REVISED
STATE BOARD MEETING
Bates Technical College • 1101 S. Yakima Avenue • Tacoma, WA 98405
Main Building A • Clyde Hupp Board Room
Study Session:
Wednesday, October 29, 2014
1:00 to 5:00 p.m.
Business Meeting:
Thursday, October 30, 2014
8:30 a.m. to 12:00 p.m.
Beth Willis, Chair ● Shaunta Hyde, Vice Chair
Jim Bricker ● Elizabeth Chen ● Anne Fennessy
Wayne Martin ● Larry Brown ● Jay Reich ● Carol Landa-McVicker
Marty Brown, Executive Director ● Beth Gordon, Executive Assistant
Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington
October 29 Study Session Agenda
1:00 p.m.
Call to Order and Welcome
Beth Willis, Chair
1:05 p.m.
WACTC Report
Ed Brewster, WACTC President
1:20 p.m.
Applied Baccalaureate Degree Statements of Need
a) North Seattle College, Property Management
b) Olympic College, Organizational Leadership and Technical
Management
c) Pierce College Fort Steilacoom, Dental Hygiene
d) Spokane Falls Community College, Applied Management
e) Spokane Falls Community College, Information Systems and
Technology
Joyce Hammer
2:20 p.m.
Break
2:35 p.m.
Discuss
Tab 1
2014-15 State Board Goals and Policy Focus
Marty Brown
Discuss
Tab 2
3:35 p.m.
Student Achievement Initiative
David Prince
Discuss
[Tab 7]
4:35 p.m.
Executive Session
To review performance of a publicly bid contract.
Discuss
5:00 p.m.
Adjournment
5:30 p.m.
Dinner Meeting for State Board Members, Bates Technical College
Trustees and their staffs
Bates Technical College, TBD Room
Washington State Board for Community and Technical Colleges
www.sbctc.edu | October 2014
October 30 Regular Business Meeting Agenda
8:00 a.m.
Breakfast
8:30 a.m.
Call to Order and Adoption of Agenda
Beth Willis, Chair
8:35 a.m.
Host College Presentation: Bates Technical College
Dr. Ron Langrell, President
9:20 a.m.
Approval of Consent Agenda
a. SBCTC Meeting Minutes, September 10, 2014
b. Centralia College, Property Acquisition for Parking
Resolution 14-10-62
c. Clover Park Technical College, Local Expenditure Authority, Building
Demo
Resolution 14-10-63
d. Yakima Valley Community College, Local Expenditure Authority,
Toppenish Learning Center
Resolution 14-10-64
e. Yakima Valley Community College, Local Expenditure Authority,
Campus Operations Building
Resolution 14-10-65
Action
Tab 3
9:25 a.m.
Final Consideration of Applied Baccalaureate Degrees
a. Bellevue College, Molecular Biosciences – Resolution 14-10-66
b. Columbia Basin College, Nursing – Resolution 14-10-67
Joyce Hammer
Action
Tab 4
9:45 a.m.
Association of Washington Business Videos
Kathy Goebel
Discuss
Tab 5
10:05 a.m.
Break
10:15 a.m.
Student Voice – Manufacturing Programs
Kathy Goebel
Discuss
Tab 6
11:00 a.m.
Consideration of 2014 Student Achievement Performance Awards
Resolution 14-10-68
David Prince
Action
Tab 7
11:15 a.m.
Legislative and Communications Report
Alison Grazzini and Laura McDowell
Discuss
Tab 8
11:45 a.m.
TACTC Report
Greg Bever, TACTC President
12:00 p.m.
Executive Director Report
Marty Brown
12:15 p.m.
Chairs Report
Beth Willis
12:30 p.m.
Adjournment
Next Meeting: December 3-4, 2014 ~ Centralia College
Action
EXECUTIVE SESSION: Under RCW 42.30.110, an Executive Session may be held. Action from the Executive Session may be taken, if necessary, as a result of items discussed in the
Executive Session.
PLEASE NOTE: Times above are estimates only. The Board reserves the right to alter the order of the agenda. Reasonable accommodations will be made for persons with disabilities if
requests are made at least seven days in advance. Efforts will be made to accommodate late requests. Please contact the Executive Director’s Office at (360) 704-4309.
Washington State Board for Community and Technical Colleges
www.sbctc.edu | October 2014
Study Session
October 29, 2014
Tab 1
Applied Baccalaureate Degree Statements of Need
Brief Description
A conceptual discussion will occur between the State Board and colleges proposing to offer Bachelor of
Applied Science (BAS) degree programs.
The Statement of Need addresses six areas:
• Relationship to institutional role, mission, and program priorities
• Support of the statewide strategic plans
• Employer/community demand for graduates with baccalaureate level of education proposed in
the program
• Applied baccalaureate program builds from existing professional and technical degree program
offered by the institution
• Student demand for program within service area
• Efforts to maximize state resources to serve place-bound students
How does this link to the System Direction, Mission Study, and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals, and families and achieving greater global competitiveness
and prosperity for Washington State and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused on three core areas in developing their
Statement of Needs: Economic Demand, Student Success, and Innovation. Colleges inherently meet
the needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations, and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students. As part of the development of emerging programs, colleges with
applied baccalaureate programs have addressed innovation by creating programs that are technology and
globally focused.
Recently, the State Board requested a third-party evaluation on applied baccalaureate degrees in
Washington and found through a study that these programs are consistent with the college mission,
impact institutions positively, and respond to community and student needs. State Board researchers
also conducted a policy and outcomes evaluation and corroborated beliefs that applied baccalaureate
degree programs increase educational pathways for professional-technical associate graduates and are
demonstrating promise through increased retention rates, completion rates, and student diversity. The
college presidents and vice presidents of instruction continue to provide support to State Board staff for
system oversight of applied baccalaureate degree program offerings.
To date, the Board has approved 39 Bachelor of Applied Science degree programs at 18 colleges to be
implemented by the 2015-2016 academic year. Fifteen proposals are engaged in the approval process,
and colleges have expressed interest in 19 additional programs. (Attachment A: Applied Baccalaureate
Degree Programs)
Tab 1
Background Information and Analysis
1a) North Seattle College – BAS in Property Management
North Seattle College proposes to develop a Bachelor of Applied Science Degree in Property
Management to serve the real estate industry, public sector agencies, and other private companies that
are developing and managing residential, commercial, and mixed use facilities in the central Puget
Sound area. This would be the first and only property management baccalaureate program in the
northwest. The program is designed to build upon the Real Estate Associate transfer degree and
Associate in Applied Science degree offered by North Seattle College and its Property Management,
Commercial Real Estate and Investment, and Advanced Real Estate Sales certificate programs. North
Seattle College is currently offering two other applied baccalaureate degree programs. (Attachment B:
Statement of Need for BAS in Property Management, North Seattle College)
1b) Olympic College – BAS in Organizational Leadership and Technical Management
Olympic College proposes to develop a Bachelor of Applied Science Degree in Organizational
Leadership and Technical Management. The degree will add knowledge, skills, and abilities in subjects
like leadership theory, supervisory communications, project and operations management, occupational
safety, conflict resolution, change and diversity management, and business ethics. The proposed
Bachelor in Applied Science degree would build on two associate degrees, an Associate in Applied
Science-Transfer in Leadership and Occupational Studies and an Associate in Applied Science-Transfer
in Organizational Leadership and Resource Management. Olympic College’s relationship with Puget
Sound Naval Shipyard and Intermediate Maintenance Facility will play a significant role in employing
graduates as students would have training in both a technical discipline and leadership/management
theory and practice. Though this degree shares similar components to the four applied management
degree programs being offered at other community and technical colleges, this program is distinctive in
that it builds upon unique Associate in Applied Science-Transfer degrees that address specific technical
workforce needs for local employers. Olympic College is currently offering two other applied
baccalaureate degree programs. (Attachment C: Statement of Need for BAS in Organizational
Leadership and Technical Management, Olympic College)
1c) Pierce College Fort Steilacoom – BAS in Dental Hygiene
Pierce College Fort Steilacoom proposes to create a Bachelor of Applied Science Degree in Dental
Hygiene. Currently, students graduate with an Associate in Dental Hygiene after four or more years of
study, or a minimum of 189.5 credits. Through curriculum realignment, graduates of the Bachelor of
Applied Science in Dental Hygiene program will continue to complete a total of approximately 190
credits, but earn a bachelor’s degree instead of the current Associate Degree in Dental Hygiene. The
proposed applied baccalaureate degree will follow the standards set forth by the Commission on Dental
Accreditation and the Washington State Dental Hygiene Practice Act. Registered dental hygienists with
a Bachelor of Applied Science degree can work in other settings that include higher education (didactic
and clinical education), research, public health, dental product sales, management and training, and
hospital and nursing home consultation. Clark College is the only community and technical college
offering a Bachelor of Applied Science in Dental Hygiene. Pierce College does not currently offer an
applied baccalaureate degree program. (Attachment D: Statement of Need for BAS in Dental Hygiene,
Pierce College Fort Steilacoom)
1d) Spokane Falls Community College – BAS in Applied Management
Spokane Falls Community College proposes to develop a Bachelor of Applied Science Degree in
Applied Management. The region served by Spokane Falls Community College is unique in the makeup
2
Tab 1
of its employers with a high number of mid-sized companies and few large ones compared to larger
metropolitan centers throughout the nation. Due to their size, most companies do not have enough
employees to allow for specialized positions that most traditional bachelor’s programs produce. This
BAS in Applied Management is built upon the Associate of Applied Science in Business Management
which has been offered at Spokane Falls Community Colleges since 1995 and has seen significant
growth over the past several years. The Manufacturing and Healthcare industries were selected as two
areas of concentrations based upon the regional demand, the programs support from existing two-year
degrees, and the interest expressed by past graduates. There are four applied management degrees
offered by community and technical colleges across the state. Three are offered at colleges on the
western side of the state. Yakima Valley Community College is the only one offering a BAS in Applied
Business Management on the east side. Spokane Falls Community College does not currently offer an
applied baccalaureate degree program. (Attachment E: Statement of Need for BAS in Applied
Management, Spokane Falls Community College)
1e) Spokane Falls Community College – BAS in Information Systems and Technology
The Information Systems and Computer Science department at Spokane Falls Community College
proposes to create a Bachelor of Applied Science Degree in Information Systems and Technology. This
degree will be based on the existing Associate of Applied Science in Information Technology degree
which focuses on several areas of information technology: computer and network installation and
maintenance skills; business computing skills, including daily systems operations and applications
programs; security and forensics skills; and various internet and network skills including web pages
design, client/server side programming, web server installation and maintenance. Today’s economy has
moved away from skilled labor jobs to positions requiring employability skills traditionally thought to
be acquired through a four-year degree. Although more students are graduating from colleges every
year, the flow of new graduates is too slow to meet the growing employment demand, especially in the
high-tech job market. (Attachment F: Statement of Need for BAS in Information Systems and
Technology, Spokane Falls Community College)
Potential Questions
•
•
•
Do the college proposals for a Bachelor of Applied Science meet the vision, mission, and goals of
their respective colleges?
Do the proposed Bachelor of Applied Science degree programs serve the current and future needs of
the colleges’ regions and the state?
Do the proposed Bachelor of Applied Science degree programs support the State Board for
Community and Technical College System Direction goals and Mission Study action plans for
sustaining economic prosperity into the future?
Recommendation/Preferred Result
Staff will provide a brief overview of applied baccalaureate degree proposals. Board members will have
an opportunity to discuss the applied baccalaureate proposals with college representatives in the context
of meeting college and system goals.
Policy Manual Change Yes ☐ No ☒
Prepared by: Joyce Hammer, Director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
Tab 1
Attachment A
Washington’s Community and Technical Colleges
Applied Baccalaureate Degree Programs
October 2014
College
Seattle Central
Clark
Highline
Seattle Central
Clark
Pierce
Bellevue
Bellevue
Bellevue
Bellevue
Columbia Basin
Green River
Olympic
Seattle Central
Wenatchee Valley
Bellevue
Highline
Lake Washington
Degree
Status
HEALTH CARE
Allied Health Science
Behavioral Science
Behavioral Science - Youth Development
Behavioral Sciences
Dental Hygiene
Dental Hygiene
Health Care Technology and Management
Health Promotion Lifestyle Intervention
Molecular Sciences (STEM)
Nursing RN-B
Nursing RN-B
Nursing RN-B
Nursing RN-B
Nursing RN-B
Nursing RN-B
Radiation and Imaging Sciences
Respiratory Care
Public Health
Page 1 of 3
Began 2014
Intent expressed
Approved 3/2014
Began 2009
Beginning 2015
30-day review complete
Began 2011
Intent expressed
Board review 10/2013
Began 2012
Board review 2/2014
Intent expressed
Began 2007
Approved 5/2014
Approved 5/2014
Began 2007
Began 2014
Began 2014
Outcomes
79 graduates
2 graduates
110 graduates
66 graduates
College
Degree
Status
North Seattle
Renton
Clover Park
Columbia Basin
Highline
Bellevue
Columbia Basin
Whatcom
Olympic
Bellevue
Seattle Central
Green River
Green River
Spokane Falls
Bellevue
INFORMATION TECHNOLOGY
Application Development
Application Development (STEM)
Computer Integrated Manufacturing
Cyber Security
Cyber Security and Forensics
Data Analytics
Database Administration
Information and Communication Technology
Information Systems (STEM)
Information Systems and Technology
Information Technology: Networking
Information Technology: Network Administration and Security
Information Technology: Software Development (STEM)
Information Systems & Technology
Integrated Resources Management
Began 2014
Beginning 2015
Intent expressed
Began 2013
Began 2014
Began 2014
Intent expressed
Intent expressed
Began 2014
Began 2013
Intent expressed
Began 2013
Began 2014
30-day review complete
Intent expressed
Bellevue
Yakima Valley
Lake Washington
Centralia
Clark
Columbia Basin
Grays Harbor
Peninsula
Renton
Spokane Falls
Lake Washington
Clover Park
BUSINESS/MANAGEMENT
Applied Accounting
Applied Business Management
Applied Design
Applied Management
Applied Management
Applied Management
Applied Management
Applied Management
Applied Management
Applied Management
Energy Systems Engineering Technology
Facility Management
Board review 6/2014
Began 2014
Began 2009
Began 2012
Intent expressed
Began 2009
Board review 2/2014
Began 2007
Intent expressed
30-day review complete
Intent expressed
Intent expressed
Page 2 of 3
Outcomes
59 graduates
20 graduates
134 graduates
103 graduates
College
Degree
Status
Highline
Pierce
South Seattle
North Seattle
Olympic
Clover Park
Green River
Clover Park
Columbia Basin
North Seattle
Lake Washington
Global Trade and Logistics
Homeland Security-Emergency Management
Hospitality Management
International Business
Organizational Leadership & Technical Management
Manufacturing Operations
Marketing and Entrepreneurship
Operations Management
Project Management
Property Management
Transportation and Logistics Management
Began 2014
Intent expressed
Began 2007
Began 2013
30-day review complete
Began 2014
Beginning 2015
Intent expressed
Began 2013
30-day review complete
Began 2014
Green River
Lake Washington
Green River
Centralia
Skagit Valley
OTHER
Aeronautical Science
Biomedical Engineering Technology (2+2 with EWU)
Court Reporting and Captioning
Diesel Technology
Environmental Conservation
Forest Resource Management
Board review 5/2014
Intent expressed
Intent expressed
Began 2014
Began 2014
Board review 5/2014
Interior Design
Professional Technical Teacher Education
Public Administration
Public Safety Administration
Sustainable Building Science
Sustainable Practices (STEM)
Teacher Education/Special Education
Began 2009
Began 2012
Intent expressed
Intent expressed
Began 2014
Beginning 2015
Intent expressed
Green River
Grays Harbor (Joint)
Bellevue
South Seattle
Bellevue
Bates
South Seattle
Cascadia
Centralia
Total
Outcomes
107 graduates
5 graduates
147 graduates
832 graduates
Page 3 of 3
TAB 1
Attachment B
Property Management
Bachelor of Applied Science
Parts A and B
North Seattle College
September 2014
Table of Contents
Form A: Cover Sheet, Statement of Need
1
Introduction to the degree
2
1. Relationship to institutional role, mission and program practice
4
2. Support of the statewide strategic plans
6
3. Employer/community demand for graduates with baccalaureate level
of education proposed in the program
7
4. Applied baccalaureate program builds on existing professional and
technical degree program offered by the institution
10
5. Student demand for program within service area
13
6. Efforts to maximize state resources to serve place-bound students
15
Appendix 1: Student survey questions
21
Property Management BAS
North Seattle College
i
Form A: Cover Sheet, Statement of Need
Program Information
Program Name: Property Management
Institution Name: North Seattle College
Degree: BAS Property Management
CIP Code: 52-0798
Name of existing technical associate degree(s) that will serve as the foundation for
this program:
Degree: Real Estate AAS-T
CIP Code: 52-1501
Year Began: 2014
Degree: Appraiser AAS-T
CIP Code: 52-1501
Year Began: 2005
Proposed Start Implementation Date: Fall 2015
Projected Enrollment (FTES) in Year One: 20 at Full Enrollment by Year: 4 (60 FTES)
Funding Source: Self-Support
Mode of Delivery
Single Campus Delivery: North Seattle College main campus, Seattle, Washington
Distance Learning: Some courses will be hybrid, synchronous distance, or online.
Contact Information
Name: John Lederer, Ed.D.
Title: Executive Dean, Career/Workforce Education
Address: 9600 College Way N., Seattle, WA 98103-3599
Telephone: (206) 934-4606
Fax: (206) 934-3606
Email: john.lederer@seattlecolleges.edu
______________________________________
Chief Academic Officer, Vice-President of Instruction
Property Management BAS
North Seattle College
09/05/2014
Date
1
Introduction to the degree
North Seattle College proposes to develop a bachelor of applied science (BAS) degree in
Property Management to serve the real estate industry, public sector agencies, and
other private companies that are developing and managing residential, commercial, and
mixed use facilities in the central Puget Sound area. This would be the first and only
property management baccalaureate program in the northwest.
Land use policy, changes in consumer tastes, transportation investments, and corporate
siting decisions (e.g., Amazon, Adobe, Google, Microsoft, and global health) are all
converging toward greater urban density in the Seattle metropolitan area. This has led
to the construction of residential and mixed commercial/residential properties in close
proximity to downtown locations. Each of these properties requires property
management services requiring knowledge and skills in marketing, renting/leasing,
building management and real estate law. The prospect is for continued development of
high density properties and ongoing need for property managers. Nearly three-fourths
of all property managers in Washington State have some post-secondary education and
35% have a Bachelor’s degree or higher. Nearly thirty percent have an Associate degree
or long-term certificate.1
In King County, there is a building boom underway for properties that require property
management services. Table 1, below, shows that in the most recent two years, the City
of Seattle has issued 158 new construction permits for mixed-use (commercialresidential) facilities. This represents a ten-fold increase from the level of activity six
years ago.
Table 1
New Construction Permits Issued by the City of Seattle for
Mixed-Use Facilities, Recent 4-year Periods2
Years
Number
July 2006-June 2008
16
July 2008-June 2010
21
July 2010-June 2012
29
July 2012-June 2014
158
The City of Bellevue’s current major projects list shows 24 major mixed-use commercial
and residential projects at various stages of review and construction3. Nearly all of these
1
Analysis of 2009-11 ACS Census data by the Washington Student Achievement Council, provided to North Seattle
College.
2 Seattle Department of Planning and Development website Activity Locator, http://web1.seattle.gov/dpd/maps/.
3 City of Bellevue, Office of Development Services, http://www.ci.bellevue.wa.us/development_activity.htm.
Property Management BAS
North Seattle College
2
projects in Seattle and Bellevue will require property management services once they
near completion. There is no indication that the current high level of activity will subside
soon. But if it does, employment levels will be maintained since buildings continue to
require property management services, even during recessionary periods.
The employment demand forecasts for Property Managers reflect the growth in building
activity. According to EMSI, Inc. demand for Property, Real Estate, and Community
Association Managers (SOC 11-9141) in the Seattle-Bellevue-Tacoma MSA is forecast to
grow by 17% in the next ten years (2014-2024) and 21% statewide. Each year, an
average of 733 property manager jobs will be filled in the MSA and 1,385 statewide.
Current estimates are that 42% of existing property managers are 55 and older, so
attrition will create most of the job openings, in addition to new property development.
In fact, over the next 10 years, the total number of MSA property manager job openings
(7,330) will equal 44% of the current total of 16,770 jobs. Median hourly earnings for
King County property managers is $24.29 ($50,500/year).
North Seattle College proposes an applied baccalaureate degree in Property
Management that brings together theory and practice and prepares graduates to work
effectively as managers with skills needed to administer facilities efficiently and
responsibly. The program is designed to build upon the Real Estate Associate Transfer
degree and AAS degree offered by North Seattle College and its Property Management,
Commercial Real Estate and Investment, and Advanced Real Estate Sales certificate
programs. Other students will come from other AAS and AAS-T programs at North
Seattle or other colleges in Accounting or General Business. Other Associate degree
programs that will provide a transfer pathway include Construction Management at
Bellingham, Clover Park, Pierce, Clark, and Edmonds; and Hospitality Management at
Edmonds, Green River, Highline, Peninsula, and Skagit Valley. With additional work
experience, graduates of the BAS program will be strongly positioned to enroll in the
UW Masters of Science in Real Estate program, and many area Masters in Business
Administration programs, should they choose to continue their studies.
The BAS in Property Management would begin admitting students in the fall of 2015.
The following proposal demonstrates how the Property Management BAS supports the
college’s mission and goals; addresses the goals of the state’s master plan for education;
meets student and employer demand; addresses a skills gap; and offers general
information on the new curriculum.
Property Management BAS
North Seattle College
3
1. Relationship to institutional role, mission, and program priorities
The Seattle District Board of Trustees, the President’s Executive Team, the Board of
Trustees, the Instructional Council, the faculty-driven Curriculum and Academic
Standards Committee (CAS), and the Real Estate Program Technical Advisory Committee
all strongly support the development of the Bachelor of Applied Science Degree in
Property Management (PM). The college leadership and faculty support the program
because it directly aligns with North Seattle’s core mission and values (as well as those
of the Seattle District) and is a logical step in providing North Seattle students with a
career pathway that will lead to employment in a growing occupation that is critical to
the central Puget Sound and Washington State. This proposal is also reflective of the
Seattle District which includes Seattle Central and South Seattle Colleges, as the mission,
goals and priorities for the District closely mirror those of North Seattle College.
Mission: North Seattle College is committed to changing lives through education. We
achieve our mission by:
•
•
•
Offering comprehensive educational opportunities
Creating a highly supportive learning environment
Engaging in effective and enduring partnerships
The PM degree will give students new educational opportunities beyond a certificate or
Associate degree, and will help to further professionalize the occupation. The degree
will support the college and the District in its continuing efforts to create partnerships
with business and industry, giving companies the opportunity to help shape the
curriculum of the program, hire interns, and eventually hire qualified graduates.
Vision: North Seattle Community College is a progressive educational resource, actively
engaged with its community, and known for its innovation and responsiveness.
The PM degree is a response to the demonstrated needs of the Puget Sound region for
trained professionals who can market and managed large residential, commercial, and
mixed-use facilities.
Values: In promoting continuous learning and growth, we practice: Caring,
Collaboration, Diversity, Innovation, Integrity, Quality.
To develop and maintain the PM degree there has been, and will continue to be,
collaboration with the property management companies, real estate brokerages, and
other public and private property-holding organizations who are an important part of
the Greater Seattle economy, and with other community colleges in Puget Sound that
Property Management BAS
North Seattle College
4
will send students to the program. In addition, there will be articulation with graduate
programs in real estate and business, as well as collaboration with area high schools.
These levels of articulation and coordination will combine to produce a streamlined
pathway with multiple entry and exit points that will increase access, retention and
completion efforts. The program will attract both high school graduates seeking a
secure career in real estate, as well as existing real estate professionals (many of whom
work part-time and/or on commission) interested in a more secure and stable position
in property management. Developing this degree and its pathway options directly aligns
with North’s values of collaboration and innovation, while also striving for integrity and
quality which will attract an increasingly diverse student population.
Core Themes: Advancing student success, excelling in teaching and learning, building
community.
The PM BAS degree is in direct alignment with the three Core Themes of the institution:



Advancing Student Success – the four-year degree will give community college
students a more accessible opportunity to pursue an advanced degree with the
same care and concern about student retention that current North Seattle
students enjoy.
Excelling in Teaching and Learning – the PM degree will build on the District’s
strong Real Estate programs and give faculty the ability to develop and
implement the more rigorous 300- and 400-level classes. The regular assessment
of course, program and degree outcomes will take on even more importance and
relevance with students and faculty as North now plays the dual role of the
feeder college and baccalaureate institution.
Building Community –The degree requires the college to continue its drive to
form local and global partnerships because local property management and real
estate employers and employees will play a key role in the creation and the
delivery of the degree. Companies that already have a close relationship with the
college and serve on the Real Estate Technical Advisory Committee (and support
the PM program) include Windermere, REMAX, the Master Builders Career
Connect, and many other real estate and industry support organizations.
Essential Learning Outcomes: Knowledge, intellectual and practical skills (including
intercultural knowledge and competence), personal and social responsibility and
integrative and applied learning.
The PM degree will embody the Essential Learning Outcomes in its rigorous curriculum
and supportive educational activities, with a special emphasis on real world applications
Property Management BAS
North Seattle College
5
and work-based learning. An added benefit of the PM degree is real estate students who
are not enrolled in the program will see students taking classes and being successful at
the junior and senior levels. Students who are the first in their families to attend college,
students who are starting out in precollege classes and adult basic education, and
students who think a transfer degree is something unattainable will be able to observe
and interact with students who attained their Associate degree and are now taking the
next step forward in their career. This is a dynamic that is important to the Board, the
Executive Team and faculty of North Seattle, and the rest of the Seattle District.
North Seattle College and the Seattle Colleges in general are ideal institutions to
promote and enroll students into the PM degree. The district enrolls over 46,000
students annually and is second only to the University of Washington in student
population in Washington State. North, Central and South Seattle are successfully
leading the community college system by currently offering seven Applied
Baccalaureate programs, and with several more under development. Seattle is also a
very diverse district, with North Seattle enrolling 32% students of color out of a total of
5,907 students in 2013. Fifty-nine percent of Seattle District students are non-white or
international students. This strong diversity will strengthen the PM program as it
develops, and make the program’s graduates more marketable as employees.
Another advantage North Seattle and the Seattle District has is the large number of
international students that are on their campuses. North will enroll 1,000 international
students this year; Central, 1,900; and South, 400. Having a large pool of international
students adds significantly to the richness of student life on the campuses. Finally, the
Seattle campuses have robust existing applied associate degree programs in business,
construction trades and building science, accounting and bookkeeping, information
technology and other related fields.
2. Support of the statewide strategic plan
The proposed Property Management BAS degree that North will offer clearly supports
the SBCTC Mission Study. It helps answer the fourth Challenge in the study: Washington
needs more people with baccalaureate and graduate degrees. Community and technical
colleges must expand their contribution to baccalaureate education to meet this need,
and is well-positioned to reach place-bound and lower-income students. In addition,
item number four of SBCTC’s 10-point Twenty-Year Action Plan lists calls for community
colleges to contribute more to the production of applied baccalaureate degrees.
The PM degree helps meet the first Challenge of the Mission Study as well: to help more
people attain higher levels of skill and knowledge as our state becomes more diverse
Property Management BAS
North Seattle College
6
and its corresponding item in the Twenty-Year Action Plan. The PM degree will be more
affordable to students than most other business-related options offered in the region,
and will be drawing from the much more diverse student population which the
community colleges traditionally serve. The program also supports the second item in
the Twenty-Year Action Plan: close the statewide skills gap for technically trained
workers.
The Washington Student Achievement Council’s 2012 Strategic Action Plan, Critical
Crossroads: A Call to Action identifies system capacity as a critical state challenge—
noting that Washington ranks 42d of the fifty states in baccalaureate degree production.
The report calls for increasing capacity because too many Washington students do not
have access to post-secondary education. The report states that, “our first priority must
be to find spaces for qualified Washington students, particularly in high-demand fields.”
The PM program will directly address these challenges by expanding baccalaureate
capacity for Washington residents who seek lower-cost education options in a highdemand field of study.
3. Employer/community demand
for graduates at the
baccalaureate level of
education proposed in the
program
Urban growth policy. A main driver of
rising demand for property managers is
public policy on land-use and urban
development. This is particularly true in
Seattle and King County where the
predominant strategy for
accommodating population growth is
the building of a strong urban center
and urban villages. In fact, Seattle is
currently developing a plan for
accommodating 135,000 more residents
by 2035. 4 Seattle's current
comprehensive plan calls for 84% of all
new housing units built between 2004
4
City of Seattle, Dept. of Planning and Development. Seattle 2035: Comprehensive Plan Update (March,
2014). Presentation slides.
Property Management BAS
North Seattle College
7
and 2024 to be located in either the urban centers, hub urban villages or residential
urban villages (see map above).5
To accommodate this growth, densities will need to increase substantially. Table 2,
below, shows the planned density (households/acre) changes for key urban centers and
villages in Seattle, found in the city’s current comprehensive plan.
Table 2
Planned Housing Density Increases for Selected Urban Centers and Villages
2004 to 2024 (Households per Acre)
Center/Village
2004 Density
2024 Density
Downtown Center
Northgate Center
South Lake Union Center
University District NW Center
Lake City Village
North Beacon Hill Village
16
8
4
18
13
9
27
15
27
25
20
13
Source: City of Seattle, Dept. of Planning and Development, Seattle's Comprehensive
Plan: Toward a Sustainable Seattle (Jan., 2005).
Both the City of Seattle and King County plans explicitly call out allowing for more
increased mix-use residential/commercial development as a key strategy for attaining
the density growth targets.
Demand-Supply Gap. The target occupation for the Property Management BAS program
is:
Property, Real Estate, and Community Association Managers (SOC/O*NET 11-9141)
Plan, direct, or coordinate the selling, buying, leasing, or governance activities of
commercial, industrial, or residential real estate properties. Includes managers of
homeowner and condominium associations, rented or leased housing units,
buildings, or land (including rights-of-way).
The following key data regarding demand for this position in the Seattle-TacomaBellevue MSA (King, Snohomish, and Pierce Counties) are as follows:6

There are currently 16,770 property managers in the MSA. There were 860 job
openings for property managers in 2013.
5
City of Seattle, Dept. of Planning and Development. Seattle 2035: Comprehensive Plan 2013 Update
(Jan., 2005), Urban Village Element (p. 1.23).
6
All data from EMSI, Inc. Analyst labor market data system.
Property Management BAS
North Seattle College
8




There have been 114 average monthly online job postings (de-duplicated) for
property managers in 2014 in the MSA.
The number of property manager jobs is expected to increase by 1,514
additional jobs (9%) in the next five years. This growth rate exceeds the overall
MSA forecast job growth rate of 7.5% for the period.
There will be an estimated 749 job openings for property managers each year for
the next five years in the MSA.
Most of these job openings will require a bachelor’s degree. The breakdown of
these annual job openings by education level is as follows:
Table 3
Estimated Annual Job Openings for Property Managers (11-9141)
in the Seattle-Tacoma-Bellevue MSA by Education Level
Education Level
Number of Job Openings
Bachelor’s Degree or higher (56%)
419
Associate’s Degree (12%)
90
Some College or Certificate (20%)
150
HS Diploma/GED (12%)
90
Total
749
Source: EMSI job forecast and O*NET education attainment levels for the occupation.

