advisors provide comprehensive college transfer advising. The specialty areas of Running
Start, Adult High School Completion, ABE/ESL and Professional Technical advising each
have one point person but through cross training other advisors are able to provide backup
advising services.
 Four-year college relationships: The number of events provided for students to connect
with four-year institutions has increased over the past three years. 67 transfer activities were
provided for students. Advisors meet regularly with four-year representatives to stay current
on admission and transfer policies.
 Collaboration with campus community: The Advising Center serves as an advising
information resource for students, faculty and staff and collaborates with campus and
community groups on issues/initiatives that promote student development and success.
 Internal communication: Through regular advising meetings Advising Center staff stays
well-informed and updated on campus issues and transfer institution information pertinent to
advising students. There are regular meetings with four year admission/advising
representatives; quarterly meetings with instructional deans; and a shared drive system of
information allow staff to share relevant student information.
CHALLENGES
 Office space-lack of confidentiality and noise control with cubicle advisor offices. One
advisor cubicle is not wheel chair accessible.
 Frequent revision of professional technical program requirements, increases the challenge of
keeping up-to-date on programs.
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North Seattle Community College
SDS Annual Report 2005-2006
 High volume of waivers for professional-technical programs is challenging due to the time
intensity involved with the waiver process.
 Additional responsibilities with limited resources. For example implementation of Student
Progress Policies and Procedures has been added to the Advising Center’s scope without
allocation of a permanent budget to administer the program.
 Low percentage of students proactively seeking advising.
 Keeping up-to-date on advising issues/policies/programs and staying informed of program
and procedural changes.
RECOMMENDATIONS
 Remodel of advisor cubicles to address confidentiality and wheel chair accessibility.
(Remodel of college center north wing should address this issue).
 Include student focus groups in the development of resource material.
 Strengthen collaboration and communication with other college departments that provide
general advising for students.
 Strengthen collaboration and communication with divisions to keep advising informed
regarding PT and ABE/ESL and ESL programs.
 Strengthen collaboration with campus community and college transfer faculty to highlight
student awareness regarding major exploration and preparation and to promote students
proactively engaging in the advising/educational planning process.
 Re-examine structure of services that support students and how they might be organized
to collectively provide optimal services for students.
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Student Development Services
Annual Report 2005-2006
ADVISING CENTER
COLLEGE TRANSFER
MISSION STATEMENT
To promote student development and to foster student success by providing accurate and upto-date college transfer information and resources to educate and engage students and to
facilitate timely preparation and successful transitions to four-year institutions.
STAFF MEMBERS
Judy Gage, Student Success Specialist, College Transfer
Alice Melling, Associate Dean, Advising and Student Success Services
Jennifer Hein, Secretary Lead, Advising and Student Success Services
SPECIFIC OBJECTIVE
Create an Advising Center listserv to enable students, faculty and staff to subscribe to receive
important advising information via e-mail.

Summary of Outcome
Working with the IT department and the web master, an Advising Center mailing list/listserv
was established in the spring quarter, 2006. Students, faculty, staff and others interested in
receiving current information on NSCC college transfer and advising events and updates
can subscribe to the mailing list/listserv through the Advising Center homepage:
http://www.northseattle.edu/enroll/advise/ and the College Transfer homepage:
http://www.northseattle.edu/services/transfer/. Information about the listserv and directions
on how to subscribe has been included as part of an all student e-mail sent by the NSCC
PIO and on informational bookmarks used for the New Student Orientation and for general
information for students.

Follow Up Assessment
Several different avenues for marketing this new tool will be used during the coming year,
including all school e-mails and highlighting it on the NSCC Advising Center and Transfer
website, in the College Transfer Pathways newsletter and on bookmarks placed strategically
around campus. In order to assess the effectiveness of the listserv, a survey will be created
and sent out on the listserv to get student/staff feedback on this resource. The survey will
include questions regarding how users heard about the listserv, whether they find it useful,
the kinds of information they would like to see, and suggestions for publicizing the listserv to
students. Attendance at the 2006-7 transfer and advising activities will be an informal
measure of the effectiveness of the listserv in publicizing events.
HIGHLIGHTS OF THE YEAR
College Transfer Services coordinated 67 transfer activities for NSCC students, including:
Event Summary
Number of Events
UW Majors Day
1
College Transfer Fairs
3
UW Information Sessions and other Workshops
13
Information Tables, Major and Program Fairs
15
University Individual Advising Sessions
23
Classroom Presentations by 4-year reps (other than UW Majors Day)
3
Transfer Presentations by NSCC transfer specialist
8
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North Seattle Community College
North Seattle Community College
SDS Annual Report 2005-2006
SDS Annual Report 2005-2006
UW Majors Day, 2006
In collaboration with the University of Washington, NSCC planned and hosted its second UW
Majors Day on February 1. Between 350-400 students participated in various venues
throughout the day. Faculty and staff from student development services acted as greeters and
hosts throughout the day. Approximately 340 students in 12 NSCC classes heard presentations
from advisors from 13 UW majors. 52 students attended six information sessions, and advisors
at 30 information tables reported from 6-30 student visits each. Feedback from participating
faculty and students was very positive.
College Transfer Resources
 College Transfer Pathways Newsletter: Approximately 700 copies of this quarterly
newsletter were distributed each quarter to faculty, staff and students.
 College Transfer Pathways Handbook: This handbook was revised, reorganized and
expanded. Over 500 copies were distributed to students during winter and spring
quarters.
 College Transfer Website: The College Transfer Pathways Handbook and Newsletter
have been added to this site, which provides students with up to date transfer
information.
 Transfer Information Handouts and books: College information and transfer materials
are continually updated, replenished and kept in Advising Center racks.
College Transfer Fairs
NSCC hosted three major college transfer fairs, one evening/distance learning program fair and
two other transfer by major fairs. 23 four-year representatives participated in the Washington
Council Fall Transfer Fair, 23 in the winter fair; and 25 in the spring. 75-150 students reportedly
attended each College Transfer Fair and 12-48 students visited tables at the Evening/Distance,
Nursing and Business Major Fairs.
University Information Sessions and Workshops
About 140 students and staff attended one or more of the six UW Information Sessions, the UW
Application workshop, the UW Business School workshop, or five “Choosing a Major”
workshops.
Four-year university individual advising appointments and classroom visits
Admissions representatives and advisors from UW Seattle, UW Bothell, Washington State U,
Central Washington U, Seattle U and Bastyr U offered 23 individual advising appointments to
approximately 122 NSCC students fall, winter and spring quarters. Admissions advisors from
Evergreen State College and the UW Evening Degree Program presented transfer information
to about 130 students in Coordinated Studies and Communication classrooms, with excellent
feedback from faculty and students. The NSCC transfer specialist presented educational
planning information to about 150 students during eight classrooms presentations.
UW Bothell Dual Enrollment
The NSCC transfer specialist played an integral part in the collaborative development of the UW
Bothell Dual Enrollment program at NSCC, which was implemented in fall, 2005 at North.
UW Advising Conference Presentation
The transfer specialist collaborated with a UW undergraduate advisor to present a workshop to
over 30 community college advisors on “Best Practices,” for the fall UW Advising conference.
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North Seattle Community College
SDS Annual Report 2005-2006
STRENGTHS
 Visibility of the college transfer program continues to grow, with the use of multiple
marketing modalities to promote activities and to provide transfer information.
 Increased faculty/staff collaboration in supporting transfer events and classroom visits by
NSCC and four-year college advisors and in consulting on current transfer issues.
 UW Major’s Day participation expanded to include UW Admissions, Financial Aid, Office
of Minority Affairs, as well as more majors and programs.
 Up to date transfer information is accessible on the College Transfer website and in the
transfer newsletter, handbook and handouts distributed in the Advising Center,
classrooms, workshops, orientations, greeter tables and available in information racks.
 The Advising Center listserv was developed and announced on the Advising website.
CHALLENGES:
 Lower than desired student participation in planned transfer activities and events
continues to be a challenge, as does encouraging students to use the many NSCC
printed and website resources.
RECOMMENDATIONS:
 More outreach to select faculty through targeted e-mails, classroom presentations and
collaborative planning of transfer events
 Market the Advising Center listserv and Transfer website to faculty, staff and students as
a means to increase awareness of important transfer information and activities.
 Create a survey to assess the effectiveness of the Advising Center listserv.
 Expand transfer workshops by coordinating with other NSCC staff to develop and offer
workshops on scholarships, the transfer process and writing a personal statement.
 Further enhance and update the College Transfer website to include more information
and links to four-year and NSCC major departments.
15
Student Development Services
Annual Report 2005-2006
ADVISING CENTER
STUDENT PROGRESS
DEPARTMENT MISSION STATEMENT
To promote student development, encourage academic success by developing, implementing,
and effectively communicating to the campus community Student Progress policies, procedures,
and services.
STAFF MEMBERS
Anne Marie Nacke, Student Success Specialist, Student Progress
Alice Melling, Associate Dean – Advising and Student Success Services
Jennifer Hein, Secretary Lead
SPECIFIC OBJECTIVE
To revise the academic probation intake procedure to be more engaging for students and
streamlined and intuitive for advising staff.

Summary of Outcome
This objective was a result of feedback from several advisors indicating that students
typically played a passive role in completing the Academic Probation Intake Form and
that the process was more perfunctory than engaging. Additionally, time was spent
creating files for each student who completed an intake form, even though files were
generally not used for future reference.
Based on a review of several post-secondary institutions’ academic probation
procedures, a review of literature on student retention, and strategies learned at a
workshop on student success strategies the Academic Probation Intake Form was
revised and renamed Continued Participation Agreement to encourage the active
engagement of students in thinking critically about their academic progress and success.
Rather than have students simply check boxes of prescribed reasons why they may not
be succeeding in school, students are asked to report directly on what circumstances
they are encountering that have lead to their low academic performance. Additionally,
students must consider the steps they can and are taking to improve their current
academic standing and schedule follow-up appointments with their advisor.
Updating the Academic Probation Intake Form allowed for revised procedures in tracking
academic probation students who had been seen by advisors. Individual paper files were
eliminated and documentation is now held in quarterly files by the Student Progress
advisor and noted on the HP3000. This procedure has reduced the paper work and
processing time, and provided for more standardized documentation of student contact.

Follow up Assessment
Assessment includes informal feedback from staff and students indicating the process
and forms are more engaging, easier to use, and intuitive. Notes on the HP3000 are
easy for advisors to access and student meetings are easier to track. Future
assessments could include a review of each student’s grades at the end of the quarter to
begin researching the correlations between grades and the academic probation intake
meeting and a questionnaire given to students after meeting with their advisor to
determine if they felt their meeting provided them with strategies for creating success at
NSCC.
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North Seattle Community College
SDS Annual Report 2005-2006
HIGHLIGHTS OF THE YEAR
Throughout the year revisions and improvements have been made for informing students and
staff of the policies and procedures, for tracking student progress, and providing individual
advising to students.








