Green River Community College
12401 SE 320th Street ● Auburn, WA 98092
Lindbloom Center ● Glacier Room
Study Session:
Business Meeting:
May 8
1:00 p.m.
Wednesday, May 8, 2013
1:00 p.m. – 5:15 p.m.
Thursday, May 9, 2013
8:00 a.m. – 12:15 p.m.
Study Session Agenda
Call to Order and Welcome
Sharon Fairchild, Chair
1:05 p.m.
Budget Status, Tuition Update, and Allocation Methodology
Discuss
Tab 1
Discuss
Tab 2
Discuss
Tab 3
Discuss
[Tab 8]
Discuss
Tab 4
Discuss
Tab 5
Denise Graham, Wayne Doty, and Nick Lutes
1:50 p.m.
College Spark Washington Presentation
Jan Yoshiwara
2:20 p.m.
Break
2:30 p.m.
Student Voice Presentation
Jan Yoshiwara
3:00 p.m.
Repeal of WAC 131-16 State Board Retirement Plan and
Approval of State Board Retirement Plan Document
John Boesenberg
3:20 p.m.
Northwest Commission on Colleges and Universities
Presentation
Jan Yoshiwara
4:15 p.m.
Baccalaureate Degree Proposals
Edward Esparza
a. Columbia Basin College, Bachelor of Applied Science, Project
Management
b. Highline Community College, Bachelor of Applied Science,
Cyber Security
c. South Seattle Community College, Bachelor of Applied Science,
Sustainable Building
d. Lake Washington Institute of Technology, Bachelor of Applied
Science, Public Health
e. Seattle Central Community College, Bachelor of Applied
Science, Nursing
5:15 p.m.
Adjournment
5:30 p.m.
Dinner Meeting with State Board Members, Executive
Director, Green River Trustees and their staffs.
Salish Hall, Second Floor Atrium
May 9
7:30 a.m.
Regular Business Meeting Agenda
Continental Breakfast
8:00 a.m.
Call to Order and Adoption of Agenda
Action
Sharon Fairchild, Chair
8:05 a.m.
Host College Presentation: Green River Community College
Discuss
Eileen Ely, President
8:50 a.m.
Approval of Consent Agenda
a. SBCTC Meeting Minutes, March 28, 2013
b. 2013-14 SBCTC Meeting Dates
Resolution 13-05-13
c. Green River Community College Local Expenditure Authority,
Energy Project
Resolution 13-05-14
Action
Tab 6
SBCTC Meeting Agenda
May 8-9, 2013
Page 2
d. Highline Community College Local Expenditure Authority,
Energy Project
Resolution 13-05-15
e. Pierce District Local Expenditure Authority, Energy Project
Resolution 13-05-16
f. Tegrity “Lecture Capture” Contract
Resolution 13-05-17
g. Instructure (Canvas) Contract
Resolution 13-05-18
h. Blackboard ANGEL Learning Management System Contract
Resolution 13-05-19
i. Clark College Local Expenditure Authority, Dental Hygiene Lab
Renovation
Resolution 13-05-20
j. Centralia College Local Expenditure Authority, Student Services
Building Design
Resolution 13-05-21
k. Olympic College Local Expenditure Authority, Sons of Norway
Lodge
Resolution 13-05-22
8:55 a.m.
Legislative Update
Discuss
Tab 7
Alison Grazzini-Smith
9:30 a.m.
Public Hearing: Repeal of WAC 131-16 State Board
Action
Retirement Plan and Approval of State Board Retirement Plan
Document
Tab 8
Resolution 13-05-23 (Repeal of WAC 131-16)
Resolution 13-05-24 (Approval of Plan Document)
John Boesenberg
10:10 am.
Delegation of Authority
Discuss
Tab 9
Action
Tab 10
Action
Tab 11
Denise Graham
10:35 a.m.
Break
10:45 a.m.
Approval of North Seattle Community College Bachelor of
Applied Science, International Business
Resolution 13-05-25
Edward Esparza
11:15 a.m.
Approval of Green River Community College Bachelor of
Applied Science, Information Technology, Network
Administration and Security
Resolution13-05-26
Edward Esparza
11:45 p.m.
Chair’s Report
Sharon Fairchild, Chair
 Trustees’ Association Report
Tim Douglas, TACTC President
 Presidents’ Association Report
Tom Keegan, WACTC President
 Executive Director Report and Parking Lot Update
Marty Brown
 Appointment of Nominating Committee for 2013-14 SBCTC
Chair and Vice Chair
Sharon Fairchild
12:15 p.m.
Discuss
Action
Adjournment
Next Meeting: June 19-20, 2013 ~ Spokane Falls Community College
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.
Indoor Air Quality Policy: To promote a fragrance-free environment, the State Board requests that meeting participants refrain from wearing perfume, cologne
and other fragrances.
REGULAR MEETING AGENDA ITEM
TAB 1
May 8, 2013
Discussion
Action
Topic
Budget Status, Tuition Update, and Allocation Methodology
Description
The outcome of the 2013-15 biennial budget remains unknown, with the Legislature adjourning
April 28, 2013 without coming to conclusion on budget actions for the 2013-15 biennium.
Governor Inslee called the Legislature back into special session beginning May 13, 2013 to work
on producing a final budget. Depending on the timing of the final budget, the Board is expected to
adopt initial operating budget allocations, as well as tuition and fee schedules, for FY 2014 in June.
At the May meeting, staff will provide context and information relevant to those upcoming
decisions. The Board will be asked to provide direction to staff on FY 2014 allocations and on
tuition increases for resident and non-resident students (see Attachment A – Budget Allocation
and Tuition Schedule Decision Points).
Key Questions




If authorized in the final budget, should resident tuition be increased by three percent?
Should tuition be increased differentially across credit loads to decrease the current premium
paid by part-time students?
Should nonresident tuition be increased by the same percentage or the same dollar amount as
resident tuition?
Should current enrollment rules be maintained for FY 2014?
Analysis
Background
The tone of the 2013-15 biennial budget proposals represents a significant shift from budgets built
in the recent past. Instead of reductions, legislative budget proposals for the community and
technical college system increase annual state investments in our system between six percent and
nine percent. The House and the Senate have proposed 2013-15 biennial appropriations for the
community and technical college system of $1.231 billion and $1.266 billion, respectively. Contrast
this with the current investment for the 2011-13 biennium of $1.181 billion and it is apparent budget
writers are focused on making more long-term investments and limiting reductions in higher
education. (See Attachment B – SBCTC 2013-15 Budget Proposals for a summary of the
current plans from both chambers.)
Although the Legislature appropriates funds for two-year periods, the allocation of state
appropriations to the colleges is done one fiscal year at a time. Prior to the Great Recession, the
SBCTC’s FY 2009 appropriation was $750 million. With the value of tuition included, the
community and technical college system had close to $988 million per year to provide its services.
TAB 1, Page 2
The last three budget cycles have reduced current annual state appropriations to $576 million (FY
2013), a 22 percent reduction from FY 2009. Even with multiple double-digit tuition increases to
backfill the lost state resources, our colleges are providing their services with seven percent less
funding than they had in 2009.
Looking forward, the gubernatorial and legislative budget proposals increase our FY 2014 total
state and tuition investment closer to 2009 levels (see Chart 1).
Chart 1 During the same time period that our system was losing seven percent of its funding base,
community and technical colleges served record numbers of students. In 2011, enrollments
peaked at 162,328 FTEs (a 17 percent increase over pre-recession levels) and declined to
153,401 in 2012. While student demand remains strong in many districts, as a system, colleges
have had to cut course sections and professional-technical programs to balance budgets, resulting
in decreased access for students. These budget-driven impacts, plus improving unemployment
rates, are contributing to the continued trend of decreasing enrollments for FY 2013, which is
currently projected at 147,606 FTEs.
Financial Aid
The House 2013-15 biennial budget expands funding for the State Need Grant (SNG) to keep
pace with authorized tuition increases. The Senate budget does not increase tuition and therefore
does not increase funding to the SNG. No additional funding, however, is provided to cover the
32,000 students who qualified for SNG this year, but did not receive funding. The current House
and the Senate proposals do not make changes to funding or eligibility levels for the SNG or the
TAB 1, Page 3
Work Study program. The federal Pell Grant will stay at the current funding level, which provides a
maximum grant of $5,550. Finally, as part of federal budget action taken in January of this year,
the American Opportunity Tax Credit (up to $2,500 credit) was reauthorized and extended through
2017. The tax credit has been included for permanent reauthorization in President Obama’s 2014
budget submittal to Congress.
Allocations
2014 Allocation Adjustments
The State Board will approve fiscal year 2014 funding allocations to the colleges after the
enactment of the 2013-15 operating budget. The system chancellors and presidents, through the
WACTC Board of Presidents, have reviewed and approved allocation recommendations related to
potential budget changes contained in legislative proposals. Attachment A – Budget Allocation
and Tuition Schedule Decision Points contains a list of allocation decision points considered
thus far.
Earmarks and Provisos
Within the allocations to individual colleges, the State Board identifies certain activities and
programs that hold statewide significance or hold political significance for the community and
technical college system. The earmarks for FY 2013 are listed in Attachment C – Proposed FY
2014 Earmarks and Legislative Provisos. The chancellors and presidents have reviewed the
recommended list. Also included is a listing of provisos that are known will appear in the final,
enacted 2013-15 budget.
Tuition Schedules
Full-Time Resident
Currently only the House proposal provides additional authority to increase tuition, up to three
percent per year. If the increases were applied equally to all credit loads, annual tuition and fees
for a full-time (15 credits) student would increase from $4,000 in the current year to $4,120 in FY
2013. While these levels remain low compared to Washington four year institutions, the Student
Achievement Council noted in their 2013 National Tuition and Fee Report that tuition levels in
Washington community and technical colleges have crept above the national average (see
Attachment D – 2012-13 Community Colleges Resident and Non-Resident Undergraduate
Tuition and Required Fees and Attachment E – 2012-13 CTC Undergraduate Tuition and
Fees). Final recommendations will be linked to the tuition policy included in the enacted budget.
Part-time Tuition Premium
It is also possible to apply the increases differentially across credit loads. Since 2003, the State
Board has used this practice to reduce the disparity between the costs of attaining a degree for
part-time vs. full-time students. Prior to 2002, part-time students paid 50 percent more per credit
than full-time students. This “premium” is a remnant of an old tuition philosophy that did not
charge any additional tuition for credits 11 through 18. Through differential tuition increases, the
“part-time premium” was gradually reduced from 50 percent to 25 percent in FY 2008. In the last
two years, the Board continued this approach, reducing the premium further to 20 percent.
The recommendation for 2014 is to apply any tuition increase authorized in the final budget equally
across all credit loads and to work with WACTC to develop a recommendation regarding the final
policy goal for the continuation or elimination of the part-time tuition premium.
Non-Resident Tuition
Both the House and Senate provide authority for the State Board to increase non-resident
undergraduate tuition by amounts “judged reasonable and necessary.” Full-time non-resident
TAB 1, Page 4
students pay $9,235 in tuition per year, twice as much as resident students. We currently enroll
more than 8,000 non-resident and International Contract students (who also pay at the nonresident tuition rate). Since 2004, the State Board has increased nonresident tuition rates by the
same dollar amount, rather than the same percentage, as resident tuition. In the previously
referenced Student Achievement Council report, Washington’s non-resident tuition rate is slightly
(seven percent) higher than the national average and is less than one percentage point lower than
the global challenge state average (see Attachment D – 2012-13 Community Colleges Resident
and Non-Resident Undergraduate Tuition and Required Fees).
If increased three percent, annual nonresident tuition for a full-time student would increase from
the current $9,235 to $9,512, an increase of $277. Alternatively, if increased by the same dollar
amount as resident tuition, and if resident tuition increased by three percent, nonresident tuition
would be about $9,355, an increase of about $120. Final recommendations will be linked to the
tuition policy included in the enacted budget.
Applied Baccalaureate Tuition
The House provides authority for the State Board to increase undergraduate resident tuition for the
Applied Baccalaureate program up to three percent. If increased, tuition for a full-time student
would increase by $225, from $7,512 per year (15 credit hours for three quarters) to $7,737 (see
Attachment E – 2012-13 CTC Undergraduate Tuition and Fees). Final recommendations will
be linked to the tuition policy included in the enacted budget.
Enrollment Rules
The Legislature assigns enrollment targets for the community and technical college system
through the operating budget. Typically, the budget act contains a total enrollment target and an
enrollment target for the Worker Retraining Program. Targets for enrollment growth in specific
mission or program areas may also be called out in the budget act or assigned through published
budget notes when new enrollment funding is provided.
The State Board seeks to ensure that legislative targets are met and that scarce resources are
deployed where needed most by: (a) allocating enrollments and associated funding to the districts;
(b) adopting rules specifying the conditions under which a district is eligible to receive additional
growth enrollments; and (c) adopting rules specifying the conditions under which a district’s
allocated enrollments and associated funding will be reduced.
At their meeting in March of this year, the WACTC Board of Presidents examined the existing
enrollment rules and the policies governing enrollment reporting and recommends the continuation
of enrollment rules as they currently exist.
The recommended Enrollment Rules are shown in Attachment F – Proposed 2014 Enrollment
Rules. Briefly stated, the rules are:

All Allocated State Enrollments: Districts must maintain 100 percent of their allocated
enrollment targets in order to qualify for growth enrollment funding in the following year (if
provided in the budget). Districts must maintain a two-year average target attainment of 96
percent or risk losing allocated enrollments and associated funding after a recovery year.

Worker Retraining Enrollments: Districts that fall below 100 percent of their target two years in
a row will lose a portion of their funding and allocated enrollments in the following year.
TAB 1, Page 5

Earmarked Enrollments: Districts that do not meet enrollment targets for earmarked
enrollments may be subject to a reduction in funding and allocated enrollments. Earmarked
enrollments are enrollments associated with funding that has been earmarked by the State
Board for specific programs. In FY 2013 they include Aerospace Apprenticeships, Hospital
Employee Education and Training, University Contracts, University Center of North Puget
Sound, and the Applied Baccalaureate programs.

Monitored Enrollments: Districts are expected to maintain strong commitments to the following
types of enrollments: Adult Basic Education, Apprenticeships, and I-BEST.
State Board staff recommends retaining current enrollment rules for all allocated state enrollments,
Worker Retraining enrollments, and earmarked enrollments.
Innovation Account Funding
Authorized in 2011 by 2SHB 1909, the State Board can dedicate up to three percent of operating
fee revenues (a portion of tuition) to the community and technical college Innovation Account.
Funds in the account are to be used to implement the Board’s strategic technology plan. Funding
for ctcLink, the replacement for our legacy administrative systems, comes from the Innovation
Account.
To provide sufficient revenue for the Innovation Account to cover 2014 expenditure projections,
three percent of operating fee collections is recommended for dedication to the account.
Background Information
Attachment A:
Attachment B:
Attachment C:
Attachment D:
Budget Allocation and Tuition Schedule Decision Points
SBCTC 2013-15 Budget Proposals
Proposed FY 2014 Earmarks and Legislative Provisos
2012-13 Community Colleges Resident and Non-Resident Undergraduate Tuition
and Required Fees
Attachment E: 2012-13 CTC Undergraduate Tuition and Fees
Attachment F: Proposed 2014 Enrollment Rules
Recommendation/Outcomes
The State Board will provide direction to staff on allocation methodologies, tuition increases,
enrollment rules, and Innovation Account funding.
Prepared by: Nick Lutes, (360) 704-1023, nlutes@sbctc.edu
TAB 1 Attachment A FY2014BudgetAllocationandTuitionDecisionPoints
Operating Budget Allocation Methodologies
 Restore One‐Time Adjustments from 2013 Known or Potential $ Impact
$25.9 m The 2014 Allocation distributes the 2013‐15 Biennial Budget carry forward level restorations of the 3% Salary Cut and General Reduction, as well as reimbursing college allocations for the one‐time assessment to fund a legislative proviso for the Customized Training Program. 1. 3% of Salary ($15.0 million) 2. General Reduction ($8.96 million) 3. Assessment for Customized Training Program ($1.85 million) Recommendation:  Restore values, by college, equal to allocation reductions taken in FY 2013.  Student Achievement Initiative (SAI) Assessment and Award $5.0 m to $13.4 m Both the Senate and the House provide additional funding for the Student Achievement Initiative. The appropriations are governed by a modest proviso. The House appropriation is a biennial appropriation ($10 million total) equally split between years, while the Senate appropriation is limited to use in FY 2014 only. This is the final year of using the original SAI methodology. Recommendation:  1) Award portion of FY 2014 appropriation using the expiring method as a permanent adjustment to college allocations, currently estimated at $500,000. 2) Distribute remaining appropriation as a variable adjustment to college allocations, based on new metrics. Variable allocation becomes ongoing pool for new methodology in FY 2015. (Approximately: $4.5 million if House; $12.9 million if Senate)  Aerospace and STEM Enrollments $1.964 m Similar to the Governor’s budget, the House provides funding for expansion/additional enrollments in aerospace/STEM programs. (NOTE: A proviso governs how the expansion will be tracked. There is no enrollment target associated to the appropriation.) Recommendation:  Allocate Aerospace/STEM expansion based on college share of Aerospace/STEM FTEs once baselines and method for demonstrating expansion are finalized. PreparedbytheSBCTCOperatingBudgetOffice
‐1‐
May8,2013
TAB 1 Attachment A  Small Specific Legislative Investments $755,000 to $992,000 The legislative proposals contain a number of smaller, specific investments to support targeted concepts or industries. Most are related to the better alignment of industry workforce needs and the opportunity for workers to learn of, be trained for, and be employed by the same industries. Current active proposals include The Opportunity Center IT Project (H), The Center of Excellence for Aerospace and Advanced Materials Manufacturing (H), The Maritime Industries Training Center (Both), 2SHB 1658 Education Opportunity Gap (H), Labor Center and Archive Support (H), 2SSB 5624 STEM or Career Technology Education (S). Each item is governed by a budget proviso. Recommendation:  Allocate each enacted, specific appropriation as directed by the legislative proviso.  STEP M in Collective Bargaining $532,000 The Governor’s budget provides funding to recognize a new step M in classified salary tables, as bargained in collective bargaining agreements in Fall 2012. Only employees who have been on step L for six years are eligible for the new step increase. Further, this step is available to all qualified employees in future biennial budgets, however the increase to the base provided in the 2013‐15 biennium will not be adjusted to reflect future budget impacts. Recommendation:  Allocate based on pro‐rata share of classified salary expenditures.  Leases and Maintenance and Operations and Leases $2.55 ‐ $2.77 m Both legislative proposals fund increases in Facility Lease obligations colleges anticipate in FY 2014. The system’s request for Maintenance and Operations support for facilities is funded as well, however, with the Legislature is assuming a lower dollar per square foot than they funded in the 2011‐13 biennium. Recommendation:  Leases – Allocate to impacted colleges as per budget request. ($856,000)  M&O – Allocate to Future Allocations; allocate to colleges when new facilities receive “occupancy permits.” ($1.69 ‐ $1.91 million) PreparedbytheSBCTCOperatingBudgetOffice
‐2‐
May8,2013
TAB 1 Attachment A  Health Insurance Contributions and Pension Contributions $3.27 m The legislative budgets contain a reduction in contributions for employee health insurance, however, have delegated the distribution of the budget impact to OFM. The Senate contains assumptions regarding part‐time employee benefits and their transfer to the newly established “Health Insurance Exchange” through the Affordable Care Act. The House proposal does not include this assumption. The impact to the CTC systems is currently unknown. Finally, both proposals contain adjustments to recognize changes to employee pension contributions approved by Pension Funding Council. Recommendation:  Health Insurance – Once assigned by OFM, allocate the adjustment based on district’s pro‐rata share of FY 2012 state‐supported health benefit expenditures. (Unknown Impact)  Pensions – Allocate based on district’s pro‐rata share of salary expenditures related to PERS and TERS. ($3.27 million)  Technical and Pass‐through Adjustments $1.48 to $1.41 m The legislative budgets propose to fund changes in state agency charges for worker’s compensation contributions, as well as various changes to rates charged by state agencies providing centralized services to the SBCTC. Recommendation:  Worker’s Compensation – Allocate based on district’s experience with Labor and Industries (per L&I backup). (‐$154,000)  Procurement Rate Change – Allocate based on data provided by the DES. ($‐41,000)  Revolving Funds – Allocate to Future Allocations. ($23,000 to $94,000) Tuition  Tuition Increases ‐‐ Resident Undergraduate The House contains provisions for a 3% increase in resident undergraduate tuition for FY 2014. The Senate budget freezes tuition at current levels for the coming fiscal year. Recommendation:  Final recommendations will follow final legislative actions.  Part‐time tuition premium Recommendation:  Maintain current 20% premium. PreparedbytheSBCTCOperatingBudgetOffice
‐3‐
May8,2013
TAB 1 Attachment A  Tuition Increase – Non‐resident undergraduate Both the House and Senate provide authority for the State Board to increase non‐resident undergraduate tuition by amounts “judged reasonable and necessary.” Recommendation:  Final recommendation will follow final legislative actions.  Applied Baccalaureate Tuition The House contains provisions for a 3% increase in resident undergraduate tuition for FY 2014. The Senate budget freezes tuition at current levels for the coming fiscal year. Recommendation:  Final recommendation will follow final legislative actions. Innovation Account Funding  Percentage of tuition for Innovation Account Recommendation:  Maintain the current rate of 3%. PreparedbytheSBCTCOperatingBudgetOffice
‐4‐
May8,2013
TAB 1
Attachment B
SBCTC 2013‐15 Biennium Budget
Budget Proposals
$s in Thousands
Notes
FY 2013 Appropriations
$584,588
Gov Inslee Proposed 2013‐15 Budget Changes
Budget Increases
High Demand and High Cost Programs
Return to Industry Grants
Aerospace and STEM Enrollments
Aerospace Training Portal (Gov) / Aerospace COE (House)
Opportunity Center for IT Projects
Education Opportunity Gap (2SHB 1680)
Labor Center and Archive
Performance Funding *
Maritime Industries Higher Education Funding STEM or Career & Tech Education (2SSB 5624)
Administrative Efficiencies New M&O, Leases and Assessments
Senate Proposed
FY 2014
FY 2015
Total
8,000
384
2,500
100
‐
12,000
384
2,500
100
‐
20,000
768
5,000
200
‐
200
‐
‐
‐
‐
‐
2,121
200 400
‐
‐
‐
‐
‐
3,640 5,761
FY 2012
FY 2013
Biennial Difference House Proposed
Total
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
‐
13,407
255
17,926
500
(5,811)
2,037
‐
13,407
255
17,927
‐
(5,811)
3,137
‐
26,814
510
35,853
500
(11,622)
5,174
FY 2012
FY 2013
‐
‐
1,964
100
362
75
200
5,000
255
‐
‐
‐
‐
1,964
100
Total
From Senate Proposed ‐
‐
3,928
200
362
‐
75
200 400
5,000 10,000
255 510
‐
‐
‐
‐
‐
‐
3,928
200
362
75
400
(16,814)
‐
(35,853)
(500)
11,622
2,255 2,924 5,179 5
1
2
3
4
5
6
7
8
9
10
11
12
13
Subtotal Budget Increases 13,305 18,824 32,129 28,314 28,915 57,229 10,211 10,443 20,654 (36,575)
Prior Budget Reduction Restorations Restore One Time Reduction in Higher Ed State Funding
Restore 3% Salary Decrease
8,990 8,990 17,980 8,990 8,990 17,980 8,990 8,990 17,980 ‐
15,015 15,015 30,030 15,015 15,015 30,030 15,015 15,015 30,030 ‐
Subtotal Prior Budget Reduction Restorations 24,005
24,005
14
15
48,010 24,005 24,005 48,010 24,005 24,005 48,010 ‐
Grand Total Before Technical and Pass‐Through Funding Changes 621,898 627,417 1,249,315 636,907 637,508 1,274,415 618,804 619,036 1,237,840 (36,575)
% change Before Technical and Pass‐Through Funding Changes
6.38%
7.33%
6.9%
8.95%
9.05%
9.0%
5.85%
5.89%
5.9%
Technical and Pass‐Through Funding Changes
Health Insurance Contribution Changes
Pension Rate Changes
Negotiated Labor Agreement ‐ Step M
Technical Changes to Funding
(2,596)
3,266
532
925
Subtotal Technical and Pass‐Through Funding Changes 2,127
Total Changes to 2013‐15 Budget
(1,298)
3,297
1,142
1,928
(3,894) ‐
‐
‐
6,563 3,266 3,297 6,563
1,674
2,853 1,481 1,429 2,910
‐
3,266
532
1,411
‐
3,297
1,142
1,417
‐
6,563
1,674
2,828
‐
‐
1,674
(82)
16
17
18
19
5,069 7,196 4,747 4,726 9,473 5,209 5,856 11,065 1,592
39,437 47,898 87,335 57,066 57,646 114,712 39,425 40,304 79,729 (34,983)
Total Proposed State Funding 624,025
% change from FY 2013 6.8%
632,486
1,256,511
641,654
642,234
1,283,888
624,013
624,892
1,248,905
8.2%
7.5%
9.8%
9.9%
9.8%
6.7%
6.9%
6.8%
(34,983)
* The House budget requires $10,000,000 be spent on the Student Achievement Initiative from within existing funds.
Prepared by SBCTC Operating Budget Office
1
May 8, 2013
SBCTC 2013‐15 Biennium Budget
Governor's Proposed 2013‐15 Biennial Budget
TAB 1
Attachment B
Notes
1. High Demand, High Cost Programs
The Governor's budget provides $8.0 million in additional funding for FY 2014 and $12.0 million in FY 2015
to ensure that high demand, high costs can expand to provide programs from aerospace to nursing. No
FTE target is included with this investment.
2. Return to Industry Grants
The Governor provides funding to support faculty immersion in participating industries to ensure faculty
understand the specific skills employers need from students and to ensure faculty have up-to-date skills.
3. Aerospace and STEM Enrollments
The House budget provides funding for the expansion of enrollments in Aerospace and STEM programs.
This is slightly less than Governor's budget request and without a specific enrollment target. (The
Governor's request called out funding to support 330 FTEs in Areospace and STEM programs.)
4. Aerospace Training Portal (Gov) / Aerospace Center of Excellence (House)
The House budget provides funding for the Aerospace COE at Everett CC. The resources are to be used to
improve communication between K12, Higher Ed, and businesses in the aerospace industry and provide
information to prospective students. The Governor's budget requested funding to conduct analysis, and
develop and implement strategies to retain and grow aerospace related jobs.
5. Opportunity Center for IT Projects
The House budget provides $362,000 for the Opportunity Center for Employment and Education Internet
and Technology Integration project at North Seattle Community College.
6. Education Opportunity Gap (2SHB 1680)
The House budget provides $75,000 in one time appropriations for the SBCTC to work with the Professional
Educator Standards Board to implement the requirements of 2SHB 1680, creating an articulated pathway
for teacher preparation and certification.
7. Labor Center and Archive
The House proposal, like the Governor's budget, provides $200,000 per year in operational support for the
Labor Education Center and its archive at South Seattle CC. $50,000 is dedicated to the archive.
8. Performance Funding
The Senate budget provides $13.4 million per year to be distributed using the Student Achievement
Intiative performance funding model.
9. Maritime Industries
The Senate proposal provides $255,000 per year for South Seattle to operate a center for students in
maritime industrial sectors.
10. Higher Education Funding
The Senate proposal provides $17.9 million per year to be invested in "core academic functions" at the
community and technical colleges.
11. STEM or Career & Tech Education
The Senate provides one time funding, for the implementation of 2SSB 5624 which requires the
development of two STEM or Career and Technical programs that are support the continuation of highquality STEM/Career/Technical programs offered in the K12 system.
12. Administrative Efficiencies
The Senate reduces the system's appropriation by $5.8 million per year to reflect administrative savings.
13. New M&O, Leases and Assessments
The Senate proposal paritally funds the system's M&O request by reducing the dollar invested per square
foot to $6.01; withholds funding for facilites dependent upon 2013-15 Capital Budget approval; withholds
funding for projects that did not use state funds in their financing.
14. Restore One Time Reduction in Higher Ed State Funding
The one-time reductions made in the 2011-13 Biennium are fully restored.
15. Restore 3% Salary Decrease
The amounts removed from the SBCTC appropriation which represented the system's share of the
statewide 3% reduction in salaries is fully restored.
16. Health Insurance Contribution Changes
The House budget proposes monthly employer contributions for employee health insurance are reduced
from $800 to $782 for FY 2014. The rate for FY 2015 is set at $791. This is the same level as included in
Gov. Inslee's budget.
17. Pension Rate Changes
Supports new contribution rates for state pension system adopted by the Pension Funding Council.
18. Negotiated Labor Agreement - Step M
Funding is provided to cover the cost of an additional salary step (M) for those employees at the top of the
pay band included in several of the statewide 2013-15 collective bargaining agreements.
19. Technical Changes to Funding
Includes changes to revolving fund charges and biennialization of second year funding.
SBCTC Operating Budget Office
2
May 8, 2013
TAB 1
Attachment B
Analysis of State Funding Changes Net of Tuition Increases
Estimated FY 2012 Tuition Revenue*
FY 2013 State Appropriations Total FY 2013 State and Tuition
Total Tuition Revenues
State Appropriations
FY 2011 State and Tuition* Funding
$403,700
$584,588
$988,288
403,700 403,700 403,700 403,700 415,811 428,285
Change in Total State and Tuition* Revenues
Governor's Budget
Senate Budget
House Budget
FY 2015
FY 2014
FY 2015
FY 2014
FY 2015
FY 2014
$403,700 $403,700 $ 403,700 $ 403,700 $ 415,811 $ 428,336
$624,025 $632,486 $ 641,654 $ 642,234 $ 624,013 $ 624,892
total State and Tuition
$907,344 $914,741
Change in State Funding
Change in tuition Funding
$ 39,437 $ 47,898 $ 57,066 $ 57,646 $ 39,425 $ 40,304
$ ‐
$ ‐
$ ‐
$ 12,111 $ 24,636
$ ‐
Change in State and Tuition Compared to FY 2 $ 39,437
% Change In Tuition
% Change in State and Tuition
*Operating fee revenues excluding excess.
Prepared by SBCTC Operating Budget Office
0%
4.0%
$ 913,538
$ 912,363
$ 889,914
$ 47,898 $ 57,066 $ 57,646 $ 51,536
0%
4.8%
0%
5.8%
3
0%
5.8%
3%
5.2%
$ 927,204
$ 64,940
3%
6.6%
403,700
403,700
Conference Budget
FY 2014
FY 2015
$ ‐ $ ‐
$ ‐ $ ‐
0.0%
0.0%
May 8, 2013
TAB 1
Attachment C
Current
FY 2013 Earmarks
Earmark
1 Aerospace Apprenticeships
$ 2,720,407
2 Aerospace Training
1,515,400
3 Applied Baccalaureates
1,599,599
4 Basic Skills Enhancement
3,469,574
5 Centers of Excellence
1,541,571
6 Disability Accomodations
1,740,808
7 Employment Resource Center
1,139,716
8 Gateway Center
68,010
9 Hospital Employee Education & Training
2,040,306
10 Labor Education & Research Center
162,868
11 Opportunity Grants
12,500,000
12 Students of Color
1,011,628
13 Technology Transformation
1,009,270
14 BS in Nursing / University Center of N Puget Sound 1,771,439
15 University Contracts
942,622
16 Worker Retraining Earmarks
6,498,100
17 Workforce Development Projects
554,547
18 Workplace‐Based Instructional Programs
45,340
Total Earmarks $ 40,331,205
FY 2014 Known Provisos*
1 Job Skills Program
$ 2,725,000
2 Student Achievement
$ 5.0 m to 13.4m
3 Worker Retraining Proviso
$ 33,261,000
Prepared by the SBCTC Operating Budget Office
FTEs?
Washington State Community and Technical Colleges
DRAFT Proposed FY 2014 State Board Earmarks and Provisos
Y
Y
Y
Y
Y
Y
Y
May 8, 2013
TAB 1 Attachment D Community Colleges Resident Undergraduate Tuition and Fees, 2012-13 New Hampshire
Alaska
Vermont
Minnesota
Massachusetts
Wisconsin
Montana
New York
Iowa
Oregon
Kentucky
New Jersey
Alabama
WASHINGTON
Pennsylvania
Missouri
Rhode Island
North Dakota
Virginia
Maryland
Georgia
Tennessee
Ohio
South Carolina
GCS Average*
Colorado
Connecticut
National Average
Indiana
Maine
Illinois
Oklahoma
Delaware
Utah
Hawaii
Florida
West Virginia
Arkansas
Idaho
Louisiana
Nevada
Nebraska
North Carolina
Wyoming
Kansas
Texas
Mississippi
Arizona
California
New Mexico
7,033
5,585
5,352
5,335
5,177
5,086
4,686
4,470
4,437
4,369
4,200
4,149
4,110
4,000
3,976
3,967
3,950
3,937
3,735
3,722
3,688
3,686
3,682
3,629
3,625
3,616
3,598
3,591
3,455
3,287
3,237
3,178
3,136
3,109
3,100
3,091
2,997
2,944
2,917
2,904
2,700
2,674
2,440
2,391
2,332
2,273
2,252
2,216
1,380
1,187
$0
$1,000
$2,000
$3,000
$4,000
$5,000
$6,000
$7,000
Source: Washington Student Achievement Council, 2013 National Tuition and Fee Report. 1 TAB 1 Attachment D Community Colleges Non- Resident Undergraduate Tuition and Fees,
2012-13
Source: Washington Student Achievement Council, 2013 National Tuition and Fee Report. 2 TAB 1
Attachment E
Washington Community Colleges
FY2012‐13 Tuition Schedule (per quarter)
FY2012‐13 Resident
# of Credits
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Operating Fees
$85.68
$171.36
$257.04
$342.72
$428.40
$514.08
$599.76
$685.44
$771.12
$856.80
$899.91
$943.02
$986.13
$1,029.24
$1,072.35
$1,115.46
$1,158.57
$1,201.68
$1,297.94
$1,394.20
$1,490.46
$1,586.72
$1,682.98
$1,779.24
$1,875.50
FY2012‐13 Non‐Resident
Total Tuition (Operating, Maximum S&A Building and Building Fees
Fees
Max S&A Fees)
$10.58
$21.16
$31.74
$42.32
$52.90
$63.48
$74.06
$84.64
$95.22
$105.80
$109.53
$113.26
$116.99
$120.72
$124.45
$128.18
$131.91
$135.64
$135.64
$135.64
$135.64
$135.64
$135.64
$135.64
$135.64
$10.58
$21.16
$31.74
$42.32
$52.90
$63.48
$74.06
$84.64
$95.22
$105.80
$111.95
$118.10
$124.25
$130.40
$136.55
$142.70
$148.85
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$106.84
$213.68
$320.52
$427.36
$534.20
$641.04
$747.88
$854.72
$961.56
$1,068.40
$1,121.39
$1,174.38
$1,227.37
$1,280.36
$1,333.35
$1,386.34
$1,439.33
$1,492.32
$1,588.58
$1,684.84
$1,781.10
$1,877.36
$1,973.62
$2,069.88
$2,166.14
Operating Fees
$244.68
$489.36
$734.04
$978.72
$1,223.40
$1,468.08
$1,712.76
$1,957.44
$2,202.12
$2,446.80
$2,494.23
$2,541.66
$2,589.09
$2,636.52
$2,683.95
$2,731.38
$2,778.81
$2,826.24
$3,094.50
$3,362.76
$3,631.02
$3,899.28
$4,167.54
$4,435.80
$4,704.06
Total Tuition (Operating, Maximum S&A Building and Building Fees
Fees
Max S&A Fees)
$23.58
$47.16
$70.74
$94.32
$117.90
$141.48
$165.06
$188.64
$212.22
$235.80
$240.22
$244.64
$249.06
$253.48
$257.90
$262.32
$266.74
$271.16
$271.16
$271.16
$271.16
$271.16
$271.16
$271.16
$271.16
$10.58
$21.16
$31.74
$42.32
$52.90
$63.48
$74.06
$84.64
$95.22
$105.80
$111.95
$118.10
$124.25
$130.40
$136.55
$142.70
$148.85
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$278.84
$557.68
$836.52
$1,115.36
$1,394.20
$1,673.04
$1,951.88
$2,230.72
$2,509.56
$2,788.40
$2,846.40
$2,904.40
$2,962.40
$3,020.40
$3,078.40
$3,136.40
$3,194.40
$3,252.40
$3,520.66
$3,788.92
$4,057.18
$4,325.44
$4,593.70
$4,861.96
$5,130.22
TAB 1
Attachment E
Washington State Community Colleges
FY2012‐13 Tuition Schedule for Upper Division Courses in Applied Baccalaureate Degree Programs
(Per Quarter)
FY2012‐13 Resident
Credits
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Applied Baccalaureate Operating Fee
$224.29
$448.58
$672.87
$897.16
$1,121.45
$1,345.74
$1,570.03
$1,794.32
$2,018.61
$2,242.90
$2,242.90
$2,242.90
$2,242.90
$2,242.90
$2,242.90
$2,242.90
$2,242.90
$2,242.90
$2,477.77
$2,712.64
$2,947.51
$3,182.38
$3,417.25
$3,652.12
$3,886.99
CTC Building Fee
$10.58
$21.16
$31.74
$42.32
$52.90
$63.48
$74.06
$84.64
$95.22
$105.80
$109.53
$113.26
$116.99
$120.72
$124.45
$128.18
$131.91
$135.64
$135.64
$135.64
$135.64
$135.64
$135.64
$135.64
$135.64
CTC Maximum S&A Fee
$10.58
$21.16
$31.74
$42.32
$52.90
$63.48
$74.06
$84.64
$95.22
$105.80
$111.95
$118.10
$124.25
$130.40
$136.55
$142.70
$148.85
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
FY2012‐13 Nonresident
Applied Baccalaureate Tuition Fees
$245.45
$490.90
$736.35
$981.80
$1,227.25
$1,472.70
$1,718.15
$1,963.60
$2,209.05
$2,454.50
$2,464.38
$2,474.26
$2,484.14
$2,494.02
$2,503.90
$2,513.78
$2,523.66
$2,533.54
$2,768.41
$3,003.28
$3,238.15
$3,473.02
$3,707.89
$3,942.76
$4,177.63
Applied Baccalaureate Operating Fee
$564.26
$1,128.52
$1,692.78
$2,257.04
$2,821.30
$3,385.56
$3,949.82
$4,514.08
$5,078.34
$5,642.60
$5,642.60
$5,642.60
$5,642.60
$5,642.60
$5,642.60
$5,642.60
$5,642.60
$5,642.60
$6,230.44
$6,818.28
$7,406.12
$7,993.96
$8,581.80
$9,169.64
$9,757.48
CTC Building Fee
$23.58
$47.16
$70.74
$94.32
$117.90
$141.48
$165.06
$188.64
$212.22
$235.80
$240.22
$244.64
$249.06
$253.48
$257.90
$262.32
$266.74
$271.16
$271.16
$271.16
$271.16
$271.16
$271.16
$271.16
$271.16
CTC Maximum S&A Fee
$10.58
$21.16
$31.74
$42.32
$52.90
$63.48
$74.06
$84.64
$95.22
$105.80
$111.95
$118.10
$124.25
$130.40
$136.55
$142.70
$148.85
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
$155.00
Applied Baccalaureate Tuition Fees
$598.42
$1,196.84
$1,795.26
$2,393.68
$2,992.10
$3,590.52
$4,188.94
$4,787.36
$5,385.78
$5,984.20
$5,994.77
$6,005.34
$6,015.91
$6,026.48
$6,037.05
$6,047.62
$6,058.19
$6,068.76
$6,656.60
$7,244.44
$7,832.28
$8,420.12
$9,007.96
$9,595.80
$10,183.64
TAB 1 Attachment F Proposed 2014 Enrollment Rules Purpose The Enrollment Rules are established as a method to ensure legislative targets are met and that resources are deployed systematically within the CTC system. 