The median hourly earners for property managers in the MSA is $22.62 ($47,062
per year). Managers of larger facilities and in Seattle-Bellevue are likely to have
higher earnings. The distribution of earnings for the occupation is as follows:
Seattle-Tacoma-Bellevue MSA | Percentile Earnings for Property, Real Estate,
and Community Association Managers (11-9141)
North Seattle College has the only real estate program in the Washington community
and technical college system. North Seattle offers an AAS degree in real estate and
several specialized certificate programs, including a certificate program in property
management. But as the above data indicates, this certificate program is serving only
Property Management BAS
North Seattle College
9
the small portion of property managers who need only a post-secondary certificate to
qualify for their positions.
The majority of property managers who require a bachelor’s degree are currently unserved by any of Washington’s higher education institutions. As a result, employers are
settling for employees who are under-prepared for their positions or who have received
a related degree and require extensive in-house, on-the-job, or industry association
training. This program will respond to the real need area employers have identified to
North Seattle College to hire better-trained property managers to manage their larger,
more complex properties.
This program would not just be unique to Washington State, it would be unique to the
continental northwest states and the Pacific coast. According to IREM, the Institute of
Real Estate Management, the closest property management bachelor’s degree
programs are at Brigham Young University (Utah) and the University of Alaska at
Anchorage (which offers a business administration finance degree with a property
management concentration). There are no bachelor’s-level property management
programs in either California or Oregon. There are only 10 bachelor’s-level programs in
the United States with “property management” in the program title. There are many
more bachelor’s-level real estate programs across the U.S. (but none in Washington)
and presumably many property managers in other states are getting these degrees and
moving into property management. Once established, this program has the potential to
enroll students from other western states.
4. Applied baccalaureate program builds from existing professional and
technical degree programs offered by the institution
It is likely that the many of the students in the Property Management BAS program will
be professionals working in the real estate industry, many of whom may already have a
post-secondary degree. However, it will also be possible for students without a postsecondary degree to enter the program through an appropriate transfer pathway. The
primary lower division feeder programs for the Property Management BAS are through
the existing robust Real Estate Program at North—the largest program serving this
industry in the State. Two direct pathways will be the Real Estate AAS-T (which will be
developed and approved this fall with the BAS degree), and the Real Estate Appraisal
AAS-T degrees at North Seattle College. It will also be possible for students to transition
into the BAS degree with the Real Estate AAS, the Business or Accounting AAS-T
degrees, or any other AAS-T from any college by completing the prerequisites to the BAS
degree program.
Property Management BAS
North Seattle College
10
For example, North Seattle College has a 26.5 credit Property Management certificate
program. These graduates will be able go one and finish the AAS-T in Real Estate and
then transition into the PM BAS program. The existence of the BAS program will help to
induce certificate graduates to go on and finish their Associate Degree to qualify for
admission into the BAS program.
Table 4, below, shows the range of certificate and degree programs currently offered by
North Seattle College that are part of the multiple pathways toward the PM BAS
program:
Table 4
Pathway Programs to the Property Management BAS Degree
North Seattle College
Program
Real Estate
Real Estate
Appraisal
Real Estate Escrow
Loan Originator/Processor
Property Management
Sales
Commercial Real Estate
Green Real Estate
Business
General Business
Admin. Assistant
Entrepreneurial Training
Retail Management
Office Professional
Office Asst./Support
Project Management
Accounting
General Accounting
Bookkeeping
Cert. of Accountancy
Computerized Accounting
Accounting Achievement
Not-for-profit
Accounting Fraud
Accounting Office Assist.
Property Management BAS
Short Term
Certificate


Certificate
AAS
AAS-T






































North Seattle College








11
Table 5, below shows completions from the programs listed above for the last six years.
From the numbers it is apparent that with minor fluctuations, the total number of
completions has been high at about 240 per year, providing plenty of students who will
have completed some or all of the preparatory courses for entry into the BAS program.
Table 5
Completions by Year for Pathway Programs to the Property Management BAS Degree
at North Seattle College
Program Area
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Real Estate, Appraisal, Property Management
37
64
26
29
28
30
General Business/Office
151
105
153
127
163
141
Accounting and Bookkeeping
63
68
61
106
67
69
Total
251
237
240
262
258
240
If we look at all of the student FTES in the Central Puget Sound region’s community
colleges in either Real Estate, Business, or Accounting, we see a much more impressive
and stable pipeline of potential students for the BAS program. Students coming from
business and accounting programs will need a transition quarter to cover the necessary
real estate content prior to program entry, but they will have the other skills needed to
succeed in the PM BAS program.
Table 6
FTES by Year for Pathway Programs to the Property Management BAS Degree
Central Puget Sound Community Colleges
Program/College
2009-10
2010-11
2011-12
Real Estate, CIP 5215
Seattle North
50
35
28
General Business and Accounting, CIPs 5201, 5202, 5203
Olympic
346
318
343
Everett
268
309
329
Seattle Central
310
296
296
Seattle North
412
454
442
Seattle South
161
174
184
Shoreline
179
173
225
Bellevue
783
782
722
Highline
538
558
532
Green River
374
407
380
Pierce-Steilacoom
225
243
238
Pierce-Puyallup
269
278
215
Tacoma
219
237
229
Edmonds
685
738
665
Cascadia
59
64
66
Business/Acct. Total
4,830
5,031
4,868
Property Management BAS
North Seattle College
2012-13
2013-14
32
40
269
318
295
411
148
245
672
504
359
197
182
264
659
76
4,599
267
312
314
431
123
246
683
481
338
193
172
309
667
86
4,624
12
While developing and later implementing the PM BAS program, administrative and
curricular synergies with existing North Seattle College BAS degrees will be assessed and
leveraged. Strategies to share curricular elements with the college BAS programs in
Sustainable Building Science (at South Seattle College) and International Business and
Application Development (at North) will be explored. Opportunities to leverage/share
administrative resources across the three North Seattle College BAS programs is also
being studied.
The new PM BAS will include many new courses. While the majority of the curriculum at
the 300 and 400 level in the Real Estate content courses will be new, North will utilize
already-existing transfer courses and present 100 and 200 level to fulfill the general
education requirements of the degree.
5. Student demand for the program
In the spring of 2014, North Seattle College surveyed all of its real estate, business and
accounting students to assess demand for a Property Management BAS degree (see
Appendix 1). There were over 550 respondents to the survey. The survey included a very
brief description of the proposed program and its projected tuition costs. The following
are summary highlights of the results of the survey:



264 respondents (54%) indicated they would be interested in enrolling in the BAS
program. 63 (11%) said they would be interested in enrolling right now, 71 (13%)
said they would be interested in enrolling after finishing their Associates degree,
and 130 (23%) said they would be interested in enrolling some day in the future.
384 (69%) respondents indicated that they thought that getting an applied
bachelor’s degree would benefit them through either a promotion or increased
earnings.
A slight plurality of respondents preferred evening and online class options over
other times of the day or weekends. Two-thirds of the respondents indicated
they were comfortable taking classes online. Only 9% said they were not
comfortable with online instruction.
The fact that 63 students indicated interest in enrollment right now in the BAS program
was very encouraging, and implies that it may be possible to fill the first cohort of
students with just North Seattle students. Of course, the intent would be to recruit from
around the region, but the high level of interest among North Seattle students suggests
that program recruitment may not be very challenging. This is also supported by some
of the comments received by students who responded to the survey.
Another important source for student recruitment will be workers already employed in
the real estate. About 57% of the MSA’s 46,000 real estate sales agents already have a
Property Management BAS
North Seattle College
13
college degree, but many
of them work part-time,
some by choice. Those
who prefer full-time
salaried employment may
be interested in a BAS
program in property
management, especially
younger agents who are
more likely to be earning
less than the median
earnings of $18.21/hour
(less than a property
manager whose median
earnings are $22.62).
Student Survey Comments
Student survey respondents offered comments on the proposed
Property Management BAS degree.
“With the trend in real estate and property management
growing, I think this sounds like a really good addition to the
college.”
“I worked as a property manager for several years and I agree
that there should be a degree in property management. I
learned a lot from trial and error but it would have been helpful
to know several aspects of the profession prior to getting
involved in the career.”
“This is a great idea for those of us already in the industry that
Much time and energy will
do not have a specific degree in our field that supports our
be dedicated to working
professional backgrounds. I would strongly consider changing
with our advisory
my education plan.”
committee for the BAS
“Good idea. I just had to relocate because my house will be
program, as well as the
torn down for a large apartment building. You need to hurry on
Real Estate technical
this however, as you can see the level of construction.”
advisory committees at
“I currently work as an administrative assistant for a property
North and our partner
management office in the Federal Government. This degree
colleges. The college
would be perfect for me. I have knowledge about property
anticipates enrolling a
management, but can't apply for a permanent position without
a BA."
significant number of
incumbent workers who
are upgrading their skills
and working to advance in the real estate industry. Our business partners have been
clear in the importance of a four- year degree in the jobs for which PM program
students will qualify. The degree will be built with evening, hybrid, and online classes to
better accommodate working students.
As indicated in Table 7 below, the program will enroll twenty full-time students in its
first year with an additional 24 in year 2 as the first class moves on to their senior year.
From then on the college will enroll up to 30 FTES in each cohort.
Property Management BAS
North Seattle College
14
Table 7
Projected Enrollment Levels (FTES) for Property Management BAS Program
2015-16
2016-17
2017-18
2018-19
2019-20
20
44
51
60
60
6. Efforts to maximize state resources to serve place-bound students
As previously mentioned, the courses in North’s PM BAS program will be a mix of faceto-face, hybrid, and online instruction in order to reach as many place-bound and
working students in the Central Puget Sound region as possible. With 20 percent of
North Seattle College’s current student population taking on-line classes, the college has
a great deal of experience in supporting on-line students. In fact, contrary to state and
national trends, North’s on line students do as well in grade point averages and course
completions as “grounded” students.
There are no baccalaureate-level programs in Real Estate or Property Management in
Washington State. The only state-supported community college Associate's Degree or
certificate program is the North Seattle program. Green River and Bellevue colleges
offer a few real estate courses through their continuing education divisions.
The University of Washington offers a Master’s of Science in Real Estate (MSRE) through
the Runstad Center for Real Estate Studies and the Department of Urban Design and
Planning in the College of Built Environments. It is also possible at UW for Masters of
Urban Planning students to receive a real estate specialization. North Seattle College has
begun discussions with these programs in an effort to create a seamless articulation
between the PM BAS degree and masters-level study in real estate at UW. UW MSRE
program faculty will be invited to participate in the program planning process and
ongoing program advisory committee.
North Seattle College has consulted extensively with area employers in the
development of this program proposal to ensure that the need for baccalaureatetrained property managers is clear and regional demand will be sustained. The message
we keep hearing from our employer partners is clear—experienced and well-trained
property managers are very difficult to find, and employers are hiring under-prepared
workers for these positions and spending time and money to move them up the learning
curve so they can be fully-productive employees.
The table below lists some of the employers that were consulted regarding the PM BAS
program and the text box shows a selection of some of the things they said about it, and
the impact it would have on the real estate industry in the Seattle area.
Property Management BAS
North Seattle College
15
Table 8
Real Estate Industry Experts Consulted, Property Management BAS Degree Program
Name
Employer
Job Title
Gary Alpine
John Braislin
Brenda Brynildsen
Wanna Choy
Jeffrey Coonjohn
Ellen Fix
Scott Fletcher
Ken Harer
Len Johnson
Richard Muhlebach
Janice O’Neil
Kristin Parker
Mark Rekate
Kevin Scott
Kent Scudder
Mark Simmons
Christopher Taylor
Michael Thai
Bob Wolf
Shiao-Yen Wu
RE/MAX
Betts, Patterson & Mines
Zip Realty
Global Realty Marketing
Alaska Airlines
EMB Management
Peeptech & Hometown Lending
Condominium Law Group
Pacific Capital Management
Richard Muhlebach, LLC
Escrow Link, Ltd.
Master Builders Career Connection
Cobalt Mortgage
Dupre + Scott Apartment Advisors
Norquest Realty Advisors, Ltd.
Appraisal Management Services
Pacific Star Realty
Safegate Real Estate
Kennedy Associates RE Counsel
WPI Real Estate Co.
Associate Broker
Attorney at Law
Broker
Broker/Owner
Land Use Attorney
Founder/Former CEO
Owner/CEO
Attorney at Law
Principal
Principal
Owner
Education Manager
Senior Loan Officer
Principal
Principle Appraiser
Owner
Business Manager
Managing Broker
Valuation Analyst
CEO
The real estate industry employer experts we spoke with substantiated the following
conditions that support the creation of the Property Management BAS program:







Demand for property managers in the area is high and will be sustained.
Experienced and well-trained property managers are very difficult to find.
Property management is getting more complicated and requires a higher level of
knowledge/skill, especially for large mixed-use facilities.
With no choice, employers are having to hire workers for these positions who
lack the level of professional preparation they would prefer.
Employers are spending time and money to train new hires so they can be fullyproductive employees.
Existing experienced property managers are nearing retirement and there is no
pipeline for replacing them in place.
A property management BAS program would solve many of these issues and is
very much needed.
Some of their specific comments are summarized below.
Property Management BAS
North Seattle College
16
Employer Comments
Employers and real estate industry experts offered the following comments on the proposed
Property Management BAS degree.
Richard Muhlebach CPM, CSM, RPA, CRE, Principal of Richard Muhlebach, LLC
“This will be the only property management degree program in the Northwest and will teach skills
not offered by real estate companies' in-house training. It could also feed into the UW Master’s in
Real Estate program. It will provide a pathway for people in the real estate industry who are in
lower to mid-level administrative positions that want to advance in the industry. Graduates will
start at a family-wage, $40,000 to $50,000, and can earn $80-100,000 with experience. The
property management industry is recession resistant since every building needs to be managed and
the inventory of buildings increases every year."
Ken Harer, Attorney, Condominium Law Group
“My firm represents hundreds of condominium associations, most assisted by a property or
community manager. There are over 6,000 community associations in the state, and most have, or
should have, an experienced property manager to manage the financial and maintenance
obligations the communities have. There is a shortage of qualified individuals to fill positions due to
retirement and due to the growing number of condominiums in the state. I believe there is a
growing demand for qualified property and community managers, and that a program to educate
property managers would be of great benefit to the City of Seattle and to the State.”
Ellen Fix, CMCA, PCAM, Founder/Former CEO of EMB Management
“Based on my 25 years’ experience in the Property Management business, I can say that the #1
challenge of any business owner [is] attracting, educating and keeping good employees. The
establishment of a degree in Property Management is welcome and long overdue. The confidence
and competency of an experienced manager takes years to develop. A Bachelor’s degree in the
business gives them a critical and necessary advantage.”
Shiao-Yen Wu, CEO of WPI Real Estate
“I have been in the Real Estate and Property Management business for 48 years. It is my experience
that nobody pays much attention to property management, but that good property management is
the key to a successful real estate business. I spend a great deal of time and money training the
property managers I hire. If there was a bachelor’s degree program in property management, it
would be the first place I would look for new hires, and I would greatly welcome it.”
Mike Scott, Principal of Dupre + Scott Apartment Advisors, Inc.
“We forecast that between 2013 and 2018 developers in [the Seattle area] will build 50,000 new
apartment units. This added inventory will need a significant team of professionals to manage,
market, and maintain them, including on-site managers, leasing agents, professional property
managers, regional managers, maintenance professionals, and more.”
Property Management BAS
North Seattle College
17
Unique aspects of the program. There are many unique features of the PM BAS
program that will help ensure its success. First, this is an applied vocational degree
focusing on a high demand profession that drives the Seattle-area economy. While the
importance of theory cannot be minimized, students in the program will learn how to
manage operations and solve problems. The will learn how to work within the
complicated laws and fiscal practices and procedures that govern property
management. Students will work real-world problems and resolve real-world scenarios
in class and through their practica.
Second, this degree directly addresses a critical need in the industry. The skill sets we
will train and educate our students to use are those same skill sets industry is clamoring
for as evidenced by the labor market data and employer consultation.
Third, this degree is very affordable. Average cost of the degree over the two years will
be much less than comparable degrees at other public four-year institutions. Below is
the cost in tuition and fees for one academic year, with comparisons to the average
yearly cost of other local Business degree programs.
Table 9
Current Annual Tuition Cost of Baccalaureate Business Degree Programs
Institution
Annual Tuition
% of NSC Cost
North Seattle College
$7,364
100%
University of Washington$12,383
168%
Seattle
UW-Tacoma, Bothell
$11,907
162%
City University
$18,090
246%
Seattle University
$35,865
487%
Seattle Pacific University
$33,444
454%
Fourth, this degree is built for those with AAS and AAS-T degrees in real estate and
related fields. It is taking what once was a terminal degree and adding two years of
junior and senior level course work so that graduates can now qualify for much higher
paying jobs in a high demand industry essential to economy of Seattle and the State.
This will attract a significant number of incumbent workers from the local technology
sector.
Fifth, the program will be built with input from and alignment with the UW Master of
Science in Real Estate program to ensure that PM BAS graduates have an opportunity to
efficiently continue their studies in the real estate field, should the desire to do so at
some later point in their career.
Property Management BAS
North Seattle College
18
Sixth, the program will heavily rely on industry experts and business leaders for their
valued involvement in developing the program and courses, to ensure that graduates
are well-prepared.
Program description and learning outcomes. This new degree program would provide
the only baccalaureate educational pathway in the Northwest for students and
incumbent workers seeking a career or interested in advancing their career in corporate,
residential, commercial, mixed-use, not-for profit, or public sector property
management. The program will cover a wide range of critical knowledge and skillbuilding areas including financial management and cost control, financing and valuation,
contracting and leasing, rental agreements, data management, marketing, crisis
management, personnel management, construction management, building
maintenance, subsidized housing, ethics, and real estate law. It will include a practicum
and capstone project to provide students with real-world experience.
The draft learning outcomes for the program include:
•
•
•
•
•
•
•
•
•
•
•
•
Demonstrate an understanding of the principles and scope of residential and
commercial real estate property management.
Understand the economic factors that influence property management
strategies and real estate ownership.
Perform property management activities including developing budgets,
management plans, property analysis and physical maintenance plans for
sample properties, and manage information systems and gather and assess
information to produce the maximum return over the long run for the
owners of these properties.
Evaluate and generate merchandising strategies and then develop and
present recommendations to owners/investors.
Use technology to support real estate property management related
research, analysis, reporting, and marketing activities.
Apply critical thinking and computer competency in using various software
programs and internet resources typically used by property managers.
Identify and determine legal and insurance issues that can affect managed
properties.
Hire and manage personnel effectively.
Exhibit the knowledge to practice according to the ethical and legal
standards of the Real Estate and Real Property Management industries.
Outline Landlord/Tenant Law, Contract Law, Civil Rights and Fair Housing
Federal, State and Local Laws and Regulations.
Select and prepare various leases for various residential, office, commercial
and industrial spaces.
Develop marketing plans to lease residential and commercial space.
Property Management BAS
North Seattle College
19
•
•
•
•
•
•
•
•
•
•
Provide examples of sustainable and environmentally sustainable “Green”
products or strategies for improving and/or maintaining an existing building
and increase its value.
Display an understanding of accounting procedures used to record and
evaluate income and expenses of residential and commercial rental property.
Demonstrate effective communication skills required for real estate property
managers.
Exhibit ability to interact successfully with all stakeholders and the public.
Evaluate prospective tenants based on research and collected information
from a variety of sources.
Assess determinants of supply and demand and pricing in residential and
commercial rental markets.
Use quantitative reasoning processes to understand, analyze, interpret, and
solve quantitative problems that property managers must complete like
computing rent and operating expense per square foot for commercial
property.
Understand and analyze community associations’ budgets, financial reports
and community association's governing documents.
Formulate a plan to develop and nurture a professional property
management and real estate network.
Outline on-going learning activities that will contribute to personal and
professional growth and the improvement of the Real Estate Property
Management industry.
Property Management BAS
North Seattle College
20
Appendix 1
Student Survey Questions
North Seattle College is considering creating a new Bachelor of Applied Science
(BAS) degree in property management. Industry demand in King County for
property managers is high (forecast at about 600 annual job openings over the
next ten years). Corporate, residential, commercial, mixed-use, not-for-profit and
public sector property managers in the area have median annual earnings of
$51,000. There are no bachelor degree programs in property management in the
northwest region of the United States. Full-time tuition and fees would be about
$23,000 for all four years (less if credits are transferred in, or credit for work
experience is awarded). Financial aid would be available.
1. Are you interested in enrolling in a Bachelor of Applied Science degree
program in Property Management?
Now (this year)
After I finish with my AA Degree
Someday
No
What is that?
2. Are you comfortable with taking classes online?
Yes
Not Sure
No way
3. What is your availability for attending college classes? (Check all that apply).
Morning
Afternoon
Evening
Weekends
Online anytime
Property Management BAS
North Seattle College
21
4. Do you believe that additional training and education, specifically an applied
bachelor’s degree, would benefit you either through promotion or increased
earnings?
Yes
No
I don't know
5. Are you currently employed in the real estate industry (or related industry)? If
YES would you consider attending college for a Bachelors of Applied Science in
Property Management if you could get college credit for the work you have
already completed?
Yes
No
Does not apply
6. Comments or additional information on any of the above questions:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________
7. Please provide name and email address if you would like more
information about the Property Management BAS degree as it develops.
Name:________________________________________________________
Email:________________________________________________________
Property Management BAS
North Seattle College
22
TAB 1
Attachment C
Bachelor of Applied Science
Organizational Leadership and Technical Management
Statement of Need
Forms A and B
1
Form A
COVER SHEET
STATEMENT OF NEED
Program Information
Program Name: Bachelor of Applied Science (BAS) in Organizational Leadership and Technical Management
Institution Name: Olympic College _____________________________________________________
Degree: BAS OLTM_____ Level: Bachelor___ Type: Science______ CIP Code: 52.0213
(e.g. B.S. Chemistry)
(e.g. Bachelor)
(e.g. Science)
Proposed Start Date: Fall 2015
Projected Enrollment (FTE) in Year One: 20_________ At Full Enrollment by Year: 2016_______
(# FTE)
(# FTE)
Funding Source: State FTE ____ Self Support X_ Other
Mode of Delivery
Single Campus Delivery:
Bremerton, WA ______________________________________________
(enter locations)
Off-site ___________________________________________________________________________
(enter locations)
Distance Learning : Hybrid (online and face-to-face classes)__________________________________
(enter formats)
Statement of Need
 Relationship to institutional mission



Employer demand
Student demand
Options for place-bound students
Please see criteria and standard sheet FORM B
Contact Information (Academic Department Representative)
Name: Mary Garguile
Title: Vice President for Instruction
Address: 1600 Chester Ave., Bremerton, WA 98337
Telephone: 360-475-7400
Fax:
Email: mgarguile@olympic.edu
09/03/2014 _______________
Date
Chief Academic Officer
2
INTRODUCTION
Olympic College (OC) proposes to develop a Bachelor of Applied Science degree program in
Organizational Leadership and Technical Management (OLTM). This program is designed to enroll
students with a range of professional technical associate degrees and a diverse set of work
experiences and professional goals. This practitioner-oriented, applied degree will prepare students for
leadership, management, and supervisory roles in private, public, and nonprofit organizations. The
degree will add knowledge, skills, and abilities in subjects like leadership theory, supervisory
communications, project and operations management, occupational safety, conflict resolution, change
and diversity management, and business ethics.
The program’s vision statement: Educating technical professionals across a wide range of
professions to serve as leaders who foster continuous improvement and empower the growth of others
in their organization, community, and world.
Local and state analysis continues to show that residents of Olympic College’s service area, Kitsap
and Mason Counties, lack sufficient access to bachelor’s-level education. These counties are
underserved in terms of the number and variety of degrees offered, and the completion rates for
bachelor’s degrees in both counties are below (and in the case of Mason County, well below) the state
average.
At the same time, these counties—and the entire Puget Sound region—support a growing mix of
industries in maritime, defense, aerospace, advanced manufacturing, healthcare, and technology,
among others. As these industries grow and add jobs, they are facing a wave of retirements
among managers and executives. Puget Sound Naval Shipyard & Intermediate Maintenance Facility
(PSNS & IMF) alone hired 1,800 new Helper Trainees in 2013, yet anticipates losing 30 – 40% of its
upper leadership by 2016.
Technically trained workers who could compete for management positions often do not hold a
bachelor’s degree and do not possess the leadership and management skills necessary to succeed in
these roles. A recent Olympic College employer survey showed that the number one hiring challenge
for employers looking to fill leadership and management positions is the applicants’ lack of “soft” skills—
skills like written and verbal communication, team leadership, staff training and development, and
conflict resolution.
This BAS will capitalize on a professional technical, trained workforce to meet clear local and regional
demand for bachelor’s-prepared leaders and managers.
CRITERIA 1: DESCRIBE HOW THE PROPOSED PROGRAM REFLECTS AND SUPPORTS THE ROLE AND
MISSION OF THE INSTITUTION AND REFLECTS PROGRAM PRIORITIES .
Role of the College: The proposed Olympic College (OC) Bachelor of Applied Science Degree in
Organizational Leadership and Technical Management (OLTM) reflects the role of the college by:
 Increasing educational options in general—and bachelor’s degrees in particular—available in
Kitsap and Mason Counties, OC’s service area
 Responding to proven industry demand through education and training with direct
applicability to the workforce
 Creating degree pathways for (i) current students in professional technical associate programs
and (ii) incumbent workers seeking to enrich credentials and develop expertise aligned with
professional goals and industry needs.
3
Olympic College Mission: The OC mission states, Olympic College enriches our diverse
communities through quality education and support so students achieve their educational
goals.1 The development and launch of the proposed BAS OLTM program, OC’s third applied
baccalaureate degree (joining the BSN, 2007, and BAS Information Systems, 2014) specifically
advances this mission. The degree responds to proven demand in the region for leaders, supervisors,
and managers with strong technical skills and delivers educational programming to meet that demand.
The BAS OLTM program also supports increased investment in comprehensive educational planning
(K-20) and lifelong learning (incumbent workforce and career changers).
Program Priorities: In its strategic initiatives, Olympic College has affirmed the importance of providing
local access to baccalaureate education. Although OC offers several pathways to bachelor’s degrees,
including direct transfer and university partnerships, the college has also endorsed the development of
additional OC baccalaureate programs:
 Initiative #6 in the 2007/2010 Strategic Plan called for OC to increase the educational options
available to our communities [by] actively pursuing opportunities to bring baccalaureate
programs to our district.
 In its May 2014 Goals Conference Action Plan, part of current, ongoing strategic planning, OC
set a goal to provide and support quality comprehensive instructional programs that meet
student/community needs and respond to changing conditions. This goal reaffirmed the
continuing need for “increased access to baccalaureate opportunities.”
In prioritizing which bachelor’s degrees to pursue, OC takes into consideration several factors, including
the potential for economic development and job growth, availability of human, physical, and financial
resources, long-term sustainability, accreditation requirements, and other factors identified through
local, regional, state and national analysis.
The development and implementation of the BAS OLTM program also supports the following priorities
identified in OC value statements and initiatives:2
Value Statements:
 This degree illustrates a dedication to public service and higher education by responding to
identified community needs and workplace and student demand.
 This degree demonstrates a commitment to lifelong learning by encouraging current and
returning students to expand and enhance their educational capabilities.
Strategic Initiatives:
 This degree supports the implementation of enrollment management and student
achievement plans focusing on accessibility and student learning by developing a program
that encourages economic stability, leverages prior experience and expertise for the benefit of
the community, and delivers program components in a format that accommodates busy
schedules and varied learning styles.
 This degree strengthens relationships with our communities to understand educational
needs and provide learning opportunities relevant to those needs by identifying local,
regional and national workplace and educational trends and by developing sustainable
programs that respond to a changing environment.
1
2
Olympic College Catalog 2013-14, p. 2.
Olympic College Catalog 2013-14, p. 2-3
4
CRITERIA 2: DESCRIBE HOW THE PROGRAM WILL SUPPORT SBCTC MISSION GOALS OUTLINED IN
THE MISSION STUDY AND WSAC POLICIES AND GOALS FOR HIGHER EDUCATION AS ARTICULATED
IN THE STRATEGIC M ASTER PLAN FOR HIGHER EDUCATION .
The overarching goal of the SBCTC Mission Study is to find more and better ways to reduce
barriers and expand opportunities so more Washingtonians can reach higher levels of
education.3 The Mission Study builds on the 2008 Strategic Master Plan for Education by the
Washington Higher Education Coordinating Board (HECB), which details the extreme need in
Washington for more homegrown bachelor’s degree production. The Master Plan recommends the
state “increase bachelor’s degree production by 13,800”4 and tackle the great “regional dispar[ity] in
access to baccalaureate degree programs.”5
The SBCTC’s Mission Study’s twenty-year action plan named ten strategies to address critical needs in
economic demand, student success, and innovation. Olympic College’s BAS OLTM program addresses
each of these needs by supporting the following action plan strategies:

Step 1: Serve more people, including groups who have been underserved in the past. In
keeping with the applied baccalaureate mission of opening educational access to underserved
groups, the BAS OLTM program aims to serve numerous populations within OC’s service area
of Kitsap and Mason Counties. These populations include underserved groups such as lowincome young adults, low- and middle-skill workers, first-generation college students (more than
2/3 of OC students are first generation), rural residents of Kitsap and Olympic peninsulas,
veterans (25% of OC students are veterans), and members of four tribal communities. These
efforts join existing outreach programs such as Access Services, Multicultural Services,
Students in Need Group, and Veterans Services. OC also recently hired a VP of Equity and
Inclusion to provide leadership in the development, coordination, and implementation of
programs that promote equity and pluralism at the college.

Step 2: Close the statewide skills gap for technically trained workers. Olympic College
offers 20 technical professional associate degrees in areas such as business management,
chemical dependency counseling, industrial trades, medical assisting, and welding. These
associate degrees are helping to close the statewide skills gap—especially with recently
expanded capacity in electronics and a new AAS degree in engineering technology. Along with
the new OC BAS in Information Systems, the college is well positioned to meet local need for a
skilled, adaptable, and technologically advanced labor force.
Because the BAS OLTM program is designed to build on a wide range of professional technical
associate degrees, students will have both technical and leadership/management skills when
they graduate. In the BAS these students will receive enhanced technical training in topics such
as budget management and analysis, quantitative and qualitative analysis, and long-range
planning and assessment, as well as education in “soft skills” like teamwork and critical thinking.
The statewide skills gap concerns more than technical skills. Top local employers like Puget
Sound Naval Shipyard & Intermediate Maintenance Facility (PSNS & IMF) and Lockheed Martin
have identified a serious and ongoing “soft skills” gap among their own technically trained
3
SBCTC. Mission Study. (2010). p. 2. Retrieved 09/11/2013. http://www.sbctc.ctc.edu/general/a_missionstudy.aspx
WSAC. Opportunities for Change: Implementing the 2008 Strategic Master Plan for Higher Education. (2008). p. 8
Retrieved 07/28/14. http://www.wsac.wa.gov/sites/default/files/Opportunities-Implementation-printversion.pdf
5
Ibid, p. 11.
4
5
workers transitioning into leadership and management roles. Recent studies point to executive
and management perceptions that such workers lack these skills the most. 6;7

Step 4: Contribute more to the production of baccalaureate degrees. Current census data
for both Kitsap and Mason Counties reveals below-average attainment of bachelor’s degrees
compared to Washington State (31%), with 29% and 18% respectively.8 At the same time,
attainment of associate degrees in Kitsap County exceeds the state average.9 The BAS OLTM
program will expand access to bachelor’s-level education in this region and continue the growth
of bachelor degree programs in OC’s service area.
In addition to developing new applied baccalaureate degrees and offering its own BSN and BAS
Information Systems programs, OC partners strategically with four-year universities like WWU,
WSU, WGU, Old Dominion University, and Brandman University to increase baccalaureate
access.

