First Report
Communications and Marketing Team
by:
Vice President of Student Affairs (Chair): Art Costantino
Vice President for College Advancement: Frank McGovern
Dean of Part-Time Studies: Susan Fiksdal
Associate Vice President for Enrollment Management: Steve Hunter
Interim Director of College Relations, Kate Lykins Brown
Senior Admissions Officer: Christine Licht
Director of Government Relations: Edie Harding
Faculty members: Duke Kuehn and Sandy Nisbet
Administrative Secretary to the President: John Carmichael
TABLE OF CONTENTS
1. BACKGROUND .....................................................................................................................................................3
2. CONTEXT ..............................................................................................................................................................4
3. RESEARCH QUESTIONS ....................................................................................................................................5
4. SCOPE AND OBJECTIVES .................................................................................................................................5
5. METHODS ..............................................................................................................................................................6
6. FINDINGS...............................................................................................................................................................8
A.
B.
C.
WHAT ARE THE CURRENT PERCEPTIONS OF EVERGREEN HELD BY VARIOUS GROUPS? .....................................8
Perceptions of High School Students .........................................................................................8
Perceptions of Community College Transfers ............................................................................9
Perceptions of Donors (all alumni in this case) .......................................................................10
Perceptions of Community Leaders .........................................................................................10
THEMES, IMPLICATIONS AND STRATEGIES ..................................................................................................... 11
HOW WILL THE STRATEGIES IDENTIFIED BE IMPLEMENTED? .......................................................................... 12
7. NEXT STEPS ........................................................................................................................................................ 13
APPENDIX 1 - STAFF AND STUDENTS CONSULTED BY STAMATS .......................................................... 14
APPENDIX 2 - STORY BOARD FOCUS GROUP CONSULTATIONS ............................................................ 15
3
1. BACKGROUND
In August 2000, President Les Purce convened a Communications and Marketing (C&M) team
to coordinate efforts to promote The Evergreen State College through a common set of positive
messages that accurately reflect Evergreen’s mission and who we are as a public college. This
type of coordinated effort is typically referred to as Integrated Communications and Marketing.
The President formed the Communications and Marketing Team comprised of representatives
from offices actively involved in institutional image-building including the development office,
student affairs, college relations, government relations, the admissions office, alumni affairs, and
academics. The group was asked to assess the effectiveness of present efforts to communicate
the College’s message through a review of the Strategic Plan, Student Recruitment Plan and the
Reaccreditation Self-Study as well as through its own research.
The work of the C&M group is divided into two initial phases: Phase I, completed with this
report, provides findings and draft recommendations in three key areas: 1) perceptions of
Evergreen by various groups, 2) common themes identified through research and data gathering,
and 3) communication strategies. Phase II will be completed in June 2002. It will review
implementation of the recommendations made in this report and focus on ways to strengthen
communications with donors, the community, and legislators.
Chart 1 : Fall Application Progress - Undergraduate Applications, 1996-2000
4000
1998 7/10 Cut-off
1997
5/2 cut-off
3500
1996
3/1 cut-off
3000
2000 cut-off
9/22
2500
1999 cut-off
6/25
2000
Fall 2000
Fall 2000 to Fall 1999
1500
1000
500
2000
1999
Chg
Residents
Nonresidents
2001
1379
1856
1382
+145 ( +8%)
- 3 ( -0%)
Total
3380
3238
+142 ( +4%)
9/
24
9/
10
8/
27
8/
13
7/
30
7/
14
6/
30
6/
16
6/
2
5/
19
5/
5
4/
21
4/
7
3/
24
3/
10
2/
25
2/
11
1/
28
1/
14
12
/3
1
12
/1
7
0
4
2. CONTEXT
While Evergreen's enrollments have grown steadily over the past 10 years, in recent years, we
have seen the rate of our applications decline. Enrollment growth has been achieved through
expansion of part-time offerings, by extending our application deadlines and by increasing yield
(the percentage of students who attend after applying). The College has never been successful in
attracting substantial numbers of students graduating from Washington State high schools.