The rules are set by which colleges will: o Be eligible for additional general purpose enrollments (provided through the budget). o Be subject to budget rebasing when enrollment targets are not met. o Be allowed to count excess enrollments in periods of over‐enrollment. The rules provide parameters and definitions for the specific types of FTEs to be included or excluded in monitoring of state and other enrollments. Parameters and Definitions for Enrollment Types Running Start students are not included in the monitoring of allocated state enrollments. International Contract students cannot be counted toward the allocated state enrollment. State Enrollment Rules The following rules apply to state enrollments allocated by the State Board: 1. A college district will be eligible to receive general growth enrollments if the district’s prior two‐year average actual enrollment was at least 100 percent of its prior two‐year average allocated enrollment. 2. A district will be in enrollment recovery status if its prior two‐year average enrollment is less than 96 percent of its prior two‐year average allocated enrollment. 3. If, in the enrollment recovery year a district’s actual enrollments are less than 96 percent of its allocated enrollments, in the subsequent year the district’s allocated enrollments and associated funding will be reduced by the difference between the recovery year’s actual enrollment and 96 percent of the recovery year’s allocated enrollments. 4. Actual enrollments above 100 percent of a district’s current year allocated enrollment will be counted as excess enrollments. Worker Retraining Enrollment In addition to the rules above, the following rule applies to Worker Retraining enrollment allocations: College districts that fail to meet 100 percent of their Worker Retraining enrollment allocation for two consecutive years will have their Worker Retraining enrollment allocation and associated funding in the subsequent year reduced by 75 percent of the difference between the allocated and actual enrollment in the second year. Earmarked Enrollments The funding for the following types of enrollments has been earmarked by the State Board and must be spent on these programs: 
Aerospace Apprenticeships 1 TAB 1 Attachment F 



Hospital Employee Education and Training University Center of North Puget Sound University Contracts Applied Baccalaureate Programs Actual enrollments in earmarked programs will be tracked against allocated enrollments and will be reviewed by the Board quarterly. Districts are expected to enroll at allocated enrollment levels. Colleges under‐enrolled in an earmarked program may be subject to a reduction in earmarked enrollments and associated funding. Other Monitored Enrollments Districts are expected to maintain strong commitment to the following types of enrollments: 


Adult Basic Education Apprenticeships I‐BEST 2 STUDY SESSION AGENDA ITEM
TAB 2
May 8, 2013
Topic
College Spark Washington Presentation
Description
College Spark is a Washington state foundation that funds programs to help low-income
students become college-ready and earn their degrees. The Foundation makes grants to
organizations and institutions throughout Washington state that are helping low-income students
improve their academic achievement, prepare for college life, and graduate from college.
College Spark has funded Washington’s community and technical college system’s participation
in Achieving the Dream: Community Colleges Count, as well as providing smaller grants to
individual colleges and organizations, including a number of community and technical colleges.
Key Questions

How do College Spark Washington goals align with the System Direction?
Analysis
Achieving the Dream: Community Colleges Count is a national initiative focused on helping
more community college and technical college students succeed, particularly low-income
students and students of color. Built on the values of equity and excellence, Achieving the
Dream advances community and technical college student success through work on four fronts:
transforming community and technical colleges, influencing policy, developing new knowledge,
and engaging the public.
Recognizing that Washington has a strong community and technical college system that is
worth investing in, College Spark committed more than $10 million to enable 16 Washington
colleges to participate in Achieving the Dream.
Participating colleges receive funding and other supports to help them build their research
capacity; develop a culture of evidence and inquiry focused on student success; and pilot
student success interventions aimed at increasing student success within the Student
Achievement Initiative framework, with particular emphasis on increasing first year credit
accumulation and improving success in pre-college courses.
Participating colleges have been funded in two phases. Phase I (2006-2011) included six
colleges: Big Bend Community College, Highline Community College, Renton Technical
College, Seattle Central Community College, Tacoma Community College, and Yakima Valley
Community College. Phase II (2011-2015) includes ten colleges: Bellingham Technical
College, Clover Park Technical College, Edmonds Community College, Everett Community
College, Grays Harbor College, Lower Columbia College, Skagit Valley College, Spokane Falls
Community College, Whatcom Community College, and Northwest Indian College. Washington
TAB 2, Page 2
State has the largest share of colleges participating in Achieving the Dream among states
participating in the program, due to the generosity and commitment of College Spark.
College Spark also provides funding to the State Board for statewide policy leadership and
dissemination activities and for data support to the colleges and state system. College Spark
staff successfully negotiated the use of Student Achievement data for Washington colleges
participating in Achieving the Dream.
College Spark Washington also provides grants through their Community Grants program to
individual colleges and organizations that demonstrate successful experience in reaching and
serving low-income students. In 2012, six community and technical colleges were among 12
organizations to receive Community Grants ranging from $30,000 to $213,000.
Background Information
For information about College Spark Washington: http://www.collegespark.org/.
For information about College Spark Washington and Achieving the Dream:
http://www.collegespark.org/files/College_Spark_Wa_Moving_the_Needle_lower_resolution.pdf.
Outcomes
Board members will have an opportunity to interact with Christine McCabe, executive director,
College Spark Washington, and learn about the foundation’s partnerships with community and
technical colleges.
Prepared by: Jan Yoshiwara, 360 704-4353, jyoshiwara@sbctc.edu.
STUDY SESSION AGENDA ITEM
TAB 3
May 8, 2013
Topic
Student Voice Presentation
Description
Students will discuss their educational experiences resulting from projects funded by the Bill &
Melinda Gates Foundation and the College Spark Foundation.
The Gates Foundation has been a long-time supporter of our community and technical colleges.
The Foundation has funded projects such as the Transition Math Project, the Student
Achievement Initiative, Re-thinking Pre-college Math Project, and I-BEST (Integrated Basic
Education and Skills Training). Recently Gates funded ten colleges to expand the nationally
recognized I-BEST program into developmental education. Greg Brazell from the Pierce College
Early Childhood Education program will provide a brief overview of their innovative
Developmental Education I-BEST program and student Robyn Johnson will share her
experience and how the program has benefitted her in reaching her education goals.
College Spark Washington is best known for its support of our community and technical
colleges’ involvement in Achieving the Dream: a national initiative to create a culture of
evidence on campuses to inform strategies that will increase overall completion rates for
disadvantaged populations. To date, College Spark has funded 15 of our colleges to participate
in Achieving the Dream. In addition, College Spark funds individual community and technical
college projects that help low-income students become college ready and complete degrees.
Most recently, College Spark funded several community and technical colleges to implement a
transcription evaluation and placement option for students leaving high school and entering
college. This project requires colleges to map local high school math and English courses and
student grades to college-level math and English course equivalencies. Laura Moore-Mueller
from Green River Community College will share a brief overview of their transcription project
and student Michaela Parrott will share her experiences and how the program has benefitted
her in reaching educational goals.
Key Questions


How has the Gates funded Developmental Education I-BEST project impacted student
learning and progression to reach education goals?
How has the College Spark funded transcript evaluation project assisted students in
becoming college ready and moving more seamlessly from high school to college?
Analysis
Washington’s community and technical colleges continue to lead the country in innovation
related to moving students further and faster to degree completion. This is especially true in
areas related to college readiness. Expanding I-BEST into developmental education and
academic programs has been a natural expansion of this highly successful model. The result of
the Gates funded Developmental Education I-BEST program not only expanded the traditional
TAB 3, Page 2
two-instructors-in-a-classroom model of integration and contextualized learning, but it allowed
exploration and the development of a new accelerated model of instruction that gives students
an opportunity to move multiple levels in one quarter (see Attachment A: Accelerated
Outcomes-Based Contextualized Applied Learning Model).
Community and technical colleges have had a long history of working with high school faculty to
align curriculum and implement standards so that high school graduates are prepared for
college level course work in English and math – two areas of difficulty for many students. The
College Spark funded projects that support faculty from local colleges and high schools to work
together to map individual high school courses and high school student course grades to
college-level English and math course equivalencies has been instrumental in pre-college
preparation for high school graduates.
Background
Attachment A: Accelerated Outcomes-Based Contextualized Applied Learning Model
Recommendation/Outcomes
Board members will have an opportunity to explore private – public education partnerships in
the community and technical college system that result in system change and positive outcomes
for students.
Prepared by: Michelle Andreas, Director of Student Services and Transfer Education;
mandreas@sbctc.edu; 360-704-4338.
TAB 3
Attachment A
ACCELERATED OUTCOMES-BASED CONTEXTUALIZED APPLIED LEARNING
MODEL
Adopted May 2012
The following represents program elements, best practices, and steps for
implementation and operationalization deemed to be critical for an accelerated
outcome-based contextualized applied learning model. These elements, practices and
steps were identified by pilot colleges engaged in a Gates grant for developmental
I-BEST.
Program elements






Pre-college students (ABE and developmental education) are advanced, without
content repetition, from wherever they place through first level of college English
and/or Math.
Credits are awarded to students based upon achievement of learning outcomes
associated with a course at the end of each quarter. Students may advance
through multiple course levels in one quarter.
College reading strategies are imbedded in courses/program.
All content is contextualized and applied to students’ career goals.
Students are involved in targeted and ongoing advising.
Program is scalable and able to impact large numbers of students.
Best practices associated with the model include but are not limited to:










Continuous faculty collaboration. This includes shared or linked content, learning
outcomes, assignments and assessments. It appears the higher the level of
collaboration the better the student success.
College unit collaboration between student services (financial aid, advising,
registration) and instruction for wrap around services.
Links to employers and community partners.
Team teaching.
Cohort strategies.
Expectation of college-level rigor and behavior.
Outcomes-based/modular learning (unlinked from traditional sequence and text
books).
Class time focused on application of learning (up-side-down/inverted learning).
Deliberate and transparent integration of school, workplace, and soft skills.
On-going/formative assessment informs instruction and student acceleration.
1
TAB 3
Attachment A






Use of teaching and learning technology.
Eliminate redundancies in content with attention to planned scaffolding.
Academic support classes/targeted access to tutoring.
Coordinated/targeted on-going advising and navigation.
Ongoing professional development for faculty and staff around innovative
instructional and assessment strategies and student support services.
Faculty and administration buy-in and involvement in implementation.
Steps for implementing the Accelerated Outcomes model in Developmental
Education
The term “bucket” course is used to describe a course that is created as a holding
course for enrolling students who will progress at different rates until it is determined
which level they have completed.
1. Determine whether you will start students in an accelerated outcomes course or
you will place students in a course that reflects a student’s placement test score.
If you select the use of a “bucket” course, determine the appropriate title and
number for the course.
2. For accelerated outcome courses you will capture the beginning placement as a
permanent record using the Student Unusual Action code screen SM5003.
a. Enter a YRQ value of “Z999” to ensure that the content in the unusual
action code will be permanent.
b. For math use an exclamation point “!” followed by the actual placement
level.
c. For English use a plus sign “+” followed by the actual placement level.
d. The code allows for the lowest placement level as 1 and the highest
placement level as 4 to align with student achievement course levels.
Higher placement numbers are closer to college level. If your college
offers three levels of pre-college math, you would use 4 to indicate the
highest placement and 2 to indicate the lowest placement.
For example: Your college offers three levels of math and four levels of
English. Jane enters accelerated outcomes courses for math and English.
Jane places at the lowest level in math and places at the highest level in
English. Jane would have unusual action codes of “!2” and “+4”.
3. On Monday of the eighth week, faculty will determine the course outcomes
(ending course title and number) that will be met by each student at the end of
the quarter. College faculty will complete a drop/add form removing each student
that has advanced beyond the original placement course (actual or bucket
course) and adding the student to the appropriate end course. The student is
then awarded credit for the highest course learning outcomes completed.
Note: After you drop the student from the bucket course and add them to the course
reflecting their ending level, you will need to back date the registration to the original
registration date in order for the system to correctly calculate the FTES. The
2
TAB 3
Attachment A
SBCTC auditor is aware of this coding procedure and will not question the amount of
backdated registrations associated to pre-college accelerated courses.
Steps for implementing the Accelerated Outcomes model in Adult Basic
Education
1. Follow steps 1 and 3 as above.
2. For accelerated ABE/ESL programs you will capture the beginning placement in
WABERS+. ABE/ESL students must be registered in an ABE/ESL “bucket
course” with an approved 32 CIP code.
3
STUDY SESSION AGENDA ITEM
TAB 4
May 8, 2013
Topic
Northwest Commission on Colleges and Universities Presentation
Description
Regional accreditation of postsecondary institutions is a voluntary, non-governmental, selfregulatory process of quality assurance and institutional improvement. It recognizes higher
education institutions for performance, integrity, and quality to merit the confidence of the
educational community and the public. Accreditation or preaccreditation by a postsecondary
regional accrediting agency qualifies institutions and enrolled students for access to federal
funds to support teaching, research, and student financial aid.
The Northwest Commission on Colleges and Universities (NWCCU) is an independent, nonprofit membership organization recognized by the U.S. Department of Education as the regional
authority on educational quality and institutional effectiveness of higher education institutions in
the seven-state Northwest region of Alaska, Idaho, Montana, Nevada, Oregon, Utah, and
Washington. It fulfills its mission by establishing accreditation criteria and evaluation procedures
by which institutions are reviewed.
The Commission oversees regional accreditation for 163 institutions. All 34 community and
technical colleges in Washington State are accredited by the Northwest Commission on
Colleges and Universities.
Its decision-making body consists of up to 26 Commissioners who represent the public and the
diversity of higher education institutions within the Northwest region. Tom Keegan, Skagit
Valley College president, and Nancy Fair-Szofran, Community Colleges of Spokane provost,
are among the current Commissioners.
Key Questions

How do the goals of regional accreditation align with the goals of the System Direction?
Analysis
Regional accreditation is a process of recognizing educational institutions for performance,
integrity, and quality that entitles them to the confidence of the educational community and the
public. In the United States this recognition is extended largely through nongovernmental,
voluntary membership associations that establish accreditation criteria, evaluate institutions
against that criteria, and approving institutions that meet the criteria.
Institutions accredited or preaccredited by the Northwest Commission on Colleges and
Universities are required to examine their own missions, goals, operations, and achievements. It
then provides expert analysis by peer evaluators, and, later, commendations for
accomplishments and recommendations for improvement from the accrediting body. Since the
TAB 4, Page 2
accreditation status of an institution is reviewed periodically, institutions are encouraged toward
continued self-study and improvement.
While accreditation criteria and procedures of regional accrediting agencies differ from region to
region, the principles underlying eligibility and levels of expectation are similar in their intent to:
• Foster excellence through the development of criteria and guidelines for assessing
educational quality and institutional effectiveness;
• Encourage institutional improvement through continuous self-study and
evaluation;
• Ensure the educational community, the general public, and other organizations
that an institution has clearly defined and appropriate educational objectives, has
established conditions under which their achievement can reasonably be
expected, appears in fact to be substantially accomplishing them, and is so
organized, staffed, and supported that it can be expected to continue to do so; and
• Provide counsel and assistance to established and developing institutions.
When granted, accreditation by the Northwest Commission on Colleges and Universities is not
partial. It applies to the entire institution in operation at the time of the most recent
comprehensive evaluation. It indicates that the institution as a whole is substantially achieving
its mission and that it meets the Commission's expectations for compliance with the
accreditation criteria.
Below is a statement by the Commission’s president, Sandra E. Elman, describing the purposes
and goal of regional accreditation:
Accreditation is an intensive process of institutional self-study and peer evaluation.
Accreditation offers a unique opportunity for all members of the institution: faculty,
administrators, staff, students, alumni, and board members to participate in a focused
process that results in ongoing institutional improvement. Following this institutional
review or self-study, a committee of peers conducts a comprehensive onsite evaluation.
Institutions accredited by the Northwest Commission on Colleges and Universities are
distinguished by their demonstrated ability to meet broadly accepted higher education
standards of quality. The value of accreditation is not limited to quality assurance alone.
Accreditation also fosters public confidence in the institution's ability to fulfill its stated
mission and goals, facilitates student mobility between institutions, and enhances an
institution's credibility with its peers. It provides effective mechanisms for creating
institutional vision and enhancing programmatic and financial viability and effectiveness.
Collectively, the members and staff of the Northwest Commission on Colleges and
Universities strive to maximize the benefits of accreditation to enrich teaching and
learning, ensure academic quality, and encourage continuous improvement. In so doing,
we pledge to promote innovation, respect institutional autonomy, recognize the distinct
character of individual institutions, and honor the rich diversity among the accredited
institutions within the Northwest region.
Sandra E. Elman
President
TAB 4, Page 3
In 2008, Governor Gregoire allowed Washington’s community and technical colleges to use the
regional accreditation process to meet the requirements of the Washington State Quality
Awards process, in recognition of the rigorous self study and continuous improvement process
that Northwest regional accreditation represents.
Background Information
For information about the Northwest Commission on Colleges and Universities:
http://www.nwccu.org/index.htm
Outcomes
Board members will have an opportunity to receive an overview of the regional accreditation
process and goals from Sandra Elman, president of the Northwest Commission on Colleges and
Universities. Tom Keegan, Skagit Valley College president and member of the Commission, will
discuss the impact of regional accreditation on a local college.
Prepared by: Jan Yoshiwara, 360 704-4353, jyoshiwara@sbctc.edu.
STUDY SESSION AGENDA ITEM
TAB 5
May 8, 2013
Topic
Baccalaureate Degree Proposals
Description
In February 2013 the State Board for Community and Technical Colleges approved a revised
process, selection criteria, and application materials for community and technical colleges
seeking to offer applied baccalaureate degrees.
An initial step of the approval process requires the college’s administration to schedule a Study
Session discussion with the State Board. The Study Session item is intended to be a
conceptual discussion regarding the relationship of the proposed applied baccalaureate degree
to the mission, vision, and goals of the college and the college system.
Key Questions

Do the following college proposals for a Bachelor of Applied Science meet the vision,
mission, and goals of their respective college?