Steps 8 and 9: This degree will help build a 21st century learning infrastructure and promote
the adoption of web-based and mobile technology tools for eLearning and online student
services. The BAS OLTM program plans to offer a hybrid delivery model, with a mix of face-toface and online coursework appealing to working adults and employers who need schedule
flexibility. Hybrid delivery also reduces transportation and campus commute costs without
sacrificing the advantages of comprehensive campus support services. The program will also
feature open source textbooks and learning resources, and students can take advantage of a
web accessible campus as well as open computer labs.
OC has steadily increased access to eLearning and a range of online student support systems.
For example, the catalog and class schedule planner are available online. OC students and
Tech Prep and Dual Credit students may register online using OC’s Online Access to Student
Information System (OASIS) or link to the statewide Washington Tech Prep registration site.
Students may also take advantage of services such as Ask a Librarian, eTutoring, and Writing
Center assistance, as well as other online tools and support services.
CRITERIA 3: EMPLOYER DEMAND MUST EXCEED REGIONAL SUPPLY OF GRADUATES WITH
RELEVANT DEGREES . D EMAND MUST BE BASED ON DATA SOURCES …. PLEASE PROVIDE
EVIDENCE OF THE GAP BETWEEN THE NUMBER OF PROGRAM GRADUATES VERSUS THE NUMBER OF
JOB OPENINGS LOCALLY AND REGIONALLY .
Overview: Olympic College’s service area of Kitsap and Mason Counties covers 1,400 square miles
and reaches a population of more than 300,000 people. These counties support diverse industries. In
Kitsap, key industries include maritime, defense, advanced manufacturing, aerospace,
healthcare, tourism and technology.10 The county is home to Naval Base Kitsap, which includes 27
tenant commands and employs more than 16,000 civilians and 14,000 Navy personnel. Puget Sound
6
Adecco. “Watch the gaps: U.S. executives see skills gaps in the American workforce.” (2013). Retrieved 08/12/2014.
http://www.adeccousa.com/Employers/resource-center/Pages/watch-the-gap-infographic.aspx
7
Millennial Branding. The Gen Y Workplace Expectations Study. (2013). Retrieved on 08/20/2014.
http://millennialbranding.com/2013/gen-workplace-expectations-study/
8
U.S. Census Bureau. State and County QuickFacts. Kitsap and Mason Counties. Retrieved 07/22/2014.
http://quickfacts.census.gov/qfd/states/53/53035.html
9
Unites States Census Bureau. American Fact Finder. Retrieved 08/19/2014.
http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk
10
Kitsap Economic Development Alliance. Positioned for Prosperity. (2014). Retrieved on 08/19/2014.
http://kitsapeda.org/wp-content/uploads/2014/01/Kitsap-Economic-Profile-2014-Jan-2014.pdf
6
Naval Shipyard and Intermediate Maintenance Facility (PSNS & IMF), one of only four Naval shipyards
in the U.S., is the largest tenant command and employs, by far, the largest civilian workforce—some
11,000 employees. Other top Kitsap County employers include:





Harrison Medical Center, Martha & Mary Health Services, The Doctor’s Clinic, Kitsap Mental
Health Services, and other health, social, and community services organizations
Numerous Department of Defense contractors such as Skookum, Lockheed Martin, and EJB
Port Madison Enterprises, an agency of the Suquamish Tribe, which includes gaming, sports
and entertainment, hospitality, and financial ventures
Manufacturing firms such as SAFE Boats (military, law enforcement, and emergency vessels),
Far Bank (fishing equipment), and Trulife (healthcare products)
State and other public sector employers
Mason County industry relies on government; trade, transportation, and utilities; and
manufacturing. Largest employers include Little Creek Casino Resort, Washington Corrections
Center, Shelton School District, and Mason General Hospital.
While these counties—and especially Kitsap—support several employers with 1,000 or more
employees, a majority of businesses in each county are small businesses.
Olympic College has long been uniquely prepared to meet local industry demand. With campuses in
Bremerton (Kitsap), Poulsbo (Kitsap), and Shelton (Mason), and professional technical associate
programs ranging from accounting technology to welding, OC provides a skilled, forward-thinking,
technologically advanced workforce. The recent relocation of aerospace company Omahundro from
California to Kitsap County because of the strong labor force in advanced composites attests to the
impact OC prof tech degrees and certificates have not only on the current economy but on future
economic growth in the region.
In the past five years, OC has graduated nearly 2,500 professional technical students. (Table VII,
p. 15 lists completions for all active OC professional technical associate degree programs between
2009 and 2014.) These degrees cover occupational categories such as business and finance, office
and administrative support, computer and information technology, community and social service,
education, food preparation and serving, construction, production, and healthcare.
As a 2+2 degree in the “management capstone” model,11 the BAS Organizational Leadership
and Technical Management (OLTM) would accept students meeting program prerequisites from
the full complement of OC professional technical degree programs. With training in both a
technical discipline and leadership/management theory and practice, students would be eligible for
bachelor’s-preferred positions in their industry, as well as strategically positioned for promotion from
within their current organizations.
Management Occupations: The Bureau of Labor Statistics (BLS) Standard Occupational Classification
(SOC) system lists management occupations for all industries under the SOC code “management
occupations,” rather than within industry-specific categories such as Business and Financial Operations
Occupations, Community and Social Service Occupations, Healthcare Support Occupations, and
Production Occupations. So, for instance, Financial Managers would not be listed under Business and
Financial Operations Occupations, but under Management Occupations.
11
Office of Community College Research and Leadership. “Curriculum Models for Applied Baccalaureate Degrees.”
Retrieved 06/10/2014. http://occrl.illinois.edu/applied_baccalaureate/ab_models/
7
Exceptions to this rule include Cost Estimators and Management Analysts—two occupations typically
considered management-level—which are both listed under Business and Financial Operations
Occupations, rather than Management Occupations.
Table I shows entry-level education and average hourly wage for select management occupations.
Table I: Projected Growth for Select Management Occupations
SOC
Code
Management Occupation
Entry-Level
Education
Average
Hourly
Wage
11-1021
General and Operations Mgrs.
Bachelor’s
$49.48
11-2020
Marketing Managers
Bachelor’s
$51.06
11-2022
Sales Managers
Bachelor’s
$58.55
11-3011
Administrative Services Mgrs.
Bachelor’s
$40.29
11-3031
Financial Managers
Bachelor’s
$50.36
11-3051
Industrial Production Managers
Bachelor’s
$41.65
11-3121
Human Resources Managers
Bachelor’s
$48.31
11-9021
Construction Managers
Bachelor’s
$49.46
11-9111
Medical and Health Services
Bachelor’s
$41.96
11-9151
Social and Community
Services
Bachelor’s
$32.61
13-1051
Cost Estimators
Bachelor’s
$30.65
13-1111
Management Analysts
Bachelor’s
$37.78
Sources: Bureau of Labor Statistics Occup. Handbook. http://www.bls.gov/ooh.
08/21/2014. Employment Security Department “Learn about an occupation” report.
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupationalreports/occupations-in-demand. 08/21/2014
As Table II demonstrates, these management occupations are well-paying jobs that typically
require bachelor’s-level education to attain. Average annual wages for these positions, which range
from just under $65,000 to more than $120,000,12 are all much higher than the average annual wages
in Kitsap and Mason Counties, which are $43,000 and $34,000 respectively.13 In fact, management
occupations in both counties pay higher average annual wages than any other occupational category.
Unlike management occupations, the BLS classifies supervisory occupations within industry-specific
categories. Tagged as “First-Line Supervisor” occupations, these positions differ significantly from
management occupations in several ways:
 First-line supervisors generally require only a high school diploma for entry-level jobs
 First-line supervisors are typically promoted from within and have substantial technical training
but no formal education in leadership or management
 First-line supervisors are typically responsible for day-to-day operations, rather than long-range
planning and direction
 First-line supervisors earn just half the hourly wage of management positions in their industry
12
Employment Security Department (ESD). “Learn about an occupation” report. Retrieved 08/21/2014.
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand.
13
Employment Security Department (ESD). County Profiles. Retrieved 08/21/2014.
https://fortress.wa.gov/esd/employmentdata/reports-publications/regional-reports/county-profiles
8
Given their technical training, graduates of the BAS OLTM program will be amply qualified for first-line
supervisor positions. And while the leadership and management training the BAS program will offer
could be useful to not only supervisory but diverse occupational roles, the goal of this degree is to
prepare graduates to compete for management-level positions, whether on the open job market
or within their current organization’s career ladder.
Demand: In determining the need for a BAS OLTM program at Olympic College, information was
gathered from a multitude of sources, including local employer surveys, industry roundtables, advisory
committee input, Employment Security Department (ESD) and O*Net labor market data, industry and
trade association data, economic analysis conducted by Economic Modeling Specialists International
(EMSI) and Burning Glass, and other relevant sources. To determine the demand and supply of
qualified workers, OC used EMSI to conduct an analysis of employer demand and the regional supply
of graduates with relevant degrees. Employer surveys, industry roundtables, and consultation with
advisory committees also assisted in identifying the gap between industry demand and qualified
applicants.
Labor Market Data: Table II shows the projected growth for select management occupations in the
U.S., Greater Puget Sound Region (Kitsap, Mason, King, Pierce, and Snohomish counties), and in
OC’s service area of Kitsap and Mason Counties.
TABLE II: Projected Growth for Select Management Occupations
Projected Growth 2012 - 2022
United
States
Greater
Puget Sound
Region
Kitsap +
Mason Co.
General and Operations Mgrs.
12%
29%
16%
Marketing Managers
13%
20%
12%
Sales Managers
8%
17%
12%
Administrative Services Mgrs.
12%
19%
11%
Financial Managers
9%
14%
11%
Industrial Production
-2%
9%
9%
Human Resources Managers
13%
18%
13%
Construction Managers
16%
36%
29%
Medical and Health Services
23%
15%
21%
Social and Community Services
21%
38%
45%
Cost Estimators
26%
33%
28%
Management Analysts
19%
21%
3%
Management Occupation
Sources: O*net Online. www.onetonlineorg. 08/21/2014. Economic
Modeling Specialists International. Occupation Report. 05/19/2014.
The table reveals that growth for these management occupations in the Greater Puget Sound
Region is expected to outpace national growth rates in most areas by a sizeable margin. Kitsap
and Mason Counties project to grow at about the national rate in most occupations, though in General
and Operations Managers, Sales Managers, Industrial Production Managers, Construction Managers,
and Social and Community Services Managers, 10-year growth in these counties is at least 4% higher
than in the U.S.; for Social and Community Services Managers, the growth rate is more than doubled.
9
When determining job market availability for OC BAS OLTM graduates, it is essential to review both
local and regional demands. According to data collected by the U.S. Census Bureau, American
Communities Survey, King County has among the highest numbers in the nation of commuters coming
from another county. More than 12,000 Kitsap residents commute to Seattle-King County and another
6,000 to Tacoma-Pierce County.14 The U.S. Census American Fact Finder data shows that almost 20%
of Kitsap residents commute to jobs outside of the county.15 A survey conducted by the Washington
Department of Transportation further defined the commuting population: 45% of Kitsap’s commuting
residents are employed in professional or technical occupations, 15% in management and 12% in
administrative support.16
As Table III exhibits, with 350 – 450 annual job openings in both Pierce and Snohomish counties (each
accessible by car and ferry, respectively) and about 2,500 annual openings in Seattle-King County
(reached by car and ferry), the demand for management professionals is significant. The
Workforce Development Areas (WDAs) that include only Kitsap and Mason Counties, the Olympic
Consortium WDA and Pacific Mountain WDA, together project more than 2,500 total openings between
2014 and 2022.
Table III: Annual Openings within OC Employment Region
2012 - 17
2017 - 22
34
38
51
59
100
101
565
568
94
94
Marketing Managers
3
3
3
4
7
7
177
171
9
10
Sales Managers
5
5
8
8
28
25
241
225
24
23
Administrative Services Mgrs.
4
5
7
8
12
13
86
94
11
14
Financial Managers
8
8
18
20
28
28
243
229
27
28
Industrial Production
1
1
5
4
9
7
31
27
10
8
Human Resources Managers
3
3
7
7
10
9
95
88
8
9
Construction Managers
25
20
18
12
98
74
305
227
75
55
Medical and Health Services
11
13
15
17
33
38
156
179
23
27
Social and Community Services
8
9
14
17
18
20
52
59
10
12
Cost Estimators
14
13
14
11
49
44
158
137
54
47
Management Analysts
12
14
26
28
30
30
496
490
23
33
128
132
186
195
422
396
2605
2494
368
360
Annual Openings by Region
2017 - 22
2017 - 22
General and Operations Mgrs.
Management Occupation
2012 - 17
2012 – 17
Snohomish
County
2017 - 22
Seattle-King
County
2012 - 17
Pierce
County
2017 - 22
Pacific
Mountain
2012 – 17
Olympic
Consortium
Source: Employment Security Department (ESD). Long-Term Occupational Projections, May 2014. 07/15/2014.
Olympic Consortium WDA includes Clallam, Jefferson, and Kitsap Counties; Pacific Mountain WDA includes Gray’s Harbor,
Lewis, Mason, Pacific, and Thurston Counties.
14
Pritchett, Rachel. “Census stats show Kitsap residents are used to long commutes.” Kitsap Sun. 3/5/13. Retrieved 7/17/13.
http://www.kitsapsun.com/news/2013/mar/05/census-stats-show-kitsap-residents-are-used-to/?print=1
15
US Census. American Fact Finder. Commuting Characteristics, Kitsap County. Retrieved 7/17/13.
16
Kitsap Regional Coordinating Council. “Workers Away.” 09/21/06. Retrieved 7/17/13.
10
Burning Glass: An analysis of many of these management occupations by Burning Glass presented an
even rosier local labor market picture.
Burning Glass inventories actual job postings within set parameters, such as occupation, location, and
time period, in order to present a more accurate, real-time understanding of current demand. Postings
are pulled from multiple sources, including online job boards, company websites, newspapers,
government sites, and more, and duplicate listings are eliminated. In addition, Burning Glass employs
“data extraction and analysis technologies to mine and code detailed data from each job listing
describing the specific skills, skill clusters, educational credentials, certifications, experience levels, and
work activities required for that specific job, as well as information about salary, number of openings,
and job type.”17
Unlike traditional labor market data, Burning Glass maps to actual positions, not just occupations. This
approach reveals clearer pathways from the BAS degree to specific jobs within areas of
technical expertise. Burning Glass also cuts across SOC occupational categories in order to find
emerging and hard-to-classify management positions that might not be reported as Management
Occupations in ESD projections. Burning Glass can then re-code these postings under traditional BLS
SOC codes.
Table IV shows the actual number of job postings in the past fiscal year for select management
occupations in Kitsap and Mason Counties as reported by Burning Glass.
Table IV: Kitsap and Mason Job Postings, 07/01/2013 – 06/30/2014
Management Occupation
Job
Most Common Job Titles
Postings
General and Operations Manager
58
Operations Manager; General Manager; Operations
Manager—Environmental Services; Operations
Supervisor; Operations Director
Marketing Manager
48
Marketing Mgr.; Product Mgr. Director; Technical Product
Support Mgr.; Senior Product Mgr.; Accounting Mgr.
Sales Manager
40
Area Sales Manager; Sales Manager; Regional Sales
Manager; Store Manager; District Manager
Administrative Services Manager
54
Facilities Mgr.; Business Office Manager; Administrative
Officer; Relationship Manager; Business Manager
Financial Manager
100
Production Controller, Ships; Production Controller;
Branch Manager; Finance Manager; Assistant Manager
Human Resources Manager
15
Human Resources Manager; Human Resources
Assistant; Talent Acquisition Manager; Human Services
Planner; Manager, Employee Labor Relations
Medical and Health Services Manager*
290
Health Unit Coordinator; Social Worker; Admissions
Coordinator; Activities Director; Coordinator-Materials
Social and Community Services Manager
16
Dir. of Social Services; Referral Mgr.; Dir. Animal Welfare;
Youth Svcs. Professional.; Mgr. of Inpatient Social Svcs.
Total Job Postings, All Management
621
Occupations
Kitsap/Mason Postings with “Manager” in
Title
Kitsap/Mason Postings with “Supervisor”
in Title
1,189
379
*All postings with “nurse” in the title were removed from the search, since most BAS OLTM graduates would not be qualified
for these roles
Source: Burning Glass. Labor/Insight Jobs Report. 07/24/2014
17
Burning Glass. Real Time Labor Market Intelligence. Retrieved 08/22/2014. http://www.burning-glass.com/realtime/
11
Burning Glass’ aggregated job listings for last fiscal year far outpace ESD long-term projections for that
same year. While it is impossible to judge how many of the posted management positions BAS OLTM
graduates would have been qualified for (the job titles vary in level of education/experience required),
the numbers do present an excellent case for strong, ongoing demand for management
occupation positions.
Industry Support: As part of the degree development process, the BAS OLTM development team
approached advisory committees from several professional technical programs in order to discuss the
proposed degree and determine the level of support. These programs included Organizational
Leadership & Resource Management (OLRM), Medical Assisting (MEDA), Industrial Trades (INDTT),
and Human Services (HS). Each of these programs saw a clear pathway from the associate to and
through the BAS and on to the workforce or further study, and each voted its full support to continue
development.
OC also hosted two industry roundtables. One roundtable focused specifically on a pathway from the
Apprentice Program at Puget Sound Naval Shipyard and Intermediate Maintenance Facility (PSNS &
IMF) to the BAS. This roundtable is addressed separately, along with the PSNS & IMF Apprentice
Program pathway, in Criteria 5, p.16 - 18.
The other roundtable comprised a diverse group of business and community leaders from Kitsap and
Mason Counties, including city and county government officials, a Kitsap County trade association
representative, a top manager for the Port Gamble S’Klallam tribe, and other industry figures.
Roundtable guests were presented the BAS OLTM vision statement, guiding principles, and draft
program outcomes and asked to provide input based on their experience and needs.
Several broad themes emerged from the advisory committee meetings and industry roundtable:
 Need for the degree: Members of advisory committees and the roundtable confirmed local
demand for the BAS OLTM program. Reasons cited included the need for advanced training in
leadership and management (both technical and “soft” skills), expected baby boomer
retirements, and expanded local baccalaureate access.
 A management vacuum: The industry leaders observed that as managers retire, technically
trained employees move up to supervisory and management positions. These employees are
often radically unprepared for these roles, which necessitates costly and time-consuming
retraining.
 Going beyond the associate: One of the chief values of the BAS OLTM degree is that it
presents a major advancement in baccalaureate education in an underserved region. In fact, a
number of industry representatives themselves expressed strong interest in joining the first
cohort of students when the degree is offered.
Local Employer Survey Data: In addition to a local industry roundtable, OC conducted a comprehensive
industry survey of Kitsap and Mason Counties in July 2014. One-hundred and thirty-two (132) survey
recipients were selected from among local employers that hire supervisory and management personnel,
with a response rate of 39%. Recipients were contacted via email and completed the survey online
using Survey Monkey. Recipients were top management or executive-level employees with knowledge
of employer hiring practices.
Table V shows the results from the survey—results that underscore the viability of a local BAS OLTM
program. The broad strokes:
 88% of respondents prefer a certain level of education when hiring for leadership, supervisory,
and/or management positions. Of those that do, 78% indicated they prefer to hire bachelor’sprepared candidates. 16% prefer master’s-educated hires, and just 7% prefer to hire
associate-level candidates.
12



Of 20 professional technical associate degree programs, employers chose 17 as relevant
pathways through the BAS to employment at their organizations.
Top industries supported by employers included (in order of response) State and local
government, financial activities, healthcare and social assistance, educational services, and
manufacturing.
Employers that prefer to hire bachelor’s-prepared candidates for leadership, supervisory, and/or
management roles noted difficulty in finding qualified hires. 81% said they had “often” or
“sometimes” experienced difficulty. Almost 40% said they had to look outside Kitsap and Mason
Counties for qualified candidates.
Table V: Kitsap/Mason County Employer Survey
Percent of employers who prefer a certain level of education in leadership, supervisory,
and/or management hires
Percent of these employers who prefer bachelor’s-prepared candidates
Percent of employers preferring bachelor’s-prepared candidates who would be interested in
having existing employees without bachelor’s degrees earn a BAS while they worked
Percent of employers preferring master’s-prepared candidates who would support hiring
BAS grads who would work and pursue Master’s-level study at the same time
Percent of employers preferring associate-level candidates who would be interested in
having these employees earn a BAS while they worked
For the 40 employers who prefer bachelor’s-prepared candidates
Number of leadership, supervisory, and/or management positions they expect to hire in the
next 5 years
Employee retirement
Growth in the business
Primary reasons for these hires
Employee turnover
(select all that apply)
Organizational restructuring
Do not expect to hire
Kitsap County
Internally
Where they find majority of these hires
Seattle-Tacoma
United States
Washington state but outside region
Percent of these employers who report difficulty finding qualified hires
Percent of these employers who see strong or moderate need for this degree in the region
Percent of these employers who believe this BAS degree would significantly increase
student ability to compete for jobs they would likely apply to
No degree preference
The desirability of an applied bachelor’s
BAS degree is more desirable
degree (BAS) vs. traditional bachelor’s
(BA/BS) degree
BA/BS degree is more desirable
88%
78%
68%
100%
100%
401
63%
63%
53%
33%
5%
38%
25%
25%
8%
2%
81%
97%
56%
70%
23%
8%
Evidence of “The Gap”: Evidence of the gap between program graduates and job openings locally and
regionally has been confirmed through a number of resources including: (i) employer surveys, (ii)
professional association and economic development research, and (iii) an EMSI comparison of job
openings and educational level completions using the 2013 Department of Education National Center
for Education Statistics - Integrated Postsecondary Education Data System (IPEDS).
As indicated in Table VI, 81% of Kitsap and Mason County employers who prefer bachelor’s prepared
candidates for leadership, management, and/or supervisory roles reported difficulty finding qualified
hires for these positions. In addition, 97% of these employers see a strong or moderate need for this
degree in the region.
13
These statistics compare well with a 2008 study commissioned by Kitsap Economic Development
Alliance (KEDA) to verify the need for increased baccalaureate production in Kitsap County.18
According to the study, the most in-demand four-year degree subject was business—a broad area that
would include a degree such as the BAS OLTM. Research also found:



52% of surveyed employers believed business would grow with access to a more educated
workforce
56% of surveyed employers need employees with four-year degrees
85% of employers report having difficulty filling positions
In addition, a 2012 regional needs assessment conducted by the Northwest Education Research
Center concluded that expanded educational offerings have “not been sufficient to meet the
region’s need for a sustained array of baccalaureate and graduate degree programs.” 19
According to a release by the HECB, “The report, like other past studies of regional needs, found that
baccalaureate participation rates (in the Olympic Region) were well below the state average and that
students had limited access to baccalaureate institutions and programs.” The report noted that despite
these limitations, nearly 1,000 students were enrolled in bachelor and graduate degree programs from
10 providers. However, these students, with the exception of those enrolled in applied baccalaureate
programs, were in non-state funded (self-sustaining programs).
Table VI compares regional and local completions of related programs to projected annual openings.
Table VI: Regional and Local Completions Vs. Projected Annual Openings
Greater Puget Sound Region
Greater Puget Sound
Kitsap & Mason
Kitsap & Mason
2012 Job Openings
Region Completions
2012 Job Openings
Completions
3,509*
All (includes
2,461 129*
All
Master’s,
Master’s
Bachelor’s, Assoc.,
Bachelor’s
and Certs.)
Assoc. and Certs.
169
61
9**
99
Source: EMSI Completions Report. 05/20/2014.
* Note that these openings typically require a bachelor’s degree as minimum educational credential
**Completions of Brandman University’s BA Organizational Leadership, reported by Jennifer Perryman, Site Director at Naval
Base Kitsap - Bangor
As Table VI shows, bachelor’s-preferred openings outnumber regional bachelor’s degree completions
in both the greater Seattle area and Kitsap & Mason Counties, OC’s service area.
CRITERIA 4: DESCRIBE THE EXISTING PROFESSIONAL AND TECHNICAL DEGREE PROGRAM THAT
WILL BE USED AS THE FOUNDATION FOR THE APPLIED BACCALAUREATE DEGREE PROGRAM .
Existing professional technical degree program: Olympic College’s Organizational Leadership &
Resource Management (OLRM) program is designed to prepare students for leadership roles in private
and public service environments. The program assists individuals by providing basic leadership skills;
an understanding of their role in influencing groups of individuals to accomplish organizational goals
while adopting strategies that foster critical thinking; and the ability to lead change within organizations.
The OLRM program offers two associate degrees—a 90-credit AAST in Leadership & Occupational
Studies (LOS) and a 93-95 credit AAST in Organizational Leadership & Resource Management
(OLRM). Both degrees offer coursework in organizational leadership, communication, ethics, and
18
KEDA. From Dream to Reality: Spelling out Kitsap County’s Need for Increased Access to Baccalaureate Degrees. (2008).
Retrieved 08/25/2014.
19
Higher Education Coordinating Board. Olympic Peninsula Higher Education Centers. (2012)
http://www.wsac.wa.gov/sites/default/files/HECBmtg-OlympicHighEdCenters4-12.pdf
14
human relations. The OLRM degree also includes required courses in accounting, business law, and
technical writing; the LOS degree is exclusively for military and prof tech students and builds on at least
30 credits of prior military or prof tech learning.
Four Certificates of Recognition are also awarded:
 Leadership and the Non-Profit Organization (18 credits)
 Leadership and Organizational Development (19 credits)
 Leadership and Supervision (18 credits)
 Organizational Leadership (18 credits)
Because of their subject matter expertise, academic qualifications, and substantial teaching experience,
OLRM full- and part-time faculty are expected to teach the majority of BAS Organizational Leadership
and Technical Management (OLTM) upper-level classes.
Although OLRM AAST completers will be eligible to enroll in the BAS OLTM program, this
degree program is designed to build on the full complement of OC professional technical
associate degree programs. Students with technical training in a variety of fields will pursue a
rigorous baccalaureate course of study in leadership and management coursework that retains a strong
applied focus and builds knowledge, skills, and abilities.
Five year completions: Table VII lists completions for OC professional technical associate degree
programs from 2009 through 2014. Over the past five years, nearly 2,500 students have completed a
prof-tech degree. While completions for individual programs vary, each of the past four years in
particular have shown strong, sustained overall numbers.
TABLE VII: 5-Year Completions for OC Professional Technical Associate Degree Programs, 2009 – 2014
Prof Tech
Associate Program
Degree(s)
Offered
Completions
2009-10
2010-11
2011-12
2012-13
2013-14
TOTAL
Accounting Technology
AAST, ATA
17
22
33
29
21
122
Admin. Office Support
ATA
9
12
5
9
12
47
Animation Gaming Produc.*
ATA
0
2
2
0
0
4
Automotive Technology*
ATA
4
3
9
5
3
24
Business Management
ATA
22
19
25
27
21
114
Chemical Depend. Counsel.
ATA
6
0
6
10
15
37
CIS: Info. Systems Special.
AAST
14
25
22
19
17
97
Crim. Justice-Law Enforc.*
ATA
4
3
3
1
0
11
Construction Management*
ATA
0
0
0
2
3
5
Cosmetology
ATA
2
3
13
1
4
23
Culinary Arts-Sous Chef
ATA
3
11
9
13
19
55
Digital Media Arts*
ATA
15
14
29
12
3
73
Early Childhood Education
AAST, ATA
6
11
11
12
8
48
Electronics
ATA
4
3
12
7
15
41
Fire Science**
ATA
1
4
1
0
0
6
15
Industrial Trade
Tech./Apprentice Program
ATA
43
164
352
190
241
990
Leadership & Occup.Studies
AAST
2
6
4
4
5
21
Legal Office Professional
ATA
3
4
2
5
4
18
Marine Systems Technology
ATA
8
4
5
1
3
21
Medical Assisting
AAST
5
11
14
18
15
63
Nursing
ATA
60
63
56
59
61
299
Nursing (Transition)
ATA
18
16
17
4
4
59
Org. Leadership & Resource
Management
AAST
1
1
3
5
7
17
Paraeducator**
ATA
0
0
0
1
0
1
Physical Therapist Assist.
AAS
15
19
14
19
18
85
Technical Design
ATA
1
6
13
11
6
37
Welding Technology
ATA
19
22
33
34
36
144
282
448
693
498
541
2462
Total Completions, All Programs
*Denotes inactive program
**Denotes closed program
Student Pathways: How would a prof tech associate in a specific field + the BAS OLTM lead to relevant
employment in related leadership/management positions? To find out, OC explored two sample
pathways: ATA, Industrial Trades Technician, and the ATA in Chemical Dependency Counseling.
ATA, Industrial Trades Technician: In fall 2013, 190 students graduated with their Industrial Trades
Technician ATA. These students were part of Puget Sound Naval Shipyard & Intermediate
Maintenance Facility’s (PSNS & IMF) Apprenticeship Program, a partnership between Olympic College
and PSNS & IMF. While the BAS OLTM program expects to admit students from a range of
professional technical associate degree programs, OC’s relationship with Puget Sound Naval Shipyard
& Intermediate Maintenance Facility (PSNS & IMF) warrants particular attention. PSNS & IMF is the
largest employer of civilians in the region, current employing more than 11,000 workers in a variety of
occupations.
Since 1901 PSNS & IMF has hired apprentices, and since 1950 the Apprenticeship Program has had a
formal relationship with Olympic College20. The Apprenticeship Program is part of a coordinated
shipyard pipeline that supports a high school work-study program, an apprenticeship prep program
(Helper Program), and the Apprenticeship Program itself. The Apprenticeship Program is the largest is
Washington state and one of the largest in the nation. It is fully accredited in both trade theory and
academic course work, and graduates of the program earn an Industrial Trades Technician Associate in
Technical Arts (ATA) degree.
The Apprenticeship Program is highly successful:21;22
 Apprentices complete 4 years of training in one of 28 skilled trades
20
st
21 Century Registered Apprenticeship. (2013). Retrieved 08/22/2014.
https://21stcenturyapprenticeship.workforce3one.org/view/2001303554856146733
21
Ibid.
22
Olympic College. Apprenticeship. (2013). Retrieved 08/22/2014.
http://www.olympic.edu/Students/AcadDivDept/BusinessAndTechnology/apprenticeship
16






The first 3 years of the program are equally divided between trade theory classes and college
coursework in subjects like English; algebra, trigonometry, and applied math; technical drawing
and computer aided design; human relations; and physics
The program’s fourth year is dedicated to intensive skills training leading to full-time trade work
Students in the Apprenticeship Program achieve an average GPA of 3.7 to 3.8
85% of students who begin the program graduate
More than 9,000 students have graduated from the program, and 762 students are currently
enrolled
Apprentices begin the program at federal wage grade (WG) WG-1 ($15.11/hr.) and graduate at
WG-9 to WG-11 ($26.40 to $27.32/hr.)
The Apprenticeship Program has long been viewed as the fast-track to better pay and career
advancement. According to PSNS & IMF, 70% of current superintendents are program graduates. 67%
of program graduates typically serve 30 years or longer at the shipyard.
Table VI shows the civilian chain of command for PSNS & IMF production employees.
Table VIII: PSNS & IMF Chain of Command, Production Employees
Managers and Supervisors
Workers
Department Head
Journeyman Mechanic
Deputy Department Head
Worker or Limited Mechanic
Group Superintendent (Manages a group of closely related shops)
Apprentice
Shop Superintendent (Manages a shop within a shop group)
Helper
Supervisor II (General Foreman; supervises supervisors)
Supervisor I (Foreman; supervises workers)
Source: http://www.navsea.navy.mil/shipyards/puget/Page/EmployeeHandbook.pdf
Although in the past the ATA Industrial Trades Technician degree was enough to secure advancement
beyond first-line supervisors, new attention to process improvement, personnel management,
technological innovation, and long-range planning necessitates leadership and management
training beyond what the Apprenticeship Program can deliver. Because program courses are so
tailored to shipyard needs, apprenticeship classes are often not directly transferable to relevant
bachelor’s programs, and those programs that may accept all credits are not strategically positioned
(because of degree offered, location, content delivery method, etc.) to open a smooth pathway. This
has created a barrier to advanced training supervisory- and management-bound employees need to
complete in order to succeed at higher levels at PSNS & IMF.
Although a pathway from the ATA to a BAS OLTM degree has been discussed for years, Olympic
College held a more formal roundtable to address potential demand and support for the BAS. PSNS &
IMF participants included Bryan Watland, Director of Student Programs (including the Apprenticeship
Program) and Dwight Otis, the shipyard’s Product Line Production Manager who oversees more than
5,000 production personnel. Both Mr. Watland and Mr. Otis are graduates of the Apprenticeship
Program, and both expressed strong support for a pathway from the ATA to the BAS.
Among the reasons for their support:
 PSNS & IMF continues to hire. Since September 2013, the shipyard has hired more than
1,800 helper trainees for its Helper Program, the primary pathway to the Apprenticeship
Program. 85% of apprentices come from the Helper Program.23
23
Kitsap Sun. “Shipyard hiring for 800 more ‘helper’ jobs.” (2014). Retrieved 08/22/2014.
http://www.kitsapsun.com/news/local-news/shipyard-hiring-for-800-more-helper-jobs
17



