State Board Office
1300 Quince Street SE ● Olympia, WA 98504
Fourth Floor ● Cascade Rooms
Study Session:
Business Meeting:
March 27
1:15 p.m.
Wednesday, March 27, 2013
1:15 p.m. – 5:00 p.m.
Thursday, March 28, 2013
8:00 a.m. – 12:10 p.m.
Study Session Agenda
Call to Order and Welcome
Jim Bricker, Chair Pro-Tempore
1:20 p.m.
Budget Status and Tuition Update
Discuss
Tab 1
Discuss
Tab 2
Discuss
Tab 3
Discuss
Tab 4
Denise Graham
2:20 p.m.
Western Governors University Washington Presentation
Jan Yoshiwara
2:50 p.m.
Break
3:00 p.m.
Student Voice Presentation
Jan Yoshiwara
3:30 p.m.
Baccalaureate Degree Proposals
Edward Esparza
a. Clover Park Bachelor of Applied Science in Manufacturing
Operations
b. Columbia Basin Bachelor of Applied Science in Cyber Security
c. Bellevue College Bachelor of Applied Science in Data Analytics
d. North Seattle Bachelor of Applied Science in International
Business
e. Green River Bachelor of Applied Science in Information
Technology: Network Administration and Security
5:00 p.m.
Adjournment
5:30 p.m.
Dinner Meeting – Thanking the ctcLink Team
Schmidt House
330 Schmidt Place SW, Olympia, WA 98501
March 28
Regular Business Meeting Agenda
7:30 a.m.
Continental Breakfast
8:00 a.m.
Call to Order and Adoption of Agenda
Action
Sharon Fairchild, Chair
8:05 a.m.
Approval of Consent Agenda
a. SBCTC Meeting Minutes, February 6, 2013
b. Western eTutoring Consortium Contract
Resolution 13-03-09
c. South Puget Sound Additional Local Expenditure Authority,
Storm Water Retrofit
Resolution 13-03-10
d. Yakima Valley Local Expenditure Authority, 80 S 14th Ave
Resolution 13-03-11
Action
Tab 5
SBCTC Meeting Agenda
March 27-28, 2013
Page 2
8:10 a.m.
Executive Director Report
Discuss
Marty Brown
8:40 a.m.
Executive Briefing on ctcLink
Discuss
Tab 6
Discuss
Tab 7
Discuss
Tab 8
Discuss
Tab 9
Action
Tab 10
Mike Scroggins and Barbara Martin
9:10 a.m.
Legislative and Communications Update
Alison Grazzini-Smith and Laura McDowell
9:40 a.m.
9:50 a.m.
Break
Financial Aid System Update
Michelle Andreas
10:30 am.
Transfer Study
David Prince
11:15 a.m.
Approval of New Investment Menu for the State Board
Retirement Plan
Resolution 13-03-12
John Boesenberg
11:45 a.m.
Chair’s Report
Discuss
Sharon Fairchild, Chair
 Trustees’ Association Report
Tim Douglas, TACTC President
 Presidents’ Association Report
Tom Keegan, WACTC President
 Parking Lot
Marty Brown
12:10 p.m.
Adjournment
Next Meeting: May 8-9, 2013 ~ Green River Community College
3-18-13
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.
Sharon Fairchild, Chair ● Beth Willis, Vice Chair
Jim Bricker ● Erin Mundinger ● Shaunta Hyde
Elizabeth Chen ● Anne Fennessy ● Wayne Martin ● Larry Brown
Marty Brown, Executive Director ● Beth Gordon, Executive Assistant
(360) 704-4400 ● FAX (360) 704-4415 ● www.sbctc.edu ●1300 Quince Street SE ● PO Box 42495 ● Olympia, WA 98504-2495
STUDY SESSION AGENDA ITEM
TAB 1
March 27, 2013
Topic
Budget Status and Tuition Update
Description
Last June and September, the Board approved capital and operating budget requests on behalf
of the community and technical college system. The capital request totaled $386 million (see
Attachment A - SBCTC 2013-15 Capital Budget Request and Proposals) and the operating
request totaled $197.8 million in increased policy level funding for the 2013-15 biennium (see
Attachment B - SBCTC 2013-15 Operating Budget Request). Later this spring, the Board
will allocate state funding to the community and technical colleges after the Legislature and
Governor reach agreement on the final capital and operating budgets. At the same time, the
Board will adopt tuition rates for the upcoming year.
Key Questions


What impacts will operating budget proposals have on student access and affordability?
What impact will capital budget proposals have on our goals to have all our buildings in
adequate or better condition by 2030 to build a 21st century learning infrastructure?
Analysis
Budget Context
The Governor and legislative budget writers must once again solve an operating budget deficit
as they write the 2013-15 biennial budgets. Outgoing Governor Gregoire’s December budget
proposal solved a deficit of over $2 billion - $1 billion for continuing current expenditures and
another $1 billion to provide additional K-12 funding in response to the McCleary decision. She
solved the deficit through a combination of proposed revenue enhancements ($1 billion for the
biennium) and budget cuts. Her operating budget proposal for higher education included no
additional cuts and some modest enhancements (see Attachment C - Governor Gregoire’s
SBCTC 2013-15 Operating Budget Proposal). She proposed zero tuition increases for all
higher education institutions, including community and technical colleges.
Governor Gregoire’s capital budget proposal for the community and technical colleges funds
every project we requested in priority order, down to, but not including, the construction of the
Olympic College Instruction Center, with reductions to the funding levels for the seven major
construction-phase projects (see Attachment A - SBCTC 2013-15 Capital Budget Request
and Proposals).
The House and Senate are expected to release their respective biennial operating and capital
budget proposals in the days and weeks following the March 20, 2013, revenue forecast update
from the Economic and Revenue Forecast Council. An additional $300 million in expenditures
has been added to the budget problem as a result of the caseload forecast update on March 14,
2013. The revenue forecast on March 20, 2013, is expected to increase the deficit even further.
TAB 1, Page 2
At the March 27, 2013, study session, staff will provide the Board with information on any new
budget proposals released subsequent to the writing of this agenda item.
Tuition and Enrollments Context
Over the last two years, the Legislature has authorized large tuition increases to partially offset
cuts to colleges’ state funding (see Attachment D - Questions and Answers, Chart 1). The
State Board adopted tuition increases averaging 12 percent in each of the last two years, the
maximum authorized by the Legislature. Even with these increases taken into account, the
average college’s annual funding is down eight percent compared to five years ago.
Annual tuition for a student attending a community or technical college full-time (15 credits) is
currently $4,000, which is $1,342 (49 percent) more than the $2,676 paid in 2007-08. Our
tuition rates have gone from their long-held ranking below the national average to well over the
national average in recent years. (After a hiatus of a few years, the Washington Student
Achievement Council will resume publishing national tuition rankings this year. Staff will update
the Board on these rankings upon their publication later in March.)
Although the Legislature increased State Need Grant funding to cover additional costs from
tuition increases, funding has not kept pace with the number of eligible students. Currently,
32,000 students are eligible for State Need Grant, but did not receive awards due to lack of
funding. About 21,000 of the eligible, unserved students attend community and technical
colleges. Compared to students who receive State Need Grant awards, eligible students who
do not receive awards work more, take fewer classes in a quarter, and are more likely to drop
out.
With the onset of the Great Recession in 2008, full-time equivalent (FTE) student enrollments at
community and technical colleges climbed from 136,199 in fiscal year 2008 to a peak of
161,081 in fiscal year 2011 (see Attachment D - Questions and Answers, questions 5 and 6).
Then last year, enrollments dropped to 152,378 FTE, a decline of 8,700 student FTE or 5.4
percent. The projection for this year, based on fall quarter enrollments, shows an additional
decline to 147,000 FTE students. (This projection will be updated in April based on final winter
quarter enrollments.)
The potential causes for the enrollment decline include the following:
 Budget reductions, which have caused colleges to decrease section and course offerings;
 Improvement in the economy, which is providing increased employment opportunities; and
 Tuition increases, which may be pricing potential students out of the market.
The relative influence each of these factors has on enrollments is difficult to untangle (see
Attachment D - Questions and Answers, question 7, for a discussion of these factors).
Background Information
Attachment A: SBCTC 2013-15 Capital Budget Request and Proposals
Attachment B: SBCTC 2013-15 Operating Budget Request
Attachment C: Governor Gregoire’s SBCTC 2013-15 Operating Budget Proposal
Attachment D: Questions and Answers: Operating Budget, Tuition, and Enrollments
TAB 1, Page 3
Outcomes
Staff will update the Board on legislative budget proposals. In addition, the Board will discuss
the potential impacts of tuition rates on student access and enrollments.
Prepared by: Denise Graham, (360) 704-4350, dgraham@sbctc.edu.
TAB 1
Attachment A
SBCTC Capital Requests for New Appropriated Funds in 2013‐15
Based on May 28, 2010, June 30, 2010 and January 7, 2011 WACTC Recommendations and SBCTC Resolutions 10‐06‐29, 10‐08‐33, 11‐1‐8 and 12‐06‐22
SBCTC Request
Gov Psl 18Dec12
Gov Psl /
Cummulative
Cummulative
Request
New Approp.
Priority
Type
College Number
Project
New Approp.
*
Minor Preservation Statewide
30000709 Preventive Facility Maintenance a 22,800,000 22,800,000 22,800,000 22,800,000
100%
1
Minor Preservation Statewide
30000779 Emergency Repairs and Improvem 17,600,000 40,400,000 17,600,000 40,400,000
100%
2
Minor Repairs
Statewide
30000844 Roof Repairs
7,785,000 48,185,000 7,785,000 48,185,000
100%
3
Minor Repairs
Statewide
30000897 Facility Repairs
22,134,000 70,319,000 22,134,000 70,319,000
100%
4
Minor Repairs
Statewide
30000941 Site Repairs
2,574,000 72,893,000 2,574,000 72,893,000
100%
5
Minor Program
Statewide
30000723 Minor Program Improvements
22,000,000 94,893,000 22,000,000 94,893,000
100%
6
Construction
Bellevue
20082702 Health Science Building
32,350,000 127,243,000 30,966,000 125,859,000
96%
7
Construction
Grays Harbor
20081226 Science and Math Building
46,543,000 173,786,000 44,662,000 170,521,000
96%
8
Construction
Seattle Central 30000120 Seattle Maritime Academy
18,521,000 192,307,000 16,890,000 187,411,000
91%
9
Construction
Yakima Valley
30000121 Palmer Martin Building
22,160,000 214,467,000 20,834,000 208,245,000
94%
10
Construction
Green River
20081222 Trades and Industry Building
30,629,000 245,096,000 29,129,000 237,374,000
95%
11
Design
Centralia
30000123 Student Services
4,397,000 249,493,000 4,397,000 241,771,000
100%
12
Construction
Bates
20082703 Mohler Communications Technol 27,040,000 276,533,000 25,942,000 267,713,000
96%
13
Design
Columbia Basin 20082704 Social Science Center
1,250,000 277,783,000 1,250,000 268,963,000
100%
14
Design
Peninsula
30000126 Allied Health and Early Childhood 2,189,000 279,972,000 2,189,000 271,152,000
100%
15
Design
South Seattle
30000128 Cascade Court
2,437,000 282,409,000 2,437,000 273,589,000
100%
16
Construction
Clark
20082705 Health and Advanced Technologie 38,487,000 320,896,000 36,910,000 310,499,000
96%
17
Design
Renton
30000134 Automotive Complex Renovation 1,910,000 322,806,000 1,910,000 312,409,000
100%
18
Design
Edmonds
30000137 Science Engineering Technology B 8,291,000 331,097,000 8,291,000 320,700,000
100%
19
Design
Whatcom
30000138 Learning Commons
2,127,000 333,224,000 2,127,000 322,827,000
100%
20
Construction
Olympic
30000122 College Instruction Center
53,053,000 386,277,000 ‐
322,827,000
0%
Notes:
General Construction occurs in order of system priority.
*
Project 30000709 is a maintenance level request for 060 funds originally swapped in 2003‐05 for 001 funds in the Operating budget. The fund swap first occured in Section 799 of SSB 5401 to offset a correseponding reduction in the Operating budget.
Page 1 of 2
TAB 1
Attachment A
SBCTC Capital Requests for COPs to be paid from non‐appropriated funds in 2013‐15
Based on May 28, 2010, June 30, 2010 and January 7, 2011 WACTC Recommendations and SBCTC Resolutions 10‐06‐29, 10‐08‐33, 11‐1‐8 and 12‐06‐22
SBCTC Request
Total
Request
College Number
Reference
Project
State
Local
COP
Change Description
Peninsula
30000501 ESB 6074 Sec. 6001 (1) b Forks Satellite Site
‐
‐
2,000,000 2,000,000
Change Description
Spokane
N/A
ESB 6074 Sec. 6001 (1) m Long Term Lease for Spokane Aer ‐
‐
‐
‐
Reauthorize
Spokane
92000012 ESB 6074 Sec. 6001 (1) k Extended Learning Center
‐
5,400,000 3,100,000 8,500,000
Reauthorize
Walla Walla
30000198 ESB 6074 Sec. 6001 (1) d Land Acquisition
‐
‐
1,000,000 1,000,000
Authorize
South Puget Sou 30000972
Renovation of Lacey Campus
‐
‐
5,000,000 5,000,000
Authorize
Green River
30000973
Student Life Replacement Project ‐
13,501,000 15,000,000 28,501,000
Authorize
Whatcom
30000975
Student Recreation Center
‐
1,000,000 11,000,000 12,000,000
Notes:
Centralia Community College will need a $5M COP for construction of the Student Services Building project 30000123 in 2015‐17.
Reauthorization of the $1M COP for Walla Walla Land Acquisition project 30000198 was added November 13, 2012 because negotiations with the seller are not expected to be completed in time for the March 2012 Bond Sale.
Page 2 of 2
Gov Psl 18Dec12
Total
COP
2,000,000 2,000,000
‐
‐
3,100,000 8,500,000
1,000,000 1,000,000
5,000,000 5,000,000
15,000,000 28,501,000
11,000,000 12,000,000
TAB 1
Attachment B
SBCTC 2013-15 Operating Budget Request – Total Summary
2011-13 State Funding Level - Current two-year appropriation level
$
1,167,758,000
Carry Forward and Other - adjustments to reflect full biennial cost of 2011-13 policy
$
35,758,000
decisions
Restore one-time Higher Education reduction taken in 2011-13
Restore 2011-13 3% Salary Reduction
Other Adjustments
$
$
$
Maintenance - requests to fund increasing costs related to current statutory requirements
$
42,892,900
Initiative 732 Salary Increase
New Facilities Maintenance & Operations
Leases and Assessments
$
$
$
37,200,000
4,579,900
1,113,000
Policy - requests to improve the delivery of services and address emerging needs
$
197,846,000
Meeting Washington's Education Needs
Invest in Faculty and Staff
Invest in Instructional Technology
$
$
$
$
84,846,000
26,900,000
80,100,000
6,000,000
Total 2013-15 SBCTC Biennial Budget Request
$ 1,444,254,900
Increasing Student Achievement
13,192,000
30,001,000
(7,435,000)
TAB 1 Attachment B State Board for Community and Technical Colleges 2013‐15 Operating Budget Request – Policy Items and Descriptions Investment Total Two Year Investment Request
$ 197,846,000
Meeting Washington's Education Needs
$ 84,846,000

Investing in Student Opportunity
$ 74,679,000

Opportunity Grant
$ 10,167,000
Increasing Student Achievement
 Serve More People, including underserved populations  Close the Skills Gap for jobs
 Increase adult basic skills funding
$ 26,900,000

Student Achievement Initiative
$ 17,500,000

Transition Part‐time Faculty to Full‐time $ 9,400,000
Invest in Faculty and Staff




Mission Study Action Plan Item Supported
 Improve and Incent Student Retention and Achievement
$ 80,100,000
Faculty Increments
Faculty and Exempt Peer Adjustment Align Exempt Staff Salary Increases with Faculty Increases Close Salary Gap Between Part‐time and Full‐time Invest in Instructional Technology $ 10,200,000
$ 37,800,000
$ 9,600,000
$ 22,500,000
 Invest in Sustaining faculty and staff excellence
$ 6,000,000
 Implementa on of Statewide Educa onal Resources
$ 6,000,000
 Build a 21 st Century Learning Infrastructure
 Promote adoption of tools for eLearning and online student services
Note:  Increases related to faculty and technical college classified cost of living, as required by I‐732, will be included at the Maintenance Level with a biennial value of $37.2 million. This represents an increase of approximately 2.1% per fiscal year.
 Compensation changes for classified staff are being bargained centrally through the OFM's Labor Relations Office.
Prepared by the SBCTC Operating Budget Office 1 2013‐15 Operating Budget Request TAB 1 Attachment B Meeting Washington’s Education Needs 
Investing in Student Opportunity .............................................................................................. $74,679,000 To maintain state support for community and technical college enrollments above 2.0% of state population, and to better position the system to serve the diverse and pressing needs of our communities, this decision package requests $74,679,000 in state funding to support increasing enrollment targets by 4,000 FTEs in FY 2014 and an additional 3,000 FTEs in FY 2015 (for a biennial total of 7,000 FTE). These enrollments will be dedicated to: promoting increased access to Science, Technology, Engineering and Math (STEM) majors and programs; promoting increased access to high demand workforce programs aimed at closing the skills gaps identified in market analysis; increasing programs and practices that accelerate basic skills students to the ‘tipping point’ and beyond in college level work. 
Enhance and Expand the Opportunity Grant Program ............................................................... $10,167,000 The request seeks to increase the investment in the Opportunity Grant program to expand the number of students served by 16%, to approximately 4,250 FTEs by 2015. The program brings together low‐income students, colleges, and businesses to create skilled employees, respond to employer identified workforce gaps and meet the students’ financial needs. The proposal also requests a 28% increase to the average per student funding level, from $3,200 to 4,100 per year. Increasing Student Achievement 
Student Achievement Initiative ................................................................................................. $17,500,000 The request seeks $17.5 million for the Student Achievement Initiative, a nationally recognized performance funding system for community and technical colleges. The Student Achievement Initiative measures student advancement at each community and technical college and provides financial incentives for moving students further, faster. 
Transition Part‐time Faculty to Full‐time ..................................................................................... $9,400,000 The request seeks $9.4 million to transition approximately 180 part‐time faculty positions into full‐time positions across the community and technical college system. Research has shown those full‐time faculties make critical connections with students that improve student retention and completion. Invest in Faculty and Staff 
Faculty Increments .................................................................................................................... $10,200,000 The request seeks $10.2 million for faculty increments. To stay effective, full‐ and part‐time faculty must continuously update their knowledge, skills and abilities to stay current with the latest innovations and advance their professional development. For such efforts, a faculty member earns a salary step increase typically called an “increment.” However, increments can be paid only if authorized by the Legislature. This request represents the estimated funding needed to pay for increments earned in the 2013‐15 biennium. Prepared by the SBCTC Operating Budget Office 2 2013‐15 Operating Budget Request TAB 1 Attachment B 
Faculty and Exempt Peer Adjustment........................................................................................ $37,800,000 The request seeks $37.8 million to increase faculty and administrative staff compensation to bring salary levels closer to their Global Challenge States’ peer averages. This funding will reduce turnover and improve retention. 
Align Exempt Staff Salary Increases with Faculty Increases .......................................................... $9,600,000 The request seeks $9.6 million to link exempt salary COLAs with those of faculty to mitigate salary compression and inversion issues between faculty and their administrators. Salaries for exempt staff are initially established by aligning positions that are similar within the college and the external job market. Once salaries are set, increases for exempt staff are limited to those provided by the Legislature, which, since 2005, have mirrored the increases provided to classified staff through statewide collective bargaining. Faculty are eligible for cost of living (COLA) increases through Initiative 732, which is not linked to statewide collective bargaining levels. This has led to exempt staff salaries slipping out of step with faculty. 
Reduce Salary Gap Between Part‐time and Full‐time Faculty .................................................... $22,500,000 The request seeks $22.5 million to recognize the importance of part‐time faculty by moving the average annualized starting salary from 62% to 67% of the average full‐time faculty salary. Part‐time faculty allow colleges flexibility to offer courses outside the expertise of full‐time faculty, to offer more evening and off‐
campus courses, and to adjust course offerings quickly in response to student and employer demand or to changes in funding. Invest in Instructional Technology 
Implementation of Statewide Educational Resources .................................................................. $6,000,000 This request seeks $6.0 million to build upon an eLearning structure that is propelling the college system forward in its use of web‐based, digital content: the Open Course Library (OCL). This investment will reduce textbook costs for students and improve the learning environment for CTC students, faculty and staff. Prepared by the SBCTC Operating Budget Office 3 2013‐15 Operating Budget Request TAB 1
Attachment C
SBCTC 2013‐15 Biennium Budget
Governor Gregoire's Operating Budget Proposal
$s in Thousands
Notes
FY 2013 Appropriations
$584,588
Governor Gregoire Proposed 2013‐15 Budget Changes
Budget Increases
Aerospace and STEM Enrollments
Negotiated Labor Agreement ‐ Step M
Labor Center and Archive
New M&O, Leases and Assessments
FY 2014
FY 2015
Total
2,500
532
200
2,121
2,500
1,142
200
3,640
5,000
1,674
400
5,761
Subtotal Budget Increases 5,353
1
2
3
4
7,482 12,835
Prior Budget Reduction Restorations Restore One‐Time Reduction in Higher Ed State Funding
Restore 3% Salary Decrease
Subtotal Prior Budget Reduction Restorations
8,990 8,990 17,980
15,015 15,015 30,030
24,005
24,005
1,298
4,177
2,885 4,183
5,213 9,390
Subtotal Technical and Pass‐Through Funding Changes 5,475
8,098 13,573
Technical and Pass‐Through Funding Changes
Health Insurance Contribution Changes
Technical Changes to Funding
Total Changes to 2013‐15 Budget
34,833
Total Proposed State Funding 619,421
% change from FY 2013 Prepared by SBCTC Operating Budget Office
6.0%
5
6
48,010
7
8
39,585 74,418
624,173
6.8%
1,243,594
6.4%
3/19/2013
SBCTC 2013‐15 Biennium Budget
Governor's Proposed 2013‐15 Biennial Budget
TAB 1
Attachment C
Notes
1. Aerospace and STEM Enrollments
The Governor's budget provides funding to support 330 FTEs in Aerospace and STEM related degrees.
2. 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. 3. Labor Center and Archive
The Governor's budget provides $200,000 per year in operational support for the Labor Education Center and its archive at South Seattle CC.
4. New M&O, Leases and Assessments
The Governor's budget provides $2.1 million in year one and $3.6 million in year two. The agency's 2013‐
15 request was fully funded, with the exception of the Student Fitness Center at Everett CC.
5. Restore One Time Reduction in Higher Ed State Funding
The one‐time reductions made in the 2011‐13 Biennium are fully restored.
6. 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.
7. Health Insurance Contribution Changes
Monthly employer contributions for employee health insurance are increased from $800 to $809 for FY 2014.
8. Technical Changes to Funding
Includes changes to revolving fund charges, pension and biennialization of second year funding.
SBCTC Operating Budget Office
3/19/2013
Tab 1 Attachment D Questions and Answers: Operating Budget, Tuition and Enrollments 1. Since the peak in annual state appropriations in FY 2009, have the losses in state support been recovered by growth in tuition revenue? How has the state’s share of funding for CTCs changed since then? The Governor’s 2013‐15 Budget plan provides resources in state and tuition that approach expenditure levels from 2009, the first year after initial cuts initiated by the impact of the recession. As a system, current proposed budgets provide $43.3 million less per year than was received during peak funding levels in FY 2009. In 2013‐15, if there is no growth in state or tuition funding, this gap will likely widen. The primary driver widening the gap is lower project enrollments for 2013‐15, which will lead to lower tuition collections for the next biennium. Overall, the share of CTC funding from tuition has grown to a projected level of 37 percent in FY 2013, up from 25 percent in FY 2009. Chart 1 1 Tab 1 Attachment D 2. How much has community and technical college tuition been increased in recent years? Chart 2 2 Tab 1 Attachment D 3. How do annual full‐time costs for CTC students compare to Washington’s public universities? Chart 3 4. How much are the four‐year institutions authorized to increase tuition?  The four‐year institutions have tuition setting authority and can exceed legislative targets. Increasing above the legislative recommendation requires them to divert an additional one percent tuition towards financial assistance for needy students. i. The four‐year institutions increased their 2013 tuition :  UW, Washington State, and Western: 16%  Central and The Evergreen State College: 14%  Eastern: 11% 3 Tab 1 Attachment D 5. What have our enrollments levels been? Chart 4 6. What is happening to enrollments this year (FY 2103)?  FY 2013 enrollments are trending downward. Monitoring for 2013 fall quarter was down 3.4 percent from the previous fall quarter.  Final FY 2013 FTEs are projected to be approximately 147,100, three percent below 2012 enrollment levels.  Even with three percent fewer enrollments, the system will still be a 106 percent of the legislative enrollment targets of 139,237 FTES. 7. What is driving the lower enrollments this year?  The ebb and flow of enrollments in the community and technical college system is very difficult to pin to one independent variable. Essentially it is a balance of supply and demand.  SUPPLY: Or access, is controlled by the colleges and is determined by how many courses (or sections) can be offered with the mix of resources they have available. The supply of courses has been impacted by lower state funding levels. 4 Tab 1 Attachment D i. 2013 Class offerings from all funding sources are down another three percent from the previous year (fall to fall).  Workforce – 5.5% reduction  Academic – 1% reduction  Pre‐college – 2.3% increase  Basic Skills – 2.2% reduction  DEMAND – A survey of colleges indicated that over 15,000 spots were being waitlisted through‐
out the CTC system during the fall quarter. i. Other potential drivers of demand include:  The state of the economy. The Great Recession pushed enrollments to peak levels. As the economy improves enrollment pressure is anticipated to lighten. Unemployment rates have improved (from 10.2 percent in early 2010 to 7.5 percent preliminary seasonally adjusted January 2013) and as a system we are experiencing declining enrollment, however it is difficult to predict the impact lower unemployment rates will have due to variations at the district level.  Change in price. In economic theory, price is traditionally viewed as a variable that can influence demand for existing supply. While there is little indication that increased CTC tuition has resulted in decreased demand, some colleges believe they are at the top end of their price point. a. Very little research is available regarding elasticity of tuition as a revenue source at community and technical colleges. b. We continue to be the low‐cost provider, compared to all other institutions of higher education in Washington, by a sizeable margin.  Other factors continue to make the CTCs attractive (e.g., flexibility of program schedule, location for place‐bound students). 8.
For the 2013‐14 school year, what is the projected value of a one percent tuition increase?  For each one percent increase to tuition, system‐wide college revenue is estimated to increase by $3.4 million. 9.
What is the status of the State Need Grant and students who attend CTCs?  The level of demand continues to outpace funding provided for the State Need Grant (SNG). Not all students eligible for SNG receive awards. With CTCs there are approximately 32,000 CTC students who were eligible for SNG did not receive awards due to lack of funding, but continued to attend college. Prepared by: Nicholas Lutes, 360‐704‐1023, nlutes@sbctc.edu 5 STUDY SESSION AGENDA ITEM
TAB 2
March 27, 2013
Topic
Western Governors University Washington Presentation
Description
Western Governors University (WGU) is a non-profit online university established in 1997 by a
consortium of 19 western states, including Washington state.
The principal mission of Western Governors University is to improve quality and expand access
to post-secondary educational opportunities by providing a means for individuals to learn
independent of time and place and to earn competency-based degrees and other credentials
that are credible to both academic institutions and employers.
In 2011, Western Governors University Washington was established by the State Legislature
and Governor Gregoire. At the same time, the community and technical college system
developed and signed transfer agreements with WGU, mapping community and technical
college associate degrees with WGU’s four bachelor’s degrees in business, information
technology, nursing, and teacher education.
Western Governors University, Washington Chancellor Jean Floten will provide a briefing about
the recent growth of WGU in Washington state and current partnerships between WGU and
Washington’s community and technical colleges.
Key Questions

How does the partnership between Western Governors University Washington and the
community and technical college system support the Board’s System Direction?
Analysis
Since the creation of WGU Washington in 2011, enrollment by Washingtonians has grown more
than fourfold, from about 950 students to more than 4,500 today, one half of whom are
community and technical college transfer students. Currently, Washington State has the largest
number of students enrolled in Western Governors University among states in the nation, larger
than California or Texas.
In November 2012, Western Governors University received a grant from the Bill and Melinda
Gates Foundation to work with nine community colleges in four states (Florida, Indiana, Texas,
and Washington) to assist the colleges in implementing online competency based degrees.
Four of the nine colleges included in this grant project are Washington community colleges
(Columbia Basin, Edmonds, Spokane Falls and Bellevue). The grant provides workshops by
WGU staff on four major features of competency based degrees. Western Governors University
agreed to open their Washington state workshops to teams from all Washington community and
technical colleges. To date, more than 250 people from 30 colleges have participated in these
workshops.
Tab 2, Page 2
Background Information
An overview of the mission and goals of Western Governors University can be found at
http://www.wgu.edu/about_WGU/overview.
Information about Western Governors University Washington is available at
http://washington.wgu.edu/about_wgu_washington/overview.
Outcomes
Board members will have an opportunity to discuss the progress of Western Governors
University Washington and its role in increasing opportunities for community and technical
college students to complete bachelor’s degrees.
Prepared by: Jan Yoshiwara, 360 704-4353, jyoshiwara@sbctc.edu
STUDY SESSION AGENDA ITEM
TAB 3
March 27, 2013
Topic
Student Voice Presentation
Description
As a result of Student Voice Task Force recommendations, the Board has regularly included
presentations by students in their Board agendas. The student panels have been topical, so
that students engaged in programs related to policy discussions or action items before the
Board can be enhanced by students’ views.
Tab 2 is a Board briefing on Western Governors University Washington. Jean Floten, WGU
Washington’s Chancellor, will bring a panel of students who transferred from one of
Washington’s community or technical colleges to WGU to discuss their experiences.
Key Questions

How has Western Governors University Washington impacted opportunities for transfer
students to earn bachelor’s degrees?
Analysis
Western Governors University is an accredited, non-profit university offering bachelors and
masters degree programs to students across the country. In 2012, WGU enrolled 34,000
students with a five-year annual growth rate at 33 percent.
The mission of Western Governors University is to expand access to affordable higher
education through online, competency-based degree programs that address key workforce
needs. Western Governors University students are working adults seeking career advancement
through college credentials. The average age is 37, two-thirds work full time, and three-fourths
are students of color, low-income, live in rural communities or first-generation college students.
In 2011, the Washington State Legislature created WGU Washington. In less than two years,
enrollment by Washingtonians has grown more than fourfold, from about 950 students to more
than 4,500 today. Today, nearly one-half of WGU Washington students are community and
technical college transfer students.
Background Information
See Tab 2 for additional information about Western Governors University.
Outcomes
Board members will have an opportunity to interact with community and technical college
students who transferred to Western Governors University Washington about their goals and
college experiences.
Prepared by: Jan Yoshiwara, 360 704-4353, jyoshiwara@sbctc.edu
STUDY SESSION AGENDA ITEM
TAB 4
March 27, 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 an applied baccalaureate program.
An initial step of the approval process requires the college’s administration to schedule a Study
Session with the State Board. The Study Session 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 two-year 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 4, Page 2
Clover Park Technical College - BAS Manufacturing Operations
Clover Park Technical College proposes a Bachelor of Applied Science degree in Manufacturing
Operations, responding to both employer and student need. The program addresses
widespread calls within the manufacturing community and by professional associations to create
a more broadly educated, technologically savvy, and operationally strategic workforce. This
program will prepare students in the areas of general aerospace and advanced manufacturing,
including operations, logistics and supply chain. (See Attachment A: Clover Park Technical
College’s Statement of Need – Bachelor of Applied Science in Manufacturing Operations)
Columbia Basin College - BAS Cyber Security
Columbia Basin College (CBC) proposes a Bachelor of Applied Science degree in Cyber
Security. The program is designed to help meet the current and future employment needs for
the Columbia Basin’s service district in Benton and Franklin counties. The BAS degrees will
provide specialized skill that is indicated for the degree level needed for cyber security
employment and living wage level employment for place-bound citizens locally and throughout
Washington State. CBC’s success in establishing successful public and community
partnerships will serve in providing future funding enhancement and faculty development to
keep pace with a fast changing discipline. (See Attachment B: Columbia Basin College’s
Statement of Need – Bachelor of Applied Science in Cyber Security)
Bellevue College - BAS Data Analytics
Bellevue College proposes a Bachelor of Applied Science degree in Data Analytics, a rapidly
emerging discipline of analyzing and interpreting the large datasets now available to
businesses, nonprofit organizations, and sustainable resource developers. The degree will
prepare graduates to work as data analysts, data technicians and, in some circumstances, data
managers within a wide range of organizations and industries. (See Attachment C: Bellevue
College’s Statement of Need – Bachelor of Applied Science in Data Analytics)
North Seattle Community College - BAS International Business
The North Seattle Community College BAS program is designed for students who desire to
work in any company that does business with another country, as well as those who work in the
trade and logistics field. It is designed to leverage a student’s existing business or logistics
coursework and experience, and add upper division courses that specifically prepare the
student to work in an international arena. (See Attachment D: North Seattle Community College
Statement of Need – Bachelor of Applied Science in International Business)
Green River Community College - BAS Information Technology: Network Administration
and Security
Green River Community College is proposing a Bachelors Applied Science in Information
Technology: Network Administration and Security. The program will prepare student for careers
in a variety of Information Technology (IT) positions, such as network and computer systems
administrators, information security analysts, or computer support specialists. This program will
help meet the demand for skilled baccalaureate level IT workers. (See Attachment E: Green
River Community College’s Statement of Need – Bachelor of Applied Science in Technology:
Network Administration and Security)
Attached is a current list of BAS degree programs under development. (Attachment F: Applied
Baccalaureate degree programs being considered for implementation)
Tab 4, Page 3
Background Information
Attachment A: Clover Park Technical College’s Statement of Need – Bachelor of Applied
Science in Manufacturing Operations
Attachment B: Columbia Basin College’s Statement of Need – Bachelor of Applied Science in
Cyber Security
Attachment C: Bellevue College’s Statement of Need – Bachelor of Applied Science in Data
Analytics
Attachment D: North Seattle Community College’s Statement of Need – Bachelor of Applied
Science in International Business
Attachment E: Green River Community College’s Statement of Need – Bachelor of Applied
Science in Technology: Network Administration and Security
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 2012 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 4
Attachment A
Statement of Need for the
Bachelor of Applied Science Degree
In Manufacturing Operations
Forms A and B
Submitted December 21, 2012
By
Clover Park Technical College
4500 Steilacoom Blvd SW
Lakewood, WA 98499
Form B: Applied Bachelor Degree Statement of Need Criteria
Introduction:
This proposed applied baccalaureate program in Manufacturing Operations has been
developed to address widespread calls within manufacturing industries and by various
professional associations to create a more broadly educated, technologically savvy, and
operationally strategic workforce.1 It prepares students in the areas of general, aerospace and
advanced manufacturing, including operations, logistics and supply chain. It presents an
industry-driven curriculum encompassing manufacturing processes, quality principles,
engineering economy, work measurement, facilities layout, and production supervision.
Graduates will possess a core of technical skills, expertise in a chosen specialty, and a proactive
understanding of managerial principles. They will leave ready to fill a frequently-cited skills gap
in American manufacturing, and to assume the key production management roles that will steer
their employers, as well as the industry in general, into a sustainable future.
1) Relationship to institutional role, mission, and program priorities
Celebrating its 70th anniversary in 2012, Clover Park Technical College (CPTC) has
been a pioneer and a leader in technical education in the state of Washington. Its accreditation by
the Northwest Commission on Colleges and Universities was reaffirmed in 2010.2 CPTC has
both a distinguished history of training a diverse workforce to meet critical needs, and a
progressive perspective that enables it to adapt to changing economic conditions. On November
14, 2007, the college underscored this important work when its board of trustees approved the
following statement:
Vision: Excellence in education that empowers individuals to succeed in the community
and in the global economy.
Mission: We provide students with the knowledge, skills, and values necessary to
succeed in the workforce of today and tomorrow.
In support of these overarching values, the college formulated the following Strategic Goals:





Reframe technical education for the 21st century;
Develop and continuously improve programs;
Develop a sense of community and organizational identity;
Cultivate a workplace that promotes innovation;
Create opportunities for student achievement and personal success.
1
Deloitte and the Manufacturing Institute, “Boiling Point? The Skills Gap in U.S. Manufacturing.” 11/2011 [accessed 11/20/2012].
Clover Park Technical College, “Regular Interim Report for Reaffirmation of Accreditation, 2009.”
http://tredstone.cptc.edu/accred/2004selfstudy/CPTC_Interim_Report_Oct09.pdf. Letter reaffirming accreditation, from Sandra Elman to John
Walstrom, http://tredstone.cptc.edu/cptc/pdf/nwccu_reaffirmation_feb-2010.pdf [accessed 11/20/2012]
2
1
The creation of this, CPTC’s first applied baccalaureate degree program, will be a
landmark and critical priority in the continuing evolution of the institution as it positions itself to
educate the next generation of Washington’s workers.
2) Support of statewide strategic plans
Washington needs new baccalaureate options to generate sufficient numbers of
graduating students to meet projected workforce needs. The Washington Higher Education
Coordinating Board’s (HECB) Regional Needs Analysis Report 20113 “found a mismatch
between degree production levels in the region and the needs of employers,” and it was also
noted that “the disconnect is sharpest at the bachelor’s degree level.” This situation forces
Washington to import an almost equal number of bachelor-degree holding workers as it
graduates internally. The 2011 update of a joint HECB and State Board of Community and
Technical Colleges (SBCTC) study estimates that Washington must graduate an additional
10,115 bachelor’s degree graduates by 2019 to keep up with needs.4
This proposed applied baccalaureate degree in Manufacturing Operations would address
these deficiencies by providing a “locally grown” option to non-traditional students, in
accordance with the goal of the HECB’s design plan that cites “Expanding applied baccalaureate
degrees at universities, university centers, and community and technical colleges”5 as a key
element.
Additionally, SBCTC’s 2012 document on “System Direction”6 lists three broad goal areas
to guide the cooperative over the next ten years:

Economic Demand – Strengthening state and local economies by meeting the demands
for a well-educated and skilled workforce.