Fall Quarter Undergraduate Degree-seeking Entering Class: Head Count
Fall 1996
Fall 1997
Fall 1998
Fall 1999
Fall 2000
WA High School-Directs1
WA High School-Lagged2
212
52
198
62
184
38
192
59
216
67
Out-of-State High School-Directs
Out-of-State High School-Lagged
206
51
200
45
204
54
166
45
153
46
WA 2-Yr. College Transfers3
Out-of-State 2-Yr. College Transfers
366
61
497
72
530
79
487
82
590
88
WA 4-Yr Transfers4
Out-of-State 4-Yr Transfers
133
122
174
136
151
128
143
123
168
137
Former TESC Students Returning5
25
39
24
45
65
Total Undergraduate Entering Class
1228
1423
1392
1342
1530
Evergreen has an immediate challenge to address the decreasing rate of applications.
Evergreen’s long term challenge is to increase the number of qualified students enrolled over the
next 10 years from 4,000 to 5,000 students (Evergreen’s 1998 Self Study, Strategic Plan 2000,
the Higher Education Coordinating Board Master Plan 2000). Competition for prospective
students has increased substantially among the public baccalaureate institutions in the state,
especially the branch campuses and among the independent colleges, out-of-state institutions,
and non traditional higher education providers such as virtual universities.
The Strategic Plan 2000 also identifies the need to strengthen community partnerships as well as
to diversify the College’s funding base. Currently, the College depends upon state funds (62%)
and tuition (38%). A concerted effort is being made to reach out to donors, foundations, and
other sources to expand the College’s funding base in new ways. The need to attract new
students and raise private funds requires clear and effective communications about what
Evergreen has to offer.
1
Students graduating from high school during the prior year
Students without post-secondary credits graduating from high school more than one year prior to enrollment at
Evergreen
3
Students enrolling from Community Colleges
4
Students enrolling from Baccalaureate Colleges
5
Students formerly enrolled at Evergreen who have been out for more than one year re-applying for admission
2
5
Chart 2 : The Proportion of Evergreen's Operating Costs Covered by Tuition Has
Increased from 22% to 38%
90%
Tuition
78%
80%
State Gen Fund
74%
73%
68%
70%
65%
63%
61%
62%
61%
62%
60%
60%
50%
39%
40%
37%
38%
39%
40%
38%
35%
32%
30%
27%
26%
22%
20%
10%
0%
FY 91
FY 92
FY 93
FY 94
FY 95
FY 96
FY 97
FY 98
FY 99
FY 00
FY 01
3. RESEARCH QUESTIONS
In discussing the challenges of communicating and marketing the College, four critical questions
were examined:
a. What current perceptions of Evergreen are held by a variety of groups?
b. Are there common themes which can be derived from these perceptions? What are their
implications?
c. Based on these themes, what strategies can be used to promote the college?
d. How will these strategies be implemented?
4. SCOPE AND OBJECTIVES
The C&M team intends to develop a comprehensive, institution-wide effort to communicate
mission-critical values and messages in ways that targeted audiences notice, understand and
respond to in a manner advantageous to the College. To be effective, integrated marketing and
communications must incorporate three aspects. First, the effort must be driven by good
research. How do key audiences perceive Evergreen, and what interests are important to them?
Secondly, an effective communications and marketing effort must be segmented so that
6
differences among audiences are addressed. The characteristics and needs of high school
students, community college students, donors, Olympia community leaders, and legislators vary,
and our messages to these groups should vary accordingly. Finally, to be effective, a
communications and marketing effort requires listening to our target audiences. To understand
the concerns of Evergreen’s audiences, many of whom have been subjected to a barrage of
pitches, there is a need to establish on-going relationships based on two-way communication.
Early on, the C& M team realized that it could not expect to develop plans to reach all target
audiences during the first year of work and, therefore, had to identify which audiences needed
the most immediate attention in the shortest time frame. We chose to focus on the following
audiences:
1.
2.
3.
4.
5.
Students who attend Evergreen directly from state high schools
Students who attend Evergreen directly from out of state high schools
Community College transfers
Donors
Community leaders.
The C&M team chose these audiences because of the importance of ensuring adequate student
enrollments and of securing private funding at a time of modest increases in state funding.
While giving increased attention to these audiences, it was assumed that the college would
continue its work with other audiences, such as legislators, alumni and potential employees.