With more production work comes more supervisory and management roles. Current
production workers moving into supervisory positions—and supervisors moving into
management positions—do not have adequate training in leadership and management to
succeed in these roles.
The shipyard anticipates a huge wave of retirements by 2016, as much as 30 – 40% of
senior leadership. According to PSNS & IMF spokesperson Mary Ann Mascianica, these
retirements will “create a lot of openings for younger workers looking to advance.” 24
PSNS & IMF now offer costly retraining and certification programs to provide supervisors
and managers with knowledge, skills, and abilities they could receive before they move into
these roles.
ATA Chemical Dependency: The ATA in Chemical Dependency Counseling (CDC) is offered through
OC’s Human Services Department. Students in this program fulfill the education requirements for
certification as Chemical Dependency Professionals through the Department of Health in Washington
State. With the ATA, they are eligible for Social and Human Services Assistant occupations and
employment in positions such as Family Resource Coordinator, Social Work Aide, and Case Manager.
The pay for these positions is approximately $13.87/hr., or about $29,000/year.25
Students who wish to continue their education have limited options. Currently, the only “acceptable
transfer” is to Evergreen State College’s Upside Down Degree Program. While this degree may be right
for some students, it has substantial drawbacks.
 Course of study: The Upside Down Degree offers a “combination of focused course work and
broad liberal arts study programs.”26 This mix may not provide students with enough applied
learning to prepare them for demand management positions with specific technical and soft
skills sets.
 Distance: Evergreen State is a four-hour round trip drive for students in some parts of OC’s
service area.
 Delivery format: Because Evergreen State does not deliver courses fully or partially online,
class times may not be convenient for students with work, family, or other obligations.
For ATA CDC completers who wish to pursue a managerial rather than clinical path and
continue their education, the BAS OLTM offers a “perfect” pathway, according to Mirelle Cohen,
OC Human Services faculty member and advisor for the CDC program. According to Cohen, students
graduating the BAS with internship experience (a planned requirement) would be eligible for higher
paying managerial job titles such as Social Services Director, Program Manager, and Vocational
Rehabilitation Administrator—positions that pay, on average, more than double what students could
expect entering the workforce with an associate degree alone.27
CRITERIA 5: PROVIDE EVIDENCE OF STUDENT INTEREST AND DEMAND FROM MULTIPLE SOURCES.
Students with Professional Technical Degrees: As illustrated in Table VII (p. 15), Olympic College has
graduated thousands of students with professional technical degrees in the past five years. Students
with these degrees who meet prerequisite requirements would be eligible for enrollment in the BAS
24
Kitsap Business Journal. “Shipyard catching up in hiring.” (2013). Retrieved 07/21/2014.
Bureau of Labor Statistics. Occupational Outlook Handbook. (2014). Retrieved 08/27/2014.
http://www.bls.gov/ooh/community-and-social-service/social-and-human-service-assistants.htm
26
Evergreen State College. Upside Down Degree Program. Retrieved 08/27/2014.
http://www.evergreen.edu/admissions/requirements/upsidedown.htm
27
Bureau of Labor Statistics. Occupational Outlook Handbook. (2014). Retrieved 08/27/2014.
http://www.bls.gov/ooh/management/social-and-community-service-managers.htm
25
18
Organizational Leadership and Technical Management (OLTM) program. In addition, any student with
a professional technical degree from any system college would be eligible to apply for admission.
Because the program is expected to utilize a hybrid delivery model, with in-class coursework limited to
one or two days or evenings each week, the BAS program will reach students traditional face-to-face
degrees would not. Place-bound students, working adult students, and students from remote corners of
OC’s service area (or outside of it) could potentially enroll in the program and achieve success.
Student Survey: Evidence of student demand is exemplified in a July 2014 survey sent to all enrolled
OC students. Recipients were contacted by email and responded online via Survey Monkey. Nearly 350
students responded to the survey.
Survey results showed the following:
a. 85% of respondents were interested in a BAS OLTM program at OC. Only 15% said they were
“not interested.”
b. When selecting among three program delivery methods, hybrid was favored. An astonishing 94%
of students chose hybrid as their first or second choice. Daytime classes were the preferred
choice in terms of scheduling.
Preferred Program Delivery
Hybrid, with both online and face to face
Face to Face
Online Only
Schedule of Class Offerings
Day
Evening
Weekend
st
1 Choice
42%
34%
24%
56%
35%
10%
nd
2
Choice
53%
27%
20%
18%
58%
24%
rd
3 Choice
5%
39%
56%
27%
7%
66%
c. 60% of respondents would prefer to enroll full time (12 or more credits per quarter).
d. In response to general preferences for a BAS program, the following were identified:
Enrollment Factors
Availability of campus resources
Cost
Location at OC
Faculty
Very Important
74%
74%
72%
68%
Important
25%
24%
25%
30%
Not Important
1%
1%
3%
2%
Demand in excess of opportunity to enroll in related traditional bachelor’s programs. Although access to
bachelor’s education has improved steadily since 2007, when OC first began offering its BSN as part of
Washington state’s applied baccalaureate pilot program, Kitsap and Mason Counties are still
underserved in terms of the number and range of available bachelor’s degrees. The lion’s share of
programs is still only available through online universities or colleges. Yet in the July 2014 student
survey, students overwhelmingly preferred hybrid delivery, and almost 75% of students reported that
the availability of campus resources was an important factor in their decision to enroll.
In a number of responses to the survey invitation to “write additional comments or questions,” students
repeatedly stated that they were unlikely or unwilling to relocate to enroll in a traditional
bachelor’s program. A typical response: “It would be great for me to not have to transfer to a 4 year
school to finish my degree.” Others cited the cost of attending other colleges and the need to change
jobs or relocate their families as a hindrance to continuing their education elsewhere. Many believed
that their ability to commute to campuses outside of the immediate region was limited. Others
considering enrollment in the online/satellite offerings at other colleges stated that they would “greatly
prefer” to continue their pursuit of a baccalaureate at OC. These findings are in keeping with the
19
Washington HECB Regional Needs Analysis Report (2011), which found that college participation rates
were higher in counties where institutions with resident students are located.
Enrollment Projections: Table IX provides enrollment and retention projections for the next five years.
Table IX: BAS OLTM Projected Enrollment
Degrees Awarded
Cohort
Academic
Year
FTES
1 – 75%
10
5
1
2015-16
20
2
2016-17
25+19=44
3
2017-18
25+20=45
4
2018-19
25+20=45
5
2019-20
25+20=45
6
2020-21
25+20=45
*Allows for completion over 2 to 3 Academic Years
Retention Rate by Cohort*
2 – 80%
3 – 80%
4 – 80%
14
6
14
6
14
6
5 – 80%
-
Total BAS
Awarded
-
14
10
19
20
20
20
CRITERIA 6: DESCRIBE HOW THE PROGRAM WILL SERVE PLACE -BOUND WORKING ADULTS .
The BAS Organizational Leadership and Technical Management (OLTM) program has been
specifically designed to accommodate diverse populations of students, and especially placebound working adults.
Commuting time and costs are major obstacles for Kitsap and Mason County students seeking a
bachelor’s degree. Students who choose to commute from Bremerton to the Seattle area must
overcome a 2-hour round trip ferry ride and additional drive time or bus fares. Long lines, tight
schedules, and fares ranging from $8.00 (walk on) to $26.00 (driver and vehicle round trip) add
additional time and expense. Students who drive across the Tacoma Narrows Bridge must still pay
more than $5 per round trip, in addition to facing steep gas prices and a 1½ to 2 hour commute in ideal
conditions. As Kitsap County commuting data suggests, people who commute from the Olympic region
to the Seattle area tend to be industry professionals in higher paying and/or management occupations.
Place-bound working adults are much less likely to take on this burden.
While these students could complete an online degree, survey data indicates students like the flexibility
of some online coursework combined with face-to-face instruction and the material benefits of a
physical campus. The BAS OLTM’s hybrid format, with its full range of academic and student support
services, meets these needs. A local BAS OLTM also meets the needs of employers. The HECB
Regional Needs Analysis also found that place bound students are more likely to seek employment
locally after college – a key finding that illustrates why regional employers prefer local access to a
bachelor’s degree program in leadership and management.
Identify similar programs offered by public or independent institutions in the region: The bachelor’s
degree most similar to the BAS OLTM is Brandman University’s (BU) Bachelor of Arts degree in
Organizational Leadership. This degree is one of several hybrid and online options that the Irvine,
California-based Chapman University offers through its fully accredited BU system. The BA in
Organizational Leadership is delivered as a hybrid program at Naval Base Kitsap (NBK) – Bangor, and
while the degree is open to all qualified applicants, it primarily services active military members and
their families. Jennifer Perryman, Site Director at BU’s NBK campus, serves on the OC Organizational
Leadership & Resource Management (OLRM) advisory committee, and has not only been aware of the
BAS OLTM program’s development, but contributed to the visioning workshop to develop the BAS
program’s vision and guiding principles. These programs are not expected to compete for students.
20
Western Washington University offers a Bachelor of Arts degree in Business Administration at its
university center on OC’s Poulsbo campus. This degree is even more dissimilar to the BAS OLTM. The
program is for direct transfer students rather than students with prof tech degrees. Furthermore,
because of the program’s emphasis on skills in areas like microeconomics, macroeconomics,
accounting, and calculus, prospective students must have a strong business background to meet the
prerequisites. These degrees serve different students and have different program emphases.
Finally, Old Dominion University provides access to bachelor’s degrees, including business
administration, through distance learning on OC’s campus. Degrees are earned through synchronous
and/or asynchronous online courses—a delivery method not favored by students interested in the BAS
OLTM program and one not tailored to the specific needs of OC’s prof tech students.
Partnership Options: Because of the longstanding partnership between OC and Puget Sound Naval
Shipyard & Intermediate Maintenance Facility (PSNS & IMF) to deliver the Apprenticeship Program, as
well as the clear pathway from the ATA Industrial Trades Technician to and through the BAS and on to
supervisory and management positions at the shipyard, a partnership on the BAS OLTM degree is a
win for both OC and PSNS & IMF. As described at length in Criteria 5 (p. 16 – 18), this partnership is
supported by high-level personnel in both organizations and could appeal to hundreds of current and
former Apprenticeship Program students.
Beyond PSNS & IMF, OC has reached out to numerous members of local industry, government, and
community to invite collaboration on program outcomes and course curricula, as well as to establish
relationships leading to internships and other work-based learning opportunities. OC hosted two
roundtables, met with several prof tech advisory committees, and solicited an employer survey. In
addition, OC invited all participants in these activities to contribute further as time and interest allows.
Unique Aspects of the Program: The BAS Organizational Leadership and Technical Management
program will deliver transferrable knowledge, skills, and abilities in a unique way. Among the singular
aspects of this program:
 Emphasis on building applied leadership and management skills for a range of
professional technical associate degrees
 Organizational Leadership & Resource Management (OLRM) faculty with substantial
educational training (all with master’s and Ph.Ds) and professional experience in
leadership theory and practice
 Hybrid delivery model and comprehensive support services for all enrolled students, and
especially busy working place-bound students
 Huge student base of “terminal” professional technical associate degree completers
 Overwhelming support from PSNS & IMF for a pathway from the Apprenticeship Program to
and through the BAS and on to supervisory and management positions at the shipyard
21
TAB 1
Attachment D
BACHELOR OF APPLIED SCIENCE:
DENTAL HYGIENE
JULY 2014, FORT STEILACOOM CAMPUS. STATEMENT OF NEED
Table of Contents
BACHELOR OF APPLIED SCIENCE: DENTAL HYGIENE ............................................................................................. 1
FORM A and B: Cover Sheet for New Program Proposal .............................................................................. 3
Introduction .................................................................................................................................................. 4
Relationship to Institutional Role, Mission and Program Priorities .............................................................. 7
Core Themes ............................................................................................................................................. 7
Program Priorities: Responsiveness to External Forces and Trends ......................................................... 9
Support of Statewide Strategic Plans.......................................................................................................... 10
Employer and Community Demand............................................................................................................ 11
High Demand/Labor Market ................................................................................................................... 11
Student Success ...................................................................................................................................... 12
Innovation ............................................................................................................................................... 12
Future Dental Hygiene Roles/Emerging Workforce................................................................................ 13
Strong Foundation Built on Existing Program ............................................................................................. 14
Program History and Results................................................................................................................... 14
Building on Existing Professional and Technical Degree Program Demand ........................................... 15
BASDH Leading to a Master’s Degree/Graduate Degree........................................................................ 16
Student Demand & Board of Trustee and Advisory Board Support ........................................................... 16
Maximizing State Resources: Applied Science in Dental Hygiene .............................................................. 17
Diversity and Outreach ........................................................................................................................... 18
Conclusion ................................................................................................................................................... 19
References .................................................................................................................................................. 20
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 2
Introduction
Pierce College Fort Steilacoom (Pierce) proposes to award a Bachelor of Applied Science in Dental
Hygiene (BASDH) degree with plans to enroll students at the sophomore/junior level in the summer of
2016. Awarding the BASDH addresses the long standing issue of aligning the 4-year credit course load
with a 4-year degree. Currently, students graduate with an Associate in Dental Hygiene (ADH) after four
or more years of study, or a minimum of 189.5 credits. Specifically, the BASDH will renumber all of the
dental hygiene courses offering about 13 credits at the 200 level in the first quarter and the rest of the
courses at the 300 and 400 level. The 68 general education credits will still be taken at the 100 and 200
level. Graduates of the BASDH program will continue to complete a total of approximately 190 credits,
but earn a BASDH instead of the current ADH.
Chart 1 illustrates the current ADH pathway, number of credits and employment options as compared to
the proposed Bachelor of Applied Science in Dental Hygiene pathway.
Chart 1
Pierce’s proposed BASDH is a redesign of the current dental hygiene program/curriculum. Few
additions/changes to the curriculum are required because dental hygiene education follows the standards
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 4
TOTAL
BS or
BAS
CREDITS
# of Quarters/
Semesters
Dental Hygiene
(DH) Courses
General
Education
Courses
Institution
set forth by the Commission on Dental Accreditation (CODA) (CODA Standards) and the WASHINGTON State
Dental Hygiene Practice Act (WSDHPA). Over ten years ago the Pierce College Dental Hygiene program (PCDH)
aligned their preTable 1
requisite and
dental hygiene
coursework to
facilitate an easy
transition into
Eastern
Pierce College
Washington
Pacific University
Eastern
Dental Hygiene
University
Earns BSDH,
BASDH, Quarter
Washington
Earns BSDH,
Semester Credits
Credits
Quarter Credits
University’s degree
completion
program.
68
83-90
48
Fortunately, entrylevel course
content is the same
Current ADH 121.5
104
for all dental
Proposed
76
hygiene programs
BASDH124.5
regardless of the
institution,
10 of DH
university or
Current ADH 7
coursework
community college.
Proposed BASDH 8 (with some general
6 of DH
See Table 1.
of DH coursework
education courses
coursework
intermixed)
Results from our
student focus
group surveys
192.5
187-194
124
indicated that most
students have been
unable to continue
the extra two years
of school to earn a
bachelor’s degree
or must delay it for several years due to cost. Therefore, the BASDH will provide access to a
baccalaureate degree for many students who otherwise would not have been able to earn this degree.
More importantly, a BASDH at Pierce will allow students to earn a degree that meets industry standards,
matches the need for this program in our state and provides the degree that matches the students’ time
commitment and the professional course of study. Additionally in 1996, the American Dental Hygienists’
Association (ADHA) proposed the baccalaureate as the entry-level education for dental hygiene (ADEA
BASDH) and they are expected to approve new Domains for dental hygiene education in 2014 or 2015
(ADHA Transforming DH Education). This is the opportune time to convert to a BASDH as we align our curriculum
with the anticipated six new Domains.
For your reference, there are currently three Domains identified, Professionalism, Health Promotion
and Disease Prevention, and Patient/Client Care. These domains represent broad categories of
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 5
professional activity and concern which occur in dental hygiene practice. By design, these categories are
not related to specific courses within the curriculum because course structure does not reflect the scope
of a practicing dental hygienist. The concept of Domains is intended to encourage a structure and
process in the curriculum that is interdisciplinary, coordinated and applicable to practice. Our current
curriculum embeds research and teaching methodologies, inter-professional education and practice and
healthcare systems. The students also create a culminating ePortfolio and participate in several
community projects and educational opportunities as participants and leaders. For the past four years,
PCDH has collaborated with Pierce’s Diagnostic Health Fitness Trainer (DHFT) program to promote
wellness and longevity for the dental hygiene student. This past year, we added an experience for the
DHFT and DH students to work collaboratively on a common patient promoting overall systemic health
and wellness. This next year, we will expand our inter-professional practice to include collaboration with
the University of Puget Sound’s (UPS) Occupational Therapy (OT) program. The PCDH program has been
and will continue to be a system’s leader in dental hygiene. Not only does PCDH have curricular rigor
and structure, it also has an innovative approach to education with emphasis on best practices using the
latest in healthcare technology to prepare our students for clinical practice.
Therefore, we anticipate only four changes to the curriculum beyond the renumbering of the courses
and alignment with the new Domains. These include a delineation to create a dedicated research
methods course which will continue to require evidence-based research projects and practice
management, the creation of a professional development plan to add to the ePortfolio, a slight
expansion of educational methodologies and a lengthening of the program by one quarter. This revision
in schedule and curriculum will align with local (WA and OR) Bachelor of Science in Dental Hygiene
degrees (Table 1) and function to equalize and balance the credit load. The changes will serve to prepare
our students for entrance into graduate programs by providing the expanded content areas needed for
graduate program success. Additionally, a BASDH degree will increase their occupational choices not
available to an ADH dental hygiene graduate. BASDH graduates are qualified for jobs in public health,
education, research, leadership, practice management, advocacy and other dental, health and business
related fields that require a baccalaureate degree. Since PCDH is a system’s leader in innovative learning
and the utilization of advanced technology for healthcare practice, the BASDH degree will recognize the
education our graduates earn preparing them to pursue employment opportunities beyond clinical
practice. As the ADHA and the Washington State Dental Hygienists’ Association (WSDHA) work to
advance and expand the dental hygienists’ role, a bachelor’s degree is necessary to prepare our
graduates for these emerging roles. In addition, the Bureau of Labor and Statistics realizes the need for
bachelor level dental hygienists in order to work beyond clinical practice and meet the future needs of
oral healthcare (BoLandS.gov).
The following statement of need demonstrates how the Bachelor of Applied Science in Dental Hygiene
degree supports Pierce’s mission and goals; addresses the goals of the state’s master plan for education;
meets student and employer demand; addresses conferring a degree which matches credit load and
rigor; details how the BASDH will expand the employment potential of the PCDH graduates; offers
general information on the revised curriculum; and embraces the evolution of the emerging oral
healthcare workforce.
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 6
Relationship to Institutional Role, Mission and Program Priorities
The proposed BASDH at Pierce will not only continue to support the mission and vision of Pierce, it will
further enhance the mission as the profession of dental hygiene continues to evolve.
The mission:
Pierce College creates quality educational opportunities for a diverse community of
learners to thrive in an evolving world. (Approved by Board of Trustees, November 25,
2013.)
The vision:
Possibilities realized: Innovative and engaged learners enriching our local and global
communities. (Approved by Board of Trustees, November 25, 2013.)
Developing a baccalaureate degree in dental hygiene fully embraces the mission and vision of Pierce by
awarding the degree that allows the dental hygiene graduate opportunities to take their place in the
future of dental hygiene, beyond merely clinical private practice (ADEA BASDH). Furthermore, a new dental
provider, an advanced dental hygiene practitioner, originally proposed by the ADHA in 2004 and
supported by the W.K. Kellogg Foundation (Kellogg, Retraining Dental Employees), ADHA and the National
Governors’ Association (NGA) will only be accessible to those dental hygienists with a baccalaureate
degree. This directly supports all our program goals, but with special emphasis to the program goal
which states:
The curriculum will provide an academic basis which facilitates articulation with other
educational programs and from which graduates may progress toward additional academic
advancement.
Oral healthcare and the way it is delivered are evolving. It is critical that Pierce prepare our graduates
for this impending evolution for their future success. Thus, the conversion to a BASDH is at a critical time
for the profession of dental hygiene and dental hygiene education.
Table 2
Core Themes
Access: At Pierce College District, students
will have access to comprehensive
educational offerings and services.
Pierce College continually seeks ways to
make education more affordable.
Conversion to a BASDH will prepare the
dental hygiene graduate for more than
merely clinical dental hygiene practice and
it eliminates at least another year or two of
time and money to complete a bachelor’s
degree. Thus, the BASDH program
addresses procedural barriers by increasing
the overall affordability of dental hygiene
students’ education. The BASDH pathway
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Overall Tuition Cost Difference for BASDH
versus EWU Online BSDH
(Estimate from website,
http://www.ewu.edu/cshe/programs/dentalhygiene)
Time Savings
Range
Pierce ADH
11,054.00
11-14 QRT
Pierce BASDH
19,451.00
12-15 QRT
EWU Online BSDH
EWU Online BSDH with
Pierce ADH
Cost Savings to Pierce
Students
16,836.00
4-8 QRT
27,890.00
15-19 QRT
8,439.00
3-4 QRT
Page 7
will save the dental hygiene student, at a minimum, a full year of time in college and a cost savings of at
least $8,500.00.
Excellence: Pierce College District will ensure quality, sustainability and continuous improvement in all of
its departments and programs
Pierce recognizes the needs of an
economical and evolving workforce. A
BASDH will keep our graduates competitive
for jobs (the nearest dental hygiene
ADEA Executive Director Statement
programs have already converted to either a
The American Dental Education Association’s Executive
BASDH or BAS in Allied Health) in an
Director Richard W. Valachovic, D.M.D., M.P.H. embraces the
expanding profession. The WSDHA is again
advancement of the dental hygienist. In his monthly
bringing forth legislation in 2015 to expand
newsletter from August 2011, Charting Progress, he writes,
“Education should be out in front of change, but too often it
the dental hygienists’ role and a bachelor’s
is struggling to keep pace and move forward as professional
degree will prepare our graduates for these
practice evolves. …I believe there are opportunities for
emerging roles.
people at all educational levels to be part of the dental team.
Clearly it will take time to sort out the details, and states may
differ in their views of what is most appropriate.
Nevertheless, I am heartened by the level of activity within
our professional associations, state legislatures, and within
many of our own institutions, and by the growing willingness
of all to embrace innovation.” ADEA BASDH
Contribution to the Community: Pierce
College District will be a recognized leader in
building and maintaining academic, industry
and broad-based community partnerships to
advance local educational opportunities and
economic development.
The Dental Hygiene program at Pierce is an
invaluable resource to those individuals in the community who cannot otherwise afford dental care.
Future Pierce BASDH program graduates will help to address the shortage of oral healthcare providers
and the needs in the community by being workforce ready for all aspects of dental hygiene care and
practice environments. Additionally, Pierce’s dental hygiene students currently participate in several
community outreach events including Homeless Connect, the Pierce County Dental Health Day, the
Pierce County Oral Health Coalition, educational outreach, etc. Pierce also partners with several local
community health dental clinics and other dental and healthcare educational programs in promoting
oral health, both within our Pierce community, as well as local universities within Pierce County. Truly,
the BAS initiative is a valued resource for a community who already supports and values the care they
receive from our students and graduates.
Positive and Diverse College Environment: Pierce College District will promote an environment in which
quality teaching and learning are fostered, decision-making is collaborative and students and employees
feel valued and respected.
Pierce continually seeks to recruit, retain and support a diverse student population by creating a safe
and innovative environment for learning. Pierce has been working with the Dental Hygiene program
towards obtaining funding to either build a new dental hygiene clinic or renovate the existing dental
hygiene clinic. The BASDH embraces the extensive collaboration that exists within the department and
college at large in pursuit of this goal. Furthermore, the BASDH will enhance the collaboration amongst
students and faculty from diverse backgrounds by the addition of a dedicated research methods course
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 8
requiring engaged research projects as an integral part of the curriculum. Teaching practicums may also
be offered as an extension to our entry-level BASDH curriculum.
Student Learning and Success: Pierce College District students will experience quality, relevant learning
that increases their knowledge, skills and abilities to maximize the potential for individual success
whether transferring to a four-year institution or preparing directly for the workforce.
Preparing students for graduate level education is the goal, particularly, it is the goal with the potential
for mid-level oral health providers requiring a baccalaureate degree for admission. By offering the
BASDH, Pierce has identified and developed a pathway for students who may not have been able to
earn a baccalaureate degree; thereby, the college is responding to its commitment to student learning
and success.
Program Priorities: Responsiveness to External Forces and Trends
Although there are many external forces and trends around dental hygiene as a program and a career,
the most pressing include the demand for more access to dental care, the dental hygiene program’s
curricular response to this demand and the ongoing need to meet external program and college
accreditation requirements. Innovative strategies are needed to ensure that everyone has access to oral
healthcare. According to the American Dental Hygienists’ Association (ADEA Competencies DH), approximately
one in six Americans, or 49 million people, live in an area lacking sufficient dental care. More recently,
the American Academy of Periodontology (AAP) states that, “…one in every two adults age 30 and older
suffer from periodontal disease, commonly referred to as gum disease.” What this means is that the
demand for dental hygienists is expected to expand into practice settings to include retail clinics,
community health centers, pediatric centers, senior and assisted living communities, hospitals and other
areas. The ADHA stated that dental hygienists would need to form a partnership with their clients across
a spectrum of preventive care related to oral health. ADHA further stated that, “this will require
advanced soft skills in addition to clinical knowledge about prevention” (p. 7). In order to respond to
external forces and trends, the Pierce Dental Hygiene program continually assesses its entire curriculum
in order to meet local and global needs. One means for responding to local and global oral health needs
would be to graduate baccalaureate dental hygienists who are educated and licensed to meet these
mounting oral health necessities in a wide variety of settings. At the same time, the dental hygiene
program will maintain its accreditation with the Commission on Dental Accreditation (CODA) and Pierce
will gain approval from the Northwest Commission on Colleges and Universities (NWCCU) to be a
baccalaureate conferring institution.
CODA, the external accreditation body for the PCDH program, is a part of the American Dental
Association (ADA) and has stated support for the proposed BASDH program. The accreditation standards
address many areas such as institutional effectiveness, student admissions, curriculum management and
content, faculty, facilities and health and safety provisions. The PCDH program will send CODA the
proposed curriculum changes with an explanation of the conversion from awarding an ADH to awarding
a BASDH as per policy. The dental hygiene program’s next site visit is scheduled for 2017. The PCDH
program has adhered to all standards set by CODA, receiving full accreditation without reporting at our
last site visit 2010 and will continue to do so.
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 9
Table 3 outlines CODA Standard 2-8, which the dental hygiene program must uphold in order to remain
an accredited program.
Table 3
Standard 2-8:
The curriculum must include content in the
following four areas: general education,
biomedical sciences, dental sciences and
dental hygiene science. This content must
be integrated and of sufficient depth,
scope, sequence of instruction, quality and
emphasis to ensure achievement of the
curriculum's defined competencies. A
curriculum document must be submitted
for each course included in the dental
hygiene program for all four content areas.
Standard 2-8 Intent:
Foundational knowledge should be established early in
the dental hygiene program and of appropriate scope
and depth to prepare the student to achieve
competence in all components of dental hygiene
practice. Content identified in each subject may not
necessarily constitute a separate course, but the
subject areas are included within the curriculum.
Curriculum content and learning experiences should
provide the foundation for continued formal education
and professional growth with a minimal loss of time
and duplication of learning experiences.
Support of Statewide Strategic Plans
The BASDH program supports SBCTC Mission outlined in the Mission Study and Washington State
Achievement Council (WA State Roadmap)
policies and goals for higher education as
articulated in the Strategic Master Plan
for Higher Education (WA Strategic Master Plan)
Identified State Goals
and committed to in the 2012 Strategic
Master Plan Update (WA Strategic Master Plan
Goal 1. Serve more people, including groups who have been
underserved in the past.
Update). Both plans identify strategies to
Goal 2. Close the statewide skills gap for technically trained
increase the number of baccalaureate
workers.
educated adults as a means to
Goal 4. Contribute more to the production of baccalaureate
strengthen the economy and improve
degrees.
Goal 10. Devote a larger share of system resources to teaching
student success. Pierce’s BASDH degree
and learning by making smarter use of technology and
directly supports a number of the goals
promoting efficiencies in college district governance.
set by the SBCTC’s Mission Study TwentyYear Action Plan (Identified State Goals).
Pierce BASDH program supports the
goals outlined by the Strategic Master Plan (SMP) including economic demand, student success and
innovation. According to the SMP, an important goal set by Washington State is to raise the numbers of
baccalaureates to 42,400 per year, an increase of 13,800 degrees annually, by the year 2018. This equals
the 75th percentile of the Global Challenge State Benchmarks (GCS). A BASDH would support this goal
by annually graduating approximately 20 students. The BASDH further supports the SBCTC Mission
Study as the state pursues the challenges of contributing more to the production of baccalaureate
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 10
degrees and closing the statewide skills gap for technically trained workers. Many Southern and
Western Puget Sound region students are unable to leave their jobs and families behind to attend a
university that offers a Bachelor’s Degree in Dental Hygiene. Although there is opportunity through an
online degree completion program through Eastern Washington University, this program demands 61
additional credits after students have already completed 189.5 earning their ADH at Pierce (Table 2).
After a minimum of four years of college, students need to begin working in their field. By requiring an
additional 61 credits from a university that offers the same courses in dental hygiene as Pierce College,
students are forced to make a difficult decision as to whether they will continue their education to earn
a bachelor’s degree to make them employable in settings beyond a dental office. The BASDH at Pierce
will eliminate this often difficult and costly choice the student must make. And, it will also increase the
number of community and technical college programs that lead to applied baccalaureate degrees, thus
further supporting the SBCTC Mission.
Included in Washington’s 10-year strategic plan for workforce development (Workforce Training and
Education Coordinating Board [WTECB] 2012), is the objective to increase non-traditional opportunities
to obtain postsecondary certificates and degrees. WTECB stated the following objective:
Expand methods of reducing the time to postsecondary credentials including competency-based
learning programs and credit for prior learning. Make more “upside-down” degree programs
available—programs that first provide vocational technical training so that students who leave
college after a year or two have marketable skills, followed by general education leading to a
bachelor’s degree. Grow the number of Applied Bachelor’s Degree programs at community and
technical colleges. Develop more “earn and learn” models, such as those that integrate
apprenticeship training and college degrees and certificates. (p. 5)
The BASDH will follow a “traditional” baccalaureate model; students will take rigorous general education
courses that also serve as prerequisite courses for the PCDH program. Following that, students will take
equally rigorous dental hygiene courses that meet industry and accreditation standards and also serve
the mission of SBCTC and Pierce College. Noteworthy is that this is not a change to the current number
of credits the ADH already requires.
Employer and Community Demand
High Demand/Labor Market
Dental hygienists are in high demand throughout our state in every county, with the exception of King
County showing balanced as per the Employment Security Department of Washington State (WASESD).
According to Washington’s 10-year strategic plan for workforce development (WTECB, 2012), an
objective is to invest in strategic economic opportunities by developing funding mechanisms to
adequately resource and sustain high-demand occupational training. 7,310 healthcare providers entered
the workforce in 2010; yet, an additional 1,520 per year are needed to keep up with the rising demand
in 2014-2019 (p. 8).
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 11
Specifically, Pierce County (PC) shows a high demand for dental hygienists. Although the current entrylevel minimum requirement is an Associate’s degree, this is strictly for private, clinical practice
employment (PCDemand) and does not reflect the changes occurring in dental hygiene practice and
education nationwide as previously explained (ADEA BASDH). Additionally, any position beyond private,
clinical practice normally requires at least a bachelor’s degree (BSEmployment).
AREA
Washington State, All Counties
Pierce County
Nationwide (Data from 2012. BLS)
GROWTH PER YEAR
248
23
64,200 (33% growth)
AVERAGE SALARY
$91,778.00
$88,420.00
$70,210.00
The BASDH at Pierce will strengthen state and local economies by meeting the demands for a welleducated and skilled workforce, both for private, clinical practice and for other employment settings by
continuing to accept 20 students per year into the new BASDH program. Registered dental hygienists
with a BASDH can work in other settings, expanding employment opportunities and improving access to
oral healthcare, in addition to private, clinical practice. Other employment locations include higher
education (didactic and clinical education), research, public health, dental product sales, management
and training and hospital and nursing home consultation. Additionally, students will be well prepared to
further their education to earn a master’s or doctorate degree.
Student Success
The BASDH at Pierce would respond to the goal to achieve increased educational attainment for all
residents across the state. At this time, the Southern and Western Puget Sound region has no other
BASDH program. Students are limited to an ADH after a minimum of four years of higher education, or
students can complete their degree by earning an additional 61 credits through Eastern Washington
University and paying additional tuition, university fees and book fees. Therefore, a BAS completed
through Pierce would increase educational opportunities and pathways for dental hygiene graduates
who have been limited in their ability to apply lower division credits toward a bachelor’s degree. As well,
the PCDH program will continue to graduate exceptional dental hygienists as evidenced by our 100%
pass rate on all seven licensing board examinations.
Innovation
The ADH program at Pierce already exceeds many of the state goals of integrating technology into the
healthcare fields, collaboration, inter-professional education and practice and innovation to meet the
demands of the economy and improve student success. Pierce is endeavoring to do even more to adapt
the educational system to our students’ needs for alignment with employer demands. Our equipment is
already state of the art having been completely replaced only two years ago and integrating the latest
and best technology for student learning and ergonomics. Most recently, we fully implemented patient
management software (Electronic Health Records (EHR)), advanced imaging in radiology and innovative
quality management patient tracking systems. The anticipated collaboration with UPS OT program and
other educational and practicing healthcare professionals as a part of a healthcare team embraces not
only the state goals, but also the proposed new Domains and will meet CODA requirements for dental
hygiene education. Therefore, the BASDH program will help students design individual career pathways
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 12
to meet their professional and life goals (Strategic Master Plan, 2007, p 20). Additionally, Washington’s
10-year strategic plan for workforce development (WTECB, 2012) includes the objective to improve the
transfer of credits earned in a student’s program of study by avoiding dual credits. Students should not
have to take the same courses at a university that they have already taken in their four or more years at
a community college in order to earn a higher degree.
PCDH has a proven track record of success with distant campus learning and off campus clinical
education sites. Although the economy forced the closure of the distant campus in Port Angeles, WA in
June 2012, the conversion to a BASDH could reopen possibilities in other remote locations where access
to oral healthcare is limited.
Future Dental Hygiene Roles/Emerging Workforce
There’s an emerging, profession-wide need for baccalaureate dental hygienists. Like many other
healthcare professions, dental hygiene has experienced a gradual, yet steady movement toward the
bachelor’s degree as the desirable degree for entry-level professionals, as well as many leadership and
advancement opportunities. In summary, the BASDH program reflects Pierce’s support of the Dental
Hygiene program the future of the evolving dental hygiene workforce/profession, and its commitment
to the students and community.
Surveys from employers (38 respondents) were collected from May 9, 2014 through June 9, 2014.
The Employer Survey showed strong support (87%), even among clinical only settings (private or group
dental practices), for a baccalaureate dental hygienist. Any dental hygiene position outside of the clinical
role requires a bachelor’s degree; sales, state or national employment, leadership, research, education,
etc. In addition, employers (85.7%) as well as the Pierce Advisory Board (100%) are in favor of the
BASDH curricular changes.
Employer Support for a BASDH Curriculum
Employer Support for BASDH Employee
23%
14%
Yes
86%
40%
37%
No
Definitely, look to hire at bachelor’s level or higher
Possibly, would depend
Not likely, no need for a bachelor’s degree
The healthcare system recently changed with the implementation of the Affordable Care Act in January
2014. A competent dental hygiene workforce will need to focus on improving quality and reducing costs
through utilization of evidence-based practice procedures and inter-professional collaboration. Oral
health is highly correlated to patients’ overall systemic health. The communities of the Southern and
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 13
Western Puget Sound regions need healthcare providers that understand total health and can provide
education opportunities to work effectively with other healthcare providers. In this way, Pierce is
working toward providing the best care to the community’s diverse populations.
Strong Foundation Built on Existing Program
Program History and Results
PCDH was established in 1974 as a response to a need for the services registered dental hygienists (RDH)
provide dentists, dental patients and their respective communities. The program has evolved over the
the years in order to benefit students, the community, dentistry, the college and meet the needs of the
progressing roles of dental hygiene professionals. Converting to a BASDH is the next step in keeping
abreast of educational, career and community needs as indicated by Dr. Valachovic (ADEA BASDH)
PCDH has maintained its accreditation status with CODA and within an accredited college since
inception (initial and conditional at inception). The original curriculum included coursework reflecting
the expanded functions a RDH could perform over and above what dental assistants were legally
allowed to do in 1974. The curriculum included the ability to remove deposits and stains from the
surfaces of teeth, apply topical preventive or prophylactic agents, polish and smooth restorations,
perform root planing and soft-tissue curettage, administer injections of local anesthetic, condense and
carve amalgam restorations and place and finish composite restorations into a cavity prepared by the
dentist and adjust contacts and occlusion of all restorations. These are still part of the WA State Dental
Hygiene Practice Act and our curriculum.
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 14
Building on Existing Professional and Technical Degree Program Demand
PCDH has run continuously since admitting the first class in 1974. As stated above, the program is
accredited by CODA and has maintained its accreditation status since founded. The dental hygiene
program accepts 20 students each year. Applicants for the current program must complete a minimum
of 63 (68 including the freshman level English course) dental hygiene prerequisite college coursework
prior to eligibility for acceptance into the program. If accepted, students must currently complete 121.5
credits of dental hygiene coursework. The total number of credits to earn an ADH in Dental Hygiene is in
most instances a minimum of 189.5 quarter credits. Our vision is to minimize any increase in credits
while realigning the current credit load with the anticipated publishing of the new Domains for the
Entry-level Dental Hygiene Education from ADHA.
Chart 2 shows the past five years of applicants, admitted and graduate numbers, graduate satisfaction
and finally, board results data. Since this is a professional course of study with high demands for
entrance into and success in the profession, PCDH uses a selection process ranking the students in
several categories; namely, GPA in prerequisite dental hygiene coursework, critical reasoning ability,
spatial relations ability and extracurricular activities. Although the number of applications received can
range from 80-120, only those students meeting the minimum criteria are invited to attend the
additional testing. In addition, each student must have a clear, criminal history.
CHART 2
YEAR
2014
2013
2012
2011
2010
TESTED
APPLICANTS
(More students
apply than are
invited to test.)
83
55
71
64
55
ADMITTED GRADUATES
20
20
25
20
25
16
16
22
18
22
STUDENT
SATISFACTION:
Excellent or
Good Ranking
(Dental hygienists must successfully pass
seven separate board exams to receive a
license in WA state due to our expanded
practice act.)
100%
100%
82%
80%
80%
100%
100%
100%
100%
100%
BOARD RESULTS
Although this is only the past five years of data, it is equal to the outstanding success of the program
since its inception.
In addition, we anticipate lengthening the dental hygiene curriculum to occur over eight quarters versus
seven quarters. This would allow for a more efficient credit load balance and to better support student
learning. Since the required CODA curriculum for entry-level dental hygiene does not differ for an
associate versus a baccalaureate degree, conferring a baccalaureate degree is more commensurate of
the course content and credit load required. However, we will expand our research, leadership and
inter-professional educational components of our curriculum with the conversion to a BASDH.
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 15
BASDH Leading to a Master’s Degree/Graduate Degree
We also have initial support from graduate program directors who have stated that Pierce’s BAS
students would be welcomed to their MS program.
In two personal communications, both dated May 7, 2014, Anne Gwozdek, Director, Dental Hygiene
Graduate Program at the University of Michigan (a fully online graduate program), writes, “I am thrilled to
hear that Pierce College is moving forward with a BASDH program. During our conversation last month
you provided me with an over view of your curriculum. It would definitely prepare students to move on to
graduate education and the University of Michigan would be delighted to accept Pierce College BASDH
graduates.” Jo Ann Gurenlian, RDH, Ph.D., Graduate Program Director of the Department of Dental
Hygiene at Idaho State, writes, “After reviewing your plans for offering a BASDH Program, I am pleased to