Student Success – Achieving increased educational attainment for all residents across
the state.

Innovation – Using technology, collaboration and innovation to meet the demands of
the economy and improve student success.
This proposed program is specifically customized to match student learning with
demonstrated employer needs in fields that are essential to the local economy. It will build upon
the existing strengths and expertise in CPTC’s technical programs to offer unique advantages
that will facilitate student success. CPTC’s state-of-the-art equipment and expert faculty will
give students experience using the same tools that they will encounter in the contemporary
workplace. And, a hybrid curriculum will integrate advanced networked learning technologies
with practical, hands-on instruction for maximum learning effectiveness.
3
Washington Higher Education Coordinating Board, Regional Needs Analysis Report, 2011.
http://www.wsac.wa.gov/sites/default/files/RegNeedsAnalysis-Binder.pdf [accessed 11/20/2012]
4
Washington Higher Education Coordinating Board and State Board for Technical and Community Colleges, “A Skilled and Educated Workforce,
2011 Update.” http://www.wsac.wa.gov/sites/default/files/SkilledEducatedWorkforce2011.pdf [accessed 11/20/2012]
5
Washington Higher Education Coordinating Board. “The System Design Plan: A Statewide Plan for Moving the Blue Arrow, December, 2009.
http://www.wsac.wa.gov/sites/default/files/ReportSystemDesign-FINAL2010.pdf [accessed 11/20/2012]
6
State Board for Community and Technical Colleges, “System Direction: Creating Opportunities for Washington’s Future,”
http://www.sbctc.ctc.edu/docs/sbctc_system_direction_final.pdf [accessed 11/20/2012]
2
3) Employer/ community demand for graduates with baccalaureate level of
education proposed in the program
The proposed bachelor of applied science degree in Manufacturing Operations will supply
increasing demand in various sectors of the South and Central Puget Sound’s vibrant
manufacturing economies. Data suggest that it is critical to expand local access to and
participation in higher education. For example, in Pierce County and adjacent regions, three
specific trends are notable:



For bachelor’s degree programs, the central Puget Sound counties were found to have
“insufficient capacity” to meet existing demands for bachelor’s degrees.
Washington’s second largest number of non-baccalaureate degree holders by population
is in Pierce County.
Pierce County is just one of two counties in Washington with access to baccalaureate
programs that also has a lower than average student participation rate.7
Foundation number one of the Prosperity Partnership’s report on Regional Economic
Strategy for the Central Puget Sound Region is “Education and Workforce Development,” and
the first strategy for meeting goals in that area is: “Increase higher education enrollment for
degrees in high demand by established and growing industries.”8 Likewise, according to the
Association of Washington Business (AWB), manufacturing industries currently employ around
300,000 Washingtonians9, and the manufacturing sector of Washington’s economy added 14,600
new jobs between March 2011 and March 2012.10 Even during these times of high
unemployment, however, AWB President Don C. Brunell writes that: “A lack of skilled workers,
able to meet the demands of large and small manufacturers, continues to plague the industry.
Workforce training must continue to be a priority…”
Additionally, the AWB report comments that “Higher level workers, including managementlevel employees… are difficult to recruit. Shortfalls in math and critical thinking continue to be a
challenge.” Simultaneously, professional manufacturing associations, such as the National
Council for Advanced Manufacturing and the Society of Manufacturing Engineers have
launched educational initiatives aimed at widening the pipelines of students to the baccalaureate
level.11 The better trained and more educated manufacturing workforce of the future will
invariably require operations managers with the kinds of distinct skills and knowledge embedded
within this proposed degree program.
According to recent Washington State Employment Security Department’s (ESD)
estimates, in nineteen of twenty workforce areas in Washington, the Standard Occupation Code
7
Washington Student Achievement Council. “Key Facts about Higher Education in Washington, 2012.” http://www.wsac.wa.gov/KeyFacts2012.
[accessed 10/12/2012]
8
Prosperity Partnership, Puget Sound Regional Council. “Economic Analysis for Central Puget Sound, volumes one and two, June 2012. –
Seattle, WA.
9
AWB Institute. 2012 Challenges and Opportunities for Manufacturing in Washington State.
http://www.awbinstitute.org/memberdata/files/2012_Manuf_Report.pdf [access 11/20/2012]
10
Sanjay Bhatt, “Manufacturing Propels State’s Job Growth” Seattle Times April 18, 2012.
http://seattletimes.nwsource.com/html/businesstechnology/2018015939_jobs19.html. [accessed 10/12/2012]
11
National Council for Advanced Manufacturing, “America’s 21st Century Learning System,”
http://www.nacfam.org/PolicyInitiatives/WorkforceDevelopment/21stCenturyLearningSystem/tabid/89/Default.aspx. Washington DC:
NACFAM, December 2008. [accessed 10/15/2012]; Hugh Jack, et al. “Curricula 2015: A Four Year Strategic Plan for Manufacturing Education,”
http://www,c2015.com. Society of Manufacturing Engineers, June 2011.
3
(SOC) category “FirstLine Supervisors or Production and Operating Workers” is rated as “in
demand.” 12 Across the state, the short term growth rate is trending upwards at 2% for positions
in this category; in Pierce County is 1.7%, in King County it is 2%, and in Thurston it is 2.3%.
As shown in figure one, jobs in other, related SOC categories – “Industrial Production Managers
and “General and Operations Managers” – are also trending with consistent upwards demand.
Figure One: Demand Trends for Manufacturing Operations Managers (as of 10/2012)13
SOC Code
WA state
Pierce county
King county
Thurston county
% trend
# jobs
% trend
# jobs
% trend
# jobs
% trend
# jobs
511011
+2.0%
295
+1.7%
28
+ 2.0%
71
+ 2.3 %
15
113051
+2.5%
130
+2.3%
10
+2.2%
43
+1.9%
8
111021
+1.6%
1094
+1.5%
96
+1.7%
492
+0.8%
66
(note: “% trend” = short term trend projection. “# jobs” is the average number of job vacancies projected in this category
annually for 2009-2019. Standard Occupational Classification Code 511011 = FirstLine Supervisors of Production and
Operation Workers ; 113051 = Industrial Production Managers ; 111021 = General and Operations Managers)
In Pierce County, “General and Operations Managers” is listed as eighth among the top
ten “Top Self-Sufficiency Wage Occupations Requiring Postsecondary Education.”14
Nationally, the median wage for these jobs was $53,67015 ; however, the demand has driven the
wages in Washington to a median of $61,825.
Finally, among manufacturing industries, the aerospace industry that employs around
87,000 people in the central Puget Sound region has especially suffered from an educational gap
in its workers. The Prosperity Partnership report observes that “While there are other issues
affecting the [aerospace] industry, the education and training of a qualified and ready workforce
is the single dominant challenge to the future health of this sector.”16
Boeing, of course, is the major force in regional manufacturing. In 2011, the Boeing
Company was awarded a $35 billion contract to build 179 tankers over the next 10-15 years,
which will further affect the over 100 aerospace niche suppliers and distributors in Pierce
County. Significantly, it is estimated that about 40 percent of Boeing’s workforce, or 30,000
employees, is within five years of retirement age, many of whom because of their seniority will
be supervisors or operations managers. At a recent meeting between CPTC instructional
administrators and senior Boeing managers, the Boeing representatives praised the proposed
Manufacturing Operations program as providing necessary education for the attainment of a
12
Employment Security Department, Washington State. https://fortress.wa.gov/esd/employmentdata/reports-publications/industryreports/industry-trends
13 13
Washington Employment Security Department, Industry Trends https://fortress.wa.gov/esd/employmentdata/reportspublications/industry-reports/industry-trends” and Local Area Demand/ Decline Occupations https://fortress.wa.gov/esd/wilma/wdclists/.
[accessed 11/20/2012]
14
HECB Board analysis based on employment forecasts, 3rd quarter 2010 and Pearce, Diana, “The Self Sufficiency Standard for Washington
State.” Cited on page 26 of Regional Needs Analysis Report.
15
O’net. http://www.onetonline.org/link/details/51-1011.00 [accessed 10/16/2012]
16
Prosperity Partnership.
4
supervisory position in the Boeing Company. In particular, these human resources managers
were enthusiastic about the program’s match of technical expertise with leadership training.
Additionally, several managers from other local companies in the aerospace supply chain
echoed the observation that the new standard for managers and supervisors in any large
manufacturing company is to possess a bachelor’s degree. They saw the Manufacturing
Operations program’s flexible scheduling and content delivery as uniquely meeting the needs of
incumbent workers, and likewise encouraging opportunities for collaborative learning.
Repeatedly, the message from industry was that what sets people apart as leaders in the modern
manufacturing workplace are the kinds of competencies embedded in this Manufacturing
Operations baccalaureate degree.
4) Applied Baccalaureate program builds from existing professional and
technical degree program offered by the institution
CPTC maintains a vital, evolving technical program that is synched closely with the
workforce needs of local and regional manufacturers. Three of the college’s most popular
programs will serve as the primary institutional feeders for the applied baccalaureate degree in
Manufacturing Options. They are:



Manufacturing Technologies, which currently offers an Associate Applied Technology
degree, as well as certificate programs in Machinist Apprentice, Machinist Helper, and
CNC Programming/ CATIA.
Material Science, which in addition to offering an Associate of Applied Science degree
in Non-destructive testing, also provides certificate programs in Composites, Quality
Assurance, Eddy Current Testing, Radiographic Testing, Ultrasonic Testing, and
Magnetic Particle & Liquid Penetrant Testing.
Aviation Maintenance Technician, with its popular Associate in Applied Technology
and Associate in Applied Science degrees, as well as certificates in Aerospace
Composites, Airframe Maintenance, and Powerplant Maintenance.
Because of its broad relevance to and competency-based linkages with these three popular
programs, the Manufacturing Operations applied baccalaureate will provide a means by which to
train workers to fill diverse niches within the complex market of contemporary advanced
manufacturing.
5) Student Demand for the Program within the Service Area
Fueled by the recovery of Northwest manufacturing industries, enrollments in the key
feeder programs of Manufacturing Technologies, Materials Science, and Aviation Maintenance
Technician have witnessed demonstrable growth. Figure two shows that since 2009/10, systemwide enrollments have grown from 1,043 to 1,510 students (a 45% increase). Among these, the
largest expansions have occurred in: Bates College’s manufacturing program, from 91 to 213
students (135%), Green River College’s manufacturing program, from 28 to 63 students (125%),
and South Seattle Community College’s aviation maintenance technician program, from 186 to
317 students (70%).
5
Clover Park’s own feeder programs have likewise grown in popularity, adding 67
students in Aviation Maintenance Technician (39%) and 12 in Manufacturing Technologies
(35%); its new Material Science was launched with 48 students in 2011.
Figure Two: Enrollments in Manufacturing Operations Feeder Programs
200910
201011
201112
91
213
214
170
220
237
34
34
46
College Name
Program
Bates
Manufacturing - 480501
Clover Park
Aviation Maintenance Technician - 470687
Clover Park
Manufacturing - 480501
Clover Park
Material Science - 150000
-
-
48
Edmonds
Material Science - 150000
45
39
41
Everett
Aviation Maintenance Technician - 470687
152
133
151
Everett
Manufacturing - 480501
44
37
73
Everett
Material Science - 150000
-
1
-
Green River
Manufacturing - 480501
28
27
63
Lake Washington
Manufacturing - 480501
45
46
74
Lake Washington
Material Science - 150000
-
8
9
Renton
Manufacturing - 480501
61
62
98
Shoreline
Manufacturing - 480501
80
88
108
South Seattle
Aviation Maintenance Technician - 470687
186
201
317
South Seattle
Manufacturing - 480501
107
39
31
1,043
1,148
1,510
System Total
Note: No data were available for Olympic College and North Seattle College
Figure Three shows that there were 948 FTEs in feeder programs in 2011/12. The total
number of annualized FTEs in potential feeder programs increased by 99 students from 2009/10
to 2010/11, then by fully 258 students from 2010/11 to 2011/12 – overall, a 60% net growth.
Fifteen of the 16 programs experienced increases (the other remained essentially the same). The
highest FTEs were 177 from South Seattle’s aviation maintenance technician program (a 92%
increase), Clover Park’s own aviation maintenance technician program with 175 (40% increase),
Everett’s aviation maintenance technician program with 113 (9% increase), and South Seattle’s
manufacturing program with 110 (15% increase).
6
Figure Three: FTEs in Manufacturing Operations Feeder Programs
200910
College Name
Program
Bates
Manufacturing - 480501
Clover Park
Aviation Maintenance Technician - 470687
Clover Park
Manufacturing - 480501
Clover Park
201011
201112
61
33
85
125
176
175
31
27
34
Material Science - 150000
-
-
25
Edmonds
Material Science - 150000
6
13
13
Everett
Aviation Maintenance Technician - 470687
104
114
113
Everett
Manufacturing - 480501
-
4
23
Everett
Material Science - 150000
2
2
3
Green River
Machinist - 480598
3
3
2
Green River
Manufacturing - 480501
13
17
17
Lake Washington
Manufacturing - 480501
23
23
31
Renton
Manufacturing - 480501
38
35
44
Shoreline
Manufacturing - 480501
-
58
94
South Seattle
Aviation Maintenance Technician - 470687
92
96
177
South Seattle
Machinist - 480503
-
2
2
South Seattle
Manufacturing - 480501
96
88
110
594
691
948
System Total
Note: No data were available for Olympic College and North Seattle College
The steady increases in numbers of enrollments and annualized FTEs in feeder programs is
paralleled by striking increases in the numbers of awards (certificates and associate degrees) earned by
students at those institutions; see Figure Four. Some of the most dramatic increases occurred in the
Aviation Maintenance Technology feeder programs; for example, at Clover Park Technical College,
where the combined number of certificates and degrees rose from 14 in 2009/10 to 94 in 2011/12; and at
South Seattle Community College, 28 in 2009/10 to 115 in 2011/12. Perhaps the single most compelling
statistic here is the overall increase of 164 total awards (101%) between just 2010/11 and 2011/12.
Figure Four: System Totals for Certificates and Degrees Awarded
in Feeder Programs, 2009-2012
Bates
CPTC
Edmonds
Everett
Green
River
Lake WA
Renton
Shoreline
South
Seattle
totals
2009/10
11
29
14
20
17
3
13
27
28
162
2010/11
30
30
20
3
15
10
9
25
19
161
2011/12
39
98
9
37
7
4
9
7
115
325
totals
80
157
43
60
39
17
31
59
162
648
Note: No data were available for Olympic College and North Seattle College
During the week of November 26, 2012 current students in CPTC’s potential feeder programs
were surveyed to determine their general levels of interest in pursuing an applied baccalaureate
degree in Manufacturing Operations. The results demonstrated enthusiastic support. For
7
example, as illustrated by figure five, 96.4% of students surveyed either “agreed” or “strongly
agreed” with the statement: “An applied bachelors degree in Manufacturing Operations would
enhance my ability to move into a management position in the manufacturing industry.”
Accordingly, 87.9% either “agreed” or “strongly agreed” that “If there was a clear pathway for
building upon my associate’s degree to earn an applied bachelors degree in Manufacturing
Operations, I would consider enrolling in that program.”
Figure Five: CPTC Student Survey Data
Please rank the following statements with the most appropriate answer
1 = Strongly
2 = Agree
Agree
3 = No
4 = Disagree 5 = Strongly
Opinion
#
Disagree
• There is a direct relationship between
educational achievement and higher paid jobs in
today’s modern manufacturing industries.
62.1%
(41)
28.8%
(19)
6.1%
(4)
3.0%
(2)
0.0%
(0)
66
• If there was a clear pathway for building upon
my associate’s degree to earn an applied
bachelors degree in Manufacturing Operations,
I would consider enrolling in that program.
45.5%
(30)
42.4%
(28)
9.1%
(6)
3.0%
(2)
0.0%
(0)
66
• An applied bachelors degree in Manufacturing
Operations would enhance my ability to move
into a management position in the
manufacturing industry.
51.5%
(34)
42.4%
(28)
6.1%
(4)
0.0%
(0)
0.0%
(0)
66
• An applied bachelors degree in Manufacturing
Operations would improve my overall earning
potential.
59.1%
(39)
36.4%
(24)
6.1%
(4)
0.0%
(0)
0.0%
(0)
66
• I might consider pursuing an applied bachelors
degree after first working in industry for a
period of time.
36.4%
(24)
47.0%
(31)
15.2%
(10)
1.5%
(1)
0.0%
(0)
66
From these general numbers, it is possible to make some broad inferences. Supposing the
same levels of interest that were recorded at Clover Park remained consistent throughout the
system, there would be a large potential pool of applicants. Specifically, degrees or certificates
were awarded to 648 students by Manufacturing Operations feeder programs system-wide
8
between 2009 and 2012. If, like at Clover Park, 87.9% of those students either “strongly agreed”
or “agreed” that they would consider enrolling in this program, that would amount to 570
interested students. If just 10 percent of these enrolled, there would be a potential first class of
57. This is probably a conservative estimate in that it does not consider pent-up demand from
incumbent workers.
Some additional findings of interest in the student survey were:

A combined total of 81.5% were either “interested” (33.8%) or “very interested” (47.7%)
in taking courses in Leadership and Management.

A combined total of 78.1% were either “interested” (35.9%) or “very interested” (42.2%)
in taking courses in Project Management.

A combined total of 78.8% were either “interested” (39.4%) or “very interested” (39.4%)
in pursuing careers in Plant or Operations Management.

A combined total of 75.4% were either “interested” (35.4%) or “very interested” (40%)
in pursuing careers in Production Management.
Anecdotally, students taking the survey demonstrated their excitement in the proposal by
staying afterwards to ask questions and discuss possibilities. Multiple students asked: “When can
I get started?”
6) Efforts to Maximize State Resources to Serve Place-Bound Students
The feeder programs identified as providing pathways to the Manufacturing Operations
applied baccalaureate degree (see Figures Two-Four) represent those within proximity to the
Boeing Company’s major manufacturing centers in the Puget Sound region. Within the Western
Washington corridor from Lakewood to Everett, no public or private baccalaureate institutions
offer an applied manufacturing degree. Just beyond the region, Western Washington University
offers a degree in Manufacturing Engineering Technology, and on the other side of the Cascades,
Central Washington and Eastern Washington Universities have Direct Transfer Agreements for
students from community and technical colleges into their industrial/ mechanical/ electronic
technology programs.17 The Oregon Institute of Technology, Seattle supports a bachelor degree
in Manufacturing Engineering Technology, serving primarily Boeing Company employees.
Several of the community and technical colleges in the region have a track record of
project-based collaboration and working together in various consortia. For example, along with
Clover Park, Everett Community College, Olympic College, Renton Technical College, and
South Seattle Community College are all partners on the Air Washington program linking
curricula to enhance the state’s aerospace workforce training. The partnerships and pathways
developed in conjunction with the Air Washington grant, as well as other cooperative ventures,
will facilitate a cross-fertilization of ideas. Along those lines, it also provides an avenue for
creating many new partnerships with business, government, and labor organizations working to
maintain Washington’s competitive advantage in aerospace.
17
WA State Board of Community and Technical Colleges, “Direct Transfer Agreements, Associate in Science Transfer.”
http://www.sbctc.edu/college/_e-transferassocinscience.aspx#ASTMRPs. [accessed October 15, 2012]
9
Finally, the program will be designed to take appropriate advantage of a range of
instructional modalities ranging from individual, hands-on instruction to online, self-directed
tutorials. Programmatic features will include multiple methods of content delivery, flexible
scheduling in both time and location, and opportunities for prior learning assessment. Wherever
possible, instructors will enhance their courses with Open Source materials that facilitate
portable, latticed curricula and provide students with a greater choice of learning options.
Conclusion:
With its dynamic history of proactive technical and workforce education for local
industry, Clover Park Technical College is uniquely situated among Washington’s community
and technical colleges to launch an applied baccalaureate degree in Manufacturing Operations.
Across the region, the state, and even the nation, there have been numerous voices advocating for
enhancements in manufacturing education, including at the baccalaureate level. This program
represents Clover Park’s intention to be at the leading edge of this movement. The curriculum
will be industry-driven, competency-based, and student-centered, employing the latest
technology in both the content and delivery of instruction. It will provide students and partner
institutions throughout the region with unique opportunities to explore emerging careers
possibilities. In the future, it will become one of Clover Park’s signature academic programs.
10
Tab 4
Attachment B
Bachelor of Applied Science: Cyber Security
October 2012
Columbia Basin College – Cyber Security
Page 1
Table of Contents: BAS in Cyber Security
Form A: Cover Sheet for New Degree Program Proposal .............................................. 3
Form B: Applied Bachelor Degree in Cyber Security @ Columbia Basin College........ 4
Introduction...................................................................................................................... 4
Criteria One and Standard One: Institutional Role and Mission..................................... 5
Institution Program Priorities and Program Selection.......................................... 6
Criteria Two and Standard Two: Statewide Strategic Plan Support ............................... 9
Criteria Three and Standard Three: Employer and Community Demand .......................14
The Need for Cyber Security Experts in the Tri-Cities……..................................20
Competition for Limited Applicant Pool.............................................................. 23
Community Support for the BAS Cyber Security Program...................................25
Criteria Four and Standard Four: Building on Existing Professional and Technical
Degree Program Demand ..................................................................................... 26
Enrollment and degree Completion History......................................................... 29
Criteria Five and Standard Five: Student Demand for the Cyber Security Degree......... 30
Result from Student Survey ................................................................................. 30
Criteria Six and Standard Six: Serving Place Bound Students… ….............................. 32
Search for Similar Computer Science Programs within Catchment Area….........32
Collaboration Opportunities..................................................................................37
Unique Aspects of the Proposed BAS Cyber Security Program...........................38
Summary and Conclusions............................................................................................... 42
References......................................................................................................................... 44
Appendix A BAS Degrees at CBC................................................................................... 47
Appendix B Student Survey............................................................................................. 49
Columbia Basin College – Cyber Security
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Form B
APPLIED BACHELOR DEGREE in Cyber Security @ Columbia Basin College
STATEMENT OF NEED CRITERIA
Introduction
Columbia Basin College (CBC) proposes to deliver a Bachelor of Applied Science in Cyber
Security (locally referred to as "BAS-C") and is prepared to enroll junior level students
beginning Fall 2013. The degree will build on CBC computer science certificates and two-year
degrees already offered, as well as a newly established two-year associate of applied science
cyber security degree at CBC. These certificates and two-year degrees serve both as the
knowledge and skills foundation and also provide a pathway for students to be prepared to
complete junior and senior level coursework in the emerging field of cyber security. The
Bachelor of Applied Science in Cyber Security degree will be offered as an extension of CBC's
existing Lockheed Martin Department of Information Science and Technology.
This new Cyber Security BAS degree is designed to help meet current and future
employment needs for CBC’s service district, Benton and Franklin Counties. The Cyber
Security BAS degree will provide specialized skills, a bachelor degree that is indicated as the
degree level needed for cyber security employment, and living wage level employment for placebound district citizens in a profession needed locally as well as throughout Washington State.
CBC’s capacity to deliver a bachelor degree in a fast emerging high tech discipline not only
builds on existing Computer Science certificates and degrees and that is delivered by well
qualified computer science faculty, but also on a campus experienced in delivering a successful
BAS degree in Applied Management (see Appendix A). In addition, CBC’s success in
establishing successful public and community partnerships will serve to provide funding
Columbia Basin College – Cyber Security
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enhancement, on-going faculty development to keep pace with a fast changing discipline, and
students with job shadow and internship opportunities.
This statement of need for a BAS in Cyber Security (Form B) includes specific information
that addresses the six criteria identified by the State Board for Community Technical Colleges
(SBCTC) and provides evidence that CBC meets or exceeds the standards set for each criterion.
The six criteria include institutional role, mission, and priorities; support for the state strategic
planning; local employment demands; education continuity for workforce students; student
education demands; and serving place-bound students.
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. In many ways CBC is a typical community college and
accordingly its mission statement is similar to other community colleges. 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.
Columbia Basin College – Cyber Security
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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. CBC’s
mission may be similar to many other community colleges and it is the operationalizing of that
mission to meet the specific needs of its service district, Benton and Franklin Counties, that has
led to this BAS in Cyber Security request. To provide some context for this request, Benton
County is home to the Hanford site which is the largest environmental cleanup site in the United
States. It is also home to Energy Northwest’s Headquarters and their nuclear power generating
plant, along with Bechtel, the Pacific Northwest National Laboratory (PNNL) operated by
Battelle, Lockheed Martin, and the Laser Interferometer Gravitational-Wave Observatory
(LIGO) which is an observation site for gravitational waves of cosmic origins. Many other
federal sub-contractors are also located at the Hanford Site that not only have physical areas
restricted to special security clearance, but there is also nuclear waste that is the source of the
environmental cleanup. Although, physically protected by the Hanford Patrol, the site, and its
many occupants, also requires secure computer support systems.
Columbia Basin College – Cyber Security
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Battelle operates the Pacific Northwest National Laboratory (PNNL) which is one of 17
Department of Energy (DOE) national research laboratories. The cyber security needs for
Battelle corporate headquarters, a global based science and technology organization, and PNNL
are coordinated from the Hanford site location. One of PNNL’s missions includes research and
support for energy production including the SmartGrid. The SmartGrid is a national network
that connects energy production and energy use through a digital interface. It is a vital national
level concern that the digital interface is secure as it is viewed as a likely target for cyber
warfare. PNNL is a key contributor in the effort to keep the SmartGrid secure and safe. PNNL
also conducts other sensitive and top secret research at Hanford with data protection needs.
Also included at the Hanford site is Lockheed Martin (self described as a global security
company) which provides computer and cyber security support for the Hanford Site. DOE
maintains a large staff locally to coordinate and provide infrastructure for oversight, training, and
other types of vital support necessary to accomplish the many mission objectives of the Hanford
Site. Accordingly, the need for cyber security professionals for Hanford and its science and
environmental efforts provides much of the impetus for this cyber security degree request.
In addition to Hanford, however, the Tri-Cities economic development efforts are successful
in attracting other high-tech firms and their corresponding intellectual property. The area is also
a regional hub for health care resulting in the need to secure digital health information.
Throughout the economic downturn, the Tri-Cities have been the financial bright spot for
Washington State and are recognized nationally for regional job creation. With the community
growth comes the need for financial services and secure computer technology support for
businesses, state, and federal government offices. It is therefore in the best interest of Hanford as
well as other entities in the Benton and Franklin Counties that a cyber-security BAS is offered.
Columbia Basin College – Cyber Security
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Decisions to Add New Programs. Decisions to add new programs and degrees, especially
BAS degrees, at CBC are carefully considered by the instructional program and the President
and his cabinet. The process used is similar to the State Board’s criteria for BAS degree
proposals. At CBC, proposals for new degrees and programs utilize a business plan identifying
the value proposition that includes 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 the high quality instructors needed to deliver
the proposed program. The President and cabinet level review of that information is conducted
through the lens of CBC’s Mission, End States, Strategic Plan, and the College’s goals. It was
through that process that the Cyber Security program, and the importance of delivering it at the
bachelor degree level, emerged as a major goal for CBC.
The decision to request a BAS in Cyber Security is specifically aligned with CBC’s Strategic
Plan Initiative Number Seven: Initiate, expand, and sustain the Bachelor of Applied Science
program. That initiative supports not only the current BAS degree but also supports the
development and delivery of additional BAS degrees appropriate for Benton and Franklin
Counties. In 2008, CBC was authorized to offer BAS degree and was part of the second round
of BAS level state pilot funding. In 2009, CBC began a BAS degree in Applied Management
(locally referred to as "BAS-M") and became what was then one of seven Washington
community college BAS programs funded at the bachelor degree level. In 2011, Columbia
Basin College was fully accredited by Northwest Commission of Colleges and Universities
(NWCCU) to offer programs at the baccalaureate degree level. Now beginning the fourth year
of operation, the BAS-M has had 48 graduates and is expected to end the 2012-2013 academic
Columbia Basin College – Cyber Security
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year with over 80 annualized FTES. The growth of the BAS-M program has been the result of
the demand by students and employers, and the benefits received by graduates.
The documentation resulting from the aforementioned campus program approval process
serves to provide the information needed to respond to the other information requested in Forms
B, C, and D of the SBCTC BAS request process and CBC’s request for a BAS in Cyber Security.
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.
The Columbia Basin College’s BAS in Cyber Security will help meet several of the
challenges identified by the State Board for Community and Technical Colleges (SBCTC) in the
2008 Mission Study. These challenges include keeping pace with the employers’ 2030 needs
for technically skilled workers and to help meet the need for bachelor prepared workers in key
employment areas. The degree will also help 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 Cyber Security is aligned with the SBCTC 2008 Mission Study and Table 2
illustrates how the Higher Education Coordinating Board (HECB) Strategic Master Plan is
related to the CBC Cyber Security BAS request.
Columbia Basin College – Cyber Security
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Table 1
Cyber Security Degree Response to SBCTC Mission Study
Challenges Selected from the Ten
Challenges in the 2008 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.
Challenge #4. Contribute more to the
production of baccalaureate degrees.
Challenge #7. Invest in sustaining
faculty and staff excellence.
Challenge #8. Build a 21st century
learning infrastructure.
Columbia Basin College – Cyber Security
CBC BAS-C 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.
Cyber Security is a high technology
profession, commonly requiring more than
an associate degree; the BAS degree also
assists in building capacity in computer
science, a state high demand profession. The
discipline is also in the STEM cluster, an
additional target for higher education
enrollment and graduates.
Establishes an additional bachelor degree in
a high demand discipline that supports placebound citizens and meets local employment
demands.
Provide back-to-industry, funding for
national conference attendance, and
attendance at national and regional training
for BAS Cyber Security faculty. Continue
partnerships with local employers conducting
cutting edge research and work in Cyber
Security.
CBC's continued investment in hardware and
software updates to support the Cyber
Security BAS degree. Courses are supported
with simulations and other multimedia
support.
Page 10
Table 2
Cyber Security 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
CBC BAS-C Response to Key Areas of the
HECB Strategic Master Plan
PNNL donated $118,000 as part of a public
private partnership with CBC and will:
-provide scholarship funds to support STEM
enrollment
-help to build capacity for a high demand
discipline
-PNNL supporting community, regional, and
national needs
In 2011, the SBCTC and HECB, working together, assessed and reported the progress being
made on the SBCTC Mission document and the HECB Strategic Master Plan for Higher
Education. Their review resulted in the release of the report titled: A Skilled and Educated
Workforce 2011 Update: A joint report from the HECB and SBCTC. The report served to
identify the largest need for Washington State bachelor degrees in the areas of computer science;
health professions; engineering, software engineering, and architecture; life sciences and
agriculture; and physical sciences. The report concluded that the largest gap in baccalaureate
production in Washington State was in the computer science area. The analysis showed a need
for nearly 1,200 additional baccalaureate graduates prepared to work in computer science. See
Figure 1 for a graphical illustration of the bachelor degree production gap.
Columbia Basin College – Cyber Security
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Figure 1. Gap occupations at the Baccalaureate level source: A Skilled and Educated Workforce
2011 Update p. 9.
For analysis of bachelor degree production the SBCTC and HECB reviewed ‘The
Washington Government Management Accountability and Performance’ (GMAP) report. That
report showed bachelor degree production had increased in the majority of the aforementioned
most important identified areas or disciplines (Figure 1). The exception was in Computer
Science. It was further noted, of the five high employer demand occupations, only the computer
science bachelor degree production had remained “flat” and production increases were
insufficient to provide for the 2014-2019 employer demand. This was further noted as especially
troublesome given the size of Washington’s technology employment sector related to computer
science (Strategic Master Plan Update 2012, p. 8). A gap was also noted at the graduate level of
preparation, so the flat production at the bachelor level also created a supply chain problem for
computer science graduate schools in Washington. Graduate prepared cyber security workers
Columbia Basin College – Cyber Security
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are key to the research and development market employed by Pacific Northwest National
Laboratory and other Department of Energy contractors.
Based on the assumption that 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).
In summary, the CBC request for a BAS degree in Cyber Security 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 in the identified important area of computer science; invests in faculty and staff
excellence, and helps to build a 21st century learning structure. The BAS degree in Cyber
Security also contributes to the HECB Strategic Master Plan when the plan called for new ways
to finance work-related education and training; promote economic growth, innovation, economic
demand; increase pathways for career opportunities, and increase public partnerships. Finally,
the CBC Cyber Security degree helps respond to the 2011 review of the HECB and SBCTC
planning documents when it noted the need for additional computer science bachelor degrees in
Washington State.
Columbia Basin College – Cyber Security
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Criteria Three and Standard Three: Employer and Community Demand
Criteria Three
Employer/community demand for graduates with
baccalaureate level of education proposed in the
program.
Standard Three
•
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.
Data Background. As one of the most critical sections of Form B, it is especially important
to make a compelling case for the need for cyber security professionals in Benton and Franklin
Counties. Typically that case would be made primarily through the use of local employment
data showing the cyber security job openings for the foreseeable future. The employment data
normally would easily be available from the Bureau of Labor Statistics and from state and
regional Employment Security online databases. In the case of cyber security, although data is
available, the interpretation of that data present challenges for several reasons. The first
challenge is that information pertaining to cyber security jobs is reported in several different
computer science job clusters. One reason for this type of reporting is that cyber security is an
emerging discipline/job category. Until just recently cyber security did not have a specific SOC
number and therefore employers/employment analysts did not have a specific code to report
cyber security employees. A second reason is that cyber security efforts are not always assigned
to one person but instead is the collective responsibility of many different computer science
experts with each contributing in their own area such as databases, networks, and programming.
Therefore the employment data presented in this section is aggregate data in each job category
Columbia Basin College – Cyber Security
Page 14
and the question becomes which job categories should be selected to represent the cyber security
needs. Extensive research was conducted on labor market needs in cyber security, and the
extensive data and knowledge base of Economic Modeling Specialists Inc. (EMSI) was
consulted. In addition, Ajsa Suljic, this region’s Washington State Regional Labor Economist
for Employment Security, was consulted. Both EMSI and Ajsa Suljic provided
recommendations for which employment categories and clusters should be used to best represent
the local cyber security workforce. Data from both sources have been included in this request.
The challenge faced with the data for this request is a common one with new and emerging
fields.
Given the challenge with the data, additional information and evidence are presented to not
only to help verify the data, but to also provide related background information pertaining to
cyber security employment. Therefore to document the need for a Cyber Security BAS degree at
CBC, this section includes a short overview of the emerging field of cyber security, the
expansion of cyber security employment on a national level, the need for cyber security in
Washington State, and specifically the need for cyber security in CBC’s service district.
Additional evidence presented includes competition for a limited pool of trained cyber security
professionals, local community support in the media, and funding for the cyber security degree
from a highly impacted company.
Overview of the Cyber Security Profession. According to the Merriam Webster dictionary
cyber security is defined as “measures taken to protect a computer or computer system (as on the
Internet) against unauthorized access or attack. The need for cyber security expertise cuts across
many sectors of the economy.” Prime areas that employ cyber security professionals are defense
and national security agencies; food and water suppliers; hydroelectric, electrical power grids
Columbia Basin College – Cyber Security
Page 15
and public utility companies (SmartGrid); financial services; health care and their need to protect
patient records; pharmaceutical companies; companies with intellectual property and propriety
information to protect, etc. The US Bureau of Labor Statistics states:
The federal government is expected to greatly increase its hiring of information security
analysts to protect the nation’s critical information technology (IT) systems. In addition, as
the healthcare industry expands its use of electronic medical records, ensuring patients’
privacy and protecting personal data are becoming more important. More information
security analysts are likely to be needed to create the safeguards that will satisfy patients’
concerns. (US Bureau of Labor Statistics)
The need for cyber security staffing is increasing in many different sectors. Changes in
practices such as Bring Your Own Device (BYOD) and the use of smart phones and tablet
devices, and the ‘cloud’ have created additional challenges for many enterprises. Although
cyber security is important to many organizations and business sectors, it is also important to
United States’ security. National Security Agency Director GEN Keith Alexander recently said
the following to members of the Senate Armed Services Committee:
It is increasingly likely, as we move forward, that any attack on the U.S. will include a cyber
attack. These are threats the nation cannot ignore. What we see…underscores the imperative
to act now. GEN Alexander recently accessed the US readiness to address a catastrophic
cyber attack was only a 3 on a scale of 10 (Rosenberg, Oct 12, 2010).
National Need for Cyber Security Personnel. According to the Bureau of Labor Statistics
(BLS), cyber security careers are estimated to grow “30 percent from 2008 to 2018, much faster
than the average for all occupations.” (Occupational Outlook Handbook: 2010-2011 Edition, p.
130). A May 29, 2012, Washington Post article (Fitzpatrick, 2012) stated the following:
The government needs to hire at least 10,000 experts in the near future and the private sector
needs four times that number, according to Tom Kellermann, vice president at Trend Micro
and former member of President Obama’s cyber security commission. Booz Allen Hamilton,
a private security firm in McLean, has hired nearly 3,000 cyber security experts in the past
two years, and that trend is expected to continue.
Columbia Basin College – Cyber Security
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Kiplinger suggests that the private sector is likely to add another 100,000 cyber security experts
(Bazinet & Miley, August 8, 2012). According to the U.S. Bureau of Labor Statistics,
employment of information security analysts, web developers, and computer network architects
(the primary job cluster recommended by Occupational Outlook Handbook as representing cyber
security) is projected to grow 22 percent from 2010 to 2020. Indeed.com illustrates this
employment growth in a graphical form that can be viewed in Figure 2.
Figure 2. Cyber security employment growth source: Credit: Indeed.com Job Trends
Washington State. According to the Bureau of Labor Statistics, Washington State has the
fourth largest concentration of job cluster of security analyst, web developers, and computer
network architects among the 50 states. Only in Virginia, District of Columbia, and Maryland,
where security analysts are concentrated for federal government jobs and jobs supported by
federal government contracts, do the security analyst, web developers, and computer network
architects concentrations exceed Washington State. Table 3 identifies the actual numbers
whereas Figure 3 profiles a graphical illustration.
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Table 3
The top five states for security analyst, web developers, and computer network architects
Source: Bureau of Labor Statistics http://www.bls.gov/oes/current/oes151179.htm#ind
Figure 3. States with the highest concentration of jobs and location quotients in Cyber Security
cluster occupations
Source: Bureau of Labor Statistics http://www.bls.gov/oes/current/oes151179.htm#ind
Also according to EMSI, Washington State has a high job growth rate in cyber security.
Resulting from their review of national data, EMSI is projecting a high rate of cyber security job
growth extending beyond 2020. See Figure 4.
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Figure 4. Regional trends in Washington State cyber security growth rates, EMSI
Three Washington State Regions. Washington State is in need of these highly qualified
cyber security professionals especially in several different state regions. Drilling down further
into the data, also according to the Bureau of Labor Statistics, Washington State has three
regions with high location quotient concentrations of security analysts, web developers, and
computer network architects. One of those areas, not surprisingly is Seattle/Bellevue/Everett.
The second most affected area is Kennewick/Pasco/Richland followed by the third effected area
of Vancouver with its association with Portland/Hillsboro. Figure 5 provides a graphic
illustration of cyber security employment and its location quotient in the United States.
Location Quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation and speaks to regional
needs for cyber security staff. The LQ can reveal what makes a particular region unique in
comparison to a entire state or the national average.
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Figure 5. Source: Bureau of Labor Statistics http://www.bls.gov/oes/current/oes151179.htm#ind
The Need for Cyber Security Experts in the Tri-Cities
What then is the need for cyber security in the Tri-Cities and Benton and Franklin Counties?
In general, computer positions are rated as in high demand for Benton and Franklin Counties.
These computer science categories are listed in Table 4.
Table 4
High Demand Computer Positions in Benton/Franklin Counties
Demand? SOC#
Occupation Title
In Demand
151111
Computer and Information Research Scientists
In Demand
151199
Computer Occupations, All Others
In Demand
151121
Computer Systems Analysts
In Demand
151151
Computer User Support Specialists
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupationalreports/occupations-in-demand 10/11/2011 Retrieved 10/08/12
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As previously stated, cyber security is an emerging employment field and as such it is not
isolated in the statistical employment data. The data therefore may be found aggregated into
several computer employment classifications. Additionally, smaller companies may also assign
multiple tasks, including cyber security, to one employee. That employee may not be coded as
cyber security personnel suggesting overall the employment data may also be less precise as
well. Since there was such a challenge to provide relevant and accurate data, CBC consulted
Economic Modeling Specialists, Inc (EMSI) and the Employment Security regional economic
specialist, Ajas Suljic, to assist in providing the most accurate data.
EMSI recommended targeting four computer science employment clusters for cyber security
employment data. EMSI serves clients in workforce development agencies, economic
development agencies, and higher education across the nation with a team of over 70 economic
analysts reviewing and triangulating data. An EMSI report identified current and future
employment levels and sample salary information which can be found in Table 5.
Table 5
Employment Information for Four Computer Science Employment Clusters for Benton/Franklin
Counties
Interestingly, the Employment Security regional economic specialist suggested three other
clusters that include Computer Specialists (151000), network and computer systems architects
and administrators (15-1142) and Information Security Analysts, Web Developers, and
Columbia Basin College – Cyber Security
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Computer Network Architects (151179) should be used when collecting cyber security
employment needs. The Bureau of Labor Statistics also suggested the same job cluster.
Following the Employment Security recommendation, Table 6 provides an overview of likely
job openings through 2020 in the CBC service district.
Table 6
Benton and Franklin County Cyber Security Employment Needs
Source: Bureau of Labor Statistics
Utilizing the EMSI employment categories, the cyber security employment growth in the
Benton Franklin Counties would actually grow at a faster rate than Washington State as a whole
or the national growth rate. Figure 6 illustrates these different rates of growth and provides the
number of cyber security jobs needed in 2010 versus 2020.
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Figure 6. Cyber security employment growth rate comparison between national, state, and
regional (Benton/Franklin counties) locations, EMSI
Whether using the computer science job titles recommended by EMSI or Washington State
Employment Security, both sets of information suggest that between now and 2020 there are
larger numbers of cyber security employment openings on an annual basis than the 20 projected
individuals that would graduate from the proposed CBC BAS Cyber Security degree.
Competition for Limited Applicant Pool (Talent Shortage)
From a supply and demand perspective the competition for skilled cyber security individuals,
especially with some experience, is significant. A recent survey conducted by ISC2
(International Information Systems Security Certification Consortium, Inc, a global leader in
education and providing Gold Standard certification to information security professionals)
revealed there is a nearly full-employment market when it comes to cyber security positions. In
the case of the survey, 96 percent of the survey respondents were employed, only seven percent
Columbia Basin College – Cyber Security
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of the survey respondents “were unemployed at any point during 2011” (ISC2 Survey, 2012, p.
1). The survey also revealed that 70 percent of respondents received a salary increase in 2011
(more than half expected an increase in 2012). Of the respondents, 35 percent changed jobs
because they had opportunities for advancement. With salary increases and the ability to easily
move to new positions for advancement, the employer is in the position of constant pressure to
keep their cyber security workforce in place.
Not surprisingly, results from a recent Forrester consulting report noted the following theme
emerged from employer responses when they stated “Almost two-thirds of businesses say their
information security departments are understaffed, and 51% say they can't find people with the
required security skills (Schwartz, 2012). It is from this perspective that the Tri-Cities are
recruiting these essential personnel. Not only are most trained and experienced individuals
already employed, the salaries in many other locations are much higher than the Tri-Cities.
Washington State has a limited existing ability to produce bachelor degree cyber security
workers with few higher education programs specializing in cyber security available. Cyber
security instructional programs are more common on the east coast of the United States near
many private and government jobs in cyber security. Washington’s market need is quickly
growing, and without additional programs to educate cyber security workers, the state will have
to rely on importing workers from other national regions demanding higher wages. With the
competition for cyber security employees and strong supply of available jobs elsewhere, those
graduates do not need to move to the Washington State or specifically the Tri-Cities for
employment.
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Community Support for the BAS Cyber Security Program
The Tri-Cities community has been very supportive of the new 2-year program and the
possibility of the 4-year Cyber Security degree.
Local Media Coverage. The media in the area sent TV reporters and newspaper writers to
communicate the new 2-year degree and the possibility of a 4-year degree to the surrounding
community. The local NBC affiliate had an extensive TV spot explaining the importance of
cyber security, including an interview with the lead instructor, the CBC President, and a high
profile PNNL representative. The Tri-City Herald, the local newspaper, ran an article and
followed up with a positive statement from their Editorial Board in support of CBC's cyber
security 2- and 4-year program development.
Response from Potential Students. Once the general announcement about the availability
of a two-year Cyber Security degree and the possibility of a four-year degree was announced,
many potential students called for more information. Within days, 22 potential students
contacted CBC's Computer Science Department.
Pacific Northwest National Laboratory (PNNL) Support. PNNL has a need for cyber
security specialists. Their director, Mike Kluse, made the following statement for an article in
the Tri-Cities Herald newspaper announcing the approval of the 2-year degree in Cyber Security
and the possibility of a bachelor degree in Cyber Security:
With cyber attacks on the rise nationally, PNNL and other organizations are in need of welltrained computer security specialists who can assess, detect, and protect data and
infrastructure. The new CBC degree program will help fill that workforce need while at the
same time provide a critical service locally and nationally,
As evidence of PNNL’s need for the program and commitment to assist in the program
development and delivery, they have donated $118,000 to CBC. Their donation of funds to the
Columbia Basin College – Cyber Security
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cyber security program development is significant to PNNL because cyber security is the one job
function that crosses all strategic areas of the PNNL and Battelle functions. These seven areas
include scalable synthesis, efficient and secure electricity management, coupling earth and
energy systems, signature discovery and exploitation, imaging, Environmental Molecular
Sciences Laboratory (EMSL) transformational tools and teams, and computing. They have also
pledged to provide internships for students and back-to-industry experiences for the teaching
staff.
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 Cyber Security degree will build on an existing department and
established two-year degrees. Recently a specifically developed and approved two-year degree
in Cyber Security was added to the CBC computer science degree options. This section of the
Cyber Security BAS request provides a program background and an insight into the program’s
capacity to develop and sustain a high tech degree in Cyber Security.
CBC Computer Science Program Overview. CBC has had an active computer science
program since 1976, with individual computer courses available prior to 1976. Over the years,
the computer science program has evolved to stay current with changes in the computer science
field and to meet the district’s needs. The program has six full-time instructors with expertise in
Columbia Basin College – Cyber Security
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varying areas of the computer science discipline. Three of those instructors have joined together
to expand on their already available knowledge in security and experience in teaching security
coursework to develop curriculum for the proposed Cyber Security BAS degree. The CBC
computer science program also has strong ties to the community. In 2007, CBC in recognition of
the support that Lockheed Martin had extended to CBC such as donating 100 laptops to CBC
students and providing the infrastructure for the CBC wireless network, the CBC computer
science program was renamed the Lockheed Martin Department of Information Science and
Technology.
Currently, the CBC computer science program offers certificates and seven 2-year degrees.
Each certificate is aligned with one of the computer science degrees and provides clear pathways
for students. All but one of the 2-year degrees (a degree specializing in multimedia) has an
identical core set of computer science courses and all degrees have the same set of general
education course requirements. The general education requirements are comprised of transfer
level courses so the students can easily utilize their general education courses in a bachelor
program. This approach of a common set of transferable general education core courses and core
computer science courses (except for the multimedia degree) offers students the ability to begin
the computer science program and consider which direction they wish ultimately to pursue while
taking courses that are required no matter what computer science degree a student shall seek.
The degrees available include the following:
•
•
•
•
•
•
•
Cyber Security
Database Administrator
Help Desk Technician
Internet Specialist
Network Administrator
Programming and Software Development
Multimedia
Columbia Basin College – Cyber Security
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A new 2-year Cyber Security degree was approved by SBCTC in August 2012. It is
designed as a standalone 2-year degree but also to be the first two years for this proposed Cyber
Security BAS degree. Although this new 2-year degree will be the primary pathway to the
proposed BAS degree, students from one of the other CS degrees could, by taking additional
classes, also be prepared to complete the BAS Cyber Security degree. Computer science
students that have been out of school for awhile could complete the pathway classes and also
have work experience from which to draw. Students may also plan dual 2-year degrees to extend
their skills and potentially be able to work for a smaller employer that has need of a security
expert but also needs that person to cover additional tasks. Table 7 illustrates how many lower
division computer science credits cross between the new Cyber Security degree and the other CS
degrees as they are currently configured. With strong enrollment in all degree areas represented
by the program, there is a large quantity of students to serve as the pipeline into the Cyber
Security BAS program.
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Table 7
Computer science course requirements comparisons between CBC computer science degrees
New
Degree
Cyber
Security
2- yr
Degree
Total
CS
Credit
Gen Ed
Credits
Total
Credits
77
18-20
95-97
Other CBC 2yr CS Degrees
Networking
Database
Programming
Internet
Specialist
Help
Desk
57
52
42
42
32
18-20
18-20
18-20
18-20
18-20
Total Credits
in Common
with Cyber
Security 2-yr
Degree
75-77
70-72
60-62
60-62
50-52
Additional CS
Credits
Needed to
complete the
2-year Cyber
Security
degree
20
25
35
35
45
CS Credits in
Common with
Cyber
Security 2-yr
Degree
Common Gen
Ed Credits
Enrollment and Degree Completion History
Over a period of time the Computer Science program has trained and graduated many
students who could pursue this new BAS option. Table 8 provides a historical overview of
computer science major enrollment for the past five years. Total enrollment in the computer
science program includes students taking courses to fulfill non-computer science degree
requirements. For the purpose of identifying potential students for the BAS Cyber Security
Columbia Basin College – Cyber Security
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degree, only known computer science degree seeking students have been counted to provide the
most accurate likely pipeline of interested students.
Table 8
Enrollment Degree History of CBC Computer Science Majors
Academic
Annualized
Unduplicated
2-year IT Degree
Year
FTES*
Head Count*
Completions
111.4
385
38
2007-08
123.3
350
32
2008-09
145.3
442
57
2009-10
155.1
449
28
2010-11
164.2
407
41
2011-12
699.3
2033
196
Total
*Only computer science majors’ courses are included in this table, CS courses such as Into to
Computer Science, Basic Language enrollments of non-majors have been adjusted appropriately
The CBC computer science program has a history of offering high quality degrees, taught by
well skilled instructors, is supported by four computer labs, has a record of stressing degree
completion, and is connected to the communities’ computer science professionals and
employers.
Criteria Five and Standard Five: Student Demand for the Cyber Security 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 Student Survey
To determine student interest in a BAS in Cyber Security, a survey was administered to
CBC computer science students and other interested campus students. The total number of
Columbia Basin College – Cyber Security
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students who completed the survey was 137. The survey results can be seen in its entirety in
Appendix B but particularly salient questions and responses are provided below:
1. Do you intend to obtain a 2-year degree?
Yes 87.2%; No 4.6%; Don’t know 8.3%
2. Do you intend to obtain a 4-year degree?
Yes 70.9%; No 8.2%; Don’t know 20.9%
3. Please respond to the items below regarding your opinions about the Bachelor's degree in
Cyber Security.
•
I would like more information about this degree program.
Yes 70.1%; No 20.9%; Not sure/ don't know 9.0%
•
I would like to enroll in the Bachelor's degree program.
Yes 40.3%; No 25.4%; Not sure/ don't know 34.3%
•
This program would help me meet my educational needs.
Yes 45.5%; No 18.2%; Not sure/ don't know 36.4%
•
If I had this degree, I would likely receive a higher salary.
Yes 67.7%; No 8.3%; Not sure/ don't know 24.1%
•
If I had this degree, I would have a greater chance for promotion or career
advancement.
Yes 64.2%; No 9.7%; Not sure/ don't know 26.1%
4. How likely is it that you pursue a bachelor degree in Cyber Security at CBC?
Somewhat likely, Likely, or Very likely 58.9%
The survey revealed there was a high degree of interest in the two-year and four-year
cyber security degree and approximately 57 currently enrolled students would be interested in
enrolling in the Cyber Security bachelor degree. In addition, there are many potential Computer
Columbia Basin College – Cyber Security
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Science students who have graduated in the last five years suggesting a backlog of 196 computer
student graduates (see Table 8) who may also be interested in pursuing the BAS Cyber Security
degree.
Finally, CBC chose to survey only its own students since the closest community
college is Walla Walla Community College, which is a 56 mile commute, and there are currently
few Walla Walla residents that commute to CBC for a college degree.
Criteria Six and Standard Six: Serving Place bound Students
Criteria Six
Efforts to maximize state resources to serve placebound 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
A review was conducted of other colleges and universities within the catchment area that
offer a Cyber Security Program.
Search for Similar Computer Science Programs within Catchment Area
In the Tri-Cities area there are two other colleges besides CBC, including Washington StateTri-Cities (WSU-TC) and Charter College. Washington State University Tri-Cities offers both a
bachelor of arts (BA) and a bachelor of science (BS) in computer science. Their BS program in
Computer Science is calculus based and requires students to complete a year-long sequence in
calculus and an engineering level physics sequence as well. In addition, for both of those
degrees, CBC transfer students take two required computer science courses at CBC. No other
CBC computer science courses are accepted at WSU-TC. Although the BA in computer science
has algebra based math requirements, student still cannot transfer any other workforce credits to
Columbia Basin College – Cyber Security
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the WSU program. Therefore the students who complete one of the CBC computer science
degrees essentially need to start over again taking additional courses to complete general
education and prerequisite courses for either of the two WSU-TC computer science bachelor
degrees. From the perspective of cost and commitment of time it is difficult for a
professional/technical student to essentially restart his or her college credit experience necessary
to prepare for a traditional bachelor of arts or bachelor of science program. Yet, the associate
degree courses have a significant role in preparing students for high demand jobs, and continue
to be a popular choice for students. Because of the extensive additional education required to
pursue the BA or BS degrees, associate level computer science students commonly don't
continue their education. This Cyber Security BAS program provides a critical pathway for
those students to enter a diverse and more highly technical field than can adequately be prepared
at the two year level.
Charter College is a private for-profit college located in the Tri-Cities. Charter currently
offers a two-year degree in Computer Science: Network Security Concentration and a certificate
in Network Security. 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 2-year level, not
a bachelor degree the industry minimum standard for cyber security degrees. Because Charter
College is not regionally accredited, CBC does not currently accept Charter credits for transfer.
The distance between cities and other colleges on the eastside of Washington State provides
several challenges and is likely to result in fewer options for place-bound students. There are
three communities outside of the Tri-Cities that have institutions with four-year degrees. The
nearest communities to the Tri-Cities with other bachelor level conferring education institutions
are in the Walla Walla area. Walla Walla's Whitman College, a private liberal arts college, does
Columbia Basin College – Cyber Security
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not have a computer science degree available. Walla Walla University, located in College Place
has both a two-year and a four year computer science degree but not cyber security degrees.
Much of the commute to Walla Walla includes one lane of traffic each way and results in a speed
limit of 55, extending the time spent for the commute. Not only does the two lane driving result
in longer commute times, winter driving can include dangerous driving conditions from ice and
snowstorms.
The next closest community with baccalaureate-level education options is Toppenish, which
is the location for Heritage University. Heritage University offers a BS in Programming degree
at the Toppenish campus at this time. After reviewing the surrounding education options, for
this BAS request, for the sake of this report the catchment area has been defined as within 60
miles and/or no longer than an hour commute.
Central Washington University (CWU) has an online BAS degree in IT management.
Students can transfer in their workforce computer science courses but also need to enroll in their
general education courses, typically at the community college prior to their transferring to CWU.
Transfer students therefore often still have extra courses at the lower division level and still need
to enroll for approximately two more years of coursework. Ultimately, the CWU degree is
designed to be a technology management degree and developing management skills, not a cyber
security emphasis degree.
Students can select from multiple options for online universities that do have cyber security
focused degree programs. One option of an online degree is Western Governors University
(WGU). WGU tuition is reasonably priced and currently there are 129 Washingtonians enrolled
in their cyber security bachelor degrees throughout the state, of which 10 are located in the TriCities area.
Columbia Basin College – Cyber Security
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Another online option is Phoenix University. Phoenix University has a bachelor degree in
Information Technology with a concentration in Information Systems Security. On the Phoenix
University website they identified tuition and fees for 2010-2011 as $21,900 more than CBC
BAS tuition or WGU tuition.
According to the CBC student survey completed for this request, only 23% of the students
indicated they preferred taking a cyber security degree solely by distance learning suggesting
less interest in online coursework and a preference for face-to-face courses.
In conclusion, there is no bachelor level cyber security degrees offered face-to-face within
the identified catchment parameters. Place bound students do have the choice to take an online
degree as several are available
Table 9 provides an overview of colleges and universities that are available in the Tri-Cities
catchment area. A narrative discussing the relevance of the available degrees follows Table 9.
Table 9
Higher Education Computer Science (CS) Options in Tri-Cities Catchment Area
Institution
Location
Related Degree
Comments
Washington State UniversityTri-Cities
(Public University, Regional
Accredited)
Institution (continued)
Richland
Computer Science BA
Computer Science BS
52 graduates between
2006-2009*, however,
WSU does not offer a
cyber security degree
Location
Related Degree
Comments
Charter College
(Private For-Profit Career
College, Not Regionally
Accredited)
Pasco
Offers AS and certificate
Bachelor degree not
available
Columbia Basin College – Cyber Security
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Walla Walla University
(Private Not-For-Profit
University, Regionally
Accredited)
College Place (40 miles)
BSE concentration
in computer engineering
BS major in Computer
Science has
concentration in:
• Hardware Systems
• Software Systems
• Computer Science
BA Computer Science
NA
Whitman College
Private Not-For-Profit
University, Regionally
Accredited)
Heritage University
(Private Not-For-Profit
University, Regionally
Accredited)
Walla Walla (40 miles)
Toppenish/proposed TriCities 2013
(60 miles)
BS Programming
Central Washington
University
(Public University, Regionally
Accredited)
Online
BAS in Information
Technology and
Administrative
Management
Phoenix University (Private
For-Profit College, Regionally
Accredited)
Online
Western Governors
University (WGUWashington)
(Private Not-For-Profit
University, Regionally
Accredited)
Online
Bachelor degree in
Information Technology
with a concentration in
Information Systems
Security
BS Information -Technology Security
Cyber Security bachelor
degree not offered
Computer Science
Degree not offered
Computer Science
Programming degree in
the Tri-Cities proposed
2013. Cyber Security is
not the focus of the
degree nor is their
Toppenish campus based
degree
Designed to add business
management to an IT
applied science degree,
not a cyber security
degree
10 Benton/Franklin
county students are
currently enrolled in the
bachelor level Cyber
Security degree program
at WGU.
WGU also has available
a masters level cyber
security degree
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 – Cyber Security
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Collaboration Opportunities
CBC has current collaborative interactions with other colleges and organizations and is
seeking future Cyber Security collaborative opportunities as well. Conversations with Whatcom
Community College have resulted in their pledge to assist in mapping courses for CBC’s
CAE2Y (Center of Academic Excellence in Two Year Institutions) status. Rich Cummins,
President of CBC, serves on the Western Governors University-Washington Board. Jean Floten,
WGU-Washington Chancellor, has already traveled to the CBC district to expand the interaction
with CBC and the surrounding community. A number of our BAS in Applied Management
graduates are already enrolled in masters degrees at WGU, so we are also building the WGU-W
relationship through the current BAS program. WGU-W has sent their regional recruiter to the
CBC campus several times to talk with our BAS Applied Management students and computer
science and health sciences students. WGU would be a logical and viable solution for a master's
degree for students completing a CBC Cyber Security BAS program.
Highline Community College (HCC) is currently developing their own BAS in Cyber
Security. The Vice Presidents for Instruction of Highline and CBC are in conversation about the
two colleges’ BAS degree proposals. An agreement is already in place for HCC and CBC to
collaborate in the development and delivery of the respective cyber security degrees in such
ways that meet the needs of each respective community. The plans include that the computer
science departments will share ideas and resources during both the development and, if
approved, the delivery of the degrees. It is expected the relationship will be synergistic and not
competitive. Since CBC is only planning face-to-face, hybrid, and limited distance courses, the
College is therefore focused on a regional delivery specifically designed for the district’s cyber
security needs. Much of this will be limited by the sophisticated nature of the required
Columbia Basin College – Cyber Security
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simulation laboratory to support the highest degree of cyber security education. As already
identified, another cluster of cyber security needs is also in the Seattle area, suggesting that
programs in the Tri-Cities at CBC and at Highline Community College are very compatible and
would complement the overall needs of the two cluster areas for cyber security.
PNNL has already begun work with the University of Washington (UW) related to cyber
security. CBC has been asked to join that conversation so it is probable there will be future
opportunities to work collaboratively with PNNL and UW. CBC will also continue to build on
the public/private partnerships between CBC/PNNL and CBC/Lockheed Martin.
Unique Aspects of the Proposed BAS Cyber Security Program
The proposed Cyber Security BAS degree will offer several critically important elements as
well as incorporates 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 cyber security programs. These elements are identified and then discussed in this
section.
Public and Private Partnership. Pacific Northwest Laboratory (PNNL) has donated
$118,000 to help in the delivery of the new Cyber Security 2-year degree program and the
development of the 4-year BAS degree. PNNL has also pledged to provide student internships
and on-going faculty back-to-industry experiences to ensure faculty have the most current
experience in this fast changing work environment.
Quality Instructors. The Computer Science program is comprised of six full-time
instructors and a number of adjunct instructors. Each instructor contributes his or her own
developed expertise which provides the ability for CBC to offer a variety of pathway degrees and
the delivery of the upper division cyber security courses. The CBC computer science degrees
Columbia Basin College – Cyber Security
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and the proposed BAS degree are matched to diverse community needs. The instructors are
continuously learning new versions of software and/or new skills to keep the CS program up to
date and will provide that same level of commitment to a BAS Cyber Security degree. Through
community support, faculty back-to-industry experiences are available and encouraged. The
computer science instructors therefore keep abreast not only through their own research and skill
building but also through real work experiences as well. CBC also supports conference
attendance and other training opportunities. Given the cyber security activities in this region a
number of highly skilled adjunct will also be available for teaching and classroom speaking
options. The Cyber Security program will also rely on skilled and seasoned employees from the
field, many of whom are recognized for their national work protecting data structures for the
Department of Energy and other key industries.
Quality Instruction. CBC expects to obtain Center of Academic Excellence in Two Year
institutions designation (CAE2Y) for our new two-year Cyber Security degree. The CAE2Y
designation is awarded to community colleges that have established a high quality cyber security
program and have mapped courses to two of the Committee on National Security Systems
training standards. Should CBC be authorized to establish a BAS Cyber Security Program, the
College also intends to qualify for a Center of Academic Excellence in Cyber Operations (the
four year and graduate level equivalent to CAE2Y) if that designation is available to community
college baccalaureate programs.
High Quality Hardware. The cyber security classes will be scheduled in labs that have the
newest computers on campus. Both MACs and PC formats are available.
Simulation Software. The Computer Science department plans on integrating simulation
software into cyber security curriculum. CBC already has an agreement with IncSys for the use
Columbia Basin College – Cyber Security
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of their PowerSimulator software. This software provides simulations for the SmartGrid and
scenarios that illustrate how issues with the SmartGrid result in isolated or cascade power
failures. Other simulation software will also be integrated into the curriculum.
Up-To-Date Curriculum. Extensive research was conducted to identify the upper division
degree requirements at numerous highly regarded cyber security programs from across the
nation. The curriculum was designed from that research and an understanding of the future
projected needs in cyber security. Mobile computer platforms and the growing practice of Bring
Your Own Device (BYOD) to the workplace have been identified as a source of security
concerns. CBC’s a newly developed Mobile Apps program will also provide knowledge of the
mobile computing platform based on MACs, Microsoft, and Google operating systems.
The CBC Computer Science instructors have the funding support to attend national and
regional conferences to keep current in the cyber security discipline and to network with other
professionals. They also have assurances that they can have ongoing back-to-industry
experiences with PNNL, Lockheed Martin, and other locally based organizations.
High Quality and Specialized General Education Courses. CBC has already developed
300 and 400 level general education courses for the College’s first BAS degree. Almost all
sections of those courses are taught by Ph.D. prepared faculty. Many of those courses are very
appropriate for the Cyber Security BAS degree as well and will be incorporated into the Cyber
Security degree. For example, English 410 Professional & Organizational Communication,
Philosophy 305 Professional Ethics, and Economics 305 Managerial Economics are already
developed and offered on an ongoing basis.
Through literature searches and discussions with cyber security employers, the cyber
security professional not only needs specialized technical skills, but also needs a ‘mindset’ for
Columbia Basin College – Cyber Security
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the cyber security profession. That mindset prepares the individual to understand the
motivation of hackers as well as to be able to anticipate where and how the hacker might strike
next (Pfleeger & Caputo, 2012). The gifted cyber security professional needs to be creative;
have well developed intuitive and critical thinking skills; and have background knowledge of
other cultures, deviance, and an understanding of warfare itself. Two specific general education
courses are being developed to assist students in exploring, understanding, and developing that
mindset to support the Cyber Security profession. These two classes are entitled The Future of
Warfare and Sociology of Deviance. Both of those classes will be taught by doctoral prepared
faculty with experience with their course topics as well as living and teaching in other cultures.
Student Internships and Job Shadowing. CBC already has assurances from Tri-Cities
employers such as PNNL and Lockheed Martin for student internships and job shadowing
opportunities.
Promotes Industry Certifications. The Cyber Security degree provides the foundation for
industry certifications such as Network+, Security+, and Cisco Certified Network Associate
(CCNA).
Columbia Basin College – Cyber Security
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Summary and Conclusions
On July 1, 2011, local and regional media (Cary, 2011; Peterson, 2011; Vedadi, 2011)
carried a report that Pacific Northwest National Laboratory (PNNL) had shut down all online
services and connections. Although the lab reported they successfully fend off approximately 4
million cyber attacks a day, PNNL was experiencing a particularly dangerous and persistent
cyber attack. Initially the attack was directed at Battelle’s corporate headquarters in Columbus,
Ohio and the Thomas Jefferson National Laboratory in Virginia. The attack, however, had
spread through Internet connections to the southeast corner of Washington State and to PNNL.
To assure that data and systems would remain secure, PNNL severed Internet connections for
over a week. One source reported “A cyber-security team of about 50 people have been working
non-stop since the attack through the weekend and through the Fourth of July holiday. Some
employees are working 36 hour shifts in an effort to keep the system safe” (Vedadi, 2011).
The PNNL incident provides a cyber security anecdote illustrating the importance for the TriCities area to have access to a highly trained employee talent pool, hence the willingness of
PNNL to donate $118,000 for the development of a cyber security degree. The bi-county high
technology companies, the regional health care, and the financial infrastructure to name just a
few industries also need access to similarly trained cyber security personnel.
Due to the competition for trained cyber security staff from the existing limited talent pool
and the communities’ need for cyber security talent, CBC proposes to home-grow cyber security
talent through a BAS cyber security degree. With the current BAS experience, access to quality
instructors, world class opportunities for cyber security internships for students and faculty, and
community support, CBC believes the college has the capacity to deliver a high quality cyber
security program.
Columbia Basin College – Cyber Security
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Further, there is a pool of computer science students that have graduated from the CBC
computer science program and new students who indicate an interest in the cyber security
degree. Although place-bound students have access to online degrees, a cyber security
questionnaire provides evidence many students wish to take face-to-face cyber security
programs. Finally, after reviewing the employment data from the Bureau of Labor Statistics with
the help of EMSI and the regional labor economist it also suggests there are enough potential
jobs that would provide employment for the numbers of CBC graduating students and the
number of other graduates from online programs.
Finally, after analysis of a recent national cyber security survey of over 2000 cyber security
professionals and employers the below conclusions emerged and provides support for additional
trained cyber security professional:
While highly qualified and trained security professionals can virtually write their own
ticket to a new position, there clearly are not enough of them. In the days ahead, the need
is greater than ever to build a larger pool of qualified professionals, and to continuously
improve the skill set, experience, and training of those already in the industry. (ISC2
Survey, 2012, p. 4)
Even in the most difficult of economic times, security is a full-employment field. With
the growing number of threats on the horizon, and the growing awareness of cyber
security vulnerabilities and issues inside the enterprise, it is clear that security will be a
top priority for the coming year and likely for years to come. (ISC2 Survey, 2012, p. 4)
Columbia Basin College – Cyber Security
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Tab 4
Attachment C
Bachelor of Applied Science: Data Analytics December 2012 Table of Contents: Bachelor of Applied Science in Data Analytics Form A: Cover Sheet for New Degree Program Proposal .............................................. 3 Introduction to the degree ........................................................................................... 4 Table I: Job Trends – “Data Analytics” ............................................................................................................. 5 Relationship to institutional role, mission and program priorities ................................ 5 Support of statewide strategic plans ............................................................................ 8 Employer and community demand .............................................................................. 8 Bellevue’s Unique Position ..................................................................................................................................... 8 Labor Market Data ..................................................................................................................................................... 8 Table II: Demand Data for King County Data Analysis Occupations .................................................. 9 Table III: Long Term Employment Projections King County ................................................................ 10 Table IV: Desired Tools, Education and Duties ........................................................................................... 11 Table V: Baccalaureate Level Data Analytics Jobs in Bellevue Area – October 2012 ................ 12 Input from local employers ................................................................................................................................ 12 Table VI: Data Analytics positions: Current and Future ......................................................................... 14 Conclusions from Labor Market and Employer Data .............................................................................. 15 Collaborating to Meet Growing Need ............................................................................................................. 15 Strong foundation built on existing programs ............................................................ 15 Strong information technology programs .................................................................................................... 16 Strong business and sustainable business programs .............................................................................. 16 Table VII: Feeder Program Enrollment 2007-­‐2012 ................................................................................. 17 Student demand ........................................................................................................ 17 Table VIII: Student Interest Response Detail ............................................................................................... 17 Table IX: Student-­‐identified Benefits of Baccalaureate in Data Analytics ..................................... 18 Data Analytics degree addresses unmet student needs ......................................................................... 18 Maximizing state resources: Data Analytics degree adds new option ......................... 19 Opportunities for collaboration ........................................................................................................................ 20 Similar programs / Unique aspects of proposed program .................................................................... 20 Conclusion ................................................................................................................. 21 Appendix A: Employer survey results………………………………………………………………………..22 Appendix B: Student survey results…………………………………………………………………………..30 Bellevue College statement of need: BAS in Data Analytics 2 Form A: Cover Sheet for New Degree Program Proposal Program Information Program Name: Data Analytics Institution Name: Bellevue College Degree: BAS Data Analytics Level: Bachelor Type: Science CIP Code: 52.1302 Business Statistics Proposed Start Date: Fall 2014 Projected Enrollment (FTE) in Year One: 20 At Full Enrollment by Year: third year -­‐ 2017 Funding Source: Self Support Mode of Delivery Single Campus Delivery: Bellevue College main campus, Bellevue WA Distance Learning: Some courses will be hybrid, synchronous distance, or online. Contact Information (Academic Department Representative) Name: Thomas Nielsen Title: Vice President of Instruction Address: 3000 Landerholm Circle SE, MSA202, Bellevue WA 98007-­‐6484 Telephone: (425) 564-­‐2442 Fax: (425) 564-­‐6163 Email: tom.nielsen@bellevuecollege.edu Chief Academic Officer Bellevue College statement of need: BAS in Data Analytics ____
Date 3 Introduction to the degree Bellevue College proposes to develop a bachelor of applied science degree in Data Analytics, the rapidly emerging discipline of analyzing and interpreting the large datasets now available to businesses, nonprofit organizations, sustainable resource developers, and more. The degree will prepare graduates to work as data analysts, data technicians, and, in some circumstances, data managers, in a wide range of organizations and industries. Modern data analytics brings together tools and techniques The reports are complete and from business, communication, graphic arts, information the data is out there for technology and statistics to collect, mine, interpret and everyone in the industry to read: there is an increasing represent large datasets to illustrate concepts and inform shortage of data decisions. In this age of data driven decision-­‐making, more and professionals trained with more organizations need analytics professionals, yet degrees to the analytical skills necessary prepare individuals to be data analysts are still rare. Bellevue to effectively deal with Big College is proposing this applied bachelor’s degree to help fill Data and its offspring. the growing need for data analysts. The degree will be appropriate for Bellevue College graduates of two-­‐year Charles Roe, DataVersity, June 28, 2012 technical degrees in Applied Accounting, Business http://www.dataversity.net/new-­‐
Management, Information Systems (business intelligence and trends-­‐in-­‐data-­‐education/ database tracks), and Sustainable Business; transfer students from Washington community and technical colleges who have similar backgrounds and IT-­‐focused technical associate degrees, transfer students from other institutions of higher learning, and incumbent workers needing to add advanced skills. The 2010 Horizon Report summarized the recent explosion of data and its analysis: Data collection and compilation is no longer the tedious, manual process it once was, and tools to analyze, interpret, and display data are increasingly sophisticated, and their use routine in many disciplines. The options for illustrating trends, relationships, and cause and effect have exploded, and it is now a relatively simple matter for anyone to do the sorts of analyses that were once only the province of statisticians and engineers.1 Bellevue College’s proposed Bachelor of Applied Science in Data Analytics will bridge the gap between the statistician and the business professional. Opportunities for employment are rapidly growing in this baccalaureate-­‐level job market, and there is currently no bachelor’s degree that has been specifically designed to include the unique 1
Johnson, L., Levine, A., Smith, R. & Stone, S. (2010). The 2010 Horizon Report. Austin, Texas: The New Media Consortium. Web version at http://wp.nmc.org/horizon2010/ 09.12.12 Bellevue College statement of need: BAS in Data Analytics 4 mix of knowledge and skills desired by employers. The rising trend line shown below indicates a sharp increase in job postings with the key words “data analytics” over the past seven years.2 Table I: Job Trends – “Data Analytics” The following proposal demonstrates how the new applied baccalaureate degree in Data Analytics supports the college’s mission and goals; addresses the goals of the state’s master plan for education; meets student and employer demand; addresses a skills gap, and offers general information on the new curriculum. Relationship to institutional role, mission and program priorities Bellevue College requires that every new program align to its mission, which states: Bellevue College is a student-­‐centered, comprehensive and innovative college, committed to teaching excellence, that advances the life-­‐long educational development of its students while strengthening the economic, social and 2
http://www.indeed.com/jobtrends?q=data+analytics&l= 09.26.12 Bellevue College statement of need: BAS in Data Analytics 5 cultural life of its diverse community. The college promotes student success by providing high-­‐quality, flexible, accessible educational programs and services; advancing pluralism, inclusion and global awareness; and acting as a catalyst and collaborator for a vibrant region. (Approved by Board of Trustees, June 11, 2008.) Developing baccalaureate degrees is a fully integrated component of Bellevue College’s strategic planning. “Applied Baccalaureate Development” is a president’s cabinet-­‐level priority, with goals assessed annually. Baccalaureate degrees are developed through careful consideration of the college’s strengths, strategic enrollment goals, workforce needs, community demand, and sustainability of each proposed degree. In addition to continuing education, certificates, professional/technical degrees and transfer degrees, baccalaureate degrees are a means through which Bellevue College provides the level of education required by local employers and citizens. As the entry level criterion shifts from a 2-­‐year to a 4-­‐year degree in multiple fields, BC assesses the need for applied bachelor’s degrees to meet demand for highly skilled employees, and to ensure that our area residents will have access to the education they need to succeed in their chosen fields. In 2009, Bellevue College was granted accreditation by the Northwest Commission of Colleges and Universities (NWCCU) to offer baccalaureate degrees. The college currently offers three bachelor’s degrees: BAS in Radiation and Imaging Sciences, BAS in Healthcare Technology and Management, and BAA in Interior Design; two additional degrees, in Nursing and Information Systems and Technology, have been approved at the state level and NWCCU approval is pending. Baccalaureate degrees play an important role in Bellevue College’s commitment to provide “high quality, flexible, accessible education programs” and to strengthen “the economic…. life of its diverse community.” This degree proposal is a direct outcome of community need for programs that strengthen the economic life of our region. Bellevue College began exploring local need for a data analytics degree in response to comments and requests from local employers in a wide range of industries, including http://www.burlingtonfreepress.com/article/2
general business, healthcare, information technology, 0121002/BUSINESS05/121002016/In-­‐tech-­‐
jobs-­‐market-­‐data-­‐analysis-­‐
and the sciences. In March 2012, when the college tops?odyssey=nav|head&nclick_check=1 convened an employer focus group for an applied baccalaureate degree in information systems and technology, it rapidly became clear that an entire degree could be devoted to business data analysis, in addition to the degree planned for IT. Within analytics, healthcare analytics is a huge industry of its own. A course in healthcare analytics has already been integrated into Bellevue College’s Bachelor of Applied Science in Healthcare Technology A recent McKinsey Global Institute study called data analytics "the next frontier for innovation, competition and productivity." Bellevue College statement of need: BAS in Data Analytics 6 and Management with a concentration in Healthcare Information Technology, and this may be expanded into an upper division concentration in the future. In the sciences, the need to analyze growing datasets and translate them into narrative and visuals that the lay public can understand is growing as ever-­‐large datasets accumulate. Puget Sound Energy has already asked the college for interns from the data analytics program! Data analytics spans multiple disciplines, including business, communications, graphic arts, information technology, mathematics and statistics. Similarly, the proposed BAS in Data Analytics is a natural extension of work already underway in multiple areas in which the college has existing strengths and knowledge bases. Bellevue College has implemented innovative informatics projects and curricula through the Life Science Informatics Center since 2004. The Institute for Business and Information Technology (IBIT) anticipated an emerging need for analysts and has offered Business Intelligence courses and certificates since 2005. The college’s professional/technical degree in Sustainable Business, implemented in 2010, includes courses on Sustainable Business Analysis and the Economics of Sustainable Business. The “triple bottom line”, a concept that emerged from sustainable business and considers social and ecological profits and losses, as well as economic ones, has rapidly become a consideration in “traditional” companies, and has led to its own sets of data.3 This BAS in Data Analytics will build on the college’s expertise in applied business, business intelligence, informatics, and math and science education to provide an outstanding educational choice for students interested in a rapidly growing field. The Bachelor of Applied Science in Data Analytics I love data and I have been meets the expressed needs of community college struggling with a degree students seeking access to a bachelor’s degree. The program that would enable me to take large data sets program advances the life-­‐long educational and turn it into something development of its students by offering a seamless useful. I have looked at educational path that will also provide new career and applied math, computer career advancement opportunities to individuals with science and Health technical associate degrees in business management, Informatics so anything that sustainable business, and information technology with could bring all these areas a database or business intelligence focus. together is a big plus in my book. Student comment on survey The proposed new program supports the college’s mission of providing high-­‐quality, flexible educational programs and services that are academically, geographically, and financially accessible. Many courses will be offered in hybrid format and some will be available online, adding flexibility for students with busy schedules. Tuition set at the regional baccalaureate rate means this degree will be more affordable for students than many other options. 3 http://www.johnelkington.com/activities/ideas.asp 10.18.12 Bellevue College statement of need: BAS in Data Analytics 7 Support of statewide strategic plans The BAS in Data Analytics supports the goals outlined in the State Board for Community and Technical Colleges (SBCTC) Mission Study and the Higher Education Coordinating Board (HECB) Strategic Master Plan for Higher Education. Both plans identify strategies to increase the number of baccalaureate educated adults as a means to strengthen the economy and serve workforce needs for more highly educated “locally grown” workers that will: 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. Employer and community demand Bellevue’s Unique Position Bellevue College is located within the Bellevue city limits on the central east side of Lake Washington. The land around Puget Sound is the most highly and densely populated area of Washington State, home to more than 50% of the state’s population and four cities of over 100,000 within a 30 mile radius of main campus: Bellevue (124,798), Everett (103,019), Seattle (608,660) and Tacoma (198,397).4 Bellevue College’s location . east .of Lake Washington, surrounded by technology companies and a growing population, makes it an excellent location for a new applied bachelor’s degree in data analytics, which will expand the menu of certificates and two-­‐
year degrees available through the college. Labor Market Data Until very recently, analyses of large datasets were done primarily by researchers and statisticians using complex algorithms, first by hand and then on computers running analytical software. In just the past few years, analytical tools have become far more intuitive and more widely available, providing increased access to data across a wide range of disciplines and industries. While these tools are simpler to use than previous tools, individuals still need theoretical knowledge and skills to use them correctly and to their full potential. Based on local job postings and an employer survey, data analytics positions at the baccalaureate level are becoming widespread5; in the past, when tools 4 http://2010.census.gov/2010census/data/ 04.12.12 5
See Tables I and II, below Bellevue College statement of need: BAS in Data Analytics 8 were more complex, those seeking jobs in data analytics needed a master’s or doctoral degree. Because data analytics is a rapidly emerging field, typical employment projection data sets do not illustrate the full extent of demand, as the bureau of labor statistics does not track the category “data analyst.” Bellevue College used several different tools and datasets to capture a more complete picture of demand. The college assessed current and projected employer demand for similar roles through: analysis of local and regional employment and occupation data for related occupations, such as database analyst and market research analyst; interviewing representatives from six companies that employ data analysts who work with large datasets; conducting an employer survey; analyzing employment opportunities through www.indeed.com; querying professional organizations; utilizing social networking tools, facilitating a focus group. Currently, Washington state labor market data indicate that numerous job categories that involve extensive data analysis are in demand, i.e., growing at faster than average rates, including those illustrated in Table II below. Table II: Demand Data for King County Data Analysis Occupations Demand SOC# Occupation title Demand 151061 Database Administrator Demand 193021 Market Research Analyst and Marketing Specialist Demand 152041 Statistician Demand 131111 Management Analyst Table III, which follows, illustrates employment growth in related occupations, for King County as predicted by the Washington Department of Employment Security.6 6
https://fortress.wa.gov/esd/employmentdata/reports-­‐publications/occupational-­‐reports/employment-­‐
projections 09.18.12 Bellevue College statement of need: BAS in Data Analytics 9 Table III: Long Term Employment Projections King County TITLE Database 151061 Administrators Market Research Analysts & Marketing 131161 Specialists 152041 Statisticians 131111 Management Analysts Total Employment Avg.
Annual
Open-Growth
20152020
Avg.
Annual
Total
Open
20152020
Est.
Emp.
2015
Est.
Emp.
2020
Avg.
Annual
Growth
2010-2015
Avg.
Annual
Growth
20152020
1,774 1,928 2.6% 1.7% 31 65 9,120 444 10,566 21,904 10,541 484 11,513 24,466 3.6% 1.9% 2.3% N/A 2.9% 1.7% 1.7% N/A 284 8 189 512 548 52 390 1,055 Since “data analytics” is not an employment category currently tracked by the Bureau of Labor Statistics, we used the closest comparisons of a database administrator (lower level skills) and a market research analyst (less mathematical and statistical analysis skill) as comparison jobs. The Bureau of Labor Statistics classifies database administrators and market research analysts as Job Zone 4, for which a bachelor’s degree is typically required.7 Statisticians are categorized as Job Zone 5, typically graduate degree; however, 30% of statisticians hold the baccalaureate degree with no additional formal education.8 The job of data analyst as become one of the most important positions in many companies and the need for highly qualified people will continue to grow at a rapid pace. The corporate IT environment is undergoing fundamental changes primarily driven by the expanding needs of digital marketing and social customer relationship management. The data analyst’s reports have become a primary view of the customer at the highest executive levels. Employer comment on survey Because data analytics, particularly in relationship to extremely large datasets, is a rapidly emerging field, there are currently no bachelor’s degrees designed around the combination of knowledge and skills most appropriate for the person who wants a career in data analysis. Four-­‐year degree programs in business, economics, computer science and statistics are available in Puget Sound; however, these degrees have not been designed to prepare a data analyst for employment, and they do not bring together the specific knowledge, skills and experience desired by employers wanting to hire a data analyst. 4
http://www.onetonline.org/link/summary/15-­‐1141.00; http://www.onetonline.org/link/summary/13-­‐
1161.00 09.18.12 8
http://www.onetonline.org/link/summary/15-­‐2041.00#JobZone 09.18.12 Bellevue College statement of need: BAS in Data Analytics 10 Local employer position postings for data analysts typically list specific skills required for the position, as well as analytics tools they’d like new hires to have used. Position postings also typically include a list of the types of degrees an employer will consider for a given position. Employers are casting a wide net into disciplines in which they think individuals could learn the skills required for data analytics roles. The wide net that employers are casting in an effort to find individuals with the skills they desire is evidenced both by the range of degrees listed on position postings and meta-­‐comments such as “preferably in quantitative, technical field” and “in analytical discipline.” Table IV below shows skills required, degrees considered and typical job duties in a comparison of sixteen analytics jobs posted in Bellevue and Seattle in August 2012. Table IV: Desired Tools, Education and Duties Software skills MS Excel, MS Access SQL, MS SQL Data Visualization (Tableau, Spotfire, etc.) Education -­‐ level and type Bachelors Bachelor of Science Bachelors -­‐ Business/economics/math/technical field or related discipline preferred Bachelors or masters in analytical discipline -­‐ Statistics, Economics, Engineering, Computer Science, Marketing, Business, etc. Statistical skills and software use (R, SAS, SPSS) Bachelors in quantitative field -­‐ mathematics, statistics, computer science or similar Web analytics tools (IBM coremetrics, Google) BS/MS, preferably in quantitative, technical field (math, science, engineering, etc.) Big data (Hadoop, BigQuery, etc.) Typical Job Duties from bachelor’s level analytics position Build predictive models and conduct predictive analytics to enhance marketing campaign efficiency and performance. Mine and analyze customer-­‐related data to identify meaningful patterns and answer critical questions that will help improve marketing and customer-­‐relation effectiveness. Create analyses and what-­‐if scenarios to help quantify challenging business decisions & likely outcomes. Provide consulting assistance to client teams. Understand their business. Make recommendations related to customer treatment & program strategies in line with long-­‐term corporate goals. Communicate key findings & conclusions in meaningful ways and appropriate to audience level, from business unit managers to senior management. Work collaboratively with other business units to optimize learning across marketing units. Lead intra-­‐ and cross-­‐departmental teams as necessary. Bellevue College statement of need: BAS in Data Analytics 11 One of the ways Bellevue College evaluated local need for data analysts was through an advanced search on www.indeed.com. Indeed.com is a web-­‐crawling jobs aggregator that pulls jobs from hundreds of online sources, including company websites, newspapers, online job boards, industry-­‐specific recruiter postings, etc. The advanced search capabilities on indeed.com allow users to refine search data by salary, location, keywords, and date of posting. Current local searches on indeed.com show numerous in-­‐demand jobs that would be good fits for graduates of Bellevue’s BAS in Data Analytics. Advanced job searches on indeed.com were done by keyword categories and restricted to jobs located within 25 miles of Bellevue and posted within last 15 days of the search. Jobs from staffing agencies were excluded. This typical week shows more than 200 jobs in these keyword categories and circumscribed location. Keywords used focused on the baccalaureate level openings and particular skill sets that will be acquired in the data analytics degree. Table V, below, shows a sampling of available jobs most closely tied to the degree – there are additional jobs that would also be well suited to data analytics graduates.9 Table V: Baccalaureate Level Data Analytics Jobs in Bellevue Area – October 2012 Keywords New fulltime jobs past 15 days Typical job titles Data Analytics, Bachelor 80 Information Analyst, Analytics Manager, Data Modeling Analyst Business Intelligence, Bachelor 168 Business Intelligence Analyst, Business Systems Analyst Total Jobs 248 Input from local employers In order to assess the local market for data analysts at the bachelor degree level, in addition to research on job postings, Bellevue College conducted initial in-­‐depth interviews with six employers, convened a focus group, and distributed an employer survey.10 The initial interviews with employers were done to determine if there was local need for a degree in data analytics, and if so, how broad or narrow the focus of the degree should be. In-­‐depth interviews were done with six employers during June and July. Employers included a sustainability consulting firm, a utility company, a federal 9
www.indeed.com 10.03.2012 10 See Appendix A for full employer survey results. Bellevue College statement of need: BAS in Data Analytics 12 government scientific organization, the state department of ecology, and a local health management organization. A clear and common theme from all of these varied employers was that the need for data analysts was growing. All of the companies (including the consulting firm, which was speaking in reference to its clients) were moving from adding analytics duties to the job descriptions of current employees to creating new positions dedicated to data analytics. All the employers noted that the job was becoming too large to be added piecemeal to existing positions. On September 27, 2012, the college convened an industry expert focus group to provide guidance to the college’s initiatives around data analytics, including a Department of Labor grant focused on Healthcare Information Technology and the proposed applied bachelor’s degree in data analytics. Group members included Vice-­‐Presidents, CEOs, Analytics Directors and Senior Consultants from numerous analytics consulting groups, the chief information officer from a large healthcare organization, and a former director of quality assurance for Harborview Medical Center. The focus group participants identified several key skills they’d like graduates of a BAS in data analytics to have, including: the ability not only to extract, transform and load data, but the ability to ask questions and look for patterns; the ability to perceive patterns in data and derive meaningful and relevant information; hands-­‐on experience with data-­‐analysis tools, and the ability to generalize learning from one tool to other similar tools; ability to transform data into graphics and other visual forms accessible to a lay audience; understanding of descriptive and predictive statistics and statistical significance; practical experience managing projects; the ability to communicate and illustrate complex concepts to a wide range of stakeholders within an organization; understanding of and ability to use the language of the industry; understanding of the regulations of the industry; understanding of the ethics of the industry.11 Finally, the college conducted an employer survey of local companies that employ data analytics professionals.12 The companies that responded were of various sizes and had different business foci. However, of particular note in the survey responses was the difference between the number of data analysts currently employed by respondents 11
While the panelists were discussing the language, regulations and ethics within healthcare, these skills have also surfaced in our interviews of experts in other fields that use analytics, such as ecology, environmental science, and business, and thus can be considered general. 12
See Appendix A for complete employer survey results Bellevue College statement of need: BAS in Data Analytics 13 and the projected number that would be employed in five years. Table VI below shows the current number of employees and estimates of the numbers each organization would employ in five years. Table VI: Data Analytics positions: Current and Future 9 8 7 6 5 2012 4 2017 3 2 1 0 None 9 or fewer 10 to 25 26 to 50 50 or more When asked if they had experienced problems finding data analytics professionals with the bachelor’s degree to fill their employment needs, 70% of question respondents stated that they had experienced problems “frequently” or “sometimes”, with 30% of question respondents choosing “frequently” and 40% choosing “sometimes”.13 When asked why they experience difficulty hiring data analysts, respondents stated the following reasons: Analytics is a fairly unique skillset, requiring general business acumen as well as technical ability. Most degree programs don't integrate the business training with technical rigor. For example, not many BBA's graduate with SQL knowledge. They [analysts] don’t exist in this area. [Company is] having to recruit from Chicago or teach bachelors [sic] how to be a data scientist. Ninety-­‐five percent of respondents agreed that an applied baccalaureate program in Data Analytics would benefit their organization. Several respondents to the employer survey are interested in future participation in curriculum development; they will be consulted as the college moves into the next phase of developing detailed program and 13 See appendix A for complete employer survey results
Bellevue College statement of need: BAS in Data Analytics 14 course outcomes. Conclusions from Labor Market and Employer Data Based on local advertising, employer interviews, Bureau of Labor Statistics classification of comparison jobs, focus group, and survey, it is clear that the entry-­‐level credential for data analytics jobs is now a 4-­‐year degree. Given the labor market predictions for related fields and the large number of jobs advertised, there appears to be a current and future need for analytics professionals, particularly those who have the specific knowledge and skills employers desire. Because data analytics is an emerging field, there are no 4-­‐year degree graduates trained specifically for the unique set of knowledge and skills desired by employers, and employers cast a wide net into analytical fields with the hope of catching appropriate employees. It is worth mentioning here that local employers are very interested in the degree; one employer has already specifically requested interns as soon as they are available. Another requested an entire intern “team”. Bellevue College’s proposed Data Analytics degree will bring together multiple disciplines to provide the set of knowledge and skills employers seek. As noted, existing degrees in data analytics have traditionally been offered at the master’s level or above. As the tools for data analysis have become easier to use, they can be made accessible to a wide range of professionals, not just to data scientists. The degree will provide a pathway to the baccalaureate for students with two-­‐year technical degrees in accounting, business management, marketing, and some IT foci, such as business intelligence, database administration and programming. It will also provide an opportunity for individuals who have been working as data analysts but do not have a bachelor’s degree the opportunity to earn that credential while simultaneously broadening and deepening their skills. Collaborating to Meet Growing Need Representatives from Bellevue College conferred with Dr. Leo Irakliotis, National Director of Western Governors University’s College of Information Technology, to discuss the proposed Data Analytics degree. Dr. Irakliotis expressed his support of Bellevue College developing the degree, and suggested the development of an articulation agreement into current and future masters programs offered by WGU. When detailed curriculum has been developed, this conversation will progress to concrete discussion of pathways beyond the baccalaureate for Data Analytics graduates. Strong foundation built on existing programs The bachelor of applied science in data analytics will be built on the strong foundation created by Bellevue College’s Business Management, Sustainable Business and Information Technology programs and projects. Bellevue College statement of need: BAS in Data Analytics 15 Students will be entering the program from two types of associate degree programs: information technology, particularly database administration/business intelligence, or business management, with or without the focus on sustainability. Depending on which technical associate degree a student has earned, he or she will begin the baccalaureate degree acquiring knowledge and skill from the other discipline. Information Technology degree holders associate will focus on business, while business associate degrees holders will focus on IT. Following the first two quarters, the two groups will come together to focus on analytics and complete general education requirements. Strong information technology programs Bellevue College has been offering information technology programs and degrees since the 1970s. Parallel with sweeping changes within IT, programs have changed significantly over the past forty years. Currently, Bellevue College offers two information technology associate’s degree programs: Information Systems and Network Services & Computing Systems. Information Systems focuses on software development, databases and analytics while Network Services & Computing Systems focuses on hardware, operating systems, security and networking. The Information Systems associate’s degree with a database administration or business intelligence concentration is the relevant feeder for the proposed BAS in Data Analytics. Students who enter the BAS in data analytics with this degree will begin their baccalaureate program with courses in general and sustainable business. Strong business and sustainable business programs Bellevue College’s Business Management degree provides a strong foundation of applied business skills, with options for students to add certificates in entrepreneurship and/or project management. Learners with an interest in sustainable business may choose an associate degree in sustainable business practices with an emphasis in management or design. Students who enter the BAS in data analytics with applied business degrees will begin their baccalaureate program with courses in database development and business intelligence. Bellevue College launched a new applied bachelor’s degree in Healthcare Technology and Management, with a focus on Healthcare Information Technology, in fall 2012. The college will also launch an applied bachelor’s degree in Information Systems and Technology in fall 2013. Some of 300 and 400 level courses from these degrees may be appropriate electives for students in the proposed Data Analytics baccalaureate degree. Enrollment in professional/technical feeder programs is outlined in Table VII, which follows. Bellevue College statement of need: BAS in Data Analytics 16 Table VII: Feeder Program Enrollment 2007-­‐20121 2007-­‐08 2008-­‐09 2009-­‐10 2010-­‐11 2011-­‐12 Grand Total FTES 65.7 133.6 198.1 183.5 192.5 773.4 Enrollment 701 1,312 1,901 1,699 1,757 7,370 Headcount Certificate 290 427 574 581 627 2,499 22 42 66 72 51 253 Associate degree 21 18 26 63 46 174 The new BAS in Data Analytics will include many new courses. While the majority of curriculum at the 300 and 400 level will be new, some upper division general education courses created for other applied bachelor’s degrees will be utilized. An example of such a course would be Economics or Ethics. Student demand Bellevue College surveyed students enrolled in database and business intelligence programs, business marketing, business management, and sustainable business programs, as well as students enrolled in some computer science courses focused on analytics, and students in economics and statistics courses. Programs chosen were two-­‐
year professional/technical feeder programs for the degree. In addition, we surveyed students taking select computer science, economics and statistics classes because similar classes would be offered in the degree and students interested in analysis might be taking those classes. The student survey received 165 responses, all from students currently attending Bellevue College. Just over 40% of students surveyed (N=163 for this question) stated that they had heard of Business Data Analytics or knew what it was. When asked if they would pursue a degree in Business Data Analytics at Bellevue College, approximately 80% of students were potentially interested. Twenty-­‐six percent of students said “Yes” (N=36 of 140) to pursuing the degree and fifty-­‐two percent said “Maybe” (N=73 of 140). Table VIII: Student Interest Response Detail If BC offered a bachelor’s degree in data analytics, would you consider participating? Response Distribution (N=140) YES MAYBE 36/26% 73/52% Bellevue College statement of need: BAS in Data Analytics NO 31/22% 17 Student survey respondents indicated that affordability and the opportunity to be employed in a well-­‐paying profession were among their most important reasons for considering this degree. When asked to provide information about benefits a bachelor’s degree in data analytics might provide them, in comparison with an associate’s degree, 92 students provided specific statements. Table IX, below, outlines the most common reasons students gave to pursue the degree, as well as representative comments in areas brought up most frequently, including affordability, ability to earn a good living and increased employment opportunities. Table IX: Student-­‐identified Benefits of Baccalaureate in Data Analytics Response content -­‐Q10 Number14 Comments -­‐Q11 Ability to earn a good living 97% (N=132 of 138) Increased income potential Increased salary Affordability 92% (N=127 of 137) Affordable price …more affordable than degree at other universities Increased employment opportunities 95% (N=138 of 139) … would open up a broad range of job opportunities Having a technical degree opens more doors then [sic] a generic BA Data Analytics is an emerging field, and most of the students receiving the survey did not know that Bellevue College was considering an applied degree in this field. Given the combination of an emerging field with students learning for the first time about the proposed degree through the survey, we consider these results to indicate a strong student interest. Data Analytics degree addresses unmet student needs Current community college students: The technical-­‐associate pathway into this degree will provide graduates with professional/technical associate degrees in business, sustainable business and some information-­‐technology degrees with a unique educational option. There is currently no bachelor’s level degree in data analytics in Washington state, and similar programs are still rare nationwide, as data analytics skills have traditionally been taught in graduate programs. It [this degree] would help satisfy both my science and business interest and would gear me for the analytical business aspect of science. Comment on student survey. James Madison University in Virginia initiated a bachelor’s program in intelligence analysis in 2007.15 This program is of note because 1) it is at the baccalaureate level and 14 N is not unique: students rated six potential influences, see Appendix B for full student survey results 15
http://ia.jmu.edu/ 10.03.12 Bellevue College statement of need: BAS in Data Analytics 18 2) it is taught in the department of integrated science and technology, emphasizing the discipline-­‐spanning nature of data analysis. However, this program prepares students for intelligence jobs in national security or private intelligence, and thus has a different emphasis than Bellevue College’s proposed program in general business analytics. Most students with professional-­‐technical associate degrees who are interested in a bachelor’s degree have limited university options in Washington state. Central Washington University offers a management degree to graduates with technical associate degrees. This option is completely online but does not offer data analytics.16 Western Governors University offers flexible online baccalaureate degrees in Business and Information Technology, but none of these degrees have a focus in data analytics. Bellevue College’s new bachelor’s degree in data analytics, which will be delivered through a hybrid low-­‐residency model, will augment the knowledge students have gained through their associate degrees and will provide a solid foundation in general education and advanced skills targeted to the specific needs of the data analytics workforce. The University of Washington offers degrees in Computer Science at the Seattle campus and at UW-­‐B and UW-­‐T. These degrees are an excellent fit for students interested in computer science, particularly those who want to do programming; however, they do not provide a transfer pathway for students completing technical associate degrees, nor do they focus on data analysis.17 The new applied bachelor’s degree program will increase the number of overall bachelor’s degree holders in the state who fill critical jobs by serving professional and technical associate degree holders who are otherwise limited in pursuing a bachelor’s degree. It will also provide opportunities to place-­‐bound students interested in a career in data analytics. We project that the program will be at full capacity within four years of the initial year of operation, and that the proposed BAS in Data Analytics will produce a minimum of 30 graduates each year to help meet projected high growth and high vacancy rates. Maximizing state resources: Data Analytics degree adds new option Bellevue College’s proposed bachelor of applied science in data analytics will provide students the opportunity to earn an affordable bachelor’s degree focused on the knowledge and technical skills employers are seeking. 16 http://www.cwu.edu/~avpugrad/OnlineLearning/programs.php#bas_itam-­‐spec 04.09.12 17 http://www.cs.washington.edu/prospective_students/undergrad/admissions/upper_division 04.09.12
Bellevue College statement of need: BAS in Data Analytics 19 The degree is being designed with working adults in mind. The majority of classes will be offered in hybrid format to maximize flexibility in scheduling and access for placebound and/or working students. In addition to providing access and convenience for students, online classes allow more efficient use of resources such as classroom space, allowing more students to be served without requiring as many physical resources. As previously noted, students will have access to upper division elective and general education courses developed for baccalaureate degrees already offered at Bellevue College. Students will have increased choices, and previously developed curriculum will be more broadly utilized, creating cost efficiencies in program development. Bellevue College will be offering this degree on a self-­‐support model, thus further maximizing limited state resources. Opportunities for collaboration Bellevue College works closely with our CTC system partner colleges to provide smooth transitions for two-­‐year technical degree graduates who wish to enter a baccalaureate program. During the next year, as we establish and finalize curriculum, we plan to develop articulation agreements with system colleges so that students graduating from IT and business programs who wish to go on to the baccalaureate will have a clear pathway into the Data Analytics degree. Bellevue College has worked with University of Washington and other colleges and universities to ensure that students who complete the college’s existing applied baccalaureate degrees have options to continue to graduate school if they want to pursue further education. We plan to establish similar connections/opportunities for students who graduate in this field. Bellevue College is currently working with California State University East Bay and University of San Francisco on the BAS-­‐MS transition and a pathway to graduate school for graduates with the BAS in Data Analytics. As previously outlined in this document, Bellevue College representatives have had initial discussions with Western Governors University to ensure that graduates of the proposed Data Analytics degree who wish to continue to the master’s level will have appropriate accessible options. We will continue these discussions as we prepare the full program proposal for review. Similar programs / Unique aspects of proposed program As noted throughout this proposal, Bellevue College’s Bachelor of Applied Science in Data Analytics is a unique program developed to meet the interdisciplinary needs of an emerging profession. There are no existing programs designed to educate and train data analytics professionals; employers seeking to hire a data analyst typically express a preference for existing degrees with a strong analytical component, such as Bellevue College statement of need: BAS in Data Analytics 20 mathematics or computer science. One program with some similarities to Bellevue’s proposed Data Analytics degree is the University of Washington’s Bachelor of Science in Informatics. Both degrees require students to have a strong understanding of applied statistics, and both emphasize understanding and use of data management systems. Beyond these shared similarities, the two degrees diverge. The Bachelor of Science in Informatics at UW is more focused on theory than on application, and goes deeply into computer science algorithms and information security. Bellevue College’s proposed Data Analytics degree, as an applied degree, focuses more on application of analysis tools and interpretation of results. The BS in Informatics is also not a degree option for students with a two-­‐year professional/technical degree; rather, it’s a good transfer fit for students who have completed a transfer degree. Bellevue College’s proposed Bachelor of Applied Science in Data Analytics will help meet the rapidly emerging need for data analytics professionals. This unique degree program will be the first of its kind in Washington state. Conclusion Bellevue College looks forward to speaking with SBCTC system trustees about our plans for an applied baccalaureate in Data Analytics. We are excited about this opportunity to build on our strong business and information technology projects, partnerships with businesses, and associate degree programs. The BAS in Data Analytics will provide a new option for holders of technical associate degrees; meet transfer needs of community college students at BC and other systems colleges, and be tailored specifically to meet the unique employer needs of the Puget Sound region. Bellevue College statement of need: BAS in Data Analytics 21 Tab 4
Attachment D
Application
to the
State Board for Community and Technical Colleges
for a
Bachelor of Applied Science Degree in International Business
Submitted
by
North Seattle Community College
Table of Contents
3
Introduction………………………………………………………………………………………………………………………
3
1. Relationship to institutional role, mission, and program practices……………………………….
4
2. Support of the statewide strategic plans………………………………………………………………………
6
3. Employer/community demand for graduates with baccalaureate level of education
proposed in the program…………………………………………………………………………………………….
6
4. Applied baccalaureate program builds from existing professional and technical
degree program offered by the institution………………………………………………………….....….
9
5. Student demand for program within service area………………………………………………………..
10
6. Efforts to maximize state resources to serve place-bound students……………………….....
12
Appendix 1: IB Outcomes…….…………………………………………………………………………………………..
15
Appendix 2: Education Levels by Washington State Residents…………………………………….…..
17
Appendix 3: Student surveys…………………………………………………………………………………………...
19
Appendix 4: International Business Companies/Organizations Interviewed and
Summaries of their responses…………………………………………………………………………………….…….
33
Appendix 5: Business Technical Advisory Meeting Minutes from September 2012
Electronic Voting and Minutes from the May10, 2012 Meeting……………………………………….
53
Appendix 6: Workforce Education Advisory Committee Endorsement Letter
and Roster ………………………………………………………………………………………………………………………
57
Introduction
North Seattle Community College is proposing to join its sister colleges, South Seattle and Seattle Central, in
offering a Bachelor of Applied Science (BAS) Degree. If provisionally approved by the Northwest Commission on
Colleges and Universities and the State Board for Community and Technical Colleges, North Seattle will begin to
offer a BAS degree in International Business (IB) for the 2013 -2014 academic year. The college will start with a
cohort of twenty-five students who will take thirty upper division credits that year and then take thirty more upper
division credits the following year, graduating with an IB degree in the spring of 2015. The courses will be taught by
highly qualified faculty in a variety of delivery modes – grounded, hybrid and fully on line.
Why international business? It has been well documented that Washington is the most trade-dependent state in
the country. Roughly one in three jobs in the state is directly or indirectly related to trade. With 8,000 companies
currently involved in exporting, the state is the largest exporter per capita. Approximately 4% of Washington
companies export; the average state only has 1%.1 While eastern Washington leads in exporting agricultural
products, the greater Seattle area generates three-fourths of all exported goods and services in the state with
major employers like Boeing, Microsoft and Amazon in Seattle as well as scores of import-export companies.2 The
Ports of Seattle and Tacoma combine to represent the third largest shipping hub in the nation and Sea-Tac Airport
is one of the busiest when cargo is included.3
On top of this, there has been increasing emphasis on international trade on both the state and federal level. In
2010 Governor Chris Gregoire put into effect a new state export trade initiative designed to increase the state’s
exports and create new opportunities for businesses to create jobs based on international trade. This was part of
President Obama’s plan to double the nation’s exports by 2015. In fact, the Governor hopes to increase the number
of Washington state companies exporting by 30 percent and help 5,000 Washington businesses achieve $600
million in new export sales.4
Given these facts, it is almost shocking that there are no public institutions of higher learning that are currently
granting baccalaureate degrees in international business, and that only two private universities - City University and
Seattle University - offer such a degree. The labor market analysis that is delineated in Section 3 demonstrates that
there is a real gap between locally trained and educated workers and demand. In 2010 there were 1,299 job
openings in international business, trade and commerce in the Puget Sound region. The combination of Seattle
University and City University students who completed the degree that year equaled 39. If the community colleges
that granted associate degrees in international business related fields that year are added, the number increased to
only 57. The fact that roughly one third of the 1,299 job openings preferred a baccalaureate level degree illustrates
the problem: either those jobs are being left unfilled or the companies are hiring their employees from out of state.
In addition to labor market analysis, the college interviewed twelve representatives from the international business
community about North’s proposed degree. Included in these twelve were international sales managers, human
resource specialists, CEO’s, and recruiters. Their input has been essential and will continue to be needed as
program staff develops and refines the curriculum and internship opportunities. Their interest and enthusiasm for
what the college is proposing underscores the need for the program and is further explained in Section 6.
The IB degree is built on two of the strongest programs at the college: business and accounting. Many students in
these pathways are working toward what would traditionally be a terminal degree. When the number of
completers in these two programs is added to the number of students who took 200-level business and accounting
courses (indicating a serious interest in business and finance) in the Seattle District over the last four years, the
total equals 2,620 students. Clearly, this is a large pool of students from which to draw. The college surveyed
business and accounting students this spring and summer at North and the results confirmed the interest in the
degree. This is demonstrated in Section 5. Similarly, almost every community college in the region offers business
1
www.governor.wa.gov/news/newsview June22, 2010
www.seattletradealliance.com/aboutSEA
3
Century Agenda. www.portseattle.org/about/commission/pages/
4
www.governor.wa.gov/news/newsview june 22, 2010
2
4
and accounting programs with non-transfer associate degrees. These students might also be interested in the
degree and North Seattle will work with its sister colleges to promote the IB pathway through articulation
agreements.
North Seattle is also working with the University of Washington’s Foster School of Business on the IB degree. IB
Program staff met with the Program Advisor for their Certificate in International Studies in Business,
representatives from the school’s Global Business Center, and the Associate Dean for Undergraduate Programs.
They will be helping the college as it further develops the program. The college has also established a relationship
with representatives from the Albers School of Business at Seattle University. Program staff met with the Dean,
Associate Dean, and the Associate Dean for Graduate Programs. They will also be assisting in the evaluation of the
degree. Both institutions assured North that IB graduates would receive equal consideration and would be
competitive if the students applied to their respective master’s (MBA) programs upon graduation.
In conclusion, the college is confident that it has done the essential foundation work to offer the IB degree in the
fall of 2013. The following document lays out in detail how the new degree fits in with the mission and goals of
North Seattle and how the degree supports the Mission Study of the SBCTC. It further gives detailed labor market
analysis of the gap between the supply of potential employees and the demand for four-year graduates by the
international business community. The document demonstrates the strength of the business and accounting
programs at North Seattle and the Seattle District from which the degree will build and the corresponding interest
of those students in an International Business Baccalaureate degree (IB) . And finally, this document provides
ample proof that the college is collaborating with the international business community in putting the curriculum
together and is working with other community colleges in the Puget Sound corridor, as well as the University of
Washington and Seattle University, to provide a career pathway that will lead to well-paying jobs.
1. Relationship to Institutional Role, Mission, and Program Priorities
The Seattle District Board of Trustees, the President’s Executive Team, the Board of Trustees, the
Instructional Council, and the faculty-driven Curriculum and Academic Standards Committee (CAS)
strongly support the development of the Bachelor of Applied Science Degree in International Business
(IB) degree because it fits so well with North Seattle’s core mission and values and is a logical step in
providing North Seattle students with a career pathway that will lead to employment in a growing
economic sector critical to Washington State.
Mission: North Seattle Community College is committed to changing lives through education.
We achieve our mission by:
•
•
•
Offering comprehensive educational opportunities
Creating a highly supportive learning environment
Engaging in effective and enduring partnerships
The IB degree will give students new educational opportunities beyond the Associate degree. The IB
will support the college in its continuing efforts to create partnerships with business and industry,
giving companies the opportunity to help shape the curriculum of the program, hire interns, and
eventually hire qualified graduates.
Vision: North Seattle Community College is a progressive educational resource, actively engaged with
its community, and known for its innovation and responsiveness
The IB degree is a response to the needs of the Puget Sound region for trained workers in
international business, trade and commerce.
Values: In promoting continuous learning and growth, we practice: Caring, Collaboration, Diversity,
Innovation, Integrity, Quality.
5
To develop and maintain the IB degree there has been and must be collaboration with the
international business sector and with other community colleges in Puget Sound that will send
students to the program. In addition, there will be articulation with other four year and graduate
programs in international business.
A hallmark of the IB degree will be its stress on understanding how to do business in other countries,
as well as how to be culturally competent and sensitive to the diversity of business practices, culture,
and language.
A community college offering a baccalaureate degree is an important educational innovation that will
better serve our students. The pathway to a baccalaureate degree did not exist before at North, nor
did international business, trade and commerce employers in the Seattle area have enough potential
employees who were locally trained to this extent; they had to look elsewhere to find them.
Core Themes: Advancing Student Success, Excelling in Teaching and Learning, Building Community
The IB is in direct alignment with the three Core Themes of the institution:
• Advancing Student Success – the four-year degree will give community college students a more
accessible opportunity to pursue an advanced degree with the same care and concern about
student retention that current North Seattle students enjoy.
• Excelling in Teaching and Learning – the IB will build on the college’s strong business and
accounting programs and give faculty the ability to develop and implement the more rigorous 300
and 400-level classes, which in turn will inform the rigor of their 100 and 200-level courses. The
regular assessment of course, program and degree outcomes will take on even more importance
and relevance with students and faculty with North now playing the role of the baccalaureate
institution as well as the “feeder” college.
• Building Community –The degree requires the college to continue its drive to form local and global
partnerships because local international business employers will play a key role in the creation and
the delivery of the degree. These companies include large global companies like UPS and Boeing as
well as smaller global companies like Red Arrow Logistics and a host of other companies
throughout the Puget Sound region.
Essential Learning Outcomes: Knowledge, Intellectual and Practical Skills (including intercultural knowledge
and competence), Personal and Social Responsibility and Integrative and Applied Learning.
Similarly, the IB degree will embody the Essential Learning Outcomes in its rigorous curriculum and
supportive educational activities with a special emphasis on intercultural knowledge and competence.
An added feature of the IB degree is the fact that students who are not enrolled in the program will see
students taking classes and being successful at the junior and senior level. Students who are the first in
their families to attend college, students who are starting out in precollege classes and adult basic
education, and students who think a transfer degree is something unattainable will be able to observe and
rub shoulders with those who have succeeded in getting their Associate degree and are now taking the
next step. This is a dynamic that is important to the Board, the Executive Team and the Faculty of North
Seattle.
North Seattle Community College and the Seattle Community Colleges in general are ideal institutions to
promote and enroll students into the IB degree. The district enrolls over 50,000 students annually and is
second only to the University of Washington in student population in Washington State. North’s sister
colleges, Central and South, are already successfully offering Applied Baccalaureate degrees. Seattle is also
a very diverse district, with North Seattle enrolling 31% students of color out of a total of 6,303 students in
6
2010. Fifty six percent of Seattle Central’s 6,000 students are people of color and 54% of South Seattle’s
6,100 are nonwhite. Moreover, this strong ethnic mix will strengthen the International Business program as
it develops. Another advantage North Seattle and the Seattle District in general have is the large number of
international students that are on their campuses. North will enroll 840 international students this year;
Central, 1,600; and South close to 400. Having a large pool of international students adds significantly to
the richness of student life on the campuses and will augment the IB program in a number of ways, both
through student programs and through the enrollment of a few of these students in the degree program.
Finally, the Seattle campuses have robust applied associate degree programs in business and accounting.
North Seattle has a variety of professional- technical business programs, including International Business as
well as the business transfer program.
2. Support of the Statewide Strategic Plan
The Proposed IB degree that North will offer clearly supports the SBCTC Mission Study. It helps answer the
fourth Challenge in the study: Washington needs more people with baccalaureate and graduate degrees.
Community and technical colleges must expand their contribution to meet this need. In addition, item
number four of SBCTC’s Twenty Year Action Plan lists Contribute more to the production of baccalaureate
degrees.
The IB degree helps meet the first Challenge of the Mission Study as well: To help more people attain higher
levels of skill and knowledge as our state becomes more diverse and the first item in the Twenty Year Action
Plan: Serve more people, including groups who have been under served in the past. The IB offered by North
will be more affordable to students than the other international business baccalaureates offered in the
region and will be drawing from the much more diverse student population which the community colleges
naturally serve.
3. Employer/Community Demand for Graduates with Baccalaureate Level of Education Proposed in the
Program
What does a graduate of the four year program in international business have over the graduate with a
business or accounting degree? Why might she/he be more likely to be hired for an international
business/commerce/trade position than the person with just the business degree? The answer to that is in
the program outcomes for the degree, which stress how global forces affect business and how the basics of
trade, international finance, micro- and macro-economics, international management, and supply chain
operations function in a global environment. Equally important students that have North’s IB degree will
have the intercultural sensitivity and competence to successfully navigate the ever-changing international
business environment. The seventeen program outcomes are listed in Appendix 1. The topics these
outcomes address were endorsed by the companies both large and small that were interviewed
extensively for this degree. See Section 6.
The need for this degree to be offered at North is based on a variety of factors. First, Washington State is
the most trade dependent state in the union, with aerospace and agriculture leading the way. Seattle is
famous as a Pacific Rim trading partner, and the greater Seattle area is the Pacific Northwest hub for
international trade, logistics, and transportation. The Ports of Seattle, Everett and Tacoma host three
international airports: SeaTac, Boeing Field, and Paine Field. Seattle is more closely associated with
International air transportation than any other city in the world because it is home to Boeing Commercial
Airplanes and the hundreds of Boeing suppliers in King, Snohomish, and Pierce Counties. The combined
seaports of Seattle and Tacoma are the third largest in the nation with 70% of container traffic leaving
Puget Sound by rail.5 Moreover, not only is NSCC ideally located in the Puget Sound region in terms of
employer activity, it also is an ideal location from which to offer the degree. 2.5 million people live within
an hour’s drive of the campus.
5
Planning for Freight in Central Puget Sound www.psrc.org/assests’21113/freight_tpb_041008
7
Given Seattle and Puget Sound’s preeminent position in the United States and, indeed, in a world as a
trading hub, it has a relatively small number of institutions (2) that are granting four year degrees in
International Business: Seattle University and City University.
The target occupations for CIP 52.1101, International Business/Trade/Commerce are Purchasing Managers,
Purchasing Agents (except Wholesale, Retail and Farm Products), Logisticians, Cargo and Freight Agents,
and Production, Planning and Expediting Clerks In 2010, there were 17,753 jobs in the tri-county region in
the target occupations with 1,299 job openings. There were only 57 completers of post-secondary
programs that same year supporting these target occupations, of which 16 were short-term certificate
awards, two were Associate Degrees, and 39 were baccalaureate level or above awards. . The following
table demonstrates the gap between job demand and supply.6
International Business/Trade/Commerce
Target Occupation Performance - King, Snohomish, Pierce Counties
17,753 Jobs (2010)
4.5% Growth (2012-2020)
$28.94/hr Median Earnings
Regional Openings (2010)
1,299
Regional Program Completers (2010)
57
Target Occupations include Purchasing Managers, Purchasing Agents, Except Wholesale, Retail, and Farm
Products, Logisticians, Cargo and Freight Agents, Production, Planning and Expediting Clerks
Institution
Associate
BA Degrees
Degrees
Masters
Degrees
Certificates
Total
Completions
Seattle University
0
25
12
0
37
Shoreline Community College
0
0
0
14
14
Highline Community College
0
1
0
2
3
City University of Seattle
0
2
0
0
2
Edmonds Community College
0
1
0
0
1
It should be noted that the University of Washington has a certificate program in International Business that can be
taken along with its Business degree. There are currently 143 students enrolled. Even if you add these UW students
to the 57 regional completions from other institutions, the total falls well short of the nearly 1,300 job openings.
Moreover, the gap between available jobs and trained applicants from our region is significant.
To get a more accurate answer to the question of how many of these jobs require BA degrees is more complicated
but can be estimated by matching up Census data on education levels by occupation with forecast employment
growth. According to EMSI in 2012 there were 19,542 jobs in these target occupations, and the total will increase to
22,688 by 2020. The number of annual openings estimated by EMSI for this time period is 871.
6
Completers Data: The completers data is taken directly from the national IPEDS database published by the U.S. Department of
Education’s National Center for Education Statistics. Institution Data: the institution data was also taken directly from the
IPEDS database. State Data Sources: state data is taken from the following agencies: Washington State Employment Security,
Labor Market and Economic analysis Branch. This report was generated by EMSI, Economic Modeling Specialists, Inc.
8
The table below summarizes employment growth forecasts for the target occupations:
Description
2012
Jobs
2020
Jobs
Change
%
Change
Openings
Annual
Openings
Median
Hourly
Wage
Purchasing Managers
1,483
1,689
206
14%
567
71
$51.10
Purchasing Agents, Except
Wholesale, Retail, and Farm
Products
6,655
7,259
604
9%
2,029
254
$32.67
Logisticians
5,875
7,241
1,366
23%
2,268
283
$37.60
Cargo and Freight Agents
1,621
2,083
462
29%
779
97
$23.11
Production, Planning, and
Expediting Clerks
3,908
4,416
508
13%
1,327
166
$23.09
19,542
22,688
3,146
16%
6,971
871
$32.84
Total
To determine forecast demand at the Baccalaureate level and above, it is necessary to disaggregate total forecast
job openings for the target occupation by education level. This was done by looking at American Community Survey
(Census) data to determine the percentage of current employment (25-64 year olds in Washington State) in each
occupation that holds each level of education. See Appendix 2. These percentages were then multiplied to average
annual job openings for the forecast period (2012-2020) from EMSI data. The products yield a new matrix of job
openings by education level for each of the target occupations. From this analysis, we see that there are 871 annual
openings forecast in the target occupations, of which 246 will require a Bachelor’s degree or higher. We include
post-baccalaureate degrees because a Bachelor’s degree is usually a pre-requisite for admission into a postbaccalaureate degree program.
We believe 246 is a low estimate of baccalaureate and above demand for two reasons. First, the analysis was for
Washington State, rather than the three-county region. We would expect that education requirements may be
higher in the Central Puget Sound than the rest of the state. Second, the analysis makes no accommodation for upskilling of the target occupations over time. We suspect that these jobs will require a higher level of education in
2020 than they did in the 2006-08 period used in the analysis.
The table below compares annual forecast openings at the BA level and above, together with 2010 completions at
this level:
9
Description
Purchasing Managers
Purchasing Agents,
Except Wholesale,
Retail, and Farm
Products
Logisticians
Cargo and Freight
Agents
Production, Planning,
and Expediting Clerks
Total
2012-2020
Annual
Openings
(All Education
Levels)
71
2010
Completions
(All Education
Levels)
Openings Requiring a
BA or Above
33
254
283
95
51
97
18
166
871
2010 Completions
(BA and Above)
57
49
246
39
The IB degree that North Seattle proposes to offer will help produce the necessary skilled workforce in demand by
regional employers. As documented through O*NET, Workforce Explorer, and directly from Employer Partners,
these jobs are growing nationally and regionally with significant needs for replacement workers expected over the
next decade. In the Puget Sound region, job growth in port-related economic development activities is significant.
In January 2012, the Port of Seattle Commission adopted the Century Agenda Commission’s goal to add 100,000
new jobs to the region related to the port by growing seaport container volume, structuring relationships with
Washington Ports to optimize infrastructure investments, tripling both air and outbound cargo.7 Pacific Maritime
Online noted that the Port of Seattle is already “on pace to easily shatter beginning-of-the-year predictions of cargo
growth for the current year.” 8
4.
Applied Baccalaureate Program Builds from Existing Professional and Technical Degree Program Offered
by the Institution.
The IB degree is designed for students who desire to work in any company that does business with another country,
as well as those who already work in the trade and logistics field. It is designed to leverage a student’s already
existing business or logistics coursework and experience, and add upper-division courses that specifically prepare
the student to work in an international arena.
The IB degree is an extension of the General Business Associate of Applied Science degree, and the International
Trade Certificate of 24 credits. However, students from several different business-related programs will be
qualified to enter the baccalaureate degree program:
General Business AAS degree – 90 credit degree with the flexibility of choosing many different business
courses for 20 credits of the degree. Students who earn certificates in Entrepreneurship, Project
Management, or International Trade can build upon them by adding more classes to earn this degree.
Accounting AAS degree – this degree includes all of the required business prerequisites for the IB degree.
Communication, Business, and Media degree - this degree combines business and communications classes
into a unique professional career program. Students in this program could choose electives that would
help prepare them for the IB degree.
Administrative Assistant degree – this is a 90 credit degree with an emphasis on business technology.
Students in this pathway would need to take the Accounting series prior to entering the degree. The college
7
8
Century Agenda. www.portseattle.org/about/commission/pages/Century-Agenda.aspx
Century Agenda. www.portseattle.org/about/commission/pages/Century-Agenda.aspx
10
will develop program guides to inform students of the best electives to take for students coming with
either the Communication, Business, and Media degree or the Administrative Assistant degree.
Students in the Associate in Business transfer degree would also be able to enroll in the IB program.
Table 1 Business and Accounting Degrees and Certificates at NSCC
Year Established
Foundation Programs at NSCC
AA Degrees
General Business AAS
Accounting AAS
Administrative Assistant AAS
Communication, Business and Media AAS
Prior to 1988
Prior to 1988
May 2004
August 2004
Table 2 Business and Accounting Program Enrollment History
Business
Accounting
Year
Total Students
Headcount
Enrollments
FTES
2007-08
2008-09
2009-10
2010-11
2011-12
1464
1429
1818
1943
1806
1766
1575
1903
2104
2023
557.93
504
591.07
672.43
650.09
Year
Total Students
Headcount
Enrollments
FTES
1287
1691
1636
2010
1884
1633
2113
2065
2561
2474
419.731
550.805
538.199
667.602
668.005
2007-08
2008-09
2009-10
2010-11
2011-12
Degree
Completions
91
118
90
138
125
Degree
Completions
9
16
14
12
15
5. Student Demand for the Program Within the Service Area
With the variety of professional technical business programs, as well as the business professional technical
and transfer programs, the college has a strong base from which to recruit students. Overall, the District
has graduated 2,620 students, over the last four years who passed three or more 200-level courses in
business or accounting. All of these students could be candidates for the IB degree. Of the 2,620 students
49% were awarded a degree or certificate. One half received the standard Direct Transfer Agreement
(DTA), and 28% of those received the Business DTA. The numbers for North have grown steadily between
‘08-‘09 and ’11-’12 at a rate 3.6 times greater than the other two colleges. The potential for a very strong
four-year program is clearly there.
11
The demand from the North Seattle campus is verified by student surveys. During spring and summer
quarter of this year, 276 business and accounting students primarily at North were surveyed regarding their
interest in a 4-year IB Degree. Forty-five students declared they were very interested and 176 students
were somewhat interested. See Appendix 3.
While the students from North Seattle expressing interest suggests a large pool , there are a number of
potential students that could be interested and eligible from surrounding community colleges. For King
County the programs include the following:





Seattle Central –Business Information Technology degree
South Seattle – Business Information Technology AAS and AAS-T; Accounting AAS and
AAS-T
Shoreline – Accounting AAAS, Business AAAS online, Entrepreneurship AAAS, General
Business Administration AAAS
Lake Washington Institute of Technology – Accounting, Accounting Professional, and
Business
Highline Community College – Accounting AAS and AAS-T, Business AAS and AAS-T
Table 3 Graduates of Professional –Technical Business Management and Administration 2011-2012 (includes
Accounting)
North Seattle
South Seattle
Seattle Central
Edmonds
Highline
Shoreline
LWIT
71
68
14
386
199
200
195
Source: SBCTC
In addition, Edmonds, Shoreline, and Highline have associate degree programs that are closely related to
international business, trade or commerce. Moreover, the pool of eligible associate degree students from other
community colleges along the Puget Sound corridor is significant. Initially, however, the college will focus on
potential students at North and within the Seattle District.
The Executive Dean for Workforce of the college has set up a series of meetings with his counterparts at all of the
above schools to both publicize the program and set up formal articulation agreements.
A second important source for students will be workers already employed in the international
business/trade/commerce arena. Much time and energy will be dedicated to marketing to our technical advisory
committee and the international business community. The college anticipates enrolling incumbent workers who are
upgrading their skills to be a part of the mix of students in the program. Our business partners have been clear in
the importance of a four- year degree in many of the jobs for which IB program students will qualify. We expect
North’s IB cohort to contain a number of current employees in the international business arena who are interested
in getting the better-paying jobs that having a four-year degree allows.
6. Efforts to Maximize State Resources to Serve Place-Bound Students
The courses in North’s IB program will be a mix of face-to-face, hybrid, and on line classes in order to reach as many
place-bound students as possible. With 20% of North’s current student population taking on line courses, the
12
college has a great deal of experience in supporting on-line students. In fact, contrary to state and national trends,
North’s on line students do as well in grade point averages and course completions as “grounded” students.
There are two institutions in the area that offer a Bachelor’s in International Business: Seattle University and City
University. The college has met with Seattle University. The initial meeting included the Dean of the Albers School
of Business, the Associate Dean for Graduate Programs, and the Associate Dean. The IB staff asked that one of the
professors in the program evaluate the IB curriculum, support services, faculty qualifications and the overall
viability of the degree. The University of Washington has a Certificate in International Business that can be taken
along with their Business degree. The college has met with a group from the UW business program; attending the
initial meeting were the Associate Dean for Undergraduate Programs in the Foster School of Business, the Director
of the Global Business Center, the Program Advisor for the Certificate of International Studies in Business, the
Senior Lecturer in Finance and Business Economics, and the Faculty Director of the Global Business Center. They
agreed to evaluate the program in a similar fashion.
The IB staff at North initiated the discussion with the two universities regarding our IB graduates moving on to their
respective MBA programs in international business. In the initial meeting it was determined that the UW is so
competitive that articulation agreements generally are not done. North has been assured, however, that our IB
graduates will be equally competitive with all other applicants to both schools.
North is in the process of setting up our Technical Advisory Committee. In preparing this application the college
called on the following companies and organizations to help develop the degree as well as help with internships
and job placement. Staff spent up to an hour with each company representative discussing the degree. CEO’s, sales
managers, HR representatives, and company recruiters were interviewed.
The following companies were involved:
Amazon –
United Parcel Service
Red Arrow Logistics
Cathay Bank
Greater Seattle Chinese Chamber
Of Commerce
Eastern European Chamber
Of Commerce
Satin Group
Port of Seattle
Small Business Development
Center
Expeditors
Boeing
2 Undergrad Recruiters
VP of Sales for Enterprise Accounts
International Areas Sales Manager
CEO
Regional Operations Manager, AVP
Executive Director
President
Managing Partner
CEO
Consultant (primarily international clients)
Administrative Supervisor
Senior Manager
There was agreement about the need for the program and that prospective employees with an International
Business degree from North would be strongly considered for jobs. A number of interviewees felt that what was
lacking in new employees was the sensitivity and knowledge of the culture and language of the country or area(s)
the business was dealing with. Port of Seattle CEO Tay Yoshitani put it this way:
We are so used to the world coming to us that we do not know how to go to the world. We need workers
who can be conversant if not fluent and who understand the culture….Language and Culture: North Seattle
has a chance to create a niche for itself in this area.
13
This theme was similarly voiced by Lawrence Pang of the Greater Seattle Chinese Chamber of Commerce. In
answering the question about which skills are lacking in prospective employees, he remarked as follows:
Number one is language and number two is open mindedness to see and understand different cultures and
cultural awareness. Not just in a business sense but having knowledge of geography, customs, personalities,
current events, some politics. This knowledge helps people get connected beyond just the business deal and
leads to better negotiations.
The employers the college interviewed also expressed the need for understanding international finance. Mark
Orwiler, International Sales Manager for the Northwest at United Parcel Service noted that besides sales aptitude,
new employees need to know international finance – how it is being transacted; customs and brokerage-the
difference from country to country; the growth of the middle class outside the US -how it might impact trade
relations; free trade agreements-what role do they play, why are they good. In terms of which skills are most
lacking Mark replied as follows:
UPS trains their people pretty well. In talking to customers: common sense. There is a US- centric mindset;
business is done around the world, but there is a lack of knowledge even of where the growth is coming
from and where business is going internationally.
The other area where there was agreement among the interviewees was the importance of the internship. Vena
Rainwater and Kathleen Factor, Undergrad Recruiters for Amazon, noted that the internship was “hugely important
and if a candidate has two solid internship experiences with education on his or her resume, recruiters will want to
talk to them. Can’t emphasize their importance enough.”
Moreover, not only were the business people interviewed enthusiastic about the proposed degree but they all
wanted to be kept abreast of the development of the degree and wanted to be considered for participation on the
Technical Advisory Committee. See Appendix 4.
Unique Aspects of the Program that Differentiate it from Similar Programs
As has been stated there are currently only two Bachelor of International Business programs in the Puget Sound
region. This is woefully inadequate given the dynamic business, trade, and commerce activity the region sustains as
well as the future plans for growth such as those the Port of Seattle has announced.
Based on the college’s feedback from the international -business community, employers want job applicants who
have the following:





A bachelor’s degree
An understanding of accounting and management principles
An understanding of different regions’ culture, politics, geography, business practices, and history
Some fluency in a second language
An internship experience where interns can deal with real world problems - preferably in an
international setting
Smaller companies and chambers of commerce generally felt a second language was very important. Larger
companies like UPS and Amazon did not put such a high priority on language. North Seattle IB will emphasize
international business basics with a special focus on cultural sensitivity, as noted in the third bullet. In addition, the
college will follow the lead of its international business network in developing internships that give the students
opportunities to work on authentic, real world projects. Most importantly, the students recruited for this degree
will come from non-transfer degree seeking students in professional-technical business pathways.
14
There are two additional endorsements of the IB degree from the business community. North Seattle’s Business
Technical Advisory Committee endorsed the degree. One comment from a committee member bears repeating.
Sam Tsoming of the Global Information and Communication Technologies Team, U.S. Department of Commerce
noted: “Very impressive. As a holder of a certificate from the International Trade Institute, I found the classes spot
on.” See Appendix 5.
The college’s Workforce Education Advisory Committee was also very supportive of the degree. Chairperson Eric
Walerius of Northwest Hospital emailed the following:
The North Seattle CC Workforce Education Advisory Committee has been informed of North's intention
to offer a Bachelor of Applied Science in International Business. Given the region's dependence on trade
and the number of jobs that are international trade related, the majority of the committee thinks this
degree has real merit. Further, there are only two baccalaureate institutions in the region offering this
degree. Demand definitely outstrips supply. The curriculum looks comprehensive and rigorous. We
believe this degree will have a very positive effect in helping to supply the needed manpower in
international trade, commerce, and business as well as giving community college students in Pierce,
King, and Snohomish Counties opportunities for significant advancement and employment potential.
See Appendix 6.
To summarize, there are five compelling reasons for North to be considered for the IB degree. First, the analysis of
the labor market revealed the shortage of trained and well-educated job candidates with only two institutions
offering a four-year international business degree in the region. Second, the interviews college staff conducted with
local companies involved in international trade and commerce confirmed what the labor market statistics indicated
regarding the need for graduates with the IB degree. Third, North Seattle’s strong business and accounting
associate programs - both transfer and professional-technical - provide a very robust foundation upon which to
build the advanced degree. This point is further strengthened by the number of similar business and accounting
programs at surrounding community and technical colleges. Fourth, the student surveys that were given spring and
summer quarters show that students have an interest in the program. Finally, given North’s mission and values, and
the Seattle District’s experience in offering BAS degrees, the college has the infrastructure to ensure student
success in the program while at the same time adding well-trained employees to this vital economic sector of the
region and state.
15
Tab 4
Attachment E
Green River Community College
Applied Baccalaureate Degree Program
Bachelor of Applied Science in Information Technology:
Network Administration and Cybersecurity
Statement of Need
Forms A and B
November 1, 2012
Table of Contents
Form A ............................................................................................................................................ 3
Form B ............................................................................................................................................ 4
Introduction ................................................................................................................................. 4
Criteria 1: Relationship to institutional role, mission, and program priorities. ........................... 5
Institutional Role of GRCC ..................................................................................................... 5
Mission of GRCC .................................................................................................................... 5
Program Priorities of GRCC.................................................................................................... 5
Criteria 2: Support of the statewide strategic plans..................................................................... 6
SBCTC Mission Goals ............................................................................................................ 6
HECB Policies and Goals: Strategic Master Plan ................................................................... 6
Criteria 3: Employer/community demand for graduates with baccalaureate level of education
proposed in the program. ............................................................................................................. 8
Local Employer Survey ........................................................................................................... 8
Traditional Labor Market Data ................................................................................................ 9
Changes in IT Industry Education Standards ........................................................................ 11
Industry Data ......................................................................................................................... 12
Trade Association Data ......................................................................................................... 13
STEM Occupations Data ....................................................................................................... 14
Letter of Support .................................................................................................................... 15
Conclusion: Employer Demand Exceeds Regional Supply of Graduates ............................. 15
Criteria 4: Applied baccalaureate program builds from existing professional and technical
degree program offered by the institution. ................................................................................ 16
Green River Community College Associate’s Degrees in Information Technology ............ 16
Enrollment History ................................................................................................................ 16
Criteria 5: Student demand for program within service area. ................................................... 17
Students Graduating with Technical Associates Degrees in the Region ............................... 17
Survey of Students ................................................................................................................. 18
Demand in Excess of Enrollment Opportunities in Related Bachelor’s Programs ............... 20
Criteria 6: Efforts to maximize state resources to serve place-bound students. ........................ 23
Similar Programs in the Region............................................................................................. 23
Options That Have Been Explored for Collaboration ........................................................... 25
Unique Aspects of the Proposed BAS Degree ...................................................................... 27
Conclusion................................................................................................................................. 29
Appendices ................................................................................................................................ 30
Green River Community College
BAS in Information Technology
Page 2
Form A
COVER SHEET
STATEMENT OF NEED
Program Information
Program Name: Bachelor of Applied Science in Information Technology: Network
Administration and Cybersecurity
Institution Name: Green River Community College
Degree: Bachelor of Applied Science in Information Technology
Level: Bachelor
Type: Applied Science
CIP Code: 11.1001
Proposed Start Date: Fall 2013
Projected Enrollment (FTE) in Year One: 16
Funding Source: State FTE
At Full Enrollment by Year Three: 48
Self Support X Other ___
Mode of Delivery
Single Campus Delivery:
Off-site:
Distance Learning:
Green River Community College, Auburn Main Campus
N/A
Some courses may be hybrid or online.
Contact Information:
Name:
Title:
Address:
Telephone:
Fax:
Email:
Derek Brandes
Vice President of Instruction
12401 SE 320th Street, Auburn, WA 98092-3622
(253) 833-9111 ext. 3321
(253) 288-3448
dbrandes@greenriver.edu
_______________________________________________
11/01/2012
Chief Academic Officer: Derek Brandes, Vice President of Instruction
Date
Green River Community College
BAS in Information Technology
Page 3
Form B
APPLIED BACHELOR DEGREE
STATEMENT OF NEED
Introduction
Green River Community College proposes the development of a Bachelor of Applied Science
(BAS) degree in Information Technology: Network Administration and Cybersecurity to meet
the high demand in the local area for qualified IT (information technology) workers with
bachelor’s degrees. Graduates of this degree program may work as network and computer
systems administrators, network data communication analysts, information security analysts, or
computer support specialists.
The proposed BAS degree will provide graduates with a deep technical foundation in network
administration and cybersecurity topics, such as virtualization, cloud computing, mobile device
management, storage area networks, information assurance, forensics, threat analysis, and
vulnerability assessment. In addition to a strong technical foundation, graduates will have gained
extensive experience working in teams, making presentations, and documenting the
configuration of servers and networking equipment.
Green River Community Colleges proposes the development of a BAS degree in Information
Technology: Network Administration and Cybersecurity for many reasons, including:
 The proposed degree supports the role, mission, and program priorities of Green River
Community College.
 The proposed degree fully supports and advances the SBCTC mission study goals and the
HECB policies and goals for higher education.
 The proposed degree will help meet the regional demand for qualified IT workers with
bachelor’s degrees. The current demand greatly exceeds the supply of qualified workers.
 The proposed degree builds on the technical associate’s degree programs in Information
Technology currently offered by Green River Community College.
 The proposed degree will satisfy demand from students with technical associate’s degrees
in IT from GRCC and other nearby community and technical colleges.
 The proposed degree provides place-bound students with an educational path to a nearby,
affordable, and high-quality applied baccalaureate degree.
Green River Community College
BAS in Information Technology
Page 4
Criteria 1: Relationship to institutional role, mission, and program priorities.
The proposed Bachelor of Applied Science (BAS) degree in Information Technology: Network
Administration and Cybersecurity (the proposed BAS degree) reflects and supports the role,
mission, and program priorities of Green River Community College (GRCC).
Institutional Role of GRCC
“Green River Community College is a two-year public college that offers degrees and
certificates in academic and professional and technical programs, as well as courses in
continuing education and basic skills” to people within service area District 10.1 The proposed
BAS degree supports this role by increasing the number of professional/technical degrees offered
by GRCC to individuals within its service area.
Mission of GRCC
This mission of GRCC is: “Green River Community College improves the lives of people within
our diverse communities by providing quality education and training programs. We assist
students in defining and achieving their goals through instructional excellence, innovative
programs and responsive services.” 2 The proposed BAS degree advances GRCC’s mission by
providing a high-quality applied baccalaureate degree that is in demand within GRCC’s service
area.
Program Priorities of GRCC
One of GRCC’s core themes is “Professional/Technical Education”3 and one of its institutional
goals is that “professional/technical and workforce students will master the skills sought by
employers to be successful in the workplace.”4 As information technology becomes more
complex, employers are demanding a more highly educated and skilled IT (information
technology) workforce. Many GRCC graduates with AAS-T degrees in IT are finding a
significant number of job opportunities closed to them because they do not have a bachelor’s
degree. In response to the increasing employer demand for IT workers with bachelor’s degrees
and the increasing student demand for bachelor’s degrees in IT, Green River Community College
has chosen to pursue the proposed BAS degree at this time. The proposed BAS degree fully
supports GRCC’s program priorities by offering a new educational pathway for terminal
associate degree students to gain greater skills and obtain the applied baccalaureate degree
required by many employers in the information technology industry.
Another institutional goal of GRCC is that “Members of our diverse communities will have
reasonable access to affordable education programs and services that meet their needs.”5
Currently, there are few options for obtaining a baccalaureate degree in information technology
in our district. The high cost and restrictive entry requirements of these few existing programs
are roadblocks for many members of GRCC’s diverse communities. The proposed community
college-based BAS degree provides an affordable alternative and fills a gap in the educational
offerings available in GRCC’s service area.
1
Green River Community College, Green River Community College Catalog 2011 ─ 2013, p. 7.
Green River Community College, Green River Community College Catalog 2011 ─ 2013, p. 7.
3
Green River Community College, Green River Community College Catalog 2011 ─ 2013, p. 7.
4
Green River Community College, Green River Community College Catalog 2011 ─ 2013, p. 7.
5
Green River Community College, Green River Community College Catalog 2011 ─ 2013, p. 7.
2
Green River Community College
BAS in Information Technology
Page 5
Criteria 2: Support of the statewide strategic plans.
The proposed Bachelor of Applied Science (BAS) degree in Information Technology: Network
Administration and Cybersecurity (the proposed BAS degree) fully supports and advances the
SBCTC mission study goals and the HECB policies and goals for higher education.
SBCTC Mission Study Goals
The Washington State Board for Community and Technical Colleges (SBCTC) asserts that “our
state’s most urgent need is to educate more people to higher levels of skill and knowledge. This
is the only way we can hope to sustain a prosperous economy that will provide opportunities for
all of us, and for our children.”6 The proposed BAS degree is a positive step toward meeting this
goal. It provides future workers with a higher level of skill and knowledge than can currently be
obtained through associate IT degree programs at GRCC. Graduates will be able to use their
advanced skill and knowledge to provide vital technology services for our region’s businesses,
governmental agencies, and non-profit organizations.
According to the SBCTC, “Washington… needs more people with baccalaureate and graduate
degrees. Community and technical colleges must expand their contribution to help meet this
need.”7 The SBCTC’s twenty-year action plan responds to this need by urging us to “contribute
more to the production of baccalaureate degrees.”8 Recognizing that many students are placebound and “cannot leave their jobs and families behind to pursue bachelor’s degrees,”9 the
SBCTC concludes that “we will also expand community and technical college programs that
lead to applied baccalaureate degrees.”10 The proposed BAS degree answers this call to action by
expanding existing associate IT degree programs at GRCC and providing students with the
opportunity to increase their educational attainment by obtaining an applied baccalaureate
degree.
HECB Policies and Goals: Strategic Master Plan
The goal of the Washington Higher Education Coordinating Board (HECB) 2008 Master Plan is
to raise “the overall level of educational attainment among Washington’s younger citizens and
under-educated adult workers.”11 To raise educational attainment, we must “help more people
achieve degrees.”12 The proposed BAS degree supports and advances the HECB goal of
increasing the production of bachelor’s degrees.
6
Washington State Board for Community and Technical Colleges, Mission Study, May 2010, p. 3.
Washington State Board for Community and Technical Colleges, Mission Study, May 2010, p. 4.
8
Washington State Board for Community and Technical Colleges, Mission Study, May 2010, p. 7.
9
Washington State Board for Community and Technical Colleges, Mission Study, May 2010, p. 7.
10
Washington State Board for Community and Technical Colleges, Mission Study, May 2010, p. 7.
11
Washington Higher Education Coordinating Board, 2008 Strategic Master Plan for Higher Education in
Washington, Dec 2007, p. 1.
12
Washington Higher Education Coordinating Board, 2008 Strategic Master Plan for Higher Education in
Washington, Dec 2007, p. 12.
7
Green River Community College
BAS in Information Technology
Page 6
One of the long-standing objectives of Washington’s strategic plans for higher education is
“producing more graduates in high-employment fields such as science, technology, engineering,
and mathematics.”13 However, the HECB notes that “there continues to be a shortage of
graduates in the fields of science, technology, engineering, and mathematics.”14 The proposed
BAS degree in Information Technology will help fill the supply and demand gap for graduates in
the technology field.
13
14
Washington Higher Education Coordinating Board, Strategic Master Plan Update 2012, p. 2.
Washington Higher Education Coordinating Board, Strategic Master Plan Update 2012, p. 1.
Green River Community College
BAS in Information Technology
Page 7
Criteria 3: Employer/community demand for graduates with baccalaureate
level of education proposed in the program.
Information technology (IT) is a growing industry, both nationally and within the GRCC service
area. Network and computer systems administrators are in demand, and the occupation is
expected to grow faster than average in both the short- and long-term.15 The Bureau of Labor
Statistics considers a bachelor’s degree the entry-level education requirement for this
occupation.16
GRCC has explored and assessed current and projected employer demand for IT workers who
have bachelor’s degrees through a local area employer survey, advisory committee input, and
analysis of many types of employment and occupational data at the local, state, regional, and
national levels. Data sources include an employer survey, traditional labor market data, industry
data, trade association data, and STEM (science, technology, engineering, and mathematics)
occupation data.
Local Employer Survey
GRCC’s service area, District 10, is home to many large and small businesses, governmental
agencies, and nonprofit organizations. Major employers include Boeing, Auburn Regional
Medical Center, Federal Aviation Administration, General Services Administration, PACCAR,
IKEA, Flow International, and REI.
In September, 2012, GRCC conducted a survey of local employers to gain insight into the
organizations’ educational preferences for their IT employees. The survey targeted IT hiring
managers at a variety of businesses, governmental agencies, and nonprofit organizations in the
South Puget Sound and Seattle areas.
In response to the question, “What is your organization’s preferred level of education for new IT
employees that will fulfill roles such as network and computer systems administrator or security
administrator,” 67% of respondents indicated a bachelor’s degree.17
While local employers prefer that their new IT network and computer systems administrators
have bachelor’s degrees, 17% of respondents indicated that they frequently experience difficulty
in finding qualified IT employees with bachelor’s degrees, and another 57% of respondents
indicated that they sometimes experience difficulty in finding qualified IT employees with
bachelor’s degrees. As Exhibit 1 shows, a total of 74% of local employers experience some
difficulty in finding qualified IT employees with bachelor’s degrees.18
15
Washington State Employment Security Department, Aug 17, 2011,
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand
16
Bureau of Labor Statistics, Occupational Outlook Handbook, Mar 29, 2012, http://www.bls.gov/ooh/computerand-information-technology/network-and-computer-systems-administrators.htm
17
Green River Community College, Green River Community College Employer Survey for Bachelor of Applied
Science Degree in Information Technology, Sep 2012.
18
Green River Community College, Green River Community College Employer Survey for Bachelor of Applied
Science Degree in Information Technology, Sep 2012.
Green River Community College
BAS in Information Technology
Page 8
Exhibit 1
Have You Experienced Difficulty Finding
Qualified IT Employees With Bachelor's Degrees?
Yes,
frequently
17%
No, never
9%
Yes,
sometimes
57%
Do not prefer
bachelor’s
degree
17%
Source: Green River Community College Employer Survey for Bachelor of Applied Science in Information
Technology, Sep 2012
The survey results reveal the changing landscape of educational requirements for IT employees.
In addition to the majority of respondents preferring that their new IT hires have bachelor’s
degrees, 50% of the survey respondents indicated there is a need for a pathway for their
organizations’ existing IT employees to upgrade their education to a bachelor’s degree.19 One of
the respondents commented, “I for one would love the opportunity to continue my education off
hours to complete my Bachelor’s degree at a local state institution. And I will speak for many
that I work with; they would as well!”20
Complete employer survey data is included in Appendix A.
Traditional Labor Market Data
According to the Bureau of Labor Statistics, in the United States, “employment of network and
computer systems administrators is expected to grow 28 percent from 2010 to 2020, faster than
the average for all occupations. Demand for these workers is high and should continue to grow
as firms invest in newer, faster technology and mobile networks.”21 As Exhibit 2 shows, demand
for network and computer systems administrators is expected to grow twice as much as the
average for all occupations.
19
Green River Community College, Green River Community College Employer Survey for Bachelor of Applied
Science Degree in Information Technology, Sep 2012.
20
Green River Community College, Green River Community College Employer Survey for Bachelor of Applied
Science Degree in Information Technology, Sep 2012.
21
Bureau of Labor Statistics, Occupational Outlook Handbook, Mar 29, 2012, http://www.bls.gov/ooh/computerand-information-technology/network-and-computer-systems-administrators.htm
Green River Community College
BAS in Information Technology
Page 9
Exhibit 2
U.S. Job Outlook: Projected Growth
2010 - 2012
30%
25%
20%
15%
28%
10%
5%
14%
0%
All Occupations
Network and Computer
Systems Administrators
Source: Bureau of Labor Statistics, Occupational Outlook Handbook, Mar 29, 2012
The Washington State Employment Security Department reports that, in Washington state,
network and computer systems administrators are in demand, with a projected growth rate of
2.3% in the short-term and a projected growth rate of 2.0% in the long-term.22
In King County, the Workforce Development Council of Seattle-King County (WDC) estimates
that information technology jobs will have annual growth of 2.6% between 2009 and 201923.
However, as Exhibit 3 shows, the WDC estimates there will be an annual shortage of 3,631
qualified information technology job candidates in King County during 2014‒2019.24
Exhibit 3
Seattle-King County Talent Pipeline Summary
for Information Technology Occupations
Projected Talent Supply
Estimated
Total
Employment
(2014)
Estimated
Total
Employment
(2019)
Avg.
Total
Openings
(20142019)
Compound
Avg.
Growth
Rate
(20092019)
Annual
Unemployed
(Avg. of Apr
2007, Apr
2011)
Annual
Newly
Trained
Candidates
(Class of
2010)
Annual
Supply
(Unemployed
+ Newly
Trained
Candidates)
Annual
Surplus or
(Shortage)
120,873
137,484
5,618
2.6%
469
1,518
1,987
(3,631)
Source: Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information
Technology, Business Services, Finance and Insurance
22
Washington State Employment Security Department, Aug 17, 2011,
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand
23
Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information Technology,
Business Services, Finance and Insurance, Mar 2012, pp. ii-iii.
24
Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information Technology,
Business Services, Finance and Insurance, Mar 2012, p. ii.
Green River Community College
BAS in Information Technology
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Within the information technology industry, the gap between the projected annual supply and
demand of qualified candidates for network and computer systems administrators jobs is
staggering. As Exhibit 4 shows, the WDC projects an annual supply of only 26 qualified
candidates versus an estimated annual demand of 227 network and computer systems
administrator jobs in King County during 2014‒2019, resulting in a projected annual shortage of
201 qualified candidates.25 It is clear that the level of educational attainment of people in
GRCC’s service area must be raised to fill the substantial gap between the number of qualified
candidates and the number of jobs to be filled.
Exhibit 4
Projected Average Annual Supply and Demand for
Network and Computer Systems Administrators in King
County (2014-2019)
Supply
26
Demand
227
0
50
100
150
200
250
Qualified Job Candidates
Source: Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information
Technology, Business Services, Finance and Insurance
The WDC further observes that “although the Bureau of Labor Statistics (BLS) associates [many
of] these jobs with the Associate Degree or Postsecondary award, industry experts emphasize
that they only will hire at the BA level, therefore the shortage in this industry is likely felt at the
BA level (emphasis added).”26
As entry-level education requirements for jobs in the IT industry increase, more currently
enrolled students will need to continue through the bachelor’s level, and many current IT
professionals will need additional training and education.
Changes in IT Industry Education Standards
Historically, employers have hired new IT employees with technical associate’s degrees for
many IT jobs. Until recently, the Bureau of Labor Statistics listed the entry-level education
requirements for network and computer systems administrators as “some college, no degree.” In
the past several years, the IT industry has become increasingly complex with the addition of
storage area networks, virtualization, cloud computing, mobile devices, and ever increasing
security standards. Driven largely by these changes, the education standard in the industry has
25
Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information Technology,
Business Services, Finance and Insurance, Mar 2012, p. 14.
26
Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information Technology,
Business Services, Finance and Insurance, Mar 2012, p. ii.
Green River Community College
BAS in Information Technology
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increased. The Bureau of Labor Statistics now states the education requirement for network and
computer systems administrators is a bachelor’s degree.27
Green River Community College’s local employer survey confirmed this new education
requirement. An overwhelming majority (67%) of respondents indicated they preferred that new
IT network and computer systems administrator hires have a bachelor’s degree.28
The observation of increased education requirements in the IT industry is discussed by the
Workforce Development Council of Seattle-King County (WDC) in its Talent Pipeline Study for
Information Technology, Business Services, Finance and Insurance, in which the WDC states:
“Although the Bureau of Labor Statistics (BLS) associates [many of] these jobs with the
Associate Degree or Postsecondary award, industry experts emphasize that they only will hire at
the BA level.”29
The proposed BAS degree will help meet the increased demand for workers with bachelor’s
degrees that has been generated by the recent increased education requirements in the IT
industry.
Industry Data
Robert Half Technology states that technology is the second fastest-growing industry in the
Pacific region of the United States,30 and, as Exhibit 5 shows, that three of the top five
technology positions in demand in the Pacific region are Systems Administrators, Network
Administrators, and Network Engineers.31
27
Bureau of Labor Statistics, Occupational Outlook Handbook, Mar 29, 2012, http://www.bls.gov/ooh/computerand-information-technology/network-and-computer-systems-administrators.htm
28
Green River Community College, Green River Community College Employer Survey for Bachelor of Applied
Science Degree in Information Technology, Sep 2012.
29
Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information Technology,
Business Services, Finance and Insurance, Mar 2012, p. ii.
30
Robert Half Technology, Fastest-Growing Industries Across the United States, 2011,
http://www.roberthalftechnology.com/External_Sites/content/RHT2009/Shared/Images/SalaryCenterRegionalTrends/2012/US_FastestGrowingTechnologyIndustries_1000.gif
31
Robert Half Technology, “Technology Positions in Top Demand Across the United States,” 2011,
http://www.roberthalftechnology.com/External_Sites/content/RHT2009/Shared/Images/SalaryCenterRegionalTrends/2012/US_TechnologyPositionsInTopDemand_1000.gif
Green River Community College
BAS in Information Technology
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Exhibit 5
Source: Robert Half Technology, “Technology Positions in Top Demand Across the United States”
Additionally, in a 2012 Robert Half survey of technology industry executives, “seventy
percent… said it is challenging to find skilled IT professionals today.” This was a five-point
increase from the previous quarter.32
Trade Association Data
Several information technology trade associations advocate for additional access, capacity, and
financial investment in science, technology, engineering, and mathematics (STEM) education.
The Information Technology Industry Council states, “For American workers to remain
competitive, investment in science, technology, engineering, and mathematics (STEM) education
is needed.”33
The Washington Technology Industry Association supports public policies that “increase the
number of graduates in STEM majors... [and] increase access to and capacity for more students
32
33
Robert Half, The Robert Half Professional Employment Report, Q3 2012, p. 6.
Information Technology Industry Council, “Public Policy,” 2012, http://www.itic.org/public-policy/
Green River Community College
BAS in Information Technology
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to pursue and graduate with STEM degrees. State funding, tuition policies, and financial aid
should favor STEM degree production.”34
CompTIA, a trade association in the information technology industry and the leading global
provider of vendor-neutral IT certifications, supports “life-long learning and education including
STEM/Computer Sciences Education & Skills at the K-12 and higher education levels.”35
It is logical to deduce that this universal plea from information technology trade associations for
additional access, capacity, and funding for STEM education is a response to a significant
demand for information technology workers with bachelor’s degrees in technology.
STEM Occupations Data
Locally, the Workforce Development Council of Seattle-King County (WDC) states that “STEM
occupations represent a significant portion of King County employment with almost 200,000
anticipated jobs for 2014…. [and a] projected annual shortage of 3,687 candidates in 2019. The
bulk of this shortage is from demand in Information Technology.”36 This statement from the
WDC is consistent with the HECB’s assertion that “there continues to be a shortage of graduates
in the fields of science, technology, engineering, and mathematics.”37
In the area of computer science, which includes information technology, the HECB indicates that
during 2010, 1,665 persons completed bachelor’s degrees in Washington. However, as Exhibit 6
shows, the HECB projects an additional supply of 1,171 graduates is needed each year to meet
the demand in this occupation for 2014-2019.38
34
Washington Technology Industry Association, “Advocacy,” 2012,
http://www.washingtontechnology.org/advocacy.aspx
35
CompTIA, Inc., “Supporting Skills for the 21 st Century Workforce,” 2012,
http://www.comptia.org/publicpolicy/competitiveness.aspx
36
Workforce Development Council of Seattle-King County, Talent Pipeline Study for Information Technology,
Business Services, Finance and Insurance, Mar 2012, p. iv.
37
Washington Higher Education Coordinating Board, Strategic Master Plan Update 2012, p. 1.
38
Washington Higher Education Coordinating Board, State Board for Community and Technical Colleges, and
Workforce Training and Education Coordinating Board, A Skilled and Educated Workforce 2011 Update, p. 9.
Green River Community College
BAS in Information Technology
Page 14
Exhibit 6
Source: Washington Higher Education Coordinating Board, et al., A Skilled and Educated Workforce 2011 Update
The shortage of bachelor’s degree graduates in this occupational field is even greater than it
appears because most computer science graduates are not qualified for work as computer
systems administrators. These graduates would require significant additional education and
training to be able to work as computer systems administrators.
Letter of Support
A letter of support for the proposed BAS degree in Information Technology is included in
Appendix C.
Conclusion: Employer Demand Exceeds Regional Supply of Graduates
The data explored in this section clearly demonstrate that employer and community demand for
graduates with bachelor’s degrees in information technology in GRCC’s service area far exceeds
the regional supply. The proposed Bachelor of Applied Science degree in Information
Technology: Network Administration and Cybersecurity will help fill the gap between supply
and demand.
Green River Community College
BAS in Information Technology
Page 15
Criteria 4: Applied baccalaureate program builds from existing professional
and technical degree program offered by the institution.
The proposed Bachelor of Applied Science (BAS) degree in Information Technology: Network
Administration and Cybersecurity (the proposed BAS degree) builds upon the strong foundation
of existing Green River Community College (GRCC) Information Technology AAS-T degrees.
It will provide stepwise academic and technical coursework that will prepare students for the
most challenging aspects of the continuously changing IT work environment.
Green River Community College Associate’s Degrees in Information Technology
GRCC has offered associate’s degrees in Information Technology (previously Computer
Systems Administration) since 1993. Currently, GRCC offers three Information Technology
AAS-T degrees:
 Information Technology: Computer Support Specialist
 Information Technology: Networking
 Information Technology: Systems39
Each of these degrees provides its graduates with foundational training in a broad range of
networking, security, and computer systems administration topics. Graduates from these
programs are well-prepared to enter the IT workforce in an entry level position. As education
requirements increase in the industry, however, it is vital that graduates from associate’s-level
programs have a pathway to continue to the bachelor’s level so they can obtain more advanced
positions in the industry and earn a higher level of income. The proposed BAS degree in
Information Technology is a natural extension of GRCC’s associate’s degrees in Information
Technology.
Enrollment History
Enrollment growth in GRCC’s Information Technology programs has significantly outpaced the
overall enrollment growth at the college. As Exhibit 7 shows, the annualized FTEs in GRCC’s
Information Technology programs increased from 33.74 in 2005-06 to 129.63 in 2010-11.40 Note
that the percent of change in annualized FTEs is significantly greater for GRCC’s IT programs
than for the college as a whole in every academic year.
Exhibit 7: Annualized FTEs – College vs. Information Technology Programs; 2005-06 to 2010-11
Year
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
College
6,431.55
6,552.99
6,795.39
7,362.51
8,214.72
8,682.78
Annualized FTEs
% Change
IT Program
3%
33.74
2%
48.50
4%
60.64
8%
79.13
12%
118.56
6%
129.63
% Change
58%
44%
25%
31%
50%
9%
Source: Institutional Research and Planning Department, Green River Community College, Oct 2012
39
40
Green River Community College, Green River Community College Catalog 2011 ─ 2013, pp. 55-58.
Institutional Research and Planning Department, Green River Community College, Oct 2012.
Green River Community College
BAS in Information Technology
Page 16
Criteria 5: Student demand for program within service area.
There is significant student demand for Green River Community College’s proposed Bachelor of
Applied Science (BAS) degree in Information Technology: Network Administration and
Cybersecurity.
Students Graduating with Technical Associates Degrees in the Region
In addition to students graduating from Green River Community College (GRCC) IT programs,
Exhibit 8 shows that, in the 2010-2011 academic year, more than 100 students earned associate’s
degrees in IT from community and technical colleges in the geographic area surrounding
GRCC.41 GRCC plans to work extensively with its neighboring community and technical
colleges to enable their students to seamlessly transition into this proposed BAS degree.
Exhibit 8
Number of Students Graduating with IT Associate's Degrees
in the Area Surrounding Green River Community College,
2010-11
Pierce
17
Highline
24
Clover Park
63
0
10
20
30
40
50
60
70
Source: Institutional Research and Planning Department, Green River Community College, Aug 2012
41
Institutional Research and Planning Department, Green River Community College, Aug 2012.
Green River Community College
BAS in Information Technology
Page 17
Survey of Students
In September, 2012, Green River Community College conducted a survey of its students who are
currently enrolled in its IT and computer science courses to determine demand for a BAS degree
in Information Technology: Network Administration and Cybersecurity. The student survey
received 112 responses.
In response to the question, “If Green River were to offer a Bachelor of Applied Science degree
in IT: Enterprise Administration and Security, would you consider pursuing this degree?,” 68%
of student respondents indicated “Yes,” and an additional 23% of student respondents indicated
“Maybe.” A total of 91% of student respondents indicated interest in the degree.42 As Exhibit 9
shows, the student respondents demonstrated an extremely high level of interest in the BAS
degree, particularly given that many of the GRCC students learned about the degree for the first
time while taking the survey.
Exhibit 9
% of GRCC IT Student Respondents
Who Would Consider Pursuing
a BAS in IT at Green River
No
9%
Maybe
23%
Yes
68%
Source: 2012 GRCC IT Student Survey, Sep 2012
The student respondents reported many reasons that would influence their decision to earn a
bachelor’s degree in IT at Green River Community College. As Exhibit 10 shows, student
respondents indicated that lower tuition cost and degree content that is focused on their career
goals were the two most important reasons for earning a bachelor’s degree in IT at Green River
Community College.43
42
43
Green River Community College, 2012 GRCC IT Student Survey, Sep 2012.
Green River Community College, 2012 GRCC IT Student Survey, Sep 2012.
Green River Community College
BAS in Information Technology
Page 18
Exhibit 10
Top Reasons for Earning a Bachelor's Degree in IT
at Green River Community College
Lower cost than university
Degree content is highly focused on my career goals
Prefer staying at GRCC
Small class size
High quality of education at GRCC
I have a job and/or family here (place-bound)
State-of-the-art equipment at GRCC
Other
0
10
20
30
40
50
60
70
80
90
Source: 2012 GRCC IT Student Survey, Sep 2012
Complete student survey data is included in Appendix B.
Green River Community College
BAS in Information Technology
Page 19
Demand in Excess of Enrollment Opportunities in Related Bachelor’s Programs
As Exhibit 11 shows, there are four traditional and one applied bachelor’s degree programs in
somewhat similar Information Technology majors offered on campuses within 30 minutes of
Green River Community College:44
Exhibit 11
Similar Traditional and Applied Bachelor’s Programs in Information Technology Near GRCC
Institution
Degree(s)
DeVry University
Bachelor of Science in
Network and
Communications
Management45
Bachelor of Science in
Information Technology with
a concentration in Advanced
Networking;
Bachelor of Science in
Information Technology with
a concentration in
Information Systems
Security46
Bachelor of Science in
Information Technology and
Systems47
University of Phoenix
University of Washington
Tacoma
Central Washington
University
Bachelor of Applied Science
in Information Technology
and Administrative
Management48
Campus
Location
Federal Way
Challenges
Tukwila
Course-by-course
transcript evaluation;
Very high tuition costs
Tacoma
Limited transferability of
professional/technical
course credit;
Course-by-course
transcript evaluation;
High tuition cost
Course-by-course
transcript evaluation;
Very high tuition costs
Des Moines
Does not provide
significant upperdivision technical IT
content that builds on
knowledge and skills
acquired at the
associate’s level
Each of these institutions offers a bachelor’s degree which would help prepare a student to enter
the workforce as a network or computer systems administrator. However, each of these
44
Driving time for private vehicle calculated using Google Maps.
DeVry University, “Network and Communications Management Degree Program,” http://www.devry.edu/degreeprograms/college-engineering-information-sciences/network-and-communications-management-about.jsp
46
University of Phoenix, “Programs We Offer,” http://www.phoenix.edu/campus-locations/wa/western-washingtoncampus/western-washington-campus.html
47
University of Washington Tacoma, “Admissions: Information Technology and Systems,”
http://www.tacoma.uw.edu/admissions/information-technology-systems
48
Central Washington University, “Information Technology and Administrative Management,”
http://www.cwu.edu/it-management/
45
Green River Community College
BAS in Information Technology
Page 20
universities also presents significant challenges and barriers for students who wish to transfer in
with a technical associate’s degree from a community college.
Neither DeVry University nor University of Phoenix offers a clear pathway for students with
technical associate’s degrees in Information Technology to enter its bachelor’s degree programs.
Students desiring to enter these programs have their transcripts evaluated on a course-by-course
basis, typically resulting in at least three years of additional coursework to complete the
bachelor’s program. In addition, because both DeVry University and University of Phoenix are
private institutions, total tuition costs for the last two years of a bachelor’s degree at these
universities are approximately twice the total tuition cost for the two years of an applied
baccalaureate degree program at a Washington State Community College. 49 Exhibit 12
compares the total resident tuition for the last two years of a bachelor’s degree in an IT-related
major at a Washington State Community College, Central Washington University, University of
Washington Tacoma, DeVry University, and University of Phoenix. It should be noted that,
while Exhibit 12 shows tuition costs for the last two years of a bachelor’s degree, the length of
time to degree at some institutions may be longer than two years. The high cost of tuition puts
the degree programs at DeVry University and University of Phoenix out of reach for most
students with applied associate’s degrees.
Exhibit 12
Total Resident Tuition for the Last Two Years of a Bachelor's
Degree in an IT-Related Major as of September, 2012
$40,000
$35,000
$34,342
$35,100
DeVry
University
University of
Phoenix
$30,000
$23,808
$25,000
$20,000
$15,023
$15,882
Washington
State
Community
College
Central
Washington
University
$15,000
$10,000
$5,000
$0
University of
Washington
Tacoma
Source: See footnote 49
49
Washington State Board for Community and Technical Colleges, Central Washington University, University of
Washington Tacoma, DeVry University, and University of Phoenix; 2012,
http://www.sbctc.edu/college/finance/2012-13LowerDivisionTuitionandFees.pdf,
http://www.sbctc.edu/college/finance/2012-13UpperDivisionTuitionandFees.pdf,
http://www.cwu.edu/registrar/tuition, http://www.tacoma.uw.edu/enrollment-services/tuition-rates#rates,
http://www.devry.edu/assets/pdf/uscatalog/US-Catalog-tuition-chart.pdf, and
http://www.phoenix.edu/tuition_and_financial_options/tuition_and_fees.html.
Green River Community College
BAS in Information Technology
Page 21
Students with technical associate’s degrees also face roadblocks and limited enrollment
opportunities in University of Washington Tacoma’s Bachelor of Science in Information
Technology and Systems program. Transfer students have their transcripts evaluated on a courseby-course basis, and typically lack the math and JAVA programming requirements needed to
enter the program with junior standing. In addition, University of Washington Tacoma restricts
transfer credit to a maximum of 15 credits of professional/technical courses, so many students
transferring in with a technical associate’s degree may be deemed to have completed only about
one year of the program.50 Finally, the tuition cost for University of Washington Tacoma’s
Bachelor of Science in Information Technology and Systems program is much higher than the
tuition cost for students in an applied baccalaureate degree program at a Washington State
Community College.51
Central Washington University’s Bachelor of Applied Science in Information Technology and
Administrative Management degree is a good path for students who desire a management
capstone to their technical associate’s degree. However, because this degree does not provide
significant upper-division technical IT content that builds on knowledge and skills acquired at
the associate’s level, it does not meet the needs of students seeking to advance their technical
skills in preparation for entering the workforce as network and computer systems administrators.
None of the traditional and applied bachelor’s degree programs in Information Technology
currently available in the area near GRCC is ideal for students who want to gain employment as
network and computer systems administrators. GRCC’s proposed BAS in Information
Technology: Network Administration and Cybersecurity will offer students the additional
technical depth, academic rigor, and training in soft skills required by local-area employers.
The proposed BAS degree will help to satisfy the unmet student demand for bachelor’s degrees
in Information Technology in the GRCC service area.
50
University of Washington, “Transfer Credit Policies,”
http://admit.washington.edu/Admission/Transfer/CreditPolicies
51
Washington State Board for Community and Technical Colleges and University of Washington Tacoma, 2012,
http://www.sbctc.edu/college/finance/2012-13LowerDivisionTuitionandFees.pdf,
http://www.sbctc.edu/college/finance/2012-13UpperDivisionTuitionandFees.pdf,
http://www.tacoma.uw.edu/enrollment-services/tuition-rates#rates,
Green River Community College
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Criteria 6: Efforts to maximize state resources to serve place-bound students.
The proposed Bachelor of Applied Science (BAS) degree in Information Technology: Network
Administration and Cybersecurity (the proposed BAS degree) will provide place-bound students
in the Green River Community College service area access to a nearby, affordable, relevant, and
high-quality applied baccalaureate degree.
There are a substantial number of place-bound students in the Green River Community College
service area. In the GRCC IT Student Survey, 37% of 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 stay local.52
Similar Programs in the Region
As previously discussed in Criteria 5, and as shown in Exhibit 13, there are four traditional and
one applied bachelor’s degree programs offered by universities near Green River Community
College that are somewhat similar to the proposed BAS degree.
Exhibit 13
Similar Programs in the Region
Institution
Degree(s)
DeVry University
Bachelor of Science in
Network and
Communications
Management53
University of Phoenix
Bachelor of Science in
Information Technology with
a concentration in Advanced
Networking;
Bachelor of Science in
Information Technology with
a concentration in
Information Systems
Security54
Campus
Location
Federal Way
Challenges for PlaceBound Students
Course-by-course
transcript evaluation;
Very high tuition costs
Tukwila
Course-by-course
transcript evaluation;
Very high tuition costs;
Long commute for some
students
52
Green River Community College, 2012 GRCC IT Student Survey, Sep 2012.
DeVry University, “Network and Communications Management Degree Program,” http://www.devry.edu/degreeprograms/college-engineering-information-sciences/network-and-communications-management-about.jsp
54
University of Phoenix, “Programs We Offer,” http://www.phoenix.edu/campus-locations/wa/western-washingtoncampus/western-washington-campus.html
53
Green River Community College
BAS in Information Technology
Page 23
Institution
Degree(s)
University of Washington
Tacoma
Bachelor of Science in
Information Technology and
Systems55
Central Washington
University
Bachelor of Applied Science
in Information Technology
and Administrative
Management56
Campus
Location
Tacoma
Des Moines
Challenges for PlaceBound Students
Limited transferability of
professional/technical
course credit;
Course-by-course
transcript evaluation;
High tuition cost;
Long commute for some
students
Does not provide
significant stepwise upperdivision technical content
Potential challenges and drawbacks of each of these degree options were discussed in detail in
Criteria 5. Challenges specific to place-bound students in the GRCC service area include:
 Lack of stepwise upper-division technical content in some degrees
 Challenges with transferability of previously earned technical associate’s degrees,
resulting in a substantially longer length of time to complete a bachelor’s degree
 Higher tuition costs
 Long commute to some campuses for students who depend on public
transportation; for example, it may take a student an hour or more to commute
from Auburn to University of Washington Tacoma using the public bus and rail
systems.
GRCC’s proposed BAS degree is a superior option for place-bound students in its service area
because it offers:
 Extensive stepwise lower- and upper-division technical, academic, and soft skills
content
 Ease of transferability of previously earned technical associate’s degrees,
resulting in the shortest possible time to bachelor’s degree completion
 Lowest tuition costs
 Convenient location and accessibility by public transportation
 Extensive student services for veterans, first generation and/or low income
students, and students with disabilities
55
University of Washington Tacoma, “Admissions: Information Technology and Systems,”
http://www.tacoma.uw.edu/admissions/information-technology-systems
56
Central Washington University, “Information Technology and Administrative Management,”
http://www.cwu.edu/it-management/
Green River Community College
BAS in Information Technology
Page 24
Options That Have Been Explored for Collaboration
Green River Community College is committed to working with other two- and four-year
educational institutions in the area to ensure the best possible articulation and educational
opportunities for students. GRCC is also committed to ongoing collaboration with local
employers to ensure that GRCC continues to produce graduates with the skills and education
needed by today’s employers.
Collaboration with Educational Institutions
The Green River Community College IT department has been successfully collaborating with
local baccalaureate institutions since 2005. GRCC established articulation agreements for its
AAS-T degrees in Information Technology with Central Washington University and University
of Washington Tacoma shortly after each institution began offering bachelor’s degrees in IT.
GRCC continues to work hard with these institutions to ensure that GRCC graduates are able to
transfer the most credits possible to these institutions.
In September, 2012, several Green River Community College administrators and faculty met
with a group of administrators and IT faculty at Bellevue College to discuss opportunities for
collaboration between the two institutions as they both move forward with bachelor’s degrees in
IT. In this meeting, the group determined that their proposed bachelor’s degrees were different
enough and there was enough geographic distance between the two institutions that there would
be little or no competition for students. Green River Community College is continuing to explore
collaboration options with Bellevue College ranging from course sharing to wholesale degree
sharing.
In September, 2012, the Green River Community College Dean of Trades and Technology and
an IT faculty member met with the Vice President of Instruction at Tacoma Community College.
Tacoma Community College does not intend to pursue a bachelor’s degree in IT at this time.
Green River Community College IT faculty members plan to meet with Tacoma Community
College IT faculty members in the next few months to discuss options to improve articulation for
Tacoma Community College students who may want to pursue GRCC’s proposed BAS degree in
IT.
In September, 2012, the Green River Community College Dean of Trades and Technology and
several IT faculty members met with administrators and faculty members at Highline
Community College. The group discussed GRCC’s proposed BAS degree in IT, and the
possibility that Highline Community College may pursue a bachelor’s degree in IT as well at
some point in the future. The group also discussed options for articulation, collaboration, and
mutual support in the degree development process.
Green River Community College faculty and administrators plan several additional meetings
with representatives of two- and four-year educational institutions in the area to implement or
improve articulation agreements to provide students with a pathway to a bachelor’s degree in IT,
and to work collaboratively with these institutions in the development of new degrees.
Green River Community College
BAS in Information Technology
Page 25
GRCC will ensure that the proposed BAS degree has a selection and admission process
consistent with an open door institution. GRCC will develop the degree’s curriculum to
minimize the course preparation needed by students transferring in with a technical associate’s
degree in Information Technology.
In addition to working with two-year institutions to enable articulation and transition into the
proposed BAS degree, GRCC faculty members are working with institutions that confer graduate
degrees to articulate pathways for BAS graduates to continue their education onto a master’s
degree program.
In October, 2012, Green River Community College IT faculty conferred with Dr. Robert
Friedman, Associate Professor and Director of the University of Washington Tacoma’s Institute
of Technology, to discuss the possibility of GRCC BAS graduates entering University of
Washington Tacoma’s new master’s degree, Master in Cybersecurity and Leadership. Dr.
Friedman stated that the requirements for admission to this master’s degree program are
successful completion of a baccalaureate degree from an accredited institution, with at least a 3.0
cumulative GPA.57 Dr. Friedman stated that he believed Green River’s proposed BAS degree
would meet those admission requirements, and that he would welcome applications from GRCC
BAS degree program graduates.
Green River Community College IT faculty are also exploring articulation for graduates of the
proposed BAS degree with City University of Seattle. City University of Seattle offers a Master
of Science degree in Computer Systems and a Master of Science degree in Information Security.
To gain admission to either of these master’s degree programs requires a four-year or approved
three-year bachelor’s degree or equivalent from an accredited or otherwise recognized
institution.58 In November, 2012, GRCC IT faculty plan to meet with Dr. Erik Fretheim,
Program Director at the City University of Seattle School of Management, to discuss
articulation.
Green River Community College IT faculty also plan to discuss articulation pathways for
graduates of the proposed BAS degree program into the numerous online Master of Science
degrees in Information Technology at Western Governors University. GRCC faculty plan to
confer with Dr. Leo Irakliotis, the Dean of the College of Information Technology at Western
Governors University. Because the primary admission requirement for the Western Governors
University online master’s degrees in IT is a bachelor’s degree from a regionally or Distance
Education and Training Council (DETC)-accredited institution, GRCC is confident that it will be
able to successfully articulate a pathway for students from the proposed BAS degree program to
enter one or more of the master’s degree programs in IT offered by Western Governors
University.59
57
University of Washington Tacoma. Master in Cybersecurity and Leadership, p. 5.
City University of Seattle, 2011-2012 Catalog, http://www.cityu.edu/pdf/CityU_CourseCatalog.pdf, Oct, 2012.
59
Western Governors University, MS in IT Network Management Degree Details,
http://www.wgu.edu/online_it_degrees/network_management_master_degree_details#admission Oct, 2012.
58
Green River Community College
BAS in Information Technology
Page 26
Collaboration with Local Employers
The Green River Community College IT department has been successfully collaborating with
local employers for many years. The GRCC IT Advisory Committee is robust, active, and
includes representatives from many local and regional businesses. The advisory committee meets
several times a year to discuss courses, degrees, skill sets, and ongoing changes in the IT field.
The input from this committee ensures that GRCC continues to teach the relevant skills in
demand by today’s employers.
For some time, the GRCC IT Advisory Committee has discussed the increasing educational
requirements for new IT hires, and specifically that many employers now require a bachelor’s
degree for entry into the workplace. At the March, 2012 meeting, the advisory committee voted
unanimously to recommend that GRCC develop a bachelor’s degree in Information
Technology.60 The primary reason driving the advisory committee’s decision to support the
creation of this degree was the widely-acknowledged shortage of potential employees with
bachelor’s degrees who have the knowledge, skills, and abilities to go to work as network and
computer systems administrators in enterprise environments.
Unique Aspects of the Proposed BAS Degree
GRCC’s proposed BAS degree has many unique aspects that set it apart from other IT bachelor’s
degree programs in the local area:
 Strong Technical Content: The proposed BAS degree will have significant stepwise
upper-division technical coursework in computer systems and network administration,
server administration and cybersecurity topics. With input from its IT Advisory
Committee, GRCC ensures that its curriculum is vital, relevant, and meets employer
needs.
 Exceptional Faculty: All full-time faculty in the GRCC IT department have master’s
degrees in IT or engineering, and extensive industry experience. In addition, many fulltime and part-time IT faculty maintain industry certifications from Microsoft, Cisco, and
CompTIA. This combination of education, work experience, and industry certifications
uniquely qualifies GRCC faculty to offer its students superior education and training on
state-of-the art technologies.
 Extensive IT Program Resources: The GRCC IT program is committed to maintaining
extensive hardware, software, classroom, and industry association resources to facilitate
hands-on learning of each of the topics included in the proposed BAS degree program.
Hardware and software resources include Cisco routers and switches, multiple
virtualization servers capable of hosting hundreds of virtual machines, and new desktop
computers in the IT classrooms. The GRCC IT department maintains current
memberships in the Microsoft IT Academy, CompTIA Education to Careers (E2C), and
Cisco Networking Academy.
 Testing Centers for Industry Certifications: GRCC maintains Prometric and VUE
testing centers to enable students to pursue industry certifications relating to the course
work they have completed in the classroom.
60
Green River Community College, “IT Advisory Committee Meeting Minutes,” Mar 13, 2012.
Green River Community College
BAS in Information Technology
Page 27







Student Technology Club: GRCC students have formed a Technology Club that
maintains a PC repair shop on the main Auburn campus. The PC repair shop provides
hands-on technical and work experience for students beyond what is available in the
classroom. The Technology Club has toured local IT businesses, including Integra
Telecom and Watchguard.
Hands-on Learning: Students use a variety of hardware and software in their classes to
give them hands-on experience with current technologies.
Critical Thinking: Problem-solving and critical thinking are emphasized throughout the
curriculum to enable students to plan, implement, and troubleshoot various hardware and
software solutions in simulated real-world environments.
Soft Skills: Teamwork, communications, and presentation skills are integrated into the
curriculum to help students master these difficult skills that are in high demand in the IT
workforce.
Strong Links to Industry: Many GRCC IT courses are taught by instructors who
currently work in the IT industry. These instructors ensure that students are exposed to
current industry best practices, technologies, and standards.
Extensive Student Services: GRCC students have access to many high-quality student
services, including: library, veteran’s services, and TRiO student support services for first
generation and/or economically disadvantaged students and students with disabilities.
Campus Services for Place-Bound Students: GRCC recognizes the challenges faced by
place-bound students, who, due to family, work, or economic reasons are not able to
travel or move to another area to obtain their education. GRCC goes to great lengths to
help students succeed and provides numerous resources including a child care facility,
extensive financial aid, links to public transportation, counseling, and classes at
convenient times for working students.
Green River Community College
BAS in Information Technology
Page 28
Conclusion
Green River Community College (GRCC) proposes the development of a Bachelor of Applied
Science (BAS) degree in Information Technology: Network Administration and Cybersecurity.
The proposed BAS degree:
 Supports the role, mission, and program priorities of GRCC.
 Supports and advances the SBCTC mission goals and the HECB policies and goals for
higher education.
 Will help meet the regional demand for qualified IT workers with bachelor’s degrees.
 Is a natural extension of the AAS-T degrees in Information Technology currently offered
by GRCC.
 Will satisfy demand from students with technical associate’s degrees in IT from GRCC
and other nearby community and technical colleges.
 Provides place-bound students with an educational path to a nearby, affordable, and highquality applied baccalaureate degree.
Green River Community College
BAS in Information Technology
Page 29
Tab 4
Attachment F
Washington’s Community and Technical Colleges Applied Baccalaureate degree programs being considered for implementation Updated February 28, 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
Data Analytics, Fall 2014 – Statement of Need – 30 Day Review completed Centralia
Diesel Technology, Fall 2014
Web Development, Fall 2014
Clark
Dental Hygiene, 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
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
Highline
International Business (emphasis Supply Chain Management) , Fall 2014
Network Security and Computer Forensics, Winter 2014
Respiratory Care, Fall 2014
Social Science (emphasis Youth Development), Fall 2014
Lake Washington
Biomedical Engineering Technology, 2015
Energy Systems Engineering Technology, 2014
Transportation and Logistics Management, Fall 2013 – Statement of Need –30 Day Review completed, waiting for proposal submission
Manufacturing Engineering Technology, Fall 2014
Public Health Administration, 2014‐15
Page 1 of 2
Tab 4
Attachment F
College
Degrees
Olympic
Computer Information Systems, Fall 2013
Leadership and Supervision, Fall 2014
Renton
Allied Health, Fall 2014
Seattle District
Sustainable Building Science, Fall 2013 – Statement of Need sent back for revisions
International Business, Fall 2013 – Program Proposal submitted
Allied Health Science, Fall 2013 – Statement of Need sent back for revisions
Digital Media, TBD
Nursing, RN‐B (SCCC), Fall 2014*
Skagit Valley
Environmental Conservation, Fall 2013 – Statement of Need sent back for revisions
Spokane
Nursing, RN‐B, Fall 2013
Wenatchee Valley
Nursing, RN‐B, Fall 2014
*Added 1/22/2013
**Added 2/20/2013
Page 2 of 2
TAB 5a
REGULAR MEETING OF THE STATE BOARD FOR
COMMUNITY AND TECHNICAL COLLEGES
MEETING MINUTES
February 7, 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
February 7, 2013
Resolution
Number
----
13-02-02
13-02-03
13-02-04
13-02-05
13-02-06
Description
Adoption of Consent Agenda:
- Approval of State Board Regular Meeting Minutes
for December 6, 2012
- Approval of State Board Special Meeting Minutes
for January 18, 2013
- Centralia Local Expenditure Authority, Acquisition
of 808 and 814 Centralia College Blvd.
- Spokane Falls Local Expenditure Authority, ESCO
Controls Project
- South Seattle Local Expenditure Authority, Wine
Program Remodel
- Seattle Central Local Expenditure Authority,
Broadway Phase II Renovation
- Bellevue College Local Expenditure Authority,
Negotiated Price on Previously Approved
Acquisitions
Page in
Minutes
1
1
1
1
1
1
1
13-02-07
Approval of Major Capital Selection Criteria
2
13-02-08
Approval of Revised New Applied Baccalaureate Approval
Process
3
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
Olympia
Regular Meeting Minutes
February 7, 2013
State Board Office, Olympia
The State Board held a study session on February 6, 2013, from 1:30 p.m. to 4:50 p.m. The Board
heard presentations on subjects including: SBCTC Case Study Report, Legislative Update, Major
Capital Criteria Selection, and the Aerospace Pipeline Committee Report. No action was taken at the
study session.
State Board Members Present: Sharon Fairchild, Beth Willis, Jim Bricker, Erin Mundinger, Elizabeth
Chen, Wayne Martin, Anne Fennessy
State Board Members Absent: Shaunta Hyde, Larry Brown
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 Beth Willis and seconded by Jim Bricker that the State Board adopt its
February 7, 2013, regular meeting agenda as amended.
MOTION CARRIED.
ADOPTION OF CONSENT AGENDA (Resolutions 13-02-02 through 13-02-06)
MOTION: Moved by Beth Willis and seconded by Jim Bricker that the State Board adopt the
consent agenda for its February 7, 2013, regular meeting as follows:
a) Approval of December 6, 2012, State Board regular meeting minutes
b) Approval of January 18, 2013, State Board special meeting minutes
c) Resolution 13-02-02: Centralia College LEA, Acquisition of 808 and 814 Centralia
College Blvd.
d) Resolution 13-02-03: Spokane Falls LEA, ESCO Controls Project
e) Resolution 13-02-04: South Seattle LEA, Wine Program Remodel
f) Resolution 13-02-05: Seattle Central LEA, Broadway Phase II Renovation
g) Resolution 13-02-06: Bellevue LEA, Negotiated Price on Previously Approved
Acquisitions
MOTION CARRIED.
SBCTC Regular Meeting Minutes
February 7, 2013
Page 2
EXECUTIVE DIRECTOR’S REPORT






Retirement Plan Re-Launch
Fall 2012 Enrollment Report
Campus Visit Re-Cap
Trustee Confirmations
Governor Inslee’s New Cabinet Sub-Groups
Government Relations Re-Organization
APPROVAL OF MAJOR CAPITAL SELECTION CRITERIA (RESOLUTION 13-02-07)
Wayne Doty of the State Board staff presented that the Board applies policies to guide the
development of college budget requests and the allocation of resources. Projects that cost $5 million
or more compete against each other to receive limited state resources. Over the years the selection
and ranking process has been refined to remain relevant to the system’s needs and the legislative,
administrative, and market environments. The Board adopts budget requests on behalf of the colleges
seeking State capital appropriations.
Board staff and system stakeholders have developed a set of Project Development Guidelines for
2015-17 and updated Capital Asset Model parameters for the Board’s consideration.
The recommendation includes a preference for taking care of the existing buildings and capacities
over adding new square footage to a campus.
TACTC and WACTC representatives spoke in support of the new selection criteria.
MOTION: Moved by Jim Bricker and seconded by Erin Mundinger that the State Board adopt
Resolution 13-02-07 authorizing the Executive Director to make adjustments as may be
necessary in response to actions taken by the Governor, by the Legislature, and externallyimposed restrictions or guidelines.
MOTION CARRIED.
CTCLINK UPDATE
Mike Scroggins of the State Board staff presented that the Washington State Community and
Technical College Enterprise Resource Planning (ERP) Project (ctcLink) will replace a wide variety of
computer systems across 34 colleges and SBCTC. The ERP will provide improved student services,
comprehensive financial aid services, a unified view of human resources, integrated financial
management and controls, and robust reporting and research capabilities. The ERP will be the
template to align college and system business processes. A contract has been signed for
implementation and hosting services with Ciber, Inc. The implementation phase of ctcLink has begun
along with the mobilization of the project team, Ciber team, and college subject matter experts.
A panel of presenters discussed the details of the project initiation and kickoff, the schedule, the
Critical Milestones, and the importance of meeting the Critical Milestones. The Board was also
formally introduced to Ciber leadership and Ciber discussed the ctcLink Project and implementation
approach that will be used.
SBCTC Regular Meeting Minutes
February 7, 2013
Page 3
IT DIVISION ORGANIZATION
Mike Scroggins of the State Board staff presented that the Center for Information Services located in
Bellevue was a legal entity established by interlocal agreement between all colleges and the SBCTC.
This organization’s primary function was to develop, acquire, and support a common suite of
administrative software applications for use by the colleges. The college presidents requested that
the SBCTC assume responsibility for the Center for Information Services, its operating budget,
personnel, assets, and liabilities. The SBCTC, by State Board Resolution 08-04-10 dated April 15,
2008, agreed to assume responsibility effective July 1, 2008. The State Board already had an IT
Department located in Olympia within the Finance Division that primarily supported SBCTC staff and
college data reporting, research, and policy initiatives. The new IT Division was created combining
both the Bellevue staff and Olympia staff into one work unit reporting to the Deputy Executive Director
for Information Technology.
NEW APPLIED BACCALAUREATE APPROVAL PROCESS (RESOLUTION 13-02-08)
Michelle Andreas of the State Board staff presented that in 2010 the Legislature granted authority for
the State Board for Community and Technical Colleges and the Higher Education Coordinating Board
(HECB) to approve applied baccalaureate programs offered by community and technical colleges –
removing the pilot status and limitation on the number of colleges that could offer applied
baccalaureate programs. In 2012 the HECB was eliminated as a state agency and the Washington
Student Achievement Council was created to oversee education policy for Washington State. The
new agency no longer retained its authority over degree program approval. Therefore, the State
Board has sole approval authority for applied baccalaureate degree programs provided by community
and technical colleges in Washington.
Given these agency authority changes, staff worked with the Washington Association of Community
and Technical Colleges (WACTC) to recommend changes to the selection process used by State
Board members to approve applied baccalaureate degree programs.
Board members expressed concerns with the second recommendation, eliminating the “philosophical”
discussion between the State Board and the college administration. They asked that it be removed
from the resolution and be re-visited at a future meeting.
MOTION: Moved by Erin Mundinger and seconded by Beth Willis that the State Board adopt
REVISED Resolution 13-02-08 approving the removal of all reference to the Higher Education
Coordinating Board in all Applied Baccalaureate Degree program approval process
documents.
MOTION CARRIED.
SBCTC Regular Meeting Minutes
February 7, 2013
Page 4
CHAIR’S REPORT
Chair Fairchild presented her report:
 Trustees’ Association Report. TACTC President Tim Douglas reported on the topics of:
TACTC Winter Conference, Transforming Lives Dinner, ACCT Conference, and the October
ACCT in Seattle.
 Presidents’ Association Report. WACTC President Tom Keegan reported on the topics of:
Economic Development Strategy Goals, State Wide PR Campaign and Competency Based
Degree Work.
 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 February 7, 2013,
at 11:40 a.m. The State Board will hold next meeting March 27-28, 2013, at the State Board Office in
Olympia.
______________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 5b
March 27, 2013
Discussion
Action (Resolution 13-03-09)
Topic
Western eTutoring Consortium Agreement (renewal)
Description
The State Board eLearning Team manages Washington Online (WAOL), a suite of online, webbased teaching and learning tools and support services for system colleges. One of those
services is eTutoring, a project that enables students to get online access to live tutoring in
Accounting, Anatomy and Physiology, Biology, Calculus, Chemistry, Economics, Engineering,
Math, Physics, Spanish, Statistics, Web Development, and Writing and MS Office. Writing
students can upload their papers and get a response from a tutor within 48 hours.
In January 2008, SBCTC eLearning partnered with Washington State University (WSU) and the
Connecticut Distance Learning Consortium (CTDLC) to create the NW eTutoring Consortium.
The program started with five Washington community and technical colleges and WSU. The
consortium now includes 27 Washington CTCs, in addition to 16 other institutions (WSU plus
institutions from five other western states). The colleges in the consortium use a common
technology platform hosted by CTDLC to provide eTutoring for all their students. All member
colleges provide at least five hours of tutoring each week to the consortium. Last year the
consortium changed its name from the NW eTutoring Consortium to the Western eTutoring
Consortium to accommodate new members from California and Wyoming, and SBCTC
assumed full management of the consortium.
This two-year agreement with CTDLC provides the technology platform and college
membership fees. This agreement enables all 34 system colleges and all non-system
institutions to join the WeTC and offer eTutoring services to their students.
Major Considerations


eTutoring support services are consistent with the recommendations in the System Direction
and the Strategic Technology Plan.
Funds for this agreement come from SBCTC eLearning funds.
Analysis
SBCTC eLearning and the system eLearning services it manages through Washington Online
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.”
On July 1, 2009, SBCTC announced it would fund the annual membership fee for any system
college that wants to participate in the Western eTutoring Consortium. By offering eTutoring to
all 34 system colleges, all system students can get tutoring assistance when and where they
need it. eTutoring helps colleges increase tutoring services not only for online students, but also
Tab 5b, Page 2
for students who are unable to attend on-campus tutoring sessions because of work or home
responsibilities.
The costs for this two-year agreement with CTDLC for fiscal years 2014 and 2015 are:
Membership fees for 27 current CTC members
$ 81,000
Operating costs
$ 16,000
Membership fees for remaining 7 CTCs
(if/ when they choose to join)
$ 21,000
Total
$ 118,000
SBCTC eLearning is actively working with the remaining system colleges to encourage them to
take advantage of this important student service.
Recommendation
Staff recommends approval of Resolution 13-03-09, approving the agreement with CTDLC for
up to $118,000 for fiscal years 2014 and 2015.
Prepared by: Connie Broughton, 360-704-4334, cbroughton@sbctc.edu.
Tab 5b
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-03-09
A resolution awarding up to $118,000 of state funds to Connecticut Distance Learning
Consortium.
WHEREAS, the State Board has agreements with Connecticut Distance Learning Consortium to
support system wide eTutoring services,
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges delegates authority to the Executive Director to execute agreements with Connecticut
Distance Learning Consortium that shall not exceed $118,000 for two years; and
BE IT FURTHER RESOLVED that the State Board for Community and Technical
Colleges grants the Executive Director the authority to award state 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 Connecticut Distance Learning Consortium agreements if the anticipated
program funding changes due to changes in college participation in the Western eTutoring
Consortium; 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 ____________.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 5c
March 28, 2013
Consent Item
Action (Resolution 13-03-10)
Topic
South Puget Sound Community College – Local Expenditure Authority (Stormwater Retrofit)
Description
South Puget Sound Community College is seeking approval to use up to an additional $416,000
in local funds for their stormwater retrofit project. Expenditures of local funds on a project
exceeding $400,000 require State Board authorization.
Major Considerations



The project was awarded a Department of Ecology grant through the City of Olympia.
The College has sufficient local funds dedicated for this project.
The College’s board of trustees has approved the expenditure.
Analysis
South Puget Sound Community College is in the process of campus-wide stormwater upgrades
using low impact development (LID) best practices. In September 2011, the State Board
approved the use of up to $1,087,750 in local funds for the project, to add, replace, and improve
15 stormwater vaults with filtration units and add two rain gardens throughout the campus.
Signage was also installed to educate the public about the improvements.
The College is now requesting authority to spend up to an additional $416,000 in local funds to
design and construct phase two of their upgrades. This will add, replace, and improve four
more stormwater vaults with filtration units at their Mottman campus along roads and walkways.
This project has been awarded a grant by the Department of Ecology through the City of
Olympia.
Background Information
Resolution 11-09-46, South Puget Sound Community College Local Expenditure Authority [Tab
1f - http://sbctc.edu/general/admin/Complete_September_2011_Agenda.pdf]
Recommendation
Staff recommends approval of Resolution 13-03-10, authorizing South Puget Sound Community
College additional local expenditure authority of $416,000, for phase two of the College’s
stormwater retrofit project.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
Tab 5c
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-03-10
A resolution relating to South Puget Sound Community College’s local expenditure authority.
WHEREAS, the College is in the process of campus-wide stormwater upgrades using
low impact development (LID) best practices; and
WHEREAS, the State Board approved the use of up to $1,087,750 in local funds in
September 2011 for the project, to add, replace, and improve 15 stormwater vaults with filtration
units and add two rain gardens throughout the campus; and
WHEREAS, the College is now requesting authority to spend up to an additional
$416,000 in local funds to design and construct phase two of their upgrades, which will add,
replace, and improve four more stormwater vaults with filtration units at their Mottman campus
along roads and walkways.
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges authorizes South Puget Sound Community College additional local expenditure
authority of $416,000, for phase two of the College’s stormwater retrofit project.
APPROVED AND ADOPTED on March 28, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
REGULAR MEETING AGENDA ITEM
TAB 5d
March 28, 2013
Consent Item
Action (Resolution 13-03-11)
Topic
Yakima Valley Community College Property Acquisition (801 South 14th Avenue)
Description
Yakima Valley Community College is requesting authority to acquire .13 acres of property at
801 South 14th Avenue in Yakima, Washington. This acquisition is a part of the College’s
master plan and was approved by the College’s board of trustees.
Major Considerations



Supports the College’s Access Core Theme: “YVCC increases access through programs
and services that address the diverse challenges, learning styles, goals, and schedules of
students in the district.”
The proposed acquisitions are within the College’s master plan.
The College’s board of trustees has approved the property purchases.
Analysis
Yakima Valley Community College is requesting authority to purchase the .13 acres of property
located at 801 South 14th Avenue in Yakima, Washington. This property has been identified in
the College’s master plan as the location of future parking. The estimated total principal cost to
acquire the property is $116,400, for which the College has sufficient local funds. Additionally,
the future pay-to-park lot will be supported by revenue generated from parking fees.
Background Information
Attachment A: Yakima Valley Community College Campus Acquisition Map
Recommendation
Staff recommends approval of Resolution 13-03-11, giving Yakima Valley Community College
authority to acquire the property located at 801 South 14th Avenue in Yakima, Washington.
Prepared by: Wayne Doty, 360-704-4382, wdoty@sbctc.edu
TAB 5d
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-03-11
A resolution relating to Yakima Valley Community College’s authority to acquire the property
located at 801 South 14th Avenue in Yakima, Washington.
WHEREAS, Yakima Valley Community College is requesting authority to purchase the
.13 acres of property located at 801 South 14th Avenue in Yakima, Washington, at an estimated
total principal cost of $116,400, for which the College has sufficient local funds; and
WHEREAS, the property has been identified in the College’s master plan as the location
of future parking and the future pay-to-park lot will be supported by revenue generated from
parking fees;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges gives Yakima Valley Community College $116,400 in local expenditure authority to
purchase the property located at 801 South 14th Avenue in Yakima, Washington.
APPROVED AND ADOPTED March 28, 2013.
_______________________________________
Sharon Fairchild, Chair
ATTEST:
______________________________
Marty Brown, Secretary
TAB 5d
Attachment A
801 S. 14th Avenue
WP
Additional Properties Bequeathed to the College:
Master Plan Boundary
As of March 2013
Duplex
Single-Family Unit
Retail Eating Facility
Retail Auto Shop
Single-Family Unit
Signel-Family Unit
230-230 1/2 N. 37th Ave.
1124 S. 16th Ave.
16th Ave. @ Nob Hill Blvd.
501 W. Nob Hill Blvd.
1017 S. Pleasant Ave.
1019 S. Pleasant Ave.
Tab 6
REGULAR MEETING AGENDA ITEM
March 28, 2013
Discussion
Action
Topic
ctcLink Project Executive Briefing
Description
The Washington State Community and Technical College Enterprise Resource Planning (ERP)
Project (ctcLink) will replace a wide variety of computer systems across 34 colleges and
SBCTC. The official kickoff of the implementation phase of the project occurred March 7th with
hundreds of college system staff participating via WebEx technology. There will be multiple
sessions targeted at specific audiences and intended to introduce the ctcLink team, the Ciber
project team, and interactively discuss the expectations of the project. This executive briefing
will focus on the strategy for risk mitigation, quality management, organizational change
management, and communications. The board will have the opportunity to discuss the
deployment schedule for all colleges.
Key Questions



How will faculty and staff be trained on the new systems?
What is the strategy for communicating with students?
How do you keep colleges engaged when their deployment schedule is the outer waves?
Analysis
The combined ctcLink and Ciber 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 (UPK), and Enterprise Performance
Management (EPM). Additionally, there is the coordination of hundreds of college subject
matter experts working with the core ctcLink team. Approximately 60% of the overall effort
of the project will occur during the firstLink phase, with approximately 10% 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.
Background Information
ctcLink Project Documents: http://ctclink.sbctc.edu
Tab 6, Page 2
Recommendation/Outcomes
A panel of ctcLink team members will lead the board through a discussion of project objectives,
risk areas, quality assurance, and change management. The board will have an understanding
of the initial risks identified for the project and the issue management, monitoring, and resolution
process. The board will discuss the role of project quality assurance and have an
understanding of the quality metrics that will be used weekly to measure progress and success
rates. There will be a discussion led by the organizational change management team related to
adapting to new business processes, organizational integrations, collaborations, and the
adoption of new technologies.
Prepared by: Michael Scroggins, 360 704-4377, mscroggins@sbctc.edu
REGULAR MEETING AGENDA ITEM
TAB 7
March 28, 2013
Discussion
Action
Topic
Legislative and Communication Update
Description
The 2013 legislative session has passed the halfway point and bills advancing through the
legislative process are now being considered in the opposite chamber. In addition to debating
bills, legislative leaders are turning their focus to the difficult task of balancing the state budget.
(See TAB 1, “Budget Status and Tuition Update.”)
Staff have been fielding media calls and producing messaging materials in response to
legislative activity, and work continues on the WACTC Public Relations Campaign.
Key Questions


Are policy changes before the Legislature consistent with System Direction Goals?
Are there any messaging materials the Board feels is necessary?
Analysis
Legislative Update
Bills important to the community and technical college system continue to advance through the
legislative process. Staff will bring real-time information on proposed bills of significance to the
Board during their meeting.
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 worldclass 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
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 will update the
Board on recent requests and messaging products, and summarize progress on the WACTC
Public Relations Campaign. WACTC has identified the campaign as a top priority to grow
advocacy for community and technical colleges based on the Doug Gould research.
TAB 7, Page 2
Background Information
Attachment A: Economic Development one-pager
Attachment B: Completions one-pager
Attachment C: I-BEST “Call to Action” one-pager
Recommendation/Outcomes
The Board will be updated on the status of key legislation and topical issues, current and
upcoming messaging materials, and the statewide public relations plan. Staff is seeking Board
input on policy legislation where the system could reasonably exert influence and direction.
Prepared by: Alison Grazzini Smith, 360-704-4394, agsmith@sbctc.edu
Laura McDowell, 360-704-4310, lmcdowell@sbctc.edu
TAB 7
Attachment A
Washington’sCommunityandTechnicalColleges
BuildingaProsperousEconomy
We’reeveryone’sbusiness
FocusonSTEM
Washington’s community and technical colleges are a collective, powerful, unmatched resource for advancing prosperity through education. Our 34 colleges not only connect with employers in the regions where they operate, but also with each other through common programs – like advanced manufacturing and allied health – that align with Washington’s overall job‐growth strategy. This approach connects every community to the full range of economic possibilities locally and regionally. People land good jobs, businesses grow and thrive, and our economy prospers. Washington faces an alarming shortage of people trained in science, technology, engineering and math (STEM). According to a recent economic study, Washington’s two‐year colleges and former students add $11 billion annually to the state’s economy.1 Fillingandcreatingjobs
Employers are desperate for workers with mid‐
education level skills. 

By 2019, two‐thirds of all job openings in Washington will require at least one year of college education – with thousands in the mid‐
level of education offered specifically at community and technical colleges.2 From 2014 to 2019, Washington is predicted to produce 34,000 people a year with associate degrees, certificates, or one year of college‐
level credits. That’s roughly 9,000 short of what the state predicts it will need each year.3 Community and technical colleges are not only job‐
fillers; they’re job‐creators. Our graduates bring talent, innovation, and entrepreneurship to employers, which boost productivity and job‐growth. Washington State Board for Community and Technical Colleges
It’s not only a matter of filling jobs in research, engineering or other professions that require a four‐
year degree. Critical shortages exist for technicians and skilled workers in advanced manufacturing, computer technology, and other STEM industries as well. Our colleges specialize in education and training for good, middle‐class jobs and careers in just these kinds of fields. According to Georgetown University, Washington will be third in the nation in STEM jobs by 2018.4 Washington can’t count on importing talent from other states to fill gaps. Competitor states are vying to keep their own talent in‐house. Importing STEM employees at the mid‐level of education is especially difficult because they’re less likely to relocate than those with bachelor’s degrees. Aligningwiththeeconomy
Ten Centers of Excellence across the state serve as economic development drivers for industries that create jobs: agriculture; allied health; aerospace and advanced materials manufacturing; clean energy; construction; education; homeland security; information and computing technology; international trade, transportation and logistics; and marine manufacturing and technology. Each center develops fast, flexible, quality programs that can be deployed quickly throughout Washington’s community and technical college system. www.sbctc.edu
March 1, 2013
Narrowingskillgaps
Understandingskillgaps: the
Understandingskillgaps:the
gameofmusicalchairs
gameofmusicalchairs
Through high‐impact business partnerships, two‐year colleges track local and state job needs and respond quickly to meet critical labor market shortages. Colleges discontinue programs that have become less relevant for the workforce and realign resources and students to meet the need. Walla Walla Community College President Walla Walla Community College President Steve VanAusdle likens the skills gap to two Steve VanAusdle likens skill gaps to two games of musical chairs. In the “high skills” games of musical chairs. In the “high skills” game, there are 100 chairs representing job game, there are 100 chairs representing job openings, with 48 people playing the game. openings, with 48 people playing the game. When the music stops, about half the When the music stops, more than half the chairs are empty. Employers search chairs are empty. Employers search elsewhere – out‐of‐state or out‐of‐country elsewhere – in other states or countries – to ‐‐ to fill the chairs. fill the chairs. In the “lower‐skills” game of musical In the “lower‐skills” game of musical chairs, chairs, there are 60 chairs but 100 people there are 60 chairs but 100 people are are playing the game. When the music playing the game. When the music stops, 40 stops, 40 people are left on their feet, people are left on their feet, unemployed. unemployed. For example, Washington’s community and technical colleges produced 77 percent more registered nurses between 2003 to 2011 to help fill a nursing shortage. From 2006 to 2011, two‐year colleges reprioritized their lean budgets to increase training for high‐demand aerospace and manufacturing jobs by 37 percent to grow these vital industries.5 Our colleges are in‐synch with the jobs of today – and tomorrow. Communityandtechnical
collegeeducationpays
The problem gets worse as the number of The problem gets worse as the number of chairs grows in the high‐skills game and chairs grows in the high‐skills game and shrinks in the low‐skills game. The solution: shrinks in the low‐skills game. The Move more people to the high skills game so solution: Move more people to the high they have a seat at the economic table and skills game so they can have a seat at the businesses thrive. With a certificate or degree from a Washington community or technical college in hand, graduates enter the workforce and land good family‐wage jobs. 
At career mid‐point, the average annual income of the typical associate degree graduate in Washington is $49,400, 35 percent more than someone with a high school diploma alone.6 
Seventy‐four percent of the students completing professional‐technical programs in 2009‐2010 were employed seven to nine months after leaving college, even in the midst of the recession. 7 Sources: 1. Economic Modeling Specialists, January 2011 2. A Skilled and Educated Workforce, 2011 Update by Higher Education Coordinating Board, State Board for Community and Technical Colleges, Workforce Training and Education Coordinating Board 3. A Skilled and Educated Workforce, 2011 Update (see above). Includes community and technical colleges and private career schools. 4. State‐level tab analysis: http://cew.georgetown.edu/stem/ 5. SBCTC data warehouse 6. Economic Modeling Specialists, January 2011 7. SBCTC data warehouse TAB7,AttachmentB
WashingtonCommunityandTechnicalColleges
BuildingaWork‐ReadyWashington
AccelerateandComplete!
Moving Students Further and Faster
Community and technical colleges continually develop and improve ways to move more students through school and into jobs faster. And it’s working. In fact, during the past five years – in the midst of historic cuts to higher education – our colleges responded by increasing the number of degrees and certificates completed by 46 percent. We rank 14th in the nation for graduation and transfer rates, and 12th for certificates and degrees produced. How do we do it?
Our nationally recognized Student Achievement Initiative tracks student progress and rewards colleges when more students reach key academic milestones and complete degrees and certificates. Other strategies we use to help students complete programs and degrees include: 
Competency‐based advancement – Community and technical colleges use innovative acceleration models that dissolve the step‐by‐step sequence of coursework in pre‐college courses. Academic assessments reveal knowledge gaps and classes focus specifically on those gaps, so students advance quickly into college‐level courses based on knowledge gained rather than time spent in a classroom. 
“Washington 45” – For students who want to transfer after one year, the new “Washington 45” agreement includes courses offered by community and technical colleges that satisfy 45 credits of general education requirements at any public college or university in Washington. 
Common course numbering – All 34 community and technical colleges use the same numbers for hundreds of courses so students transfer among colleges without repeating courses or losing credits. Completion and Transfer Rates (the latest data)
IPEDS (Integrated Postsecondary Education Data System) is the source used to report college completion data nationally. An often quoted three‐year IPEDS completion rate for community colleges nationwide (about 26 percent) does not include students who transfer to another two‐year college to finish their work or who transfer to a university early – before they have completed a two‐year degree. In Washington, 27.9 percent of “first‐time, full‐time” community and technical college students complete degrees and certificates within three years; 19.4 percent transfer, for a completion/transfer rate of 47.3 percent. An additional 10.3 percent of students continue to attend school to complete their programs. Cohort Year Started Fall 2008 Completion (certificates and degrees) Transfer Completion + Transfer Still enrolled Total (completed, transferred or still enrolled) 27.9% 19.4% 47.3% 10.3% 57.6% Washington State Board for Community and Technical Colleges | www.sbctc.edu | February 19, 2013 College Scorecard Limited
The White House College Scorecard draws data from IPEDS, the national “Integrated Postsecondary Education Data System” database. The scorecard might work well for comparing four‐year colleges and universities; however, the completions data paints a misleading picture of community and technical colleges because it excludes significant portions of our student population. The IPEDS database only captures full‐time, degree‐seeking students who have never enrolled in college before and who start fall quarter – a common profile for students at four‐year institutions but only a fraction of those at community and technical colleges. For calculating the completion rate, the database excludes: 
Part‐time students – Half of Washington’s community and technical college students attend school part‐time, usually because they’re working and cannot take on a full load of credits. 
Returning students – Many community and technical college students are adults returning to college to complete a degree, enhance their skills, or expand their knowledge to be competitive in today’s workforce. The median age of a Washington community or technical college student is 26. 
Students who began their studies in winter, spring or summer quarters – Community and technical colleges are generally more open than four‐year institutions to accepting new students after fall quarter. 
Students who take longer than three years to complete a degree – Many community and technical college students take longer to complete their studies because they work (43 percent), raise families (30 percent), and attend part‐time (50 percent). 
Students who transfer before earning an associate degree – Students in some majors are advised to transfer to four‐year institutions as sophomores or choose to transfer before completing an associate degree. For community and technical colleges, using IPEDS data is like looking through a set of binoculars and seeing a small portion of a much bigger scene. Reading the scorecard
This percent comes from the IPEDS database. It includes students who earn an associate degree or certificate within three years. The media often cite this percentage; however, many students transfer to another community or technical college to finish their education, or transfer to a four‐year university early – before earning a degree or certificate. These students are still successful even though they transferred. This percent reflects the transfers that are missing in the graduation rate (in orange above). So a more accurate measure of success for this example is: 18.1% + 27.9% = 46% completion success Even this percentage does not tell the full story because so many students are excluded (see bullets above). TAB7,AttachmentC
Washington’sCommunityandTechnicalColleges
IntegratedBasicEducationand
SkillsTraining(I‐BEST)
AcalltoactionforCongress
2012 changes to Pell Grant eligibility made “ability-to-benefit” students ineligible for financial aid, in effect requiring adult
students to either return to high school to get a diploma or pass a GED test before applying for aid. In the past,
students proved their ability to benefit by either passing a federally-approved ability to benefit test or successfully
completing six credit hours of college-level courses.
These changes are devastating for adult learners who lack a high school diploma or GED, but who are fully capable of,
and committed to, learning basic skills and job skills concurrently in career-path programs. It threatens to decimate the
Integrated Basic Education and Skills Training (I-BEST) program and other innovative approaches that allow students to
acquire basic skills and work skills simultaneously, getting them into living wage jobs quickly.
Washington’s community and technical college system is calling on Congress to restore federal financial aid eligibility for
students in I-BEST and similar career-pathway programs across the nation.
WhatisI‐BEST?
Washington’s Integrated Basic Education and Skills Training Program (I-BEST) is a nationally recognized model that
quickly boosts students’ literacy and work skills so that students can earn credentials, get living wage jobs, and put their
talents to work for employers.
I-BEST pairs two instructors in the classroom – one to teach professional and technical content and the other to teach
basic skills in reading, math, writing or English language – so students can move through school and into jobs faster. As
students progress through the program, they learn basic skills in real-world scenarios offered by the job-training part of
the curriculum.
I-BEST challenges the traditional notion that students must complete all basic education before they can even start a jobtraining program. This approach often discourages students because it takes more time, and the stand-alone basic skills
classes do not qualify for college credit. I-BEST students start earning college credits immediately.
This research-based program was named a Bright Idea by Harvard’s John F. Kennedy School of Government in 2011 and
is being replicated and implemented across the country.
Abenefittotheeconomy
Talent and skills determine the competitive edge in today’s economy, yet one out of every six people in Washington
lacks the basic reading, writing and math skills to get living-wage jobs and meet the needs of employers. This segment of
Washington’s population is growing quickly at the same time that most jobs now require college experience. By 2019,
two-thirds of all new jobs in Washington State will require at least one year of college education.
In order to have a vibrant economy, Washington employers need access to skilled, credentialed workers and all
residents need access to opportunities that allow them to earn a living wage.
Washington State Board for Community and Technical Colleges
www.sbctc.edu
March 12, 2013
Dramaticresults
AcrosstheUnitedStates
Research conducted separately by the Community
College Research Center and the Workforce Training
and Education Coordinating Board found that I-BEST
students outperform similar students enrolled in
traditional basic skills programs. I-BEST students are:
The I-BEST approach is spreading across the nation.
Washington’s community and technical college system
has provided information and assistance to 20 other
states seeking to adopt I-BEST and similar programs:
Minnesota, Indiana, Oklahoma, Wisconsin, Illinois,
Kansas, Kentucky, North Carolina, Alabama, California,
Colorado, Connecticut, Georgia, Louisiana, Maryland,
Mississippi, New Mexico, Oregon, Rhode Island and
Texas. Our assistance to other states was made
possible by funding from Jobs for the Future, private
foundations, and other state systems.




3 times more likely to earn college credits.
9 times more likely to earn a workforce credential.
Employed at double the hours per week (35 hours
versus 15 hours).
Earning an average of $2,310 more per year than
similar adults who did not receive basic skills
training.
More than 3,000 students are enrolled in I-BEST
programs each year. Students served by I-BEST are:






In need of basic education in areas such as math,
reading and writing, speaking and listening.
An average of 30 years old and mostly female –
62 percent.
Often people of color – 41 percent as compared to
26 percent of the state’s population.
Speakers of English as a second language –
21 percent.
Have one or more dependent children –
47 percent.
Often without a high school diploma or GED.
ThroughoutWashington
The Washington State Board for Community and
Technical Colleges has approved 170 I-BEST programs
in areas such as:








Healthcare
Early childhood education
Automotive and transportation
Water management/green jobs
Aeronautics and manufacturing
Architecture/engineering
Office technology
Trades
Programs are designed to get students to the first
“tipping point” toward financial security – a year of
college education and a vocational certificate.
Community and technical colleges are now expanding
the combined workforce training-academic instruction
model for other student populations.
REGULAR MEETING AGENDA ITEM
TAB 8
March 28, 2013
Discussion
Action
Topic
Financial Aid System Update
Description
The 2012 Washington State Legislature directed the Washington State Student Achievement
Council (WSAC) to report on the effectiveness of the State Need Grant program in meeting the
higher education needs of low-income students and achieving the state’s higher education goals
(E2SHB 2483). The report, due December 2014, requires the Council to examine student
outcomes, the impact of the State Need Grant in meeting the state’s educational attainment
goals, and options for prioritizing the State Need Grant based on institutional performance.
In addition, the 2012 operating budget (HB 2127) required the Washington State Institute for
Public Policy (WSIPP) to evaluate academic outcomes of State Need Grant students and to
conduct a longitudinal study to determine the extent to which the State Need Grant has
increased access and degree attainment, and whether the funding has been efficiently utilized.
The final phase of this study will be completed by December 2013.
In support of these efforts, WSAC convened a workgroup of financial aid administrators and
stakeholders in all sectors of higher education to conduct a comprehensive policy review of the
State Need Grant. The review was intended to complement the WSIPP study and provide
recommendations to the Council and legislators. Community and technical college
representatives on the WSAC workgroup crafted a CTC system State Need Grant position
paper (Attachment A: Research Report 13-1: A Descriptive Study of Washington State Need
Grant Eligible Students Enrolled in Community and Technical Colleges in 2011-12 – February
2013). The “working” position paper was vetted through the councils, commissions, and
WACTC for feedback and was revised in winter 2013.
These statewide efforts were discussed during the December 2012 State Board Study Session.
To more thoroughly understand the impact of the State Need Grant on community and technical
college students, David Prince and Darby Kaikkonen, SBCTC researchers, conducted a
focused study that looks at financial aid and student success issues related to community and
technical college students receiving State Need Grant aid. This study session will focus on the
research conducted by SBCTC researchers.
Key Questions


What are the policy implications from the SBCTC study that focused on the impact of the
State Need Grant on community and technical college students?
What State Need Grant policy position(s) best situate low income students to access
funding through the Washington State Need Grant?
Tab 8, Page 2
Analysis
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 CTCs receive approximately 36
percent of State Need Grant funding.
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.
The SBCTC report on the impact of the State Need Grant on community and technical colleges
concludes that:

The percent of eligible students not receiving aid has risen substantially in the past five
years as college enrollments swelled.

Students who receive the State Need Grant have significantly more of their financial needs
met than eligible students who are not served. The difference in financial aid received and
the corresponding difference in financial need that is met by aid is due almost entirely to
receipt or non-receipt of the State Need Grant.

Retention is significantly higher if eligible students receive a State Need Grant.
Background
Attachment A: Research Report 13-1: A Descriptive Study of Washington State Need Grant
Eligible Students Enrolled in Community and Technical Colleges in 2011-12 – February 2013
Washington State Need Grant Review - December 2012, State Board Study Session
http://www.sbctc.edu/general/admin/SB_Packet_Complete_December_2012.pdf
Outcomes
Staff will provide an overview of the State Need Grant study conducted by researchers David
Prince and Darby Kaikkonen. SBCTC staff will update State Board members on the State Need
Grant position paper and legislative action. State Board members will have an opportunity to
provide feedback on State Need Grant research and position paper.
Prepared by: Michelle Andreas, 360-704-4338, mandreas@sbctc.edu and
David Prince, 360-704-4347, dprince@sbctc.edu
Research Report
13-1
Tab 8, Attachment A
A Descriptive Study of Washington State Need Grant Eligible Students Enrolled in
Community and Technical Colleges in 2011-12
February 2013
Who colleges were both able and not able to serve due to funds available
The State Need Grant is Washington State’s largest financial assistance program for low-income, needy,
and disadvantaged residents attending institutions of higher education. It provides financial assistance to
low-income residents attending an undergraduate institution in Washington. Currently, students with an
income under 70 percent of the state’s median family income (MFI) (currently $57,500 for a family of
four) can receive a grant award that covers their tuition and fees.
Community and Technical College (CTC) students make up the majority of students eligible for and
served by the State Need Grant .1 As early as five years ago, nearly all students enrolled in CTCs who
were eligible for the Need Grant were served by it.
In recent years the number of eligible students in all sectors has risen with higher enrollments.
Significantly, colleges have had insufficient Need Grant funding to meet this increased demand and as a
result have been unable to serve many of these students. The majority of these not served students are in
the two-year public sector. In 2011-12 there were 65,533 Need Grant eligible students enrolled in the
two-year college system. The Need Grant served 47,626 students (73% of all eligible students) and
17,927 students (27% of all eligible students) were not served.
The issue remains critical as despite a leveling of enrollments in the slowly recovering economy, CTCs
project to stay over enrolled for the foreseeable future and this suggests that demand for the Need Grant
will stay high.
Key Findings
This report describes two year CTC students eligible for and enrolled in CTCs in 2011-12. It compares
eligible students who were served and not served for demographics, enrollment status, and college
retention rates.



1
The percent of eligible students not receiving aid has risen substantially in the past five years as
college enrollments swelled.
The report shows that for students with similar characteristics and similar financial need,
retention is significantly higher if eligible students receive a Need Grant.
Students who receive the Need Grant have significantly more of their financial needs met than
eligible students who are not served. The difference in financial aid received and the
corresponding difference in financial need that is met by aid is due almost entirely to receipt or
non-receipt of the Need Grant.
http://www.wsac.wa.gov/sites/default/files/SFAAnnualReport2012_0.pdf
For Information about the report contact:
David Prince, Director of Research and Analysis
Phone: 360-704-4347 Email: dprince@sbctc.edu
Darby Kaikkonen, Policy Research Associate
Phone: 360-704-1019 Email: dkaikkonen@sbctc.edu
Washington State Board for Community and Technical Colleges
TDD 800-833-6388
Annually, how many students have been eligible for and served by the State Need
Grant between 2007-08 and 2011-12?
The proportion of students
eligible for the Need Grant
% of CTC Eligible Students Served and Not Served by the State
Need Grant
who are served decreased by
2%
7%
2.5 students served for every
ten eligible since 2007-08. In
27%
28%
30%
2007-08, 41,950 CTC
students completed financial
98%
93%
73%
72%
70%
aid applications and were
deemed eligible for the Need
Grant. Of these, 98% were
2007-08
2008-09
2009-10
2010-11
2011-12
served. Throughout the
(Eligible
(Eligible
(Eligible
(Eligible
(Eligible
recession college enrollments
N=41,950)
N=45,990)
N=57,386)
N=64,556)
N=65,533)
swelled and with that the
Served
Not served
number of Need Grant
eligible students increased.
In 2011-12, 65,533 students were deemed Need Grant eligible. Of these, 47,626 (73%) were served and
17,927 (27%) were not served. The high water mark for not served students was in 2010-11, when
19,158, or 30%, of Need Grant eligible students were not served.
What is the enrollment status for eligible students who are served and not served by
the State Need Grant in 2011-12?
Need Grant Eligible Students Served and Not Served by First Quarter Enrolled.
About three-fourths (75%) of Need Grant eligible students begin the academic year in fall quarter.
Another 15% started in winter and 10% started in spring (a very small percent begin in summer quarter,
but are excluded from this
% of Need Grant Eligible Students Served and Not
analysis). In 2011-12, 84% of
Served by Academic Quarter Start 2011-12
Need Grant eligible students
who started in fall were served.
16%
In contrast, 45% of those who
started in winter quarter were
55%
served and 26% of those who
74%
started in spring were served.
84%
Therefore, eligible students are
significantly less likely to be
45%
26%
served if they start college later
in the year when grant funds
Fall Quarter Start
Winter Quarter Start
Spring Quarter Start
are depleted.
(Eligible N=48,885)
(Eligible N=9,899)
Served
Research Report
February 2013
2
(Eligible N=5,493)
Not served
Washington State Board for Community
and Technical Colleges
Need Grant Eligible Students Served and Not Served by Part and Full-Time Status in 1st Quarter
Enrolled
In 2011-12, 49,191 of the eligible
students enrolled full-time in
their first quarter of college,
excluding summer quarter.
Eligible students who start fulltime have the greatest likelihood
of being served (76 percent).
Less than half-time students are
the least likely to be served,
although over half (55%) are.
% of Need Grant Eligible Students Served by Quarter
Start Enrollment -2011-12
76%
69%
66%
FullTime
3/4 Time
(Eligible N=49,191) (Eligible N=8,351)
55%
HalfTime
Less Than Half Time
(Eligible N=3,465) (Eligible N=3,282)
Characteristics of served and not served students in 2011-12
In 2011-12, 65,533 students enrolled in community colleges were eligible for State Need Grants. The
majority of all eligible students are older, independent students. Seventy-three percent (73%) of all Need
Grant eligible students were served. The average median family income (MFI) for full-time/full-year
students served by the Need Grant is at the 25th percentile and at the 28th percentile for not served students.
Nearly nine out of ten (87%) of all eligible students are below the 50th percentile ($41,000 for a family of
four). Students identifying their race category as white make up a higher proportion of served vs. not served
students. Students who identify their ethnicity as Hispanic make up a smaller proportion of served vs. not
served students.
Total (N=65,533)
Male (n= 25,832)
Female (n=39,163)
Average Age
Dependent (n=18,741)
Independent (n=46,254)
Native American (n=1,114)
Asian (n=3,830)
African American (n=5,452)
Hispanic (n=7,887)
Multi-Racial (n=2,925)
Other (n=1,339)
Pacific Islander (n=472)
Unknown Race/Ethnicity (n=3,152)
White (n=38,824)
0-50% MFI (n=56,432)
Average MFI Percentile for FullTime Students
Research Report
February 2013
Served as % of Column
Total N
Not Served as % of Column
Total N
47,626
39%
61%
27.8
28%
72%
2%
6%
8%
11%
4%
2%
1%
5%
61%
87%
17,927
40%
60%
26.8
30%
70%
2%
6%
9%
14%
5%
2%
1%
5%
57%
87%
25%
28%
3
Washington State Board for Community
and Technical Colleges
What kinds and how much financial aid do students eligible for the Need Grant
receive?2
Aid by Source
Eligible students served by the Need Grant receive on average $11,496 in total financial aid. This
compares to $8,235 received by eligible students not served by the Need Grant. The largest source of
aid by dollar amount is federal aid. Of all eligible students, 97% receive some federal financial aid.
Students served by the Need Grant receive more federal aid than those not served on average. Served
students are also more likely to receive aid from all other sources; however, average institutional awards
and other aid are larger for not served students.
Average Award (Students with Aid) Received by Source For a Full-Time/Full Year Student
State
Federal
Institutional
Other Aid
Total Aid
Served
$3,174
$7,885
$1,233
$2,245
$11,496
Not Served
$2,347
$7,169
$1,694
$2,595
$8,235
% of SNG Eligible Students Receiving Aid by Source
State
Federal
Institutional
Other Aid
Served
100%
97%
23%
7%
Not Served
14%
97%
10%
6%
Aid by Type
Grants and loans provide most of the financial aid that students receive. Eligible students served by the
Need Grant receive $8,338 in total grant aid. Ninety-seven percent (97%) of eligible students not served
by the Need Grant receive other types of grant aid, primarily the Pell grant. The average amount of
grant aid awarded to these not served students is $5,515.
Average Award (Student with Aid) Received by Type For a Full-Time/Full Year Student
State
Federal
Institutional
Other Aid
Served
100%
97%
23%
7%
Not Served
14%
97%
10%
6%
% of SNG Eligible Students Receiving Aid by Type
2
Grants
Work Study
Loans
Served
100%
7%
37%
Not Served
97%
2%
34%
All analyses of aid and need exclude 538 students enrolled in more than one college during the year.
Research Report
Washington State Board for Community
February 2013
4
and Technical Colleges
Grant Awards Detail
Eligible students served by the Need Grant receive $2,823 more in grant aid than not served students
receive. The difference in grant aid is due entirely to the Need Grant.
Average Grant Awards (Students with Grant Aid) Received by Type For a Full-Time/Full Year Student
Total Grants
$8,338
$5,515
Served
Not Served
Need Grant
$2,779
$0
Pell Grant
$4,872
$4,554
Five Year Loan Borrowing Trend
Loans as a percent of aid received by
Need Grant eligible students enrolled in
community and technical colleges has
risen from 23% of all aid dollars in
2007-08 to 27% of all aid dollars in
2011-12. The percent of Need Grant
eligible students who borrow has risen
from 31% to 36% in this five year
period.
SNG Eligible Students: Loans and Borrowers
5 Year Trends
50%
23%
27%
31%
36%
0%
Loans as % of Total Aid Borrowers as % of SNG Eligible Students
2008 (Total Loans- $58.1 million, 13,100 student borrowers)
2009 (Total Loans- $70.1 million, 14,400 student borrowers)
2010 (Total Loans $103 million, 19,000 student borrowers)
2011 (Total Loans- $123.7 million, 22,200 student borrowers)
2012 (Total Loans- $135.6 million, 23,600 student borrowers)
Loan Detail 2011-12: Served and Not Served Borrowers
About one third of eligible students borrow federal loans. Borrowing is similar for served and not
served students.
Rates of borrowing are slightly higher for served students (37% versus 34%); however, not served
students have slightly higher average loan amounts.
Average Grant Awards (Students with Loan Aid) Received by Type For a Full-Time/Full Year Student
Served
Not Served
Total Loans
$6,917
$7,341
Subsidized Stafford Loan
$3,475
$3,517
Unsubsidized Loan
$4,288
$4,481
% of SNG Eligible Students Receiving Any Loan Aid by Type
Served
Not Served
Research Report
February 2013
Total Loans
37%
34%
Subsidized Stafford Loan
34%
33%
5
Unsubsidized Loan
29%
25%
Washington State Board for Community
and Technical Colleges
How much financial need is met by aid?
Need is the amount to fill the gap between a student’s cost of attendance (tuition, books, living
expenses) and their expected contribution. Eligible students served by the Need Grant have an average
need of $15,573 prior to receiving any aid. Not served students have a need level of $17,930. Served
students meet 72% of their need from financial aid. Not served students meet 57% of their need with
aid. The Need Grant meets an additional 17 percent of need for served students
% of Total Need Met by Aid for Full-Time/Full-Year Need Grant Eligible Students
Served
Not Served
Average Financial
Need
$16,062
$14,362
Average Total Aid
$11,496
$8,235
Average Need
Grant Aid
$2,779
$0
% of Need Met
by Total Aid
72%
57%
% of Need
Met by
Need Grant
17%
Need Met by Loans
The subsets of eligible students who also borrow have 80 percent or more of their need met. Loans play
a substantial part in meeting their need to these levels. Served students meet 87 percent of their need
after borrowing. Not served students meet 80 percent of their need after borrowing. Loans fill 39
percent and 47 percent of need respectively for served and not served students.
% of Total Need Met by Aid for Full-Time/Full-Year Need Grant Eligible Students Who Have Loans
Average
Loans
% of
Need
Met by
Total Aid
Average
Financial
Average
Total Aid
Average
Need Grant
Aid
Served and
Have Loans
$17,931
$15,582
$2,873
$6,917
87%
Not Served and
Have Loans
$15,573
$12,534
$0
$7,341
80%
Research Report
February 2013
6
% of
Need
Met by
Need
Grant
% of Need
Met by Need
Loans
16%
39%
47%
Washington State Board for Community
and Technical Colleges
What is the fall to spring retention and academic progress for served and not served
students in 2011-12?
Served students who start fulltime in fall are 12% more likely
than not served students who start
full-time to attend the entire year
full-time.
% of Eligible Need Grant Students Who Start Full-Time
in Fall and Stay Enrolled Full-Time for the Full Year
71%
59%
Served
Not Served
The overall fall to spring retention/completion for all served students is 82 percent. The same rate for
eligible students who were not served is 72 percent.
Attending full-time to start is the strongest predictor for spring retention or completion. Eighty-three
percent (83 percent) of full-time in fall students who received Need Grant awards were retained or
completed by spring. This compares to 72 percent for not served students. (Students analyzed include
both new and continuing
students.) With the exception of
Fall to Spring Retention/Completion Rates
students that started less than
2011-12 Eligible Need Grant Students- Served and Not
half-time, served students had
Served
significantly higher retention
than not served students in every 100%
83%
82%
78%
74% 69%
73% 71%
72%
72%
other category of fall start
80%
68%
enrollment.
60%
Largely as a result of more
continuous and more full-time
enrollment, served students earn
substantially more credits on
average throughout the year.
Served students earn 34 credits
during the year compared to 22
average credits earned for
eligible students not served.
Research Report
February 2013
40%
20%
0%
All Enrolled in
Fall
Full-Time In
Fall
3/4 Time in
Fall
Served
7
1/2 Time in
Fall
Less than 1/2
Time
Not Served
Washington State Board for Community
and Technical Colleges
REGULAR MEETING AGENDA ITEM
TAB 9
March 28, 2013
Discussion
Action
Topic
Transfer Reports
Description
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 polices and improving the transfer experience for our students. This spring we will
repeat this study on a more recent graduating cohort. In addition, we are working with the
Education Data Research Center and our colleges to develop annual feedback reports on
transfer students.
Key Questions


What questions will the transfer study and feedback reports help answer?
What policy issues would the State Board like to see examined in these or other studies and
reports?
Analysis
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 graduating 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.
Tab 9, Page 2
This spring SBCTC will repeat the study looking at a more recent graduating cohort. Baseline
study questions include:





What was the make-up of graduates at main campuses, branch campuses, and centers?
How many baccalaureate graduates entered four-year colleges directly as freshmen?
How many transferred from a community or technical college (CTC)? How many
came through other paths?
How many of the graduates who came through the CTC system took pre-college math
or English courses?
Among students who transferred from a CTC, how many earned degrees, and what
kind of degree did they earn?
By working with the OFM Education Data Research Center (EDRC) we are able to bring back
the database used in the initial transfer study (known by its acronym, MRTE), which links twoyear and four-year student records. Also working with the ERDC, we are planning annual
feedback reports for the system and colleges. We will report on annual transfer enrollments,
progress, and graduation. The reports will be disaggregated by two-year and four-year
institution, student class standing, and college major. Using MRTE, the system and the
colleges will be able to drill down even further for student and course enrollment questions to
understand who is transferring and how they perform after they transfer.
Background Information
The most recent study for the Role of Transfer in Bachelor’s Degree Attainment in Washington
State Public Baccalaureate Institutions was conducted in 2009 for the baccalaureate graduating
class of 2006. The full study is available at:
http://www.wsac.wa.gov/sites/default/files/HECBTransferStudyFINAL.pdf.
Recommendation/Outcomes
The Board will have an opportunity to discuss the transfer study and system feedback questions
regarding the policy issues they can help inform.
Prepared by: David Prince, (360) 704-4347, dprince@sbctc.edu, and Michelle Andreas,
360-704-4338, mandreas@sbctc.edu.
REGULAR MEETING AGENDA ITEM
TAB 10
March 28, 2013
Discussion
Action (Resolution 13-03-12)
Topic
Updating the State Board Retirement Plan – Investment Menu Revision
Description
Review and action on staff recommended investment menu for the State Board sponsored
retirement savings plans.
Key Questions




What changes to the investment menu are being recommended?
What was the basis of the recommendations?
Does the proposed menu provide sufficient diversity to address varying participant risk
tolerances and time horizons while maintaining low costs?
What are additional steps are planned to implement the updated investment menu?
Background Information
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
SB-VIP have access to 36 TIAA-CREF investment products.
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-in-class” 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
ratings1 and assessment of potential non-TIAA-CREF options by the TIAA-CREF Investment
Services internal Funds Research Group.
1
Morningstar rates mutual funds from one to five stars based on how well they've performed (after
adjusting for risk and accounting for all sales charges) in comparison to similar funds. Within each
Staff worked closely with the strategist to ensure the proposed menu provides options that meet
participants’ varying risk tolerances and time horizons and appropriate for a publically funded
retirement plan.
Analysis
The ultimate goal of this project is to offer a retirement plan that helps recruit and retain talented
employees by improving their ability to save for retirement. Through the investment menu, this
occurs by offering participants a diverse portfolio comprised of low cost funds based on
structured risk with a consistent history of positive returns along with fixed and variable annuities
that can prove helpful in delivering secure retirement income options. A broad and diverse
menu helps participants and their advisors create a tailored strategy to better meet individual
needs and motivate participants to take a more active role in their retirement planning.
The following principles were applied to narrow the 10,000 plus available mutual funds to those
options that would be closely evaluated:








Provide no-load funds (funds that do not charge a sales commission or redemption fee)
Avoid high-priced retail share class funds
Avoid small funds with limited liquidity
Provide “retirement plan appropriate” funds (reasonable levels of past and expected
volatility and appropriate as long-term investments)
Provide access to annuity investments
Provide a family of target date funds
Provide investment diversity through providing access to a variety of market sectors
(Large-, Mid- and Small-Cap, Bond, Global/International, Natural Resource, Energy,
etc.) and styles (value, growth, blend, actively managed and index funds)
Provide low cost offerings without sacrificing other attractive characteristics listed above
Application of these principles narrowed the investment option list to approximately 1,500. The
remaining funds were then evaluated by comparing historical performance, expenses,
risk/reward measures and fund ratings within investment type. After initial selection, the entire
Plan portfolio was reviewed to ensure diversity in style, market sectors, and risk. Attachment A
lists the investment menu recommendations. Attachment B shows the current and proposed
fund menus, assets, and participants in each fund and the fund ranking by dollars invested.
Summarizing the recommendations:
 Menu offerings increase from 36 to 38 (Target Date funds are counted as a single
option).
 The average Morningstar rating for the plan improved from an average 3.6 to 4.0.
 Fees increased slightly, from a simple average of .40 to .43 basis points. (The dollar
weighted average, based on participant investment choices, is in-line with current fees.)
 Historic annualized returns (net of expenses) significantly increased. Historic volatility
and benchmark tracking remain essentially the same as the current menu.
Morningstar Category, the top 10% of funds receive five stars, the next 22.5% four stars, the middle 35%
three stars, the next 22.5% two stars, and the bottom 10% receive one star. Funds are rated for up to
three time periods--three-, five-, and 10 years--and these ratings are combined to produce an overall
rating. Funds with less than three years of history are not rated. Ratings are objective, based entirely on a
mathematical evaluation of past performance.
 Consistency with which the menu offerings beat the benchmark improved. For example,
over the past five years, the current menu offerings beat their benchmarks about 54
percent of the time. For the same time period, the new menu beat its benchmarks
about 72 percent of the time.
Overall, the proposed menu is a significant improvement over the current menu, with much
stronger historic performance rankings, a higher average Morningstar rating and with fees
similar to those of the current offerings. The volatility and benchmark tracking numbers are in
line with the original menu and performance consistency improved significantly. The new
investment menu is attractively priced with important performance, diversification, and lifetime
income components that, taken together, make a very attractive benefit for Plan participants.
Attachment C summarizes the steps taken and planned for this project. Next steps include:



Refine plan governance documents, processes and forms - March through May
Implement participant communication plan which includes various mailers, e-mail
notices, on-site and electronic group and one-on-one counseling sessions - April through
June
April - Identify members of the Investment Advisory Committee
Outcomes/Recommendation
The Board will have an understanding of the basis of the recommended investment fund menu
and be in a position to act upon the recommendations.
Staff recommends that the Board approve the proposed Investment Menu through adopting
Resolution 13-03-12 with an effective date of June 5, 2013.
Prepared by: John Boesenberg, 360-704-4303, jboesenberg@sbctc.edu
STATE OF WASHINGTON
STATE BOARD FOR COMMUNITY AND TECHNICAL COLLEGES
RESOLUTION 13-03-12
A resolution on the investment options available to participants of the State Board Retirement
Plan and the State Board Voluntary Investment Program.
WHEREAS, the Legislature has authorized the State Board to sponsor retirement
savings plans, adopt governance provisions and extend such plans to employees as the State
Board may designate; and,
WHEREAS, the State Board has exercised this authority by establishing a Code Section
401(a) retirement saving plan, a Code Section 403(b) voluntary retirement savings plan,
adopting governing rules and Plan Documents and approving investment menu options; and,
WHEREAS, a review of the investment options within the Plan has been completed and
a new investment menu has been developed with the purpose of improving participants’ ability
to save for retirement;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical
Colleges hereby adopts the Investment Menu as listed in Attachment A, with an effective date of
June 5, 2013.
APPROVED AND ADOPTED on March 28, 2013.
Sharon Fairchild, Chair
ATTEST:
Marty Brown, Secretary
Attachment C
State Board Retirement Plan Update Timeline

Share information on SBRP improvement plans with the State Board and system
constituencies – October 24, 2012 through December 6, 2012 (Continues throughout
process).
o Share general information with State Board during October 24, 2012 Study Session.
o Reach out and share information with System constituencies throughout process but
have initial contact and discussion prior to December 6, 2012 Board meeting.

Define Investment Policy Statement and Implement - December 6, 2012.
o State Board acts on proposed Policy Statement during scheduled December Business
meeting.

Develop Investment Menu draft – February 28, 2013.
o Plan Administrator works with TIAA-CREF consultant to apply evaluation criteria to
identify “best-in-class” annuity, mutual and bond fund options representing diverse
market sectors.

Adopt Investment Menu and Develop Employee Communication and Education Program –
January - April 2013.
o Plan Administrator works with TIAA-CREF to develop a customized communication plan.
o During the State Board Business Meeting on March 28, 2013,
 The Board acts upon updated Investment Menu.
 Communication program plan is shared.
 Feedback is shared on possible elimination of Washington Administrative Codes
(WAC) and reliance on the Plan Document for SBRP governance.
o Preliminary communication with participants begins in April.

Begin Investment Advisory Committee Development – April 2013.
o Plan Administrator to develop the committee structure and, with help from TIAA-CREF,
train the new members in their roles.

Employee Communication and Education – April 2013 through October 31, 2013.
o Explanation of changes in the fund menu sent to participants by SBCTC and TIAA-CREF.
o Group and individual meetings held at college locations.
o Electronic “Meetings” hosted centrally but broadcast across the system.

Board acts on Plan Document and Rule Revisions – May 9, 2013.
o Plan Document is updated
o Rules are recommended for eliminations to avoid duplication with IRS required Plan
Document.

Fund Menu is Implemented - June 5, 2013.
o Plan Administrator signs amended Recordkeeping and Custodial agreements.
o New funds added and available to participants.
o Funds in eliminated mutual funds are mapped (transferred) to appropriate (like) mutual
funds on the new fund menu.
o Supporting documents updated to reflect changes.

Investment Advisory Committee in place – January 2014.
o First investment review of new offerings.
TAB 10
Attachment A
TIAA-CREF
Mstar Net
As of 12/31/2012
Overall Fee
New/Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Net
%-ile
Since Inception
Annualized Total Return
1 Year
%-ile 3 Year %-ile 5 Year
%-ile 10 Year %-ile Incep.
Date
Target Date Funds
TIAA-CREF Lifecycle Retire Inc Instl
TIAA-CREF Lifecycle 2010 Instl
TIAA-CREF Lifecycle 2015 Instl
TIAA-CREF Lifecycle 2020 Instl
TIAA-CREF Lifecycle 2025 Instl
TIAA-CREF Lifecycle 2030 Instl
TIAA-CREF Lifecycle 2035 Instl
TIAA-CREF Lifecycle 2040 Instl
TIAA-CREF Lifecycle 2045 Instl
TIAA-CREF Lifecycle 2050 Instl
TIAA-CREF Lifecycle 2055 Instl
AVERAGE
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Existing
Annuties
TIAA Traditional RA/GRA
CREF Money Market
CREF Bond Market
CREF Inflation-Linked Bond
CREF Social Choice (Moderate Allocation)
CREF Growth (Large Cap Growth)
CREF Stock (Large Cap Blend)
CREF Global Equities (World)
TIAA Real Estate Account
Existing
Money Market
TIAA-CREF Money Market Instl
New
New
Existing
New
New
New
Bonds
Prudential Short-Term Corporate Bd Z
PIMCO Total Return Instl (Intermediate-Term)
TIAA-CREF Bond Instl (Intermediate Term)
PIMCO Real Return Instl (Inflation-Linked)
Templeton Global Bond Adv (World)
BlackRock High Yield Bond Instl
4
4
4
4
4
3
3
3
4
3
4
3
3
4
4
4
3
0.39
0.41
0.42
0.44
0.46
0.47
0.48
0.49
0.49
0.49
0.49
0.46
0.42
0.45
0.45
0.46
0.47
0.49
0.52
0.92
3
6
3
4
6
5
6
5
6
5
9
5
9
16
2
2
9
1
0.15
5
5
3
5
5
5
0.52
0.46
0.33
0.45
0.65
0.67
11.51
12.67
13.47
14.62
15.60
16.53
17.32
17.52
17.56
17.53
17.65
3.00
0.00
5.29
6.40
10.98
15.87
17.26
18.45
10.06
16
3
3
2
4
4
4
3
5
6
1
5
71
49
72
40
17
30
0.04
19
10
4
16
8
9
5.60
10.36
7.34
9.25
16.15
17.12
8.25
8.62
8.81
9.05
9.16
9.31
9.33
9.37
9.34
9.34
6
1
3
9
7
11
8
12
8
13
8
3.99
0.00
6.32
8.44
8.15
10.47
8.86
7.04
12.11
67
32
37
27
57
47
0.06
16
12
41
6
4
16
4.07
3.26
2.77
2.26
1.70
1.08
0.82
0.88
0.58
0.54
4.55
7.75
7.01
9.53
8.68
12.68
18
30
34
44
41
50
51
32
49
47
11/30/07
01/17/07
01/17/07
01/17/07
01/17/07
01/17/07
01/17/07
01/17/07
11/30/07
11/30/07
04/29/11
40
4.79
0.51
5.42
6.54
3.46
2.08
0.54
-1.21
-2.63
70
42
19
32
56
58
0.70
15
25
45
5
15
2
4.01
4.23
3.85
3.35
2.88
2.36
2.18
2.29
0.54
0.50
2.49
5.59
8.34
6.08
7.90
10.25
9.56
4.46
1.67
4.79
6.15
6.47
6.93
7.63
7.44
4.60
62
44
47
50
19
65
1.93
6
7
49
2
1
10
4.69
6.82
5.17
7.13
10.84
10.47
1918
04/29/88
03/01/90
05/01/97
03/01/90
04/29/94
07/31/52
04/30/92
10/02/95
07/01/99
5
7
46
3
1
7
12/16/96
05/11/87
07/01/99
01/29/97
12/31/96
11/19/98
TIAA-CREF
Mstar Net
As of 12/31/2012
Overall Fee
Net
Annualized Total Return
%-ile
1 Year
%-ile 3 Year %-ile 5 Year
Since Inception
%-ile 10 Year %-ile Incep.
Date
Moderate Allocation
American Funds American Balanced R6
5
0.30
1
14.57
9
10.60
4
New
New
New
Existing
Existing
New
Existing
Large Cap
MFS Massachusetts Investors Gr Stk I (Growth)
Vanguard Growth Index Signal (Growth- Index)
Vanguard Total Stock Mkt Idx Signal (Blend - Index)
TIAA-CREF Growth & Income Instl (Blend)
TIAA-CREF Social Choice Eq Instl (Blend)
T. Rowe Price Equity Income (Value)
TIAA-CREF Large-Cap Value Idx Inst (Value - Index)
4
4
4
5
4
4
3
0.56
0.10
0.06
0.47
0.19
0.68
0.08
3
0
1
9
3
10
0
17.17
17.01
16.39
16.41
14.05
17.25
17.36
28
30
27
27
67
20
19
10.89
11.77
11.31
10.71
9.73
10.26
10.75
22
12
10
17
39
25
17
4.00
3.31
2.29
2.30
2.24
1.58
0.55
9
13
16
16
17
26
47
7.55
8.70
7.60
7.22
7.29
7
19
31
29
01/02/97
06/04/07
09/01/06
07/01/99
07/01/99
10/31/85
10/01/02
Existing
New
Existing
Mid Cap
TIAA-CREF Mid-Cap Growth Instl
Principal MidCap Blend Inst
TIAA-CREF Mid-Cap Value Instl
4
5
4
0.49
0.65
0.46
0
2
1
17.96
19.15
16.60
16
9
48
12.84
16.79
11.40
25
3
39
2.56
7.03
2.45
39
2
59
10.40
11.57
11.19
27
8
8
10/01/02
03/01/01
10/01/02
Small Cap
Vanguard Small Cap Growth Index Admiral
DFA US Small Cap I (Blend)
DFA US Small Cap Value I
4
4
3
0.13
0.37
0.52
1
4
1
16.03
18.39
21.72
40
19
11
13.95
14.44
13.78
16
11
9
5.15
5.51
4.47
20
16
47
10.46
10.84
11.27
20
16
12
03/25/99
03/19/92
03/02/93
4
3
3
0.46
0.09
0.53
0.88
1
1
6
4
21.19
19.09
31.29
21.43
14
32
1
20
8.30
4.06
6.40
28
46
10
-3.33
-4.32
43
66
8.36
8.93
38
26
0.10
0.28
0.74
1
1
9
17.67
2.73
5.31
29
35
1
17.98
4.66
6.51
New
New
New
New
New
Existing
Existing
New
International Stock
American Funds New Perspective R6 (World)
TIAA-CREF International Eq Idx Instl (Foreign - Index)
TIAA-CREF International Eq Instl (Foreign)
Oppenheimer Developing Markets I (Emerging)
New
New
New
Miscellaneous Sector
Vanguard REIT Index Signal (Real Estate)
Vanguard Energy Adm (Natural Resource/Energy)
PIMCO Commodity Real Ret Strat Instl (Commodity)
Proposed Menu - 38 Choices - AVERAGES
Current Menu - 36 Choices - AVERAGES
3
5
5
4
3.6
Source: Morningstar & TIAA-CREF
0.43
0.40
4.9
3.7
25
35
14.52
36
3.41
4.07
15.82
21.54
24
29
1
23
29
6.07
-1.92
-0.85
23
6
1
28
39
1.43
14.71
7.67
9
1
05/01/09
05/01/09
10/01/02
07/01/99
12/29/11
06/04/07
11/12/01
06/28/02
TAB B, ATTACHMENT B
Washington State Board for Commuity & Technical Colleges
PROOSED NEW LINEUP EFFECTIVE June 5,2013
CURRENT INVESTMENT FUND MENU
NEW INVESTMENT FUND MENU
MAPPING ASSETS & ALLOCATIONS
ASSET TOTAL TOTAL PARTICIPANT COUNT FUND RANK BY ACTIVE PARTICIPANTS
$
LIFECYCLE FUNDS
TIAA-CREF Lifecycle Retirement Income Fund - Instl Class
TIAA-CREF Lifecycle Retirement Income Fund - Instl
Class
$
816,290 41 24
42
TIAA-CREF Lifecycle 2010 Fund - Institutional Class
TIAA-CREF Lifecycle 2010 Fund - Institutional Class
$
11,778,523 1,180 354
22
TIAA-CREF Lifecycle 2015 Fund - Institutional Class
TIAA-CREF Lifecycle 2015 Fund - Institutional Class
$
19,661,306 924 511
14
TIAA-CREF Lifecycle 2020 Fund - Institutional Class
TIAA-CREF Lifecycle 2020 Fund - Institutional Class
$
22,839,697 1,025 639
11
TIAA-CREF Lifecycle 2025 Fund - Institutional Class
TIAA-CREF Lifecycle 2025 Fund - Institutional Class
$
21,928,747 984 645
12
TIAA-CREF Lifecycle 2030 Fund - Institutional Class
TIAA-CREF Lifecycle 2030 Fund - Institutional Class
$
15,709,646 894 591
19
TIAA-CREF Lifecycle 2035 Fund - Institutional Class
TIAA-CREF Lifecycle 2035 Fund - Institutional Class
$
17,569,263 942 616
17
TIAA-CREF Lifecycle 2040 Fund - Institutional Class
TIAA-CREF Lifecycle 2040 Fund - Institutional Class
$
18,114,984 1,307 781
15
TIAA-CREF Lifecycle 2045 Fund - Institutional Class
TIAA-CREF Lifecycle 2045 Fund - Institutional Class
$
3,529,988 557 410
38
TIAA-CREF Lifecycle 2050 Fund - Institutional Class
TIAA-CREF Lifecycle 2050 Fund - Institutional Class
$
1,992,727 281 208
40
TIAA-CREF Lifecycle 2055 Fund - Institutional Class
TIAA-CREF Lifecycle 2055 Fund - Institutional Class
$
22,643 15 14
45
$
627,148,339 14,466 4,860
1
GUARANTEED
TIAA Traditional Annuity
TIAA Traditional Annuity
CREF Money Market Account
CREF Money Market Account
$
67,146,030 11,929 3,823
8
TIAA-CREF Money Market Fund - Institutional Class
TIAA-CREF Money Market Fund - Institutional Class
$
4,940,487 399 237
35
$
7,147,336
MONEY MARKET
SHORT-TERM BOND
TIAA-CREF Short-Term Bond Fund - Institutional Class
Prudential Short Term Corporate Bond Fund Class Z
218
29
$
75,794,729 6,436 2,657
7
$
14,040,433 635 415
20
$
8,895,962 518 356
24
$
47,398,499 4,113 1,823
10
Yes
$
6,135,955 622 400
28
Yes
$
4,630,887
Yes
301
INTERMEDIATE-TERM BOND
CREF Bond Market Account
CREF Bond Market Account
TIAA-CREF Bond Fund - Institutional Class
TIAA-CREF Bond Fund - Institutional Class
TIAA-CREF Bond Plus Fund - Institutional Class
PIMCO Total Return Fund Inst Class
Yes
INFLATION-LINKED BOND
CREF Inflation-Linked Bond Account
CREF Inflation-Linked Bond Account
TIAA-CREF Inflation-Linked Bond Fund - Institutional Class
PIMCO Real Return Fund Inst Class
WORLD BOND
Templeton Global Bond Fund Advisor Class
HIGH YIELD FIXED INCOME
TIAA-CREF High-Yield Fund - Institutional Class
BlackRock High Yield Bond Portfolio Institutional Class
470
331
36
$
84,536,464 4,817 1,899
5
$
514,820 41 22
43
MODERATE ALLOCATION
CREF Social Choice Account
CREF Social Choice Account
TIAA-CREF Managed Allocation Fund - Institutional Class
American Funds Balanced Fund R6
Yes
TAB B, ATTACHMENT B
Washington State Board for Commuity & Technical Colleges
PROOSED NEW LINEUP EFFECTIVE June 5,2013
CURRENT INVESTMENT FUND MENU
NEW INVESTMENT FUND MENU
MAPPING ASSETS & ALLOCATIONS
ASSET TOTAL TOTAL PARTICIPANT COUNT FUND RANK BY ACTIVE PARTICIPANTS
$
LARGE CAP GROWTH
CREF Growth Account
CREF Growth Account
TIAA-CREF Large-Cap Growth Fund - Institutional Class
MFS Massachusetts Investors Growth Stock R5
TIAA-CREF Large-Cap Growth Index Fund - Institutional Clas Vanguard Growth Index Fund Signal
$
91,734,650 8,639 3,137
3
Yes
$
1,947,276 264 186
39
Yes
$
9,307,450 735 480
23
LARGE CAP BLEND - INDEX
CREF Equity Index Account
TIAA-CREF S&P 500 Index Fund - Institutional Class
Vanguard Total Stock Market Index Fund Signal
TIAA-CREF Equity Index Fund - Institutional Class
Yes
$
47,179,595 5,285 1,986
33
Yes
$
4,941,158 567 355
37
Yes
$
5,106,348 715 428
9
LARGE CAP BLEND
CREF Stock Account
CREF Stock Account
$
374,797,486 14,040 4,670
2
TIAA-CREF Growth & Income Fund - Institutional Class
TIAA-CREF Growth & Income Fund - Institutional Class
TIAA-CREF Social Choice Equity Fund - Institutional
Class
$
17,660,330 925 596
16
$
6,450,678 666 416
30
TIAA-CREF Social Choice Equity Fund - Institutional Class
LARGE CAP VALUE
TIAA-CREF Large-Cap Value Index Fund - Institutional
TIAA-CREF Large-Cap Value Index Fund - Institutional Class Class
TIAA-CREF Large-Cap Value Fund - Institutional Class
T. Rowe Price Equity Income Fund
TIAA-CREF Mid-Cap Growth Fund - Institutional Class
TIAA-CREF Mid-Cap Growth Fund - Institutional Class
$
10,250,494 735
480
$
11,054,239 1,106
714
$
7,718,417 893
567
26
$
16,146,560 1,197
751
18
Yes
$
5,613,321 755
461
34
Yes
$
9,033,686 1,123
764
25
76,955,608 7,997 2,990
6
Yes
31
MID CAP GROWTH
MID CAP BLEND
Principal Mid Cap Blend Institutional
MID CAP VALUE
TIAA-CREF Mid-Cap Value Fund - Institutional Class
TIAA-CREF Mid-Cap Value Fund - Institutional Class
SMALL CAP GROWTH
Vanguard Small Cap Growth Index Fund Admiral
SMALL CAP BLEND
TIAA-CREF Small-Cap Equity Fund - Institutional Class
DFA US Small Cap Portfolio Institutional
TIAA-CREF Small-Cap Blend Index Fund - Institutional Class
SMALL CAP VALUE
DFA US Small Cap Value Portfolio Institutional
WORLD STOCK
CREF Global Equities Account
CREF Global Equities Account
$
American Funds New Perspective R6
FOREIGN LARGE BLEND
TAB B, ATTACHMENT B
Washington State Board for Commuity & Technical Colleges
PROOSED NEW LINEUP EFFECTIVE June 5,2013
CURRENT INVESTMENT FUND MENU
NEW INVESTMENT FUND MENU
MAPPING ASSETS & ALLOCATIONS
ASSET TOTAL TOTAL PARTICIPANT COUNT FUND RANK BY ACTIVE PARTICIPANTS
$
TIAA-CREF International Equity Index Fund - Instl Class
TIAA-CREF International Equity Index Fund - Instl Class
$
21,057,436 1,023 647
13
TIAA-CREF International Equity Fund - Institutional Class
TIAA-CREF International Equity Fund - Institutional Class
$
7,299,741 1,601 1,001
27
Yes
$
426,781.8
82
64
44
Yes
$
1,399,388
217
171
41
Yes
$
5,598,582
801
538
32
87,725,875 9,624 3,940
4
DIVERSIFIED EMERGING MARKETS
TIAA-CREF Emerging Markets Equity Fund - Instl Class
Oppenheimer Developing Markets Fund Class I
TIAA-CREF Emerging Markets Equity Index Fund - Instl Class
REAL ESTATE SECURITIES
TIAA-CREF Real Estate Securities Fund - Institutional Class Vanguard REIT Index Fund Signal
MISCELLANEOUS SECTOR
TIAA Real Estate Account
TIAA Real Estate Account
$
NATURAL RESOURCES/ENERGY
Vanguard Energy Fund Admiral
COMMODITY BROAD BASKET
TIAA-CREF Global Natural Resources Fund - Institutional Cla PIMCO Commodity Real Return Strategy Fund Inst Class
Yes
$
192,892
6
5
46