Letters were sent to students enrolled fall quarter 2005 informing them of the Policies and
Procedures.
The student progress advisor met with the staff from Health and Human Services Division to
discuss policies and procedures and met with the manager of International Programs to
discuss the implications of Progress standards in regards to the immigration status of
international students.
New computer data reports were developed with assistance from the registrar to better
capture student’s academic progress and simplify data collection.
The Academic Probation Intake Form was revised to actively engage students and renamed
Continued Participation Agreement.
From Summer 2005 to Winter 2006 Advising Center staff met with 29 students on academic
probation. These students wished to continue their studies and completed the required
Continued Participation Agreement.
The documentation procedure for tracking Student Progress Advising sessions was revised.
Based on modified Washington State Legislation (April 2006):
o Punitive holds were removed from the records of students who failed to complete 75% of
the credits they attempted and for those who have completed over 125% of the credits
needed for their program of study.
o Letters were revised to emphasize resources available to students rather than the
punitive nature of not complying with Student Progress standards.
Three students who had been suspended during the 2004-2005 academic school year, due
to low scholarship, appealed their suspension and were reinstated to academic probation.
These students continued through the 2005-2006 school year meeting regularly with the
student progress advisor. They have remained enrolled and showed significant academic
improvement.
o One student has raised his cumulative GPA to a 3.22 and made the Vice
President’s/Dean’s list for each of his final three quarters. He is currently completing his
economics degree at the University of Washington.
o Two students are completing their final quarters, maintaining a quarterly GPA above the
required 2.0 minimum, and are preparing their applications to the university.
STRENGTHS
Student Progress policies and procedures emphasize early intervention with students who are
at risk academically. By introducing students to the array of services and resources available,
NSCC is taking an active role in involving students in interactions and activities that will increase
their involvement with the college, likelihood of remaining enrolled, and providing the tools
students need to be successful in their studies.
Students who meet regularly with advisors to discuss progress issues express gratitude in being
able to express their academic concerns and to learn about the many resources we offer.
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North Seattle Community College
SDS Annual Report 2005-2006
CHALLENGES
Communication
Students have responded to first-level intervention letters with confusion and worry about their
ability to succeed in college. While those who have responded have had the opportunity to
discuss success strategies with NSCC staff, it is of particular concern for students who are new
to higher education and who may lack the confidence to respond.
Data Collection
Procedures for abstracting data from the HP, linking this data to program completion files from
the Data Warehouse, and comparing results to student records from past quarters is a complex,
and the multi-step process begins each quarter shortly after grades from the previous quarter
are posted. For winter and spring quarter, this process falls during peak registration periods, a
high student traffic time in the Advising Center. Advising staff time spent processing Student
Progress records detracts from time available to work directly with students.
RECOMMENDATIONS
It is important to provide multiple opportunities for students to meet with academic and faculty
advisors since policies and procedures are most effectively conveyed to students through
individual advising and educational planning. During advising meetings advisers have the
opportunity to explain policies to students in direct context to their program of study and their
academic performance.
Change in Legislation
Data gathered during the first year of implementation by the state’s community college system
indicated that these initial practices did not result in significantly improved outcomes; therefore,
the state’s College Student Progress Policy Guidelines were revised in April 2006. Colleges are
now encouraged to focus on comprehensive strategies that incorporate practices demonstrated
to promote student success and implement targeted interventions at strategic points in students’
engagement to promote successful progression and program completion.
NSCC temporarily addressed this revision by removing punitive holds from the academic
records of students affected by Student Progress Policies; however, the college and district
must come to the table once again to discuss the impact of this new legislation on its current
Student Progress Policies and Procedures.
In order to use staff and students time most efficiently and effectively and have the greatest
measurable impact on student success it is recommended that Standard One “Minimum Grade
Point Average be retained as is, and that the District’s Policy for Standard Two “75%
Completion” and Standard Three “Credits to Degree Completion” be reviewed for effectiveness
and perhaps reworded to reflect that punitive action “may” be taken rather than “will” be taken.
18
North Seattle Community College
SDS Annual Report 2005-2006
SUMMARY OF STANDARDS, DATA, AND INTERVENTIONS
Standard 1: Minimum Grade Point Average
Students must maintain a cumulative grade point average (GPA) of 2.0 or higher. Students who do not
meet this standard after receiving two warnings, Academic Alert-First Warning and Academic ProbationSecond Warning, without improving their quarterly GPA are subject to a one-year academic suspension.
SUM 05
FALL 05
WTR 06
SPR 06
First Warning: Academic Alert
89 (3.05%*)
203 (3.11%*) 152 (2.41%*) 151 (2.40%*)
First Warning: First Contact
80
183
123
131
Improvement: QTR GPA>2.0
9
20
30
20
Second Warning:
15 (0.51%*)
37 (0.57%*)
38 (.602%*)
36 (0.57%*)
Academic Probation (hold on registration)
Second Warning
12
33
33
30
Improvement: QTR GPA>2.0
3
4
6
6
Third Warning: Academic Suspension
4 (0.14%*)
5 (0.08%*)
5 (0.08%*)
15 (0.24%*)
First Suspension
3
3
5
13
2nd Suspension
1
2
0
2
Total Students with GPA < 2.0 111 (3.80%*) 247 (3.78%*) 195 (3.09%*) 202 (3.21%*)
GPA>2.0 removed coding
22
35
37
23
Standard II: Credits Earned/Credits Attempted
Students enrolled in degree or certificate programs must, on a quarterly basis, successfully complete at
least 75 percent of the credits they attempt each quarter. Students who show a pattern of not achieving
this completion rate will be subject to corrective actions.
SUM 05
FALL 05**
WTR 06**
SPR 06
1st Occurrence (notation)
90(3.08%*)
182 (2.79%*)
169 (2.68%*)
209 (3.32*)
First Warning
47(1.61%*)
97(1.48%*)
70 (1.11%*)
92 (1.45%*)
(2nd Occurrence/letter mailed)
Second Warning
8(0.27%*)
40(0.61%*)
36 (0.57%*)^
39 (0.62%*)^
(3rd Occurrence/registration hold)^
Third Warning:
5(0.17%*)
9(0.14%*)
13 (0.21%*)^
17 (0.27%*)^
(4th Occurrence/suspension)^
5 plus occurrences
n/a
n/a
3 (0.05%*)^
8 (0.13%*)^
Suspension not enforced^
Total of students completing
150 (5.14%*) 328 (5.02%*)
291 (4.61%*)^
365 (5.80%*)^
<75% credits attempted
^ As Washington State Resolution 5135 (modified April 2006) shifts Student Progress Policy away from
punitive action and calls for colleges to focus on strategies to promote student success, registration holds
were removed and suspensions were not enforced for students at their third occurrence or higher.
Standard III: Degree/Certificate Completion
Students who are enrolled in degree or certificate programs who complete more than 125% of the
number of required credits for their associate’s degree or certificate program, but who have not
yet completed their program of study will be subject to corrective actions.
SUM 05
FALL 05
WTR 06
SPR 06
Initial Notification
60 (2.05%*) 163 (2.49%*) 136 (2.15%*)
data not
(85% - 124% Completion)
available at
Without Previous NSCC Completions
this time
First Warning: Contract for Completion
8 (0.27%*)
24 (0.37%*)
19 (0.30%*)
data not
(125% - 149% Completion)
available at
Without Previous NSCC Completions
this time
Second Warning: Specific Action
4 (0.14%*)
5 (0.08%*)
12 (0.19%*)
data not
(150% Plus Completion)
available at
Without Previous NSCC Completions
this time
*Quarterly Enrollment (state and contract funded)
TOTALS
2920
6535
6311
6290
19
Student Development Services
Annual Report 2005-2006
ADVISING CENTER
RUNNING START
DEPARTMENT MISSION STATEMENT
To promote student development and success by providing courteous, student centered
services for Running Start students through academic advising and facilitating their
admission and registration.
STAFF MEMBERS
Chhaydenn Phounsanoy, Student Success Specialist, Running Start
Jennifer Hein, Secretary Lead, Advising and Student Success Services
Alice Melling, Associate Dean, Advising and Student Success Services
SPECIFIC OBJECTIVE
Running Start (RS) Program will create, implement and send quarterly grade reports to high
school principals.
 Summary of Outcome
Quarterly grade reports were mailed out to each high school principal of participating students in
the RS program. In addition, the quarterly grade reports were given to North Seattle Community
College’s President, Dr. Ron LaFayette, and Vice President of Student Services, Roy Flores.
Each high school grade report included the Running Start students’ name, the quarterly grade
point average and the cumulative grade point average. The grade reports also identified
students who receive a “W” (withdraw), “NC” (no credit) and/or and “I” (incomplete) in one or
more courses for the quarter.

Follow-Up Assessment
Informal feedback has been positive. A survey will be mailed along with the final spring quarter
grade reports for additional feedback from high school principals. Feedback will be reviewed
and adjustments will be made in response to comments and suggestions.
PROGRAM DESCRIPTION
Running Start is a program that allows eleventh and twelfth grade high school students to take
college courses tuition free at Washington’s 34 community and technical colleges and WSU,
EWU, CWU and the Evergreen State College. In 1990 the legislature created Running Start as
a part of the “learning by Choice: law, which was designed to expand educational options for
high students. Students have the option to earn college credit towards a college degree while
simultaneously completing their high school requirements.
HIGHLIGHTS
The K-12 districts whose students participate in the program reimburse North Seattle
Community College. Colleges received a statewide standard rate of approximately $93 per
credit for academic programs and $110 per credit for vocational programs. K-12 districts retain
7 percent of the state funds for counseling and overhead. NSCC Running Start Program
generated $642,551.72 in revenue during the 2005-2006 academic year.
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North Seattle Community College
SDS Annual Report 2005-2006
Changes, Improvements and Additional Highlights

NSCC was in the top four as the largest feeder schools of RS students to the
University of Washington for the past two years.

Six RS students graduated with an Associate of Arts, Associate of Science or
Associate in Business Degree along with their high school diploma.

Mailed quarterly grade reports to high school principals of participating students.

Emailed quarterly newsletters to high school counselors.

Contacted and mailed quarterly student progress letters to students who received
a quarterly and cumulative GPA below a 2.0 and to students who received an “I”
(incomplete), “NC” (no credit) and/or a “W” (withdraw) grade in one or more
courses. The Student Progress Policies and Procedures brochure and a list of
resources were included with each letter.

Followed up with individual appointments with students regarding student progress
issues.

Set-up reoccurring appointments with RS students to support student progress and
success throughout the quarter.

Created electronic “How to…” file in RS folder on RS program policies and
procedures.

Created and implemented new RS admissions application to exclude citizenship
and immigration questions.

Created and implemented new RS Student Information Form for students accepted
into the program in order to update student citizenship and immigration status.
This would allow for a smooth transition from RS student to traditional NSCC
student.

Revised the referral form for students enrolled in below college level courses.
Students bring the referral form to the Admissions/Registration office. Informal
feedback has been positive from both RS staff and Admissions/Registration office.

Increased phone calls and reminders to students on Book fund program to
promptly return books after finals. This significantly helped increase the
opportunity for a higher amount for books returned during buybacks from the
Bookstore.

Created an RS Online Orientation and Online Orientation Quiz for students unable
to participate in the in person RS New Student Orientation. The RS Online
Orientation was available live the end of June 2006 in a PDF format. RS student
success specialist will continue to work with Interim Webmaster on the RS Online
Orientation to transfer the orientation from PDF format to individual web pages for
new RS students for 2006-2007.