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?
Analysis
A conceptual discussion will occur between SBCTC and five colleges proposing to offer applied
baccalaureate degree programs. A brief overview of each college’s Statement of Need is
included in this document. For a complete review of each college’s Statement of Need, please
see attachments.
The Statement of Need addresses five areas:
1. Relationship to institutional role, mission, and program priorities
2. Employer/community demand for graduates with baccalaureate level of education
proposed in the program
3. Applied baccalaureate program builds from existing professional and technical degree
program offered by the institution
4. Student demand for program within service area
5. Efforts to maximize state resources to serve place-bound students
Tab 5, Page 2
Columbia Basin College – BAS Project Management
Columbia Basin College proposes to develop a Bachelor of Applied Science in Project
Management. The purpose of this degree is to meet current and future employment needs for
Columbia Basin’s service district of Benton and Franklin counties. Because of the documented
need for project management professionals in this region, Columbia Basin successfully obtained
federal grants and established public and community partnerships to support this program. The
Bachelor of Applied Science degree will be offered as part of Columbia Basin’s comprehensive
Business program. (See Attachment A: Columbia Basin College’s Statement of Need –
Bachelor of Applied Science in Project Management)
Highline Community College – BAS Cyber Security
Highline Community College proposes to develop a Bachelor of Applied Science in Cyber
Security. Responding to the critical gap between the number of professionals and the number
of graduates produced from the education system, the degree in Cyber Security will help fill the
enormous demand for this skilled workforce. The BAS degree in Cyber Security will provide
advanced topics and training and broader and deeper content that will allow students to meet
the demand for more advanced skills in this profession. The diverse nature of Highline’s
student population provides an excellent opportunity to immerse under-represented populations
in this STEM based program. (See Attachment B: Highline Community College’s Statement of
Need – Bachelor of Applied Science in Cyber Security)
South Seattle Community College – BAS Sustainable Building Science Technology
South Seattle Community College proposes to develop a Bachelor of Applied Science in
Sustainable Building Science to address a critical skills gap that has evolved in the building
sustainability industry over the past 5-10 years. Previously, careers in engineering,
construction, and architectural studies traditionally focused on the design of new buildings rather
than the maintenance and sustainably of complex building systems. Graduates from this
degree program will gain a combination of skills, knowledge, and experience within the areas of
building systems, building science and analysis, financial analysis, and business and project
management practices. (See Attachment C: South Seattle Community College’s Statement of
Need – Bachelor of Applied Science in Sustainable Building Science Technology)
Lake Washington Institute of Technology - BAS Public Health
Lake Washington Institute of Technology proposes to develop a Bachelor of Applied Science in
Public Health. The purpose of this degree is to provide advancement in student pathways,
student achievement, and external engagement with college community. The degree will
address significant employer need within the public health profession. Washington State
Employment Security Department labor statistics predict that health and social assistance
employment will represent 12.5 percent of estimated employment in 2020. Lake Washington
supports the need for more public health workers as well as the need for skilled employees with
the implementation of this degree to meet regional and statewide employment projections. (See
Attachment D: Lake Washington Institute of Technology’s Statement of Need – Bachelor of
Applied Science in Public Health)
Tab 5, Page 3
Seattle Central Community College – BS Nursing
Seattle Central Community College proposes to develop a Bachelor of Science in Nursing
(RN-B). The purpose of this degree is to meet the growing need for professional certification
that current holders of the professional credential (RN) and the associate degree in nursing
require. The degree will provide a bridge for those who hold RN to complete the RN-B.
Uniquely, Seattle Central is geographically positioned to leverage the diversity of the college as
a means to further diversity within nursing and other allied health fields. Through research,
Seattle Central has identified nursing employment growth over the next ten years estimated at
26 percent compared to all other occupations that are expected to have a growth rate of 15.7
percent. King County alone represents the second highest employment growth rate for nurses
in Washington State compared to all other counties. (See Attachment E: Seattle Central
Community College’s Statement of Need – Bachelor of Science Nursing, RN-B)
Attached is a current list of BAS degree programs under development. (Attachment F: Applied
Baccalaureate degree programs being considered for implementation)
Background Information
Attachment A: Columbia Basin College’s Statement of Need – Bachelor of Applied Science in
Project Management
Attachment B: Highline Community College’s Statement of Need – Bachelor of Applied Science
in Cyber Security
Attachment C: South Seattle Community College’s Statement of Need – Bachelor of Applied
Science in Sustainable Building Science Technology
Attachment D: Lake Washington Institute of Technology’s Statement of Need – Bachelor of
Applied Science in Public Health
Attachment E: Seattle Central Community College’s Statement of Need – Bachelor of Science
Nursing, RN-B
Attachment F: Applied Baccalaureate degree programs being considered for implementation
SBCTC System Direction at http://www.sbctc.ctc.edu/docs/sbctc_system_direction_final.pdf
SBCTC Mission Study at http://www.sbctc.ctc.edu/docs/sbctc_mission_study-interactiveweb.pdf
Applied baccalaureate degree approval process – Revised February 2013 at
http://www.sbctc.edu/college/studentsvcs/bas_approval_process-revised_feb2013.pdf
Outcomes
Staff will provide a brief overview of applied baccalaureate degree proposals. Board members
and college administrators will have an opportunity to discuss the applied baccalaureate
proposals in the context of meeting college and system goals.
Prepared by: Edward Esparza, 360-704-4319, eesparza@sbctc.edu.
Tab 5a
Bachelor of Applied Science: Project Management
March 2013
Columbia Basin College – Project Management
1
Table of Contents: Bachelor of Applied Science in Project Management
Form A: Cover Sheet for New Degree Program Proposal .......................................................3
Form B: Applied Bachelor Degree in Project Management at Columbia Basin College ........4
Introduction...................................................................................................................... .........4
Criteria One and Standard One: Institutional Role and Mission .............................................5
Institution Program Priorities and Program Selection ..................................................5
Criteria Two and Standard Two: Statewide Strategic Plan Support ........................................9
Criteria Three and Standard Three: Employer and Community Demand ...............................12
Criteria Four and Standard Four: Building on Existing Professional and Technical ..............18
Criteria Five and Standard Five: Student Demand for the Project Management Degree ........21
Result from Student Survey ..........................................................................................21
Criteria Six and Standard Six: Serving Place Bound Students ................................................26
Summary and Conclusions .......................................................................................................32
References .................................................................................................................................35
Appendix A - BAS Degrees at CBC .........................................................................................36
Appendix B - Student Survey ...................................................................................................38
Appendix C - Student Survey ...................................................................................................51
Appendix D - Project Management Department of Education Grant .......................................69
Appendix E - PMI Knowledge and Processes Mapping ...........................................................88
Columbia Basin College – Project Management
2
Form A
COVER SHEET
STATEMENT OF NEED
Program Information
Program Name:
Institution Name:
Degree:
BAS
Bachelor of Applied Science – Project Management
Columbia Basin College
Level: Bachelor Type: Project Management CIP Code:
52.0211
‘
Proposed Start Date:
Fall 2013
Projected Enrollment (FTE) in Year One: 20
Funding Source: State FTE
Mode of Delivery
Single Campus Delivery
X
At Full Enrollment by Year 2014-15:
Self Support
40
‘
Other
Columbia Basin College – Pasco Campus
Off-site _____________________________________________________________________
(enter locations)
Distance Learning All courses will be web supported, most courses will be hybrid, and
online courses will be available in the future.
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:
Curt Freed
Title:
Vice President for Instruction
Address:
2600 North 20th Ave, Pasco, WA 99301
Telephone: (509) 542-4806
Fax:
(509) 546-0404
Email:
cfreed@columbiabasin.edu
Chief Academic Officer
Columbia Basin College – Project Management
______________________
Date
3
Form B
APPLIED BACHELOR DEGREE in Project Management at Columbia Basin College
STATEMENT OF NEED CRITERIA
Introduction
Columbia Basin College (CBC) proposes to deliver a Bachelor of Applied Science degree in
Project Management (locally referred to as "BAS-P") and is prepared to enroll junior-level
students beginning Fall 2013. The degree will build on CBC's one-year Project Management
certificate and two-year associate of applied science Project Management degree programs. The
certificate and two-year degree programs serve as the knowledge and skills foundation for
students to complete junior and senior level coursework in project management. The Bachelor
of Applied Science degree in Project Management will be offered as part of CBC's
comprehensive Business Program.
This Project Management BAS degree will help to meet current and future employment
needs for CBC’s service district of Benton and Franklin counties. Local research indicates a
bachelor degree is needed for optimal employment in the district. The college’s rigor and quality
is assured by highly qualified faculty with over 30 years of project management experience in
the private and public sectors as well as its success with an accredited BAS degree in Applied
Management (see Appendix A). Because of the documented need for project management
professionals in our region, CBC obtained federal grants and established public and community
partnerships to support a local program. This statement of need for a BAS in Project
Management (Form B) addresses the criteria identified by the State Board for Community and
Technical Colleges (SBCTC). CBC meets or exceeds the standards set for each criterion.
Columbia Basin College – Project Management
4
Criteria One and Standard One: Institutional Role and Mission
Criteria One
Standard One
Relationship to institutional role, mission, and
program priorities.
Describe how the proposed program reflects
and supports the role and mission of the
institution, and reflects program priorities.
Institutional Role and Mission. Columbia Basin College’s service district is comprised of
Benton and Franklin counties. CBC’s Mission and Goals are as follows:
Mission:
CBC exists in an environment of diversity, fairness, equity and sustainability to ensure that
the people of Benton and Franklin counties have access to educational programs providing
sufficient knowledge for higher educational achievement, meaningful employment, basic
skills development, cultural enrichment, and physical and emotional well-being.
End States:
Access: CBC exists to provide people of the service district with access to educational
programs.
Academic: CBC exists to enable students to complete requirements that would allow them to
obtain academic degrees, transfer to upper division colleges and universities, and pursue lifelong learning and enrichment.
Workforce Development: CBC exists to enable students to complete requirements that would
allow them to earn degrees/certificates to assist them to gain employment and pursue lifelong learning opportunities.
Basic Skills: CBC exists to enable students to prepare for success in college-level skills
courses.
Cultural Enrichment: CBC will provide the college and the community with diverse and
multiculturally rich programs designed to improve our quality of life, life-long learning and
enhance educational programs.
Physical and Emotional Well-Being: CBC will contribute to the physical and emotional wellbeing of its students and the community.
Institution Program Priorities and Program Selection
Matching Program Development with District Characteristics and Needs. In line with
our mission, CBC is requesting a BAS in Project Management to support the unique needs of our
Columbia Basin College – Project Management
5
service district – Benton and Franklin counties. The Hanford site is located within the CBC
service district, and is one of the largest environmental cleanup sites in the world. Companies
included at the site are Energy Northwest and their nuclear power plant, Bechtel, Laser
Interferometer Gravitational-Wave Observatory, or LIGO (observation site for gravitational
waves of cosmic origins), and the Pacific Northwest National Laboratory (PNNL). Numerous
other federal sub-contractors located at the Hanford site are engaged in small to large projects
vital for national security, energy production, and the advancement of science. Professional
project managers at these companies are nearing retirement, resulting in the essential need for a
prepared workforce to fill current and future vacant positions.
Under the direction of the U.S. Department of Energy (DOE), several contractors engage in
cleaning up the radioactive byproducts of past plutonium production. Overlapping technical,
political, regulatory, financial and cultural issues increase the complexity of the cleanup project.
Three of the cleanup areas on the Hanford site are included on the Environmental Protection
Agency’s National Priority List (NPL) which lists the most serious environmental cleanup risks
for the nation. Given the significant environmental cleanup challenges, DOE and its contractors
require highly skilled project management (PM) expertise.
In a 2009 survey of the Hanford contractors, the Hanford Site Future Workforce
Subcommittee identifying skilled project managers as a critical resource to the Hanford site.
Project managers are needed to effectively develop and maintain realistic budgets and schedules,
define the cleanup scope, and address the risks and challenges associated with completing
cleanup projects in a timely manner under national scrutiny. Unlike many commercial projects,
the Hanford site has significant oversight by many nuclear cleanup stakeholder organizations
beyond regulators and the federal government. Project managers must effectively manage this
Columbia Basin College – Project Management
6
type of project in a way that develops public trust and minimizes negative legal challenges and
schedule delays.
The Tri-Cities economic development efforts have successfully attracted other high-tech
firms and manufacturing companies which also require skilled project managers. Project
management is important to business, manufacturing, construction, and general organizational
success. Not surprisingly in a 2008 survey, it was estimated that 1.2 million project management
positions will need to be filled each year through 2016 (October 2008 Anderson Economic
Group study). Benton and Franklin county industries, including Hanford, have a substantial
economic impact on the local economy. Ajsa Suljic, regional Employment Security Economist,
provided the economic overview for Benton and Franklin Counties as depicted in Figure 1.
Figure 1 An overview of economic industry impacts for Benton and Franklin counties
Columbia Basin College – Project Management
7
As illustrated in Figure 1, although Hanford represents 16.6% of the Benton/Franklin
employment, 34.07% of the total community wages originate from Hanford. Supplying Hanford
with highly skilled workers is critical to Hanford’s success, and in return, the Benton/Franklin
county economic condition. Once the cleanup mission is accomplished, project management
will be equally as critical to support economic diversity and the ability to successfully replace the
impact Hanford has on the local economy. Availability of high quality experienced project
management professionals will support high functioning science, technology, and manufacturing
firms and contribute to their organizational success. This will allow Benton and Franklin
counties to maintain their current economic status in the state.
Decisions to Add New Programs. Decisions to add new programs and degrees at CBC are
carefully considered by the instructional program and the President and his cabinet. The process
uses criteria similar to the State Board’s for BAS degree proposals. At CBC, proposals for new
degrees and programs utilize a business plan identifying the value proposition including the
district’s need for the degree, student demand for the program, a plan for how the degree would
be funded, what facilities and equipment are available or needed, and consideration for assuring
there are high quality instructors to deliver the proposed program. The President and his cabinet
review the program proposal making sure it aligns with CBC’s Mission, End States, Strategic
Plan, and Goals. The request for a BAS in Project Management is also specifically aligned with
CBC’s Strategic Plan Initiative Number Seven: Initiate, expand, and sustain the Bachelor of
Applied Science program. This initiative supports not only the current BAS degree but also the
development and delivery of additional BAS degrees appropriate for Benton and Franklin
counties.
Columbia Basin College – Project Management
8
Criteria Two and Standard Two: Statewide Strategic Plan Support
Criteria Two
Standard Two
Support of the statewide strategic plans.
Describe how the program will support
SBCTC Mission goals outlined in the Mission
Study and HECB policies and goals for higher
education as articulated in the Strategic Master
Plan for Higher Education.
Columbia Basin College’s BAS in Project Management degree will help strengthen the
SBCTC’s response to several of the ten challenges identified in the Mission Study as well as the
goals established by the Higher Education Coordinating Board (HECB) Strategic Master Plan.
Table 1 identifies how, in key areas, CBC's BAS in Project Management is aligned with the
SBCTC 2008/2010 Mission Study and Table 2 illustrates how the Higher Education
Coordinating Board (HECB) Strategic Master Plan is related to the CBC Project Management
BAS request.
Table 1
Project Management Degree Response to SBCTC Mission Study
Challenges Selected from the Ten
Challenges in the 2008/2010 SBCTC
Mission Study
Challenge #1. Serve more people,
including groups who have been
underserved in the past.
Challenge #2. Close the statewide skills
gap for technically trained workers.
Columbia Basin College – Project Management
CBC BAS-P Response to Key Areas
of the Ten Challenges
“Franklin County is the first county in
the region to have a majority of
Hispanics in its population” (Franklin
County Profile, May 2012). In 2010,
the Franklin county Hispanic or Latino
population was 51.2 percent of the
population compared with 11.2 percent
in the state (Franklin County Profile,
May 2012). 76% of CBC’s Hispanic
students (as opposed to 28% of CBC’s
white students) are first generation
students. Historically first generation
students are an underserved population.
Project Management is a skill set which
maximizes the value of technically
trained workers and is especially
9
Challenge #4. Contribute to the
production of more baccalaureate
degrees.
Challenge #7. Invest in sustaining
faculty and staff excellence.
Challenge #8. Build a 21st century
learning infrastructure.
effective when applied to health care,
information technology, engineering
technology, and science. The value
added nature of project management
optimizes organizations and add to
their success.
Establishes an additional baccalaureate
degree in a high demand discipline
supporting place-bound citizens and
meets local employment demands.
Provide funding for BAS project
management faculty for attendance at
national conferences and national and
regional training courses. Continue
partnerships with local employers
conducting cutting edge research and
work with the assistance of project
management.
CBC's will continue to invest in
hardware and software updates to
support the Project Management BAS
degree. Courses are supported with
simulations and other multimedia.
Course delivery will be enhanced by
web support and other distance learning
technology.
Table 2
Project Management Degree Responses to HECB Strategic Master Plan
HECB Strategic Master Plan and
September 2011 Next Steps for
Achieving the Master Plan Goals
Next Steps: Find new ways to finance
work-related education and training
Goal 2 Promote Economic Growth and
Innovation, Responding to Economic
Demand, Pathways to Career
Opportunities and Public/Private
Partnerships
Columbia Basin College – Project Management
CBC BAS-P Response to Key Areas
of the HECB Strategic Master Plan
The DOE federal grant (see Appendix
D) supported by community
organizations as part of a public/
private partnership with CBC will:
-provide scholarship funds to support
project management enrollment
-support high impact organizations by
providing a qualified workforce
-develop a continuum of degree
offerings meeting local needs with
varied professional credentials in
project management
10
In 2011, the SBCTC and HECB assessed progress being made on the SBCTC Mission
document and the HECB Strategic Master Plan for Higher Education. The review resulted in the
document titled: A Skilled and Educated Workforce 2011 Update: A joint report from the HECB
and SBCTC. The document served to identify the largest need for Washington State bachelor
degrees. The areas are computer science, health professions, engineering, software engineering
and architecture, life sciences and agriculture, and physical sciences.
Based on the assumption the state wants to increase its internal supply of workers and
decrease reliance on imported talent, the 2011 SBCTC and HECB report further stated:
By decreasing our dependence on imported labor and providing greater
opportunities to Washington residents, we make Washington a more attractive
location for business expansion and we provide greater opportunities for our
residents and the prosperity of the state. (p. 14)
In the Strategic Master Plan for Higher Education in Washington, the HECB included a
similar comment when it stated: “We will reduce employers’ need to import people with
advanced degrees or specialized skills from other states and countries. The best jobs in
Washington will go to Washingtonians educated in our colleges and universities” (2008 p. 8).
The CBC request for a BAS degree in Project Management responds to the SBCTC Mission
Study effort to serve more groups, especially underserved student populations; helps to close the
gap for technically trained Washington workers; increases the number of baccalaureate degrees;
invests in faculty and staff excellence, and helps to build a 21st century learning structure. The
BAS degree in Project Management also contributes to the HECB Strategic Master Plan by
finding new ways to finance work-related education and training; promoting economic growth,
innovation, economic demand; increasing pathways for career opportunities, and increasing
public partnerships.
Columbia Basin College – Project Management
11
Criteria Three and Standard Three: Employer and Community Demand
Criteria Three
Standard Three
Employer/community demand for
graduates with baccalaureate level of
education proposed in the program.
•
Employer demand must exceed regional supply
of graduates with relevant degrees.
•
Demand must be based on data sources
including but not limited to local employer
survey, traditional labor market data, industry
data, trade association data, and other
transactional data.
•
Please provide evidence of the gap between the
number of program graduates versus the
number of job openings locally and regionally.
Background Data. Reporting data on Project Management is similar to other new and
emerging fields. There is no single established job code to represent the vast majority of work
being done in the project management field. To maximize the integrity of the data reported in
this section, extensive Internet research was conducted. Economic Modeling Specialists Inc.
(EMSI) was consulted to provide expertise in combining multiple database sources to retrieve
relevant workforce data. In addition, Ajsa Suljic, this region’s Washington State Regional Labor
Economist, was also consulted. Both EMSI and Ajsa Suljic provided recommendations
regarding which employment categories and clusters should be used to best represent the local
project management workforce and future needs. Data from both sources has been included in
this request. Project management does not have a specific Standard Occupational Classification
(SOC) that can be used to gather information and statistics. The Occupational Handbook, O*net,
and other entities suggest a series of job titles can be monitored to gather statistical information
due to the level of project management functions conducted by individuals with those job titles.
The U.S. Bureau of Labor Statistics (BLS) does not classify project management as a specific
occupation. Accordingly, the BLS does not provide employment statistics for Project
Columbia Basin College – Project Management
12
Management alone. What BLS does provide are statistics for construction managers (11-9020
and 11-9021) and computer/information systems managers (11-3021) and suggests those two
codes can be useful when seeking data on project management. Both of those professions do
include a significant element of project management.
O*net suggests those two professions as well as others in defining the project management
role. Figure 2 contains information retrieved from O*net about project management and possible
job titles to include in our data search. Those suggested occupations were included in Figure 2
through the 90% relevance level.
Figure 2 Retrieved from: http://www.onetonline.org/find/quick?s=Project+Manager
Several titles in the list were removed from our data collection efforts. Although those
identified titles contain project management activities, they also include additional specific job
skills not integrated into the Project Management BAS degree courses and program outcomes.
Columbia Basin College – Project Management
13
Information in Table 3 concentrates on the remaining job titles for information related to the
need for project management in Benton and Franklin Counties.
Table 3
Employment Growth in Project Management related job titles in Benton and Franklin Counties
Note: Source BLS Benton Franklin Counties, May 2010
Benton and Franklin Counties employment numbers in project management related titles
were also identified through EMSI and are available in Table 4. According to the related project
management titles, in eight years the job openings should increase 1,179 or at a rate of
approximately 147 job openings per year.
Columbia Basin College – Project Management
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Table 4
Project Management related job growth statistics in Benton and Franklin counties
Note: According to EMSI, the typical education level for these positions is a bachelor degree.
Table 5
Education level of targeted jobs.
Columbia Basin College – Project Management
15
Figure 3 provides a comparison for the growth in project management related positions for
Benton and Franklin Counties versus Washington State and national trends. Benton and Franklin
Counties report greater expected growth in project management than the state and nation.
Figure 3. Project management employment growth rate comparison between national, state, and
regional (Benton/Franklin counties) locations.
Additional Project Management Impacts. Project management skills are also an important
part of many jobs beyond the positions already listed. Larger companies invest in skilled project
managers to assist in completing an organization’s activities. Companies large and small that
would like to integrate project management skills into many positions throughout the
organization can seek project management certifications or continuing education training to
enhance the effectiveness of an organization.
Hanford Project Management Needs. Given the challenge to identify the need for project
management employees in Benton and Franklin counties, another source for project management
employer demand is an employment survey conducted by key Hanford employers. Information
Columbia Basin College – Project Management
16
from the workforce survey provided the impetus for a DOE grant and subsequent federal funding
to deliver project management education to the employees of the Hanford site.
Hanford Employer Survey. In 2009-2010, a Hanford Site Future Workforce Subcommittee
analyzed the Hanford site workforce to identify critical jobs that would soon need to be filled due
to the aging workforce. The Hanford Employer survey collected data on wide scope of job types
required at the Hanford site. Besides the Project Management category, the survey also collected
data on the need for Estimator/Planner/Scheduler positions, a closely related project management
job category. Table 6 summarizes the Project Manager needs based on Fiscal Year (FY) 2010
data. The table predicts a shortage of 62 and 107 in FY 2014 and FY 2019, respectively. Table
7 summarizes the estimator/planner/scheduler needs based on FY 2010 data. The table shows a
forecasted surplus of 13 in FY 2014 but a shortage of 166 by FY 2019. It is important to note
these numbers don’t address many employees who work on project teams that also need project
management skills but are not employed in a pure project management job scope. Nor does this
data reflect senior management who manage project portfolios. The information in Table 6 and
Table 7 is based on Hanford workforce demographics from the 2009 employment survey.
Table 6
Note: Contractor Key: CHPRC=CH2MHill Plateau Remediation Co.; MSA=Mission Support
Alliance; PNNL=Pacific Northwest National Laboratory; WCH=Washington Closure Hanford;
WRPS=Washington River Protection Solutions
Table 7
Note: Contractor Key: CHPRC=CH2MHill Plateau Remediation Co.; MSA=Mission Support
Alliance; PNNL=Pacific Northwest National Laboratory; WCH=Washington Closure Hanford;
WRPS=Washington River Protection Solutions
Columbia Basin College – Project Management
17
Criteria Four and Standard Four: Building on Existing Professional and Technical
Degree Program
Criteria Four
Standard Four
Applied baccalaureate program builds from
existing professional and technical degree
program offered by the institution.
Describe the existing professional and
technical degree program that will be used as
the foundation for the applied baccalaureate
program.
•
•
How long has the program been in
existence?
What has been the enrollment history of the
program over the past five years?
The proposed BAS Project Management degree will build on a newly expanded Project
Management program at CBC. CBC's first course in Project Management, BUS 130 Project
Management, was developed in 2007 for the Business and other campus programs. In 2008,
AMGT 410 Project Management was developed to offer a Project Management upper division
elective course for the BAS Applied Management program. These courses have produced
significant interest in program management from the students and community giving CBC initial
indication of the importance of project management needs in the community for years to come.
A strong Project Management Advisory Committee has been developed to provide oversight
on the curriculum and programmatic development. A Stakeholder Advisory Committee was also
developed to oversee Department of Energy grant funding. The Stakeholder Committee meets
monthly because of the high interest of employer partners in developing and promoting the
future project management workforce. The Stakeholder Committee includes representatives of
each lead Hanford company and ensures the DOE grant deliverables are met.
CBC Certificate and 2-year Degree Project Management Program Overview
The current CBC Project Management program has one full-time instructor with over 30
years of expertise in varying areas of the project management field. Since this instructor has
Columbia Basin College – Project Management
18
worked much of his life in the Tri-Cities and has been an active member of the local project
management professional organization, he is very familiar with many of the project management
professionals in the CBC service district. With his community knowledge and contacts,
numerous adjuncts are being identified that will be able to teach the 100-400 level courses. In
addition to the full-time faculty member, the program is supported by a grant director and a
recruitment/retention specialist focused solely on Project Management program students.
CBC's new one-year Project Management certificate and a two-year Project Management
AAS degree were approved by the SBCTC in July 2012. Students began the program Fall 2012.
Although the certificate is designed as a standalone one-year certificate, it is also the first year of
the two-year degree. The two-year degree is the first two years of the proposed BAS Project
Management degree. An overview of the certificate, the two-year degree, and the proposed BAS
degree are available in the grant document in Appendix D. The certificate and both degrees are
based on the Project Management Body of Knowledge Guide (PMBOK® Guide) and are
developed around the guide’s five process groups and nine knowledge areas as identified by
Project Management International (PMI). PMI is the dominant Project Management professional
organization and has developed certificates such as Project Management Professional (PMP)
and Certified Associate in Project Management® (CAPM). The PMI knowledge and process
areas are identified in Figure 4.
Columbia Basin College – Project Management
19
Figure 4: PMI Knowledge Areas
Federal grant funding for the Project Management program has enabled the program to equip
a high quality computer lab and provide access to the full range of Primavera software that
makes up their comprehensive enterprise project portfolio management solution. Federal
funding has provided an opportunity to develop unique program characteristics that are identified
later in this document.
Fall Enrollment. The Project Management AAS program began Fall 2012. Immediately
after receiving program approval, the Project Management program was announced to the
community and began enrolling students. In Fall 2012, three evening courses were offered
exceeding institutional enrollment projections.
The courses and enrollment included the following:
•
•
PROJ 100 Introduction to Project Management - 39 students
PROJ 110 Project Planning - 37 students
Columbia Basin College – Project Management
20
•
PROJ 140 Introduction to Primavera - 28 students (capped at 28 due to computer lab
resources)
Unduplicated student enrollment for the first quarter of the Project Management Program
was 54 with 34.7 FTE. The program will have winter quarter entry points for new students so
enrollment should continue to increase this year.
Criteria Five and Standard Five: Student Demand for the Project Management
Degree
Criteria Five
Standard Five
Student demand for program within service
area.
Evidence of student interest and demand from
multiple sources, such as but not limited to:
students graduating with technical associate
degrees in catchment-area, survey of students
within region, demand in excess of opportunity
to enroll in related traditional bachelor
programs, and changes in industry standards.
Results from Prospective Student Surveys
To determine student interest in a BAS in Project Management, two surveys were
administered. One survey was administered to current CBC students and the other survey was
administered to Hanford employees.
CBC Student Survey. In total, 79 CBC students completed the survey. The survey results
can be seen in its entirety in Appendix B but particularly relevant questions and responses are
summarized below:
Question 1: Do you intend to obtain a 2-year degree?
Yes 76.7%; No 6.7%; Don’t know 16.7%
Do you intend to obtain a 4-year degree?
Yes 60.3%; No 11.0%; Don’t know 28.8%
Columbia Basin College – Project Management
21
Question 3: Please respond to the items below regarding your opinions about the Bachelor's
degree in Project Management.
•
I would like more information about this degree program.
Yes 72.7%; No 18.2%; Not sure/ don't know 9.1%
•
I would like to enroll in the Bachelor's degree program.
Yes 40.5%; No 21.6%; Not sure/ don't know 37.8%
•
This program would help me meet my educational needs.
Yes 56.0%; No 17.3%; Not sure/ don't know 26.7%
•
If I had this degree, I would likely receive a higher salary.
Yes 73.3%; No 6.7%; Not sure/ don't know 20.0%
•
If I had this degree, I would have a greater chance for promotion or career
advancement.
Yes 75.7%; No 8.1%; Not sure/ don't know 16.2%
Question 4: How likely is it that you pursue a bachelor degree in Project Management at CBC?
Somewhat likely, Likely, or Very likely 63.9%
The survey revealed significant interest in the two-year and four-year project management
degrees and approximately 48 currently enrolled students would be interested in enrolling in the
BAS Project Management degree. CBC chose to survey only its own students since the closest
community college is Walla Walla Community College, requiring a 56 mile commute.
Currently, very few Walla Walla residents commute to CBC for a college degree.
Potential Hanford Employees Interested in Project Management Degree Survey. A
survey was administered to a select group of Hanford employees who currently work in project
management. The survey determined potential interest in pursuing a BAS in Project
Management. Ninety participants completed the survey. The survey results can be seen in
entirety in Appendix C but particularly relevant questions and responses are provided below:
Columbia Basin College – Project Management
22
Question 1: Do you intend to obtain a 2-year degree?
Yes 31.5%;
Do you intend to obtain a 4-year degree?
Yes 38.2%;
Question 3: Please respond to the items below regarding your opinions about the Bachelor’s
degree in Project Management.
•
I would like more information about this degree program.
Yes 72.3%; No 19.3%; Not sure/ don't know 8.4%
•
I would like to enroll in the Bachelor's degree program.
Yes 23.8%; No 27.5%; Not sure/ don't know 48.8%
•
This program would help me meet my educational needs.
Yes 61.7%; No 17.3%; Not sure/ don't know 21.0%
•
If I had this degree, I would likely receive a higher salary.
Yes 46.9%; No 12.3%; Not sure/ don't know 40.7%
•
If I had this degree, I would have a greater chance for promotion or career
advancement.
Yes 74.1%; No 11.1%; Not sure/ don't know 14.8%
Question 4: How likely is it that you pursue a bachelor degree in Project Management at
CBC?
Somewhat likely, Likely, or Very likely 74.0%
The survey revealed significant interest again in the four-year Project Management BAS
degree, with approximately 69 Hanford employees interested in enrolling. Since only a select
group of Hanford employees were surveyed, additional employees may enroll in the BAS degree
as it is established and marketed.
Columbia Basin College – Project Management
23
Keeping with the BAS degree mission to provide an additional educational pathway for
workforce students, it is expected that past CBC workforce graduates will also be interested in
the Project Management BAS degree. Project management effectiveness can be enhanced when
a project manager has a contextual background in disciplines or areas that are represented in a
project, such as information technology, engineering, health care, etc. Project management
training can also provide opportunities for work advancement. Labor and Industries clients
seeking retraining are another set of students enrolling in the project management courses.
Clients with back injuries may be unable to continue in a laborer role, but can expand their skills
and provide project management even with job site related physical restrictions. Although not
all CBC workforce degrees are a tailored fit for a Project Management degree, Table 8 provides
an overview of numbers of recent CBC workforce graduates in selected programs.
Columbia Basin College – Project Management
24
Table 8
2006- 07
2007- 08
2008- 09
2009- 10
2010- 11
Subtotals
Accounting
/Bookkeeping
Administrative
Assistant
Agriculture Business
Mgmt.
Associate Degree
Nursing
Automotive
Technology
Business
Administration
Criminal Justice
Engineering
Technology
Innovation
Internet Specialist
Machine Technology
Network
Administrator
Nuclear Technology
Programmer
Welding Technology
2005- 06
CBC workforce graduates from 2005-2011
6
10
5
8
13
21
63
10
5
7
3
3
2
30
0
1
0
0
1
1
3
43
52
47
52
49
51
294
11
10
12
9
13
14
69
25
9
16
11
20
11
24
8
21
10
35
7
141
56
8
0
2
5
11
0
4
5
3
0
6
3
9
0
3
3
11
0
4
8
11
1
4
6
53
1
23
30
12
0
8
5
8
0
1
1
20
0
2
13
11
0
7
7
8
0
9
15
15
2
6
9
74
2
33
50
Total
922
Project management professionals in the region without a degree are another potential
student pool.
Response from Prospective Students. Once the general announcement about the
availability of a two-year Project Management degree and the possibility of a four-year degree
became known, many potential students called for more information. Within days, 22 potential
students contacted one of the CBC Project Management staff. Interest in the one-year certificate
and two-year degree has promoted an enrollment in the Project Management program far beyond
institutional expectations. Surveys and other tools used to assess interest for a BAS program
suggest similar enrollment trends would occur if a BAS program is offered.
Columbia Basin College – Project Management
25
Criteria Six and Standard Six: Serving Place Bound Students
Criteria Six
Efforts to maximize state resources to serve
place-bound students.
Standard Six
•
•
•
Identify similar programs offered by
public or independent institutions in the
region.
Describe options that have been explored
for collaboration with other public
baccalaureate institutions, businesses,
and/or community organizations
considered in the development of the
proposal.
Describe unique aspects of the proposed
program that differentiate it from similar
programs and/or describe why expansion
of an existing program would be desirable
or necessary.
Search for Similar Project Management Programs within Catchment Area
In the Tri-Cities area, there are two other colleges in addition to CBC, including Washington
State University Tri-Cities (WSUTC) and Charter College. Washington State University TriCities offers several Business degrees including: Accounting, Business Administration, and
Management and Operations (Organizational Track). WSUTC does not provide a project
management degree. In addition, WSUTC was part of the federal DOE grant supporting both the
CBC Project Management program and several certificates at WSUTC. WSUTC indicated they
were not interested in providing project management, and therefore, were very supportive of this
option for CBC.
Charter College is a private for-profit career college located in the Tri-Cities. Charter
currently offers a two-year Associate of Applied Science Degree in Business Management
Practice. Their two-year degree is a general business degree not a specific project management
degree. As a for-profit college, their costs are far higher than a Washington community college
or four year college plus the degree they offer is only at the two-year level, not a bachelor
Columbia Basin College – Project Management
26
degree. Collaboration with Charter College is not an option because it is not regionally
accredited. CBC does not accept Charter credits for transfer.
Also in south east Washington are Whitman College (Walla Walla), Walla Walla University
(College Place), and Heritage University (Toppenish) that provide baccalaureate education.
They each represent a 55 mile or greater commute to the Tri-Cities.
Whitman College is a private liberal arts college is located in Walla Walla. Whitman does
not have a business department or offer a project management degree. Walla Walla University
in College Place has both a two-year and a four-year business degree but not a project
management degree. Heritage University offers a Business Administration program, but not a
project management degree.
Students can select from several options for online universities that have project management
degree programs. One online option is University of Phoenix. University of Phoenix offers a
business degree with a project management concentration at the bachelor level. They also offer a
masters option in project management that would provide CBC students an educational pathway
to a masters degree.
Table 9 provides an overview of colleges and universities that are available in the Tri-Cities
catchment area. After reviewing the surrounding education options, for the sake of this report
the catchment area has been defined as within 60 miles and/or no longer than a one hour
commute.
Table 9
Higher Education Project Management Options in Tri-Cities Catchment Area
Institution
Washington State UniversityTri-Cities
(Public University, Regional
Accredited)
Location
Richland
Columbia Basin College – Project Management
Related Degree
Business Majors
Accounting
Business Admin
Management and Operations
Comments
WSUTC does not offer a
project management
degree
27
Charter College
(Private For-Profit Career
College, Not Regionally
Accredited)
Walla Walla University
(Private Not-For-Profit
University, Regionally
Accredited)
Pasco
Offers AS and certificate in
Business only
Bachelors degree not
available
College Place (40
miles)
Bachelor of Business
Administration with
concentrations in:
• Accounting
• Entrepreneurship and
Small Business
Management
• Finance
• International business
• Management
• Marketing
Bachelor of Science with
majors in:
• Business Admin
• Information Systems
• Automotive Management
• Aviation Management
Bachelor of Arts in Business
Administration
Project Management
bachelor degree not
offered
Whitman College
Private Not-For-Profit
University, Regionally
Accredited)
Heritage University
(Private Not-For-Profit
University, Regionally
Accredited)
Walla Walla (40
miles)
NA
No Business Degrees
offered
Toppenish/proposed
(60 miles)
Project Management
bachelor degree not
offered
Phoenix University (Private
For-Profit College, Regionally
Accredited)
Online
BA with concentration in:
• Entrepreneurship
• Finance
• HR Management
• Marketing
• Retail Management
• BS in Accounting
Bachelor degree in Business
with a concentration in Project
Management and a MBA in
Project Management
Western Governors
University (WGUWashington)
(Private Not-For-Profit
University, Regionally
Accredited)
Online
B.S. Business Management
B.S. Business—Human
Resource Management
B.S. Business—Information
Technology Management
B.S. Sales and Sales
Management
B.S. Marketing Management
B.S. Accounting
A Project Management
concentration at the
bachelors level with a
masters option for
further education
pathway option for CBC
BAS Project
Management graduates
Bachelor degree not
available in Project
Management
Source: National Center for Education Statistics-College Navigator
*Washington Career Bridge retrieved from http://www.careerbridge.wa.gov/Detail_Program.aspx?program=1404
Columbia Basin College – Project Management
28
In conclusion, there are no bachelor level project management degrees offered face-to-face
within the identified catchment parameters. Place bound students do have the choice to take an
online degree as several options are available.
Collaboration Opportunities
Several community colleges have project management continuing education options or
certificate programs. CBC contacted the vice presidents for instruction at Highline and Edmonds
Community Colleges as the initial request for a Project Management Certificate and AAS
Degree were developed. Both vice presidents were supportive and offered to collaborate as
appropriate in the future. Mid-summer another project management certificate was added at
Pierce Community College. CBC would welcome their students into the CBC two-year degree
and the four-year degree should they be interested.
Unique Aspects of the Proposed BAS Project Management Program
The proposed Project Management BAS degree will offer critically important elements as
well as incorporate several unique characteristics that will enhance the program’s quality, offer
place-bound students excellent alternatives to online programs, and set it apart from online
bachelor level project management programs.
Exceptionally Funded Project Management Program. The program has the benefit of
federal funding supplementing the development and delivery of a new Project Management
program. Department of Energy is considering using the CBC Project Management program as
a model for other DOE sites across the nation.
Public and Private Partnerships. The program is a result of community efforts on the part
of economic development, labor, corporate, and community support.
Columbia Basin College – Project Management
29
Quality Faculty. The Project Management program is comprised of one full-time faculty
member and several qualified adjunct instructors. The full-time faculty member has over 30
years of project management experience and has worked for several different companies on
many different projects. Over his career, he went from working as a member of a team on a
project to ultimately being responsible for the project management activities for an entire
company. He has managed $14 million to $780 million projects. His experience ranges from
working at corporations to working within the DOE arena with multiple corporations and
regulatory commissions.
Scholarships. The Project Management program has over $90,000 per year in scholarship
funds that extend through the length of the DOE grant. Currently, the funds are available for
continuing education courses as well as 100 and 200 level courses. If CBC is approved for a
BAS in Project Management, those scholarships funds will extend to the 300 and 400 level
courses.
Dedicated Student Service Support. The DOE funding supports a student services
recruitment/retention employee solely focused on students in the Project Management program.
In addition, funds have been set aside to help provide tutoring and other types of student success
services. Outreach services to the community and region will serve to keep the Project
Management program recognized for years to come through employer awareness, a strong
recruitment program, and maintaining high quality graduates.
Professional/Technical Coursework. The Project Management certificate and degrees are
designed so students can integrate other specific professional and technical coursework into their
degree. Students can have a foundation in a variety of areas as well as knowledge about project
management. Familiarity with a specific industry can greatly enhance the effectiveness of a
Columbia Basin College – Project Management
30
project management professional. In addition, the 300 and 400 level Applied Management
courses can also be used as a portion of the Project Management BAS degree. With the selection
of applied management courses, a student has not only built project management skills but also
other management skills which can increase the effectiveness of the project management
process.
Stakeholders/Advisory Committees. The Project Management program has the support
and assistance of an exceptionally active advisory committee with extra feedback and support
from the Stakeholders Committee.
High Quality Hardware. A computer lab with 28 new computers is available to the
students.
Software. The full suite of Primavera and Microsoft Project software are available to
students to use to build proficiency in several software packages.
Simulation Software. Simulation software will also be integrated into the curriculum and
will supplement the capstone course as well.
Up-To-Date Curriculum. Extensive research was conducted to identify the lower and
upper division degree requirements in existing project management programs from across the
nation. The curriculum was designed from that research, feedback from advisory and
stakeholders committees, an understanding of the future projected needs in project management,
advanced knowledge of PMI certifications, and from the perspective of a high level experienced
project management professional and project management faculty member.
High Quality and Specialized General Education Courses. CBC developed 300 and 400
level general education courses for the College’s first BAS degree. Almost all sections of those
Columbia Basin College – Project Management
31
courses are taught by doctoral prepared faculty. Many of these courses are incorporated into
the Project Management BAS degree.
Promotion of Industry Certifications. The Project Management BAS degree provides the
foundation for students to complete industry certifications such as PMP and CAPM.
Continuing Education Courses. The program offers continuing education courses so
students, graduates, and other project management professionals can keep their project
management certificates active.
PMI Accreditation. CBC will seek PMI accreditation for the Project Management BAS
degree. The accreditation will provide additional evidence of program quality. When approved,
PMI will grant 1500 hours of project management experience to each graduate for the
experiences obtained through the accredited program. With the equivalent of 1500 hours of
project management work experience graduates will be able to qualify for certifications much
sooner following graduation.
Summary and Conclusions
Columbia Basin College is seeking approval for a BAS in Project Management to begin in
Fall 2013. The 300 and 400 project management courses will continue on from the 100 and 200
level project management courses contained within CBC's two-year project management AAS
degree. The Project Management BAS degree will have 60 credits of project management core
courses, 60 credits of general education requirements and 60 credits of electives. All project
management courses have been mapped to the PMI Project Management Body of Knowledge
Guide (PMBOK® Guide) and are developed around the guide’s five process groups and nine
knowledge areas as identified by the Project Management Institute (PMI) (see Appendices E and
F for examples of the mapping). Recognized world-wide, the Project Management Institute is
Columbia Basin College – Project Management
32
one of the largest not-for-profit organizations promoting and improving the profession of project
management. PMI has member chapters all over the world. There is a very active chapter in the
Tri-Cities. Because PMI has set the global standard for project management, certification from
PMI demonstrates an independently evaluated knowledge as well as a commitment to the
profession and ability to successfully perform the work of a project manager.
Students who successfully complete the CBC Project Management bachelor degree will have
the project management knowledge necessary to take the industry standard certification exam for
which they are eligible. The CAPM is the initial certification available from PMI. After 23 hours
of project management instruction, the student can apply to take the CAPM exam at their own
expense. After students graduate and have been working as a project manager for a certain
number of years, they will be eligible to sit for the Project Management Professional (PMP)
exam. When PMI accreditation has been granted, students will receive the equivalent of 1500
project management hours towards the PMP, CAPM, and other certification requirements.
The CBC Project Management BAS degree will provide the required project management
talent that Hanford needs to replace their aging project management workforce. Project
management graduates will support other related industries and assist in promoting successful
economic diversification for Benton and Franklin counties. The community needs for project
management talent are represented in the Hanford site survey and the data developed from BLS
and EMSI. Potential student pipeline interest in the degree are represented in the student survey,
the numbers of general workforce degrees, and the number of students that are already enrolled
in the 100 and 200 level project management courses. CBC’s capacity for delivering BAS
degrees is evident by currently offering a successful accredited BAS degree, dedicated student
Columbia Basin College – Project Management
33
support services, scholarship funds, financial support from the DOE grant, and the level of
community support for the degree.
Columbia Basin College – Project Management
34
References
Baron, Kendall Hanford Site Future Worker Subcommittee personal email April 3, 2012.
A skilled and educated workforce 2011 update: An assessment of the number and type of higher
education and training credentials required to meet employer demand (2012). A joint
report Higher Education Coordinating Board State Board for Community and Technical
Colleges Workforce Training and Education Coordinating Board. Retrieved from
”http://www.sbctc.ctc.edu/college/education/skilled_educated_workforce_feb2012.pdf
Franklin County Profile (2012). Employment Security Department, Washington State.
Retrieved from https://fortress.wa.gov/esd/employmentdata/reports-publications/regionalreports/county-profiles/franklin-county-profile October 7, 2010.
Government Management Accountability and Performance (GMAP). Higher Education Measure
3.2 High Demand Degrees and Certificates. http://www.accountability.wa.gov Retrieved 2/7/2012.
Strategic Master Plan Update 2012: Raising education attainment during challenging economic
times retrieved from http://www.wsac.wa.gov/sites/default/files/SMP2012Update.pdf
HECB
Columbia Basin College – Project Management
35
Tab 5b
Cyber Security and Forensics
Applied Baccalaureate Degree Program
Statement of Need
Forms A and B
Highline Community College
Page 1
Table of Contents: BAS in Cyber Security and Forensics
Form A: Cover Sheet for New Degree Program Proposal………………………………………... 3
Form B: Applied Bachelor Degree in Cyber Security and Forensics
at Highline Community College
Introduction……………………………………………………………………………………….. 4
Criteria One and Standard One: Institutional Role and Mission…………………………………..5
Criteria Two and Standard Two: Statewide Strategic Plan Support ……………………………....7
Criteria Three and Standard Three: Employer and Community Demand……………………….....8
Criteria Four and Standard Four: Building on Existing Professional and Technical…………….12
Criteria Five and Standard Five: Student Demand for the Cyber Security Degree………………15
Criteria Six and Standard Six: Serving Place Bound Students…………………………………...16
Summary and Conclusions……………………………………………………………………….18
References……………………………………………………………………………………….. 19
Appendix A
Employer Survey……………………………………………………………….. 20
Appendix B
HCC Student Survey…………………………………………………………….. 31
Appendix C
Whatcom Student Survey………………………………………………………...39
Appendix D
SFCC Student Survey…………………………………………………………… 43
Highline Community College
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Form A
COVER SHEET
STATEMENT OF NEED
Program Information
Program Name: Cybersecurity and Forensics
Institution Name: Highline Community College
Degree: BAS Cybersecurity Level: Bachelor Type: Science CIP Code: _11.1003
Proposed Start Date: Fall 2013
Projected Enrollment (FTE) in Year One: ___10_______ At Full Enrollment by Year: ___15_______
(# FTE)
(# FTE)
Funding Source: State FTE _x___
Self Support ____ Other
Mode of Delivery
Single Campus Delivery Highline Community College main campus, Des Moines ________________
Off-site N/A ________________________________________________________________________
(enter locations)
Distance Learning N/A _______________________________________________________________
(enter formats)
Contact Information (Academic Department Representative)
Name: Amelia Phillips
Title: Chair, Pure and Applied Sciences Division
Address:
Highline Community College, MS 29-03
PO Box 9800
2400 S. 240th St.
Des Moines, WA 98198
Telephone: 206-592-3497
Fax: 206- 870-3780
Email: aphillips@highline.edu
Chief Academic Officer
Highline Community College
_______________________
Date
Page 3
Introduction
"America must also face the rapidly growing threat from cyber-attacks," President Obama stated in a recent
State of the Union address. "We know hackers steal people's identities and infiltrate private email. We know
foreign countries and companies swipe our corporate secrets. Now our enemies are also seeking the ability
to sabotage our power grid, our financial institutions, and our air traffic control systems. We cannot look
back years from now and wonder why we did nothing in the face of real threats to our security and our
economy" (Verton, 2013).
A degree in cybersecurity and forensics trains computer professionals to protect computer systems from
outside access by the unauthorized entities that President Obama describes. According to Sharon Nelson,
president of Sensei Enterprises, a Fairfax-based computer forensics and legal technology firm, the call for
workers skilled in this field “now goes across every vertical, no matter what industry you’re talking about”
(Halzak, 2012).
As Obama’s address indicates, there are several factors that have dramatically and suddenly increased the
need for skilled professionals in this field. Developments like the use of the cloud to store data and
employees’ use of mobile devices have increased the risks around information stored and exchanged within
an organization. Specific industries are now hiring cybersecurity experts at increasing rates: public utility
companies; national security agencies; food and water suppliers; financial services; and companies with
intellectual property and proprietary information to protect. Projections indicate that the federal
government, in particular, will be hiring an increased number of cybersecurity analysts to aid in the
protection of sensitive databases and information systems (Occupation Outlook).
Although there is an increasing demand for cybersecurity professionals in many employment sectors, there
are not enough professionals to fill this need. Cynthia Dion-Schwarz, deputy assistant director for computer
and information science and engineering at the National Science Foundation, suggests that the responsibility
lies with educational institutions:
The outlook is grim because we are not producing, from an education perspective, the
people with the right skills sets to just have the entry-level skills needed in order to
make progress in cybersecurity….It’s a pipeline issue…it’s not a desire or capability
issue. (Corrin, 2012)
Not only is there a gap between the number of professionals needed and the number of graduates our
educational system is producing but there is also an equity gap around those who are qualified: “There are
fewer graduates in STEM areas, and women are particularly underrepresented – a big problem for a field
that already lacks diversity” (Corrin, 2012).
A Bachelor of Applied Science (BAS) in Cybersecurity will fill this demand. Highline Community
College, with a student body that is 68% students of color and 58% women, is an excellent location for such
a program. A BAS degree in cybersecurity at our location can offer much more to students as they enter
this highly technical field than the Associate of Applied Science in networking or the traditional Bachelor of
Science (BS) in computer science. The BAS will provide advanced topics and training and broader, deeper
content, which will allow the students to meet the demand for more advanced skills in this profession.
A BAS in Cybersecurity is a better fit for student needs as they take the courses required for this field.
Students who want to pursue more training and a degree beyond the AAS can transfer for a BS at another
university after the community college AAS; however, because of the extensive additional education
Highline Community College
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required to pursue the traditional BS degrees, associate level computer science students commonly don't
continue their education. Professional/technical students who do transfer to complete a traditional BS
degree in computer science must go back to take requirements like physics, organic/inorganic chemistry,
and other general education courses--courses that do not relate to the cybersecurity field--before they enter
the actual BS program. In addition to the increased cost and time commitment required by these courses,
students often fall behind on the advancements and changes in the cybersecurity field while taking these
nontechnical courses.
Another challenge faced by students seeking transfer for advanced training in cybersecurity is the
misalignment of math courses with the requirements of the field. Most computer science courses are
calculus-based because they are focused on programing and because they are designed to prepare students
for engineering professions like computer engineering, computer science, and computer programming.
Thus, to transfer to the universities to take any traditional degree in computer science or instructional
technology, student need to have completed pre-calculus. The math needs are different in cybersecurity and
computer information systems because these fields of study--and the job itself--focus more on data analysis
or applied math. The proposed BAS in Cybersecurity tailors the math requirements to what is actually
relevant to the job performance.
Highline’s proposed BAS in Cybersecurity will address the growing need for cybersecurity professionals in
industry, and it will more effectively address the educational background needed for this field.
Criteria One and Standard One: Institutional Role and Mission
In developing its proposal for a Bachelor of Applied Science in Cybersecurity, Highline Community
College has carefully examined the initiative through the lens of each of the four institutional core themes
that collectively comprise its mission:
Core Theme 1: Promote student engagement, learning, and achievement
Of these four themes, Core Theme 1 is arguably the most closely and directly aligned with the BASdegree initiative. Among its objectives, Core Theme 1 specifically cites the goal of empowering
students to “pursue their own educational pathways through innovative curricula, quality instruction,
and student services.” Like many of its peer institutions, Highline has long adhered to a “pathway”
model of educational planning that organizes curricula into series of stackable, integrated credentials
within various professional interest areas. In its ideal form, this approach anticipates that all
students will have the opportunity to move from short-term certificates to associate degrees and,
ultimately, to baccalaureate and higher-level studies within their chosen career paths, continually
increasing their earning power as they upgrade their credentials. One of the most stubborn obstacles
to realizing this ideal, however, has been the lack of predictable, efficient transfer pathways for
students holding applied associates degrees. The Bachelor of Applied Science (BAS) offers the
promise of effectively removing that obstacle, allowing the college to better meet its commitment to
career-long student achievement.
Core Theme 2: Integrate and institutionalize diversity and globalism throughout the college
Highline’s BAS degree initiative aligns with the institution’s second core theme in two key
dimensions. First, in serving its extraordinarily diverse student population, Highline is constantly
seeking new areas of career opportunity for its graduates. High wage, high demand fields like
Computer Information Systems (CIS) are of particular interest in this regard, in part because their
workforces have traditionally been less diverse than others. Second, cybersecurity is itself a global
Highline Community College
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concern that intersects with matters of diplomacy, human rights, and technology access and
development. Within the field, the scholarly conversations are multi-national. Illustrating that
point, Highline’s lead cybersecurity instructor is currently completing a dissertation that compares
cyber-forensics practices in the United States to those in South Africa.
Core Theme 3: Build valuable relationships and establish a meaningful presence within [the
college’s] communities
As with any technical program in the community college sector, the development of Highline’s BAS
in Cybersecurity proposal has required significant engagement with the community. Of course, the
members of the nearby employer community has been the primary focus of that outreach: West
Seattle Computers, Lumedx, Boeing, The City of Seattle, Sesame Communications, Principled
Investigations, Computronix, and Boeing Employee Credit Union. But, in our broader needsassessment efforts, the college has also sought input from its graduates and current students, the vast
majority of whom live in the surrounding area. Additional conversations have taken place with the
region’s workforce-development agencies and the non-profit organizations that assist local students
with retraining and career-planning. In this regard, we’ve gathered input from South King County
Economic Development Initiative, the Renton and Auburn Worksource offices, Puget Sound Skills
Center, and the YWCA employment office at Greenbridge. Taken as a whole, the BAS initiative has
generated substantial energy within the college’s communities and had strengthened a number of
relationships there.
Core Theme 4: Model sustainability in human resources, operations, and teaching and
learning
Throughout the BAS proposal’s development, long-term sustainability has been central to the
college’s planning efforts. To begin with, the BAS in Cybersecurity initiative builds upon one of the
institution’s strongest existing associate degree programs, with an exceptionally qualified faculty
and cutting edge facilities already in place. As a result, relatively minimal new investment is
required for startup or long term maintenance of a BAS option there. In keeping with the college’s
collaborative culture, other departments have participated actively in developing general education
and support courses for the BAS. Highline has also partnered with industry groups, with other
colleges, and with governmental agencies to secure long range support for the degree option.
Throughout the institution and in the broader community, the current degree proposal has been universally
received as a natural extension of Highline Community College’s core themes. The college is confident that
the addition of a BAS option complements the institutional mission.
Further, the specific selection of cybersecurity directly reflects local program priorities. As detailed in the
response to Criteria 4 (below), Highline’s Computer Information Systems program is a leader in that field,
particularly within its computer forensics and cybersecurity emphases. The lead instructor is co-author of a
nationally known textbook in cybersecurity and is a candidate to earn one of the nation’s first Ph.D. degrees
in that subject area. Among its many high profile connections with local industry, Highline’s program is a
longtime member of Cyber Watch West and a perennial host of the Pacific Rim Regional Collegiate Cyber
Defense Competition (PRCCDC). Additionally, we have already mapped our curriculum to the CNSS 4011
and 4013e standards and are applying as a result to become a Center for Academic Excellence under the
existing criteria put out by the National Security Agency. In short, Highline’s CIS program offers an
especially solid foundation for expansion into baccalaureate-level instruction.
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Criteria Two and Standard Two: Statewide Strategic Plan Support
Highline Community College’s BAS in Cybersecurity proposal directly supports the state’s major policy
directions for higher education. By way of summary, the initiative expands baccalaureate access in a high
technology, STEM-related, high demand area. All of those dimensions align seamlessly with Washington’s
goals for its post-secondary system.
More specifically, the proposal supports the Higher Education Coordinating Board’s System Design Plan in
at least two of its key objectives:
Expanded baccalaureate capacity:
To meet this objective, the System Design Plan calls for “expanding applied baccalaureate degrees at
universities, university centers, and community colleges” (p. 32). Highline houses a university
center through its co-location with Central Washington University - Des Moines. The addition of a
local BAS in Cybersecurity option would complement CWU’s local degree inventory and would
open additional baccalaureate pathways for the residents of the South King County area. In this
way, the degree leverages the public’s investment in the existing CWU-HCC university center as an
educational access point for the region.
Applied baccalaureate degrees:
It is self-evident that the proposal directly supports the System Design Plan strategy to “increase
baccalaureate degree production . . . through awarding a relatively new type of degree — the applied
baccalaureate” (p. 32). From Highline’s perspective, the BAS provides an innovative, adaptive
opportunity to meet local workforce needs specifically by expanding the educational options for
“individuals who hold an associate of applied science degree . . . in order to maximize application of
their technical course credits toward the baccalaureate degree” (p. 32). Highline’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.
In the same manner, Highline’s BAS in Cybersecurity advances the goals of the Washington State Board for
Community and Technical Colleges (SBCTC). Perhaps the most direct ties, here, are to the SBCTC’s 2008
Mission Study. Among that document’s key observations was that “Community and technical colleges must
expand their contribution to help meet [the need for] more people with baccalaureate . . . degrees” (p. 4).
Clearly, Highline’s BAS in Cybersecurity will do just that. To quote further from the Mission Study, the
proposal will “help place-bound working adults earn more of these degrees to stimulate innovation and
economic growth” (p. 5).
Beyond that very direct connection to the Mission Study’s assessment of challenges, Highline’s BAS in
Cybersecurity supports a number of the Mission Study’s Twenty-Year Action Plan goals (pp. 6-7), including
the following:
Goal 1. Serve more people, including groups who have been underserved in the past: The
Highline BAS opens new opportunities for educational attainment for the underserved South King
County region.
Goal 2. Close the statewide skills gap for technically trained workers. The degree expands
workforce training capacity in the high demand field of information technology, further meeting the
needs of Washington employers.
Highline Community College
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Goal 4. Contribute more to the production of baccalaureate degrees. Here again, the connections
are self-evident. By “expanding access to community and technical college programs that lead to
applied baccalaureate degrees,” Highline’s proposal directly improves opportunity for people who
“cannot leave their jobs and families behind to pursue” a four-year credential (Mission Study, p. 7).
Finally, Highline’s proposal aligns with the more general Ten Year Goals of SBCTC’s 2006 System
Direction (p. 7) document by helping to:



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
At a more aspirational level, through its BAS initiatives Highline Community College is investing its
energies in support of the Mission Study’s commitment to “keep the American promise of hope, opportunity
and upward mobility through educational advancement” (p. 5).
Criteria Three and Standard Three: Employer and Community Demand
Washington State has one of the highest concentrations of such jobs in the nation outside of the nation’s
capital and surrounding areas, and within our state, jobs in cybersecurity are steadily increasing. The
specific region where Highline Community College is located is currently one of the three major areas
requiring more qualified cybersecurity professionals, according to the Bureau of Labor Statistics: 1)
Seattle/Bellevue/Everett, 2) Kennewick/Pasco/Richland, and 3) Vancouver. The Seattle/Bellevue/Everett
area has one of the highest concentrations of these workers in the state because of the commercial industry
and government agencies in the immediate area. Microsoft, Amazon, and Boeing contribute to the
significant demand for programmers and systems analysts in private industry, while Joint Base LewisMcChord affects the demand for these employees in the government sector. Such computer-related jobs
are defined as “high demand” for King and Pierce Counties, where our college is located, and EMSI
indicates a steady increase in our region.
Region
Highline Community College
2012 Jobs
2022 Jobs
% Change
Page 8
Region
2012 Jobs
2022 Jobs
% Change
●
King-Pierce
47,356
61,007
28.8%
●
Washington state
70,162
89,144
27.1%
Figure 1. Cyber security growth rates in King-Pierce Counties and Washington State
As illustrated in Figure 1, the projected change over the next decade is over 25%, both in the King-Pierce
county regions and Washington State in general.
Because it is a growing, relatively new field and because it crosses different job categories, the specific
reporting of job demand becomes somewhat complex. Employment analysts have not been recording
cybersecurity jobs until recently because there was not a specific SOC number for reporting. In addition,
cybersecurity responsibilities fall to a variety of different experts in the field who work in different areas of
the field: programming, databases and networks. Davis (Carrin, 2012) describes the challenge of defining
this field: “The definition that we’re working on now includes a wide range of functions and skill
sets…Analytics, forensics, training, testing and evaluation, engineering, operational planning, leadership
roles, legal, law enforcement – there’s a very wide range that all go into the mix we’re calling the cyber
workforce.”
Because of these challenges, reporting on the demand for cybersecurity jobs relies on research results
related to cybersecurity needs in today’s labor market and on the use of several categories. The job
classifications that specifically include cybersecurity are computer and information systems managers,
computer systems analysts, database administrators, network system administrators, computer support
specialists and information security analysts along with web developers and computer network architects.
Economic Modeling Specialists Intl. (EMSI), a subscription service that provides high-quality employment
data, economic analysis and comprehensive impact analyses for colleges and universities, reports that jobs
in these categories are on the rise. The occupational report in Table 1 lists the occupational categories, as
reported by EMSI, that relate to the need for cybersecurity degrees in King and Pierce counties.
Regional Growth - Occupation Group
Occupation
2012 Jobs
2022 Jobs
Change
% Change
7,323
9,184
1,861
25%
11,068
14,118
3,050
28%
Database Administrators
(15-1141)
2,066
2,833
767
37%
Network and Computer
Systems Administrators (151142)
5,686
7,393
1,707
30%
Computer and Information
Systems Managers (113021)
Computer Systems Analysts
(15-1121)
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Computer Support
Specialists (15-1159)
Information Security
Analysts, Web Developers,
and Computer Network
Architects (15-1179)
12,011
15,576
3,565
30%
9,202
11,904
2,702
29%
Table 1. Cybersecurity Regional Job Growth
As the EMSI data indicates, the projected job growth in the fields related to cybersecurity shows a 25-30%
increase over the next decade.
This steady increase in jobs is currently not matched by the production of an educated workforce. The
existing job demand data shows annual openings at over 2600, while the region is only graduating 1,829, as
indicated below in the table from EMSI.
Occupational Supply
18
1,829
Programs (2011)
Completions (2011)
Program
2007
2008
2009
2010
2011
Computer Systems
Networking and
Telecommunication
s (11.0901)
258
250
255
301
450
Computer and
Information
Sciences, General
(11.0101)
220
200
236
261
323
Computer Science
(11.0701)
117
125
126
148
146
0
0
0
3
131
117
117
126
110
118
Computer Support
Specialist (11.1006)
Management
Information
Systems, General
(52.1201)
Table 2: Occupational Supply for Cybersecurity Related Programs in King and Pierce Counties.
This deficiency will only increase as the demand for cybersecurity professionals rises.
Community Support for the BAS Cybersecurity Program
Highline Community College
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To determine the need for cybersecurity in the greater Puget Sound region, our department began with our
advisory committee, a group that includes representatives from the aerospace, programming, recruiting, and
medical professionals; the need for cybersecurity expertise was evident from the discussion. For more
quantitative responses, a survey of companies in the greater Puget Sound region was conducted with a focus
on the region closest to Highline Community College. We gathered responses from a variety of industry
sources: travel services, technology and data implementation, financial services, investigative agencies,
medical organizations, social services, law enforcement, computer forensics investigators and aerospace
companies.
From the responses we collected, the need for professionals with more advanced degrees than an AAS was
evident. Of the industry professionals surveyed, 66% project hiring between 1 to 9 cybersecurity
professionals in the next five years, with 11% projecting a need for 10 to 25 employees. Employer
responses also indicate that bachelor’s degrees in cybersecurity are preferable to AAS degrees. Though
33% of the respondents indicated that they were unlikely to hire a cybersecurity professional, of those
employers who would be hiring, 36% prefer candidates with bachelor’s degrees over candidates with
associate degrees. In addition, 18% look exclusively at candidates with a bachelor’s degree or higher. None
of the employees surveyed indicated that they hire mainly graduates with just associate degrees.
Exclusively Bachelor's degree or above
Significantly more Bachelor's degree
than Associate's graduates
The same number of Bachelor's
degrees as Associates
Mainly Associate's degree graduates
0%
10%
20%
30%
40%
50%
Figure 2. Industry professionals who hire cybersecurity professionals, “When hiring a cybersecurity
professional, what level of degree do you look for?”
Overall, over half of the employers who hire cybersecurity professionals favor candidates who have
bachelor degrees instead of associate degrees, a preference that further supports the need for a BAS degree
in this field.
In another question regarding the need for a BAS degree in south King County, 88% of the respondents
answered that the need is growing and more graduates in cybersecurity are needed. About the opportunity
for such a program, respondents indicate enthusiasm:
Highline Community College
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


The threat of cyber-attacks is increasing and we need to quickly ramp up education and research in
this area. This program is necessary for our state's economic security and should be funded with
emergency funds if necessary.
What a WONDERFUL possibility! Please make it happen!
Glad to hear this is being developed.
From the industry professionals who responded, 67% report their companies would benefit from a program
in the south King County area where current cybersecurity professionals could complete a bachelor’s
degree.
Criteria Four and Standard Four: Building on Existing Professional and Technical Degree Program
Demand
The Highline Community College computer science department began as a data processing program over
thirty years ago when the job market was comprised of mainly key punch operators and main frame
computer jobs. Over the years, the department evolved into two branches: computers science (CSCI) and
computer information systems (CIS). The former is used primarily for transfer into the traditional BS
degree, while the latter is growing to feed the need in professional technical fields for network specialists,
data recovery/forensics, and web development.
The two programs of interest to cybersecurity and defense are the Network Specialist and the Data
Recovery/Forensics programs. The Network Specialist program began with basic fundamental classes being
offered in 1989, including Introduction to UNIX. By 1990, UNIX Systems Administration and Wide Area
Networks programs had been added to the department.
Highline Community College is a leader in the field of cybersecurity. For the last three years, HCC has
been the host of the regional Pacific Rim Collegiate Cyber Defense Competition (PRCCDC). The winner of
the event in the last two years has gone on to win the national competition. Our CIS/CSCI department
demonstrated innovation in the field when we introduced a Network Intrusion Detection course in 2002,
along with an Introduction to Computer Forensics course. Reflecting the fact that cybersecurity
professionals are needed in a variety of computer-related fields, security modules are part of each course in
our programs. We’ve also been working with grant-funded initiatives related to cybersecurity. We’ve done
a Washington State Targeted Industry Partnership (TIP) grant to train local law enforcement and the
incumbent workforce in computer forensics. In 2005, we were the lead institution in a National Science
Foundation (NSF) grant, along with the University of Washington and Seattle University, to create
curriculum in the emerging fields of computer and network forensics. Our Data Recovery/ Forensics degree
is the result of that grant effort. The curriculum developed as part of this grant was made available via a
website for faculty across the nation to use when setting up their programs in digital forensics.
Enrollment and Degree Completion History
Since the introduction of cybersecurity a decade ago, the CIS program has many graduates who would
pursue this new BAS option. In addition, graduates of the Web Database Developer program are interested.
Table 3 provides a historical overview of CIS major enrollment since 2009. During heavy enrollment years,
up to two sections of each class have been required to meet student demand.
Class Title
Highline Community College
2009 -10
2010-11
2011 -12
2012-13
Page 12
CIS 166 - Network Intrusion Detection
CIS 215 - Intro to UNIX/Linux
CIS 216 - Network Scripting
CIS 217 - Unix Systems Administration
CIS 262 - Wide Area Networks
CIS 264 - Adv. Networks/Security
CIS 155 - Intro to Computer Forensics
CIS 235 - Computer Forensics I
CIS 236 - Computer Forensics II
28
37
25
27
26
22
21
18
15
42
48
40
34
26
23
23
23
23
33
36
26
28
40
29
14
11
7
36
38
*
31
29
*
21
18
*
* Course offered in Spring 2013, data not available yet
Table 3. Student enrollment in CIS courses at Highline Community College
On average, 15 students per year graduate with the AAS degree in Network Specialist with an average of 5
per year achieving the AAS in Data Recovery/Forensics. Many others complete various short certificates in
specific skills sets such as UNIX/Linux Systems Administration.
Highline is committed to providing students with the best exposure and experience possible in the region.
The BAS in cybersecurity is a natural extension of the work we are already doing at our college. The
Network Specialist degree provides the foundation for industry certifications such as A+, Network+,
Security+, and Cisco Certified Network Associate (CCNA) and Certified Ethical Hacker.
Criteria Five and Standard Five: Student Demand for the Cybersecurity Degree in Our Service Area
Highline Community College has a large number of students to draw on in order to maintain the program.
We have been offering the Veterans Math Bootcamp the last two summers to help returning veterans enter
or re-enter higher education. Because we are in close proximity to Joint Base Lewis McCord (JBLM),
offering a BAS in Cybersecurity will be advantageous to these veterans and to the reservists in the area. As
will be discussed later in this document, flexibility in the delivery method will be needed to satisfy this
audience.
Student interest in a BAS in Cyber Security and Forensics was gathered and recorded with a survey
administered to several groups of students. First, we surveyed our Networking and Data
Recovery/Forensics students and our own CSCI 100 students. Because Highline may be able to draw from
students other than our own graduates, we also surveyed two other community colleges in the state:
Whatcom and Spokane Falls Community Colleges. We were interested in responses from Whatcom
students because of the close relationship the programs at HCC and Whatcom have. Both have been the
only two community colleges to compete in the PRCCDC, with Highline Community College coming in
second place in the 2009 competition and Whatcom coming in second place in the 2012 competition.
Whatcom CC is establishing an AAS in cybersecurity, and we are working with them on an articulation
agreement that would allow their students to pursue a BAS through Highline. Spokane Falls CC has had a
well-established AAS in information technology for over a decade – their students would also benefit from
a BAS in cybersecurity at Highline.
Survey responses included 121 Highline students and a total of 53 students from Whatcom CC and Spokane
Falls CC. (Full survey results can be found in Appendices B - D). The summary of results indicates that
Highline Community College
Page 13
students are interested in this type of degree opportunity, particularly the CIS majors at Highline. Our
current students are very interested in staying at Highline to complete their bachelor’s without the
complication of trying to transfer to a university to get a standard BS. Of the entering students who were
applying to major in the AAS, many were excited that one of their options would be to complete both their
AAS and BAS at Highline in cybersecurity. Figure 3 displays HCC student responses to the question,”If
Highline Community College offered an Applied Bachelor’s degree that led to a career in Cybersecurity,
how likely would you be to participate?”
90%
80%
70%
60%
50%
Very Likely
40%
Somewhat Likely
30%
20%
10%
0%
CSCI 100
Networking
Data
Recov/Forensics
Figure 3. Highline Community College student survey results
Our current Networking and Data Recovery/Forensics majors showed over an 80% interest in a BAS at
Highline. We also surveyed students in CSCI 100, Survey of Computing, because this is the entry class for
all of the CIS/CSCI programs, and in addition, it is a science elective for an AA degree. Despite the fact
that this course includes students who may be in the traditional computer programming track, the results
still demonstrate that approximately 16% were very likely and 44% were somewhat likely to enroll in a
BAS degree offered here at Highline.
The responses from students at Whatcom and Spokane Falls Community Colleges also demonstrate
significant interest in a BAS degree. As with the Highline students, Figure 4 shows positive interest in
response to the question, “If Highline Community College offered an Applied Bachelor’s degree that led to
a career in cybersecurity, how likely would you be to participate?”
Highline Community College
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45%
40%
35%
30%
25%
Very Likely
20%
Somewhat Likely
15%
10%
5%
0%
Whatcom CC
Spokane Falls CC
Figure 4. Whatcom and Spokane Falls Community College student survey results
Of the seventeen students from Spokane Falls Community College who responded, 41% said they would be
very likely to participate with 35% saying somewhat likely. Of the Whatcom Community College students
(36 responded), 36% indicated that they were very likely and 41% reported that they’d be somewhat likely.
Criteria Six and Standard Six: Serving Place Bound Students
Similar Computer Science Programs within the Area
Students who are place bound do have several choices if they choose to take an online degree in
cybersecurity-focused programs:


Western Governors University (WGU): WGU tuition is reasonably priced and currently there are
129 Washingtonians enrolled in their cybersecurity bachelor degrees throughout the state. WGU
currently serves 4,272 students in Washington state of which 40% are in King and Pierce
counties. This is one of the primary options exercised by the graduates at Whatcom CC.
University of Phoenix: University of Phoenix has a bachelor degree in Information Technology
with a concentration in Information Systems Security. On the University of Phoenix website,
tuition and fees for 2010-2011 are listed as $21,900 more than the tuition at state schools.
In addition to these options, students can take an online BAS degree in IT management at Central
Washington University (CWU), which shares a building with Highline on our Des Moines campus. Yet for
students who would like to move into cybersecurity, this option is not ideal for several reasons:
1. The CWU degree focuses on technology management and other management skills, not
cybersecurity.
2. Students can transfer in with an AAS degree from Highline, but the process of getting a BAS
degree from this institution can be cumbersome. Students often still need additional courses at
the lower division level and thus need to enroll for approximately two more years of coursework.
Highline Community College
Page 15
Because of this pressure, in their last year most students are finishing up general education
requirements and as a result fall behind in their technical skills.
Currently, there are no face-to-face opportunities for students to pursue a BAS in cybersecurity in this
region. According to the HCC student survey completed for this proposal, only 4.1% of the students
indicated they preferred to earn a cybersecurity degree through online programs. These results suggest less
interest in online coursework and a preference for face-to-face courses in a BAS degree. HCC can offer
face-to-face options in cybersecurity along with hybrid and online options.
Collaboration Opportunities
HCC is currently collaborating with several other colleges and organizations around cybersecurity degrees.
Columbia Basin Community College (CBC) is currently developing its own BAS in Cybersecurity. The
vice presidents for instruction of Highline and CBC are in conversation about the two colleges’ BAS degree
proposals. The computer science/CIS departments of these two colleges will share ideas and resources
during both the development and, if approved, the delivery of the degrees, so the relationship will be
synergistic and not competitive. Since CBC is only planning face-to-face, hybrid, and limited distance
courses, their program is focused on a regional delivery specifically designed for the district’s cyber
security needs. An agreement is already in place for HCC and CBC to collaborate with the development and
delivery of the respective cybersecurity degrees in ways that meet the needs of our different regions.
Highline Community College is also working in collaboration with several other community colleges. We
are a member of Cyber Watch West, a consortium of community colleges along the west coast that teach
cybersecurity, and we work closely with Whatcom CC, which is already a Center of Academic Excellence
Two Year (CAE2Y) under the National Security Agency (NSA), which means that its courses map to the
national standards for systems security. Highline and Whatcom CC work closely on PRCCDC, and both
program leads are on the “Gold Team,” the governing body of the competition. An articulation agreement
will be negotiated for Whatcom’s existing Network degree and their new AAS degree in Cybersecurity.
The CIS/CSCI departments of Highline CC and Green River CC (GRCC), along with their respective deans,
have met to discuss their proposals for the GRCC Network Security and the HCC Cyber Security/Forensics
degrees. Because of the close proximity of the schools, it was determined that the two schools would focus
on different areas of cybersecurity. GRCC plans to focus their degree on network security and security
management, while HCC will be focusing in device forensics, network forensics, cloud security and
database security, along with network security. It was agreed that certain foundation 300 level courses
would be the same for both degrees. If both degrees are approved, the schools would make agreements so
that students could take certain classes at either school to facilitate degree completion.
In addition to the agreements for mutually supportive BAS degrees, Highline Community College is
working to facilitate articulation agreements with other schools that offer two-year degrees. We have been
working with Peninsula Community College, a school that is in the process of creating their own AAS
degree in Cybersecurity and Forensics. We are sharing our existing curriculum with them to enable the
alignment of courses and a future articulation agreement. We also have an established relationship with
Spokane Falls Community College and will provide an avenue for their students. In addressing these
articulation agreements, the issue of place bound students is a priority for Highline. The lectures will be
online through Eluminate or Tegrity and the labs will be provided through home institutions in their regions
for hands on activities.
We also want to provide flexibility in the scheduling for students in our immediate geographic region. To
make available the hands-on and face-to-face options that students prefer, as evidenced by the surveys, we
Highline Community College
Page 16
will use products that allow students to attend the class live from their location. Our weekend labs and
virtual machines will offer additional options for enhancing student access.
Unique Aspects of the Proposed BAS Cybersecurity Program
Over the last decade, the CIS/CSCI program at Highline has been innovative in the cybersecurity field. Our
programs have dedicated labs and an isolated network for the students to work freely as they install and
secure small business networks. The recently purchased high capacity server allows students to practice for
competitions and will support the PRCCDC. Students also have access to Amazon Web Services, which
gives them experience in dealing with cloud servers, services, and security issues.
To offer a BAS to students in the region is a unique opportunity for Highline. We already host a Math
Engineering Science Achievement (MESA) Center. To attract more local students to STEM in general and
our cybersecurity program in particular, we plan to offer weekend cybersecurity camps for middle and high
school students to steer them into this field. Our MESA program plans to expand to include more first time
college students, low income, refugees, immigrants and other place bound students. We envision a pathway
that would start in middle school and get students through their BAS to the job opportunities that exist in
this region. The pathway will also serve as a way to get cybersecurity into non-technical fields. Even basic
office workers, for example, need to understand their role in keeping the network secure (e.g. spam, email
hoaxes).
Highline has the critical elements that allow us to offer place-bound students excellent alternatives to online
programs and to set our program apart from online bachelor level cybersecurity programs. These elements
are identified in this section.
Quality Instructors. The CIS program is comprised of two full-time instructors and a number of
adjunct instructors. One full time instructor is about to be awarded a PhD in Computer Security and
is a well-known author in the digital forensics arena. Her textbook is used nationwide and in
countries such as Australia and Namibia. The second full time instructor has completed his degree
work towards a PhD and works with business leaders in the region. Both full time instructors belong
to organizations such as Computer Technology Investigators Northwest (CTIN), the Agora, and
ISC2. Our adjunct instructors also bring significant industry experience and knowledge to the
classroom.
Quality Instruction. The AAS degrees in Network Specialist and Data Recovery/Forensics are
already mapped to the CNSS 4011 and 4013e standards. Highline CC has also applied for the
CAE2Y designation. Because of its unique position of, until recently, being one of the few schools
(2 or 4 year) which offered advanced forensics classes, The CAE2Y designation is awarded to
community colleges that have established a high quality cybersecurity program and have mapped
their coursed to two of the training standards of the Committee on National Security Systems.
Quality Hardware. The CIS classes are in three labs that are dedicated to our programs. Classes are
very hands-on intensive so that students can enter the workforce ready to deal with real world
situations. The support from Instructional Computing and Administrative Technology makes it
possible for students to have their own servers running with Internet access. New routers have been
purchased, and the existing hardware is on a rotation basis to keep them up to date and able to install
the latest operating systems.
Highline Community College
Page 17
Up-To-Date Curriculum. In the quarter they are offered, classes are modified to meet the demands
of the real world. New classes, such as the Cloud Computing and Web Application Hacking classes,
have been tested in the Continuing Education area. These courses will be switched from the
continuing education department into the CIS department in order to develop the new BAS
curriculum.
Student Internships and Job Shadowing. At Highline in the CIS program, students have to complete
an internship to obtain their AAS degree. Because of this requirement, relationships have already
established both on campus with Highline’s IT support staff and with companies such as Cisco, the
Seattle City Attorney’s office, the City of Seattle, Puget Systems, Microsoft, Boeing, and
Wilderness Technology Alliance. Students gain valuable experience that helps them obtain jobs
upon graduation. Internship and job shadowing opportunities would be expanded to make sure the
BAS graduates have applicable job experience before they graduate.
Undergraduate Research. The BAS at HCC will be a breeding ground for students who want to
make a difference. Because it is a goal at HCC to begin undergraduate research, our program would
be a field in which students could be given a “sandbox” in which to work out security issues. On our
isolated networks – both physical and in the cloud – students are free to experiment. Much to the
chagrin of many a designer, students will attempt things that never occurred to the designer. In one
such instance, a Highline student was commended for finding a security hole in the Amazon web
service. He followed protocol and informed his instructor, who put the student in touch with a Level
3 engineer at Amazon (most problems never go beyond the standard helpdesk or perhaps a Level 1
engineer) to figure out how the impossible was happening.
Summary and Conclusions
Highline Community College is well positioned to meet the demands of the cybersecurity age. We are one
of the few schools, two year or four year, in the nation to offer advanced digital forensics classes. We have
competed in the PRCCDC the last six years and have hosted four of the events. Our Networking and Data
Recovery/Forensics programs are mapped and certified under the NSA’s CNSS 4011 and 4013e
requirements, and we are line to become a Center of Academic Excellence in Information Assurance under
the NSA.
Our CIS/CSCI program has a history of offering high quality degrees, taught by skilled instructors. With
our isolated labs in the Higher Education Building, our students can do full installations of functional
networks on real hardware, not just virtual machines. These dedicated computer labs give the students
hands-on experience in installation, creation of networks, and securing networks and operating systems,
along with network router configurations and disaster recovery.
Highline Community College is one of the premier schools in this region and Washington State for
cybersecurity and forensics. The proposed BAS degree in Cybersecurity and Forensics emerges naturally
from our current AAS degree and builds on our existing strengths. In our efforts to create a pathway from
the high schools to AAS to BAS to jobs, we are collaborating with the other colleges in our region to ensure
we are providing what is best for our current students and for our community.
Highline Community College
Page 18
References
Corrin, A. (2012,Oct 26). Desperately seeking cybersecurity pros. FCW. Retrieved from
http://fcw.com/articles/2012/10/26/cyber-workforce.aspx
EMSI. (2013). Retrieved January 31, 2013 from http://www.economicmodeling.com/analyst/
Halzack, S. (2012, September 30). As demand rises for cybersecurity professionals, so does their pay.
Washington Post. Retrieved from http://articles.washingtonpost.com/2012-0930/business/35497573_1_cybersecurity-security-clearance-private-sector
Occupational Outlook Handbook: 2010-2011 Edition. (2010). U.S. Bureau of Labor Statistics (BLS).
System Direction. (2006, September). Washington State Board for Community and Technical Colleges.
The System Design Plan. (2009, December). Washington Higher Education Coordinating Board.
Verton, D. (2013, February 13). Obama issues cybersecurity executive order. Homeland Security Today.
Retrieved from http://www.hstoday.us/single-article/obama-issues-cybersecurity-executiveorder/e5a22b7b1052eebf4e648c37db849341.html
WGU Washington. (n.d.). Retrieved on February 23, 2013 from
http://washington.wgu.edu/about_WGU_washington/students.
Highline Community College
Page 19
Tab 5c
Tab 5d
Statement of Need
for a
Bachelor of Applied Science in Public Health Degree
Submitted to the
State Board for Community and Technical Colleges
by
Lake Washington Institute of Technology
Lake Washington Institute of Technology 2
Statement of Need: Bachelor of Applied Science in Public Health
Form A
COVER SHEET
STATEMENT OF NEED
Program Information
Program Name: Public Health
Institution Name: Lake Washington Institute of Technology
Degree: Bachelor of Applied Science in Public Health (BPH) Level: Bachelor Type: Public Health
CIP Code: 51.2201
Proposed Start Date: Fall Quarter 2014
Projected Enrollment (FTE) in Year One: 20 (FTE)
At Full Enrollment by Year: By Fall Quarter 2018:
35 (FTE)
Funding Source: State FTE ____ Self Support __X__ Other
Mode of Delivery
Single Campus Delivery: Kirkland Campus, 11605 132nd AVE NE Kirkland WA 98034
Off-site: n/a
Distance Learning: online, hybrid
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: Grace Lasker, Ph.D., CN
Title: Faculty
Address: 11605 132nd AVE NE Kirkland WA 98034
Telephone: 425-739-8163
Fax:
Email: grace.lasker@lwtech.edu
Date: 3/11/13
Chief Academic Officer
Lake Washington Institute of Technology 3
Statement of Need: Bachelor of Applied Science in Public Health
Contents
Introduction .................................................................................................................................................. 4
Relationship to Institutional Role, Mission, and Program Priorities ............................................................. 4
Support of Statewide Strategic Plans............................................................................................................ 5
Employer/Community Demand for Graduates ............................................................................................. 6
Building from Existing LWIT Programs .......................................................................................................... 9
Student Demand and Survey Feedback ...................................................................................................... 11
Maximizing State Resources to Serve Place-Bound Students..................................................................... 13
Conclusion ................................................................................................................................................... 15
Lake Washington Institute of Technology 4
Statement of Need: Bachelor of Applied Science in Public Health
Introduction
Lake Washington Institute of Technology (LWIT) is dedicated to workforce education and
supports this mission by advancing student pathways, student achievement, external
engagement, and college community. LWIT is planning to implement a Bachelor of Applied
Science in Public Health (BPH) degree in Fall Quarter 2014 to meet the needs of our growing
student population. A significant number of our student population is enrolled in a healthrelated degree program. Almost all of those students are obtaining terminal AAS degrees. This
bachelor’s degree is designed to allow these students to obtain a 4-year degree while using
their AAS degree as the first two years of the program. Graduates from this degree program will
have significant hands-on technical skills (and certification in their respective AAS degree
programs) as well as strong public health skills. These graduates will be prepared for jobs in the
public and private sector in areas such as community health, epidemiology, and biostatistics.
Relationship to Institutional Role, Mission, and Program Priorities
Lake Washington Institute of Technology’s mission statement is to prepare students for today's
careers and tomorrow's opportunities. Part of LWIT’s strategic plan is to increase the number of
bachelor’s degrees offered. This is one of the Board of Trustee’s priorities and is fully supported
from the President through the faculty, as illustrated by the fact that this program proposal
originated from faculty involved in allied and public health programs and received presidential
approval for further study in June 2012. The design of this degree is based directly on the core
themes identified during both its accreditation self-study and strategic planning processes.
There are four core themes that directly support the College’s mission: Pathways, Student
Achievement, External Engagement, and College Community. As proposed, this degree will
provide more opportunities for students and support the College’s core theme “Pathways,”
which reflects LWIT’s commitment to offering certificates, transfer degrees, and
professional/technical degrees to residents of Western Washington to upgrade their skills,
transition into new careers, and further their education and training.
Additionally, this degree supports a second core theme, “Student Achievement,” by allowing
students the opportunity to learn advanced skills and knowledge to achieve their educational
goals and participate in the workforce. By partnering with neighboring industry, educational,
public, and private institutions by way of the core theme of “External Engagement,” this degree
will positively impact Western Washington businesses and residents. Finally, LWIT will commit
to developing a solid four-year public health degree with rigorous academics, and state of the
art instruction and facilities to provide a strong “College Community,” the College’s fourth core
theme, for all those who enter into the program.
Lake Washington Institute of Technology 5
Statement of Need: Bachelor of Applied Science in Public Health
LWIT is well-known across the region for its allied health programs including RN-Nursing, Dental
Hygiene, Physical Therapist Assisting, Occupational Therapy Assisting, and Medical Assisting.
The College offers 12 health and social services degrees in total. The majority of these programs
are nationally accredited, and the quality of the programs has been evident for years through
impressive student pass rates on certification examinations. To support these programs, LWIT
opened a new 83,000-square-foot, three-story building in September 2011, that features
classrooms, laboratories, offices, clinical facilities, and a lecture hall, all dedicated to allied
health studies. The Allied Health Building was funded in part through a partnership between
LWIT and the Washington Network for Innovative Careers (WaNIC), a consortium of seven K-12
school districts offering high school students the opportunity to take college-level courses. This
partnership gives LWIT the opportunity to provide a seamless educational program from high
school through a baccalaureate program. This proposed public health degree is, then,
supported by LWIT’s strong commitment to allied health by way of state-of-the-art facilities, an
excellent faculty and staff, and community and support from other educational institutions.
LWIT is proud of the success we have achieved since the launch of our Bachelor of Technology
in Applied Design (BTAD) degree in fall 2009. The Applied Design program provides the
opportunity for applied associate's degree graduates in design-related fields to develop the
skills needed to become successful lead designers, supervisors and project managers. The
degree has a common core of courses that meets the academic and professional requirements
of industry, and the core curriculum emphasizes the practice of design, managing creativity,
design technology, project management, entrepreneurship and professional issues. The
program features our popular evening/hybrid format designed for working students. Each class
meets in the evening once a week, with the remainder of the coursework completed online. As
this is the same model proposed for the BPH, the degree will be supported by frameworks
already in place for student success at the bachelor’s level.
Support of Statewide Strategic Plans
The Washington Student Achievement Council’s (WSAC) strategic action plan intends to
increase college-level enrollment and support students in order to achieve their collegiate
goals. It focuses on required skills and knowledge to help increase economic growth, and
develops initiatives that will support stakeholders. The WSAC’s strategic action plan involves
five areas: Readiness, Affordability, Institutional Capacity and Student Success, Capturing the
Potential of Technology, and Stable and Accountable Funding.1 LWIT supports these areas with
various College initiatives and support services by:
 integrating I-BEST (Integrated Basic Education Skills Training) into the first two years of
academic classes for the BPH
1
Washington Student Achievement Council. (2012). Critical crossroads: A call for action. The 2012 Strategic Action
Plan for Educational Attainment. Retrieved from http://www.wsac.wa.gov/sites/default/files/SAPCriticalCrossroads-2012.pdf
Lake Washington Institute of Technology 6
Statement of Need: Bachelor of Applied Science in Public Health