5. METHODS
The C&M team began its work by reading reports of research on recruitment at Evergreen and
articles about communications and marketing. In addition to relying on research already
conducted, the study group collected its own information through the use of two processes
(situational analysis, story boarding) as well as information provided by STAMATS through
focus group discussions that are described below. The team also distilled ideas about key
messages and potential vivid descriptors into a short list for future consideration. Given the
urgency of some of the work involved in enhancing the College's Web site, the team also
initiated a plan to redesign it. The sources of information used by the C&M team were the
following:
a. The Lawlor Report. In 1998, at the urging of the Vice President for Student Affairs, a
consulting firm (the Lawlor Group) was contracted to assess the perceptions of Washington
high school students about Evergreen. Members of the Lawlor Group met with Evergreen
faculty, staff and students, interviewed high school opinion leaders (counselors and teachers),
and sent a mailed survey to Washington high school students. The Lawlor Report of January
1999 summarizes key findings and offered a number of recommendations for improving the
recruitment of high school students.
b. STAMATS Web site review, and communications and marketing audit. In May 2001, the
College contracted with STAMATS to assist the College in the redesign of its Web site and
7
to undertake an evaluation of our current communications and marketing work, with an
emphasis on student recruitment. The STAMATS group is well known for its extensive
database on the needs and interests of prospective high school students. STAMATS
consultants met with faculty, staff and students during four days in May 2001. Although the
final written report is not due until the end of August, consultants shared some of their
preliminary thinking during a debriefing with the Vice President for Student Affairs and the
Interim Dean of Enrollment Services. Appendix 1 includes a list of individuals who spoke to
staff from STAMATS.
c. Institutional Research Office studies. For a number of years, the Office of Institutional
Research has conducted surveys about the characteristics of currently enrolled students,
about the involvement of currently enrolled students, and about retention. This data was
helpful to the C&M team in understanding the values and expectations of those students.
d. Enrollment Services and Part-Time Studies data. Evergreen offices that recruit students have
collected data to assist them in their recruitment work. This information identifies those
colleges with which we compete for students, some of the reasons students who are admitted
to Evergreen choose to attend other institutions, the major high schools and community
colleges from which we draw students, and the needs and interests of potential part-time
students.
e. Situational Analysis. Based on research and the experiences of staff, the C&M team
undertook a situational analysis for each of the target audiences. This served to identify the
strengths, weaknesses, opportunities and threats in our abilities to communicate successfully
with our targeted audiences. Strengths are comparative advantages that Evergreen has over
other schools or aspects of Evergreen upon which we can capitalize. Weaknesses are
problems or shortcomings that detract from Evergreen's ability to maintain a desirable
position with respect to other institutions. Opportunities are attractive occurrences or trends
that provide new advantages to Evergreen in communicating its message. Threats are those
events that could lead to a decline in Evergreen's ability to communicate its messages
successfully.
f. Story boards. The C&M team developed a story board format for each of the external
audiences. The story boards combined brainstorming and strategizing in cooperation with
target audiences selected. The C&M team conducted story board sessions with students who
attend Evergreen directly from in state high schools, students who attend Evergreen directly
from out of state high schools, Community colleges transfers (students and counselor),
donors, and community leaders. Staff who work with these external groups also participated
in the story boards.
The C&M team asked the representatives of each of these groups, "What vivid descriptors
would be most effective in communicating to your group?" and "What activities might best
attract students/donors/or community leaders to Evergreen?" (See Appendix 2 for a listing
of individuals who participated in story boards.)
8
6. FINDINGS
a. What are the current perceptions of Evergreen held by various groups?
The team summarized the perceptions (positive and negative/neutral) obtained during the story
board exercises from the different audiences and from previous research:
PERCEPTIONS OF HIGH SCHOOL STUDENTS
Approximately 40% of Evergreen students enter from high schools. Research on these students
indicates that their political and social activities tend to be more liberal than their peers at other
small liberal arts colleges. For the past 10 years, our freshman retention rate for new students
has fluctuated between 73% and 60%. Since students are influenced by what they hear from
their peers who attend colleges, our retention rates do not help us in recruiting students. By way
of comparison, fall-to-fall retention of freshmen at Central Washington University and EWU
runs in the high 70s, in the mid 80s at WWU and in the low 90s and the UW. Our major
competitors for high school students are spending more money and using increasingly
sophisticated approaches to attract high school students. The major perceptions of high school
students from in state and out of state are listed below. Perceptions for in state students were
gleaned from story boards, the Lawlor report and the STAMATS report. Perceptions for out of
state students were gleaned primarily from the story boards and work of the STAMATS group.