report that the graduates of Pierce College would be eligible to apply to the MSDH Program at Idaho State
University should they wish to pursue a graduate degree. Congratulations on the progress you are making
with this new program at Pierce College.”
And locally in a personal communication dated May 12, 2014 from Marilynn Rothen, RDH, MS, Associate
Director Master of Science in Oral Biology at the University of Washington, she writes, “We are delighted
to hear that the PCDH Program is converting to a Bachelor’s degree program. You will be pleased to know
that the University of Washington Master of Science Degree in Oral Biology for Dental Hygienists accepts
applicants who are dental hygienists holding a bachelor’s degree in any discipline. In the future I hope
that we will see graduates of your program entering the Master’s degree program for dental hygienists at
the UW. I wish you a speedy and smooth transition.”
Student Demand & Board of Trustee and Advisory Board Support
At a presentation to the Board of Trustees by the Program Director on October 9, 2013, one of the
Pierce College Board members queried why our program did not offer a bachelor’s degree since the
curriculum and credit load is in essence already at a bachelor’s degree. As well, at the PCDH Advisory
Board meeting, March 3, 2014 there was unanimous support to offer our program as a bachelor’s
degree. Therefore, in May/June of 2014 academic year, Pierce conducted a series of surveys to
investigate the level of interest in pursuing a baccalaureate degree in dental hygiene from Pierce
students and licensed dental hygienists.
Surveys to current Pierce dental hygiene students (30 respondents), potential dental hygiene students at
Pierce (30 respondents) and current licensed dental hygienists (107 respondents) were conducted from
May 9, 2014 through June 9, 2014.
The surveys requested information regarding whether the students/registered dental hygienists felt a
bachelor’s degree would offer them more employment choices, and whether they might choose (or
would have chosen) a bachelor’s program over an associate’s program, in particularly, a bachelor’s at
Pierce.
Current dental hygiene students (100%) and potential dental hygiene students at Pierce (93.3% in favor
with 7% needing more information to decide) strongly believe a bachelor’s degree would expand their
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 16
career choices. Existing dental hygienists (89.7% agreeing with 7.5% not sure) also strongly believed that
a bachelor’s degree in dental hygiene expands career choices.
BAS TO EXPAND DH CAREER CHOICES
Future DH Students at
7% Pierce
0%
Current PCDH Students
0%
Yes
7%
Yes
3%
Yes
No
No
93%
Registered Dental
Hygienists
Not sure
100%
No
Not sure
90%
Not sure
If given the option, future (93.3% in favor with 7% needing more information) and current Pierce dental
hygiene students (100%) would choose a bachelor’s dental hygiene program at Pierce over an
associate’s dental hygiene program. And even more remarkable is that of the 107 registered dental
hygienists surveyed, 72.9% would have selected PCDH if a bachelor’s degree would have been offered at
the time they attended dental hygiene school. Considering only 84% of the respondents attended dental
hygiene school in WA, this is a remarkable number and shows the excellent reputation that Pierce and
PCDH hold within the academic and dental communities.
WOULD CHOOSE BAS at PIERCE
Future DH Students at
Pierce
10%
7%
Yes
Current PCDH Students
0%
Not sure
27%
Yes
No
No
83%
Yes
Registered Dental
Hygienists
100%
Not sure
No
73%
Maximizing State Resources: Applied Science in Dental Hygiene
There are many students in the South and West Puget Sound areas who, for a variety of reasons, are
unable to leave the local area to obtain a baccalaureate degree. These students, regardless of reason,
deserve the same opportunity as those who are able to relocate to attend school. When authorized to
offer a baccalaureate degree, the PCDH program would allow place-bound students in the region to
obtain their BASDH and save significant time and money in the process (Table 2).
Currently, those looking to complete their baccalaureate degree can attend Eastern Washington
University through the online degree completion program. This program requires an additional 61
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 17
credits after the completion of a rigorous dental hygiene curriculum. The program at Eastern has been
available to students since 2000 at Clark College and since 2002 at Pierce. Both locations were closed in
June 2013 with only the online option available. In lieu of committing more time and money to complete
an undergraduate degree, students could attain a baccalaureate degree at Pierce should the BASDH be
offered. This would allow students to enter their chosen field faster, with less financial strain and be
prepared for additional employment roles.
Noteworthy, CODA requires that all dental hygiene programs adhere to the same dental hygiene
curricular content, rigor and requirements regardless of degree conferred. A comparison of regional
programs offering bachelor’s degrees revealed equal course load already offered in the ADH at Pierce
(Table 1). Regardless, the PCDH program is prepared to make select revisions to the overall
program/curriculum in order to align with gender and cultural diversity and international studies
requirements that most universities require as a part of their undergraduate degrees. The program will
Equal Employment Opportunity and Affirmative Action
Policy Status: Revised, Date: 05/01, Number: 2.05.0000
Pierce College District Eleven is an equal opportunity employer. The Board of Trustees and Pierce College district
are committed to providing equal opportunity and will not discriminate in terms and conditions of employment and
personnel practices for all persons without regard to race, color, creed, religion, national origin, sex, sexual
orientation, age, marital status, presence of sensory, mental or physical disability, and status as a disabled veteran,
or Vietnam-era veteran. The Board of Trustees and Pierce College district are also committed to taking affirmative
action to increase the number of identified groups in areas where they have not traditionally been employed and
where they are underutilized in the district as compared to availability in the workforce. Each employee has the
responsibility to ensure that this commitment to equal opportunity is a functional part of the daily activities of
Pierce College district.
ensure that the dental hygiene courses embrace the scope of a BAS degree, the anticipated six new
Domains of an entry-level dental hygiene education and the CODA standards with competency-based
criteria/outcomes. Thus, the PCDH program will maintain the standard of excellence we currently have
and ensure a baccalaureate level degree with significantly less impact of time and financial resources to
the student (Table 2). Furthermore, the budget is already in place for this program and with the increase
in upper division credits, the college would experience an increase in revenue.
Diversity and Outreach
The PCDH program continually strives to attract a diversified student population and serve a diversified
and culturally varied community. Pierce representatives, including the dental hygiene program faculty,
staff and students, frequently visit local high schools, job fairs, college fairs and health fairs. In fact, the
dental hygiene program’s recent student population includes students of Hispanic, Russian, Native
American, Asian and Romanian descent. Because our application process is strictly confidential without
any subjective evaluation components, we are able to have a completely unbiased process for student
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 18
selection. The only limitations are the need for a clear criminal history, the ability to read, speak and
write at college level English and the physical ability to learn the technical skills necessary to be a dental
hygiene professional. Furthermore, Pierce College’s policy on Equal Employment Opportunity and
Affirmative Action meets all national, state and local policies. See below.
Conclusion
Pierce is excited to partner with WA State in order to provide our students with a robust BASDH degree.
The dental hygiene program’s faculty is highly skilled in the professional and technical arena as well as in
the field of education. Three out of the four fulltime faculty have master’s degrees while all other dental
hygiene faculty have at a minimum baccalaureate or dental degree. By continual engagement in
developing their teaching methods as well as their clinical expertise, the Pierce dental hygiene faculty
unites the most current evidence-based clinical research with innovative teaching methods for student
success. Pierce is in the process of procuring funds to renovate our dental hygiene facility with a physical
space to match our state of the art equipment and remarkable dental hygiene program.
As previously stated, a baccalaureate degree is recognized as the preferred degree in the field of dental
hygiene (ADEA BASDH). The Bachelor of Applied Science in Dental Hygiene degree supports Pierce’s mission
and goals; addresses the goals of the state’s master plan for education; meets student and employer
demand; addresses conferring a degree which matches credit load and rigor; and expands the
employment potential of the PCDH graduates. It is time for the PCDH program to embrace the
evolution of the emerging oral healthcare workforce and prepare our graduates for the future of
the dental hygiene profession.
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 19
References
American Dental Hygiene Association (ADHA). (2011)
http://www.adha.org/resources-ocs/72612_ADHP_Competencies.pdf
American Academy of Periodontology (AAP). (2014) http://www.perio.org/consumer/love_the_gums_you%27re_with
Commission on Dental Accreditation (CODA). (2014)
http://www.ada.org/~/media/ADA/Education%20and%20Careers/Files/policy_changes.ashx
Employment Security Department, Washington State. (2014)
https://fortress.wa.gov/reports-publications/occupational-reports/occupations-in-demand/occupationdetail?soc=292021&area=000006
National Governors’ Association. (2014)
http://www.nga.org/files/live/sites/NGA/files/pdf/2014/1401DentalHealthCare.pdf
United States Department of Health and Human Services. (2014)
http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=32
United States Department of Labor, Bureau of Labor Statistics. (2014)
http://www.bls.gov/ooh/healthcare/dental-hygienists.htm#tab-4
W.K. Kellogg Foundation. (2010).
file:///C:/Users/mhospenthal/Downloads/Policy%20Brief%20%20%20Training%20New%20Dental%20Provid
ers%20Aug2010.pdf
Pierce College Fort Steilacoom: Statement of Need
Bachelor of Applied Science in Dental Hygiene
Page 20
TAB 1
Attachment E
Bachelor of Applied Science Degree in
Applied Management
Statement of Need
Forms A and B
Spokane Falls Community College: BAS in Applied Management
Page 1
Table of Contents:
BAS Degree in Applied Management
Form A: Cover Sheet Statement of Need ................................................................................................... 3
Introduction ................................................................................................................................................ 5
Criteria 1: Relationship to institutional role, mission, and program priorities .......................................... 6
Criteria 2: Support of the Statewide Strategic Plans ................................................................................. 8
Criteria 3: Employer / Community Demand for Graduates with Baccalaureate Level of Education
Proposed in the Program .......................................................................................................... 9
Labor Market Description ...................................................................................................................... 9
Table 1: Employment % by Firm Size ........................................................................................... 9
Industry Concentrations ....................................................................................................................... 10
Table 2: Supervisors ................................................................................................................... 10
Table 3: Managers ..................................................................................................................... 10
Table 4: Educational Attainment ............................................................................................... 10
Table 5: Job Prospects for Supervisors ....................................................................................... 11
Table 6: Job Prospects for Managers4........................................................................................ 11
Table 7: Healthcare Occupations ............................................................................................... 12
Employer Demand ................................................................................................................................ 13
Criteria 4: Applied baccalaureate program builds from existing professional and technical degree
program offered by the institution ......................................................................................... 14
Table 8: CCS Manufacturing program graduates ...................................................................... 14
Table 9: CCS Healthcare program graduates ............................................................................. 15
Criteria 5: Student Demand for Program in the Region .......................................................................... 16
Table 10: Student Survey Responses .......................................................................................... 16
Table 11: Influencing factors ...................................................................................................... 16
Table 12: Enrollment projections ............................................................................................... 17
Criteria 6: Efforts to maximize state resources to serve place-bound students. .................................... 18
Table 13: Delivery Preference .................................................................................................... 18
Summary and Conclusion ......................................................................................................................... 19
Spokane Falls Community College: BAS in Applied Management
Page 2
Form A: Cover Sheet Statement of Need
Program Information
Institution Name: Spokane Falls Community College
Degree Name: Applied Management
CIP Code: 52.0201
Name(s) of existing technical associate degree(s) that will serve as the foundation for this program:
Degree: Business Management
CIP Code:
52.1401
Year Began:
1995
NOTE: The above program will serve as the foundation for instruction. Several programs will
serve as feeders to the Applied Management degree (see Criteria 4 for details).
Proposed Start Implementation Date: Fall 2015
Projected Enrollment (FTE) in Year One: 20
at Full Enrollment by Year: 2017
Funding Source: State FTE: ☑ Self-Support: ☐ Other: ☐
Mode of Delivery
Single Campus Delivery:
Yes
Off-site:
No
Distance Learning:
Yes
Contact Information (Academic Department Representative)
Name: Dr. Jim Minkler
Title: Vice President of Learning
Address: 3410 W Fort George Wright Dr. - MS3010, Spokane WA 99224-5288
Telephone: (509) 533-3764
Fax: (509) 533-3225
Email: jim.minkler@sfcc.spokane.edu
July 16, 2014
Date
Spokane Falls Community College: BAS in Applied Management
Page 3
Chief Academic Officer
Spokane Falls Community College: BAS in Applied Management
Page 4
Introduction
Spokane Falls Community College proposes to develop a bachelor of applied science degree in Applied
Management. It will be designed for those who have received an associate’s of applied science degree
in career / technical fields. The combination of their past practical experience with management
application will prepare graduates to fill supervisorial or group/project leadership positions
The region served by SFCC is unique in the makeup of its employers with a high number of mid-sized
companies and few large ones compared to larger metropolitan centers throughout the nation. Due to
their size, most do not have enough employees to allow for specialized positions that most traditional
bachelor’s programs produce. This, combined with a high emphasis on work experience, has created
both a challenge for employers and current AAS graduates. The AAS provides the practical, hands-on
education employers are looking for and allows graduates to find work quickly. However, the same
dynamic has prevented most from continuing their education to achieve higher level degrees. In many
cases they would have to quit their jobs to attend in person programs. Even if they are able to attend
while working, their degrees do not easily transfer so they take longer to graduate.
This Applied Management BAS addresses these concerns. It is specifically tailored for AAS degree
holders, gives them full credit for their past education, and will be offered in a combination of
asynchronous and hybrid instructional modalities to allow students to continue working. The labor
market data in the following proposal demonstrates a strong market for graduates of this program.
Especially due to the effects of significant numbers of retirements, the needs for trained supervisors,
managers, and group/project leaders will be high for many years to come. The proposal will also show
the close connection to the role, mission, and program priorities of the college and the Community
Colleges of Spokane district of which it is a part; the support of statewide strategic plans; and demand
from not only employers, but also students who are looking for opportunities to advance their careers.
Spokane Falls Community College: BAS in Applied Management
Page 5
Criteria 1:
Relationship to institutional role, mission, and program priorities
Founded in 1963, Community Colleges of Spokane (CCS) is a dynamic community college district
serving some 38,600 students a year, spread across a 12,300-square-mile service district in
northeastern Washington.
Spokane Falls Community College (SFCC) is an educational leader and partner with the community and
region in providing flexible, responsive programs of the highest quality. SFCC faculty and staff are
dedicated to student success, cultural enrichment and lifelong learning in a student-centered
environment that encourages personal and professional growth.
The mission of the Community Colleges of Spokane (CCS) is to develop human potential through
quality, relevant and affordable learning opportunities that result in improved social and economic
well-being for students and for the state.
The vision of CCS is to transform lives and uplift humanity, inspiring students to lead communities,
build the nation and enrich the world.
The strategic priority areas are:
• Student Success: Strengthening engagement
• Collaboration and Communication: Building productive communities
• Sustainability: Enhancing operational efficiency and effectiveness
• Innovation: Supporting a culture of continuous improvement
The recently updated Spokane Falls Community College (SFCC) mission is to meet the needs of our
community by advancing student achievement through quality, accessible learning opportunities that
embrace diversity, promote equity, and foster global awareness. The introduction of an Applied
Management BAS would fulfill the mission through the following five core themes:
Core Theme 1: Excellent Instruction and Learning
Core Theme 2: Student Achievement
Core Theme 3: Broad Access
Core Theme 4: Diversity, Equity, Global Awareness
Core Theme 5: Responsiveness to Community Needs
Spokane Falls Community College: BAS in Applied Management
Page 6
The Applied Management BAS reflects and supports both the district priorities and the core themes of
SFCC as follows:
STUDENT SUCCESS
SFCC Core Theme 1: Excellent Instruction / Learning
&
SFCC Core Theme 2: Student Achievement
The BAS in Applied Management will draw from the excellent instruction and learning occurring within
the business department at SFCC. It also reflects the college’s commitment to achievement by
providing multiple pathways for students to achieve their academic and career goals, some of which
would not exist without the BAS option. For students with an AAS in Business Management, this
degree will build upon their management foundation to provide a more complete education and
credentials to qualify for more advanced positions. For those with an AAS in a career / technical field,
this option will provide access to leadership, supervision, or management positions. Additionally,
many graduates of this program will gain the practical skills and confidence to manage their own
business which, especially in the region served by SFCC, is vital to continued economic growth.
SUSTAINABILITY AND INNOVATION
SFCC Core Values Theme 3: Broad Access
This new degree, in particular, will provide opportunities and pathways for students within the district
that currently do not exist. The degree is designed to provide students broader access to higher
education via evening and/or on-line courses. Students gain accessible learning opportunities and
access to the BAS by no longer being held to a terminal degree. In partnership with community and
industry leaders, the degree will meet the changing needs of our community stakeholders through
collaboration and innovation. SFCC’s degrees, programs, courses and services will be responsive to
local employer demand in the state and local regions.
COLLABORATION AND COMMUNICATION
SFCC Core Values Theme 4: Diversity, Equity, Global Awareness
&
SFCC Core Values Theme 5: Responsiveness to Community Needs
Students and staff will be supported by practices and policies that create an inclusive environment for
learning and work. Students will have opportunities to experience diverse and multi-culturally rich
perspectives through campus activities / events, curriculum, and educational workshops. The proposed
BAS in Applied Management will create more highly trained managers and supervisors who can take on
greater levels of responsibility to serve the region’s leadership needs which are critical to the region’s
economy and employability of its citizens. SFCC will actively seek community input through its
foundations, advisory committees, and collaboration with external organizations. By partnering with
industry and local organizations such as the Spokane Area Workforce Development Council and
Greater Spokane Incorporated (the regional Chamber of Commerce combined with Economic
Development), the program will create a climate in which faculty and students commit to excellence in
instruction and learning.
Spokane Falls Community College: BAS in Applied Management
Page 7
Criteria 2:
Support of the Statewide Strategic Plans
The State Board for Community and Technical Colleges (SBCTC) Mission Study focused on three areas
of need for the state’s community and technical colleges:
• Strengthen state and local economies by meeting the demands for a well-educated and skilled
workforce.
• Achieve increased educational attainment for all residents across the state.
• Use technology, collaboration and innovation to meet the demands of the economy and improve
student success.
Spokane Falls Community College will play an important role in producing baccalaureate degree
graduates in Washington State. The Washington State Board for Community & Technical Colleges
(SBCTC) supports the development of community and technical college applied baccalaureate
programs because they will help:
• Meet state goals for increasing the total number of baccalaureate degrees awarded by 2019 to
42,400 per year. The community and technical college system will need to increase the number
of students who transfer to a baccalaureate program by 20,400 and one way of doing that is by
developing applied baccalaureate pathways.
• Expand the workforce mission of community and technical colleges to serve the needs of local
and state employers.
• Increase educational pathways for professional and technical associate graduates who have been
limited in their ability to apply credits toward a bachelor degree.
The proposed Applied Management BAS program addresses all of these system goals. By creating this
program, SFCC will increase the educational attainment and skill levels of the region’s managers and
supervisors to help prepare them for the greater demands expected of them in the workplace while
meeting the region’s workforce demand for leaders with practical experience. By expanding
educational options for individuals who hold an associate of applied science degree, the degree helps
students attain higher levels of skill and knowledge as our state and region becomes more diverse,
serving groups who have been underserved in the past. The degree will be more affordable to students
than other baccalaureate programs offered in the region, drawing from a much more diverse student
population which the Community Colleges of Spokane naturally serves. SFCC’s proposal provides an
efficient pathway for AAS-holders in the region to leverage both their technical skills and their course
credits in pursuit of a higher credential in their field. Working with educational and industry partners,
SFCC will create seamless, easy to navigate pathways for students enabling them to apply for higher
paying, higher demand positions.
Spokane Falls Community College: BAS in Applied Management
Page 8
Criteria 3:
Employer / Community Demand for Graduates with Baccalaureate
Level of Education Proposed in the Program
Labor Market Description
The area served by Community College of Spokane is spread
across 12,300 square miles and is comprised of 6 counties. 66%
of its 609,000 residents are concentrated in a few cities, the
largest concentration in central Spokane County where
342,000 of the County’s 487,000 residents live in a 20 mile
radius of the largest city of Spokane. As the largest
population center between Seattle and Minneapolis, this
concentration serves as a hub of industry and services for
much of the northwest portion of the country. In addition to the 6 counties included in the Community
Colleges of Spokane’s service district (Ferry, Lincoln, Pend Oreille, Spokane, Stevens, & Whitman), the
following labor market analysis includes the three neighboring counties in Idaho (Bonner, Latah, &
Kootenai) with large population centers as they draw from the same labor pool.
One of the consequences of this population distribution is the firm sizes tend to be smaller than the
national average. Table 1 below shows a higher concentration of the area’s employees working for
firms that are between 20 – 249 employees in size and much fewer in companies with 1,000+. This
leads to far less specialization than would usually be the case. In other words, companies need
employees with a broader range of skills because they do not have enough for them to be specialized
in one particular discipline. This only exaggerates a national trend toward an increasing emphasis on
work experience.
Table 1: Employment % by Firm Size1
1-19
20-49
50-99
100-249
250-999
1000+
Nation
10.8%
7.2%
10.5%
18.2%
14.2%
39.1%
Region
15.1%
10.2%
17.2%
28.4%
14.2%
14.4%
This fact leads to a challenge for both employers and graduates of degree programs. The majority of
bachelor’s degrees are still earned by those going directly from high school so they often lack the
experience being requested. Those who gain the experience have a difficult time going back to school
to earn their bachelor’s degrees once they start working. Employers are thus often forced to forgo the
benefit of employees with higher education, especially in fields such as management where traditional
degrees are usually specialized.
1
https://fortress.wa.gov/esd/employmentdata/reports-publications/industry-reports/firm-size;
http://www.bls.gov/web/cewbd/table_f.txt 3.17.14
Spokane Falls Community College: BAS in Applied Management
Page 9
Industry Concentrations
Although many of the concepts that will be taught in this Applied Management BAS are applicable
across industries, the program will initially focus on two – Manufacturing and Healthcare. This will not
only ensure relevant coursework, but also serve as a focus for recruiting. According to the Spokane
Area Workforce Development Council, “Spokane’s recovery is being led by 5 industries”2.
Manufacturing and Healthcare are among these 5.
MANUFACTURING
The following tables (2 & 3) show two occupational groupings used to assess the employer demand for
graduates of the proposed Applied Management BAS program with a Manufacturing concentration.
The “Supervisors” occupations are entry level management positions which typically draw from
employees with experience in the work unit being supervised.
Table 2: Supervisors
SOC Code
51-1011
53-1021
Description
First-Line Supervisors of Production and Operating Workers
First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand
The “Manager" positions are at a higher level and, per Table 4, significantly more likely to require
bachelor’s degrees or higher with 58% on average nationally vs. 16% for supervisors.
Table 3: Managers
SOC Code
11-1021
11-2021
11-2022
11-3011
11-3051
Description
General & Operations Mgrs.
Marketing Mgrs.
Sales Managers
Administrative Services Mgrs.
Industrial Prod Mgrs.
SOC Code
11-3061
13-1051
13-1111
13-1161
Description
Purchasing Mgrs.
Cost Estimators
Management Analysts
Market Research Analysts
Table 4: Educational Attainment3
Supervisors
Managers
2
3
Doctoral
or Prof.
degree
Master’s
degree
Bachelor's
degree
Associate's
degree
Some
college, no
degree
0.6%
3.4%
3.0%
16.6%
12.6%
37.0%
9.7%
8.2%
28.7%
20.7%
High
school
diploma or
equivalent
37.7%
13.0%
Less than
high
school
diploma
8.3%
1.6%
http://www.wdcspokane.com/targeted-industries 3.17.14
https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17W2l&module=economy&page=occupations 3.17.14
Spokane Falls Community College: BAS in Applied Management
Page 10
The information below shows a tremendous opportunity for future graduates of the Applied
Management BAS degrees. These candidates are able to gain the necessary experience through their
AAS programs and on the job. After achieving their BAS, they will be more qualified to not only fill
supervisor positions, but to advance into manager positions. The impact on earnings for this transition
is considerable – an average 43% increase.
Table 5: Job Prospects for Supervisors4
SOC
Code
Est
Annual
Openings
SOC Description
F-L Supervisors of Mechanics,
Installers, and Repairers
F-L Supervisors of Production
51-1011
and Operating Workers
Ttl./Avg.
49-1011
Compl
Job
etions postings
2014
Jobs
National
Growth
Growth to
to 2020
2020
Median
Wage
46
186
3
1,126
7.6%
5.8%
$27.89
47
186
32
1,458
10.4%
0.9%
$22.46
35
2,584
9.2%
3.04%
$24.83
92
Table 6: Job Prospects for Managers4
SOC
Code
11-1021
11-2021
11-2022
11-3011
11-3051
11-3061
13-1051
13-1111
13-1161
Ttl./Avg.
SOC Description
General & Operations
Managers
Marketing Managers
Sales Managers
Administrative Services
Managers
Industrial Prod Mgrs.
Purchasing Managers
Cost Estimators
Management Analysts
Mrkt. Research Analysts
Est
Comple
Job
Annual
tions postings
Openings
2014 Growth
Jobs to 2020
National
Median
Growth
Wage
to 2020
141
936
103
3,674
11.1%
8.1%
$39.01
12
29
219
989
26
160
237
773
16.5%
8.8%
9.3%
6.6%
$39.48
$46.42
17
801
10
485
10.9%
8.1%
$30.16
13
5
34
39
36
328
956
1,161
772
230
17
4
2
13
13
348
293
116
527
1,023
753
7,708
15.0%
12.9%
17.8%
11.7%
19.3%
12.4%
0.8%
4.2%
12.3%
10.0%
17.5%
9. 1%
$35.12
$42.64
$23.57
$29.45
$24.62
$35.49
An initial review of the employment data would suggest that there are sufficient program completions
for each of the occupation groups. However, what these data do not show is the fact these degree
completions are in general business fields rather than built upon the practical experience of a technical
associate’s degree as this Applied Management BAS would be.
4
https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17W2l&module=economy&page=occupations 3.17.14
Spokane Falls Community College: BAS in Applied Management
Page 11
HEALTHCARE
Although there is only one SOC specific to Health Care Managers (11-9111), the following table shows
several occupations that exist in the industry that typically require a bachelor’s degree. These would
represent the opportunities for graduates of the Applied Management BAS with a concentration in
Healthcare.
Table 7: Healthcare Occupations5
SOC
Occupation
11-2021
11-3011
11-3121
11-9111
11-9151
11-1021
13-1041
13-1071
13-1111
13-1131
13-1151
Marketing Managers
Administrative Services Managers
Human Resources Managers
Medical and Health Services Managers
Social and Community Srvc. Managers
General and Operations Managers
Compliance Officers
Human Resources Specialists
Management Analysts
Fundraisers
Training and Development Specialists
Market Research Analysts and
Marketing Specialists
Health Educators
Teachers and Instructors, All Other
Public Relations Specialists
13-1161
21-1091
25-3099
27-3031
TOTAL
The above shows a projected growth of an
average of 30 jobs per year from industry
expansion alone. What is not captured at
this level of detail is the anticipated
replacement positions that occur through
retirements and normal attrition which
would be an increase to the 30 jobs per
year. The median wage levels for these
occupations are extremely encouraging as
well.
Employed
in Industry
Group
(2014)
Employed in
Industry
Group
(2020)
% Change
(2014 2020)
Median
Hourly
Earnings
12
58
17
572
86
178
25
63
13
17
29
14
68
20
639
99
216
29
70
15
20
35
17%
17%
18%
12%
15%
21%
16%
11%
15%
18%
21%
$39.60
$30.19
$38.15
$39.56
$26.79
$39.03
$26.28
$24.06
$29.50
$21.54
$23.70
40
50
25%
$24.62
47
15
26
1,198
55
16
31
1,377
17%
7%
19%
15%
$21.20
$17.39
$24.09
We currently have a PTA who… was recently
promoted into a manager position. We prefer
our managers to have a bachelor’s degree but it
sounds like, with his AAS, he would need to
basically start from the beginning…
We’re a large organization and we seem to
continually be growing larger. With that growth,
of course, comes more need for leadership. A
program like this could be very beneficial for the
advancement of our PTAs and OTAs.
Amy Herrmann, MHRD, PHR - St. Luke’s Human
Resources
5
https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17W2l&module=economy&page=occupations 6.20.14
Spokane Falls Community College: BAS in Applied Management
Page 12
Employer Demand
In addition to the labor market data obtained from the online data subscription, a survey was
conducted among employers throughout the region with responses from 34 companies.6 This survey
attempted to gauge the value perceptions of BAS degrees in general and job prospects in the next 5
years available to graduates of this Applied Management program in particular. 88.2% of the
respondents indicated they “Strongly Agreed” or “Somewhat Agreed” that the BAS would improve
hiring chances for graduates into positions for which they would likely apply. 57.6% indicated they
thought the BAS would be more valuable than a traditional bachelor’s. The most significant indicator of
demand was the number of jobs openings the respondents anticipated over the next 5 years. 21
companies (65.6%) anticipated between 1-5 jobs and 6 (18.8%) anticipated 6+. These results are
consistent with the growth forecasts of the above labor market data.
6
Survey of Employers conducted in March 2014
Spokane Falls Community College: BAS in Applied Management
Page 13
Criteria 4:
Applied baccalaureate program builds from existing professional
and technical degree program offered by the institution
The foundation of this degree program is the Associates of Applied Science in Business Management
which has been offered at SFCC since 1995. This program has seen significant growth over the past
several years – from an average of 15.33 degrees being conferred each year from 2004 – 2009 to 24
degrees in 2013. Through this program SFCC has developed the faculty, administration, and advisory
committee expertise necessary to develop and sustain this new BAS option.
Recognizing that this degree cannot be generically applied across any and all industry sectors, two
areas of concentration have been chosen as the initial areas of focus. The Manufacturing and
Healthcare industries were selected based upon the regional demand, the programs support from
existing AASD degrees, and the interest expressed by past graduates. Following are the existing
technical degree programs currently being offered in the Community Colleges of Spokane district upon
which this BAS will be built:
Table 8: CCS Manufacturing program graduates7
Program
612
630A
630F
630M
654
633
642
606
751
602
745
703
709
712
775
718
717
808A
713
Total
7
Title
AAS CIVIL ENGINEERING TECH
AAS ELECTRONICS/AVIONICS
AAS ELECTRONICS/COMPUTER FIELD
AAS ELECTRONICS/MAINTENANCE
AAS BIO-MED EQUIP TECHNICIAN
AAS ELEC MAINT & AUTOMATION
AAS MECHANICAL ENGINEERING
AAS ARCHITECTURAL TECHNOLOGY
AAS HYD/PNEU AUTOMATION TECH
AAS CAD COMPTR AID DSGN & DRFT
AAS CARPENTRY & CABINETRY
AAS HEAT-VENT-AIR COND-REFRIG
AAS AUTO COLLISION & REFINISH
AAS AUTOMOTIVE TECHNOLOGY
AAS DIESEL/HEAVY DTY EQUIPMENT
AAS AVIATION MAINTENANCE TECH
AAS AUTO TECH/TOYOTA T-TEN
AAS MACHINIST/CNC TECHNOLOGY
AAS AUTOMOTIVE MACHINIST
B01
16
5
9
1
15
25
4
8
8
5
5
16
9
32
32
12
2
15
2
221
B12
12
3
6
1
17
27
4
10
10
14
7
13
9
24
23
19
10
7
0
216
B23
6
6
12
0
17
13
5
5
7
7
11
11
8
33
28
17
7
8
0
201
B34
0
2
7
0
10
4
0
0
1
0
0
2
0
19
7
1
1
0
0
54
Total
34
16
34
2
59
69
13
23
26
26
23
42
26
108
90
49
20
30
2
692
CIP
150201
150303
150303
150303
150401
150403
150805
151001
151103
151302
460201
470201
470603
470604
470605
470687
470698
480501
480598
CCS IR data - http://dist17-dashb/Reports/Pages/Report.aspx?ItemPath=%2fInstitutionalResearch%2fReports%2fGraduates 6.6.14
Spokane Falls Community College: BAS in Applied Management
Page 14
Table 9: CCS Healthcare program graduates8
Progra
m
305
532
529
529G
529H
565
381
342
399
345
378
363
332
393S
393V
358
687
374
376
376G
437
437N
434
360
348
336
408
323
Total
Title
AAS DENTAL ASSISTING
AAS HEALTH UNIT COORDINATOR
AAS HEALTH INFORMATION MGMT
AAS HEALTH INFORMATION TECH
AAS HEALTH INFORMATION TECH
AAS MEDICAL OFFICE SPECIALIST
AAS MEDICAL ASSISTANT
AAS-OCCUPATIONAL THERAPY ASST
AAS PHARMACY TECHNICIAN
AAS - PHYSICAL THERAPIST ASST
AAS RESPIRATORY CARE
AAS EMERG MED TECH (PARAMEDIC)
AAS SURGICAL TECHNOLOGY
AAS DIAGNOSTIC MED SONOGRAPHY
AAS VASCULAR TECHNOLOGY
AAS RADIOLOGY TECHNOLOGY
AAS - HEARING INSTR SPECIALIST
AAS INVASIVE CARDIO TECHNOLOGY
AAS NCT/ECHOCARDIOGRAPHY
AAS NONINVASIVE CARDIO TECH
AAS-CHM DEPENDENCY PRF STUDIES
AAS - ADDICTION STUDIES
AAS - SOCIAL SERVICES
AAS VISION CARE TECHNOLOGY
AAS-ORTHOTIC/PROSTHETIC TECHN
AAS - GERONTOLOGY PARAPROF
AAS-INTERPRETER TRN/DEAFNESS
AAS NURSING (RN)
B01
B12
B23
B34
Total
CIP
4
1
2
1
14
23
8
0
12
13
12
7
12
17
11
20
14
19
0
16
13
0
33
5
8
1
14
123
403
12
1
4
0
7
30
14
0
13
16
17
3
10
13
8
20
17
15
11
1
10
0
31
2
10
4
9
108
386
8
0
15
0
1
30
12
16
8
13
14
1
8
12
11
16
19
22
12
0
9
1
26
0
8
2
1
134
399
1
0
0
0
0
27
3
0
0
0
0
0
0
1
0
0
1
0
0
0
5
4
18
1
7
1
1
48
118
25
2
21
1
22
110
37
16
33
42
43
11
30
43
30
56
51
56
23
17
37
5
108
8
33
8
25
413
1,306
510601
510703
510707
510707
510707
510716
510801
510803
510805
510806
510812
510904
510909
510910
510910
510911
510918
510996
510997
510997
511501
511501
511594
511802
512307
512696
512698
513801
The faculty, administrators, and advisory committees of these programs will be relied upon to ensure
the managerial knowledge and skills taught in this BAS program are relevant to the needs of their
respective industry clusters. Additionally, the centers of excellence for Aerospace & Advanced
Materials Manufacturing and Allied Health will serve as resources for best practices, inclusion of
industry needs throughout the State, and opportunities for collaboration with the SBCTC system.
8
CCS IR data - http://dist17-dashb/Reports/Pages/Report.aspx?ItemPath=%2fInstitutionalResearch%2fReports%2fGraduates 6.6.14
Spokane Falls Community College: BAS in Applied Management
Page 15
Criteria 5:
Student Demand for Program in the Region
To assess the student interest and demand in a BAS degree in general and an Applied Management
BAS in particular, a survey was conducted with current and former students of any career / technical
program from either campus in the CCS district – SCC or SFCC.
As Table 10 shows, there was a tremendous
level of interest as evidenced by the 1,956
survey responses (a rate of over 5%). Of
those who responded, 1,719 (87.9%)
indicated an interest in pursuing a BAS in
general and 722 were interested specifically
in the Applied Management BAS.
Table 10: Student Survey Responses9
Surveys reaching valid email addresses
Surveys completed
Interested in BAS
37,000
1,956
1,719
Interested in Applied Management
722
Of the factors that would be an influence to their decision to pursue a BAS (those indicating an interest
in Applied Management) the strong support for career advancement and increased job market would
suggest a perception that their advancement & marketability are currently limited.
Table 11: Influencing factors10
Q: Please rate the following as to how much they would influence your decision to enroll in an
applied bachelor's degree program.
Question
Affordability
Career Advancement
Graduate school/Options post-bachelor's degree
Increased job marketability
Internships
Program offered partially or fully online
Weekend classes
9
Very
Somewhat
Much
616
97
607
102
340
283
613
100
308
276
447
213
294
261
Not at
All
8
8
84
9
115
60
159
Blank
1
5
15
23
2
8
Survey of AAS program students and graduates of SFCC & SCC since 2000 conducted in March 2014
Ibid.
10
Spokane Falls Community College: BAS in Applied Management
Page 16
Given the high demand demonstrated in the labor market data and the two surveys conducted, it is
anticipated that enrollment in this program will begin at 20 students in year one and rapidly increase
to full enrollment by program year 3.
Table 12: Enrollment projections
Year 1
Year 2
Year 3
Year 4
Year 5
20
24
30
30
30
The high interest in this program will have the added benefit of attracting students to existing
associates degree programs. Students will be more likely to pursue an AAS knowing they have not only
opportunities for advancement, but also the flexibility to start working sooner than if they had to wait
to complete a traditional bachelor’s program.
Spokane Falls Community College: BAS in Applied Management
Page 17
Criteria 6:
Efforts to maximize state resources to serve place-bound students.
The need for managers and supervisors with practical, hands-on knowledge and experience described
in the analysis for Criteria 3 above presents a challenge for existing state resources. Specifically, the
existing programs are more general in nature. For example, Washington State University offers an
online Management and Operations program that teaches “how to motivate individuals, evaluate
business trends, and understand the overall planning, structure and operation of organizations [source:
6.1]”. While this would seem to meet the need described, their program description states they are
intended for such career options as “account manager, human resource manager, insurance executive,
tax analyst and international consultant”. These are occupations where the general knowledge can be
combined with company specific details to perform the duties as required. The small to mid-sized
employers described have neither the same need for generalization nor the ability to provide training
on the required specifics. Candidates must gain those specifics through a combination of applied
education typical of an associate’s degree and work experience. Additionally, given that most AAS
degrees do not meet the general education requirement of traditional bachelor’s degree options in the
region, graduates of these programs would receive little if any credit for their prior education.
The delivery options for existing Business
Management bachelor’s degree
programs at area universities are better
suited for younger students who can
attend full time on a campus in Pullman,
Cheney, or (for limited programs)
downtown Spokane. The Applied
Management BAS is well suited to meet
the needs for flexibility required by the
demographic that would be well suited
for this educational track. The survey
results shown in Table 13 show a strong
preference for Online delivery (66.3% of
those with an interest in this program)
and a slightly less, but still strong one for
evening options (43.6%).11
Table 13: Delivery Preference
Q: Please indicate your preference for course delivery
Question
Online
On campus evenings
On campus weekdays
On campus weekends
High
Low
479
315
318
249
188
268
222
267
Would
not do
43
130
155
191
Blank
12
9
27
15
SFCC administration communicated their intent to all local 4 year universities in the region - including
both public (Washington State University and Eastern Washington University) and private (Gonzaga
University and Whitworth University). Although there was some initial concern expressed that this
option would compete with their Business Administration degrees, they were quickly laid to rest by the
recognition that the students who would attend this BAS program could not readily transfer their
existing AAS education to the 4 year degree programs. Additionally, the fact that these students were
11
Survey of AAS program students and graduates of SFCC & SCC since 2000 conducted in March 2014
Spokane Falls Community College: BAS in Applied Management
Page 18
place-bound due to their need to continue working would limit their opportunity to attend the 4 year
universities as well as not having the financial means to do so.
Summary and Conclusion
Spokane Falls Community College has an outstanding Business Management AAS program that serves
the employers of the Inland Northwest well. It needs to continue to address the needs of the
community by providing the next step in educational attainment through the Applied Management
BAS. The proposed BAS program will also meet the needs of employers and job seekers in two of the
most significant industries in the region – Manufacturing and Healthcare. The college has the support
of the program faculty, college and district administrators, the CCS Board of Trustees, community
partners, employers, and students. It has a solid educational plan to continue on to the next steps in
the process and looks forward to the endorsement of the State Board for Community and Technical
Colleges.
Spokane Falls Community College: BAS in Applied Management
Page 19
TAB 1
Attachment F
Bachelor of Applied Science Degree in
Information Systems and Technology
Statement of Need
April 2014
Forms A and B
Spokane Falls Community College
BAS in Information Systems and Technology
Page 1
Table of Contents:
BAS Degree in Information Systems and Technology
Form A: Cover Sheet Statement of Need ............................................................................................... 3
Introduction ............................................................................................................................................ 4
Form B: Bachelor of Applied Science Degree in Information Systems and Technology ........................ 5
Criteria 1: Relationship to institutional role, mission, and program priorities ............................. 5
Criteria 2: Support of the Statewide Strategic Plans .................................................................... 7
Criteria 3: Employer / Community Demand for Graduates with Baccalaureate Level of
Education Proposed in the Program ............................................................................ 8
Table 1: Employment % by Firm Size ....................................................................................... 9
Table 2: Data for CCS and Northern Idaho region Information Technology related Standard
Occupation Codes (SOC#) ....................................................................................... 10
Table 3: Long-term CCS and Northern Idaho Employment Projections ................................ 11
Criteria 4: Applied baccalaureate program builds from existing professional and technical
degree program offered by the institution................................................................ 12
Criteria 5: Student Demand for Program in the Region ............................................................. 13
Table 4: Student Interest response Detail ............................................................................. 13
Table 5: Benefits of Baccalaureate in IST ............................................................................... 14
Criteria 6: Efforts to maximize state resources to serve place-bound students. ....................... 15
Summary and Conclusion ............................................................................................................ 16
Spokane Falls Community College
BAS in Information Systems and Technology
Page 2
Form A: Cover Sheet Statement of Need
Program Information
Institution Name: Spokane Falls Community College (SFCC)
Degree Name: BAS Information Systems and Technology
CIP Code: 11.0103
Name(s) of existing technical associate degree(s) that will serve as the foundation for this program:
Degree: AAS Information Technology
CIP Code: 11.1006
Year Began: 1996
Proposed Start Implementation Date: Fall 2015
Projected Enrollment (FTE) in Year One: 15
at Full Enrollment by Year: 2020
Funding Source: State FTE: ☑ Self-Support: ☐ Other: ☐
Mode of Delivery
Single Campus Delivery:
Yes, SFCC
Off-site:
No
Distance Learning:
No
Contact Information (Academic Department Representative)
Name: Dr. Jim Minkler
Title: Vice President of Learning
Address: 3410 W Fort George Wright Dr. – MS 3010, Spokane WA 99224-5288
Telephone: (509) 533-3764
Fax: (509) 533-3225
Email: jim.minkler@sfcc.spokane.edu
June 12, 2014
Chief Academic Officer
Spokane Falls Community College
Date
BAS in Information Systems and Technology
Page 3
Introduction
Founded in 1963, Community Colleges of Spokane (CCS) is a dynamic community college district
serving some 38,600 students a year, spread across a 12,300-square-mile service district in Eastern
Washington.
Spokane Falls Community College (SFCC) is an educational leader and partner with the community and
region in providing flexible, responsive programs of the highest quality. Our faculty and staff are
dedicated to student success, cultural enrichment and lifelong learning in a student-centered
environment that encourages personal and professional growth.
The Information Systems and Computer Science (ISCS) department at Spokane Falls Community
College (SFCC) proposes to create a bachelor of applied science degree in Information Systems and
Technology (BAS IST).
This degree will be based on the existing Associate of Applied Science in Information Technology (AAS
IT) degree currently offered at SFCC. This applied bachelor degree will allow student to deepen their
academic and technical knowledge in the field of information systems and technology. Specific areas of
expertise will be addressed in concordance with the industry needs.
The Washington State Board for Community & Technical Colleges (SBCTC) supports community and
technical colleges to offer applied baccalaureate programs:

To increase the total number of baccalaureate degrees awarded by 2019;

To expand the workforce mission of community and technical colleges to serve the needs of
local and state employers;

To increase educational pathways for professional and technical associate graduates who have
been limited in their ability to apply credits toward a bachelor degree.
This baccalaureate of applied science in Information Systems and Technology proposal explains how
this new degree supports the college mission, the education goals of the State of Washington, meets
the students and employers demands by strengthening graduates’ knowledge and technical skills.
Spokane Falls Community College
BAS in Information Systems and Technology
Page 4
Form B: Bachelor of Applied Science Degree
in Information Systems and Technology
Criteria 1:
Relationship to institutional role, mission, and program priorities
The mission of the Community Colleges of Spokane (CCS) is to develop human potential through
quality, relevant and affordable learning opportunities that result in improved social and economic
well-being for our students and our state.
The vision of CCS is to transform lives and uplift humanity, inspiring students to lead communities,
build the nation and enrich the world.
The strategic priority areas are:
• Student Success: Strengthening engagement
• Collaboration and Communication: Building productive communities
• Sustainability: Enhancing operational efficiency and effectiveness
• Innovation: Supporting a culture of continuous improvement
The mission of Spokane Falls Community College (SFCC) is to foster student achievement and
scholarship by providing high-quality, affordable, and accessible learning opportunities. The
introduction of an Information Systems and Technology BAS would fulfill the mission through the
following five core themes:
Core Theme 1: Excellent Instruction and Learning
Core Theme 2: Student Achievement
Core Theme 3: Broad Access
Core Theme 4: Diversity, Equity, Global Awareness
Core Theme 5: Responsiveness to Community Needs
Spokane Falls Community College
BAS in Information Systems and Technology
Page 5
The Information Systems & Technology BAS reflects and supports both the district priorities and the
core themes of SFCC as follows:
STUDENT SUCCESS
SFCC Core Theme 1: Excellent Instruction / Learning
&
SFCC Core Theme 2: Student Achievement
This new degree, in particular, will provide opportunities and pathways for the district that currently
do not exist. Students will be able to gain advanced education beyond what is currently available in the
region. This, in turn, will create more highly trained information systems and technology individuals
who can take on greater levels of responsibility to serve the region’s information technology needs
which are critical to the region’s economy and employability of its citizens.
SUSTAINABILITY AND INNOVATION
SFCC Core Values Theme 3: Broad Access
The degree is designed to provide students broader access to higher education. Students with an AAS
in information systems and technology fields will gain learning opportunities and access to the BAS, no
longer being held to a terminal degree. In partnership with community and industry leaders, the
degree will meet the changing needs of our community stakeholders through collaboration and
innovation. SFCC’s degrees, programs, courses and services will be responsive to local employer
demand in the state and local regions. Though SFCC does have an existing transfer agreement with
EWU for IS&T AAS graduates, the following analysis will demonstrate why there is still a gap that this
BAS option will meet.
COLLABORATION AND COMMUNICATION
SFCC Core Values Theme 4: Diversity, Equity, Global Awareness
&
SFCC Core Values Theme 5: Responsiveness to Community Needs
Students and staff will be supported by practices and policies that create an inclusive environment for
learning and work. Students will have opportunities to experience diverse and multi-culturally rich
perspectives through campus activities / events, curriculum, and educational workshops. SFCC will
actively seek community input through its foundations, advisory committees, and collaboration with
external organizations. By partnering with industry and local organizations, such as Greater Spokane
Incorporated and the Spokane Area Workforce Development Council, the program will create a climate
in which faculty and students commit to excellence in instruction and learning.
Spokane Falls Community College
BAS in Information Systems and Technology
Page 6
Criteria 2:
Support of the Statewide Strategic Plans
The State Board for Community and Technical Colleges (SBCTC) Mission Study focused on three areas
of need for the state’s community and technical colleges:
• Strengthen state and local economies by meeting the demands for a well-educated and skilled
workforce.
• Achieve increased educational attainment for all residents across the state.
• Use technology, collaboration and innovation to meet the demands of the economy and improve
student success.
Spokane Falls Community College will play an important role in producing baccalaureate degree
graduates in Washington State. The Washington State Board for Community & Technical Colleges
(SBCTC) advocates for community and technical college applied baccalaureate programs because it will
help:1
• Meet state goals for increasing the total number of baccalaureate degrees awarded by 2019 to
42,400 per year. The community and technical college system will need to increase the number
of students who transfer to a baccalaureate program by 20,400 and one way of doing that is by
developing applied baccalaureate pathways.
• Expand the workforce mission of community and technical colleges to serve the needs of local
and state employers.
• Increase educational pathways for professional and technical associate graduates who have been
limited in their ability to apply credits toward a bachelor degree.
The proposed Information Systems and Technology, BAS program addresses all of these system goals.
By creating this program, SFCC will increase the educational attainment and skill levels of the region’s
information systems and technology individuals to help prepare them for the greater demands
expected of them in the technology environment while meeting the region’s workforce demand for
more highly skilled information systems and technology specialists. By expanding educational options
for individuals who hold an associate of applied science degree, the degree helps students attain
higher levels of skill and knowledge as our state and region becomes more diverse, serving groups who
have been underserved in the past. The degree will be more affordable to students than other
baccalaureate programs offered in the region, drawing from a much more diverse student population
which the Community Colleges of Spokane naturally serves. SFCC’s proposal provides an efficient
pathway for AAS-holders in the region to leverage both their technical skills and their course credits in
pursuit of a higher credential in their field. Although there is currently an Applied Technology program
offered by EWU to SFCC’s AAS graduates, the focus of that program does not meet the same
occupational needs that this BAS program will. Working with educational and industry partners, SFCC
will create seamless, easy to navigate pathways for students enabling them to apply for higher paying,
higher demand positions.
1
(http://www.sbctc.ctc.edu/college/e_appliedbaccalaureates.aspx 02.14.14
Spokane Falls Community College
BAS in Information Systems and Technology
Page 7
Criteria 3:
Employer / Community Demand for Graduates with Baccalaureate Level of Education Proposed in
the Program
Today’s economy has moved away from skilled labor jobs to positions requiring employability skills
traditionally thought to be acquired through a four-year degree. Although more students are
graduating from colleges every year, the flow of new graduates is too slow to meet the growing
employment demand, especially in the high-tech job market. By 2025, less than 47% of Americans will
have an associate or higher degree. According to labor experts, this means the nation will be 23 million
degree holders below what’s needed to meet workforce demands.2 As policy makers look for solutions
to this problem, the spotlight shines bright on community colleges to give job seekers the specific skills
needed for highly technical jobs.3
In the Spokane region, IT employment for the occupations that would be filled by graduates of this BAS
program increased by 76 positions in 2013 and the trend is expected to continue with an expected
increase of 11% by 2020.4 Employers are searching for qualified candidates to hire as Computer
Support Specialists, Computer System Analysts, and Network and Computer Systems Administrators. In
order to meet the local job growth demand, Spokane Falls Community College needs to expand the IT
program by offering a BAS in Information Systems and Technology.
Nationally, the IT sector’s employment rate is expected to increase by 22% between 2010 and 2020,
creating 758,800 jobs nationwide.5 The careers included in this field are consistently included in the
top ten listings of job availability and demand.6 This SFCC proposal addresses the local need for more
high skilled IT professionals and also assures that graduates have the skills necessary for long term
employability.
Finally, entry level jobs qualifications in the information technology field are now demanding a
bachelor’s degree.
The Bureau of Labor Statistics considers a bachelor’s degree as entry level education for the following
occupations: computer network architect, computer programmer, computer support specialist,
computer systems analyst, database administrator, information security analyst, web developer,
network and computer system administrator and software developer.7
2
A Special Report from Lumina Foundation: A Stronger Nation through Education. (2012, March) Indianapolis, IN: Lumina
Foundation. Retrieved from http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf .
3
Lewin, T. (2012, February 13). Money Urged for Colleges to Perform Job Training. The New York Times. Retrieved from
http://www.nytimes.com/2012/02/14/education/obama-to-propose- community-college-aid.html?
4
https://west.economicmodeling.com/analyst/?t=ZWyW#h=17nHV&module=economy&page=occupation_report 03.17.14
5
Overview of the 2010-20 Projections, Employment change by industry, Information, Occupational Outlook Handbook,
2012-13 Edition. (2012, March 29). Washington, D.C.: Bureau of Labor Statistics. Retrieved from
http://www.bls.gov/ooh/About/Projections-Overview.htm#industry .
6
Graves, J. A. (2012, December 18). The 100 Best Jobs of 2013. U. S. News. Retrieved from
http://money.usnews.com/money/careers/articles/2012/12/18/the-best-jobs-of-2013.
7
th
United States Department of Labor, Bureau of Labor Statistics (2014, January 8 ). Retrieved from
http://www.bls.gov/ooh/computer-and-information-technology/home.htm .
Spokane Falls Community College
BAS in Information Systems and Technology
Page 8
Employer size
The area served by Spokane Falls Community College is spread across 12,300 square miles and is
comprised of 6 counties. 66% of its 609,000 residents are concentrated in a few cities, the largest
concentration in central Spokane County where 342,000 of the County’s 487,000 residents live in a 20
mile radius of the largest city of Spokane. As the largest population between Seattle and Minneapolis,
this concentration serves as a hub of industry and services for much of the northwest portion of the
country.
One of the consequences of this population distribution is the firm sizes tend to be smaller than the
national average. Table 1 below shows a higher concentration of the area’s employees working for
firms that are between 20 – 249 employees in size and much fewer in companies with 1,000+.8 This
leads to far less specialization than would usually be the case. In other words, companies need
employees with a broader range of skills because they do not have enough for them to be specialized
in one particular discipline. This only exaggerates a national trend toward an increasing emphasis on
work experience.
Table 1: Employment % by Firm Size
1-19
20-49
50-99
100-249
250-999
1000+
Nation
10.8%
7.2%
10.5%
18.2%
14.2%
39.1%
Region
15.1%
10.2%
17.2%
28.4%
14.2%
14.4%
This fact leads to a challenge for both employers and graduates of degree programs. Most bachelor’s
degrees are earned by those going directly from high school so they often lack the experience being
requested. Those who gain the experience have a difficult time going back to school to earn their
bachelor’s degrees once they start working. Employers are often forced to forgo the benefit of
employees with higher education, especially in fields such as network administration where traditional
degrees are usually specialized.
8
https://fortress.wa.gov/esd/employmentdata/reports-publications/industry-reports/firm-size;
http://www.bls.gov/web/cewbd/table_f.txt 03.17.14
Spokane Falls Community College
BAS in Information Systems and Technology
Page 9
Labor market Data
Spokane Falls Community College explored and assessed current and projected employer and
community demand through analysis of employment and occupation data at the local, regional, state
and national level and advisory committee input.
In addition to the 6 counties included in the district service area, the labor market includes the 3
neighboring counties in North Idaho with large population centers. These 9 counties are:
Ferry, WA
Lincoln, WA
Pend Oreille, WA
Spokane, WA
Stevens, WA
Whitman, WA
Bonner, ID
Latah, ID
Kootenai, ID
The following table lists the IT occupations (and SOC#s) that would be the most likely opportunities for
graduates of this proposed IS&T BAS.9
Table 2: Data for CCS and Northern Idaho region Information Technology related Standard
Occupation Codes (SOC#)
9
SOC#
Occupation Title
11-3021
Computer and Information Systems Managers
15-1122
Information Security Analysts
15-1142
Network and Computer Systems Administrators
15-1151
Computer User Support Specialists
15-1152
Computer Network Support Specialists
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand
Spokane Falls Community College
BAS in Information Systems and Technology
Page 10
The information Technology job sector is now making a comeback. Washington State labor market
data indicates that several IT related job categories, with a typical level of education need being a
bachelor’s degree, are in demand, growing at faster than average rates, including: Computer User
Support Specialists, Information Security Analysts and Computer Network Support Specialists. 10
The long-term employment trend for information related jobs in the CCS and Northern Idaho region
predicts growth in all IT job categories through 2020 (projections available).
Table 3 below illustrates IT employment growth for the 9 counties as predicted by the Washington
State Employment Security Department and the Idaho department of Labor. 11
Table 3: Long-term CCS and Northern Idaho Employment Projections
SOC#
Occupation Title
11-3021
Computer and Information Systems
Managers
15-1122
Information Security Analysts
15-1142
Network and Computer Systems
Administrators
15-1151
Computer User Support Specialists
15-1152
Computer Network Support
Specialists
Total
2014 Jobs
2020
jobs
% Change
(2014-2020)
Annual
Openings
459
526
14.6%
18
90
111
23.3%
5
737
803
9.0%
24
1,457
1,619
11.1%
52
383
408
6.5%
10
3,126
3,467
11.0%
109
In addition to the labor market data obtained from the online data subscription, a survey was
conducted among employers throughout the region with responses from 34 companies. 12 This survey
attempted to gauge the value perceptions of BAS degrees in general and job prospects in the next 5
years available to graduates of this Information Systems & Technology program in particular. 88.2% of
the respondents indicated they “Strongly Agreed” or “Somewhat Agreed” that the BAS would improve
hiring chances for graduates into positions for which they would likely apply. 57.6% indicated they
thought the BAS would be more valuable than a traditional bachelor’s. The most significant indicator of
demand was the number of jobs openings the respondents anticipated over the next 5 years. 16
companies (48.5%) anticipated between 1-5 jobs and 8 (24.2%) anticipated 6+. These results are
consistent with the growth forecasts of the above labor market data.
10
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand
01.12.2014
11
https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17Y6l&module=economy&page=occupations 03.17.14
12
Survey of Employers conducted in March 2014
Spokane Falls Community College
BAS in Information Systems and Technology
Page 11
Criteria 4:
Applied baccalaureate program builds from existing professional and technical
degree program offered by the institution
The bachelor of applied science in Information Systems and Technology will be built on the existing
AAS Information Technology degree (AAS IT). The Information Technology AAS degree program is
designed to provide students with capabilities in several areas of information technology:

Computer and network installation and maintenance skills;

Business computing skills, including daily systems operations and applications programs;

Security and Forensics skills;

Various Internet and network skills including web pages design, client/server side programming,
web server installation and maintenance;