offering affordable tuition compared to other institutions that offer a BPH or similar
degree
integrating student success and support initiatives into the College’s strategic plan
using technology in the classroom (including laboratory and eLearning technology)
and dedicating resources to this new program via budget and financial support.
This degree will support the Washington State Board for Community &Technical College’s
System Direction and Mission Study Recommendations by:
 serving more Western Washington residents while also meeting the needs of local
economies by increasing the number of skilled employees in the areas of greatest
unmet need
 expanding the pipeline to associate and bachelor’s degrees, particularly in math,
science, engineering and allied health at technical colleges
 producing education that meets the needs of local communities by taking advantage of
cost effective partnerships
 increasing pathways available to high schools such as students at the Lake Washington
Technical Academy (300-350 high school junior and senior students training for a career
and earning a high school diploma at LWIT)
 using technology and 21st century teaching and learning to train skilled workers
 and increasing access for underserved students with eLearning educational
opportunities.2
Employer/Community Demand for Graduates
The Associations of Schools of Public Health estimates 250,000 new public health workers will
be needed in 2020 in this country due to shortages from retirement and lack of newly trained
public health workers. 3 Dr. David Fleming, M.D., Director and Health Officer, Public Health —
Seattle & King County, confirmed a significant need for public health workers both regionally
and state-wide in an interview to assess community demand for LWIT BPH graduates. An LWIT
survey of regional employers also confirmed a regional need for BPH graduates, with a majority
agreeing that they have trouble finding 4-year graduates in public health or a related field to
meet their employment needs.
The business model of healthcare is changing from a “regulatory” or “provider-based” model to
a “health promotion model” which requires public health workers to fulfill local, state, federal,
and private organizational needs. Dr. Fleming sees a need for graduates to have skills at the
individual patient level, the home and community level, and in chronic disease intervention and
education. His view of the evolving public health workforce is supported by the Washington
State Employment Security Department statistics that predict that “Health services and social
2
Washington State Board of Community and Technical Colleges. (2006). System direction: Creating opportunities
for Washington’s direction. Retrieved from http://www.sbctc.ctc.edu/docs/sbctc_system_direction_final.pdf
3
Association of Schools of Public Health. (2008). Confronting the public health workforce crisis: ASPH statement
on the public health workforce. Retrieved from http://www.asph.org/UserFiles/PHWFShortage0208.pdf
Lake Washington Institute of Technology 7
Statement of Need: Bachelor of Applied Science in Public Health
assistance” employment will represent 12.5% of the estimated share of employment in 2020:4
“For the state, the largest increases in employment shares are expected to be in computerrelated occupations; healthcare practitioners and technical occupations; and healthcaresupport occupations. Two of these three occupational groups (health-related occupations) are
also on top of the list for the national projections.” 5 LWIT supports the need for more public
health and related workers, as well as the need for skilled employees, with the implementation
of this degree to meet regional and state-wide employment projections.
Dr. Fleming mentioned that current community-based organizations with a health emphasis
have financial restraints that are driving them to hire bachelor’s-level workers rather than
master’s-level workers. This aligns with state projections regarding anticipated changes to the
workforce, with 22.5% of all jobs in Washington State expected to require a bachelor’s degree
by 2020. Occupations requiring a bachelor’s degree constitute the fastest employment growth
projection (1.67 percent average annual growth rate). When workers transition from an
associate’s degree to a bachelor’s degree, their wages increase by an average of $18, 984/year,
the largest gain for any degree transition. 6 An LWIT regional survey of employers echoed this
need to increase the number of workers with bachelor’s degrees, with a majority of them
planning to increase the number of 4-year graduates with a degree in public health or a related
field on their staff.
New hires have significant employment potential in the private sector as the “science of
worksite wellness” is growing and companies are looking for ways to reduce health insurance
cost burdens by offering programs for prevention and health education to workers. According
to the Washington Employment Security Department, Labor Market and Economic Analysis
Branch, 2020 employment projections for the following related job titles total over 468,474
jobs in the state of Washington: 7
SOC*
11-9111
13-1041
17-2111
19-2041
19-4091
21-1022
21-1023
4
Title
Medical and Health Services Managers
Compliance Officers, Except Agriculture, Construction, Health and Safety, and
Transportation
Health and Safety Engineers, Except Mining Safety Engineers and Inspectors
Environmental Scientists and Specialists, Including Health
Environmental Science and Protection Technicians, Including Health
Medical and Public Health Social Workers
Mental Health and Substance Abuse Social Workers
Est. Emp.
2020
8,839
6,109
713
4,970
1,376
4,286
1,872
Washington State Employment Security Department. (2012, July). 2012 Employment Projections. Retrieved from
https://fortress.wa.gov/esd/employmentdata/docs/occupational-reports/employment-projections.pdf
5
Washington State Employment Security Department. (2012, July). 2012 Employment Projections. Retrieved from
https://fortress.wa.gov/esd/employmentdata/docs/occupational-reports/employment-projections.pdf
6
Ibid
7
Washington Employment Security Department, Labor Market and Economic Analysis Branch. (2012, May).
Washington Industry Control Totals for Occupational Employment Projections, May 2012. Retrieved from
https://fortress.wa.gov/esd/employmentdata/reports-publications/industry-reports/employment-projections
Lake Washington Institute of Technology 8
Statement of Need: Bachelor of Applied Science in Public Health
21-1029
21-1091
29-0000
29-2000
29-2071
29-2799
29-9000
29-9011
29-9012
29-9799
31-0000
31-9000
31-9799
Social Workers, All Other
Health Educators
Healthcare Practitioners and Technical Occupations
Health Technologists and Technicians
Medical Records and Health Information Technicians
Health Technologists and Technicians, All Other
Other Healthcare Practitioners and Technical Occupations
Occupational Health and Safety Specialists
Occupational Health and Safety Technicians
Healthcare Practitioners and Technical Workers, All Other, including genetic
counselors
Healthcare Support Occupations
Other Healthcare Support Occupations
Healthcare Support Workers, All Other
1,980
1,108
189,115
65,077
6,350
4,166
4,395
2,353
647
983
101,369
54,714
8,052
For the table above, the “Standard Occupational Classification (SOC) system is used by Federal
statistical agencies to classify workers into occupational categories for the purpose of
collecting, calculating, or disseminating data”.8 The titles are a description of the SOC number.
“Healthcare support workers” are considered “In Demand” in both the state of Washington and
in King County, WA.9 In the “Health services and social assistance” category, 2020 Washington
State projection is 400,400 jobs, an average of 2.05% growth from 2010-2020. For King County,
WA, the projection is 141,300 jobs with the same percent growth rate predicted for the state.10
There are no specific employment projections for “public health worker” since they are
included in SOC categories such as above.
Regional employers have also expressed a need for BPH graduates to fill current and future
employment gaps. For example, International Community Health Services, DESC (Shelter,
Housing and Services for Homeless Adults in Seattle), Consejo Counseling and Referral Service,
and Lifelong AIDS Alliance plan to increase the number of 4-year graduates with a degree in
public health or a related field. Staff at DESC (Shelter, Housing and Services for Homeless
Adults in Seattle), Consejo Counseling and Referral Service, and Lifelong AIDS Alliance also has
trouble finding 4-year graduates in areas such as public health or a related field to meet their
employment needs. They believe it would be a benefit for the College to offer this BPH degree.
This aligns with feedback from Dr. Fleming, who mentioned that local businesses and public
health agencies are having difficulty finding four-year graduates.
8
Bureau of Labor Statistics. (n.d). Standard Occupational Classification. Retrieved from http://www.bls.gov/SOC/
Washington Employment Security Department. (n.d.). Learn about an occupation. Retrieved from
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-indemand?searchCriteria=211091&ext=a-000000
10
Washington Employment Security Department, Labor Market and Economic Analysis Branch. (2012, May).
Nonagricultural Wage and Salary Employment Estimates. Retrieved from
https://fortress.wa.gov/esd/employmentdata/docs/occupational-reports/long-term-industry-projections.xls
9
Lake Washington Institute of Technology 9
Statement of Need: Bachelor of Applied Science in Public Health
Building from Existing LWIT Programs
The following allied health and social service AAS, AAS-T, or direct transfer degrees are
currently offered at LWIT:
Yearly Enrollment
Program
2012- 2011- 2010- 2009Start Date
2013 2012 2011 2010
Dental Assisting
1993
80
93
100
92
*
Dental Hygiene
1996
87
108
125
166
*
Energy & Science Technician
2002
18
21
28
24
*
Fitness Specialist/Personal Trainer
1996
12
20
31
41
*
Funeral Service Education
2010
53
45
35
17
Massage Practitioner
1995
29
30
22
17
Medical Assisting*
1996
163
141
131
101
*
Nursing RN
2002
261
296
352
471
*
Occupational Therapy Assistant
2008
60
51
47
27
*
Physical Therapist Assistant
2007
77
62
64
41
*
Pre-Nursing DTA
2010
393
367
277
0
Social & Human Services
2002
66
79
83
52
20082009
88
151
10
28
0
0
53
408
0
22
0
43
* designates program meets science/math requirements for admission into BPH.
These programs are supported by 36 full-time and over 145 part-time faculty. They are also
supported by Academic I-BEST initiatives and other developmental education grants and
programs designed to optimize student achievement and success. Each department has a rich
and historical relationship with regional stakeholders in allied health and their respective
disciplines. These degree programs are fully supported by individual advisory boards, as would
the BPH program. For students who wish to enter into the BPH program upon graduation from
these programs, they would need to have taken a college-level mathematics/quantitative
reasoning course as well as a lab science course. Most of the 12 feeder programs already have
these requirements. For those programs that do not, students will need to be advised into the
college-level mathematics and lab science course before they can be considered for the BPH
program.
Students who graduate from these 12 programs will be eligible for admission after completion
of their two-year degree, allowing them to enter the competitive admissions process for
entrance into the third year of the BPH program. There are additional programs at neighboring
institutions that may be a potential feeder into the BPH program. Students from these
programs will also have taken a college-level mathematics and lab science course for
consideration. Fortunately, academic coursework is similar from one program to the next in
many allied health degrees due to outside accreditation requirements. The following are the
local programs that may feed into the BPH degree:
Lake Washington Institute of Technology 10
Statement of Need: Bachelor of Applied Science in Public Health
Seattle Central Community College
North Seattle Community College
Edmonds Community College
Everett Community College
Shoreline Community College
Bellevue College
Renton Technical College
Highline Community College
Green River Community College
Dental Hygiene
Nursing (R.N.)
Surgical Technology
Respiratory Care
Medical Assisting
Pharmacy Technician
Social and Human Services - Alcoholism and Chemical
Dependency Counseling
Dental Hygiene
Medical Assistant
Health Information Technology
Dental Hygiene
Medical Lab Technology
Nursing - RN
Nursing - RN
Radiologic Technology
Radiation Therapy
Diagnostic Ultrasound
Electroneurodiagnostic Technologist
Nuclear Medicine Technology
Dental Assistant
Massage Therapy Practitioner
Medical Assistant
Surgical Technologist
Phlebotomy Technician
Ophthalmic Assistant
Nursing - RN
Chemical Dependency Professional
Community Health & Wellness
Medical Assistant
Personal Fitness Trainer
Polysomnographic Technology
Respiratory Care
Occupational Therapy
Physical Therapist Assistant
Lake Washington Institute of Technology 11
Statement of Need: Bachelor of Applied Science in Public Health
Student Demand and Survey Feedback
LWIT recently assessed student demand for the BPH degree with a student survey [Appendix A]
administered to students in the 12 allied health and social service degree programs as well as
students completing pre-requisites to enter into these programs. The survey was conducted
both online through emails and via paper assessment in the classroom in general science
courses (chemistry, biology, nutrition, microbiology) and the following programs of study:
Dental, Energy & Science Technician, Fitness Specialist/Personal Trainer, Funeral Service
Education, Medical Assisting, Nursing RN, Occupational Therapy Assistant, Physical Therapist
Assistant, Social & Human Services, and Pre-Nursing DTA.
Students in their last quarter were also asked to complete a survey of interest. Responses were
gathered from students in the following programs: pre-Nursing DTA, Social & Human Services,
Nursing RN, Funeral Service Education, Occupational Therapy Assistant, and Dental Hygiene.
For students in any of the 12 allied health and social service degrees or working toward prerequisite completion for these programs (N=236):
Survey Question
If LWIT were to offer a bachelor’s degree in
public health, would you be interested in
learning more about this degree?
If LWIT were to offer a bachelor’s degree in
public health, would you be interested in
applying for such a program to meet your
educational and employment goals?
Yes
56%
(N= 131)
No
19%
(N=47)
Maybe
25%
(N=58)
46%
(N=109)
21%
(N=50)
30%
(N=71)
For students in their degree program’s last quarter of study (N=11):
Survey Question
If LWIT were to offer a bachelor’s degree in
public health, would you be interested in
learning more about this degree?
If LWIT were to offer a bachelor’s degree in
public health, would you be interested in
applying for such a program to meet your
educational and employment goals?
Yes
36.4%
(N=4)
No
9.1%
(N=1)
Maybe
54.5%
(N=6)
27.3%
(N=3)
9.1%
(N=1)
63.6%
(N=7)
Results of the student survey indicate support for this degree to provide a means to achieve
educational and future employment goals for students.
Lake Washington Institute of Technology 12
Statement of Need: Bachelor of Applied Science in Public Health
Students were also asked to rank interest in the following specialties (Community Health,
Epidemiology, and Biostatistics).
(N=~196)
Community Health
Epidemiology
Biostatistics
Rank #1
90
95
24
Rank #2
53
83
54
Rank #3
53
18
112
Epidemiology ranked first, with Community Health a close second, and Biostatistics third.
Epidemiology was defined to students as “The study of factors determining disease, injury, and
other health-related events and their causes.” Biostatistics was defined to students as “The
analysis of biological or medical data to help better human health.” Community Health was
defined to students as “The study and improvement of the health of communities.” Their
response indicated that students want their learning experience to be more technical, which
matches their background in applied health and reaffirms LWIT’s decision to focus on technical
and hands-on coursework and program requirements.
LWIT plans to offer this degree with a Fall Quarter 2014 start date in a cohort model. This
model is already being implemented via the Bachelor of Applied Design (BTAD) degree currently
in its third year at LWIT. Students benefit from the cohort model in many ways: they strengthen
their relationships with each other from quarter to quarter by having the same classmates each
time; they work with faculty who teach multiple quarters who have already worked with them
and know their learning needs to adapt curriculum as needed; they gain an understanding of
specific student support services in place for each cohort; and they feel more deeply connected
to the program, faculty, and college due to the smaller class size, additional faculty support, and
additional resources and technology provided for the class. LWIT’s eLearning department
already has experience supporting a hybrid-based cohort model.
The BTAD is currently designed with night class meetings and online instruction for every third
and four year course. The BPH will follow this same model. Early student interest surveys
indicated that 95/191 students surveyed would be interested in applying for this degree. We
anticipate a solid demand for this degree from within the LWIT student population and from
others across the region. We anticipate a conservative, but gradual increase in enrollment.
BPH
Enrollment
Projections
(FTE)
Year One
(2014-2015)
Year Two
(2015-2016)
Year Three
(2016-2017)
Year Four
(2017-2018)
Year Five
(2018-2019)
25
27
30
32
35
Lake Washington Institute of Technology 13
Statement of Need: Bachelor of Applied Science in Public Health
This degree is also being considered for accreditation through CEPH – The Council on Education
for Public Health. Currently, CEPH is developing a process for accreditation of bachelor’s
degrees in public health at institutions not already accredited for graduate programs. CEPH will
release “proposed criteria for standalone baccalaureate programs in public health for public
comment11” during winter, 2013.
Maximizing State Resources to Serve Place-Bound Students
Western Washington has only one college or university (public or private) currently offering a 4year program in public health. The University of Washington-Seattle’s public health degree is
designed as a bachelor’s of art or science, depending on courses taken. The University of
Washington-Bothell is offering a 4-year B.A. in health studies starting in fall 2013 with four
concentrations in Ethics, Education, Policy and Management, Health and Life Sciences, Social
and Historical Studies, and Health Issues and Interventions at Local and Global Levels.
There are many opportunities to earn a BPH degree online:
Institution
Walden University (online)
University of North Carolina – Greensboro
(online)
Northeastern University (online)
Kent State (online)
Kaplan University (online)
Tuition Cost
$52,000 + fees (no residency required) – four
years
$12,000 + fees (non-residents) for last two
years only, must transfer in first two years
$53,600 + fees (non-residents)
$39,000 + fees (non-residents)
$66,780.00 + fees (non-residents)
LWIT tuition costs $15,800 + fees for residents taking 15 bachelor-level credits per quarter (fall,
winter, spring) for two years. This is part of LWIT’s commitment to provide a reasonably-priced
program at the bachelor’s level.
The BPH concentrations will provide unique opportunities for students in this region and will
complement Seattle Central Community College, UW-Seattle, and UW-Bothell offerings. After
discussions with UW-Seattle School of Public Health administration, LWIT has chosen to focus
on concentrations that will include biostatistics, epidemiology, and community health. Dr. Mark
Oberle, associate dean of UW-Seattle School of Public Health, suggested biostatistics and
epidemiology as a complement to their undergraduate program (and having the greatest need
11
Council on Education for Public Health. (2013). Road to Bachelorette Accreditation. Retrieved from
http://ceph.org/constituents/programs-baccalaureate-level/road-to-accreditation/
Lake Washington Institute of Technology 14
Statement of Need: Bachelor of Applied Science in Public Health
in the region/state), while Dr. Ona Canfield, former Dean of Allied Health at Seattle Central
Community College, suggested community health as a complement to their proposal (currently
in review) to offer a four-year allied health degree. Dr. David Allen, chair of the Nursing and
Health Studies (NHS) at UW-Bothell, supports collaboration between LWIT and the NHS
department to meet student needs, as do UW-Seattle and SCCC. This potential for multi-college
and university collaboration is a unique and exciting aspect of this degree offering at LWIT and
the College welcomes all partnership and collaboration opportunities. It also allows for shared
resources and economic advantages that will benefit all stakeholders.
LWIT’s BPH will feature a competitive admissions process. Opening this degree program will
allow increased opportunities to students who, while well qualified, may be denied the chance
to continue their public health education in the university system. In the design of the BPH,
LWIT is committed to the State Board’s goal of providing not just access but also flexibility in
course scheduling to help accommodate working adults. One component of this design involves
increasing eLearning and distance education offerings to students across Washington State. Our
eLearning office is dedicated to state-of-the-art distance learning instruction and is wellconfigured to support this new initiative.
Additionally, many faculty proposed as instructors within the BPH program already offer
courses online or in a hybrid format (one day face to face, the rest of the course online).
Following the model developed for delivery of our current baccalaureate program in applied
design, the third and fourth year courses in the BPH will be designed as online or hybrid. This
allows working students, place-bound students, and students with limited ability to physically
attend campus the ability to earn their 4-year degree. Students with health-related 2- or 4 yeardegrees from regional and state colleges who wish to enter into the BPH program will also be
considered for admission into the program.
LWIT values and celebrates student diversity in a number of ways including support for an
active Diversity Committee, using Intercultural Appreciation as one of the college’s five student
global outcomes, and focusing on diversity work within the Strategic Plan. LWIT consistently
enrolls greater percentages of students of color than reflected in the surrounding school
districts. Excluding students who choose not to report race, LWIT’s fall 2012 enrollment was
34% students of color compared to the surrounding school district average of 29%. Additionally,
over 7% of enrolled students report having a disability and the average age of students is 32.
This strong enrollment from diverse students in existing programs at LWIT will benefit the
recruiting opportunities for a new Baccalaureate program. From the recruiting context, the
college consistently reaches out to historically disadvantaged populations by hosting Veteran’s
job and resource fairs, WorkSource resource fairs, LGBTQ education events, and students of
color career conferences. Outreach for a new applied baccalaureate degree would occur at all
of these events. Because the BPH program will use selective admission, LWIT will carefully
monitor diversity in student enrollment in the program to determine the extent to which it
represents the local community and to determine if action needs to be taken to change the
recruitment processes.
Lake Washington Institute of Technology 15
Statement of Need: Bachelor of Applied Science in Public Health
Conclusion
LWIT has the unique opportunity to provide a bachelor’s degree in public health that is
workforce and skills-based in its design and competencies. LWIT is the only school in the region
that will combine certification in existing allied health programs with curriculum that provides
rigorous education to support the field of public health. Future graduates will be public health
practitioners with certifications in other health fields, making them highly sought after for
employment in Western Washington. Additionally, LWIT will offer the last two years of the
degree program as online/hybrid, allowing more students to achieve their educational goals
than a traditional face-to-face degree may provide. The College is proud to support a workforce
education mission and is excited to provide skilled, highly-trained public health workers to
preserve and promote the health and wellness of all Washingtonians.
Tab 5e
Statement of Need for the Bachelor of Science in Nursing Forms A and B Originally Submitted on March 8, 2013 by Seattle Central Community College Modifications Submitted on March 18, 2013
Table of Content: Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 3 Introduction to the Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Relationship to Institutional Role, Mission, and Program Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Seattle Central Community College’s Core Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 How SCCC’s Core Themes Are Reflected in the BSN Program Design . . . . . . . . . . . . . . . . . . . . . . . . page 5 Support of Statewide Strategic Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6 Employer/Community Demand for Graduates with Baccalaureate Level of Education Proposed in the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 8 Employer Survey Data ‐ Bellevue College 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 9 City of Seattle Office of Economic Development Data on Seattle Hospitals . . . . . . . . . . . . . . . . pages 9‐10 Applied Baccalaureate Program Builds from Existing Professional and Technical Degree Program Offered by the Institution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 SCCC’s Nursing Program Enrollments (2007‐2012) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Student Demand for Program Within the Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Colleges in Puget Sound Area Offering ADN Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 12 Projected SCCC’s Five‐Year Enrollments in BSN Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . page 13 Efforts to Maximize State Resources to Serve Place‐Bound Students . . . . . . . . . . . . . . . . . . . . . . . page 13 SCCC’s Nursing Program Students by Residence Location (2007‐2012) . . . . . . . . . . . . . . . . . . . . . page 13 SCCC’s Nursing Program Demographics (2007‐12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 14 Closing Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 16 Appendix 2 Form A COVER SHEET STATEMENT OF NEED Program Information Program Name: Bachelor of Science in Nursing (RN‐B) Institution Name: Seattle Central Community College__________________________________________ Degree: _B.S. Nursing____ Level: ___Bachelor__ Type: __Nursing_____ CIP Code: __51.3801__ (e.g. B.S. Chemistry) (e.g. Bachelor) (e.g. Science) Proposed Start Date: Fall 2014 Projected Enrollment (FTE) in Year One: ____27________ At Full Enrollment by Year Five: ____60____ (# FTE) (# FTE) Funding Source: State FTE __X_ Self Support ____ Other Mode of Delivery Single Campus Delivery: Seattle Central Community College____________________________________ (enter locations) Off‐site: Some classes may be offered across the Seattle Community College District (SCCD)__________ (enter locations) Distance Learning: Some classes may be offered via Canvas LMS_________________________________ (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: Warren Brown, Ed.D. Title: Executive Vice President for Instruction and Student Services Address: 1701 Broadway, BE 4180; Seattle, WA 98122 Telephone: 206‐934‐5481 | Fax: 206‐934‐4390 Email: warren.brown@seattlecolleges.edu Chief Academic Officer 3/7/2013 Date 3 Introduction to the Degree Seattle Central Community College (SCCC) proposes to develop a Bachelor’s of Science in Nursing (RN‐
B) to meet the growing need for professional certifications that current holders of the professional credential (RN) and the associate degree in nursing (ADN) require. Seattle Central plans to admit students in fall quarter of 2014. The degree will provide a bridge for those who hold an RN to complete the RN‐B (BSN). The RN‐B (BSN) is also positioned within the SCCC’s Nursing program so that our students who are working towards their ADN will be able to continue their ease‐of‐access to SCCC and build more marketable skills that are required in the health care industry. Additionally, this degree will be available to students in ADN degree programs throughout the Seattle Community College District (SCCD), thus addressing affordability and access issues for students who live or work in Seattle. Throughout this proposal you will find RN‐B (Registered Nurse Bachelor’s) and BSN (Bachelor’s of Science in Nursing) as being interchangeable. This interchangeability is based on the fact that both degrees are approved by the Nursing accrediting bodies and research on BSNs generally includes RN‐B degrees as being synonymous. However, programmatically there are different academic paths for these degrees. The RN‐B is considered a post‐licensure program, whereas, the BSN degree is considered a pre‐licensure program. These academic differences are significant in the context of the SBCTC baccalaureate degree granting authority [per RCW 28B.50.030(2)]. The baccalaureate granting authority requires that the program is designed for individuals who hold an associate of applied science degree. In this case, the ADN is the applicable degree. ADN graduates, who then obtain their licensure (i.e., ready to practice) are now provided this RN‐B route to obtain their baccalaureate degree. Whereas, a traditional BSN is generally not based upon a 2 + 2 model ‐ the student completes 4 years of a program and then sits for her/his licensure test. It is the intent of SCCC to award the RN‐B degree, based upon the 2+2 model and adhere to the SBCTC degree granting RCW. 1. Relationship to Institutional Role, Mission, and Program Priorities Seattle Central Community College requires that every new program align to its mission to “promote educational excellence in a multicultural urban environment [and] provide opportunities for academic achievement, workplace preparation, and service to the community.” SCCC aspires to become a regional leader in developing new health care workers as well as providing advanced credentials to meet the evolving qualifications that are required in the field. Seattle Central Community College’s Core Themes 4 How SCCC’s Core Themes Are Reflected in the BSN Program Design Responsive Teaching and Learning  For our nursing program, current and innovative teaching is our benchmark. Most nursing programs cite high NCLEX (National Council Licensure Examination) pass rates as evidence of a quality program. NCLEX is a required national exam that permits students who have successfully completed their nursing program to become licensed to legally practice as a nurse. SCCC has maintained a high NCLEX pass rate, which has a 5‐year average of 96.24% (2007‐2011 NCLEX School Reports). Furthermore, our program is being responsive in addressing trends that show the BSN as being the key certification that is foundational to future professional opportunities for nurses. Catalyst for Opportunities and Success  SCCC has developed a strategic plan to leverage our highly successful associate degree programs with the growing need for advanced credentials. Furthermore, SCCC is building on our successful reputation as a BAS “pilot” school (based on the expansion of the legislatively enacted E2SHB, in 2008, to include Seattle Central within the second group with 2 other institutions). Our only current BAS program in Applied Behavioral Sciences has already graduated students who are now completing Master’s degrees. Strategically, SCCC is leveraging our health care associate programs with growing needs based on the Health Care Reform Act. The Health Care Reform Act will bring about the re‐authorization of the Title VIII Nursing Workforce Development program which will mean greater federal support for nursing education. We have already been approved for an innovative AAS‐T in Allied Health and working on the C & D portion of our BAS in Allied Health that will address the needs in health care areas that do not require a specific degree in their program area. This BSN degree will further complement our proactive curriculum in allied health. Diversity in Action  SCCC is a multicultural learning environment with 54.9% of our college enrollments being students of color. We look to leverage the diversity of the college as a means to further diversify future employees within nursing and other allied health fields. Communities Engagement  SCCC is uniquely positioned in the heart of Seattle and also the heart of the area hospitals. Through this BSN program, we look forward to strengthening our partnerships with Group Health Co‐op, Veterans Hospital, Virginia Mason, Swedish Hospital, and others, as we send our graduates to their sites and also provide ease of access for their LPNs to come to SCCC to obtain their BSN. Over the past five years, SCCC has developed internal and external relationships to assess the feasibility of creating a regional health care learning center that maximizes our unique location near Seattle’s hospitals, collaborating with smaller Seattle‐area clinics, and with the variety of quality allied health programs that we currently offer (Respiratory Technology, Dental Hygiene, Opticianry, Surgical Technology, and Nursing). SCCC is also coordinating with our SCCD “sister‐colleges” (North Seattle and 5 South Seattle) to have this BSN degree as a “district‐based” degree. SCCD establishes that all BAS degrees have a single campus accreditation, but will be “district‐based” through providing articulations between our sister‐colleges, the possibility of having some select classes at our sister‐colleges, sharing instructional equipment across our sister‐colleges, and/or having faculty from the sister‐colleges occasionally teach in the given BAS program. Further BAS degree development is both supported by and vetted through SCCC’s President’s Cabinet. In 2012, all academic deans met and created an Instructional Master Plan. This master plan highlighted the need to grow the ADN program by providing a BSN degree. At that same time, our Instructional Master Plan was then ratified by the President’s Cabinet. In Nursing, and other programs, each year a program development and sustainability analysis is completed by the President’s Cabinet to ensure the programs are properly enrolled and supported. In 2009, Seattle Central Community College was granted candidate status by the Northwest Commission of Colleges and Universities (NWCCU) to offer a baccalaureate degree in Applied Behavioral Science. Thereafter, in 2012, NWCCU completed a full 7‐year evaluation of SCCC which affirmed our status as a baccalaureate‐granting institution. Any additional BAS degrees will be seen as a minor change from NWCCU. Currently, SCCC has completed a review by the Washington State Nursing Quality Care Commission. Our Nursing program is currently undergoing a standard reaccreditation cycle by the National League for Nursing Accrediting Commission (NLNAC) which will be completed in fall 2013. In anticipation of eventual approval of the BSN degree, SCCC is restructuring our Nursing program by upgrading our former faculty coordinator position and creating a new Associate Dean of Nursing position that will have direct responsibilities for supervising, managing, and growing both the BSN and ADN programs. In addition to continuing education, certificates, professional/technical degrees and transfer degrees, baccalaureate degrees are a means by which Seattle Central Community College will fill a critical gap for accessible education in health fields required by Seattle employers and citizens. The BSN degree meets the expressed needs of community college students seeking access to a bachelor’s degree, and many local and regional employers seeking BSN trained health workers. This degree supports SCCC’s role to provide high quality, flexible, accessible educational programs that strengthen the economic potential and workplace preparation of a multicultural urban community. 2. Support of Statewide Strategic Plans According to the SBCTC website, “Applied baccalaureates are designed to fill specific skill gaps and serve students seeking degrees in technical areas with limited opportunities available at four‐year colleges.” As noted in the introduction to this proposal, this RN‐B (BSN) degree conforms with all RCW requirements and, in particular, with RCW 28B.50.030(2). This BSN proposal supports the goals outlined in the State Board for Community and Technical College (SBCTC) Mission Study and the Higher Education Coordinating Board (HECB)/Student Achievement Council’s (WSAC) Strategic Master Plan for Higher Education in the following ways: 6 Although the HECB is no longer part of the review process, in 2006, the HECB created a report entitled, ”State and Regional Needs Assessment” in which nursing was designated as a high demand profession. The report noted that half of all future health care employment demand would be for nurses and, hence, recommended increases in baccalaureate nursing programs. SCCC intends to moderately add to the supply of BSN nurses, but alone with the University of Washington‐Seattle (UW) and SCCC as the only public BSN programs in Seattle ‐ there will be a need for additional area schools to expand their BSN production. Additionally the WSAC policies as articulated in the 2008 “Strategic Master Plan for Higher Education” (SMPHE) and the “Opportunities for Change: Implementing the 2008 Strategic Master Plan” call for the following actions (and then note how SCCC meets the WSAC plan): 1. “Increase degree and certificate attainment by more than 40% annually by 2018”  As noted in the SMPHE, Nursing is listed as an occupation “most impacted by baby boomer retirements.” Thus, it is imperative to grow the pipeline of colleges offering BSN degrees to meet both the 2018 goal as well as meeting the current demand as nurses retire. With only the UW as the only public college in Seattle with a BSN degree, SCCC will be able to accommodate additional qualified BSN applicants in our proposed program. 2. “Promote economic growth and innovation by focusing on the skills and knowledge needed for prosperity in the 21st century”  On October 5, 2010, the Institute of Medicine (IOM) released its recommendations on Nursing in the United States, “The Future of Nursing: Leading Change, Advancing Health.” The IOM Report cited the need to increase the proportion of RNs with BSN degrees from 50% to 80% by 2020. Therefore, the ADN degree will become the entry requirement for the profession but the 21st century is increasingly requiring the BSN. SCCC is following our core theme of “responsive teaching and learning” to upgrade our ADN program to provide skills demanded for future nurses. 3. “Emphasize accountability for results throughout the higher education system”  SMPHE also notes “expanding the capacity for our higher education system is the most direct route to raising the overall level of educational attainment in our society.” Thus, by holding SCCC accountable not only for providing access for more nurses – but ensuring that they are able to pass the NCLEX exam in high rates (as noted earlier our pass rates are 96.24%) will lead to college accountability in meeting the state’s needs. According to data from “The Master Plan for Nursing Education in Washington” and “The Council on Nursing Education in Washington State” (CNEWS), only 43% of RNs in Washington hold a BSN. Thus, state councils have targeted significant increases in BSN attainment as a state priority. 7 A 2012 Legislative proviso directed the State Board for Community and SCCD to expand its BAS offerings. In that legislative proviso, allied health was listed as a broad category for the SCCD to establish BAS degrees in health programs. SCCC is meeting that statewide plan by completing the proposal for a BAS in Allied Health and also this separate proposal for a BSN in Nursing. Furthermore, by increasing the opportunity for education, a BSN will meet the growing need for highly skilled healthcare workers in the greater Seattle area. SCCC, being centrally located and being an ethnically and economically diverse college, through the offering of a BSN will meet the requirements of the SBCTC BAS goals, the WSAC goals, as well as contributing to the overall demand of more nurses holding the BSN. 3. Employer/Community Demand for Graduates with Baccalaureate Level of Education Proposed in the Program According to the employment outlook from WOIS (WOIS/The Career Information System: a private, nonprofit organization that researches information about Washington State careers, schools, and training programs), King County’s demand for registered nurses will continue to outpace all other occupations. Current employment in King County shows that 19,684 individuals are employed in this field. SCCC ADN graduates, who then pass the NCLEX, average about 32 students per year (based on a 5‐year average). When data is combined for graduates within the SCCD, the District produces about 110 annual ADN graduates. If you include the amount of SCCD graduates with the annual graduates from the UW (which is about 132 annually) ‐ the total amount of graduates from public ADN and BSN programs is only 242 annual graduates. According to WOIS, annual job openings for ADN and BSN nurses (in King County) are 917 nurses. Thus, there is a significant gap between the number of graduates in the greater Seattle area and those required for employment. The above data is even more troubling when, according to WOIS, nursing employment growth over the next 10 years is estimated at 26.2% versus all other occupations that are expected to have a growth rate of 15.7%. Furthermore, WOIS data indicates that King County has the second highest rate of growth for nurses in Washington State versus all other counties. According to the City of Seattle Office of Economic Development (OED), the highest demand for BSN nurses will be based within the city of Seattle (which is the service area for SCCD). OED noted that Seattle has a high concentration of healthcare professionals. Seattle's healthcare industry sector is also endowed with world‐class hospitals, research institutions, academic medical centers, opportunities to collaborate with cutting‐edge biotechnology research, and the ability to attract patients from around the world. Given that Seattle’s healthcare industry is clustered geographically, it is listed by OED as one of the leading healthcare clusters in the nation. Many of the regional hospitals are within a short walking distance from SCCC. Conversations with officials at various hospitals have indicated that many are moving towards “all RN” hiring and have specific plans to increase the percentage of RNs with BSNs. According to data provided by Bellevue College (surveying employers/hospitals in SCCD’s service area) there is relevant data to indicate employer demand: 8 Employer Survey Data ‐ Bellevue College, 2012 [used by SCCC with the explicit permission of Bellevue College] Employer Survey Question Response Q: When hiring a nurse with the RN credential, 50% (n=29) = More BSN than ADN graduates what level of degree do you look for? 26% (n=15) = Same number of BSN and ADN graduates 16% (n=9)= BSN and above exclusively Q: Industry projections tell us that nursing is a high 71% (n=39) = Currently the need for RNs with a growth career area, and that the need for nurses BSN is growing with a baccalaureate degree is increasing. Is that 7% (n=4) = The need for RNs with BSN can be met your perception? by current program graduates Q: Have you experienced problems finding RNs 58% (n=33) = Sometimes with a BSN to fill your employment needs? 14% (n=8) = Frequently 28% (n=16) = Never According to OED, Seattle has the largest concentration of medical facilities and personnel in the Pacific Northwest; with over 74,600 medical workers with $3 billion in labor income. OED noted that “the immediate problem in Seattle . . . is the inadequate supply of nurses and other support occupations.” SCCD’s service area has a demand for nurses holding the BSN; the following chart indicates how many hospitals are in SCCD’s service area and the size of the various hospitals. City of Seattle Office of Economic Development Data on Seattle Hospitals Hospital Children's Hospital & Regional Medical Center Children’s/pediatrics Group Health Cooperative, Central Hospital General Harborview Medical Center Teaching & research/psychiatric Kindred Hospital Seattle Long‐term/acute care Northwest Hospital General, acute care Regional Hospital for Respiratory & Complex Care Long‐term/acute care Seattle Cancer Care Alliance General Swedish Medical Center/Ballard Campus General Size (i.e., # of Beds) 250 300 366/61 80 345 27 20 163 9 Swedish Medical Center/First Hill Campus General Swedish Medical Center/Providence Campus General University of Washington Medical Center Teaching & Research VA Puget Sound Health Care System Veterans Virginia Mason Medical Center General West Seattle Psychiatric Hospital Psychiatric 697 436 450 536 371 40 While reviewing employer data from Bellevue College’s BSN proposal, Bellevue College used a radius of 25 miles of Seattle. Their search showed 378 new positions for RNs with BSN degrees. However, since Bellevue College included employers with SCCD’s service area, SCCD conducted a new search during the week of February 17, 2013. The new search included the same keywords (i.e., BSN and Nurse), the same employment website (www.indeed.com), but changed the radius to “exact location only” search (i. e, Seattle employers only). The results indicated a total of 320 open positions with 195 new postings. Nationally, there have been recent claims from ADN graduates that the slow economy has made finding employment more difficult; research still indicates that substantial growth in nursing will continue. According to Modern Healthcare (2009) “Nursing shortage eases . . . but only while the recession lasts, experts warn,” an easing of the nursing shortage was reported, primarily because over 240,000 registered nurses rejoined the workforce. However, more than 50% of these nurses are over the age of 50, and many others are temporarily working while a spouse is unemployed. It is expected that with a continued improvement in the economy, current national production of nurses will not fill the gap left by those who exit the workforce. It is estimated that nursing programs would have to increase enrollments by 40% nationwide just to replace those nurses who will be leaving the workforce due to retirement. Thus, Washington State is facing a severe nursing shortage which will only worsen in coming decades. In regards to wage progression ‐ a wage report from nursingcenter.com indicates that BSN nurses with between 1‐3 years of experience earn $55,300 versus an ADN nurse, with the same experience, earning $50,100. Seattle is the home of several magnet hospitals (Children’s Hospital and the University of Washington) which prefer hiring nurses with BSNs. As such, wages at magnet hospitals are 18% higher than non‐magnet hospitals (www.wacenterfornursing.org). Therefore, to meet current and expected future employer need and to provide students the opportunity for access, the SCCC BSN degree will be critical to Seattle economic development. 10 4. Applied Baccalaureate Program Builds from Existing Professional and Technical Degree Program Offered by the Institution SCCC’s nursing program is one of the signature programs for SCCD over the last several decades. The ADN program was established in 1970 and fully accredited in 1991. Our nursing program has 4 FT faculty and 14 PT faculty. SCCC’s BSN program will be available to our ADN graduates, ADN graduates from across the SCCD, and capacity will be allowed for students who have completed their ADN elsewhere. We are anticipating that enrollment in the program for the first year will be 30 students. Even when the program has reached capacity – no more that 70 students will be in the program. Hence, there will still be greater demand than supply for this program. All of SCCC’s full‐time nursing faculty hold master’s degrees and are qualified to teach at the BSN level. Additionally, SCCC has been successful in finding clinical placements for all of our ADN students. It is anticipated with the current success of the ADN program and building upon that success for the BSN degree, SCCC will continue to be able to find appropriate clinical placements for our nursing students. The following chart shows current enrollment trends in our ADN program. Based on data of interested students (which is noted in the following section) it would be reasonable to expect that at least 70% of SCCC graduates would be interested in applying for the BSN program. Seattle Central Community College’s Nursing Program Enrollments 2007‐2012 FTEs FTEs Year Enrollments Headcount Quarterly Annualized 2011‐2012 2010‐2011 2009‐2010 2008‐2009 2007‐2008 1,030 1,009 872 818 789 214 212 180 168 163 71 71 60 56 54 96 94 95 79 81 Source: SBCTC Data Warehouse Stuclass and Class tables 5. Student Demand for Program within the Region Across Washington State, there are 28 ADN programs. In 2010‐2011, there were 1,690 ADN graduates. In the same year there were 1,692 first time NCLEX test takers. Also, in that same year, there were 947 BSN graduates who took the NCLEX exam. Yet, when reviewing 2010‐2011 data from the Nursing Care Quality Assurance Commission, it indicated that BSN programs received 1925 qualified applications and admitted only 1163 students (a 60.4% admission rate; five year data shows admission rates that vary between 47‐60%). It is unclear what happens to those qualified applicants who are unable to gain admission into existing programs. Assuming those 762 BSN applicants from 2010‐2011 remain in Washington State and assuming that SCCC and other area community colleges (that have recently 11 obtained/soon to obtain BSN approval; e.g., Olympic, Bellevue, Centralia, Spokane, Wenatchee) can admit those students, the combined BSN‐granting community colleges would only be able to admit about one third of those qualified BSN applicants. Thus, even with the current proposed BSN programs within the community college system ‐ there will continue to be a substantial Washington State demand for a BSN degree. According to the following chart from a NCLEX report, SCCD is the largest producer of ADN graduates in Washington State. The following chart shows number of ADN graduates out of 1690 (from 2010‐2011) who graduated from the greater Puget Sound region. Colleges in Puget Sound Area offering ADN Degree Graduates Bellevue 41 Clover Park 24 Everett 84 Highline 72 Lake Washington 82 Pierce College 32 Renton 32 Seattle District 153 Shoreline 87 Tacoma 104 In February 2013, SCCC conducted a nursing student interest survey. The purpose of the study was to reach out to SCCC graduates and current students, and understand what issues would affect their enrolling in our proposed BSN program. Results from that survey were very encouraging: 79.1% of the respondents felt that having the BSN degree in close proximity to hospitals/medical facilities, as SCCC location permits, would be “somewhat‐to‐very important” for their enrollment decision (see appendix). Furthermore, 100% of the respondents noted that it was “somewhat‐to‐very important” that the BSN program was affordable (see appendix). Knowing that the University of Washington is the only public university in Seattle offering the BSN, current BSN students who aren’t admitted to the UW must then rely on more expensive options like Seattle University and Seattle Pacific University (both private colleges). Although SCCC only surveyed our graduates and current students, in 2012 Bellevue College conducted a student survey within their BSN proposal. Bellevue College received 230 responses from students across the Puget Sound region (including surveying students enrolled in the SCCD). Bellevue College data indicated that 95% of their respondents would “definitely” or “possibly” be interested in enrolling in a BSN program (at Bellevue College). Thus, there is significant demand both within Seattle, the greater Puget Sound region, and across Washington State for the BSN degree. 12 The projected enrollments in SCCC’s BSN degree for the first five years are shown in the following chart. These estimates are based on students enrolled in a 2/3rd load, which is typical for our professional‐technical programs that are not structured in a cohort model. Year 1 Year 2 Year 3 Year 4 Year 5 2014‐2015 2015‐2016 2016‐2017 2017‐2018 2018‐2019 Headcount 30 40 50 60 70 FTEs 27 32 40 48 60 BSN Graduates 0 24 32 40 48 (80% assumption) 6. Efforts to Maximize State Resources to Serve Place‐Bound Students The BSN degree at SCCC will directly provide place‐bound students in the SCCD service area access to a low‐cost, high quality nursing program. Keeping with the SBCTC mission goal regarding servicing place bound students, currently out of all of SCCC’s ADN students, 75% reside in Seattle (based upon zip codes). Seattle Central Community College’s Nursing Program Students By Residence Location 2007‐2012 Year 2011‐2012 2010‐2011 2009‐2010 2008‐2009 2007‐2008 Seattle Other Total % in Seattle 78 66 74 59 56 18 28 21 20 25 96 94 95 79 81 81% 70% 78% 75% 69% 75% 5‐year average Source: SBCTC Data Warehouse Student, Stuclass and Class tables SCCC remains a popular choice for place‐bound students given our central location close to nearby hospitals and ease of public transportation. Although the above chart indicates most of SCCC nursing students live in Seattle, it is important to also note that according to the student survey, 79.1% prefer to attend a BSN program close to where they work. Thus, with this program being funded through state FTEs, state resources will directly serve place‐bound students. Unlike other BSN programs (with the exception of the University of Washington), SCCC currently has multiple bus routes that service our Capitol Hill location. Additionally, SCCC will have a street car servicing the college in 2014. The street car will link the Amtrak/Sound Transit station with Capitol Hill. Two years later, a Sound Transit light‐rail station will connect SCCC with UW and the existing light‐rail line, which travels as far south as SeaTac Airport. 13 Beyond the benefits of location for SCCC’s BSN students, we are planning to develop some of our coursework through hybrid or fully online instruction. SCCC’s student survey indicated that 68.9% reported “somewhat‐to‐very important” that there is an online option. Also, 81.6% reported “somewhat‐to‐very important” that the program has a part‐time option – we will consciously develop a part‐time option. Currently many of SCCC nursing faculty utilize Canvas as a LMS for face‐to‐face courses. We will continue to use Canvas in this manner, gradually move more courses online, and always be receptive to part‐time learning options. One aspect that separates SCCC from all other ADN programs (and what we are planning for our BSN degree) is our innovative semi‐open admissions process. We have found that our semi‐open admission process has ensured continued access to both place‐bound students and diverse students. SCCC’s process provides nursing students who have met the standard grade‐point and have completed all of their prerequisite courses an opportunity to be admitted into the program on a space‐available basis. Many other colleges use the GPA as the defining factor in admitting only the highest credentialed applicant. However, SCCC has maintained the approach that what matters most is not initial GPA – but students’ successful completion of the program. Through this innovative admissions process, our nursing students represent the greatest amount of ethnic and gender diversity in the state‐system. Seattle Central Community College’s Nursing Program Demographics 2007‐2012 Year % of Women % of color (regardless of gender) 2011‐12 81% 41% 2010‐11 75% 50% 2009‐10 69% 48% 2008‐09 71% 40% 2007‐08 76% 43% Source: SBCTC Data Warehouse Student, Stuclass and Class tables In an effort to greater address the diversity of BSN holders, SCCC is uniquely positioned to continue to diversify the profession, which also reflects our core objective of “diversity in action.” The Washington Center for Nursing (WCN) and the Washington Health Foundation (WHF) are convincing the Washington Nursing Action Coalition (WNAC) and the Master Plan for Nursing Education in Washington State (MPNEWS) that increasing ethnic and racial diversity in nursing education is a critical need. According to the WWAMI Center for Health Workforce Studies (http://depts.washington.edu/wwamiric/), only 11% of current Washington State RNs are “people of color.” Contrast that data with 33.7% of the population in Seattle as “people of color” (according to the Seattle Department of Planning and Development). Additionally, according to the WWAMI Center for Health Workforce Studies, women account for 91.7% of all nurses. Thus, to have a nurse workforce that is representative of the population of the greater Seattle area is a critical goal of this new program to continue the inclusive culture of SCCC’s nursing program. 14 Within the city of Seattle, the UW is the only public university that offers a BSN. As noted within this proposal, the UW is not able to meet the current demand of qualified potential BSN applicants. Although it was difficult to find the admission rate for the UW’s BSN program, information from the UW’s College of Nursing website indicate that “several hundred” of qualified students are turned away. Within the City of Seattle, the only private universities offering the BSN are Seattle Pacific University (SPU) and Seattle University (SU). Although SU and SPU are quality programs, both schools (combined) only have 90 students each year graduating and taking the NCLEX. Additionally both schools have tuition that is more than twice the tuition rate from SCCC’s proposed BSN program. Thus, the City of Seattle is grossly underserved with the limited public and private BSN options. Although Seattle’s population (at 608,660) is nearly 475,000 greater than Bellevue’s population (which is at 124,798), Bellevue is also served by three colleges offering BSN degrees (UW‐Bothell, Northwest University, and Bellevue College [who has only recently been approved to offer this degree]). With the recent authority given to Bellevue College to offer the BSN degree, Bellevue will have two public college options for the BSN. Whereas, Seattle (should SCCC’s proposal not be accepted) would have only one public college option. Several options have been explored for collaboration with other institutions. The first collaboration occurs within the Seattle Community College District. Prior to proposing this BSN degree, North Seattle Community College (RN and LPN programs), South Seattle Community College (LPN program), Seattle Central Community College (RN program), and Seattle Vocational Institute (Medical Assistant program) all agreed that SCCC would be the lead college for the BSN degree; however, the degree would be supported across the SCCD. This district‐wide collaboration will include qualified nursing faculty from across the District being able to teach within the SCCC’s BSN program. Outreach and marketing of the SCCC’s BSN program will happen across the District. Some classes might be taught across the District to best utilize the nursing labs from across the District. Curriculum from the ADN program will continue to be standardized across the District to ensure easy transfer and articulations. The second collaboration is with other community colleges offering the BSN degree. There have already been connections between members of the SCCD and Bellevue College during the development of this proposal and their BSN proposal. The goal is, as more community colleges enter the BSN approval process, that we work closely to ensure that the curriculum is as common as each faculty body will permit. By working towards common curriculum, the goal is to show the state that all of the community colleges are willing to work together for the benefit of their students and also to prepare for the possibility that we might have students who transfer from one BSN program to another. The third collaboration is with our area clinics and hospitals. SCCC has already started dialogues with hospitals that we use as clinical sites. In addition, we have been actively involved with conversations with the Pacific Medical Center Association of Clinics to establish shared opportunities between their clinics and SCCC. 15 Closing Comments Having only one public college in Seattle that offers the BSN will not address the IOM goal of 80% of all nurses at the BSN level by 2020. Furthermore, limited access exists for nursing students attempting to get in the UW’s program. SCCC, by embracing a non‐selective nursing application process, enables greater diversity in our nursing programs than many other institutions. SCCC is dedicated to our mission of “diversity in action” and appreciate that through our urban location we need to provide access to diverse and place bound students. Yet, at the same time, we are both physically and academically well positioned to support those working nurses that need to complete a BSN. 16 Tab 5
Attachment F
Washington’s Community and Technical Colleges Applied Baccalaureate degree programs being considered for implementation Updated April 8, 2013
College
Degrees
Bates
Public Safety Administration, Fall 2014
Biomedical Technology, Fall 2014
Bellevue
Biological and Environmental Technology, Fall 2013 ‐ Statement of Need sent back for revisions
Business Data Analytics, Fall 2014 ‐ Statement of Need ‐ 30 Day Review Completed Homeland Security Emergency Management, Fall 2015***
Centralia
Diesel Technology, Fall 2014
Web Development, Fall 2014
Clark
Dental Hygiene, Fall 2014
Behavioral Science, Fall 2014 **
Management, Fall 2014 **
Clover Park
Aerospace Engineering Technician, Fall 2014 OR
Advanced Materials/Non‐Destructive Testing, Fall 2014
Manufacturing Operations, Fall 2014 ‐ Statement of Need ‐ 30 Day Review Completed Columbia Basin
Applied Project Management, Fall 2014‐ Statement of Need ‐ 30 Day Review ends 4/25/2013
Cyber Security, Winter 2013 ‐ Statement of Need ‐ 30 Day Review Completed Nursing RN‐B, Fall 2014*
Green River
Business Management and Entrepreneurship, Fall 2014
Court Reporting and Captioning, Fall 2014
Information Technology: Network Administration and Security, Fall 2013 ‐ Program Proposal Submitted
Forest Management, Fall 2014*
Highline
International Business (emphasis Supply Chain Management), Fall 2014
Network Security and Computer Forensics, Winter 2014 ‐ Statement of Need ‐ 30 Day Review ends 4/25/2013
Respiratory Care, Fall 2014
Social Science (emphasis Youth Development), Fall 2014
Lake Washington
Biomedical Engineering Technology (2+2 with EWU), 2016
Energy Systems Engineering Technology, Fall 2016
Transportation and Logistics Management, Fall 2014 ‐ 30 Day Review Completed
Manufacturing Engineering Technology, Fall 2015
Public Health Administration, Fall 2014 ‐ Statement of Need ‐ 30 Day Review ends 4/25/2013
Page 1 of 2
Tab 5
Attachment F
College
Degrees
Olympic
Computer Information Systems, Fall 2013
Leadership and Supervision, Fall 2014
Renton
Allied Health, Fall 2014 **
Applications Development, Fall 2014 **
Culinary Arts, Fall 2014 **
Construction Management, Fall 2015**
Seattle District
Sustainable Building Science (SSCC), Fall 2013 ‐ Statement of Need ‐ 30 Day Review Completed
International Business (NSCC), Fall 2013 ‐ Program Proposal Submitted
Allied Health Science (SCCC), Fall 2013 Digital Media, TBD
Nursing, RN‐B (SCCC), Fall 2014 ‐ Statement of Need ‐ 30 Day Review ends 4/25/2013
Skagit Valley
Environmental Conservation, Fall 2013 ‐ Statement of Need sent back for revisions
Spokane District
Nursing, RN‐B (SCC), Fall 2013
Wenatchee Valley
Nursing, RN‐B, Fall 2014
*Added February 2013
**Added/Removed March 2013
***Added April 2013
Page 2 of 2
TAB 6a
REGULAR MEETING OF THE STATE BOARD FOR
COMMUNITY AND TECHNICAL COLLEGES
MEETING MINUTES
March 28, 2013
State Board Members
Sharon Fairchild (Chair), Spokane
Beth Willis (Vice Chair), Lakewood
Jim Bricker, Coupeville
Erin Mundinger, Omak
Shaunta Hyde, Lake Forest Park
Elizabeth Chen, Federal Way
Anne Fennessy, Seattle
Wayne Martin, Richland
Larry Brown, Auburn
Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington
State of Washington
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
Olympia
ACTION INDEX
March 28, 2013
Resolution
Number
---13-03-09
13-03-10
13-03-11
13-03-12
Description
Adoption of Consent Agenda:
- Approval of State Board Regular Meeting Minutes
for February 6, 2013
- Western eTutoring Consortium Contract
- South Puget Sound Local Expenditure Authority,
Storm Water Retrofit
- Yakima Valley Local Expenditure Authority, 80 S.
14th Avenue
Approval of New Investment Menu for the State Board
Retirement Plan
Page in
Minutes
1
1
1
1
4
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
Olympia
Regular Meeting Minutes
March 28, 2013
State Board Office, Olympia
The State Board held a study session on March 27, 2013, from 1:15 p.m. to 5:00 p.m. The Board
heard presentations on subjects including: Budget Status and Tuition Update, Western Governors
University Washington, Student Voice, and Baccalaureate Degree Proposals. No action was taken at
the study session.
State Board Members Present: Sharon Fairchild, Beth Willis, Jim Bricker, Erin Mundinger, Elizabeth
Chen, Shaunta Hyde, Wayne Martin, Anne Fennessy, Larry Brown
State Board Members Absent:
CALL TO ORDER AND WELCOME
Chair Sharon Fairchild called the meeting to order at 8:00 a.m. and welcomed those present. She
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
March 28, 2013, regular meeting agenda as presented.
MOTION CARRIED.
ADOPTION OF CONSENT AGENDA (Resolutions 13-02-02 through 13-02-06)
MOTION: Moved by Jim Bricker and seconded by Shaunta Hyde that the State Board adopt
the consent agenda for its March 28, 2013, regular meeting as follows:
a)
b)
c)
d)
Approval of February 6, 2013, State Board regular meeting minutes
Resolution 13-03-09: Western eTutoring Consortium Contract
Resolution 13-03-10: South Puget Sound Local Expenditure, Storm Water Retrofit
Resolution 13-03-11: Yakima Valley Local Expenditure, 80 S. 14th Avenue
MOTION CARRIED.
EXECUTIVE DIRECTORS REPORT