Commitment to professional and personal development by attending conferences
such as the Running Start coordinator’s conferences, UW high school and college
counselors’ conference, UW community college advisors’ conference and WAAC.
Running Start Enrollment
2005-2006 marks the 14th year of the Running Start Program at North Seattle Community
College. The program started with 12 students and enrolled 260 students for Spring, 2006.
Unduplicated headcount during 2005-2006 was 369.
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North Seattle Community College
SDS Annual Report 2005-2006
Running Start Enrollment
Number of Students
350
300
250
Fall
200
Winter
150
Spring
100
50
0
93-94
94-95
95-96
96-97
97-98
98-99
99-00
00-01
01-02
02-03
03-04
04-05
05-06
School Year/Quarter
The Running Start program enrollments have increased dramatically from year to year at North;
however, statewide enrollment growth has leveled off most recently.
CHARACTERISTICS OF RUNNING START STUDENTS AT NSCC
Running Start students bring enthusiasm for learning and many students participate in campus
activities and provide leadership roles in campus organizations. Students were actively involved
in student government, the campus newspaper, the Polaris, Phi Theta Kappa, and various clubs
and activities.
Many RS students continue at NSCC after they graduate from high school. For Fall 2005, 62
of 244 Running Start seniors from the 2004-2005 academic year enrolled at NSCC. The majority
of students were from Seattle Public Schools with approximately 94% of the students
enrolled in RS. Approximately 6% of the students were from the Bainbridge Island,
Edmonds, Everett, Federal Way, Kent, Mercer Island, Northshore, Renton, Shoreline and
South Whidbey school districts.
Total Credits Enrolled:
% Vocational:
% Academic:
Fall 2005
2679
3%
97%
Winter 2006
2523
7%
93%
Spring 2006
2554
8%
92%
Gender
Male:
Female:
48%
52%
44%
56%
45%
55%
Ethnicity
Asian American:
African American:
Native American:
Hispanic:
White:
Other:
No Response:
17%
4%
4%
3%
51%
1%
20%
19%
3%
3%
2%
53%
1%
19%
21%
4%
3%
3%
46%
1%
22%
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North Seattle Community College
SDS Annual Report 2005-2006
Academic Performance
Running Start students perform well while they are in the program and after they transfer to
universities. Statewide during 2004-2005 Running Start students earned an average grade
point of 3.12 after transferring to the University of Washington.
Cumulative GPA
W, I, NC =
Under 2.0 =
2.0 or higher
2.5 or higher
2.7 or higher
3.0 or higher
3.5 or higher
3.8 or higher
Fall 2005
5%
14%
83%
72%
69%
61%
42%
24%
Winter 2006
7%
14%
84%
73%
67%
61%
34%
21%
Spring 2006
9%
20%
71%
67%
64%
56%
35%
19%
CHALLENGES
Confidentiality is a challenge during advising sessions due to a lack of office space. There are
noise issues and a lack of confidentiality because of the low partitions. Conversations from
nearby cubicles can be heard when meeting with students. Low staffing within the RS program
is also a challenge for staff to work on program planning and development. There is ongoing
program projects and drop-in advising of RS students and college transfer students.
It continues to be a challenge to get RS students to register in a timely manner. In order
to allow sufficient time to meet with their high school counselors and with an RS advisor,
reminders and pre-enrollment forms are mailed out to students several weeks prior to
the start of registration. Phone calls are also made throughout the quarter.
STRENGTHS
The advising staff works well as a team and is cross-trained in multiple areas. The
program is fortunate to have multiple experienced advisors who have worked with RS
students and the program. Quality backup advising services and follow up has been
beneficial. The ongoing partnerships between participating high schools and NSCC
help ensure that the program continues to help students achieve their academic goals.
The RS program also has an extensive database. This allows for the immediate
capture of statistics that includes students’ contact information, enrollment status,
grades, book fund status, high school contact information and school district contact
information.
RECOMMENDATIONS
A recommendation would be to improve office space to increase confidentiality and decrease
noise issues. As remodel plans are done, confidentiality will be potentially addressed. Another
recommendation would be to hire an additional staff member to work with the Running Start
program. This individual would also be cross-trained to be able to assist and provide college
transfer advising. Although there are multiple advisors who can provide follow up for the RS
program, it would be beneficial to have additional staff for program planning and development.
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North Seattle Community College
SDS Annual Report 2005-2006
In response to the challenge of getting RS students to register timely, there will be a significant
increase in electronic correspondence. Phone calls to students and reminders by mail will also
continue. For example, increased progress has been made with the Book fund program.
Phone calls, mailings and electronic reminders have been extremely helpful.
SUMMARY
Statewide serving 16,022 students in 2004-2005 Running Start continues to be an excellent
program option for qualified juniors and seniors. Students and their parents strongly support the
program because it expands their educational choices while reducing the time and expense of
completing their education. For 2004-2005, students and their parents saved $24.9 million in
tuition. Washington state taxpayers benefited by saving $38.7 million in state support because
of the dual credit awarded to 9,794 full-time Running Start students enrolled during 2004-2005.
24
Student Development Services
Annual Report 2005-2006
ASB CHILD CARE CENTER
MISSION STATEMENT
The ASB Child Care Center provides a safe, supportive welcoming and diverse environment for
the children of the students at North Seattle Community College in a manner that fosters
student access, retention and success.
STAFF MEMBERS
Early Childhood Program Manager: Kathy Soldat, MA Child Development
Early Childhood Program Specialist 3: Barbara Banner, 45 ECE credit hours
Early Childhood Program Specialist 3: Roxanne Garzon, BA Human Development
Early Childhood Program Specialist 3: Teresa Jones-White, AA Early Childhood Ed.
Early Childhood Program Specialist 3: Judy Richardt, AA Early Childhood Ed.
Early Childhood Program Specialist 2: Rose Buchanan, AA (nearing completion of B.A. in
Elementary Education)
Early Childhood Program Specialist 2: Patricia Lewis, AA Early Childhood Ed.
SPECIFIC OBJECTIVE
To support a cohort group of student parents within the child care center by disseminating
information to support academic success.

Summary of Outcome
Fall quarter 2005
o Initial survey distributed -- 33 students responded
(14 transfer, 14 professional technical, 1 undecided, 4 ESL)

Follow-Up Assessment
Spring quarter 2006
o
Tracked the academic progression of 33 students
1) 21 students are continuing their academic plan
2) 7 of 33 graduated during the 05 – 06 year
3) 4 of 33 withdrew from NSCC , 1 still undecided
HIGHLIGHTS OF THE YEAR
 Applooza Fall quarter we hosted our annual Applooza festival on October 15th, a Saturday.
This date was set earlier than in previous years so that the teachers, parents and children
could get to know each other earlier in the quarter.
 Foster Grandparent Program In September we entered into a partnership with the Foster
Grandparent Program. Que Tran worked with the preschool classrooms 30 hours/week
from September 2005 – June 2006.
 Fingerprint Entry System Winter quarter, the child care center received a grant in the
amount of $2,400 from the Universal Technology Fee committee to purchase a Biometrics
secure entry system. This secure entry system reads the fingerprints of parents and child
care staff in order to allow admittance.
 Child Care Student KIOSK Through this same UTF committee the child care center was
granted $6,000 to purchase KIOSKS for child care, wellness and the bookstore. A KIOSK
will be installed in the foyer of the child care building for greater convenience of
student/parents wishing to register/enroll/check their class schedules.
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North Seattle Community College
SDS Annual Report 2005-2006
 New Web Pages In spring quarter the child care center web pages were updated and
enhanced. A downloadable ‘waiting list application’ was added to the website so that
prospective student/parents do not have to come into the center to fill out the form.
Total number of NSCC student/parents served in 2005 – 2006 = 78
STRENGTHS
 Partnership with Instruction
1. Three ECE students fulfilled their requirement of nine contact hours/week with
children in an early childhood learning environment—for three quarters.
2. Ten ECE students utilized the child care center for assignments in observation of
children’s behaviors & environments and interviewing child care personnel.
3. An entire ECE Physical Education class observed both toddlers and preschoolers,
then created two age appropriate ‘obstacle courses’ for the children.
 Supporting ESL Students One ESL student, a former teacher in her home country,
performed volunteer work with the children to improve her English speaking abilities
winter and spring quarters.
 Supporting Staff & Faculty Beginning fall quarter the child care center extended
capacity to include three full time children of faculty/staff. This partnership increased
visibility of the quality of the Child Care Center to the NSCC community.
CHALLENGES
 Deficiency Our annual DSHS re-licensing ‘check-in’ occurred April 4, 2006. We were
found non-compliant in the area of purchasing 3 days worth of disaster supplies. This
was an unanticipated, unbudgeted expense and logistical challenge of to inadequate
storage.
 Benefits Shortfall Worked with the business office to identify and reallocate benefits to
child care staff who have been historically (and automatically) budgeted at the 10-month
rate but the correct rate has always been 12-months.
 Reliance on Revenue Reserve Account Several necessary purchases this year were
made utilizing reserve account funds, i.e., new computers, a new copier and classroom
supplies.
RECOMMENDATIONS
 Continue to track parent/student cohort and measure the impact that childcare has had
on student enrollment, retention and success at NSCC.
 Assign child care staff to address various aspects of disaster plan. Ask families to
provide ‘comfort kits’ for their children in case of natural disaster to save on disaster
supply funding.
 Benefits calculations have been addressed from 2006-2007 forward.
 Explore available funding methods (other than revenue reserve) or increase user fees.
 Give priority to full time (20 hours/week or more) children of students, effective fall 2006.
26
Student Development Services
Annual Report 2005-2006
COUNSELING
MISSION STATEMENT
The Counseling Center’s mission is to provide comprehensive counseling services helping
diverse students enter, persist, and succeed in college. These services-- free-of-charge to all
students-- include career exploration, emotional/social counseling and referral, academic skill
development, and crisis management that:
 Serve diverse populations: a) individual students, b) classrooms and groups of students.
 Meet diverse counseling purposes: a) education—teaching credit-bearing Human
Development Courses (HDC), b) prevention—promoting skills in avoiding obstacles to
learning, and c) remediation—developing skills in overcoming problems related to
effectiveness and student success.
 Use diverse methods: a) teaching, b) counseling, and c) outreach.
FACULTY MEMBERS
Jenny Mao, PhD
Lydia Minatoya, PhD
SPECIFIC OBJECTIVE
To… collaborate with V.P Instruction Karen Demetre and Janet Sekijima (Career Services) and
Kurt Simmons (Cooperative Work Experience) to revise HDC100/PSY 100: Career Planning
making it 7 weeks, to secure ongoing PT teaching funds, to offer HDC/PSY 100 Winter 06 with
enrollment of at least 12 students.

Summary of Outcome
Collaboration was successful. HDC100/PSY 100 was offered Winter 06. Initial enrollment was
12 students. Ten students successfully completed the course (83%)

Follow-Up Assessment
After soliciting student feedback about preferred scheduling, Spring 06, the course was rescheduled to T/TH 11-12:15. This complements the large numbers of students in MWF
morning classes. In Spring 06, seventeen (17) students enrolled and, in its last week, all
seventeen were expected to successfully complete. Class is being scheduled for Fall 06 T/Th
11-12:15 and will be widely advertised with referrals to the class specifically sought from
Advising, Disability Services, Running Start, “lingering students” advisor, Career link, Women’s
Center, Childcare, Wellness Center, and Enrollment Services.
HIGHLIGHTS OF THE YEAR/ New Initiatives
 Initiated a counselor in training program wherein a third year doctoral student in clinical
psychology, Brett Kuwada was provided individual supervision by licensed psychologist
Jenny Mao for one hour a week and group case consultation with Drs. Mao and Minatoya.
In exchange, Mr. Kuwada provided over two hundred hours of counseling to NSCC
students.
 Re-wrote and published twelve self-help brochures on topics including math success, stress
and time management, depression, and study skills.
 Re-designed entire HDC curriculum (six classes, each granting elective transfer degree
credit) and secured CAS and district approval.
27
North Seattle Community College





SDS Annual Report 2005-2006
Completed Program Review and received commendation on Counseling Program’s
depth, diversity, research-based accountability and innovation.
Based on student feedback, re-scheduled HDC 101 Orientation to College Success from
afternoon to T/Th mornings (to complement the large number of MWF morning
offerings). This schedule change resulted in a doubling of enrollment.
Taught study strategies, time management, orientation to college to 88 Career Link
students. Participation in this orientation will be repeated quarterly.
Collaborated to initiate a GED to College Transition program encouraging GED students
to identify interests and programs of study and to move on to taking college credit
coursework. Twenty students initially indicated interest in taking this two day workshop.
Based on highly positive student evaluations the workshop will be repeated quarterly
with a counselor teaching the initial hour.
Quarterly, provided student success strategies to over 300 students via list serve.
Provided all employees and 390 individual students with strategies for educational
success.
STRENGTHS
 Highly effective and productive faculty: added a part time faculty member, doubled HDC
credit bearing offerings, and dramatically raised enrollment/ completion within each
class.
 Maintained high level of service, innovation, and evaluation while also generating indepth analyses for Program Review, Accreditation, SDS Self-study and for innumerable
reports.
 Consistently reached diverse population and received high evaluations from HDC
classes, individual counseling, guest-teaching, distance-learning website/ electronic
interventions. website views.
CHALLENGES
 Because of approaching accreditation, faced high demand for report generation and
committee participation.
 Early in year, faced some difficulties before new secretarial support system was being
phased-in, later, secretarial support team faced illnesses.
RECOMMENDATIONS/ Innovations-in-progress


Counseling is securing online depression screening for campus.
HDC 101 Orientation to College Success will be offered F 06 in a five week format so
students quickly can acquire needed skills and knowledge and, then, have the last six
weeks to apply these skills to their other classes.
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DISABILITY SERVICES
MISSION STATEMENT
The mission of the Disability Services Office (DS Office) is to maintain a campus environment
that is accessible to students with disabilities. Further, it is our goal to support a wide range of
progressive services and assistance to meet the needs of permanently and temporarily disabled
students. Our primary function is to make available the necessary tools and instructional
services to enhance the experience of higher learning, leading to success in the student’s
program of study.
STAFF MEMBERS
Suzanne Sewell, Program Coordinator
Tanichia Young, Teri Rezanow, (Part-time hourly employees)
SPECIFIC OBJECTIVE 2005-2006
To move the majority of tests administered and proctored by Disability Services to the Testing
Center. There is now a set protocol for students to schedule their tests making it a much more
smooth and accessible process for students.