Perceptions of in state high school students
Positive Perceptions
From Lawlor report:
 Students that are more familiar with Evergreen
tend to rate the college slightly higher on all
attributes

Evergreen has data supporting the presence of
academic quality and rigor in the curriculum
(National Survey of Student Engagement)
Negative/Neutral Perceptions
From Lawlor report:
 The major factors influencing a favorable rating of
a college were: Reputation of the college;
Academic Ability of students; and Academic Rigor
of classes and programs. Of the respondents who
provided a rating for Evergreen, we tended to
receive our lowest ratings in these areas.
 2/3rds of high schools students are unfamiliar with
Evergreen
 Virtually all respondents indicated that they would
attend college to “prepare for getting good jobs”.
 Compared with “competitor” institutions (UW,
WWU, WSU, UPS, U of Oregon, Lewis & Clark,
Reed):
- “Evergreen is positioned as a college with
which students are not familiar, and among
those students who are familiar with the
college, they have neutral to negative overall
impressions of the college.”
- “Only two schools have higher unfavorable
ratings (as opposed to higher favorable
ratings): Evergreen and Reed College.”
9
Perceptions of in state high school students (continued)
Positive Perceptions
From Story Boarding
 Good college for self directed learners
 Student centered
 Small class sizes
 Good place for older/mature students
 Great place for creativity
 Natural beautiful campus
 Queer-friendly
 Political consciousness
Negative/Neutral Perceptions
From Story Boarding
 Evergreen is a place you can do anything you
want
 Unclear how college works without grades
 Catalog is hard to follow
 It takes a while to figure out what Evergreen is
all about even after being enrolled
 Evergreen is a slacker school
 Students tend to see Evergreen as place for
hippies and misfits
Perceptions of out of state high school students
Positive Perceptions
Negative/Neutral Perceptions
 Evergreen is a good value for non residents
 Not as diverse in terms of race as the College
promotes in its publications
 The physical environs of the Pacific Northwest
 Inability to major in something specific to
are attractive
further career development (e.g. music or art)
 The College is known for its activism
 Evergreen’s environmental studies program is a
draw.
 College is small
 Well known in higher ed community nationally
– attract faculty children
 Word of mouth about College is often how
prospective students learn about Evergreen
 College is left of center
PERCEPTIONS OF COMMUNITY COLLEGE TRANSFERS
Approximately 60% of Evergreen students attend as transfers, and Evergreen has a generous
policy of accepting credit from other accredited institutions. Competition for transfers has grown
dramatically in recent years with the opening of branch campuses in the South Sound and
increased spending on transfer recruitment from our competitors. Perceptions of community
college transfers are identified below. Most of these perceptions were attained from story
boarding sessions conducted with staff from the community colleges, with enrollment services
staff who visit community colleges, and with transfer students currently enrolled at Evergreen.
10
Positive Perceptions
 Easy to transfer credits
 Admissions deadlines flexible
 Flexible curriculum (contracts, internships)
 Acceptance of prior learning experiences
 Unique programs
 Convenient in terms of location
 Good price
 Attractive to those who are dissatisfied with
traditional universities
 Good availability of classes
Negative/Neutral Perceptions
 No readily identified majors
 Ever changing curriculum makes it hard to plan
for transfer student who has only a few years
left of school.
 Student body is leftist and too politically
correct
 Different learning environment
 Worried about getting a job after graduation
from liberal arts college
 People do not understand what
"interdisciplinary" means
PERCEPTIONS OF DONORS (ALL ALUMNI IN THIS CASE)
Evergreen ranks ninth in the size of its endowment as compared to 12 of its peer institutions
(Council of Public Liberal Arts Colleges data). In recent years, College Advancement has
enhanced programs to solicit major donors and provide deferred-giving opportunities. We have
no research data on the characteristics or perceptions of our donors. The perceptions identified
below were made in a story board session attended by donors who are also alumni.
Positive Perceptions
 Evergreen transforms lives
 Gift matters
Negative/Neutral Perceptions
 No culture of philanthropy on west coast
 Public colleges don’t need philanthropy
 Alumni donors tend to identify with individual
faculty and academic programs rather than with
the “college” as a whole
 Donors indicate that they give to support social
services agencies in the community and
elsewhere
PERCEPTIONS OF COMMUNITY LEADERS
The political activism of Greeners is viewed positively by some community members and
alienates others. Most community activists are identified with Evergreen even when they have
no ties to the College. The College has been making more regular contacts with the Olympian
and seeking increased representation by Evergreen staff on community boards and in voluntary
organizations. The perceptions listed below were primarily gleaned from story boarding with a
small group of community leaders.
11
Positive Perceptions
 Evergreen has improved the artistic and
intellectual quality of life in the area
 Evergreen has more support in the community
than College realizes
 Students are hard working and motivated
 Opportunities for part-time and continuing
professionals
 Learning space for activists
 Strong environmental consciousness
 Students work closely with faculty
 Students are involved in community service
b.
Negative/Neutral Perceptions
 The level of drug use at the college is perceived
to be high
 It is assumed that if a person dresses or acts
strangely, they must be an Evergreen student
 Hard to develop partnerships with the college
 Diverse within a narrow band
Themes, Implications and Strategies
From the above perceptions, four common themes emerged:
1. Evergreen is unique, complex and difficult to understand. It is challenging to convey that
story succinctly.
2. Most in-state high school students are unaware of the College.
3. Evergreen is perceived in vividly positive or negative terms by those who know the
College.
4. Evergreen is not perceived as a partner in the community.
The table below identifies these themes, their implications, and strategies based on these themes:
Common Themes
Evergreen is unique, complex
and difficult to understand.
Implications
The complexity of Evergreen
makes it hard to communicate
what the College does concisely.
We need to communicate the
uniqueness clearly to a public
that finds us hard to understand.
We need to use more personal
communication which reinforce
the value we place on individual
attention and enables us to be
responsible to the concerns of
individuals.
Strategies
Redesign and maintain Web
and make our site more
interactive
 Personalize communication
- Increase the use of faculty
to promote the college
- Developing strategies to
reach out to alums and
have them help College
convey to prospective
students and community
members their
“transformations”
- Develop individualized
communication sequence
for prospective students.

12
Themes, Implications and Strategies (Continued)
Common Themes
Most in-state high school
students are unaware of the
College.
Implications
We need to get the word out
about Evergreen through
increased efforts at making
contacts with prospective
students and others who
influence college-choice
decisions.




Evergreen is perceived in
vividly positive or negative
terms by those who know of the
College.
Evergreen is not perceived to
be a partner with the
community.
We need to build on the positive
and give people a reason to learn
about us.

We should be engaged with
community in a clear, proactive
fashion. Our involvements in the
community should be increased.
When we do participate in the
community, these involvements
should be made known.






c.
Strategies
Create 2nd integrated student
recruitment plan
Conduct communications
audit
Profile success of alumni;
portray more clearly the
academic experience and the
transformative experience
that students have.
Continue to explore Running
Start at Evergreen
Settle on vivid descriptors to
explain Evergreen
Incorporate vivid descriptors
into all communications
Advertise and create
community symposia.
Publicize current community
involvements
Develop outreach strategy
for community
Develop outreach strategy
for state alumni, K-12, and
business leaders
Develop an outreach strategy
for the legislature
How will the strategies identified be implemented?
Strategies
Redesign the web
Create plan to maintain the web
Responsible Parties
VP for Student Affairs, Dean of
Enrollment Services, Director of
College Relations, Web
coordinator, STAMATS
VP for College Advancement,
Director of College Relations
Time Frame
September 2001 (major
pages) and October 2001 June 2001 (second tier
pages)
September 2001
Dean of Enrollment Services,
Provost, Academic Deans, PUC
December 2001 to revise
practices
Personalize communication:
A) Increase the use of faculty to
promote College
13
Implementation (continued)
Strategies
B) Develop strategies to reach out to
alums and have them help the
College convey to prospective
students and community
members their transformations
C) Develop individualized
communications sequence for
prospective students
Create 2nd integrated student
recruitment plan
Conduct communications audit of
publications
Profile success of alumni, portray
more clearly the academic experience
and the transformative experience that
students have
Settle on vivid descriptors to explain
Evergreen
Incorporate vivid descriptors into all
communications
Advertise and create community
symposia
Publicize current community
involvement
Develop outreach strategy for
community
Develop outreach strategy for state
alumni, K12 and business leaders
Develop an outreach strategy for the
legislature
Conduct donor research
Responsible Parties
VP of College Advancement,
Director of Alumni Relations,
Dean of Enrollment Services
Time Frame
March 2002
Dean of Enrollment Services,
September 2001
Dean of Enrollment Services, and
staff from Tacoma, Tribal
Programs, Part-time Studies and
Graduate programs
Director of College Relations,
STAMATS
College Relations, Director of
Alumni Affairs
May 2002
C&M team and STAMATS
September 2001
C&M team, Publications office,
Content authors of publications
On-going, as publications
are revised and advertising
is generated
June 2001
President's Office, College
Advancement
Director of College Advancement
2001
On-going
On-going
C&M team
2001-2001
C&M team
2001-2002
C&M team
2001-2002
VP for College Advancement,
Director of Institutional Research
2002
7. NEXT STEPS
In the coming year, the Communications and Marketing team will monitor the implementation of
the above steps. The C&M group will also develop outreach strategies for the community, for
K12, for alumni, for business leaders, and for the legislature. As research is obtained regarding
the perceptions of our donors, we will also develop further strategies for this important audience.
APPENDIX 1 - STAFF AND STUDENTS CONSULTED BY STAMATS
During the visit the Stamats team met with staff, faculty, and students including:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Steve Hunter
Art Costantino
Phyllis Lane
Kitty Parker
Julie Slone
Holly Colbert
Nikki Amarantides
Wendy Freeman
Frank McGovern
Kate Brown
Esme Ryan
Judy Nunez-Pinedo
Nina Douglas
John Carmichael
Martin Kane
Steve Davis
Lisa Johnston
Barry Joynes
Dave Metzler
Beth Albertson
Mike Simmons
Laura Coghlan
Pam Toal
Virginia Darney
David Paulson
Nancy Taylor
Tom Womeldorff
Greg Mullins
Larry Geri
Two groups of first-year students
Diane Kahaumia
Brandon Rogers
Jeb Thornton
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
Michelle Elhardt
Chris Goddard
Jose Dominguez
Marla Skelley
Brian Shirley
Selmarie Stacy
Andrea Coker-Anderson
Sandee Bloomfield
Corey Lenneker
Jackie Barry
Les Purce
Stacia Lewis
Fletcher Ward
Clyde Barlow
Rita Pougiales
Paula Schofield
Russ Fox
Susan Aurand
Lucia Harrison
Sally Cloninger
Oscar Soule
Cheryl King
Therese Saliba
Eugene James
Tessa Rue
Neill Prohaska
Saoirse McCaig,
Tyler Chen
Kelli Sanger,
Diane Nelson
APPENDIX 2 - STORY BOARD FOCUS GROUP CONSULTATIONS
The Communications and Marketing Team conducted eight story board sessions during the Winter and
Spring of 2001.
Date:
Focus:
Guests:
February 5 and 26
In-state high school directs
None
Date:
Focus:
Guests:
March 5
Out of state students
Admissions staff (Qy-Ana Manning, Clarisse Leong, J.E.B. Thorton, Brandon Rogers)
Date:
Focus:
Guests:
March 5
Community College transfers
Admissions staff (Qy-Ana Manning, Clarisse Leong, J.E.B. Thornton, Brandon Rogers);
Community College staff (Scott Copeland, Centralia, and Karen Taylor, SPSCC)
Date:
Focus:
Guests:
March 12
Donors
Pam Toal, Director of Development; Michele Hager, Development Program Coordinator;
Chris Yates, Managing Producer for Performing Arts; Chris Meserve; Deb Barnett;
Denny Heck
Date:
Focus:
Guests:
March 12
Community leaders
Dick Nichols; Earlyse Swift; Kathy Williams; Patty Belmonte; Connie Lovelady
Date:
Focus:
Guests:
April 9
High school and community college students
Public Service Center staff (Gillies Malnarich, Emily Decker, Kathe Taylor, Bonnie
Marie, Magda Costantino), Lisa Johnston
Date:
Focus:
Guests:
April 16
High schools students
Currently enrolled students (Noel Hubbs, Margaret Graham, Lauryn Garza, Katie
Stassen, Steve Hortsmann, Michael Crites, Brian Frank, Lora Clem, Chris Somerville,
Rachel Kaster, Ania Goetzen, Ariel Stonebloom)
Date:
Focus:
Guests:
April 23
Community college transfers
Currently enrolled students (Sindi Somors, Stephanie Nelson, Chris Veblen, Sonja
Cortney, Jed Whittaker)