Washington Education Leadership Academy
ctcLink Implementation Dates
Legislative Open House Summary
Student Achievement Council New Executive Director
Governor Inslee Budget Priorities
SBCTC Regular Meeting Minutes
March 28, 2013
Page 2
EXECUTIVE BRIEFING ON CTCLINK
Mike Scroggins and Barbara Martin of the State Board staff presented that the combined ctcLink
project teams consist of approximately 40 people onsite today. The coordination of the overall team
and functional sub-teams is the joint responsibility of the project and program managers. Both teams
have corresponding staff in each of the business domains of Application Portal, Campus Solutions,
Human Capital Management, Financials, Universal Productivity Kit, and Enterprise Performance
Management. Additionally, there is the coordination of hundreds of college subject matter experts
working with the core ctcLink team. Approximately 60 percent of the overall effort of the project will
occur during the firstLink phase, with approximately ten percent per wave in the following four waves.
During the first phase of implementation, core business processes will be aligned for all colleges with
the new software. After configuration, installation, testing, and training, firstLink will go live.
The Board heard from a panel of ctcLink staff who presented on the topics of risks and issue
management, quality assurance, organizational change management framework, and the
communications process flow.
LEGISLATIVE AND COMMUNICATIONS UPDATE
Legislative Update
Alison Grazzini-Smith of the State Board staff presented that bills important to the community and
technical college system continue to advance through the legislative process. The Board was
provided with updated information on proposed bills of significance.
Staff continues to communicate to legislators, legislative staff, and other higher education
stakeholders about the vital role community and technical colleges play in providing a world-class
education that leads to competitive jobs and a more robust economy. Conversations are ongoing and
staff will continue to provide updates on these discussions throughout session.
Communications Update
Laura McDowell of the State Board staff presented that action in the State Legislature and Congress
have prompted media calls and requests for information on topics ranging from completions to Pell
Grant eligibility. Staff provided the Board an update on recent requests and messaging products and
summarized the progress on the WACTC Public Relations Campaign.
FINANCIAL AID SYSTEM UPDATE
Michelle Andreas of the State Board staff presented that in 1969 the State Need Grant was
established. It is designed to pay a portion of higher education costs for needy and disadvantaged
students. To be eligible, a student’s family income cannot exceed 70 percent of the state’s median
family income – currently $57,500 for a family of four.
The purpose of the State Need Grant review is to ensure that the neediest students are served given
increasing tuition costs, increased enrollment at colleges, and financial support needed by students.
Over time community and technical colleges serve approximately 59 percent of all higher education
students receiving State Need Grant, yet community and technical colleges receive approximately 36
percent of State Need Grant funding.
SBCTC Regular Meeting Minutes
March 28, 2013
Page 3
In the wake of budget reductions, the state has remained committed to increasing State Need Grant
funding to keep pace with tuition increases and protect the lowest income students served by the
program.
TRANSFER STUDY
Michelle Andreas of the State Board staff presented that SBCTC staff and partners have conducted
two previous follow-up studies that track transfer students after they transfer through to baccalaureate
graduation. These studies are critical to informing policies and improving the transfer experience for
our students. This spring staff will repeat this study on a more recent graduating cohort. In addition,
staff will work with the Education Data Research Center and colleges to develop annual feedback
reports on transfer students.
Critical transfer policy issues for our system include our system’s role in baccalaureate attainment,
how many students transfer, whether they are prepared for transfer, and what transfer policies and
practices will make the transfer experience better for our students and Washington State.
SBCTC conducted the first Role of Transfer Study in 2003. The source was an innovative database
that linked two-year and four-year student records. The report showed that community college
transfer students comprise nearly 40 percent of all public baccalaureate graduates in Washington. It
also showed that two-year college students contributed to the age diversity of baccalaureate
graduates.
In 2009, the then Higher Education Coordinating Board contracted with Washington State University’s
Social and Economic Sciences Research Center to repeat the study for a more recent baccalaureate
graduation class. This study confirmed the earlier findings regarding our contribution and provided
further information showing community and technical college transfers contributed to all majors and
that pre-college instruction in our colleges was important for preparing many of these baccalaureate
graduates.
This spring SBCTC will repeat the study looking at a more recent graduating cohort. Working with the
OFM Education Data Research Center, SBCTC plans on producing an annual feedback report for the
system and colleges.
APPROVAL OF NEW INVESTMENT MENU FOR THE STATE BOARD RETIREMENT PLAN
(RESOLUTION 13-03-12)
John Boesenberg of the State Board staff presented that the State Board Retirement Plan (SBRP) is
a tax-deferred, defined contribution retirement plan authorized under Washington State law and
Internal Revenue Code 401(a). It is the basic retirement plan for faculty and administrative exempt
staff within the community and technical college (CTC) system. The State Board Voluntary Investment
Program (SB-VIP) is an unmatched supplemental retirement savings program authorized under the
same state statute and open to all faculty and staff of the CTC system.
TIAA-CREF companies have been contracted by the State Board to provide record keeping,
investment management services, and benefit administration. Participants of the SBRP and the SBVIP have access to 36 TIAA-CREF investment products.
SBCTC Regular Meeting Minutes
March 28, 2013
Page 4
During the State Board’s October 24, 2012 meeting, staff proposed to review the performance and
cost of these investment options, with the intent of replacing underperforming options with “best-inclass” funds, potentially from vendors other than TIAA-CREF. During its December 6, 2012 meeting,
the State Board adopted an Investment Policy Statement (IPS) to provide policy direction and
procedural guidance on the selection of investments.
An investment menu strategist within TIAA-CREF was engaged to provide the information necessary
to evaluate investment options and recommendations. The information provided included historical
performance, fund expenses, various risk/reward measures, Morningstar ratings and assessment of
potential non-TIAA-CREF options by the TIAA-CREF Investment Services internal Funds Research
Group.
MOTION: Moved by Erin Mundinger and seconded by Shaunta Hyde that the State Board
adopt Resolution 13-03-12 approving the new investment menu for the State Board Retirement
Plan.
MOTION CARRIED.
CHAIR’S REPORT
Chair Fairchild presented her report:
 Trustees’ Association Report. TACTC President, Tim Douglas, reported on the topics of: All
Washington Academic Team Ceremony, Trustee Confirmations, Tuition, and TACTC Spring
Conference
 Presidents’ Association Report. WACTC Executive Committee Member Michelle Johnson,
reported on the topics of: All Washington Academic Team Ceremony, Legislative Open
House, AWB/WACTC Joint Executive Committees Meeting, ctcLink Position, Strategic
Visioning Committee – Competency Based Degrees, and Tuition
 Parking Lot Items. A list of the State Board’s “Parking Lot” items was presented for review
and updates.
ADJOURNMENT/NEXT MEETING
There being no further business, the State Board adjourned its regular meeting of March 28, 2013, at
11:55 a.m. The State Board will hold next meeting May 8-9, 2013, at Green River Community
College.
______________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6b
May 9, 2013
Consent Item
Action (Resolution 13-05-13)
Topic
Approval of 2013-14 State Board Meeting Dates and Locations
Description
The State Board adopts a schedule of regular meetings each fiscal year for publication in the
Washington State Register. Meetings are held approximately seven times per year on
community and technical college campuses at intervals of six to eight weeks. Locations rotate
among all 34 community and technical colleges, balancing visits on the east and west sides of
the state. During legislative sessions, meetings are held in or near Olympia. The two-day
meetings include a study session on the first day designed to provide Board members with an
in-depth discussion about policy issues, and a regular business meeting on the second day
when action items are addressed. The State Board holds its annual retreat in September.
Major Considerations




Board members reviewed and commented on a preliminary meeting schedule, and the
proposed schedule incorporates their feedback.
The executive director and deputy executive directors reviewed and approved the proposed
meeting schedule.
The proposed meeting schedule is designed to align properly with the Board’s policy and
budget decision-making processes.
The meeting dates and locations have been confirmed by the host college presidents.
Analysis
The following schedule of seven State Board regular meetings is proposed for 2013-14:
September 9-11, 2013 (retreat)
Suncadia, Cle Elum
October 23-24, 2013
Bellingham TC and Whatcom CC
December 4-5, 2013
Pierce College, Puyallup
February 5-6, 2014
State Board Office, Olympia
March 26-27, 2014
State Board Office, Olympia
May 7-8, 2014
Columbia Basin
June 18-19, 2014
Olympic College
Recommendation
It is recommended that the State Board adopt Resolution 13-05-13 approving its schedule of
meeting dates and locations for 2013-14 for publication in the Washington State Register.
Prepared by: Beth Gordon, 360-704-4309, bgordon@sbctc.edu
TAB 6b
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-13
WHEREAS the State Board adopts its meeting schedule for the fiscal year for
publication in the Washington State Register;
THEREFORE BE IT RESOLVED that the State Board has agreed upon the following
meeting dates and locations for 2013-14:
September 9-11, 2013 (retreat)
October 23-24, 2013
December 4-5, 2013
February 5-6, 2014
March 26-27, 2014
May 7-8, 2014
June 18-19, 2014
Suncadia, Cle Elum
Bellingham TC and Whatcom CC
Pierce College, Puyallup
State Board Office, Olympia
State Board Office, Olympia
Columbia Basin
Olympic College
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6c
May 9, 2013
Consent Item
Action (Resolution 13-05-14)
Topic
Green River Community College – Local Expenditure Authority (Energy Project)
Description
Green River Community College is seeking approval to use up to $1,598,000 in local funds for
an energy use reduction project. The College’s Board approved the project on March 26, 2013.
Expenditures of local funds on a project exceeding $400,000 require State Board authorization.
Major Considerations


Consistent with the State Board’s direction to produce better education that meets the needs
of local communities by taking full advantage of cost effective partnerships and leveraging
outside resources.
Project is in line with the Governor’s Efficiency Initiative.
Analysis
Green River Community College is requesting authority to spend up to $1,598,000 in local funds
to make a number of changes to increase energy efficiency on campus, including: installing and
hooking up electric, gas, and water sub-metering on individual buildings and an energy dash
board; retrofitting exterior lighting throughout campus with Light Emitting Diodes while using
High Intensity Discharge lighting to replace inefficient interior lighting; adding variable frequency
drives to critical pumps in high usage buildings; upgrading various controls; adding Variable
Frequency Drives to building fans; and making various repairs and retro-commissioning work to
reduce energy use. At the Enumclaw Campus the end of life split heat pumps will be replaced
with new equipment and demand control ventilation controls will be added.
This project has been awarded an Energy Efficient Grant by the Department of Commerce,
which is intended to provide Washington’s higher educational institutions with funds for
operational cost-saving improvements that result in energy and operational cost savings. This
project will benefit the College with an energy savings of $50,617 the first year and a total of
over $1,160,000 by the twentieth year.
Recommendation
Staff recommends approval of Resolution 13-05-14, authorizing Green River Community
College local expenditure authority of $1,598,000 for their energy project.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 6c
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-14
A resolution relating to Green River Community College’s local expenditure authority.
WHEREAS, the College is requesting authority to spend up to $1,598,000 in local funds
to make a number of changes to increase energy efficiency on campus; and
WHEREAS, the work includes: installing and hooking up electric, gas, and water submetering on individual buildings and an energy dash board; retrofitting exterior lighting
throughout campus with Light Emitting Diodes while using High Intensity Discharge lighting to
replace inefficient interior lighting; adding variable frequency drives to critical pumps in high
usage buildings; upgrading various controls; adding Variable Frequency Drives to building fans,
and making various repairs and retro-commissioning work to reduce energy use; and
WHEREAS, the project has been awarded an Energy Efficient Grant by the Department
of Commerce, which is intended to provide Washington’s higher educational institutions with
funds for operational improvements that result in energy and operational cost savings; and
WHEREAS, the project will benefit the College with an energy savings of $50,617 the
first year and a total of over $1,160,000 by the twentieth year;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Green River Community College local expenditure authority of up to
$1,598,000, for their energy project.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6d
May 9, 2013
Consent Item
Action (Resolution 13-05-15)
Topic
Highline Community College – Local Expenditure Authority (Energy Project)
Description
Highline Community College is seeking approval to use up to $453,000 in local funds for their
energy project. Expenditures of local funds on a project exceeding $400,000 require State
Board authorization.
Major Considerations



Consistent with the State Board’s direction to produce better education that meets the needs
of local communities by taking full advantage of cost effective partnerships and leveraging
outside resources.
Consistent with the State Board’s direction to recognize and adapt to the changing nature of
how people learn, how they access information and communication by making technological
advancement part of the system’s strategic direction.
Makes the College more sustainable and utilizes best practices.
Analysis
Highline Community College is requesting authority to spend up to $453,000 in local funds on
an energy savings project. The work includes: replacing Andover and Barbra Coleman global
controllers with Honeywell WEBs Global Controllers; providing controller software; replacing
aging non-supported boiler controls Autoflame Mk7 with Mk7 E.G.A. (exhaust gas analyzer);
retrofitting and/or replacing exterior lighting fixtures throughout campus, including parking lot
lights, building exterior lighting and campus walkway lighting; and working with Building 4
architects and engineers to ensure the calculated energy savings are achieved.
This project has been awarded an Energy Efficient Grant by the Department of Commerce for
operational improvements that result in energy and operational cost savings.
Recommendation
Staff recommends approval of Resolution 13-05-15, authorizing Highline Community College
local expenditure authority of $453,000 for their energy project.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 6d
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-15
A resolution relating to Highline Community College’s local expenditure authority.
WHEREAS, the College is requesting authority to spend up to $453,000 in local funds
on an energy savings project; and
WHEREAS, the work includes: replacing Andover and Barbra Coleman global
controllers with Honeywell WEBs Global Controllers; providing controller software; replacing
aging non-supported boiler controls Autoflame Mk7 with Mk7 E.G.A. (exhaust gas analyzer);
retro fitting and/or replacing exterior lighting fixtures throughout campus, including parking lot
lights, building exterior lighting and campus walkway lighting; and working with Building 4
architects and engineers to ensure the calculated energy savings are achieved; and
WHEREAS, the project has been awarded an Energy Efficient Grant by the Department
of Commerce for operational improvements that result in energy and operational cost savings;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Highline Community College local expenditure authority of up to $453,000,
for their energy project.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6e
May 9, 2013
Consent Item
Action (Resolution 13-05-16)
Topic
Pierce College District – Local Expenditure Authority (Energy Project)
Description
Pierce College District is seeking approval to use up to $2,654,000 in local funds for their
energy project. Expenditures of local funds on a project exceeding $400,000 require State
Board authorization.
Major Considerations