Summary of Outcomes
The first quarter was challenging as expected when implementing a brand new procedure. However,
the second quarter was much improved and everyone did an excellent job of working together to make
the process work. I have been in touch with other CC campuses and other than one college which has
its own testing rooms we appear to be the only CC which has implemented this process. I have had
remarks such as “we have had to close the DS office so that we may administer tests”, and “we just put
them wherever we can find space”.
 Follow-up Assessment
There will be ongoing follow-up meetings between all parties to make any necessary changes to the
procedures. The policies and procedures are in writing and are stored in the Disability Testing file on
the shared drive. This enables all persons involved to easily check if they are unsure of a procedure.
This document was an excellent example of team work between Alice Melling, Therese Quig, Julene
Barton, Jenifer Hein, and Sybrina Woodson. Everyone put forth a lot of effort and creativity into a
challenging project. This will remain an ongoing project as we see any changes which need to be
made.
HIGHLIGHTS OF THE YEAR
 The student speaker for Commencement 2006 was a recent transfer graduate of NSCC
and had received accommodations through Disability Services. He is now attending
Seattle University and is pursuing a Law degree.
 The Barbara McFalls scholarship paid the tuition for a student who otherwise would not
have been able to complete her final quarter at NSCC. She graduated with a 3.8
cumulative GPA and has been accepted into the Department of Psychology at the
University of Washington.
 We received a Perkins Grant for $8,549.72 to hire a part time hourly to work with
Professional/Technical students which are the majority of DS registered students.

Working with the Safety and Security committee, there is now signage in place (seven
areas) for “Areas of Rescue Assistance” for use in case of an emergency. We are
researching funding to install phones at each of the sites, as mandated by law.
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SDS Annual Report 2005-2006
The following equipment was purchased through Disability Enhancement funding:
 12 Ergonomic Chairs, 3 Sit/Stand work Stations, 100 security locks for ergonomic
chairs, and 800 theft guard security labels for equipment.


Dragon Professional Voice Recognition Software for students with physical
disabilities that impair using a keyboard.
1 Sager Middern Laptop Computer, 2 VXI Talk Pro Express w/Andrea digital USB
converter, 2 ergonomic keyboard trays, and 2, ergonomic mice.

Instructors are now explaining to their students during the first week of class, where to
meet and what to do in case of emergencies.

Railings will be added along the new steps being built where people have made
pathways through the ivy embankments. There is new signage showing the nearest
accessible route of travel.

Included with the student’s written accommodations is a new form specific to instructors
asking if there are any concerns about the student’s accommodations. Instructors said they
found the form helpful.

Two movies focusing on disabilities were shown in October (Disability Awareness month).
There was not a large attendance but we received some good questions. We also learned
what we need to do next year to enhance this event.

In the Arts and Science building new ADA compliant eyewash stations, along with
accessible desks for the use of microscopes, were installed.
STRENGTHS
 A strong relationship is continuing to be built between Instruction and Disability Services.
We are working well together with a team approach to resolving student issues.

Completed a report for the SBCTC showing that the cost for all types of print access was
$6,402.00.
Disability Services – Data Report 2005-2006
584 (duplicated)
261 (unduplicated)
805
261
744 (duplicated)
13
95
46
38
55
Retention Rates
68 (46%)
131 (82%)
113 (77%)
Students Served
Written accommodations
Received accommodations
Tests given outside of classroom
Interpreters requested
Equipment checked out
Furniture assigned
Tutors assigned
(719.5 hours of tutoring)
Graduates
20 Transfer/35 Prof/Tech
Returning students from Spring ’05 to Fall ‘05
From Fall to Winter’06
From Winter to Spring ‘06
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CHALLENGES

Having instructors fill out the needed information (closed book, 3x5 card of notes etc.) on
the envelopes in which the tests are sent between instructor and the DS office.

A more difficult challenge has been the number of students we are seeing who have severe
psychiatric disabilities. This is a nation wide trend and statistics show that it is likely to
continue and increase. In 1988 Gallagher, University of Pittsburgh reported the increase of
students with mental illness was approx. 50%. In 2003 it was 83.5%. (Disability Compliance
for Higher Education February 2003). There is also a surge of students with Autism and
Aspergers Syndrome. (Chronicle of Higher Education, October 8, 2004). It is time consuming
working with people who have Pervasive Developmental disabilities, staff and instruction.
Much education and information needs to be presented about this area of disability.
RECOMMENDATIONS

We plan on sending out e-mails to faculty prior to the beginning of fall quarter explaining why it
is critical that they fill out all information on envelopes. For instance, if the rest of the class is
allowed to use a table of formulas then the instructor must check this box on the envelope or
the student will not be allowed to use it.

We need to provide more training on working with people with psychological and
Pervasive Developmental Disorders. A good model would be to hold a seminar where
Faculty, Staff and Administration may bring all their concerns and questions so they will
be getting the information they really need, not information someone else thinks they
need.

Another plan is to request from the Dean of each division, permission for the DS
coordinator to attend a division meeting to answer any questions that faculty may have
regarding student’s accommodations and auxiliary aids.
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FINANCIAL AID AND VETERANS AFFAIRS
MISSION STATEMENT
Financial Aid Services strives to promote student success by educating students about the
resources available to them to finance their education and by providing comprehensive
application services to access federal, state, institutional and private funding programs. We
help students succeed!
STAFF MEMBERS
Suzanne Scheldt, Director
Bridget Doran, Assistant Director
Al Cosio, Veterans’ Affairs Program Coordinator
Robin Schneider, Program Coordinator (50%)
Tigist Stangohr, Program Coordinator
Susan White, Program Coordinator
Kwei Wong, Program Coordinator
SPECIFIC OBJECTIVE
1. Strengthen outreach services to meet the emerging need of NSCC ESL students by visiting
ESL 051,052,061, and 062 classes Winter and Spring quarters 2006 to encourage students to
continue their studies at NSCC after completing the ESL sequence and to provide them with
information and assistance in completing the FAFSA (Free Application For Federal Student Aid.
(This objective was done in partnership with the Adult Basic Education/Humanities Dept. and
the NSCC Advising Center)

Summary of Outcome

115 students attended the 4 classroom sessions. 24 students completed the FAFSA.
22 of the 24 are still in ESL level classes for fall quarter 2006 and not eligible for aid. 2
of the 24 students are enrolled in a degree/certificate program at NSCC and receiving
aid for the 2006/07 academic year.
Follow-Up Assessment
Continue to track the 22 students who applied for aid for the 2006/07 academic year to
determine if they enroll in a degree/certificate program upon completing the ESL
sequence.
Visit the higher level (061-062) ESL classrooms again during the 06/07 academic year to
encourage students to enroll in a degree/certificate program at NSCC and to apply for
financial aid.
2. Facilitate an expanded professional development session for campus work-study, hourly
employees and their work-site supervisors regarding work-site expectations, FERPA
requirements, payroll processes, communication and customer service skills, professional
behaviors, and campus policies/procedures.

Summary of Outcome
32 employees/supervisors attended the session and 25 surveys were completed. The
feedback from the surveys indicated the session was very much appreciated and
participants stated they thought it would be helpful to have this training presented
annually. Additionally, the collaboration between department staff that facilitated the
presentation was acknowledged and seen as a positive, inclusive process.
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SDS Annual Report 2005-2006
Follow-Up Assessment
Although we hoped to have more work-study and hourly student employee attendance, the feedback indicated this session was helpful and should be continued. The collaboration with other
departments strengthened the session and showed participants the value of inter-departmental
communication and training as well as the value of student employees on this campus.
HIGHLIGHTS OF THE YEAR
 Awarded over $5 million dollars in federal, state, institutional and scholarship aid
to 2,026 NSCC students
 Completed the online Work Study job listing site
 Fully staffed as of March 2006
 Passed the State Veterans Annual Records review with no errors/omissions
 In collaboration with Admissions, the Veterans Affairs Office implemented the
tuition waiver program for eligible veterans in Foreign Deployment
STRENGTHS



Excellent staff who work together as a team to provide services to students
Electronic systems that support the timely awarding of student aid
Positive working partnerships with other campus departments for delivery of services to
students
CHALLENGES
 The Financial Aid staff’s salary grade level/compensation (Program Coordinator) is not
commensurate with the fiscal responsibility of managing and disbursing millions of
dollars in student aid.
 Office space lacks sufficient areas for confidentiality and noise control. The front counter
is open to a busy hallway, with frequent traffic to other offices and classrooms.
Concerns for record security exist due to the open file system currently in use.
 Staff development funding continues to be limited. The budget allows for only one staff
person to attend the state Financial Aid Association meeting and requires additional
funds from other resources for the Director and technical staff person to attend the
annual Department of Education Financial Aid Electronic Access conference.
RECOMMENDATIONS
 The state Financial Aid Association is working with a sub-committee to review this issue
state-wide and the steps needed to have the positions reviewed for upgrade.
 Keypad locks for the two outside doors have been requested through Facilities to secure
the office space and restrict access except for staff. The office is scheduled for re-model
in a future biennium that will address the privacy, noise and security issues.
 Continue to explore other resources for staff development including keeping the
administrative cost allowance currently used in the general fund.
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SDS Annual Report 2005-2006
STATISTICAL ANALYSIS
The following is a breakdown of the types of aid awarded and the unduplicated count of
students receiving funds during the 2005-2006 academic year.
Federal & State Funds:
Pell Grants
SEOG Grants
State Need Grants
Tuition Waivers
North Seattle Grant
Federal Work Stud
State Work Study
Federal Perkins Loan
$ 1,852,450
116,458
1,134,210
132,509
212,121
178,181
284,620
31,854
Total Fed/State Funds:
$ 3,942,403
Unduplicated Head Count: 1,275
Agency Accounts:
$
Unduplicated Head Count:
480,938
495
Scholarships:
$ 406,479 Unduplicated Head Count: 284
(Includes Foundation, International, Booster Club and off-campus awards)
Emergency Funds:
$ 201,891
(Includes Tuition and Book awards only)
Unduplicated Head Count:
277
Grand Total:
Unduplicated Head Count:
2,026
$ 5,031,710
Veterans’ Affairs Office: Students Served
The following is a breakdown of the number of Veteran students attending NSCC in 2005-06
and receiving funds from various veterans’ programs.
Fall 2005
Winter 2006
Spring 2006
GI Bill
Reservists
Child/Spouse of Veteran
Voc-Rehab Veterans
100
15
7
7
77
15
11
6
86
13
14
6
Totals:
129
109
119
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Annual Report 2005-2006
STUDENT LEADERSHIP & MULTICULTURAL PROGRAMS
MISSION STATEMENT
Student Leadership & Multicultural Programs provides opportunities for students to develop
leadership skills, foster their intellectual and personal growth, relax and form friendships through
leisure activities in a welcoming, supportive environment that values and celebrates diversity.
STAFF MEMBERS
Jeffrey Vasquez, Director, exempt 12 month
Janet Hoppe-Leonard, Office Coordinator, classified 11 month
Kevin Christopher, Activities Coordinator, classified 11 month
Winston Felix, Multicultural Coordinator, part-time hourly – temporary
SPECIFIC OBJECTIVE
To develop a detailed written annual operational plan to support the implementation, evaluation
and assessment of annual goals and objectives.
Strategic Direction: Toward improving administrative processes, systems and communication.
Summary of Outcome
An operational plan is intended to be a working document that serves to guide and ensure the
achievement of department annual goals and objectives. Such a plan includes: an annual
calendar of events, list of department goals and objectives, documents outlining program
processes, timetables etc. These elements were created and used on a daily, weekly and
quarterly basis to keep the department focused on its primary tasks and goals; it also served as
a useful resource at weekly staff meetings and quarterly planning retreats working to focus and
direct our team efforts and initiatives. Our department’s emphasis was directed toward 1)
planning for the purpose of improving the quality and service of our programs and events and 2)
clearly documenting and streamlining processes to enhance and support our tracking,
assessment and reporting requirements.
Follow-Up Assessment
Continuing efforts to develop operational infrastructure has allowed our department to enhance
and expand its ability to track, evaluate, assess and provide more tangible support to the
programs and organizations we oversee. Improved systems of organization, and planning,
combined with the practice of regularly reviewing department goals, objectives and timetables
allowed us to collaborate more with other departments, improve our endeavors on the basis of
evaluations and assessment, and expand and enhance the support to those whom we provide
service. This has allowed us to establish a culture of improvement based on assessment.
Our department will continue to focus on developing this support infrastructure. Planning allows
the department to broaden its’ ability to involve and support more students; and building quality
relationships extends this department’s ability to involve and support students. We will develop
a three year strategic plan and continue to actively partner with students, Instruction and other
SDS units to increase our effectiveness and efficiencies in order to provide leadership
opportunities to more students.
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HIGHLIGHTS OF THE YEAR
Office Organization and Administration:
 Events having food were anticipated and planned in advance; this ensured that
refreshment forms were completed well in advance of the ‘10 day prior to event rule.’
Also, time was saved creating and filing similar forms at the same time.
 Draft agendas were created and submitted with refreshment forms in advance of event.
 Annual Arts and Lectures events were planned prior to first day of fall quarter. Planning
allowed us to focus on improving the quality of our events in the areas of décor, staging
and presentation; create and distribute evaluations; better facilitation of events by writing
and rehearsing sections requiring comment, instruction or introductions. In addition
events were promoted earlier and more widely.
Evaluation and Assessment:
 Goals with intended outcomes were written at the beginning of the year and reviewed
regularly.
 The practice of distributing and compiling evaluations was methodically added
throughout all programs and activities we oversee. For example: Student Government
sponsored events such as club caucus meetings, potlucks, Winterfest, awards
luncheons; Multicultural programs including several lectures and performances; Arts and
Lectures events such as Springfest, Welcome Back BBQ, speakers, performers etc;
S&A fee budget process, student trainings and workshops.
 Evaluations were reviewed to determine what elements may have contributed or
diminished the success of a particular event. This assessment was then used as the
basis for planning and improving the outcomes of similar events.
Student Participation in Campus Committees
 Developed a process to coordinate hiring students to serve on key committees overseen
by our department (BDSC, UTF, BoP)
 Developed and conducted an orientation for students serving on committees and
Student Government members who approve the annual Service and Activity Fee budget
(700K)
 Developed and implemented a process to 1) help campus committees that need to have
students participate on committees 2) match students interested in volunteering to
participate on committees with these committees
Committee Processes:
 Schedules and timetables were developed prior to the beginning of fall quarter and were
used successfully to ensure consistent meeting participation and timely completion of
committee tasks and responsibilities. This organization supported early completion of the
UTF and BDSC processes by one and two months respectively.
 UTF history, processes and timetables were neatly compiled into binders that served as
a valuable resource to this year’s committee and will continue to serve as a resource.
 Student Government elections were successfully held two weeks earlier in spring quarter
to allow the newly elected officials to job shadow and train with outgoing officials.
Staff Team Development
 Weekly meetings: Staff met weekly to share information, prioritize tasks for upcoming
week, debrief and assess completed projects etc.
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North Seattle Community College
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SDS Annual Report 2005-2006
Quarterly planning and assessment retreat: Staff participated in an all day retreat to
reflect, assess and plan how to implement activities for the upcoming quarter.
Staff attended all day workshop titled: Managing Time, Paper and Information. This
workshop covered organization and time management principals, tips, tools and
resources.
Staff attended a full day Diversity workshop titled: Undoing Racism. Followed by second
half day workshop that allowed deeper exploration of the concepts learning
Director attended several Technology workshops coordinated by the TLC to broaden
awareness, consider and strategize how to incorporate emerging technologies into
student leadership. One outcome was to encourage and support the Polaris to develop
an online component to production and distribution.
Student Government
 Professionalism: The ASB Student Government worked to maintain standards of
professionalism which was evidenced by on-time, well written Board Reports, Weekly
Bulletins, and the production of artistic hand crafted posters.
 New computers: Ryan Cox, the ASB President, submitted and was awarded a UTF
request to purchase 8 desktop plus 1 laptop computers in addition to a new printer. The
computers were installed spring quarter.
 Effectively utilized the shared drive: All documents and resources supporting student
government work and projects were filed in clearly identifiable folders on the shared
drive. Filing practices were standardized and folders were repeatedly reviewed to keep
in clean working order. This creates a foundation for future student government teams to
build upon and use as a historical resource.
 Pre-fall Quarter Student Government Training
o In 2004-2005 we provided 14 hours training. In 2005-2006 we increased this to
34 hours of training in addition to requiring attendance at a 3 day state-wide
Student Leadership Conference in Wenatchee. For 2006-2007 we have
increased training to 80 hours in addition to required attendance at the annual
Student Leadership Conference.
 Club Handbook Revision: Policies and procedures were updated, sections and titles
were reorganized and renamed to make this resource more user friendly, forms were
updated, added and categorized to match resource file copies
 Elections Process
o Created Candidate’s Handbook to support each candidate in their campaigning
efforts. Handbook includes: policies procedures, rules, important dates and
deadlines, violations, grievance process, campaign tips etc.
o Created candidate PowerPoint presentation to inform and promote voting.
Multicultural Programming:
 Hired a part-time hourly program coordinator to work 16 hours a week. This person
worked to mentor students, plan events and sustain the Multicultural Center.
 Coordinated and sponsored cultural events and activities:
o Lunar New Year Celebration
o Thomas Hurst, Seattle Times Photographer Presentation on Photo Documentary
on Pakistan Earthquake
o Irish Film Festival
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SDS Annual Report 2005-2006
Premier showing of the film “Nasir Azizon” documenting the plight of the Pakistan
Earthquake
o Film and Program “Invisible Children” revealing the tragic situation in Uganda
o Love Notes: Provided a venue for sharing and creating poetry and prose –
encouraging expression in native language and variety of topics
Sponsored 20 students and 5 faculty/staff to attend the 3-day, 16th Annual Student of
Color Conference at Seatac.
Coordinator provided support to Student Government and arts and lectures activities.
Worked with UW Alumni Office to create opportunities for our students to participate in
their African American Lecture series. Ultimate goal was to develop collaborative
working relationship that would allow us to host similar UW/NSCC lecture events on our
campus.
Coordinator fostered collaborative relationships with instruction through actively
outreaching to develop programs and offer support
o Career Link Program, Loft, Humanities Division
o




Arts and Lecture Committee:
 Implemented annual planning which resulted in 80% of A&L activities being planned
prior to the first day of fall quarter.
o Welcome Back BBQ (Live band, $2 lunch, games)
o National Coming Out Day Film Festival - Discussion Groups – Resource Fair (In
collaboration with Loft support)
o Sarah Weddington (In collaboration with Women’s Center)
o Health and Wellness Fair – 3 days of vendors raising awarness & sharing resources
o Dia de Los Muertos – Community Alter – Pumpkin Carving – Mask Making
o Living Voices Presentations–Right to Dream–Native Vision–La Causa–Within the
Silence
o Women’s Herstory Month: Musician/Songwriter Magdalen Hsu Li
o Catherine Swanson: Peace Corps Volunteer/Samoa (Sponsored by International
Programs)
o Fun, Food, Film, Fest: 3 days, film, food and facilitated dialogue (In collaboration with
Loft)
o Jazz for Lunch Series (In support and collaboration with Humanities Department)
o Total Experience Gospel Choir
 Evaluations were distributed and collected from approximately 70% of events
Collaboration - Bridging Student Development and Instructional Services:
 Continued support and collaboration with the Student Voices initiative
o Director attended 3-day international conference with team of students and faculty in
Vancouver, BC
o Helped support and recruit students to participate in this initiative. (Facilitate having
Polaris editor to attend Vancouver conference, attended fall quarter planning meeting
with students and served in an advisory role throughout the year )
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
Director chaired Diversity Events Subcommittee and established a process for
annual event selection, planning and implementation.
 Year End Student Leadership and Advisor Awards Luncheon: Aimed to recognize
the contributions of students and staff in fostering and supporting student
involvement.
Strategic Planning and Preparing for the Future:
 Organized and cleaned sound booth with the goal to make is user friendly for
someone with little or no technical experience.
 Completed inventory of supplies and cleaned storage areas to dispose or recycle
items no longer used. Also identified list of supplies and resources to purchase for
0607.
 Worked/ing with Media Services to have data projectors installed into club room and
student conference room
 Director developed the practice of using laptop on a regular basis to write meeting
minutes as meetings are taking place. This works to save time and ensure accurate
record keeping.
 Worked with Foundation to write a proposal to establish an endowment aimed at
supporting multicultural student leadership initiatives.
 Director invested in and learned to use personal PDA/phone device to manage daily
work schedule.
 Encouraged and supported student government to actively seek technology that will
support the work of future student government teams. (resulting in their successfully
obtaining new computers for their office)
 Encouraged and supported Student Government and Polaris in documenting annual
work processes and procedures.
 To promote our mission of diversity and multiculturalism the following question was
added to the Service and Activity Fee budget application process: How will your
program promote the values of diversity in a multicultural and global society? This
then becomes one of the criteria by which programs are evaluated for funding.
STRENGTHS
 Strong camaraderie with students in Student Government, clubs Phi Theta Kappa etc.
Students often comment that our staff is very approachable, dependable and helpful.
They feel comfortable coming to us for both personal and work related questions, and
issues.
 Teamwork: Staff is mutually supportive, caring and mission driven
 Relationships with campus employees: Staff is innately friendly, supportive and willing to
help others
 Resourceful: Staff are creative problem solvers, have technical know-how, and able to
network
 Knowledgeable of administrative processes
 Visionary: Able dream and articulate a desired future in an environment of rapid change
 Strategic: Able to identify trends, anticipate change and future demands and develop
strategies to bring about our desired vision
 Sensitive and committed to the unique needs of community college student’s
 Committed to the values of diversity and helping students develop the skills and
confidence to succeed in a multicultural and global society

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North Seattle Community College
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SDS Annual Report 2005-2006
Systems focused: Able to identify and create solutions that produce a broad, intentional
impact
Creating community through fostering a safe, fun, place to work and learn
Flexibility: Adapt to change rapidly while maintaining a positive and optimistic attitude
Innovative: Committed to seeking, creating and supporting win-win partnerships,
opportunities, solutions and programs.
Have created systems to manage and track and assess annual operations.
CHALLENGES
Sustaining multicultural programming: Funding for the part-time hourly Multicultural program
coordinator was eliminated for the 06-07 year. We anticipate that this will result in a reduction of
multicultural programming and support services.
Maintaining Ties to Professional Councils: This department encompasses both Student
Leadership and Multicultural Programs; therefore we belong to both CUSP and MSSDC which
both hold 2-day meetings each quarter. The absence of any one of our staff often negatively
impacts our department thus; our attendance at these meetings has been infrequent this past
year which presents a challenge to maintaining professional contacts and keeping abreast of
statewide data, trends and opportunities.
Absent staff: 1) Due to urgent personal matters, one of our staff members was absent for two
entire months along with several additional hours or half days throughout winter and spring
quarter. This absence created a slight reduction in programming however our planning allowed
us to mitigate the impact fairly well. Its’ biggest negative impact may effect the upcoming year
since this staff member was not here to plan activities for 0607. We may start fall quarter with
fewer activities planned. Also, one goal for this year was to document our implementation
processes and organize resources for all our annual events which would have lessened the
overall time required to plan and implement events in the coming years. 2) Two of our three
staff members have 11 month contracts; thus each summer they are absent for one month
which significantly diminishes our time to effectively complete our year-end assessments, and
plan and prepare for the upcoming year.
Collaborating and coordinating events with faculty and other campus departments: Creating a
common vision and shared sense of ownership for events is a challenge. Lacking common
procedures and practices and individuals with the time, influence and authority to bring various
funding and other resources together remains a barrier.
RECOMMENDATIONS
Encourage, promote and invest in professional development:
 The increased demands and changing roles within the field of higher education requires that
professionals constantly update their skills and knowledge to remain current and competitive
in today’s technically driven global society.
Strengthen operational infrastructure and community support:
 Though we now have good operational systems in place these systems require ongoing
maintenance to keep processes current with fast changing demands.
Operational assessment:
 This past year we have made measurable progress in collecting evaluations. Our next step
is to methodically use evaluations to assess our programs and events and to use these
assessments as a means to decide whether and how to continue, stop, change or enhance
a program or event.
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Continue to research and strategize ways to integrate technology into systems that expand
leadership opportunities for students.
Continue to work with the Foundation to create an endowment to ensure that funding is never
lost for multicultural programming.
Utilize Student Interns: Partner with local universities to develop ties to student development
graduate programs that have students in need of intern experience. Not only can interns help to
address challenges created by limited staff they may bring with them new ideas, and the latest
theories and practices in student development.
Build partnerships with instruction and other campus departments in order to maximize the
efficient use of resources and expand opportunities to support student academic achievement
and leadership competency.
 Career and Internship services: explore ways to develop credit bearing internship
opportunities for students who are actively involved in planning and implementing campus
enrichment and leadership activities.
 Instruction: identify and create opportunities to complement classroom learning with
leadership activities and experiences.
 ESL/GED/ABE: create and provide opportunities that effectively involve and integrate these
students into our activities.
41

Student
Development Services
Annual Report 2005-2006
OUTREACH AND ENTRY SERVICES
DEPARTMENT MISSION STATEMENT
The purpose of Outreach and Entry Services is to increase the visibility of North Seattle
Community College in our community and in our high schools and helping to create a
sustainable enrollment base. We assist students during all stages of enrollment by addressing
enrollment barriers so that they will be converted from prospective to enrolled students.
DEPARTMENT DESCRIPTION
Services include: the student greeters program, photo ID services, emergency fund assistance,
transfer mentor program, public tours, outreach activities, and enrollment and new student
orientation assistance. Entry Services works in collaboration with the Admissions, Registration,
Records and Credentials (ARRC) and Advising.
STAFF MEMBERS
Susan Shanahan, Director
Photo ID Staff Members
William Durr – hourly non-student
Trang Ho – hourly student
Tony Friess – workstudy
Dave Anderson – workstudy
Student work-study have been integral in managing the workload in the department. Their
student experience is beneficial when calling perspective students and assisting them with the
enrollment process and transition to college. Photo ID customer service staff were cross trained
to conduct outreach call campaigns, provide campus tours and to track “applied students” to
confirm their enrollment. Customer training has allowed the outreach office to personally contact
over 3700 perspective students.
SPECIFIC OBJECTIVE
To develop a flow chart illustrating the tracking process for inquired and applied students who
have not yet enrolled for classes and implement the system’s tracking process for inquired and
applied students who have not registered. RESULTS: For tracking inquired/applied students, 4
new points of contact codes were developed for use in the admissions module. Staff from
marketing, outreach, admissions, worker retraining, and the switchboard, have a copy of these
codes and are using them to code and track all inquires. New inquiry forms were developed.
Designed and implemented a system to identify how many students progressed from inquired to
enrolled status.
To implement the Montlake project at NSCC through collaborative work with the Advising and
Student Leadership offices. RESULTS: In collaboration with UW Admissions and the UW Office
of Minority Affairs, we developed the following goals to supplement the efforts of the current transfer
programs provided by the Advising office. UW student transfer mentors were recruited from those
NSCC students who had transferred to UW in Fall 06. Twenty-five students volunteered to return to
NSCC and assist students in their process to become “transfer ready.” Transfer mentors
supplemented information from the UW admissions office by participating in UW majors day and UW
42
North Seattle Community College
SDS Annual Report 2005-2006
transfer workshops to provide the “student to student” connection. The UW advisors and workshop
participants reported that the “student perspective” was very valuable. Three transfer mentors
volunteer to assist 3 NSCC students. Twenty-five current students have requested UW mentors and
at the time of this report 7 UW student mentors have been identified. A recruitment event is
schedule during Dawg Daze on September 06, at the UW to identify additional NSCC transfer
mentors.
To conducted two classroom presentations through collaboration with Dennis Schaffer and Tracy
Furatani which resulted in eight new students signing up either to be a transfer mentor or to consider
working with a mentor.
To create outreach tools that are accessible for the college community. Materials will be
updated. A tour resource notebook and outreach presentation would be developed to target
specific audiences i.e. high school counselor workshops, high school parent/student college
nights, new student, tours, general college fairs and recruitment phone call campaigns.
RESULTS: This material has been gathered and will be available to the campus community in
the fall of 2006.
To implement an Online Self Survey (SNAP) process where students can anonymously
submit assessments of the emergency assistance services. These assessments will be
compiled and reviewed on a quarterly basis. Feedback implemented as appropriate.
RESULTS: The first survey was distributed on week 6 of the quarter with a 12% return. Winter
quarter surveys were distributed week 3 with a 24% return. Spring quarter surveys were sent
out week 2 with a 24% return. All surveys indicated that students would not have been able to
remain in school if they had not received tuition/book assistance (see statistics.)
To conduct an outreach phone campaign targeting “applied but not enrolled” potential students.
The focus is on “personally assisting potential students” to take the steps necessary to register for
classes. RESULTS: This phone campaign was conducted quarterly, starting summer of 2005 and
had 40% of the applied students registered for classes as compared to 37% in 2004-05.
HIGHLIGHTS OF THE YEAR
 Implemented an “applied not enrolled” phone campaign to personally assist students to
take the steps from applied to registered contacting number of prospective students.
 Made over 3000 outreach contacts at 13 different types of outreach events.
 NSCC was represented at 55 outreach events including:
 30 high school events - (Ballard (3), Nathan Hale(4), Ingraham (2), Roosevelt (3),
Summit (1), Nova (1), John Marshal (1), Mariner (1), Snohomish (1) and North Kitsap
Native American Education Program (1), Snohomish, Middle college (2), Gear UP (4),
Franklin (1), Cleveland (1), Center School (1), Indian Heritage (2), UW Middle College
(1).
 9 large-scale community based youth education/employment events: National College
Fair (2), African American Communities Network Education Fair (1), GEAR UP (4),
Native Family Resource Fair (1), Summer Youth Employment Program (1)
 3 Professional Development meetings for HS Counselors- Seattle HS counselor fall
workshop (1), Monthly Career Counselor meeting hosted at NSCC (1) and Tech Prep
presentation to Seattle HS counselors (1).
 5 large-scale events with higher education institutions targeting Seattle high school
juniors and seniors and Eastern and Western Washington first generation low income
 WCHSCR (1) and GEAR UP (4)
 5 corporate education fairs with employer paid tuition benefits
43
North Seattle Community College
SDS Annual Report 2005-
2006







Conducted 64 campus tours
Provided 261 students with tuition assistance which resulted in retaining 166 quarterly
FTEs.
Implemented Online SNAP Self Survey process.
Answered questions and assisted 2,127 students during student greeters.
Secured funding to support the management of this office. The budget is 75% state
funded and 25% Student Activity Fee funded.
Secured supplemental funding from a $400 Foundation mini-grant for hosting high
school outreach activities on campus.
Secured $700 funding for a lap top and printer for outreach from the UTF committee.
STRENGTHS
 Outreach is responsive to college needs and community requests. We provide
professional and personalized presentations on NSCC programs, participate in
instructional open houses, international student orientations, public relations and
marketing events and student development activities. Outreach office strengths include
the development of collaborative relationships with internal and external partners. These
partnerships have been critical for maintaining professional outreach relationships within
the campus community, business communities and in high schools.
CHALLENGES
 Outreach funding continues to be limited. One person has difficulty covering a 6 hour
event. The office has been effective in recruiting staff, however, this places more
demand on our travel budget, as both staff are reimbursed for mileage.
 Work space for hourly staff is needed to conduct phone campaigns and track enrollment
patterns of inquired and applied students. It would be more efficient to have dedicated
work-study stations available.
 Professional development has not been available for the outreach office. Professional
workshops focused on “recruitment strategies” and “best practices in enrollment
management” would be energizing and add to the productivity of our office.
RECOMMENDATIONS
 Work closely with faculty who teach the transfer courses to enhance Montlake transfer
project. We need closer collaboration with Advising. It’s recommended that advisors
provide transfer mentor (Montlake) registration forms during advising session to those
students planning to transfer to the UW.
 Worker retraining and instructional offices, who work with new student inquiries
implement the new inquiry tracking codes and work with this cohort. The personal
connection could move them from inquired to enrolled.
 Applied not enrolled calls be made on a more regular basis to those applicants within
Washington State. This would require a dedicated hourly to start calling perspective
students week 4 of a quarter. We could reach at minimum of 300 more students. At a
projected 13% of enrollment, this would result in a minimum of 39 additional students
each quarter.
 Emergency fund payback reminder calls need to be made the first week past the
payment due date. Currently repayment is assessed on a quarterly basis, when
44


students may be making payments throughout the academic year. It’s recommended to
save time that final repayment checks are run in June versus at the end of each quarter.
25% of the students receiving emergency funding do not complete the courses that they
enroll in. It’s recommended that the Director of Outreach services will mentor this cohort
to improve student retention.
STATISTICS
The following includes enrollment outcomes for 3 cohorts: 1) applied not enrolled, 2)
emergency fund recipients, and 3) tours participants.
Campus Tours
Applied
7
HIGH SCHOOL TOURS
Enrolled
74
FTE
43
#
Participants
*.6
1
COMMUNITY AGENCY TOURS
1
10
0
0*
0
INDIVIDUALIZED TOURS
Web Scheduled
THURSDAY “PUBLIC TOURS”
15
7
34
22
11
49
11
5
17
7
5.6
14
11.4
TOTALS
64
166
75
22
17.6
*registration for students interested in fall 06 will not be tracked until after the 10th day of
fall quarter. Also many high school students were juniors, who are anticipating starting
college fall 07.
Phone Campaign Recruitment
Annual Totals
Totals
2119
767
522
3408
Messages Left
Personal Conversations
Bad/Disconnected #
Total Calls Made
Enrolled
456
QRTLY
FTEs
%
13%
290.78
Emergency Assistance Expenditure Report
Quarter
Summer 05
Values
Funds
Tuition
Books
Cash
Quarterly Totals
$11,597
$3,702
$350.00
$15,648.86
23
9.47
19
9.2
15
13.4
42
32
GPA
Completion
2.90
65.2%
3.30
70.6%
2.9
85%
3.0
73.6%
Not completed
34.8%
23.5%
0
87%
13%
5.9%
84%
16%
15%
100%
0%
10.4%
90%
15%
$55,382
$10,666
$3,480
$69,528.14
Students
Qtr FTE
% Payback
8/31/06
Partial completion
Full
Partial/None
Fall
Funds
45
29.15
Students
84
53
35
172
Qtr FTE
GPA
47
2.4
22
2.3
12.6
2.5
81.6
2.4
Completion
66%
81%
97%
82%“
Not completed
10%
9%
3%
7%
%Payback
Partial completion
Full
24%
66%
10%
53%
0
98%
11%
72%
1/16/06
Partial/None
34%
47%
2%
28%
Winter
Funds
$50,101
$6,195
1,769
58,065.84
Students
Qtr FTE
GPA
Completion
81
58
2.8
80%
29
20
2.5
90%
14
9.8
2.8
57%
124
87.8
2.8
76%
%Payback
4/26/06
Not completed
Partial completion
Full
Partial/None
3%
16%
59%
41%
10%
0%
41%
59%
0
43%
98%
2%
4%
17%
66%
34%
Spring
Funds
46,160
5,795
3,503
55,458
%Payback
7/8/06
Annual Total
As of 5/12/05
Students
Qtr FTE
GPA
Completion
Not completed
Full
Partial/None
Funds
Students
72
52.5
2.8
90%
10%
54%
46%
163,241
260
34
29
3.4
97%
3%
47%
53%
26,358
135*
18
12
2.9
94%
6%
100%
0%
9,103
82*
124
31
3.0
94%
6%
67%
33%
198,702
477*
Qtr FTE
166.97
80.2*
47.8*
321.97*
* Some students receive a combination of tuition, book and or cash assistance, as a result annual & quarterly totals
may represent duplicate head count.
.
46
Student Development Services
Annual Report 2005-2006
TESTING CENTER
MISSION STATEMENT
With an emphasis on building relationships with the students, college constituencies, external
partners and staff we serve, we at the Testing Center support student success, enrollment
services and college programs in a welcoming environment. We provide professional testing
and assessment services, and are committed to the exploration of evolving technologies and
methods.
STAFF MEMBERS
Julene Barton, Program Coordinator
Therese Quig, Manager
SPECIFIC OBJECTIVE
To develop a partnership with Roosevelt High School (RHS) by offering free COMPASS
placement testing to targeted RHS students. Test a minimum of twenty Roosevelt students with
at least 50% of students from RHS’s Bilingual Education Program.

Summary of Outcome
The Testing Center & Upward Bound worked with Advising, Outreach and Roosevelt High School to plan
and present the Roosevelt College Day at North on May 11, 2006. The program was from 8:30 am to
1:30 pm as follows:
 Bus Rendezvous & Light Refreshments (Yon Fisher & Kellie Nakano)
 Greeting & Pre-survey (Lafayette, Flores, Myer, Nakano, Shanahan)
 Opening Session - the nuts and bolts of admissions, the 2-yr college option (Shanahan)
 Concurrent Ongoing Sessions:
 COMPASS English Testing, Optional Math Testing (Therese Quig & Julene Barton)
 Campus tours (Susan Shanahan)
 Advising on test scores, programs & majors (Robertson, Swanson, Nakano)
 Pizza Lunch (Kellie Nakano & Yon Fisher)
 Afternoon Session - the difference between transfer and prof/tech programs (Robertson)
 Concurrent Ongoing Sessions: as above
 Wrap-up, Post-survey, Raffle – Prizes: CDs, backpacks, mugs.(Flores, Nakano, Shanahan)
 Follow-Up Assessment
Although the results of the pre-and post- surveys were inconclusive (we anticipated showing acquisition
of new information about colleges) overall the objective was very successful.
 Twenty-six juniors and seniors from the Bilingual program attended. This group was selected
because these students are often not eligible for admission to 4-year colleges (ESL Language
Arts does not meet L.A. requirements), not aware that community college is a good option for
them, and over-looked in recruitment efforts by many colleges.
 In planning, a lot of consideration was given to the importance of making the students feel
welcomed and special. Details such as meals, use of the Board Room, individually meeting the
College President, and raffle prizes helped to create the right atmosphere.
 The students were extremely attentive at the opening session and clearly surprised to hear
college was an option and that there was financial aid that could make it a reality.
 A Foundation grant funding testing and Metro bus expenses was integral in facilitating Roosevelt
High school’s ability to participate.
47
North Seattle Community College



SDS Annual Report 2005-2006
The collaboration of departments capitalized on the expertise of each and distributed the
workload.
An empowerment of the participants was observed by RHS staff. Students talked about their
experience days after the event and interacted to a much greater degree with the rest of the
school (outside of the Bilingual program).
Equally important was the realization that Roosevelt College Day is a successful model that can
be replicated in the future.
Tests Delivered, Comparison from 2002 to 2006
2002-03
2003-04
2004-05
2005-06
2938
725
876
111
54
24
95
216
5039
3249
620
673
342
43
17
N/A
N/A
4944
2924
608
849
385
42
1
N/A
N/A
4809
2898
510
930
520
70
N/A
N/A
N/A
4928
COMPASS Eng/Math Placement Tests*:
ESL Tests:
GED Exams:
Disability Serv. Accommodated Tests:
Indiv. Proctored Tests - Other Colleges:
CIS/IT Tests:
NSIE CELT Entrance Exams
VUE Profess. Software Certif. Exams:
Total Tests:
*COMPASS total includes English/Math Placement tests for Running Start students, and NSIE/ESL
Exit Tests for International and ESL students. Also included in this total are COMPASS Math/English
Diagnostic tests for Career Link Academy students. These groups account for a total of
approximately 600 COMPASS tests annually.
rev 7/7/06
HIGHLIGHTS OF THE YEAR
 October of 2005, the Testing Center hired a full-time Program Coordinator/GED Chief
Examiner to fill the position left vacant by Linda Knapp-Davis. We have focused on
building a team after the heartbreak of Linda’s death.
 The Testing Center hosted a regional workshop on “Internet-delivered” COMPASS
Placement Testing (to keep up with test technology and network with our peers).
 Winter quarter, we took on a much expanded roll in proctoring accommodated tests for
students with disabilities, increasing total numbers delivered from 385 in 0405 to 520 in
0506. In partnership with DSS, Testing now provides proctoring services for virtually all
accommodated testing.
 Beginning late Winter quarter, Testing, in a collaborative initiative with the English
department, began a one-year pilot program to assess the effectiveness of placement
into Dev. English and English 101 courses using COMPASS Reading & Writing Skills
scores only. This pilot discontinues the ENG 093/094 course and eliminates the
handwritten essay as a component of the test. As with math testing, students now
receive immediate placement results.
 Spring of 2006, additional security measures were implemented: storage boxes for cell
phones and other electronic devices; shelving for back packs; a fire-safe file cabinet for
confidential materials; security mirrors, cameras/monitor; a compact mobile
camera/monitor and 2-way radios to assist in proctoring assignments outside the Center.
48
North Seattle Community College
SDS Annual Report 2005-2006
STRENGTHS
 An expanded role providing professional proctoring services for accommodated tests,
ongoing partnerships with DSS and related departments. Efficient Program Coordinator
 with oversight responsibilities; development of spreadsheets for tracking numbers, show,
no-show, and cancellations; hours for payroll purposes and staffing needs; location (for
facility needs assessment).

Collaboration with English Department on Placement Test Pilot (discontinuation of ENG
093/094, placement based on scores only, immediate placement results). Development
of handouts and web materials pertinent to test changes.

Collaboration with IT/Web Services, Testing colleagues, faculty in the development of an
online interactive form to convert COMPASS forms from other colleges to the weighted,
combined score and placement used at North.

A thorough, well-used Testing web site.

Demonstrated commitment to maintenance of test integrity, materials security, and
evolving technologies

Effective English and math placement system; COMPASS English, math, ESL Ability to
Benefit (ATB) testing

Redesign of paper and online monthly test schedule for improved clarity

A newly developed survey for assessment of Testing facility and services

A welcoming, experienced, service-oriented team familiar with programs/services
CHALLENGES

It is difficult to deliver enough trained test proctors for DSS accommodated testing during
busy mid-term and finals periods.

The Center is not large enough to serve all campus constituencies requiring services.
The frequency of testing is limited because we have only the one test lab. There are 2
private rooms for Disability Services testing and several more are needed. There are not
sufficient workstations for staff during peak periods.

We need a system for more widely distributing the Testing Center survey assessing
facility and services.

We do not have online testing capabilities (currently only Windows-based COMPASS
placement testing and paper-pencil proctored testing is available).
RECOMMENDATIONS

Development of a comprehensive program to identify & train potential proctors. Locate
potential proctors and schedule with South Testing Director to bring her training program
to North. Develop materials.

Build a Testing Center survey into the computerized COMPASS Placement tests.

Expand the Testing Center.

Begin implementation and testing of Internet COMPASS.
.
49
Student Development Services
Annual Report 2005-2006
UPWARD BOUND
DEPARTMENT MISSION STATEMENT
Upward Bound will increase high school students’ access to college by providing services that
support higher academic achievement and successful entry into a post-secondary institution.
STAFF MEMBERS
Yon Fisher, Office Assistant; Addy Heckert, Student Success Specialist; Melissa Uyesugi,
Student Success Specialist; Kellie Nakano, Director
SPECIFIC OBJECTIVE 2004-2005 The following covers the 04-05 grant objectives. Since the grant period is from
September 1-August 31, program data for 2005-06 is not yet available for this report.
Objective 1: 100% of 67 participants will participate in a comprehensive needs
assessment to determine academic, personal, and social needs. Upward Bound served 85
participants from four target schools. A comprehensive needs assessment was conducted on all
new participants. The assessment included a variety of tools including the ITED (Iowa Test of
Educational Development), WASL (Washington Assessment of Student Learning), academic
histories, as well as teacher and counselor recommendations. Follow-up assessments were
completed every six weeks.
Objective 2: Participants will receive academic instruction, tutoring assistance and other
support with a minimum of 60% of participants demonstrating a .10 grade increase in
GPA. The project offered services to improve a student’s GPA such as study sessions, tutoring,
and advising. Even with this support, only 35% of participants demonstrated an increase in GPA
and 13% remained unchanged. Fifty percent of participants’ experienced a decrease. Data for
the remaining 2% of participants was not available. The standard was not reached for two
primary reasons. First, 56% of participants are considered higher risk participants who face
significant challenges. Secondly, participants are encouraged to enroll in courses with greater
academic rigor to increase their competitiveness for college entry. These classes can result in
lower grades.
Objective 3: Participants will receive regular, consistent, and individualized project
services with a minimum of 75% of 67 participants retained in the project until graduation
from high school. Ninety-six percent of 85 participants were retained and provided with project
services. Of those students, 75% were both low-income and first generation with the remaining
25% meeting one of the two criteria. Also, 56% of participants were considered “higher risk.”
Objective 4: 80% of participants will enroll in a post secondary program of study each
project year as a result of receiving college preparation. This June, 21 participants
graduated from the project. Of those students, 86% enrolled in a post secondary program. To
support post secondary enrollment, the project conducted one-on-one and small group Senior
Sessions each week.
Objective 5: 70% of participants who enroll in a post secondary education program will
graduate within 6 years as a result of college success activities. Graduates are tracked
through telephone calls, mailings, online directories and e-mail messages. Tracking becomes
more difficult each year due to changes in contact information. There were a total of 126 prior
year participants. The project did not reach 53 participants. Of the remaining 73 participants, 7%
50
North Seattle Community College
SDS Annual Report 2005-2006
completed a post secondary program with 66% yet to complete but currently enrolled in a post
secondary program. The remaining 16% are not enrolled and 8% did not complete high school.
HIGHLIGHTS OF THE YEAR
After School Sessions From September to June, the program held after school sessions twice
a week at each school. Both sessions provided dedicated study time supported by UB staff as
well as university volunteer tutors. In addition, the program offered WASL and ACT preparation
classes.
FUSE Mentoring Program Ten students participated in the program’s mentoring component,
FUSE. Five mentors, recruited from the community, provided students with a positive and caring
relationship to help them make healthy life choices and develop to their fullest potential.
Family Involvement The program places a high priority on family involvement activities to
nurture a parent/guardian’s investment in a student’s academic achievement. The year’s family
activities included Family Nights, resource searches, and academic/attendance progress
reports.
Summer Academy To prepare for college, UB students gathered on the NSCC campus for
intensive instruction in math, language arts, science and foreign language during a 7-week
Summer Academy. The Summer Academy offered rigorous academic classes to enhance
students’ skills, new experiences through field trips and travel, and exposure to college life by
utilizing NSCC facilities. The Summer Academy concluded with a travel experience to San
Diego. The trip included visits to local sites, campus tours, and a stay at University of California,
San Diego to experience life on a college campus.
Summer Bridge To ease the transition from high school to college, six UB graduates enrolled
for summer quarter at NSCC. Tuition and books were covered by the program.
Summer Work Experience Summer Work Experience provided thirteen UB students with
hands-on exposure to careers. For 5 weeks, students were placed in work sites to develop
career skills and gain experience in a field of interest. Students received a stipend of $75 per
week for their efforts.
Newsletter Bound 4 Success was published 5 times during the year. The newsletter contained
important program and college planning dates, resources for parents and students, program
updates and events, articles featuring our students, and profiles of various colleges and
universities.
STRENGTHS
 Dedication to developing the whole student to ensure entry and success in college.
 Staff commitment to working collaboratively and sharing common goals.
 Strong relationships with high school partners.
 Partnerships with area universities that provide tutors and other volunteers.
 A value of parent and student feedback.
51
North Seattle Community College
SDS Annual Report 2005-2006
CHALLENGES
 Level funding since the 2002-2003 grant year.
 Increased student caseload from 50 to 67 (without additional funds).
 Program staff offices not located adjacent to other staff.
 Inability to increase student GPAs by standard indicated in grant proposal.
 Maintenance of case noting and file documentation.
 Need to increase student performance on standardized tests such as the WASL, SAT
and ACT.
RECOMMENDATIONS
 Develop a standardized system to electronically record student case notes that will
minimize the need for filing and reduce time requirements.
 Continue to explore and identify ways to increase GPAs by the established standards.
 Re-evaluate current test preparation and identify more effective models.
 Relocate into office space that allows all staff to be housed adjacent to one another.
 As appropriate, seek additional funding sources to meet needs not covered by the grant.
 Continue to identify opportunities for collaboration with community organizations, higher
education institutions and NSCC departments/student organizations.
52
Student Development Services
Annual Report 2005-2006
WELLNESS/ATHLETICS
MISSION STATEMENT
“The Wellness Center serves a diverse population by fostering a positive environment where
physical fitness and healthy lifestyles become lifelong skills and habits through the activities that
it provides.”
STAFF MEMBERS
EXEMPT: (1) Wellness Center Manager/ Director of Athletics
CLASSIFIED: (1) Office Assistant II (50 % of full-time)
PERSONAL SERVICES CONTRACT PERSONNEL: (6) stipend positions- 2 head basketball
coaches and 4 assistant basketball coaches
STUDENT HOURLY: varies (7-12 work study positions)
NON-STUDENT HOURLY: (3) AM, PM & Sat Supervisors; (7) Game Crew positions
SPECIFIC OBJECTIVE 2005-2006
1. Install an electronic check-in system. This system would cut down on lost revenue by
assuring that members have paid their membership fees, as well as increase security in
the building.
2. Re-activate a concessions stand to help generate revenue.
3. Work in conjunction with NSCC Webmaster to improve our Wellness Center/ Athletics
web pages.
4. Increase awareness of our programs through different marketing techniques to the
campus and surrounding community.
5. Increase membership of staff/faculty/administrators from 25 to 35 members.
6. Improve relations with community organizations, businesses, and medical facilities.
Such ties will allow the Wellness Center to operate with the community in regards to
fundraising, wellness clinics, and other programs that will benefit NSCC students and
staff.
7. Establish a comprehensive intramural program.
8. Repair of structural damage caused by our leaking roof.

Summary of Outcome (as corresponds to #’s above)
1. This has become part of a campus-wide goal for a keyless campus. The
Wellness Center will be one of the first buildings to implement this feature.
2. We had a difficult time finding a way to purchase goods for the concession stand
this year, so it was not re-activated in the 05-06 season.
3. The Athletics/Wellness websites were chosen as part of a student project in June
2006. We hope to have a new site up and running by Fall 2006.
4. This was a challenge due to the Wellness Center remodel project. We will be revisiting this objective once the Wellness Center has re-opened.
5. Membership of staff/faculty/administrators increased from 25 members to 53.
We exceeded our goal of 35 by an additional 18 members.
53
North Seattle Community College
SDS Annual Report 2005-2006
6. This is an on-going project. We have maintained positive rapport with the UW
School of Medicine and look forward to working with the community for future
wellness events.
7. An intramural program was reinstated in the 05-06 year with basketball and
volleyball activities. We will continue to build on this program in the Fall.
8. Emergency funding was approved by the state for repairs to the Wellness Center.
Construction began in April 2006 and is expected to be completed by mid October 2006.
HIGHLIGHTS OF THE YEAR
 The Wellness & Athletic websites were chosen as a student project for an Advanced
Web Design class. Enhancements to these sites will be great recruiting tools for
prospective students/athletes, as well as potential community members.
 Both our women’s and men’s basketball teams had recently hired coaches and were
able to have a successful season on and off the court. Season records for men were 720 and women were 13-17. The average cumulative GPA at the end of the season was
2.78.
 Wellness Center Capital Project began on time and is scheduled to be completed in the
Fall quarter. The enhancements will enable us to better market our facility to the general
public and create additional revenue to enhance student programs.
 The office assistant II position was filled with a quality individual.
STRENGTHS
 Our facility is newer than most community colleges and offers excellent rates to
students, staff and community members.
 Excellent core group of part-time instructors that have worked together since the first
year of operation. They are constantly expanding their knowledge base and willing to
share that information with other members of this team.
 Many class choices for the different kinds of students that we serve- academic, returning
and recreational.
CHALLENGES




Maintaining our programs while operating in a temporary space.
Retaining work study students as needed throughout the fiscal year
Establishing corporate sponsorships
Developing meetings with the Sports Editors of various media to explore the feasibility of
gaining NWAACC/SCC coverage during the basketball season.
RECOMMENDATIONS



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Continue promoting our programs while in the temporary space.
Work with the NWAACC league office to enhance league coverage at the local level.
Edit the current Wellness Center brochure to use as a marketing tool to the surrounding
community.
Continue searching for a means to purchase initial concession stand items for the 06-07
basketball season.
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Student Development Services
Annual Report 2005-2006
WOMEN’S CENTER
MISSION STATEMENT
The Women’s Center, available to women and men, was created to support and encourage
women in their academic growth, given their unique challenges and barriers. We enable
women students to realize their own potential in a society that is often oppressive to women.
The Women’s Center also plays in role in supporting women students, faculty, and staff as we
collectively work to eliminate institutional sexism and sex discrimination in all its forms.
STAFF MEMBERS
The temporary position of Retention Specialist was filled by Dr. Melanie Wilson, Women’s
Center. She was assisted by work-study students including Consuelo Crow (lead; summer
only), Annah Burgess, Melanie Curry, Renee Smilanich, Patty McIntyre, Tristana Vincent, Kelly
Delaney, Laura Hinton, Mulu Alameyehu, and Paula Tauri.
SPECIFIC OBJECTIVE 2005-2006
Improve the visibility and effectiveness of the Women’s Center by increasing the number and
quality of programs offered:
1. Add at least one major speaker (Sarah Weddington)
2. Co-sponsor one major workshop (Letitia Nieto)
3. Expand hours, contributions to, and money earned by Feminist Bake Sale

Summary of Outcome
We increased the number and quality of programs, meeting goals 1-3.
 More major programs, compared with last year
 Attendance and earnings increased
 Evaluations on file for programs
 Increased visibility, especially through citywide media
HIGHLIGHTS OF THE YEAR
The highlights of the year were Sarah Weddington and the Feminist Bake Sale. Sarah
Weddington spoke to an enthusiastic crowd of nearly 200, who rated her presentation at 9.55
out of 10, with 80% rating this 10 or better.
The Feminist Bake Sale (rated 9.8 out of 10), raised over $900 for the Women’s Center
Foundation Fund, which provides small emergency grants. As well, faculty praised the Sale for
incorporating academic information that provoked discussion and provided many teachable
moments. We were able to form partnerships with some of the leading restaurants in the city,
quadrupling the number of contributors, and get our message out through a variety of
media.
Additionally, the Clothesline Project (rated 9.14 out of 10) was similarly successful, as we put a
very personal face on the sometimes distant topics of violence against women and children.
Faculty complimented this effort for raising awareness and providing helpful educational
materials. Through partnership with Student Government, the exhibit moved into the cafeteria
and was displayed for an additional two weeks longer than last year’s display.
55
North Seattle Community College
SDS Annual Report 2005-2006
Financial Empowerment Week also contributed to the wide-ranging programming of the
Women’s Center, and was rated 9.43 out of 10.
Another crucial part of the mission is the direct service component. We saw 892 students from
summer of 2005 through the end of spring quarter 2006. 24% sought information on
scholarships, 18% of contacts were by telephone, 11% had housing issues, 10% of students
came in with multiple needs, and smaller percentages were interested in information on
childcare, healthcare, and domestic violence. 21% sought help with “other.” We averaged
nearly 200 website hits per month.
Students who visited the center seem evenly divided between transfer and prof/tech (many of
these in the health professions) students, with most students being female day students
between the ages of 18 and 45.
STRENGTHS
 Ongoing ability to attract smart, motivated, effective student staff
 Record of successful programming and service to students
 Large “library” of resource and referral information
 Visibility throughout campus through personal contacts and written materials
 Usage and participation which increases quarter by quarter, year by year
CHALLENGES
 Temporary position (Retention Specialist) is an issue raised consistently since 2003. and
one which has had significant ramifications this year
 The administrative position which leads the Women’s Center is not at a Director level.
 Negligible overall funding.
 Limited staffing and administrative support
 Small office space, no space for group meetings or private consultations
 Unable to offer evening services at this time
 Consistent lack of campus interest in women’s student groups
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