Transfer option to a baccalaureate program.
This degree insures that the student is knowledgeable in a broad spectrum of information technology
subjects that are often needed by the Information Technology industry
This AAS Information Technology program has been offered (with updates over the years to respond to
the ever changing needs of the industry) for more than twenty years. The program is based on an open
enrollment policy with no specific entrance or exit quarter. Despite the weak economy of the last few
years and recent slow recovery, enrollment in SFCC related IT programs have been stable. This AAS
program is now working close to capacity. As of winter 2014, an estimated 140 students are currently
enrolled and seeking the AAS IT degree or IT related certificates.
In addition to the AAS IT program offered by SFCC, the AAS in Network Design and Administration
program at Spokane Community College will serve as a feeder to this BAS program. It will also draw
from the large number of IT professionals with little or no college, but considerable work experience
whom will now have the ability to earn their AAS knowing there is a pathway to their bachelor’s
previously unavailable to them.
The new BAS in IST will include several new courses. While the majority of new information system and
technology related curriculum at the 300 and 400 level will be new, upper division general education
courses will be developed in association with other departments at SFCC that are currently creating
bachelor degrees in their respective related fields. For example, project management, technical writing,
and business communications courses being developed for the Applied Management BAS would be
applicable to this degree as well.
Spokane Falls Community College
BAS in Information Systems and Technology
Page 12
Criteria 5:
Student Demand for Program in the Region
Spokane Falls Community College has decided to survey its past (graduated) IT students, currently
enrolled IT students and some local high school students. The survey received 145 responses.
Of the 145 responses, 127 students, or 88%, indicated “yes” to the question “If SFCC offered a
bachelor’s program in Information Systems and Technology (IST), would you consider participating?”
18 students, or 12%, indicated “no” to the question. Out these 18 students, almost 50% indicated that
they were still considering taking some upper division IST courses.
Table 4: Student Interest response Detail
Student Interest Response
If SFCC offered a bachelor’s program in Information Systems and Technology (IST), would you consider
participating?
Yes
127/145
87.59%
No
18/145
12.41%
As the numbers indicate, the level of interest for this bachelor degree is high among our current
students, those who graduated and some possible incoming students. The student survey has also
served to generate an initial awareness in the program which will help with the recruiting efforts. We
will enlist the services of the district marketing office in an effort to promote the program and recruit
students.
Spokane Falls Community College
BAS in Information Systems and Technology
Page 13
Some of the parameters surveyed outline the most common reasons students indicated that they
interest in pursuing the degree. The three most common themes addressed were increased job
marketability (112), career advancement (111) and affordability (89). The table below outlines the
most common reasons students gave to obtain this bachelor degree.
Table 5: Benefits of Baccalaureate in IST
Student generated reasons that would influence enrollment decision
Response
Job Marketability
Career Advancement
Number
112/128
111/128
Comments
I think the program will be a
great success. Individuals who
are pursuing the associate's
degree in IST will likely
continue on to the bachelor's
degree program to become
more marketable in the
competitive IT world.
I have already seen the
improvement an AAS degree has
had on my career choices. I fully
believe that if I received a
Bachelor’s Degree and moved on to
Master’s Degree. I could attain any
position I desire for the duration of
my lifetime.
A Bachelor's degree in IST
would benefit more in the
sense that it would give myself
and the many others more of a
fighting chance in the Job
Market when compared to
only having an Associates
and/or waiting/transferring to
a University.
A Bachelor's degree would go a long
way in advancing a person's career
over "just" an Associate's degree. It
shows potential employers that the
person has the drive and additional
knowledge needed to further his or
her career in the IT field. The
additional knowledge imparted in
the course of acquiring a Bachelor's
degree can and will help a person to
better fulfill specialized positions
that require that advanced
knowledge.
Affordability
89/128
This will increase the amount of
people that actually get a
bachelor’s degree in IST and
provide higher career
opportunities without the
(hopefully) expensive costs of a
university.
This BAS in Information Systems and Technology addresses unmet student needs of the current and
future community college students. The career/technical associate pathway into this degree will
provide graduates with professional/technical associate degrees in information-technology related
fields with expanded educational opportunities.
The new applied bachelor’s degree program will increase the number of overall bachelor’s degree
holders in Washington State who fill critical jobs by serving professional and technical associate degree
holders who are otherwise limited in pursuing a bachelor’s degree. It will also provide opportunities to
place-bound students interested in a career in information technology. We project that the program
will be at full capacity within four years of the initial year of operation, and that the proposed BAS in
IST will produce a minimum of 20 graduates each year to help meet projected high growth and high
vacancy rates.
Spokane Falls Community College
BAS in Information Systems and Technology
Page 14
Criteria 6:
Efforts to maximize state resources to serve place-bound students.
The Information Systems and Technology BAS degree is designed to accommodate students and
working professionals who intend to further their careers by attaining a four-year college degree that
includes the knowledge and technical industry skills sought by regional employers. This knowledge and
skillset, as described in the analysis for Criteria 3, requires a combination of theory and practical,
hands-on application. This level of application applies both to work experience to have the proper
frame of reference and the classroom setting where the theory can be demonstrated. Given that such
requirements do not lend themselves to a pure online option, this program will be offered in a hybrid
combination of online and in person delivery. This will allow students who are place-bound due to their
need to keep working the ability to achieve their educational goals.
Current AAS IT related graduates from SFCC and other local community colleges interested in a
bachelor’s degree have a limited range of options, principally two universities. Central Washington
University offers a management degree to graduates with technical degrees13. Western Governors
University offer flexible online baccalaureate degrees in Information Technology;14however, these two
universities only offer exclusively online curriculum. Not only does this delivery method not meet the
motivational and learning style needs of all students, but it does not allow for the level of hands-on
application described above.
Eastern Washington University engineering department offers a bachelor of applied technology in
information technology on its Cheney campus.15 This degree is a good fit for students who complete a
technical associate’s degree in IT and are interested in the management of product design and
manufacturing; however, it does not meet the needs of students who want to focus on IT systems
administration. For the last few years, an agreement between CCS and EWU has allowed some
students to transfer at EWU and acquire this bachelor; however, this degree does not attract students
who want to focus on Information systems and technology or related fields.
Furthermore, Eastern Washington University offers programming degrees in Computer Science. 16
These degrees are an excellent fit for students interested in computer science, particularly those who
want to become programmers; however, they do not provide a transfer pathway for students
completing technical associate degrees, nor do they focus on IT systems administration.
Some of the courses created for this BAS program will be shared between other departments offering
baccalaureate degrees, increasing choices and assuring broad utilization of common developed
curriculum. This collective curriculum will allow reduced development costs and increase collaboration
among departments at Spokane Falls Community College.
The ISCS department at SFCC has been working closely for many years with the Center of Excellence for
Information & Computing Technology.17 ISCS faculty attended the June 2013 Summit in preparation for
13
http://www.cwu.edu/online-learning/online-undergraduate-programs#bs_itam 01.12.2014
http://washington.wgu.edu/online_it_degrees/information_technology 01.12.2014
15
http://www.ewu.edu/cshe/programs/engineering/engineering-degrees/bsat
16
http://www.ewu.edu/cshe/programs/computer-science 03.24.14
17
http://www.coeforict.org/
14
Spokane Falls Community College
BAS in Information Systems and Technology
Page 15
this bachelor’s application and will be part of the May 2014 Summit, addressing IT common courses
across WA state, standardization of IT BAS degrees and other related topics.
Summary and Conclusion
Spokane Falls Community College will continue to address the needs of its businesses by providing the
next step in educational attainment for its IT specialists through the Information Systems and
Technology, BAS. The college has the support of the program faculty, college and district
administrators, the CCS Board of Trustees, corporations, and students. It has a solid educational plan to
continue on to the next steps in the process and looks forward to the endorsement of the State Board
for Community and Technical Colleges.
Spokane Falls Community College looks forward to speaking with SBCTC trustees about our application
for a baccalaureate of applied science in Information Systems and Technology. We believe that this
new degree will provide graduates with new employment opportunities, meet transfer needs of
community college students at SFCC and other colleges, and will satisfy the needs of the employers of
the eastern side of Washington State.
Spokane Falls Community College
BAS in Information Systems and Technology
Page 16
Study Session
October 29, 2014
Tab 2
2014-15 State Board Goals and Policy Focus
Brief Description
Community and technical colleges provide the skill infrastructure our state needs, and the bridge to
prosperity that every Washingtonian deserves.
The State Board adopted the System Direction in 2006 with three major goals related to economic
demand, student success, and innovation. The System Direction has served as the framework for the
Board’s work. In 2010, the Board adopted ten recommendations for the Mission Study “to find more
and better ways to reduce barriers and expand opportunities so more Washingtonians can reach higher
levels of education.” Intermediate benchmarks are also mapped. Each recommendation has a 20-year
target for where the system should be in 2030 to meet the three major goals and be an active contributor
to Washington’s economic prosperity.
Within this framework, the Board drafted its 2014-2015 goals and policy agenda during the September
2014 Board retreat.
How does this link to the System Direction, Mission Study, and Policy Focus
The State Board for Community and Technical Colleges’ goals for 2014-15 seek to raise educational
attainment, open more doors to college education – particularly for Washington’s fast-growing adult
population – and build upon our tradition of excellence. The 2014-15 goals drafted collaboratively with
system representatives are consistent with the goals and objectives listed in the System Direction and
Mission Study and align with the Washington Student Achievement Council’s Roadmap.
Progress on these goals will be made through focus on specific policy initiatives, including metrics.
Although the areas of policy focus align with existing Board and state goals, some of the identified areas
are new, designed to address current and anticipated future needs, and some continue the progress made
during this past year.
Background Information and Analysis
• Attachment A, Draft 2014-15 State Board Goals
• Attachment B, Draft 2014-15 State Board Policy Focus
Potential Questions
•
•
•
Are the identified goals the “correct” goals for our Board and System for this time?
Do these goals and policy focus areas fit within the Washington Student Achievement Council’s
Roadmap?
Will focus on the policy initiatives contribute to progress on system and state goals?
Recommendation/Preferred Result
Board members will have an opportunity for continued discussion with system leaders and Board staff
to discuss progress towards achieving the desired results of the Goals and Policy Focus for 2014-15.
Policy Manual Change Yes ☐ No ☒
Prepared by: Marty Brown, Executive Director
360-704-4355, mbrown@sbctc.edu
John Boesenberg, Director, Human Resources
360-704-4303, jboesenberg@sbctc.edu
Tab 2, Attachment A
STATE BOARD GOALS 2014-15
DRAFT 10-10-2014
Our vision
The connection between higher education and Washington’s economy is direct and
powerful. Students need access to higher education to land well-paying jobs; employers
need skilled employees to compete and thrive. Yet higher education is not growing fast
enough to meet the needs of Washington. The 2014-15 State Board goals advance our
2023 state education objectives by ensuring at least 70 percent of Washingtonians will
have a postsecondary credential and 100 percent will have a high school degree.
The State Board goals are designed to raise educational attainment, open more doors to
college education – particularly for our fast-growing adult population and build upon our
tradition of excellence. Community and technical colleges provide the skill infrastructure
our state needs, and the bridge to prosperity that every Washingtonian deserves.
Contribute to Washington’s economic prosperity and skills
development by:
•
Promoting student achievement and success:
o
o
o
o
o
o
o
•
Increasing access to post-secondary education:
o
o
o
o
o
•
Increase student transfers as measured by per-student enrollment
Increase access to wrap-around student services
Improve math achievement
Raise post-secondary attainment for underrepresented, adult, veterans, and first generation students
Increase the percent of basic skills students that move beyond basic skills
Increase the number of applied baccalaureate degrees conferred
Support curriculum and policy alignment and Common Core testing to measure successful transition to higher
education without remediation
Enroll more underrepresented, first generation and adult students, active military, veterans and their
dependents
Expand educational opportunities, such as eLearning, open educational resources, and competency based
degrees and certificates
Provide incentives to increase the number of people in Basic Education for Adults programs and programs
that combine basic skills, English language, academic, and jobs skills training
Develop means to attract former students needing credits for degrees, certificates, or credentials
Close skill gaps within the workforce, ensuring that workforce training capacity is sufficient for demand and
increasing awards in high demand professional-technical programs
Increasing access to post-secondary education:
o
o
o
o
o
o
o
Ensure balance among mission areas: Basic Skills, Workforce, Transfer, and Applied Baccalaureate
Adopt a system wide approach to improving faculty and staff salaries
Advocate for adequate financial aid and minimal tuition increases for students
Ensure adequate operating and capital resources through our collaborative processes
Increase communication and partnerships within the system including faculty and staff, and with business,
labor, and other stakeholders
Make smarter use of technology and promote efficiencies, especially ctcLink
Increase communication and partnerships with industry and labor; public schools and universities; local and
state organizations; and within the system, including faculty, staff, and other stakeholders
Washington State Board for Community and Technical Colleges
www.sbctc.edu | Oct. 10, 2014
Tab 2, Attachment B
STATE BOARD POLICY FOCUS 2014-15
DRAFT 10-10-2014
Turning vision into action
The State Board for Community and Technical Colleges’ goals for 2014-15 seek to raise educational attainment,
open more doors to college education – particularly for Washington’s fast-growing adult population – and build
upon our tradition of excellence. To turn those goals into action, the State Board has adopted the following policy
focus areas. (See companion publication: State Board Goals 2014-15.)
•
Adopt an allocation model that increases student success, and ensures access to low-income, basic
education, English language, and academic and job skills students
o Measure of success = allocation model ready for implementation by 2015 academic year
•
Adopt a systemwide approach to partner on how we increase faculty and staff salaries and to assess and
identify an optimal faculty mix
o Measure of success = accord ongoing to the Legislature in 2015, with a goal of increasing salaries
and seeking funding for converting part-time faculty positions to full-time
•
Advocate for adequate state funding and minimize tuition increases for students
o Measure of success = increased funding resulting in no need for tuition increases
•
Increase communication and partnerships across the community and technical college system including
faculty and staff, business, labor, and other stakeholders to further the goals and mission
o Measure of success = student participation in every board meeting; and, the entire system will be
included in a) the development of the legislative agenda and budget proposals; b) communication
plans; and c) decisions on policy initiatives impacting colleges.
•
Align curriculum, teaching with Common Core testing to support successful student transitions from high
school to higher education without remediation
o Measure of success = agreement on using the Smarter Balanced Assessment for college
placement
•
Export our system’s best practices in a national context to understand and move forward the national
dialogue on community and technical colleges
o Measure of success = more recognition of our great programs
•
Apply best practices learned from developing and implementing the system’s aerospace training programs
to healthcare and other industries
o Measure of success = Legislative support and funding for development and implementation of
programs similar to the aerospace program
•
Review and update Mission Study goals to be aligned with the Statewide Attainment Goals and the state’s
education and job skills needs
o Measure of success = development of relevant data supporting our role and contribution to
Washington State’s economy
Washington State Board for Community and Technical Colleges
www.sbctc.edu | Oct. 10, 2014
Tab 3a
STATE BOARD MEETING
Meeting Minutes
Alderbrook Resort
Business Meeting:
September 10, 2014
9:00 to 11:30 a.m.
Beth Willis, Chair ● Shaunta Hyde, Vice Chair
Jim Bricker ● Elizabeth Chen ● Anne Fennessy
Wayne Martin ● Larry Brown ● Jay Reich ● Carol Landa-McVicker
Marty Brown, Executive Director ● Beth Gordon, Executive Assistant
Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington
September 10
Resolution
Action Index
Description
Adoption of Consent Agenda:
Approval of State Board Regular Meeting Minutes for
June 19, 2014
2
Edmonds Community College, Increase Local Expenditure Authority,
Gateway Hall
Columbia Basin College, Local Expenditure Authority, Social Science
Center
Columbia Basin College, COP, HSC Building and Richland
Centralia College, Acquisition of Vacated Streets for Parking
Yakima Valley Community College, Property Acquisition
Bellevue College, Local Expenditure Authority, Upgrade Athletic Fields
and Facilities
Clark College, Local Expenditure Authority, STEM Building
Wenatchee Valley College, Local Expenditure Authority, Property
Acquisition
Lower Columbia College, COP, Fitness Center/Myklebust Gymnasium
Clark College, COP, Culinary Arts Facility
2
14-09-59
Consideration of Revised Baccalaureate Approval Process
3
14-09-60
Revisions to WAC 131-28-025 Governing the method of assessing tuition
and fee charges for competency based education programs.
3
14-09-61
Consideration of 2015-17 Operating Budget Request
4
14-09-49
14-09-50
14-09-51
14-09-52
14-09-53
14-09-54
14-09-55
14-09-56
14-09-57
14-09-58
2
2
2
2
2
2
2
2
Washington State Board for Community and Technical Colleges
www.sbctc.edu | September 2014
Regular Meeting Minutes
The State Board’s regular business meeting was preceded by a retreat on September 8-9, 2014. Topics and issues
discussed at the retreat included: 1) State Board Dash Board and Policy Focus, 2) WACTC Allocation Recommendations,
3) Basic Education for Adults: Proposed Funding Model to Promote Excellence in Outcomes, and 4) Role of Community
Colleges in Baccalaureate Degree Production
State Board Members Present
Beth Willis, Shaunta Hyde, Jim Bricker, Elizabeth Chen, Anne Fennessy, Wayne Martin, Larry Brown, Jay Reich, Carol
Landa-McVicker
Call to Order and Welcome
Chair Beth Willis called the meeting to order at 9:00 a.m., welcomed those present, and asked for audience
introductions.
Adoption of Regular Meeting Agenda
Motion:
Moved by Shaunta Hyde and seconded by Jim Bricker that the State Board adopt its September 10, 2014,
regular meeting agenda as presented.
Adoption of Consent Agenda (Resolutions 14-09-49 through 14-09-58
and 14-06-48)
Motion:
Moved by Shaunta Hyde and seconded by Jim Bricker that the State Board adopt the consent agenda
for its September 10, 2014, regular meeting as follows:
a.
Approval of State Board Regular Meeting Minutes for
June 19, 2014
b. 14-09-49
Edmonds Community College, Increase Local Expenditure Authority, Gateway
Hall
Columbia Basin College, Local Expenditure Authority, Social Science Center
Columbia Basin College, COP, HSC Building and Richland
Centralia College, Acquisition of Vacated Streets for Parking
Yakima Valley Community College, Property Acquisition
Bellevue College, Local Expenditure Authority, Upgrade Athletic Fields and
Facilities
Clark College, Local Expenditure Authority, STEM Building
Wenatchee Valley College, Local Expenditure Authority, Property Acquisition
Lower Columbia College, COP, Fitness Center/Myklebust Gymnasium
Clark College, COP, Culinary Arts Facility
c. 14-09-50
d. 14-09-51
e. 14-09-52
f. 14-09-53
g. 14-09-54
h. 14-09-55
i. 14-09-56
j. 14-09-57
k. 14-09-58
Washington State Board for Community and Technical Colleges
www.sbctc.edu | September 2014 | Page 2
Consideration of Revised Baccalaureate Approval Process (Resolution
14-09-59)
Joyce Hammer of the State Board staff presented the proposed changes to the applied baccalaureate degree approval
process. At the March meeting, Board members considered a number of options for revising the degree approval
process.
The Instruction Commission (college vice presidents of instruction) has been asked by WACTC (the presidents) to make
recommendations about how to fit BAS programs into the WACTC structure and how to promote collaboration among
colleges to increase articulation agreements and avoid unnecessary program duplication. An Instruction Commission
subcommittee developed a number of recommendations earlier this spring that were considered by the full Commission
on May 8-9, 2014, and provided to WACTC at their meeting May 29-30, 2014. The proposed outcome is a leadership
role for the Instruction Commission in developing specific evaluation rubrics for employer and student demand; facilitating
collaboration among colleges with similar associate and applied bachelor’s degree programs on degree titles, shared
curricula, and articulation agreements; and providing peer training and advising opportunities for new colleges developing
and implementing applied bachelor degree programs.
Given this proposed leadership role by the Instruction Commission, staff worked with the Commission to revise the BAS
approval process consistent with the Board’s changes.
Motion: Moved by Jim Bricker and seconded by Wayne Martin that the State Board adopt Resolution 14-09-59 approving
the Revised Baccalaureate Approval Process.
Motion carried.
Public Hearing: Revisions to WAC 131-28-025 Governing the method of
assessing tuition and fee charges for competency based education
programs (Resolution 14-09-60)
Denise Graham and Jan Yoshiwara of the State Board staff briefed the Board on a new system initiative to deliver courses
and programs to students through online, asynchronous, competency-based education programs. Competency-based
programs allow each student to progress at an individual pace through course content and to receive academic credit
upon demonstrating mastery of course competencies.
In traditional courses, a student is charged tuition based on the number of credits taken each academic quarter. In
competency-based programs, by contrast, a student gains access to advisors, instructors, course materials, and
assessments for a set period of time by paying a flat tuition rate; the student pays for time rather than for the number of
credits taken.
The State Board is responsible for adopting the colleges’ tuition schedule each year. Current administrative rule
(Washington Administrative Code, or WAC, 131-28-025) adopted by the Board requires tuition and fees to be charged
on a per-credit basis. This WAC needs to be amended so that students in competency-based degree programs can pay
tuition based on the length of the term rather than on the number of credits taken. Under the proposed rule, tuition for
competency-based degree programs would be equivalent to tuition charged for a 15 credit load for one quarter, prorated
for the length of the competency-based program academic term.
Washington State Board for Community and Technical Colleges
www.sbctc.edu | September 2014 | Page 3
In accordance with the Open Public Meetings Act, the Board held a public hearing on the proposed resolution. No public
comment was received.
Motion: Moved by Elizabeth Chen and seconded by Jay Reich that the State Board adopt Resolution 14-09-60 approving
the revisions to WAC 131-28-025 Governing the method of assessing tuition and fee charges for competency
based education programs.
Motion carried.
Consideration of 2015-17 Operating Budget Request (Resolution 14-0961)
Nick Lutes of the State Board staff presented the recommended Policy Investments for the 2015-17 biennium for the
community and technical college system.
At their June 2014 meeting, the Board received an abstract building theme for the 2015-17 biennial budget request. The
theme of the request for 2015-17 is providing support for our students, our academic institutions, and our state
educational and workforce goals. The support detailed in the agency budget request the Board received should be
considered the first step in a multi-biennial approach to reach our state’s long-term education and workforce goals.
Motion: Moved by Larry Brown and seconded by Anne Fennessy that the State Board adopt Resolution 14-09-61
approving the 2015-17 Operating Budget Request.
Motion carried.
Public Comment
State Board members heard public comment about meaningful compensation from members of the Washington State
Federation of State Employees.
Math Acceleration Strategic Plan Update
State Board members Wayne Martin and Elizabeth Chen, with State Board staff Jan Yoshiwara and Bill Moore, presented
that the task force held its first meeting in August to discuss its charge and timeline, review system data on math success,
examine current efforts, state policies, and evidence of success in pre-college math programs both across the state and
the nation. In addition to supporting the existing and ongoing partnerships with K-12 to help recent high school
graduates avoid pre-college courses completely, the group generally agreed that any recommendations to the system
should not define a “one size fits all” solution but should reinforce good work already underway at the colleges and build
some coherence and scale in the work across the system through a clear focus on goals and principles. Subsequent
meetings will explore promising approaches to defining those principles, identify specific evaluation metrics addressing the
overall goals, and develop a draft framework that can be reviewed by a panel of national advisors, system groups, and
WACTC prior to being presented to the Board in December.
Washington State Board for Community and Technical Colleges
www.sbctc.edu | September 2014 | Page 4
Chair’s Notes
State Board Chair, Beth Willis, asked State Board Deputy Executive Director, Mike Scroggins, to give a brief update on
the ctcLink project, and he did. She also thanked the State Board members, retreat participants, and staff for their
participation during the retreat.
Adjournment/Next Meeting
There being no further business, the State Board adjourned its regular meeting of September 10, 2014, at 11:20 a.m. The
State Board will hold next meeting October 29-30, 2014, at Bates Technical College.
Attest:
Elizabeth Willis, Chair
Marty Brown, Secretary
Washington State Board for Community and Technical Colleges
www.sbctc.edu | September 2014 | Page 5
Consent Item (Resolution 14-10-62)
October 30, 2014
Tab 3b
Centralia College, Property Acquisition, 916 West Pear
Brief Description
Centralia College seeks to purchase .24 acres at 916 West Pear, to be used for parking and student
housing.
How does this link to the System Direction, Mission Study, and Policy Focus
This acquisition and subsequent parking and student housing provided will improve student access to
education.
Background Information and Analysis
The property is identified in the College’s master plan as part of a larger parking area and possible
student housing in the long-term and will also help the College prepare for the next major building on
the adjacent block. The acquisition cost of $101,000, along with any future maintenance, will be paid
using local funds. A map with the proposed acquisition relative to recent acquisitions and the College’s
parking master plan is included in Attachment A.
Potential Questions
Is the acquisition consistent with the State Board's goal of finding more and better ways to reduce
barriers and expand opportunities so more Washingtonians can reach higher levels of education?
Recommendation/Preferred Result
Staff recommends approval of Resolution 14-10-62, giving Centralia College authority to use local
funds to purchase .24 acres at 916 West Pear, to be used for parking and student housing.
Policy Manual Change Yes ☐ No ☒
Prepared by: Wayne Doty, Capital Budget Director
360-704-4382, wdoty@sbctc.edu
Tab 3b
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-62
A resolution relating to Centralia College’s request to use local funds to purchase .24 acres at 916 West
Pear, to be used for parking and student housing.
WHEREAS, the property is identified in the College’s master plan as part of a larger parking area and
possible student housing; and
WHEREAS, the acquisition cost of $101,000, along with any future maintenance, will be paid using
local funds;
THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges
authorizes Centralia College to use up to $101,000 in local funds to purchase .24 acres at 916 West Pear,
to be used for parking and student housing.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
G
A
BC D
E
F
A
A
F 402 S King St, Centralia
Parcel Number 000628000000
Resolution 12-10-43
E 808 Centralia College Blvd, Centralia
Parcel Number 000840000000
Resolution 13-02-02
D 812 Centralia College Blvd, Centralia
Parcel Number 000842000000
Resolution 12-10-43
C 814 Centralia College Blvd, Centralia
Parcel Number 000843000000
Resolution 13-02-02
B 816 Centralia College Blvd, Centralia
Parcel Number 000844000000
A Vacate sections of Ash and Walnut
streets, and two mid block alleys
surrounded by college owned
properties.
Recent Acquisitions:
G 916 W Pear St, Centralia
Parcel Number 000688003000
Proposed Acquisition:
TAB 5f TAB 3b
Attachment AA
Attachment
Consent Item (Resolution 14-10-63)
October 30, 2014
Tab 3c
Clover Park Technical College, Local Expenditure Authority,
Demolition of Buildings 32 and 37
Brief Description
Clover Park Technical College is seeking approval to spend up to $1,000,000 in local funds to demolish
two campus buildings that have exceeded their useful lives. The College’s president approved the
project on September 5, 2014.
How does this link to the System Direction, Mission Study, and Policy Focus
The project will make way for future improvements to student access and experience and provide
operating efficiencies.
Background Information and Analysis
The project will demolish two buildings from pre-1940 that have exceeded their useful lives: buildings
32 and 37. Both buildings are currently vacant, as they are too expensive to operate and unsuitable to
use as instructional space. They both have asbestos that will require abatement during removal. The
College will convert the space to landscaped grass at this time, to be used for further construction in the
future, in line with the 10-year Campus Master Plan.
Potential Questions
Is this project consistent with the State Board’s goals to improve student access and reduce facility
maintenance costs?
Recommendation/Preferred Result
Staff recommends approval of Resolution 14-10-63, giving Clover Park Technical College authority to
spend up to $1,000,000 in local funds demolish buildings 32 and 37.
Policy Manual Change Yes ☐ No ☒
Prepared by: Wayne Doty, Capital Budget Director
360-704-4382, wdoty@sbctc.edu
Tab 3c
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-63
A resolution relating to Clover Park Technical College’s request to spend up to $1,000,000 in local
funds to demolish buildings 32 and 37.
WHEREAS, the project will demolish two buildings from pre-1940 that have exceeded their useful
lives, buildings 32 and 37, both of which are currently vacant, as they are too expensive to operate and
unsuitable to use as instructional space; and
WHEREAS, the College will convert the space to landscaped grass at this time, to be used for further
construction in the future, in line with the 10-year Campus Master Plan;
THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges
authorizes Clover Park Technical College to spend up to $1,000,000 in local funds to demolish buildings
32 and 37.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
Consent Item (Resolution 14-10-64)
October 30, 2014
Tab 3d
Yakima Valley Community College, Property Conveyances
and Related Local Expenditure Authority, Toppenish
Learning Center
Brief Description
Yakima Valley Community College is seeking approval to spend up to $2,500,000 in local funds to
construct a new Toppenish Learning Center building. Consistent with State Board resolution 14-03-10,
the previous Toppenish Learning Center property was sold on October 3, 2014. The College’s local
board approved the construction project on October 9, 2014.
How does this link to the System Direction, Mission Study, and Policy Focus
The project will improve student access and experience and provide operating efficiencies.
Background Information and Analysis
In their March 2014 meeting, the State Board approved the sale of the College’s existing Toppenish
Learning Center property and the purchase of a revenue-generating replacement property in the
community of Toppenish, in order to grow and continue serving the educational needs of the Yakima
Valley. The construction of a new Toppenish Learning Center will also establish a more visible,
accessible, and sustainable property in Toppenish that will enable the College to continue to serve placebound individuals.
Potential Questions
Is this project consistent with the State Board’s goals to improve student access and reduce facility
maintenance costs?
Recommendation/Preferred Result
Staff recommends approval of Resolution 14-10-64, giving Yakima Valley Community College
authority to spend up to $2,500,000 in local funds to construct a new Toppenish Learning Center
building.
Policy Manual Change Yes ☐ No ☒
Prepared by: Wayne Doty, Capital Budget Director
360-704-4382, wdoty@sbctc.edu
Tab 3d
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-64
A resolution relating to Yakima Valley Community College’s request to spend up to $2,500,000 in local
funds to construct a Toppenish Learning Center building.
WHEREAS, consistent with State Board resolution 14-03-10 the previous Toppenish Learning Center
property was sold and replacement property was acquired in order to grow and continue serving the
educational needs of the Yakima Valley; and
WHEREAS, the project will also establish a more visible, accessible, and sustainable property in
Toppenish that will enable the College to continue to serve place-bound individuals; and
WHEREAS, the college’s Board of Trustees has approved of the expenditure;
THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges
authorizes Yakima Valley Community College to spend up to $2,500,000 in local funds to construct a
new Toppenish Learning Center.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
Consent Item (Resolution 14-10-65)
October 30, 2014
Tab 3e
Yakima Valley Community College, Local Expenditure
Authority, Campus Operations Building
Brief Description
Yakima Valley Community College is seeking approval to spend up to $6,500,000 in local funds to
replace their Campus Operations building. The College’s local board approved the project on October
9, 2014.
How does this link to the System Direction, Mission Study, and Policy Focus
The project will improve student access and experience and provide operating efficiencies.
Background Information and Analysis
The College’s Palmer Martin Replacement Project includes the demolition of Palmer Hall and Sundquist
Hall, which result in the need to provide space for the relocation of the campus operations housed in
these buildings. Campus operations include security, print shop, and mailroom services currently
located in Palmer Hall, and the maintenance shop, formerly located in Sundquist Hall. In addition, the
Facility Operations Department, which includes maintenance, grounds, and custodial services, has
outgrown its space. Co-location of these departments in a new building provides a unique opportunity
to maximize resources and add replacement capacity.
The College has worked with the campus architect to design a new campus operations facility that
includes 13,144 square feet of shop space and 10,236 square feet of office space, with anticipated
occupancy in September 2015.
Potential Questions
Is this project consistent with the State Board’s goals to improve student access and reduce facility
maintenance costs?
Recommendation/Preferred Result
Staff recommends approval of Resolution 14-10-65, giving Yakima Valley Community College
authority to spend up to $6,500,000 in local funds to replace their Campus Operations building.
Policy Manual Change Yes ☐ No ☒
Prepared by: Wayne Doty, Capital Budget Director
360-704-4382, wdoty@sbctc.edu
Tab 3e
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-65
A resolution relating to Yakima Valley Community College’s request to spend up to $6,500,000 in local
funds to replace their Campus Operations building.
WHEREAS, the College’s Palmer Martin Replacement Project includes the demolition of Palmer Hall
and Sundquist Hall, which result in the need to provide space for the relocation of the campus operations
housed in these buildings and the Facility Operations Department, which includes maintenance,
grounds, and custodial services, has outgrown its space; and
WHEREAS, co-location of these departments in a new building provides a unique opportunity to
maximize resources and add replacement capacity; and
WHEREAS, the College has worked with the campus architect to design a new campus operations
facility that includes 13,144 square feet of shop space and 10,236 square feet of office space, with
anticipated occupancy in September 2015;
THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges
authorizes Yakima Valley Community College to spend up to $6,500,000 in local funds to replace their
Campus Operations building.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
Regular Item (Resolution 14-10-66)
October 30, 2014
Tab 4a
Final Consideration of Bellevue College’s Bachelor of Applied
Science in Molecular Biosciences
Brief Description
In September 2014, the State Board for Community and Technical Colleges adopted a revised approval
process, selection criteria, and application materials for community and technical colleges seeking to
offer an applied baccalaureate program.
Bellevue College completed an initial step in the approval process when college administrators met with
State Board members on October 23, 2013, to discuss how the proposed Bachelor of Applied Science
Degree in Molecular Biosciences aligns with the college’s strategic goals and meets regional/statewide
needs.
The final step in the approval process requires State Board action on the college’s application to offer
the proposed applied baccalaureate degree.
How does this link to the System Design, Mission Study, and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals, and families and achieve greater global competitiveness
and prosperity for Washington State and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused within three core areas in developing
their Statement of Needs: Economic Demand, Student Success, and Innovation. Colleges meet the
needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations, and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students.
Background Information and Analysis
Bellevue College proposes a Bachelor of Applied Science degree in Molecular Biosciences. This is one
of five STEM degree proposals selected to receive development funding provided by the passage of
legislative bill 2SSB 5624 in 2013. Molecular Biosciences encompasses the study of the molecules that
build living cells and organisms and of the complex network of chemical reactions and physical
processes that connect them. This field provides the foundation needed to work in a variety of
disciplines such as molecular biology, medicine, forensics, biochemistry, pharmacology, neuroscience,
food chemistry and environmental science. Graduates will be prepared to work as entry-level laboratory
scientists in bioscience research with employers such as the Fred Hutchinson Cancer Research Center; in
pharmaceutical development; and in life sciences product development with companies such as
LabConnect. Bellevue College selected two experts to provide external review: Dr. Jason Kahn of the
University of Maryland and Dr. William Davis of Washington State University. Both reviewers affirmed
Tab 4a
that Bachelor of Applied Science degree in Molecular Biosciences graduates would be competitive
when applying for a job or for entry into graduate programs.
The K-12 consortium that Bellevue College will be working with includes Bellevue, Lake Washington,
and Mercer Island. As a result of this grant funding, high school and Bellevue College instructors met
several times to review and discuss curriculum alignment possibilities. They also developed and
delivered a one-week, hands-on workshop for high school students interested in pursuing a career
pathway closely related to two-year degrees that will feed into the Bachelor of Applied Science degree
in Molecular Biosciences. (See Attachment A: Bellevue College letter Re: FY 14 SBCTC BAS
Molecular Sciences Grant.)
Potential Questions
•
Does Bellevue College’s Bachelor of Applied Science Degree in Molecular Biosciences meet
criteria established by the State Board for Community and Technical Colleges?
Recommendation/Preferred Result
The proposal meets criteria established by statute and Board policy based on staff review and feedback
from peer reviewers from the community and technical college system. Staff recommends State Board
action on Resolution 14-10-66, approving Bellevue College’s application for a Bachelor of Applied
Science in Molecular Biosciences degree program.
Policy Manual Change Yes ☐ No ☒
Prepared by: Joyce Hammer, Director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
Tab 4a
Attachment A
TO:
Joyce Hammer, State Board for Community & Technical Colleges
FROM: Reza Forough, lead faculty for FY 14 SBCTC BAS Molecular Sciences grant
Joyce Carroll, Associate Dean, Office of Instruction
DATE: August 28, 2014
RE:
FY 14 SBCTC BAS Molecular Sciences Grant
History & background:
In 2010, the state legislature granted community colleges the opportunity to develop applied
baccalaureate degrees based on a 2+2 model, in which the first two years are spent in an
applied associate-level professional degree, and the second two years provide additional
theoretical knowledge and technical skills. In response to this opportunity, we at Bellevue
College, created a new two-year molecular sciences technician degree program leading to the
Associate of Applied Science Molecular Science Technician degree, starting Fall Quarter 2014.
Graduates of this new program will be prepared to work as laboratory technicians in a variety of
environments, including bioscience research labs, chemical research labs, and environmental
science labs, or for progression into the Bachelor of Applied Science in Molecular Biosciences
(MoB). In order to support our efforts in developing our MoB Program, particularly around
setting up pathways for K-12 students to move into our MoB Program, Bellevue College was
awarded a one-year grant in the amount of $58,297, to work together with local area school
districts, including Bellevue, Lake Washington, and Mercer Island, to begin the work of creating
a STEM pathway from high school, into our AAS and BAS MoB degree programs.
Major Objectives:
Our efforts for the year were centered around fulfilling the two major objectives of the grant
application: 1) Formation of a team consisting of at least 13 high school teachers from our local
high schools, and at least 5 of our Bellevue College faculty, along with key staff from the
Bellevue College Center for High School programs, to collaborate through a series of joint
curriculum review meetings. In addition to exploration and alignment of STEM-related
curriculum, the group also explored options to create new dual credit articulation opportunities
for high school students in entry level science, business, and English courses that are bundled
into the 2-year AAS degree. The group’s work formed the basis for building out a pipeline for
high school STEM students to transition into Bellevue’s Molecular Bioscience programs.; 2)
Development of a hands-on, week-long, 40 hour, lab-based program for up to 30 high school
students in June, 2014, in conjunction with Bellevue College Science Division faculty and K-12
partners.
Accomplishments:
We’re delighted to report the above two stated objectives were successfully accomplished. To
accomplish Objective 1, we organized three three-hour curriculum review meetings for
1 | P a g e Bellevue College – FY 14 SBCTC BAS Molecular Sciences Grant
instructors from area high schools and Bellevue College. During those meetings, faculty met,
based on their discipline and area of interest, to review and discuss curriculum alignment
possibilities over the span of several months. Although, our original plan as described in the
grant application was to involve LWSD and BSD high school teachers, due to interest expressed,
we were able to expand our initial scope, and include Mercer Island High School as well.
Furthermore, while the majority of the participating high school teachers had expertise in
teaching biology and chemistry, we were also able to include a Career and Technical Education
Director, a K-12 Science Curriculum Developer, and a Social Studies Literacy Coach to make the
discussions more comprehensive.
Similarly, we expanded the number of participating Bellevue College’s faculty from the originally
described five to twelve individuals at no additional costs to the proposed grant budget. The
additional individuals were either serving as consultants for the dual credit College in the High
School program or were compensated for their services from a different and compatible funding
source. Those faculty offered their expertise in: College to the High School, Running Start,
Career Education Options (dropout retrieval program) Summer Enrichment (summer program
for students 16-17 years of age), Computer Science and English language. The presence of those
individuals and their expertise added significant depth and quality to the discussions and future
planning.
All and all, the curriculum review participants were highly motivated, engaged, and interactive
as demonstrated by the continuation of each meeting considerably beyond the intended a
three-hour session. A number of great ideas were proposed and discussed in each meeting and
plans were made to continue annual meetings in the coming years in order to maintain and
build on the formed partnership between the local districts and Bellevue College as a result of
this grant funding.
To accomplish Objective 2, the high school and Bellevue College faculty curriculum review
participants jointly developed and delivered a one-week, hands-on intensive workshop for high
school students interested in pursuing a career pathway in a STEM pathway, specifically in the
AAS Molecular Science Technician degree which will feed into a four-year Bachelor of Applied
Science in Molecular Biosciences. In the original grant application, we had proposed to recruit
four high school/college instructors and two student assistants for the purpose of the
development and delivery of the one-week workshop in mastering molecular/cellular biology
and chemistry techniques. Instead, the workshop was developed with a larger group of 8
instructors (6 from Bellevue College plus two high school instructors) with expertise in
cell/molecular biology, biotechnology, and chemistry. Two of our Bellevue Students (one
biologist and one chemist) served as the Assistants in the workshop. The total number of
attending high school students in the one-week long (40 hours) workshop was 26. That was the
maximum number of students we could accommodate in the lab classrooms. Here is the
breakdown: 17 juniors, 9 seniors, 19 female, and 7 male high school students participated in the
week-long workshop. Here are a few some of the things the students had to say by the end of
the week: “The most surprising part of this week was honestly that such a quality program could
be offered for free, from the labs to the food to the book, etc.” “I learned a lot about what a job
in molecular biology looks like and what I am really interested in. I learned a lot about chemistry
and molecular diagrams.” “My favorite part was the chemistry labs. It made me more interested
in majoring in chemistry when I go to college. I always knew I liked chem but now I'm for sure
this is what I enjoy.”
2 | P a g e Bellevue College – FY 14 SBCTC BAS Molecular Sciences Grant
We also acknowledge and are grateful to two donors whose generosities significantly improved
the quality of the workshop: The Science And Math Institute (SAMI) Program at Bellevue College
paid for the daily lunches served to attending workshop members and Macmillan Publishing
kindly provided our workshop students with a two-month free access to an online version of the
Morris’s textbook covering cell/molecular biology topics.
Funds for Goods & Services:
The money appropriated for goods & services was used for the following purposes: 1) Purchase
a print version of “Current Protocols In Molecular Biology” through our library system. This is a
well-recognized book in the field of molecular/cellular biology and contains the most up-to-date
lab techniques in the field. An intriguing aspect of this book is that it will never become
outdated as the book is constantly being reviewed and revised by the experts in the field. The
added protocols will be mailed to the subscribers. We purchased one copy of the printed
version for $1,430 and the Bellevue College library committed to paying the $875.00
subscription fee each subsequent year in order to receive the updated and new protocols. That
support was extremely helpful as we were told that the upcoming updates include new
molecular/cellular biological protocols essential to the field of stem cell research and
regenerative medicine; 2) Order and purchase specialized supplies for lab experiments for the
workshop.
Workshop participants were grateful for the week of hands on lab activities, and the
opportunity to work on a college campus. All grant participants came away from both
endeavors, not only feeling that the year of collaboration was extremely worthwhile, but also
committed to continue to work collaboratively together in the future. Secondary and
postsecondary instructors found a new understanding of and appreciation for each other and
their various areas of endeavor in addition to a deeper knowledge of where and how certain
courses can be aligned. Participants all acknowledged the benefit of working to create more
STEM-related dual credit opportunities for high school students. We thank you for your support!
3 | P a g e Bellevue College – FY 14 SBCTC BAS Molecular Sciences Grant
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-66
A resolution to approve Bellevue College’s application to offer a Bachelor of Applied Science in
Molecular Biosciences upon recommendation of the State Board for Community and Technical Colleges
staff.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State
Legislature, authorizes the State Board for Community and Technical Colleges to approve all
Applied Bachelor’s degree programs offered by community and technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board
developed objective criteria for the approval of Community and Technical College Applied Bachelor’s
degrees; and
WHEREAS, the State Board for Community and Technical Colleges staff found that Bellevue
College’s application provided evidence that met or exceeded all objective selection criteria and will
expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the recommendation to authorize Bellevue College’s Bachelor of Applied Science Degree in
Molecular Biosciences.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
Regular Item (Resolution 14-10-67)
October 30, 2014
Tab 4b
Final Consideration of Columbia Basin College’s Bachelor of
Science in Nursing
Brief Description
In September 2014, the State Board for Community and Technical Colleges adopted a revised approval
process, selection criteria, and application materials for community and technical colleges seeking to
offer an applied baccalaureate program.
Columbia Basin College completed an initial step in the approval process when college administrators
met with State Board members on February 5, 2014, to discuss how the proposed Bachelor of Science in
Nursing aligns with the college’s strategic goals and meets regional/statewide needs.
The final step in the approval process requires State Board action on the college’s application to offer
the proposed applied baccalaureate degree. Currently, four community and technical colleges offer
Bachelor of Science in Nursing programs.
How does this link to the System Design, Mission Study, and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals, and families and achieve greater global competitiveness
and prosperity for Washington State and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused within three core areas in developing
their Statement of Needs: Economic Demand, Student Success, and Innovation. Colleges meet the
needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations, and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students.
Background Information and Analysis
Columbia Basin College proposes a Bachelor of Science in Nursing that builds on knowledge gained in
CBC’s two-year Associate of Applied Science in Nursing program. The United States is currently
facing a nursing shortage that is expected to intensify as the nation’s population ages and their need for
healthcare expands, and the present nursing workforce ages and retires. It is estimated that 55 percent of
the registered nurse workforce is over the age of 50. In addition, the United States healthcare system
demands highly educated nurses who can practice safely and effectively while demonstrating a complex
array of skills, abilities, and knowledge which warrant baccalaureate level degree credentials. The
Institute of Medicine calls for nurses to be educated in new ways that better prepare them to meet the
needs of the population they serve and recommends that 80 percent of nurses should hold a
baccalaureate degree or higher by the year 2020. The proposed Columbia Basin College Bachelor of
Science in Nursing program will create an additional pathway for Associate Degree Nursing students to
augment their education, open new avenues for career opportunities, and position them favorably for
Tab 4b
future changes in licensure requirements. Two external evaluators, Renee Hoeksel, Ph.D., RN Professor
and Assistant Dean for Washington State University’s College of Nursing, and Susan Woods, PhD, RN,
FAHA, FAAN Professor Emerita, Biobehavioral Nursing and Health Systems at the University of
Washington, commended the program design and provided favorable reviews.
Potential Questions
•
Does Columbia Basin College’s Bachelor of Science in Nursing meet criteria established by the
State Board for Community and Technical Colleges?
Recommendation/Preferred Result
The proposal meets criteria established by statute and Board policy based on staff review and feedback
from peer reviewers from the community and technical college system. Staff recommends State Board
action on Resolution 14-10-67, approving Columbia Basin College’s application for a Bachelor of
Science in Nursing degree program.
Policy Manual Change Yes ☐ No ☒
Prepared by: Joyce Hammer, Director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-67
A resolution to approve Columbia Basin College’s application to offer a Bachelor of Science in Nursing
upon recommendation of the State Board for Community and Technical Colleges staff.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State
Legislature, authorizes the State Board for Community and Technical Colleges to approve all
Applied Bachelor’s degree programs offered by community and technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board
developed objective criteria for the approval of Community and Technical College Applied Bachelor’s
degrees; and
WHEREAS, the State Board for Community and Technical Colleges staff found that Columbia Basin
College’s application provided evidence that met or exceeded all objective selection criteria and will
expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the recommendation to authorize Columbia Basin College’s Bachelor of Science in Nursing.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
Regular Item
October 30, 2014
Tab 5
Association of Washington Business Videos
Brief Description
Board members will view three short videos produced by the Association of Washington Business
(AWB) in collaboration with State Board staff as a recent example of the partnership between AWB and
the college system. The videos feature prominent business leaders from across the state representing
different industries. They discuss the value of Washington’s community and technical colleges in
developing a highly-skilled workforce to enhance Washington’s competitiveness and economic vitality.
Kris Johnson, President of AWB, and Marty Brown will discuss current business/college efforts to
partner on employer engagement and workforce issues.
How does this link to the System Direction, Mission Study, and Policy Focus
The Board’s 2013-14 policy focus includes the following: “Increase communication and partnerships
across the community and technical college system and business, labor, and other stakeholders to
strengthen the overall goals and mission.” Employers’ perspectives are critical to the relevancy and
quality of the colleges’ education programs. Engaging employers in meaningful conversations and
activities strengthens partnerships that promote advocacy, development, and sustainability of impactful
education and training programs that build a critical workforce pipeline.
Analysis
Washington’s community and technical colleges serve two vital roles. One is to provide access to
education and economic opportunity to over 400,000 students who need skills to gain employment and a
promising career. A second role is to address the skills gap shortages experienced by employers that
impact Washington’s economy and the creation of much-needed jobs. Fulfilling these roles requires
deep engagement between the colleges and the state’s employers. Input from business and industry
provides critical information needed to revise curriculum, implement new education/training programs,
purchase industry-specific equipment, and develop new modes of instruction that enhance student
participation and the quality of instruction.
The Association of Washington Business is the state’s chamber of commerce, with a membership of
over 8,000 businesses representing employers from key industries across the state. AWB has partnered
with the community and technical colleges on many employer engagement projects. Joint meetings with
AWB executive committee members, college presidents, and State Board staff are held quarterly to
discuss workforce needs, legislative efforts, and communication strategies. Through strong
collaboration, community and technical colleges and businesses can better pinpoint skill gaps so
students land good jobs, and businesses find home-grown talent rather than importing workers from outof-state – an unsustainable practice. Working in alliance with business, the colleges will increase skills
and credentials among new and incumbent workers to increase productivity and expand Washington’s
participation in the global marketplace.
Potential Questions
•
Are there policy considerations that would enhance the effectiveness of employer engagement within
the community and technical college system?
Tab 5
•
•
What are the policy implications for targeting resources for critical skill shortages within key
industries?
Should the college system link employer engagement and student success metrics?
Recommendation/Preferred Result
Marty Brown and Kris Johnson, AWB President, will discuss with the Board current joint strategies to
strengthen employer engagement and support workforce initiatives.
Policy Manual Change Yes ☐ No ☒
Prepared by: Kathy Goebel, Policy Associate, Workforce Education
360-704-4359, kgoebel@sbctc.edu
2
Regular Item
October 30, 2014
Tab 6
Student Voice: Manufacturing Programs
Brief Description
This item is the Board’s commitment to include student voices at their Board meetings. Students from
Bates and Clover Park technical colleges will discuss their interest in manufacturing careers and the
professional-technical programs that are preparing them for jobs in this industry sector.
How does this link to the System Direction, Mission Study, and Policy Focus
The State Board’s System Direction and Mission Study outlines clear goals to help strengthen state and
local economies by creating a well-educated and skilled workforce. The community and technical
colleges are responding to the changing workforce needs of manufacturing. The colleges are supporting
program growth and development by working with employers and incorporating new and emerging
manufacturing technologies, materials, and operations. College manufacturing programs are closing the
skills gap for technically trained workers.
The manufacturing sector provides stable, well-paying jobs that often include generous benefit
packages. By investing in programs that support this industry, the colleges are preparing students for
successful entry and career advancement in an industry that is dynamic, innovative, and growing.
Background Information and Analysis
The United States was built on the success of manufacturing. The role of manufacturing in the global
economy continues to evolve as a strong pipeline of innovations in information technology, materials,
production processes, and manufacturing operations give manufacturers the opportunity to design and
build new kinds of products, reinvent existing ones, and bring renewed vitality to this sector.
Manufacturing is now marked by highly agile, networked operations that use information and analytics
with highly skilled talent and automated machinery to deliver products and services to diverse global
markets.
In Washington, 6,906 manufacturing firms employing 286,300 workers help support the state’s
economy. Another 258,300 jobs in all sectors are supported by manufactured goods that are exported
out of state. Manufacturing employees receive an average $82,902 in annual compensation (wages and
benefits). The manufacturing workforce in Washington state is projected to increase almost one percent
each year through 2019. Despite high wages, a vibrant work environment, and industry growth,
Washington manufacturers are reporting it is increasingly difficult to hire skilled candidates to fill
critical positions. The reason for the workforce shortage is threefold:
•
Manufacturing has an image problem. Most people think of these jobs as physically demanding,
loud, and dirty. Manufacturing has evolved dramatically over the last 15-20 years. Exposure to
the industry would assist in developing interest among students about possible careers in this
sector.
•
As with most industry sectors, manufacturing is seeing many of its most highly-skilled and
experienced employees reaching retirement age and leaving employment.
Tab 6
•
Disruptive technology has created a need in the manufacturing industry for “knowledge workers”
who can creatively utilize big data analytics programs, 3D modeling and printing, and robotics
among other emerging technologies. The workforce training system has not been able to satisfy
the demand for qualified workers needed for increasingly high-tech and automated
manufacturing businesses.
The community and technical colleges have stepped up to help fill the pipeline with highly trained
workers who can fill critical manufacturing jobs. A few examples include:
Ten community and technical colleges, led by the Centers of Excellence for Aerospace and Advanced
Manufacturing and Marine Technology, have formed a consortium supporting training for college
instructors and curriculum development on the latest composites technology. Graduates from the
colleges’ composites programs are creating a talent-pool supporting aerospace, automotive, marine,
consumer goods, and wind energy manufacturing industries.
The State Legislature approved $8 million last year, creating enrollment slots for more than 1,000
students in high-demand aerospace programs. Twenty-one community and technical colleges are using
the funding to increase capacity in manufacturing programs like machine tool technology, mechatronics
technology, precision machining, engineering technology, and computerized manufacturing. Program
outcomes are being monitored and future funding will be dependent on the institutions meeting their
target program capacity.
Clover Park Technical College offers a Bachelor of Applied Science in Manufacturing Operations to
meet the needs of individuals working in manufacturing who want to advance their careers into
supervisory and management roles. The program emphasizes use of operations management tools and
techniques, development of business skills, and the application of skills to solve industry-related
challenges facing manufacturing firms.
Potential Questions
•
•
•
Have the students participated in a work-based or internship opportunity with a manufacturing firm?
Have the students met with manufacturing employers to discuss career options and training
recommendations?
Do students feel they have access to the machinery and materials currently used in industry?
Recommendation/Preferred Result
Staff will facilitate a student panel discussing their educational experiences as they prepare for careers in
manufacturing. Board members will have an opportunity to ask students questions during the
discussion.
Policy Manual Change Yes ☐ No ☒
Prepared by: Kathy Goebel, Policy Associate, Workforce Education
360-704-4359, kgoebel@sbctc.edu
2
Regular Item (Resolution 14-10-68)
October 30, 2014
Tab 7
2014 Student Achievement Performance Awards
Brief Description
Through the Student Achievement Initiative (SAI) the Board measures and awards funding to colleges
for their annual performance. The Washington State Legislature appropriated $10,500,000 for the
Initiative in the 2013-15 biennium. The Board will be awarding $4,684,626 for colleges’ 2013-14
performance points.
How does this link to the System Design, Mission Study, and Policy Focus
The Student Achievement Initiative is a key policy tool for the Board’s policy focus on student success
in both the System Design and Mission Study. The Initiative is important to the State Legislature, both
for higher education state policy and budget. Student Achievement is important to WACTC, which has
spent a year reviewing the allocation methodology and put forth a recommendation for a new model that
includes a stronger presence for performance and Student Achievement. Finally, since early
development SAI has became a model for other states to follow.
Background Information and Analysis
In December 2013, the Board approved revisions to both the Student Achievement college readiness,
progression, and completion points and the funding metrics used to award performance based on those
points. Last October, the Board awarded funds partially on the basis of the original system and partially
for the revised system. This year marks the full transition to the revised points.
Consistent with the Board’s policy, Student Achievement performance funding will be awarded as
follows: 45 percent for each college’s share of total points less completions (readiness and progress
point production), 45 percent for each college’s relative points per student (effectiveness), and 10
percent for each college’s share of completions.
The 2013-14 Student Achievement Points and performance awards are attached (Attachment A).
Potential Questions
•
What are the 2014 performance awards?
Recommendation/Preferred Result
Approval of 2014 Student Achievement Initiative Awards, Resolution 14-10-68
Policy Manual Change Yes ☐ No ☒
Prepared by: David Prince, Director, Research and Planning
360-704-4347, dprince@sbctc.edu
Tab 7, Attachment A
Total Award
College
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce District
Renton
Seattle Central
Seattle North
Seattle South
Shoreline
Skagit Valley
South Puget Sound
Spokane
Spokane Falls
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
System Total
Completions
$11,366.69
$26,196.57
$8,578.91
$5,934.82
$5,230.69
$8,291.51
$27,489.87
$13,823.97
$17,186.56
$15,490.89
$18,566.08
$5,158.84
$23,969.21
$13,867.08
$10,576.34
$9,987.17
$24,932.00
$10,921.22
$22,014.89
$11,064.92
$13,809.60
$9,512.96
$13,450.35
$15,907.62
$11,826.54
$13,852.71
$19,945.60
$13,479.09
$17,746.99
$12,386.97
$10,332.05
$12,243.27
$13,321.02
$468,463
Total Points
Less
Completions
$37,045.72
$126,032.67
$26,500.35
$31,519.39
$36,053.59
$31,074.95
$121,799.26
$47,061.35
$76,066.74
$91,626.66
$101,785.95
$26,531.78
$86,692.91
$89,575.05
$47,573.13
$46,307.15
$81,732.23
$29,117.61
$112,102.36
$47,829.02
$77,265.38
$53,319.44
$58,890.67
$53,036.62
$55,483.28
$59,326.13
$66,531.46
$90,764.71
$95,177.69
$39,829.09
$41,108.54
$55,573.07
$67,748.06
$2,108,082
Points Per
Student
$79,253.65
$51,757.47
$71,792.26
$78,885.28
$68,444.69
$52,479.89
$58,616.24
$75,907.07
$60,685.82
$63,662.30
$54,107.59
$76,823.53
$63,372.74
$50,544.56
$73,578.97
$71,833.05
$55,002.23
$79,633.72
$67,760.19
$66,656.44
$55,945.56
$45,995.66
$53,163.50
$56,636.42
$62,537.88
$62,761.36
$65,464.57
$50,841.24
$72,151.66
$58,540.71
$63,994.70
$66,547.62
$72,703.42
$2,108,082
Total Award
$127,666.07
$203,986.71
$106,871.52
$116,339.49
$109,728.97
$91,846.34
$207,905.37
$136,792.39
$153,939.11
$170,779.85
$174,459.62
$108,514.15
$174,034.87
$153,986.69
$131,728.45
$128,127.37
$161,666.46
$119,672.56
$201,877.44
$125,550.39
$147,020.54
$108,828.06
$125,504.51
$125,580.66
$129,847.70
$135,940.20
$151,941.63
$155,085.03
$185,076.34
$110,756.76
$115,435.30
$134,363.96
$153,772.50
$4,684,627
Student Achievement Points
Academic Year 2013-14
Final
College
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce District
Renton
Seattle Central
Seattle North
Seattle South
Seattle Vocational Institute
Shoreline
Skagit Valley
South Puget Sound
Spokane
Spokane Falls
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
System Total
Total
Headcount Basic Skills
7,717
1,224
21,534
2,736
4,009
593
3,431
1,246
4,420
930
5,187
1,193
18,129
3,244
6,799
1,502
11,101
2,242
13,153
3,836
16,030
2,924
2,973
1,099
11,941
2,594
14,920
4,257
6,616
2,668
5,650
1,535
12,432
817
3,446
1,108
14,133
2,304
9,004
3,999
11,151
3,118
10,858
1,911
10,961
2,990
1,078
781
8,866
1,454
8,410
1,767
8,254
1,131
10,383
16,116
6,296
11,386
1,772
6,072
1,010
5,674
1,163
7,275
1,137
8,059
2,889
317,168
69,470
College
Readiness English
393
1,556
407
840
686
540
2,225
963
1,532
1,539
1,810
838
853
1,020
750
1,211
1,633
508
2,364
562
1,309
395
465
410
1,023
924
1,518
1,322
1,944
737
880
1,097
1,823
36,077
College
Readiness Math
1,143
3,491
947
1,399
1,642
925
4,447
1,683
3,526
3,708
3,279
1,149
3,983
3,494
1,225
2,344
4,184
1,204
3,934
1,086
2,405
1,543
1,710
1,911
2,208
2,615
2,730
2,224
5,375
1,530
1,491
2,708
2,879
80,122
1st 15
Credits
1,620
5,106
876
867
1,206
935
3,688
1,672
2,257
2,597
3,899
652
2,890
2,461
1,282
1,214
2,529
866
3,553
1,425
2,259
2,252
2,069
296
2,023
1,808
2,016
2,559
2,886
2,771
1,264
1,306
1,745
1,565
68,414
1st 30
Credits
1,314
3,929
669
684
958
812
3,158
1,278
1,875
2,069
2,889
530
2,335
1,981
1,071
1,036
2,129
705
2,831
894
1,722
1,449
1,509
237
1,567
1,434
1,660
2,193
2,265
2,237
1,064
1,121
1,472
1,372
54,449
45
Credits
844
2,310
620
475
451
672
2,346
1,009
1,171
1,351
1,589
423
1,454
1,406
967
712
1,612
583
3,077
737
1,047
695
829
167
1,025
875
1,095
1,606
1,046
1,519
863
810
844
1,004
37,234
Quantitative/
Computation
400
3,143
660
500
892
630
2,245
577
1,127
1,718
2,403
428
1,659
1,525
695
658
1,571
532
2,325
392
960
1,113
1,063
1,030
1,121
1,334
1,293
1,136
1,884
727
598
1,123
986
38,448
Retention Completion
Point
Point
1,314
791
5,803
1,823
1,131
597
1,010
413
1,266
364
1,215
577
5,778
1,913
1,799
962
3,214
1,196
3,592
1,078
3,880
1,292
791
359
3,543
1,668
3,809
965
1,939
736
1,605
695
3,731
1,735
980
760
4,583
1,532
1,559
770
2,701
714
2,519
662
2,483
936
209
247
2,394
1,107
2,123
823
2,440
964
2,921
1,388
3,043
938
3,699
1,235
1,677
862
1,788
719
2,253
852
2,573
927
85,365
32,600
Total
Points
9,043
29,897
6,500
7,434
8,395
7,499
29,044
11,445
18,140
21,488
23,965
6,269
20,979
20,918
11,333
11,010
19,941
7,246
26,503
11,424
16,235
12,539
14,054
1,937
12,921
13,182
14,179
16,208
21,156
22,436
9,734
9,876
13,231
16,018
502,179
Student Achievement Completion Points
Academic Year 2013-14
Final
College
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce District
Renton
Seattle Central*
Seattle North
Seattle South
Shoreline
Skagit Valley
South Puget Sound
Spokane
Spokane Falls
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
System Total
*Includes Seattle Vocational Institute
Completion
Point
791
1,823
597
413
364
577
1,913
962
1,196
1,078
1,292
359
1,668
965
736
695
1,735
760
1,532
770
961
662
936
1,107
823
964
1,388
938
1,235
862
719
852
927
32,600
Share of
System Total
2.4%
5.6%
1.8%
1.3%
1.1%
1.8%
5.9%
3.0%
3.7%
3.3%
4.0%
1.1%
5.1%
3.0%
2.3%
2.1%
5.3%
2.3%
4.7%
2.4%
2.9%
2.0%
2.9%
3.4%
2.5%
3.0%
4.3%
2.9%
3.8%
2.6%
2.2%
2.6%
2.8%
100%
Total Funds
$468,463
College Award
$11,366.69
$26,196.57
$8,578.91
$5,934.82
$5,230.69
$8,291.51
$27,489.87
$13,823.97
$17,186.56
$15,490.89
$18,566.08
$5,158.84
$23,969.21
$13,867.08
$10,576.34
$9,987.17
$24,932.00
$10,921.22
$22,014.89
$11,064.92
$13,809.60
$9,512.96
$13,450.35
$15,907.62
$11,826.54
$13,852.71
$19,945.60
$13,479.09
$17,746.99
$12,386.97
$10,332.05
$12,243.27
$13,321.02
$468,463
Student Achievement Points
(Less Completions)
Academic Year 2013-14
Final
College
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce District
Renton
Seattle Central*
Seattle North
Seattle South
Shoreline
Skagit Valley
South Puget Sound
Spokane
Spokane Falls
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
System Total
Total Points Less
Completions
8,252
28,074
5,903
7,021
8,031
6,922
27,131
10,483
16,944
20,410
22,673
5,910
19,311
19,953
10,597
10,315
18,206
6,486
24,971
10,654
17,211
11,877
13,118
11,814
12,359
13,215
14,820
20,218
21,201
8,872
9,157
12,379
15,091
469,579
*Includes Seattle Vocational Institute
Share of
System Total
1.8%
6.0%
1.3%
1.5%
1.7%
1.5%
5.8%
2.2%
3.6%
4.3%
4.8%
1.3%
4.1%
4.2%
2.3%
2.2%
3.9%
1.4%
5.3%
2.3%
3.7%
2.5%
2.8%
2.5%
2.6%
2.8%
3.2%
4.3%
4.5%
1.9%
2.0%
2.6%
3.2%
100.0%
Total Funds
$2,108,082
College Award
$37,045.72
$126,032.67
$26,500.35
$31,519.39
$36,053.59
$31,074.95
$121,799.26
$47,061.35
$76,066.74
$91,626.66
$101,785.95
$26,531.78
$86,692.91
$89,575.05
$47,573.13
$46,307.15
$81,732.23
$29,117.61
$112,102.36
$47,829.02
$77,265.38
$53,319.44
$58,890.67
$53,036.62
$55,483.28
$59,326.13
$66,531.46
$90,764.71
$95,177.69
$39,829.09
$41,108.54
$55,573.07
$67,748
$2,108,082
Student Achievement Points Per Student
Academic Year 2013-14
Final
College
Bates
Bellevue
Bellingham
Big Bend
Cascadia
Centralia
Clark
Clover Park
Columbia Basin
Edmonds
Everett
Grays Harbor
Green River
Highline
Lake Washington
Lower Columbia
Olympic
Peninsula
Pierce District
Renton
Seattle Central*
Seattle North
Seattle South
Shoreline
Skagit Valley
South Puget Sound
Spokane
Spokane Falls
Tacoma
Walla Walla
Wenatchee Valley
Whatcom
Yakima Valley
Total
Points
7,800
29,874
6,407
7,426
8,386
7,479
28,970
10,767
17,663
20,455
23,870
6,164
20,961
20,862
10,985
10,958
17,359
7,202
26,178
11,182
18,156
11,216
12,686
12,518
13,073
14,130
16,120
21,147
21,943
9,635
9,837
13,210
15,861
490,480
System Total for Share
*Includes Seattle Vocational Institute
Countable
Students
3,540
20,761
3,210
3,386
4,407
5,126
17,777
5,102
10,469
11,557
15,868
2,886
11,897
14,846
5,370
5,487
11,352
3,253
13,896
6,034
11,673
8,771
8,583
7,950
7,519
8,098
8,857
14,961
10,939
5,920
5,529
7,140
7,847
290,011
Points Per
Student
(x100)
220
144
200
219
190
146
163
211
169
177
150
214
176
141
205
200
153
221
188
185
156
128
148
157
174
174
182
141
201
163
178
185
202
169
5,861
Total Funds
$2,108,082
Share of
System
Total
3.8%
2.5%
3.4%
3.7%
3.2%
2.5%
2.8%
3.6%
2.9%
3.0%
2.6%
3.6%
3.0%
2.4%
3.5%
3.4%
2.6%
3.8%
3.2%
3.2%
2.7%
2.2%
2.5%
2.7%
3.0%
3.0%
3.1%
2.4%
3.4%
2.8%
3.0%
3.2%
3.4%
100.0%
College
Award
$79,253.65
$51,757.47
$71,792.26
$78,885.28
$68,444.69
$52,479.89
$58,616.24
$75,907.07
$60,685.82
$63,662.30
$54,107.59
$76,823.53
$63,372.74
$50,544.56
$73,578.97
$71,833.05
$55,002.23
$79,633.72
$67,760.19
$66,656.44
$55,945.56
$45,995.66
$53,163.50
$56,636.42
$62,537.88
$62,761.36
$65,464.57
$50,841.24
$72,151.66
$58,540.71
$63,994.70
$66,547.62
$72,703.42
$2,108,082
State of Washington
State Board for Community and Technical Colleges
Resolution 14-10-68
A resolution relating to the Student Achievement Initiative Awards.
WHEREAS, the Board established the Student Achievement Initiative to reward colleges for
improvements in increasing student success and to shift a portion of funding from enrollments to
performance; and
WHEREAS, the Student Achievement Initiative measures colleges for the intermediate outcomes that
students achieve, leading to and completing college certificates and degrees; and
WHEREAS, state funds for Student Achievement were given a proviso in the 2013-15 budget to the
State Board for Community and Technical Colleges; and
WHEREAS, the performance for all 34 colleges was measured for three performance areas for each
colleges share of (a) total points less completions, (b) points per student and (c) completions in the 201314 performance year; and
WHEREAS, these funds are awarded to the colleges based on their performance in each of these areas
and;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the 2014 distribution of $4,684,626 to support the Student Achievement Initiative as follows:
45 percent or $2,108,082 for total points less completions; 45 percent or $2,108,082 for points per
student; and 10 percent or $468,463 for completions.
BE IT FURTHER RESOLVED that 2015 performance awards are based on each college’s share of
system performance for total points less completions, points per FTE, and completions.
BE IT FURTHER RESOLVED that the State Board for Community and Technical Colleges
authorizes the Executive Director to make adjustments, as necessary, for actions taken by the Governor,
computational errors, data corrections, externally imposed restrictions or guidelines, legislative
appropriation provisos, restrictions, guidelines, uniform accounting and reporting requirements, and
unanticipated changes in state or federal funding.
APPROVED AND ADOPTED on October 30, 2014.
ATTEST:
_______________________________
Marty Brown, Secretary
__________________________________
Elizabeth Willis, Chair
Regular Item
October 30, 2014
Tab 8
Legislative and Communications Report
Brief Description
The Board will be briefed on potential 2015 agency request legislation as well as corresponding
strategies to accomplish goals outlined by the Board that lead to success for the overall community and
technical college (CTC) system.
The Board will also hear an update on editorial board tours, opinion editorials, and other
communications strategies aimed at advancing our legislative goals and communicating the value of our
system to students, employers and the state.
How does this link to the System Direction, Mission Study, and Policy Focus
Government Relations
Identifying possible changes to state law that results in improved service delivery to students supports
critical system goals as outlined in the System Direction, Mission Study, and Board Policy Focus in three
major categories:
• Student success: increase statewide access, attainment, and completion;
• Economic development: strengthen the state’s economy through business and labor partnerships
to narrow skill gaps and meeting emergent workforce needs; and
• Innovation: leverage technology and other resources to identify creative solutions that lead to
student completion.
Efforts also contribute to a successful system-wide legislative strategy as detailed in the 2013-15
Legislative Outreach Plan:
• Goal 1: Create and nurture relationships with legislators to increase awareness and
understanding of community and technical college programs and services.
• Goal 2: Build a network of support with stakeholders to help promote educational opportunities
at community and technical colleges and leverage partnerships to strengthen student success.
• Goal 3: Engage the CTC system in legislative outreach activities to provide real-world examples
of how community and technical colleges are critical to higher education and the state’s
economy.
Communications
Communication activities support the following system goals:
• Student success: increase statewide access, attainment, and completion;
• Economic development: strengthen the state’s economy through business and labor partnerships
to narrow skill gaps and meeting emergent workforce needs; and
• Innovation: leverage technology and other resources to identify creative solutions that lead to
student completion.
Background Information and Analysis
Government Relations
Board members will be briefed on the following issues that may result in agency request legislation for
the 2015 legislative session:
Tab 8
Basic Education for Adults caseload forecast
As discussed during the September Board Retreat, the 2015-17 biennial agency budget request seeks
caseload funding for all Basic Education programs. The Legislature would fund each basic skills student
who enrolls in these programs, similar to the K-12 state funding model. To support the CTC system
priority of creating a financial basis that allows colleges to expand basic skills, a statutory change is
needed to ensure a permanent change is made to tie Basic Education funding to caseload.
Stakeholders: SBCTC
Status: SBCTC staff is drafting legislation.
Faculty increments
Current law requires full- and part-time CTC faculty to bargain salary agreements (e.g. general
compensation, increments, etc.) at the local level with the Legislature providing funding. The CTC
system currently provides funding for bargained increments using turnover savings if available. A
statutory change is required to allow the use of local funds, of any kind, to provide faculty increments.
Stakeholders: AFT, WEA, SBCTC
Status: Legislation has been offered the last two legislative sessions to provide faculty increment
funding using local college funds (HB 1348).
Corrections education
The CTC system currently contracts with the Department of Corrections (DOC) to provide basic
education and vocational training in corrections institutions statewide. State and federal research shows
that providing these services to adults while incarcerated dramatically reduces recidivism rates and
better prepares adults for reentry into society. A statutory change is necessary to allow the use of state
funds to allow CTCs to provide postsecondary education within corrections institutions.
Stakeholders: DOC, SBCTC
Status: Legislation has been offered the last two legislative sessions to accomplish this statutory change
(HB 1429, HB 2486).
High school assessments
Students of all ages wanting to complete their high school diploma or equivalency are able to do so
within the CTC system (e.g. High School 21, etc.). These students are disconnected from the K-12
system, but are required to take end-of-course (EOC) exams in K-12, creating an undue burden for these
students. A statutory change is necessary to allow college credit to be used in place of the EOC exam for
these disconnected students wanting to obtain a high school credential.
Stakeholders: OSPI, SBE, SBCTC
Status: OSPI will be offering legislation to remove all assessment requirements.
Liability coverage for college interns
Current law (RCW 51.12.170) provides a clear definition for student volunteers in unpaid positions,
thereby allowing employers to pay for liability coverage through state workers compensation. However,
this only extends to high school students and therefore, employers offering unpaid work-based learning
opportunities to college students are unable to receive workers compensation coverage. A statutory
change is needed to expand the definition of students participating in volunteer or unpaid internships.
Stakeholders: AWB, LNI, SBCTC
Status: Stakeholder conversations are ongoing.
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Tab 8
Streamlining statutes
State laws that govern the CTC system (28B. 50) include many outdated sections for policies no longer
needed or relevant to today’s delivery of higher education services (e.g. expired general obligation
bonds, defunded programs by the Legislature, etc.). A statutory change is required to ensure outdated
RCWs are properly decodified, expired, and clarified.
Stakeholders: DES, COP, SBCTC
Status: Legislation was offered last session to streamline CTC statutes (HB 2546).
Communications
Higher education is vulnerable to budget cuts next session as the Governor and legislators face a
sizeable shortfall in the 2015-2017 budget. The Communications Department has been working with
State Board members and college presidents on a media strategy aimed protecting our system and
encouraging investments. The messaging has been phased, beginning with spring/summer opinion
editorials urging no cuts, to fall editorial boards that included messaging about our budget priorities.
In addition, the Communications Department is midway through a major overhaul and redesign of the
SBCTC website. As the “face” of our system, the new site will focus on students rather than on the
inner workings of the SBCTC. The new website is set to go live next summer, with social media
advertising planned to drive traffic to the new site.
Potential Questions
•
•
•
Does the Board have feedback about potential agency request legislation?
Are there suggestions from Board members about prioritizing the system’s 2015 policy agenda?
Does the Board have feedback on messaging for our system?
Recommendation/Preferred Result
The Board will provide feedback regarding potential agency request legislation and relevant next steps
for Government Relations.
The Board will share ideas about current and future communications needs.
Policy Manual Change Yes ☐ No ☒
Prepared by: Alison Grazzini, Legislative Director
360-704-4394, agrazzini@sbctc.edu
Laura McDowell, Communications Director
360-704-4310, lmcdowell@sbctc.edu
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