Will reduce consumption of energy resources, resulting in lower long-term operational costs.
Analysis
Pierce College District is requesting authority to spend up to $2,654,000 in local funds to
upgrade mechanical and lighting systems. This project includes all major buildings at both
Pierce College Fort Steilacoom and Pierce College Puyallup. Project scope includes building
mechanical controls upgrades, sub-metering, and retro-commissioning, along with exterior and
parking lighting retrofits at the Fort Steilacoom campus.
This project has been awarded an Energy Efficient Grant by the Department of Commerce,
which is intended to provide Washington’s higher educational institutions with funds for
operational cost-saving improvements that result in energy and operational cost savings. The
project is expected to produce over $129,723 annually in energy savings. In addition to building
improvements and energy savings, there is a significant positive impact on the environment as a
result of this project. The energy savings produced as a result of this project will directly reduce
the amount of power produced by the utilities and reduce carbon dioxide emissions by over 2.2
million pounds a year.
Recommendation
Staff recommends approval of Resolution 13-05-16, authorizing Pierce College District local
expenditure authority of up to $2,654,000 for their energy project.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 6e
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-16
A resolution relating to Pierce College District’s local expenditure authority.
WHEREAS, the College is requesting authority to spend up to $2,654,000 in local funds
to upgrade mechanical and lighting systems, which includes all major buildings at both Pierce
College Fort Steilacoom and Pierce College Puyallup; and
WHEREAS, the project scope includes building mechanical controls upgrades, submetering, and retro-commissioning, along with exterior and parking lighting retrofits at the Fort
Steilacoom campus; and
WHEREAS, the project has been awarded an Energy Efficient Grant by the Department
of Commerce, which is intended to provide Washington’s higher educational institutions with
funds for operational improvements that result in energy and operational cost savings; and
WHEREAS, the project is expected to produce over $129,723 annually in energy
savings;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Pierce College District local expenditure authority of up to $2,654,000, for
their energy project.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6f
May 9, 2013
Consent Item
Action (Resolution 13-05-17)
Topic
Tegrity “Lecture Capture” Contract
Description
The SBCTC eLearning team supports a suite of online, web-based teaching and learning tools
and support services for all 34 system colleges, which includes unlimited lecture capture service
provided by Tegrity. Tegrity was purchased by McGraw Hill in 2012.
Since 2010 system faculty and students have been using the Tegrity lecture capture system to
record lectures, broadcast live events to anyone on the Internet, and to search for and review
recordings at a later date. Students use Tegrity to access lectures if they miss class and to
review for exams. Instructors use Tegrity to “flip” the classroom. Flipping the classroom means
the students can watch a recorded lecture any time they want and as many times as they want.
Classroom time can then be used for interactive or focused activities. Research shows
significant gains in learning for students in flipped classrooms. Instructors can also use Tegrity
to proctor exams at a distance.
Per the Strategic Technology Plan, Tegrity is fully integrated with our existing learning
management systems ANGEL and Canvas, locally branded for each college, and is available to
all college students, faculty, staff and all State Board staff.
Major Considerations



Unlimited lecture capture technology as provided by Tegrity provides students with recorded
lectures and increases their opportunities to interact with the learning content. All 34
colleges currently have access to this technology.
Lecture capture is a key tool in the SBCTC suite of teaching and learning tools as
recommended by the SBCTC Strategic Technology Plan.
This one-year contract provides consistency during the ANGEL to Canvas transition and
also allows an opportunity to explore other lecture capture solutions next year.
Analysis
Lecture capture software has the following capabilities:
 Captures and records live presentations, audio, video, and other media;
 Has a very simple user interface, easy for all faculty and students to learn and use;
 Creates lecture recordings that can be viewed on the web, a smart phone, or MP3 player;
 Allows students to take notes that are time synced with the presentation;
 Lecture archives are searchable and viewable from a variety of PC and mobile devices;
 Software is available on devices (e.g., PCs, phones) students and faculty already have.
SBCTC eLearning and the system-wide teaching and learning services it manages support the
Innovation goals of the Board’s Strategic Direction to use “technology, collaboration and
innovation to meet the demands of the economy and improve student success.”
TAB 6f
Costs for the Tegrity Contract
The college system’s eLearning Council (ELC) and SBCTC staff recommend that SBCTC renew
the contract with Tegrity for one year only. Other lecture capture systems are emerging that
might better serve our system needs. The ELC is interested in exploring other options next
year. Therefore, SBCTC has asked Tegrity for a one-year renewal of the existing contract. The
cost for that unlimited, hosted contract with Tegrity for 34 colleges is $377,424.
Recommendation
Staff recommends approval of Resolution 13-05-17, approving the contract with McGraw Hill for
Tegrity $377,424 for fiscal year 2013-2014.
Prepared by: Connie Broughton, cbroughton@sbctc.edu 360-704-4334.
TAB 6f
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-17
A resolution awarding $377,424 of state funds to McGraw Hill for Tegrity.
WHEREAS, the State Board desires to contract with McGraw Hill for Tegrity to provide
unlimited lecture capture for all system college faculty, staff, students, and State Board staff,
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates authority to the Executive Director to execute a contract with McGraw Hill for
Tegrity that totals $377,424 for one year; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director the authority to award local funds consistent with Board
policy and state law; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to make adjustments to the proposed award
outlined in the contract for Tegrity if the anticipated program funding changes due to changes in
college participation; and
BE IT FURTHER RESOLVED, that the State Board for Community and Technical
Colleges authorizes the Executive Director to make adjustments, as necessary, for
computational errors, data corrections, externally imposed restrictions or guidelines, legislative
appropriation provisos, restrictions, guidelines, and uniform accounting and reporting
requirements.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6g
May 9, 2013
Consent Item
Action (Resolution 13-05-18)
Topic
Instructure (Canvas) Learning Management System (LMS) Contract
Description
The State Board eLearning team supports a suite of online, web-based teaching and learning
tools and support services for system colleges, the core technology of which is a learning
management system (LMS). Currently, SBCTC eLearning supports two learning management
systems as system colleges transition from Blackboard ANGEL to Instructure (Canvas).
SBCTC first contracted with ANGEL in 2008. In 2009, ANGEL was purchased by Blackboard,
and Blackboard stated that they will stop support for ANGEL in 2014. Consequently, in
September 2011, a system-wide group with broad representation from commissions and
councils and representatives from all public four-year institutions conducted a formal request for
proposal process (RFP) to find a replacement for ANGEL. The winner of that formal RFP
process was Instructure, offering their learning management system, which is called Canvas.
http://instructure.com
System colleges began their transition to Canvas on July 1, 2012. While we anticipated 23
colleges would begin their move to Canvas in the first year of our four-year contract, colleges
have moved much faster. In the first year, 32 of the 34 colleges have started or completed their
move to Canvas. During the second transition year (2013-14), SBCTC will maintain contracts
both with Canvas and with Blackboard ANGEL in order to maintain uninterrupted delivery of
online services to students.
The learning management system is increasingly important to students as many colleges
already create an online classroom space for all classes. By doing this, classroom materials
always are available to students online, and classroom activity can continue no matter where
students are, and no matter when the students choose to work on their courses. The online
classroom is used not only by students who are working at a distance, but by students in many
face-to-face classes, and by students and faculty during emergency closures.
The contract for Canvas is based on $8.82 per FTE as reported by the college to IPEDS.
Colleges will also benefit from a 15 percent discount in this second year. Our system contract
with Canvas provides significant savings for most of our colleges, and it also provides access to
the learning management system for all students, faculty, and staff in our system.
Major Considerations




The learning management system (LMS) is the core technology to support the suite of
teaching and learning tools and support services as recommended by the SBCTC Strategic
Technology Plan.
Instructure (Canvas) was the clear choice of a formal RFP process that included feedback
from almost a thousand faculty and participation by all six of the public four-year institutions
in Washington.
The FTE-based cost of this contract provides significant savings over the costs if each
college were to contract with an LMS company individually.
The first year of the Canvas implementation has been successful.
TAB 6g, Page 2
Analysis
The Canvas implementation is moving faster than anticipated and with high satisfaction from
colleges. The first year of our Canvas implementation SBCTC eLearning has integrated
Canvas with the student management system and with Tegrity. Programming work continues
for other system-supported elearning tools (Media Server, Bb Collaborate, and library systems).
Canvas offers new opportunities for colleges to share content; it has excellent mobile and social
networking tools. Each institution has its own Canvas installation that is hosted in the cloud, so
each institution manages their own users, classrooms and branding. Faculty trainers and
instructional designers from 23 institutions in our state collaborated in July and August 2012 to
create a commonly used faculty training course. This course is now used by Canvas as well.
While Canvas offers an unprecedented opportunity for colleges to share professional
development and programming, the common learning management system is even more
important for our students. When our students move from campus to campus, they can focus
on learning the course content rather than learning different course content delivery systems.
No institution, including the four-year institutions who participated in the RFP process, is
required to use the Instructure (Canvas) contract. The institutions that do participate benefit
from a reduced price based on the aggregated FTE of any participating institution of higher
education in the state. Currently, the University of Washington, Eastern Washington University,
Western Washington University, Central Washington University, and WSU Spokane also use
the SBCTC contract and thereby contribute to our reduced costs.
The cost for this contract with Instructure for Canvas for the second year of the contract will be
$1,358,000 for 32 colleges. Bellevue College continues next year under their own contract;
Skagit Valley College has not yet decided to move to Canvas. Funds to pay this contract will be
reimbursed to SBCTC by system colleges according to their use of the contract.
Annual Software License
$1,358,000.00
Recommendation
Staff recommends approval of Resolution 13-05-18, approving the contract with Instructure for
Canvas learning management system for $1,358.000 for fiscal year 2013-2014.
Prepared by: Connie Broughton, cbroughton@sbctc.edu, 360-704-4334.
TAB 6g
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-18
A resolution awarding $1,358.000 of state funds to Instructure for Canvas learning management
system.
WHEREAS, the State Board desires to contract with Instructure for Canvas to support
online courses and mobile technology for system colleges,
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates authority to the Executive Director to execute a contract with Instructure that
totals $1,358.000 for one year; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director the authority to award local funds consistent with Board
policy and state law; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to make adjustments to the proposed award
outlined in the Instructure contract for Canvas if the anticipated program funding changes due to
changes in college participation; and
BE IT FURTHER RESOLVED, that the State Board for Community and Technical
Colleges authorizes the Executive Director to make adjustments, as necessary, for
computational errors, data corrections, externally imposed restrictions or guidelines, legislative
appropriation provisos, restrictions, guidelines, and uniform accounting and reporting
requirements.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6h
May 9, 2013
Consent Item
Action (Resolution 13-05-19)
Topic
Blackboard ANGEL Learning Management System (LMS) Contract
Description
The State Board eLearning Team supports a suite of online, web-based teaching and learning
tools and support services for system colleges, the core technology of which is a learning
management system (LMS). Since July 2008, WAOL has supported a single license for ANGEL
that has 35 domains, allowing each college to manage and brand their own instance of ANGEL.
In 2009, ANGEL was purchased by Blackboard, and Blackboard stated that they will stop
support for ANGEL in 2014. Consequently, in September 2011, a system-wide group with
broad representation from commissions and councils and representatives from all public fouryear institutions conducted a formal request for proposal process (RFP) to find a replacement
for ANGEL. The winner of that formal RFP process was Instructure, offering their learning
management system, which is called Canvas. http://instructure.com
The SBCTC contract for Canvas began on July 1, 2012. Since then 33 of the 34 colleges have
agreed to move from ANGEL or from another learning management system to Canvas. To aid
colleges in their transition, SBCTC renewed the SBCTC contract with Blackboard for ANGEL
through June 2014. This provides the 22 colleges that rely on the SBCTC ANGEL contract two
full years in which to transition to the new LMS.
SBCTC pays Blackboard ANGEL a per-active user fee. We anticipate SBCTC cost to fulfill its
contract with Blackboard for ANGEL through June 30, 2014, to be $500,000.
The online classroom is used not only by students who are working at a distance, but also by
students in many face-to-face classes, and by students and faculty during emergency closures.
College faculty and staff are making an enormous effort to move over 200,000 accounts and
thousands of classrooms from ANGEL to Canvas in a way that does not diminish student
learning.
Major Considerations


The learning management system (LMS) is the core technology to support the suite of
teaching and learning tools and support services as recommended by the SBCTC Strategic
Technology Plan.
Providing two years for colleges to transition from ANGEL to Canvas allows college faculty
and staff to support students without interruption or downtime.
Analysis
While colleges decided to move to Canvas faster than anticipated, the work of transition is still
significant. This final year of ANGEL allows time to move content and accounts in an orderly,
well-supported way.
TAB 6h
The costs for this contract with Blackboard ANGEL for this final year of the contract based on
payment by active-user are estimated to be the following:
Annual Software License
$500,000
Recommendation
Staff recommends approval of Resolution 13-05-19, approving the contract with Blackboard for
ANGEL Learning for $500,000 for fiscal year 2013-2014.
Prepared by: Connie Broughton, cbroughton@sbctc.edu, 360-704-4334.
TAB 6h
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-19
A resolution awarding $500,000 of state funds to Blackboard for ANGEL learning management
system.
WHEREAS, the State Board desires to contract with Blackboard for ANGEL learning
management system to support online courses and mobile technology for system colleges,
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates authority to the Executive Director to execute a contract with Blackboard
that totals $500,000 for one year; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director the authority to award local funds consistent with Board
policy and state law; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director authority to make adjustments to the proposed award
outlined in the Blackboard contract for ANGEL if the anticipated program funding changes due
to changes in college participation; and
BE IT FURTHER RESOLVED, that the State Board for Community and Technical
Colleges authorizes the Executive Director to make adjustments, as necessary, for
computational errors, data corrections, externally imposed restrictions or guidelines, legislative
appropriation provisos, restrictions, guidelines, and uniform accounting and reporting
requirements.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6i
May 9, 2013
Consent Item
Action (Resolution 13-05-20)
Topic
Clark College – Local Expenditure Authority (Dental Hygiene Lab Renovation)
Description
Clark College is seeking approval to use $2,972,000 in local funds to renovate their Dental
Hygiene Lab. The College president approved the project on January 15, 2013. Local
expenditures for capital projects require State Board authorization.
Major Considerations


Consistent with the State Board’s direction to strengthen state and local economies by
meeting the demands for a well-educated and skilled workforce.
Consistent with the State Board’s direction to use technology, collaboration, and innovation
to meet the demands of the economy and improve student success.
Analysis
In order to provide a state of the art Dental Hygiene lab to support their Dental Hygiene
program, the College would like to use existing local funds to renovate their existing lab space
and convert adjacent classroom space to lab space. Doing this will support an increase in
dental chairs from 24 to 30 and would allow for the reconfiguration of spaces to satisfy Health
Insurance Portability and Accountability Act privacy and security rules, as well as current dental
hygiene standards.
Recommendation
Staff recommends approval of Resolution 13-05-20, allowing Clark College local expenditure
authority to use up to $2,972,000 to renovate their Dental Hygiene Lab.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 6i
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-20
A resolution relating to Clark College local expenditure authority to renovate their Dental
Hygiene Lab.
WHEREAS, the College would like to use available local funds to renovate their existing
lab space and convert adjacent classroom space to lab space in order to provide a state of the
art Dental Hygiene lab to support their Dental Hygiene program; and
WHEREAS, making these changes would support an increase in dental chairs from 24
to 30, which would allow for the reconfiguration of spaces to satisfy Health Insurance Portability
and Accountability Act privacy and security rules and meet current dental hygiene standards;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges grants Clark College local expenditure authority up to $2,972,000 to renovate their
Dental Hygiene Lab.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6j
May 9, 2013
Consent Item
Action (Resolution 13-05-21)
Topic
Centralia College – Local Expenditure Authority (Student Services Building Design)
Description
Centralia College and its board of trustees are seeking approval to use up to $32,000 in local
funds for the Student Services capital project number 30000123. The total project cost will be
$42,472,000. Expenditure of local funds on a capital project requires State Board authorization.
Major Considerations


The college has sufficient local funds dedicated for this project.
The college’s board of trustees approved the request.
Analysis
This project will replace Kemp Hall and the Student Services Building with a single new 70,000
square foot building. The buildings to be replaced are about fifty years old and are the last two
major buildings constructed while the College was still part of the Centralia School District. The
predesign for the new building has already been approved by OFM. The State Board’s 2013-15
Capital Request included design funding for this project. Design phase funding was included in
the Governor’s proposal as well as the House and Senate proposals for the 2013-15 biennium.
The college is proposing to begin the selection process for a project architect now so that the
design can be started as soon as funding is authorized by the legislature.
Background Information
SBCTC 2013-15 Capital Budget Request was adopted in resolution 12-06-22:
http://www.sbctc.ctc.edu/general/admin/June_2012_Regular_Signed_Resolutions.pdf
Recommendation
Staff recommends approval of Resolution 13-05-21, authorizing Centralia College local
expenditure authority, not to exceed $32,000, to begin architect selection for the design of their
Student Services Building.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 6j
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-21
A resolution relating to Centralia College’s local expenditure authority for the Student Services
Building Design.
WHEREAS, the Centralia College predesign for a new building to replace Kemp Hall
and the Student Services Building was approved by the Office of Financial Management; and
WHEREAS, funding the design phase of this project is in the State Board’s 2013-15
Capital Budget Request; and
WHEREAS, design phase funding was included in the Governor’s proposal as well as
the House and Senate proposals for the 2013-15 biennium; and
WHEREAS, Centralia has developed an accelerated schedule that requires beginning
the process to select a project architect now; and
WHEREAS, the college’s board of trustees approved the use of local funds to meet the
accelerated schedule.
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes Centralia College local expenditure authority, not to exceed $42,000, for the
design of their Student Services Building.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 6k
May 9, 2013
Consent Item
Action (Resolution 13-05-22)
Topic
Olympic College Property Acquisition (Sons of Norway Lodge)
Description
Olympic College is requesting authority to acquire .57 acres of property at 1018 18th Street in
Bremerton, Washington. The proposed acquisition is within the College’s master plan.
Major Considerations


The proposed acquisition is within the College’s master plan.
With no other viable alternative, the College would need to build a new building at a cost
significantly higher than purchasing the Lodge.
Analysis
Olympic College is requesting authority to purchase the .57 acres of property located at 1018
18th Street in Bremerton, Washington. This property will be used as a warehouse to store
various equipment. The estimated total principal cost to acquire the property is $425,000, for
which the College has sufficient local funds. The proposed acquisition is within the College’s
master plan.
Background Information
Attachment A: Olympic College Campus Acquisition Map
Recommendation
Staff recommends approval of Resolution 13-05-22, giving Olympic College authority to acquire
the property located at 1018 18th Street in Bremerton, Washington.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
TAB 6k
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-22
A resolution relating to Olympic College’s authority to acquire the property located at 1018 18th
Street in Bremerton, Washington.
WHEREAS, Olympic College is requesting authority to purchase the .57 acres of
property located at 1018 18th Street in Bremerton, Washington, at an estimated total principal
cost of $425,000, for which the College has sufficient local funds; and
WHEREAS, the property will be used as a warehouse to store various equipment;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges gives Olympic College $425,000 in local expenditure authority to purchase the
property located at 1018 18th Street in Bremerton, Washington.
APPROVED AND ADOPTED May 9, 2013.
_______________________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
Tab 6k
REGULAR MEETING AGENDA ITEM
TAB 7
May 9, 2013
Discussion
Action
Topic
Legislative Update
Description
The 2013 regular legislative session adjourned Sine Die on Sunday, April 28. The Governor has
called legislators back to Olympia for a special session beginning May 13 to finalize operating
and capital budgets.
With legislators continuing to negotiate a final budget deal, the community and technical college
system has continued to communicate about system priorities and the important role we play in
contributing to a thriving Washington economy.
Key Questions


Do Board members feel properly informed of legislative work?
Is there additional information or materials the Board feels is necessary?
Analysis
Legislation
Over the course of the regular legislative session, staff tracked a number of bills important to
community and technical colleges. In the last few weeks, Governor Inslee has signed some of
these bills into law, further illustrating the emphasis placed on the two-year college system this
year.
Post session
As the legislative process winds down, staff has started work on a detailed session summary
report and an internal debrief document. In addition, an interim legislative outreach plan is being
created to maximize opportunities in educating legislators about the community and technical
college system.
These items will be discussed in greater detail during the June meeting.
Background Information
Attachment A: Bill Watch List
Recommendation/Outcomes
The Board will be updated on the status of critical legislation tracked during the regular
legislative session. Staff is seeking Board input on policy legislation for the upcoming special
session where the system could exert influence and positive direction for the two-year college
system.
Prepared by: Alison Grazzini Smith, 360-704-4394, agsmith@sbctc.edu
State Board for Community and Technical Colleges
Watch List
As of April 28, 2013
TAB 7 Attachment A Bill that have passed and on the way to or signed by the Governor
HB 1109 (Hansen) Military/Early Registration Staff Lead: Scott Copeland ESHB 1247 (Hansen) Job Skills Program Staff Lead: Anna Nikolaeva SHB 1472 (Hansen) Providing initiatives to improve and expand access to computer science education Staff Lead: Teri Echterling SHB 1686 (Seaquist) SBCTC Request GED Staff Lead: Jon Kerr 4/25:
4/11: 3/13: 5/1:
4/16: 3/9: 4/25:
4/22: 4/16: 3/8: 4/23:
4/11: 3/8: Signed by the Governor
Passed Senate (48‐0) Requires colleges to have a process in place, beginning in the 2013‐2014 academic year, to offer students who are eligible veterans or national guard members early course registration. Expires August 1, 2022. Passed House (98‐0) Scheduled for Governor’s Signature Modifies the Job Skills Program (JSP) by (1) Exempting small businesses from providing a dollar for dollar match for training; and (2) Changing priority criteria for awarding program funds. Passed Senate (46‐0) Passed House (98‐0) Delivered to the Governor
House concurred on Senate amendments Passed (95‐0) Improves and expands access to computer science education. Requires high school and school district boards of directors to approve AP computer science courses as equivalent to high school mathematics or science. Passed Senate (46‐1) Senate amended; sent back to House to concur on amendments Passed House (95‐3) Signed by the Governor
Passed Senate (48‐0) Passed House (98‐0) Replaces the term General Educational Development (GED) equivalency diploma with the term high school equivalency certificate throughout RCWs to allow more vendors to provide for alternate diploma routes. Adds requirement that SBCTC must identify and accept a high school equivalency test that is comparable in rigor to the GED, and must include testing in reading, writing, math, science, and social studies. 1 HB 1736 (Zeiger) Concerning Higher Education Operating Efficiencies (Non Capital Reg Relief) Staff Lead: Wayne Doty SSB 5180 (Shin) Improving Access to Higher Education for Students with Disabilities Staff Lead: Scott Copeland SSB 5195 (Rolfes) SNG/Nonprofits Staff Lead: Scott Copeland 2SSB 5624 (McAuliffe) Aligning High‐Demand secondary STEM or Career & Technical Education Programs with Applied BA Programs Staff Lead: Edward Esparza SB 5712 (Kohl‐Welles) Encouraging colleges to use, and inform students of the use of, multiple measures to determine the need for precollege courses Staff Lead: Bill Moore SSB 5774 (Hewitt) Sip & Spit Staff Lead: Kathy Goebel 4/25:
4/22: 4/17: 3/4: 4/23:
4/15: 4/3: 4/23:
4/16: 3/13: 4/23:
4/12: 3/12: Senate amendment allows the formation of one student advisory committee at each four‐year higher education institution to consider issues such as tuition and fee levels. House concurred on Senate amendments Requires OFM to work with DES, DOT, commerce, institutions of higher education, Passed (92‐3) and others to comprehensively review certain reporting requirements to enhance the efficiency and effectiveness of operations of institutions of higher education. Allows Passed Senate (47‐0) Senate amended; sent back to institutions of higher education and state higher education agencies to use or accept electronic signatures. Authorizes WSAC to: (1) Negotiate and enter into interstate House to concur on amendments reciprocity agreements with other state or multistate entities under certain circumstances; and (2) Enter into agreements with certain degree‐granting Passed House (98‐0) institutions of higher education for the purpose of ensuring consistent consumer protection in interstate distance delivery of higher education. Delivered to the Governor
Establishes a legislative task force on improving access to higher education for students with disabilities. Passed House (76‐21) 4/23:
4/9: 3/5: Signed by the Governor
4/23:
4/9: 3/7: Delivered to the Governor
Passed Senate (49‐0) Delivered to the Governor
Allows certain nonprofit institutions to be eligible to participate in the state need grant program. Passed House (75‐21) Passed Senate (47‐2) Signed by the Governor
Passed House (57‐38) Passed Senate (48‐1) Passed House (90‐3) Passed Senate (49‐0) Signed by the Governor
Passed House (89‐4) Passed Senate (42‐7) Requires the statewide director for math, science, and technology employed by OSPI to work with SBCTC to develop high‐demand applied baccalaureate programs that align with high‐quality secondary science, technology, engineering, and math (STEM) programs and career and technical education (CTE) programs, subject to available funding. Subject to the availability of amounts appropriated for this specific purpose and in addition to other applied baccalaureate degree programs, SBCTC must select colleges to develop and offer two programs that support the continuation of high‐
quality STEM or CTE programs offered to students in K‐12 who are prepared and aspire to continue in these high‐demand areas in college and the workforce. Requires SBCTC to: (1) Encourage colleges to use multiple measures to determine whether a student must enroll in a precollege course including, but not limited to, placement tests, the SAT, high school transcripts, college transcripts, or initial class performance.; and (2) Require colleges to post all available options for course placement on their web site and in their admissions materials. Creates a special permit to allow tasting of alcohol by individuals who are at least 18 years old who are enrolled as a student is a class that is part of a culinary, wine technology, beer technology, or spirituous technology‐related degree program. The permit allows tasting, not consuming, of alcohol as part of the class curriculum with approval of the educational provider. 2 BUDGET SHB 1089/SSB 5035 (Dunshee/Honeyford) 2013‐2015 Capital Budget Staff Lead: Wayne Doty ESSB 5034 (Hill) 2013‐15 Operating Budget Staff Lead: Nick Lutes HB 1348 (Reykdal) Collective Bargaining Staff Lead: John Boesenberg SSB 5883 (Baumgartner) Equitable funding for higher education Staff Lead: Nick Lutes SB 5893 (Hill) Tuition Surcharge Staff Lead: Nick Lutes ESSB 5905 (Hill) Establishing state employee eligibility for insurance benefits consistent with the employer shared responsibility provisions of the patient protection and affordable care act. Staff Lead: John Boesenberg 1089:
5035: House Rules
Senate Rules Funds all requested minor work, designs and seven, out of eight, major construction projects. The construction project budgets were reduced by eliminating about one‐
half of the contingency. Proposal would provide $322,827,000 in new appropriations and authorize alternatively financed projects as requested. 4/5:
4/12: Passed Senate (30‐18)
Makes 2013‐2015 operating appropriations.
Passed House (54‐43) 1348: Passed House (61‐36)
Senate Commerce & Labor Proviso in House Budget Proposal 5883: Senate Rules
5893: Senate Ways & Means
*NTIB 5905: House Appropriations
4/22: Passed Senate (25‐23) *NTIB Requires trustees to provide step increases or increments to full and part‐time faculty as they are negotiated in local agreements. Step increases awarded by a board may exceed compensation provided by the Legislature. "Step increases" and "turnover savings" are defined. Establishes: (1) A funding methodology based on enrollment levels with which to provide predictable and stable baseline state funding to the institutions of higher education; and (2) A process whereby any state funds over and above the level needed for the baseline levels of state funding are distributed among the institutions of higher education based on performance in meeting statewide goals and expectations, and to reward the highest performers. Declares it is the goal of the legislature that institutions of higher education receive a baseline level of state funding that is sufficient to allow ongoing access to postsecondary education for residents, particularly in high‐demand degree programs. Imposes a 20% surcharge on international students.
Eliminates state paid health care coverage for part‐time employees. Strikes health benefit eligibility criteria from statute and states that only "full‐time" employees as defined by the federal Affordable Care Act law are eligible for state paid employee health benefits. (The Affordable Care Act defines "full time" to mean 30 hours per week.) Change would be effective 1/1/14. 3 Bills that did not survive cut-off
HB 1011/SB 5318 (Appleton/Bailey) Military/Resident Tuition HB 1043/SB 5548 (Seaquist/Ranker) Differential Tuition SHB 1320/SSB 5544 (Zeiger/Ranker) Online Higher Education Transfer and Student Advising System HB 1342/SB 5600 (Hargrove/Walsh) WorkFirst “Work Activity” SHB 1429 (Seaquist) Inmate Postsecondary Degree Programs HB 1453/SSB 5028 (Seaquist/Hasegawa) State Need Grant Eligibility HB 1535 (Fey) Concerning the reduction in force of tenured or probationary faculty members SHB 1536/SB 5567 (Seaquist/Chase) Boards of Trustees SHB 1769/SB 5780 (Stonier/Baumgartner) Creating Efficiencies for Institutions of Higher Education (Capital Reg Relief) HB 1804 (Reykdal) Addressing Supplemental Bargaining Under the Personnel System Reform Act ESHB 1817 (Hudgins) Adding Eligibility Criteria for Higher Education Financial Aid (Dream Act) SHB 1823 (Sells) Concerning Centers of Excellence Expands the definition of veteran residency to include veteran's whom are not state residents to participate fully in the Post‐
9/11 GI Bill. Expands the definition of "resident student," for purposes of eligibility for resident tuition, to remove the one‐
year waiting period for veterans and active members of the military. Removes the authority for SBCTC to pilot or institute differential tuition (authority was initially provided during the 2011 session and was suspended for the 2011‐13 biennium during the 2012 session). Excludes resident undergraduate students from the four‐year schools’ authority to implement differential tuition models. Requires the student achievement council to establish and maintain a statewide online transfer and student advising system that integrates information related to programs, advising, registration, admissions, and transfer. Revises RCW 74.08A.250 that defines WorkFirst "work activities" that includes education and training activities provided by SBCTC WorkFirst providers. Extends maximum length of time for Vocational Education (VE) to 24 months from the current 12 months. DOC shall pay the cost of such programming for adult basic skills and vocational programs and may pay for academic degree programs necessary for compliance with an individual’s re‐entry plan. HB 1453: Removes less‐than‐part‐time State Need Grant from pilot status to permanent.
SSB 5028: Extends the pilot program to June 30, 2015. Repeals statute provisions allowing for a streamlined layoff process for tenured/probationary faculty when the State Board declares a financial emergency based on a reduction in budget from one year to the next (after adjusted for inflation). SHB 1536: Requires that boards of trustees to include at least one member from labor and one member from business.
SB 5567: Requires that boards of trustees to include at least one member from labor. Section 1 increases the threshold for a predesign from $5 million to $10 million and increases the maximum value for a minor work project from $2 million to $5 million, for higher education. Sections 2 and 3 authorize colleges to use COPs without additional legislative approval. Upon the request of any party, the Governor's designee and the exclusive bargaining representative or representatives must enter into supplemental bargaining of agency‐specific issues for inclusion in or as an addendum to the master collective bargaining agreement. Language requiring the parties' agreement regarding the issues and procedures for supplemental bargaining is deleted. Provides a more affordable and attainable route to college for immigrant children granted deferred action for childhood arrival status. Adds to the mission of Centers of Excellence requiring additional consultation with the council of presidents and institutions of higher education. Additionally to become a central source of all training information to the strategic industries of the state, and other specific tasks like the creation of model programs of study for their targeted industry. 4 SHB 1858 (McCoy) Awarding Academic Credit for Military Training E2SHB 1872/SSB 5775 (Maxwell/Litzow) STEM HB 1878 (Haler) Restoring SNG Award Amounts for Students at Private, Nonprofit Degree‐granting Institutions SB 5018 (Benton) Public Art Purchases SB 5217 (Schoesler) Eliminating the WSQA Program SB 5350 (Reykdal/Kohl‐Welles) Collective Bargaining SB 5655 (Murray) Undocumented Students/SNG SB 5670 (Ranker) SNG Eligibility SB 5673 (Kohl‐Welles) 2‐year Tuition Freeze at CTCs SB 5738 (Murray) Funding Source to Improve Education (Capital Gains Tax) SB 5759 (Braun) Concerning Data Collection & Operational cost funding for the Washington State EDC SB 5783 (Shin) Modifying the Washington CTP SB 5844 (Sheldon) Modify collective bargaining law to authorize nontenured part‐time academic employees to form a collective bargaining unit Each institution of higher education must adopt, by December 31, 2014, a policy to award academic credit to an individual who is enrolled in the institution of higher education and has successfully completed any military training course or program as part of his or her military service. Establishing a comprehensive initiative to increase learning opportunities and improve educational outcomes in science, technology, engineering, and mathematics through multiple strategies and statewide partnerships. Grant awards for students at private nonprofit baccalaureate degree‐granting institutions participating in the state need grant program must be set at the same level as the student would receive if attending one of the public research universities. Repeals the requirement to purchase public art with appropriations made for construction of public buildings.
Eliminates the Washington State Quality Award Program. Requires trustees to provide step increases or increments to full and part‐time faculty as they are negotiated in local agreements. Step increases awarded by a board may exceed compensation provided by the Legislature. "Step increases" and "turnover savings" are defined. Makes the State Need Grant and the College Bound scholarship available to undocumented students who have received a diploma, or its equivalent, in Washington state and have lived in Washington state for years. Students should not lose State Need Grant eligibility for taking more than five years to graduate when they were unable to enroll in the classes they needed to complete their program as a result of waitlists and course closures. Freezes tuition for the 13‐15 biennium at CTCs if the state appropriates $180 million in new money for the system.
Imposes a tax on every person for the privilege of selling or exchanging capital assets. Expands funding for K‐3 class size reduction, early childhood education and assistance program slots, all‐day kindergarten, the readiness to learn program, enrollment support for higher education, enhancements to basic education, and other programs to enhance student preparedness and learning. Makes appropriations. Provides for submission of the act to a vote of the people. Requires every agency operating a program identified by the commission as a state‐funded program providing significant economic development services must develop a data collection plan for the program including: (1) logic model, (2) data collection process; and (3) explanation of how data is validated and standardized. (JSP, CTP, and Worker Retraining would be considered a significant economic development service) Includes industry cluster associations in the customized employment training program. Current CTC faculty collective bargaining law requires full and part‐time faculty to be in a single bargaining unit. SB 5844 amends the law to split faculty bargaining units into full time tenured faculty units and part‐time non‐tenured faculty units. As a result, colleges may be required to bargain separate agreements – one applicable to full time faculty and another applicable to part‐time faculty. Additionally, the bill prohibits discrimination of part‐time faculty based upon their status as part‐time instructors. 5 Tab 8
REGULAR MEETING AGENDA ITEM
May 9, 2013
Discussion
Action (Resolution 13-05-23 and 13-05-24)
Topic
Updating the State Board Retirement Plan – Repealing Governing Washington Administrative
Codes and Re-Adoption of the State Board Retirement Plan Document
Description
The State Board governs the State Board Retirement Plan through adoption of Washington
Administrative Codes (WAC) and a Plan Document. The WACs provide State Board policy.
The Plan Document includes those same policies as well as state law and federal regulation.
To eliminate this duplication and avoid potential confusion, staff proposes repeal of the WACs
governing the Plan and adoption of an updated Plan Document. The updated Plan Document
includes one policy change: allowing Plan participants, under limited circumstances, to access
retirement benefits while still employed.
Key Questions



Should the State Board Retirement Plan (SBRP) have a single governing document?
Does the proposed Plan Document include State Board policies currently adopted as WAC?
Should the SBRP provide a program that allows for receipt of retirement benefits while still
employed but assigned a reduced work load?
Background Information
State law provides the State Board with authority to sponsor retirement savings programs for
employees of the community and technical college system. With that authority, the State Board
sponsors a mandatory retirement plan for faculty and exempt employees, and a voluntary
retirement savings plan1 open to all employees. To govern and operate the mandatory
retirement plan, the State Board has:





Adopted and amended administrative rules or WACs since 1970;
Adopted and amended a Plan Document since 1997;
Contracted with the TIAA-CREF;
Identified the Deputy Executive Director of Human Resources as Plan Administrator;
and,
Approved the investment options available to employees.
The rules, as amended and revised over time, establish State Board policy within the framework
established by state law and federal regulation. In general, the rules define terms and address
issues related to eligibility, contributions, investment control, withdrawals, and supplemental
1
The State Board Voluntary Investment Plan is governed solely by a Plan Document, adopted in 2008.
Tab 8, Page 2
benefits. While the Plan Administrator has authority to interpret and apply the WACs, the
authority to change WAC language rests solely with the State Board.
The current Plan Document was last reviewed and updated in 2011, primarily due to changes in
state law affecting higher education sponsored retirement plans. It incorporates State Board
policies, state law, and federal regulations. In addition to addressing State Board policy issues
listed above, the Plan Document includes federally required provisions addressing, for example,
maximum deferral amounts, minimum distributions, qualified domestic relations orders,
treatment of participants who were deployed by the military, and corrections of errors. The Plan
Administrator has authority to interpret and apply plan policies and make technical corrections to
the Plan Document. However, the authority to change policy rests with the State Board and
occurs through adoption of rules and the Plan Document.
Analysis
Rule Repeal: As noted above, the State Board Retirement Plan (SPRB) has been governed by
both a Plan Document and WACs since 1997. The other public higher education retirement
plan sponsors have governed their plans solely through adoption of a Plan Document.
For the most part, the SBRP governing instruments have been revised at the same time.
However, there have been a few occasions when the governing documents were not in sync. A
current example is the language providing for HECB employee participation in the SBRP. Since
the Legislature acted to eliminate the HECB and establish the Washington Student
Achievement Council, the WACs have been out of date. However, after consultation with the
State Board, this name change was viewed as a technical correction and was updated in the
Plan Document by the Plan Administrator.
However, the plan rules need to be updated, which requires a 90-day notice period, a public
hearing, and State Board action. It was this situation that created the question: “Why have
overlapping State Board adopted rules and Plan Document?” As the Plan Document is required
by the federal government, focus fell on the need for WACs. Feedback on this question from
system constituencies was requested in fall 2012. No one expressed concern regarding the
elimination of WACs and reliance on the Plan Document as the retirement plan’s governing
instrument.2
Staff proposes repeal of the WACs governing the SBRP and re-adoption of the Plan Document.
As noted in the agenda, a public hearing is required to repeal rules. The public notice process
was initiated in February, positioning the Board to act on rule proposals during its May meeting.
The rule changes would be effective 31 days after action, on June 10, 2013.
Plan Document Adoption: With one exception, the Plan Document proposed for adoption has
only been slightly modified to provide:
 For the participation of the Washington Student Achievement Council;
 Consistency with the recently adopted Investment Policy Statement and the
development of an Investment Advisory Committee; and,
 To make minor technical corrections or clarifications.
2
Few participants are aware of the WACs or Plan Document. A Summary Plan Description is the primary
communication tool used by college employers to communicate Plan provisions to newly eligible
participants. This description, written in laypersons terms in a Q&A format, is considered a “best practice”
for sponsors of publicly funded retirement plans but not required by federal regulations.
Tab 8, Page 3
Any future changes to Plan policy would occur through State Board action. As noted previously,
the Plan Administrator would retain authority to interpret and apply Board adopted policy and
make technical corrections to the Plan Document.
Policy Change: The one policy change included in the redrafted Plan Document is proposed to
provide for a current college practice while maintaining compliance with federal regulations.
Increased college use of retirement incentive programs has created a practice that raises a
federal compliance question. To assist faculty transition into retirement, colleges allow faculty to
“retire” from their full-time tenured positions and return to work as part-time instructors. The
return to work may be immediate (i.e., retire at the end of spring quarter, return summer or fall
quarter). The IRS has determined that, without a significant break, this change is a reduction in
workload and does not constitute a true separation or retirement from service.
This practice does not become an issue for our retirement plan unless the “retired-now-rehired”
instructor accesses retirement benefits through TIAA-CREF. The IRS views this situation as an
“in-service distribution” of benefits, allowable under IRS regulation but not provided for within
our Plan. There are two ways to remedy this situation: disallow distribution of benefits to
participants who return to work within a defined period of time; or, allow in-service distribution of
benefits.
Staff proposes allowing limited in-service distributions through development of a “Phased
Retirement Program.” Under this proposal, in-service distributions would be limited to
participants:



Who are at least age 59½ with ten years of service in the plan;
Who relinquish rights they may have to tenure or continuous employment; and,
Are employed by a participating employer and assigned a new position at a reduced
workload.
As implied above, retirees who return to work but do not access retirement benefits are
unaffected. Retired participants not meeting the criteria may return to work after two quarters or
six months3 without impact to their retirement benefit payments. Because the SBRP is a
defined contribution plan, the practice of re-hiring “retired” participants does not create the
“retire-rehire” issues that are experienced in a defined benefit plan.
Participation in the program would be voluntary and subject to mutual agreement of the
instructor and college. Solely for the purpose of the SBRP, employees participating in the
Phased Retirement Program would not be considered “retired” under the Plan, but viewed as
transitioning into retirement through working a reduced load. Participants would continue to be
eligible for whatever state and college benefits their workload allows.
Phased retirement programs, similar to the staff proposal, have become more common in recent
years, as retirement plan sponsors try to soften the loss of expertise of retiring baby boomers
and help transition employees into retirement.
3
Most faculty and exempt employees retire at the end of the academic year. As summer quarter is a
traditional break period for most faculty, the period of time that constitutes a “true separation” should be
longer than a single quarter or three months.
Tab 8, Page 4
Outcomes/Recommendation
The Board will be positioned to repeal rules addressing the SBRP and adopt an updated Plan
Document. Staff recommends that the Board repeal WAC 131-16-010 – WAC 161-16-066
through adopting Resolution 13-05-23. Staff also recommends adoption of the updated Plan
Document through adopting Resolution 13-05-24.
Prepared by: John Boesenberg, 360-704-4303, jboesenberg@sbctc.edu
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-23
A resolution relating to the repeal of the Washington Administrative Codes (WAC) governing the
State Board Retirement Plan.
WHEREAS, the State Board has exercised the authority provided in state statute to
sponsor retirement savings plans and adopt policies governing such plans; and,
WHEREAS, the State Board intends to operate its retirement savings plans in the best
interest of plan participants and in compliance with state and federal regulations;
WHEREAS, the State Board intends to streamline Plan governance by elimination of
duplicate provisions and provide clear policy and procedural guidance for its 401(a) retirement
plan;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges hereby repeals the Washington Administrative Codes listed in Attachment A, effective
June 10, 2013.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
Tab 8, ATTACHMENT A
REPEALER
The following sections of the Washington Administrative Code are repealed:
WAC 131-16-010
Establishment of the state board retirement
plan.
WAC 131-16-011
Definitions.
WAC 131-16-015
Retirement benefit goal established.
WAC 131-16-021
Employees eligible to participate in the
retirement plan.
WAC 131-16-031
Participation in the plan.
WAC 131-16-040
Disability retirement provisions for plan
participants.
WAC 131-16-045
Transfers to and from other plans.
WAC 131-16-050
Contribution rates established.
WAC 131-16-055
Options for self-directed investment of
retirement plan contributions and
accumulations.
WAC 131-16-056
Hardship withdrawals.
WAC 131-16-060
Cashability.
WAC 131-16-061
Supplemental retirement benefits.
WAC 131-16-062
Benefit options after termination of
employment.
WAC 131-16-065
Optional retirement transition benefit.
WAC 131-16-066
Single sum death benefit to spouse
beneficiaries.
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-24
A resolution relating to the adoption of the Plan Document governing the State Board
Retirement Plan.
WHEREAS, the Legislature has authorized the State Board to sponsor retirement
savings plans and adopt policies governing such plans; and,
WHEREAS, the State Board has exercised this authority by establishing a Code Section
401(a) retirement saving plan, and,
WHEREAS, the State Board intends to govern the 401(a) retirement savings plan
through adoption of a Plan Document which is intended to include State Board policy and
comply with state and federal regulations;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges hereby adopts the updated Plan Document, effective June 10, 2013
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
STUDY SESSION AGENDA ITEM
TAB 9
May 9, 2013
Topic
Delegation of Authority
Description
The State Board carries out its statutory powers and duties through various means, including
the adoption of policies published in and made available through the State Board Policy Manual.
The Manual includes policies on such topics as faculty and staff; student services; instructional
programs and course development; enrollment reporting and tuition and fees; capital
expenditures; and public information and records. The Policy Manual also contains delegations
of authority from the Board to the executive director. Most of these delegations have not been
changed since 1997. At this meeting staff will brief the Board on existing delegations of
authority and make recommendations for changes. At the June meeting, the Board will be
asked to adopt a resolution updating the delegations of authority.
Key Questions


Should the dollar thresholds for delegations of authority to the Executive Director be
increased?
Should the Policy Manual be updated to broaden the delegation of authority to include all
types of contracts and agreements for the expenditure of funds?
Analysis
Background
The State Board for Community and Technical Colleges has the statutory responsibility to:
“Establish guidelines for the disbursement of funds; and receive and disburse such funds
for adult education and maintenance and operation and capital support of the college
districts in conformance with the state and district budgets, and in conformance with
chapter 43.88 RCW”. (RCW 28B.50.090(2))
Further, RCW 28B.50.060 states, “The board may, by written order filed in its office, delegate to
the director any of the powers and duties vested in or imposed upon it by this chapter. Such
delegated powers and duties may be exercised by the director in the name of the college
board.” The Washington Administrative Code (WAC 131-08-005(2) states that “The executive
director exercises, in the name of the board, all powers and duties delegated by the board and
at the direction of the board executes, together with the chair of the board, all contracts entered
into by the board.”
The authorities delegated by the State Board to the Executive Director include the following:
 To approve contracts for consultant services up to $100,000
TAB 9, Page 2

To approve contracts for goods and services related to Information Technology up to
$400,000

To enter into interagency contracts for the acquisition of services, supplies,
equipment, and personnel up to $100,000

To enter into interagency contracts for the acquisition of services, supplies,
equipment, and personnel related to Information Technology up to $400,000

To take action on capital-related issues provided that the expenditure of local funds
does not exceed $400,000

To make application for and accept federal funds for educational purposes

To approve district requests to sell, exchange, or otherwise dispose of community
and technical college personal property valued up to $100,000
(State Board Policy Manual, Chapter 1.30.20)
The Executive Director has delegated the following authority to Division Directors (now known
as Deputy Executive Directors):
 To sign and executive contracts and agreements for personal services up to $50,000
 To delegate to other State Board staff the authority to sign contracts up to $10,000
(State Board Policy Manual, Chapter 1.30.30 and 1.30.40)
(See Attachment A – State Board Policy Manual, Chapter 1.30.00, Executive Director
State Board for Community and Technical Colleges)
Discussion and Recommendations for Changes
Attachment B – Summary of Recommended Changes to Delegations of Authority contains
a summary of current delegated authorities and recommendations for changes.
Contracts and Interagency Agreements: The $100,000 limit on the Executive Director’s
authority to approve contracts for consultant services was last changed in 1997, when the Board
approved raising it from $50,000 per contract to $100,000 (Resolution 97-10-58). The $400,000
limit on the Executive Director’s authority to approve IT-related contracts and interagency
agreements was established via Board resolution in 2008, when governance and management
of the system’s Center for Information Services was transferred to the SBCTC (Resolution 0807-29). The $100,000 limit on the Executive Director’s authority to enter into non-IT related
interagency agreements has been in place since prior to 1997.
The current Policy Manual language limits the delegation of authority for non-IT expenditures to
contracts for consultants. Other types of expenditures not covered by current policy include
contracts and agreements for goods as well as services.
Recommendation: Expand the delegation to include contracts and agreements for
goods as well as services. Simplify the policies by combining the authorities pertaining
to purchases and contracts with those for interagency agreements. Increase the
delegated authority for non-IT contracts and agreements for the purchase of goods and
services to $250,000. Increase the delegated authority for IT-related contracts and
agreements for the purchase of goods and services to $500,000.
Local Capital Funds: The limit on the Executive Director’s authority to approve the
expenditure of local funds for capital projects was last changed in 1997, when the Board
approved raising it from $200,000 to $400,000 (Resolution 97-10-58). If that limit were adjusted
TAB 9, Page 3
for inflation, it would be $700,000 today. In 1997, at the $400,000 limit, about ten percent of the
requests to expend local funds on capital projects needed State Board approval. Currently,
about 40 percent of these requests require Board approval. Raising the delegation of authority
to $2 million would again result in about ten percent of the requests going to the Board. The
recommendation is to raise the Executive Director’s delegated authority to $1 million, which
would provide a quicker turnaround on district requests.
Recommendation: Increase the delegated authority for local capital expenditures to $1
million. Add to the Policy Manual the requirement that the Executive Director provide at
each Board meeting a summary of projects approved since the prior Board meeting.
Delegations to Deputy Executive Directors: The Executive Director has delegated authority
to Deputy Executive Directors to enter into contracts up to $50,000 and to delegate to other
State Board staff the authority to enter into contracts up to $10,000 (State Board Policy Manual,
Chapters 1.30.30 and 1.30.40). These delegations derive from the statutory authorities granted
directly to the Executive Director (RCW 28B.50.060). Because they are procedures related to
running the State Board office, the recommendation is to remove them from the Policy Manual.
Delegations from the Executive Director to other State Board employees will be authorized
through internal office policies and procedures.
Recommendation: Remove from the Policy Manual. Delegations from the Executive
Director to other State Board staff will be authorized through internal office policies and
procedures.
Receipt of Grants: While the Policy Manual delegates authority to the Executive Director to
apply for and accept federal funds for educational purposes, no such delegation of authority
exists for private funds.
Recommendation: Provide the Executive Director the authority to apply for and accept
private funds for educational purposes.
Disposal of Personal Property: State law assigns responsibility for the sale, exchange, or
conveyance of community and technical college personal property to the State Board (except
personal property donated to a college) (28B.50.090(12) RCW). Since before 1997, the Board
has delegated to the Executive Director authority for the disposal of personal property valued up
to $100,000.
Recommendation: Delegate to the Executive Director authority over the disposal of all
community and technical college personal property. The disposal of personal property is
governed through the State Board’s Financial Affairs Manual, which directs the colleges
to follow general state regulations and laws pertaining to the disposal of personal
property.
Foreign Travel: State regulations (SAAM 10.10.50.b) require appointed boards to approve
travel to foreign countries or to delegate that authority to the Executive Director. The Policy
Manual does not delegate this authority to the Executive Director.
Recommendation: Delegate to the Executive Director the authority to approve travel to
foreign countries and Hawaii.
Background Information
Attachment A: SBCTC Policy Manual, Chapter 1.30.00, Executive Director State Board for
Community and Technical Colleges
TAB 9, Page 4
Attachment B: Summary of Recommended Changes to Delegations of Authority
Outcomes
Staff will receive feedback from the Board on the recommended changes to policies related to
delegation of authority. Direction from the Board will be incorporated into a resolution presented
to the Board for adoption at the June meeting.
Prepared by: Denise Graham, (360) 704-4350, dgraham@sbctc.edu.
TAB 9 Attachment A SBCTC Policy Manual
C HAPTER 1: S TATUTES , P OLICIES AND R EGULATION G OVERNING
W ASHINGTON C OMMUNITY COMMUNITY AND T ECHNICAL COLLEGES
1.30.00 Executive Director State Board for Community and Technical
Colleges
1.30.10 Appointment and Duties/Responsibilities of the State Director
The director of the state system of community and technical colleges is appointed by and serves at the
pleasure of the State Board. Qualifications, duties and responsibilities of the State Director are set forth in
RCW 28B.50.060.
1.30.20 Delegation of Authority to the Director
By resolution, the State Board for Community and Technical Colleges delegates to the State Director
authority to perform the following in the name of the Board. Delegation of these authorities, together with
future delegations of the Board’s powers and duties, shall be filed in the State Director’s office.
A. To approve and/or authorize the employment of employees and consultants as the director shall
deem necessary and, together with the chair of the Board, to execute necessary agreements upon
such terms and conditions as the director may establish, provided that:
I.
Funds are available for payment for such personal services and related costs.
B. The total contractual obligation for the services of a given consultant and/or firm does not exceed
one hundred thousand dollars ($100,000) for an single project of part thereof except for contracts
for goods and services related to the operation of the Information Technology Division, the amount
shall not exceed four hundred thousand dollars ($400,000).
C. To make application for and accept federal funds available for educational purposes or that may aid
educational institutions or boards. Acceptance of such funds is subject to conditions attached
thereto, the laws of the State of Washington and State Board policies and rules.
D. To negotiate and execute interagency contracts for the acquisition of services, supplies, equipment
and personnel, or any combination of the above, where the acquisition is necessary to the
performance of the Board's and/or the director's statutory duty. The total obligation incurred by the
Board pursuant to any such contract cannot exceed in cost the sum of one hundred thousand
dollars ($100,000) except for contracts of the Information Technology Division shall not exceed
four hundred thousand dollars ($400,000).
E. To approve district requests to sell, exchange, or convey community or technical college personal
property pursuant to RCW 28B.50.090(12), provided that the estimated value of such property
shall not exceed $100,000.
F. To approve or disapprove applications for professional-technical programs submitted in accordance
with State Board policies and procedures governing these programs (see Chapter 4 - Instructional
Program and Course Development).
G. To set guidelines and receive and disburse funds for capital support, maintenance and operation of
community and technical college districts in conformance with state and district budgets and RCW
43.88 (see Chapter 6 - Capital Expenditures and Real Property Transactions). This authority
includes:
I.
Distributing funds for project preplanning and master planning as appropriated and
according to criteria reviewed and approved by the Board.
1 TAB 9 Attachment A II.
Approving expenditures of local capital funds for projects up to $400,000.
III.
Approving transfer of title to real property to a public agency.
IV.
Approving easements to public agencies or utility companies.
V.
Approving the rental or lease of facilities by a community or technical college district that
will have 24-hour control of such facilities.
VI.
Approving the rental or lease of community and technical college facilities to a lessee
that will have 24-hour control.
VII.
Approving or authorizing local boards to approve the rental or lease of facilities by a
community or technical college district that will not have 24-hour control.
VIII.
Executing documents required for Certificates of Participation and ground leases
previously approved by the State Board in the capital budget.
1.30.30 Delegation of Authority to Division Directors
By the authority granted to the State Director from the State Board for Community and Technical Colleges,
SBCTC Division Directors are given authority to sign/execute contracts/agreements for personal services
provided that:
A. Funds are available for payment for such personal services and related costs.
B. The total contractual obligation for the services of a given consultant and/or firm does not exceed
fifty thousand dollars ($50,000) for a single project or part thereof.
1.30.40 Delegation of Authority by Division Directors
By authority granted to the State Director and to the Division Directors, further delegation of authority to
other staff by Division Directors is authorized for amounts up to $10,000 providing:
A. Funds are available for payment for such personal services and related costs.
B. The total contractual obligation for the services of a given consultant and/or firm does not exceed
ten thousand dollars ($10,000) for a single project or part thereof.
Policy History
Action
Description
Revision
Date
SBCTC Resolution 08-0729
1.30.20 (2) & (4) increased authority for contracts for goods and
services related to the operation of the Information Technology
Division to $400,000.
7/15/2008
Executive Director
decision per RCW
28B.50.060
1.30.30 signature authority for Division Directors increased from
$5,000 to $50,000.
5/16/2008
Executive Director
decision per RCW
28B.50.060
1.30.40 increased signature authority by Division Directors to other
staff to $10,000.
5/16/2008
SBCTC Resolution 02-0916
Board approved Policy Manual
9/19/2002
2 TAB 9 Attachment B Summary of Recommended Changes to Delegations of Board Authority Current Delegations Executive Director – Contracts and Agreements Non‐IT contracts for consultants and interagency agreements up to $100,000 IT‐related contracts for goods and services and interagency agreements up to $400,000 Recommendation Non IT – Contracts and agreements for the purchase of goods and services up to $250,000. IT – Contracts and agreements for the purchase of goods and services up to $500,000. Executive Director – Local Capital Funds Executive Director has delegated authority to approve expenditures of local capital funds for projects up to $400,000. Increase delegated authority to $1,000,000. Add the requirement that the Executive Director provide at each board meeting a summary of projects approved since the prior board meeting. 1 Justification/Comments The recommendation is to simplify the policy by combining the authority for consultant contracts and interagency contracts, and clarifying that the policy covers all contracts and agreements for the purchase of goods and services. Since FY 2010, the number of non‐IT contracts and interagency agreements has averaged fewer than 13 per year. Based on recent history, raising the delegated authority to $250,000 would result in three to five non‐IT contracts a year requiring Board approval. Delegating to the Executive Director authority for IT‐related contracts up to $500,000 will provide more flexibility to enter into support contracts that may be needed for ctcLink. The scope of work that could be accomplished under the delegation of projects less than or equal to $400,000 to the Executive Director in 1997 is worth $700,000 today. Delegation of projects less than $400,000 to the Executive Director resulted in about 10% of the requests going to the Board in 1997. Currently, about 40% of the requests go to the Board. Raising the delegation to $2 million would again result in about 10% of the requests going to the Board. $1 million would provide a quicker turn around on an increased number of projects. The colleges would appreciate a quicker turn around on an increased number of projects. TAB 9 Attachment B Current Delegations From Executive Director to Deputy Executive Directors Sign and execute contracts and agreements for personal services up to $50,000. Delegate to other State Board staff the authority to sign contracts up to $10,000. Executive Director – Receipt of Grants Federal Grants ‐ To make application for and accept federal funds available for educational purposes or that may aid educational institutions or boards. Executive Director – Disposal of Personal Property The Board has the statutory responsibility for the sale, exchange or conveyance of community and technical college personal property, except for property donated to a college. (28B.50.090(12)) The Board has delegated this authority to the Executive Director, up to $100,000. Executive Director – Foreign Travel Travel to foreign countries and Hawaii ‐ None Recommendation The delegation of authority to other employees of the State Board office falls within the scope of responsibilities assigned to the Executive Director. (28B.50.060 RCW ) Add authority to apply for and accept private funds as well as federal funds. Provides express delegated authority for accepting private funds. Delegate to the Executive Director
authority over the disposal of all community and technical college personal property. The disposal of personal property is governed through the State Board’s Financial Affairs Manual, which directs the colleges to follow general state rules and laws pertaining to the disposal of personal property. Delegate to the Executive Director
authority to approve travel to foreign countries and Hawaii. State regulations provide that appointed boards must approve travel to foreign countries or delegate that authority to the Executive Director. The recommendation is to delegate the authority to the Executive Director. 2 Justification/Comments Remove from Policy Manual. Delegations from the Executive Director to other State Board employees will be authorized via internal office policies and procedures. TAB 9 Attachment B Number of Contracts and Projects Non‐It Goods and Services Contracts Year 2009 ‐ 2010 2010 ‐ 2011 2011 ‐ 2012 2012 – 2013 $0 – $24,999 43 29 32 31 $25,000 – $49,999 13 14 11 13 $50,000 – $74,999 8 6 6 3 $75,000 – $99,999 7 9 6 7 $100,000 – $250,000 13 8 6 6 $250,001+ 5 5 3 5 IT Goods and Services Contracts Year $0 – $24,999 2009 ‐ 2010 4 2010 ‐ 2011 2 2011 ‐ 2012 3 2012 – 2013 2 $25,000 – $49,999 1 1 $50,000 – $74,999 1 1 $75,000 – $99,999 Capital Projects Biennium 2001 ‐ 2003 2003 ‐ 2005 2005 ‐ 2007 2007 ‐ 2009 2009 ‐ 2011 Projected 2011 – 2013 $0 – $400,000 90 90 63 59 67 $400,001 – $1,000,00 10 17 16 23 15 $1,000,001+ 55 14 23 4 7 13 9 22 3 $100,000 ‐$400,00 1 1 $400,000 – $500,001+ $500,000 1 1 1 5 TAB 9 Attachment B The scope of work that could be accomplished under the delegation of projects less than or equal to $400,000 to the Executive Director in 1997 is worth $700,000 today.
Delegation of projects less than $400,000 to the Executive Director resulted in about 10% of the requests going to the Board in 1997. Currently, about 40% of the requests go to the Board. Raising the delegation to $2,000,000 would again result in about 10% of the requests going to the Board.
4 REGULAR MEETING AGENDA ITEM
TAB 10
May 9, 2013
Discussion
Action (Resolution 13-05-25)
Topic
Approval of North Seattle Community College Bachelor of Applied Science, International
Business
Description
In February 2013, the State Board for Community and Technical Colleges adopted the revised
approval process, selection criteria, and application materials for community and technical
colleges seeking to offer an applied baccalaureate program.
North Seattle Community College completed an initial step in the approval process when
college administrators met with State Board members on March 27, 2013 to discuss how the
proposed Bachelor of Applied Science Degree in International Business aligns with the college’s
strategic goals and helps meet regional/statewide needs.
The final step in the approval process requires State Board approval or denial of the college’s
application to offer the proposed Bachelor of Applied Science degree.
Key Questions

Does North Seattle Community College’s application for a Bachelor of Applied Science
Degree in International Business meet criteria established by the State Board for
Community and Technical Colleges?
Analysis
North Seattle Community College will be the third college within the Seattle District to offer a
Bachelor of Applied Science. With the approval of the State Board for Community and
Technical Colleges, North Seattle Community College will begin to offer a BAS degree in
International Business for the 2013-2014 academic year. This degree positions North Seattle to
work with place-bound and diverse students who have earned a professional-technical
associate degree in business. The degree will be offered in a variety of delivery modes –
classroom, hybrid, and fully online. Because many students will be working, classroom and
hybrid courses will be offered evenings and weekends.
Associate degree pathway:
 Entrepreneurship, Project Management, or International Trade programs;
 Administrative Assistant degree;
 Accounting AAS degree;
 Communication, Business, and Media degree;
 Business transfer degree would also be able to enroll in the International Business program.
Tab 10, Page 2
This BAS degree includes significant applied learning opportunities. In addition, a practicum is
designed to ensure exposure to a second language and culture. As part of the program an
internship will take place in a business of the student’s choosing and can be completed in
another country. A component of the internship is an applied research project that can be
completed in the quarter prior to or during the internship. The success of the internship program
rests in large part on the successful identification of businesses to participate. Program staff
and faculty will continually work with an established advisory committee and industry
organizations to promote the program to businesses.
North Seattle Community College will accept up to 25 percent of the credits for the International
Business degree based on prior work experience. The college recognizes the importance and
relevance of prior learning assessment and has made strides in making this easily accessible
for students.
In addition to program outcomes, International Business students will have the same four
Essential Learning Outcomes that North Seattle fosters in all its students. These include:
 Knowledge – Methodologies, facts, theories, and perspectives within and across disciplines
 Intellectual and Practical Skills, including critical thinking and problem solving,
communication and self-expression, quantitative reasoning, information literacy,
technological proficiency, collaboration: group and team work
 Personal and Social Responsibility, including civic engagement: local, global, and
environmental, intercultural knowledge and competence, ethical awareness and personal
integrity, lifelong learning and personal well-being
 Integrative and Applied Learning – Synthesis and application of knowledge, skills, and
responsibilities to new settings and problems.
The Seattle District has demonstrated the capacity and resources to build and sustain quality
baccalaureate programs of study. North Seattle Community College will be the third college
within the district to develop and implement a high-quality program based on its long-term
commitment to the International Business program and the international business community. In
doing so, the college will ensure that adequate financial and human resources are available to
make the program a success.
Legislation
Legislation passed in 2012 recognizes the State Board as the state’s authority for approving all
Applied Bachelor’s program offered by community and technical colleges. Applications for
applied baccalaureate degree programs are reviewed and approved employing objective
criteria, including, but not limited to:

The college demonstrates the capacity to make a long-term commitment of resources to
build and sustain a high quality program.

The college has or can readily engage faculty appropriately qualified to develop and deliver
a high quality curriculum at the baccalaureate level.

The college can demonstrate demand for the proposed program from a sufficient number of
students within its service area to make the program cost-effective and feasible to operate.

The college can demonstrate that employers demand the level of technical training
proposed within the program, making it cost-effective for students to seek the degree.

The proposed program fills a gap in options available for students because it is not offered
by a public four-year institution of higher education in the college’s geographic area.
Tab 10, Page 3
A 2009 HECB study on The Role of Transfer in the Attainment of Bachelor Degrees at
Washington’s Public Baccalaureate Institutions found that students tend to enroll in colleges and
universities that are nearby. This has resulted in an enrollment increase at branch campus,
university centers, or distance learning programs over a five-year period.
Approval Process
The North Seattle Community College application is consistent with the criteria and format
established by the SBCTC. After submitting a Statement of Need and meeting with the State
Board to discuss their proposal to offer the Applied Bachelor’s degree, North Seattle Community
College submitted a program approval application in December 2012. The application
addressed ten criteria:
1. Support of the statewide strategic plans (SBCTC System Direction and Mission Study
goals and Higher Education Coordinating Board Strategic Master Plan)
2. Program not offered by public, four-year institution in geographic area
3. Student demand
4. Employer demand
5. Rigorous curriculum at baccalaureate level
6. Program sustainability
7. Qualified faculty and staff
8. Quality student services plan
9. Plan for assessing student achievement and program assessment
10. Plan for admissions consistent with an open door institution
Consistent with the new approval process, the application has been reviewed by a community
and technical college system committee comprised of a college president, vice president of
instruction, vice president of student services, vice president of finance, and one staff member
from the State Board for Community and Technical Colleges.
The committee unanimously recommended approval of North Seattle’s Bachelor of Applied
Science Degree in International Business.
Background Information
Applied Baccalaureate Degree Approval Process - revised February 2013 at
http://www.sbctc.edu/college/studentsvcs/bas_approval_process-revised_feb2013.pdf.
2009 HECB System Design Plan at
http://www.wsac.wa.gov/sites/default/files/ReportSystemDesign-FINAL2010.pdf.
2011 HECB Regional Needs Analysis Report at
http://www.wsac.wa.gov/sites/default/files/RegNeedsAnalysis-Binder.pdf .
2009 The role of Transfer in the Attainment of Bachelor Degrees at Washington’s Public
Baccalaureate Institutions
http://www.wsac.wa.gov/sites/default/files/Role%20of%20Transfer%20Executive%20Summary10-09.pdf.
Recommendation
Staff recommends State Board action on Resolution 13-05-25, approving North Seattle
Community College’s application for a Bachelor of Applied Science in International Business
degree program.
Prepared by: Edward Esparza, 360-704-4319, eesparza@sbctc.edu.
Tab 10
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-25
A resolution to approve North Seattle Community College’s application to offer a Bachelor of
Applied Science in International Business upon recommendations of the Community and
Technical College Applied Bachelor’s Degree Review Committee.
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 Community and Technical College Applied Bachelor’s Degree Review
Committee found that North Seattle Community 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 of the Review Committee to authorize North Seattle
Community College to pursue their Bachelor of Applied Science in International Business.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 11
May 9, 2013
Discussion
Action (Resolution 13-05-26)
Topic
Approval of Green River Community College Bachelor of Applied Science, Information
Technology: Network Administration and Security
Description
In February 2013, the State Board for Community and Technical Colleges adopted the revised
approval process, selection criteria, and application materials for community and technical
colleges seeking to offer an applied baccalaureate program.
Green River Community College completed an initial step in the approval process when college
administrators met with State Board members on March 27, 2013 to discuss how the proposed
Bachelor of Applied Science Degree in Information Technology: Network Administration and
Security aligns with the college’s strategic goals and helps meets regional/statewide needs.
The final step in the approval process requires State Board approval or denial of the college’s
application to offer the proposed Bachelor of Applied Science degree.
Key Questions

Does Green River Community College’s Bachelor of Applied Science Degree in Information
Technology: Network Administration and Security meet criteria established by the State
Board for Community and Technical Colleges?
Analysis
Green River Community College has developed a Bachelor of Applied Science degree in
Information Technology: Network Administration and Security. This program is designed to
prepare students for employment within a variety of information technology positions, such as
network and computer system administration, information security analyst, and computer
support specialist.
This degree in Information Technology also will help meet the demand for skilled information
technology workers in the region with an applied bachelor’s degree. It is important to note that
the current demand for qualified personnel within the technology industry greatly exceeds the
supply of qualified workers.
Importantly, there are a substantial number of place-bound students in the Green River
Community College service area. In the Green River Community College student survey, 37
percent of Green River’s student respondents indicated that one of their top three reasons for
wanting to earn a bachelor’s degree at Green River is that they have a job and/or family here
and would like to take classes near where they live and work. By doing so this program also will
serve the needs of place-bound students.
Tab 11, Page 2
As a result, Green River Community College has placed a significant emphasis in developing
program outcomes that will enable graduates of the BAS program to:

Plan, implement, administer, and support appropriate information technologies and systems
to help an organization achieve its goals and objectives. Information technologies and
systems may include: servers, client computers, mobile devices, operating systems, network
applications, local area networks, wide area networks, wireless networks, network
segments, and intranets.

Analyze the security vulnerabilities of an organization’s information technology resources.

Plan and implement security measures and practices for an organization’s information
technology resources.

Evaluate user needs, and use those needs to plan the implementation of information
technology systems that meet those needs.

Prepare for industry certification exams.
In addition, entry requirements for the BAS degree in Information Technology program have
been designed to provide access to many and to ensure that prospective applicants are
prepared for success once they enter the program. Students may enter the program if they
possess a technical associate’s degree in an IT-related field from a regionally accredited
institution that includes at least 45 credits of IT courses and at least 20 credits of general
education courses.
Green River Community College places the highest priority on the needs and success of all of
its students. The college is committed to providing students with open access to
comprehensive programs and services in a nurturing environment, empowering students to take
initiative and responsibility for their educational and professional development.
In its efforts to assure service to diverse and under-represented populations, one of Green River
Community College’s institutional goals is: those members of its diverse communities will have
reasonable access to affordable educational programs and services that meet student needs.
Equity is a core value that is integral to every program offered at Green River Community
College.
Green River Community College’s information technology faculty and administrators have
explored opportunities for collaboration with their counterparts at many of the colleges
surrounding the Green River service area. Both Renton Technical College and Tacoma
Community College have shown interest in the Green River Community College Information
Technology degree since they do not plan to offer one of their own. Both colleges have
expressed interest in articulation and collaboration. In particular, Renton Technical College has
provided a significant amount of input into the planning process, and continues to do so as the
college moves forward with implementation of the degree.
In addition, the community and technical college system has now developed four programs
within the technology arena. It is incumbent that emerging programs such as Green River’s
become proactive in developing a cadre of best practices by collaborating with like programs
throughout the community and technical college system.
Tab 11, Page 3
Legislation
Legislation passed in 2012 recognizes the State Board as the state’s authority for approving all
Applied Bachelors programs offered by community and technical colleges. Applications for
applied baccalaureate degree programs are reviewed and approved employing objective
criteria, including, but not limited to:

The college demonstrates the capacity to make a long-term commitment of resources to
build and sustain a high quality program.

The college has or can readily engage faculty appropriately qualified to develop and deliver
a high quality curriculum at the baccalaureate level.

The college can demonstrate demand for the proposed program from a sufficient number of
students within its service area to make the program cost-effective and feasible to operate.

The college can demonstrate that employers demand the level of technical training
proposed within the program, making it cost-effective for students to seek the degree.

The proposed program fills a gap in options available for students because it is not offered
by a public four-year institution of higher education in the college’s geographic area.
In a 2009 HECB study on The Role of Transfer in the Attainment of Bachelor Degrees at
Washington’s Public Baccalaureate Institutions found that students tend to enroll in colleges and
universities that are nearby. This has resulted in an enrollment increase at branch campus,
university centers, or distance learning programs over a five-year period.
Approval Process
The Green River Community College application is consistent with the criteria and format
established by the SBCTC. After submitting a Statement of Need and meeting with the State
Board to discuss their proposal to offer an applied bachelor’s degree, Green River Community
College submitted a program approval application in March 2013. The application addressed
ten criteria:
1. Support of the statewide strategic plans (SBCTC System Direction and Mission Study
goals and Higher Education Coordinating Board Strategic Master Plan)
2. Program not offered by public, four-year institution in geographic area
3. Student demand
4. Employer demand
5. Rigorous curriculum at baccalaureate level
6. Program sustainability
7. Qualified faculty and staff
8. Quality student services plan
9. Plan for assessing student achievement and program assessment
10. Plan for admissions consistent with an open door institution
Consistent with the approval process, the application has been reviewed by a community and
technical college system committee comprised of a college president, vice president of
instruction, vice president of student services, vice president of finance, and one staff member
from the State Board for Community and Technical Colleges.
The committee unanimously recommended approval of Green River Community College’s
Bachelor of Applied Science Degree in Information Technology: Network Administration and
Security.
Tab 11, Page 4
Background Information
Applied Baccalaureate Degree Approval Process - revised February 2013 at
http://www.sbctc.edu/college/studentsvcs/bas_approval_process-revised_feb2013.pdf
2009 HECB System Design Plan at
http://www.wsac.wa.gov/sites/default/files/ReportSystemDesign-FINAL2010.pdf
2011 HECB Regional Needs Analysis Report at
http://www.wsac.wa.gov/sites/default/files/RegNeedsAnalysis-Binder.pdf
2009 The role of Transfer in the Attainment of Bachelor Degrees at Washington’s Public
Baccalaureate Institutions
http://www.wsac.wa.gov/sites/default/files/Role%20of%20Transfer%20Executive%20Summary10-09.pdf
Recommendation
Staff recommends State Board action on Resolution 13-05-26, approving Green River
Community College’s application for a Bachelor of Applied Science in Information Technology:
Network Administration and Security degree program.
Prepared by: Edward Esparza, 360-704-4319, eesparza@sbctc.edu.
Tab 11
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-05-26
A resolution to approve Green River Community College’s application to offer a Bachelor of
Applied Science in Information Technology: Network Administration and Security upon
recommendation of the Community and Technical College Applied Bachelor’s Degree Review
Committee.
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 Community and Technical College Applied Bachelor’s Degree Review
Committee found that Green River Community 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 of the Review Committee to authorize Green River
Community College’s Bachelor of Applied Science Degree in Information Technology: Network
Administration and Security.
APPROVED AND ADOPTED on May 9, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary