11 September 12, 2006 Dear Colleagues: One of the North Seattle Community College’s thrusts identified in our Strategic Plan is “toward improving the administrative processes and communication.” The dissemination of this 2005-2006 Annual report of the Student Development Services area is in alignment with the Strategic Plan. It is my hope that after reading this report, you are more familiar and supportive of the services provided by the SDS units. Please contact any of the SDS unit heads or myself for any suggestions on how we might enhance services during the 06-07 academic year. Thank you! Roy Flores, Vice-President Student Development Services 1 Table of Contents Page(s) Admissions/Registration Advising Center Services ChildCare Counseling Disability Services Financial Aid Services Student Leadership/ Multicultural Services Outreach/Entry Services Testing Center Upward Bound Wellness/Athletics Women’s Center SMART Outcome Reports 2-9 10-23 24-25 26-27 28-30 31-33 34-40 41-45 46-48 49-51 52-53 54-55 22 Student Development Services Annual Report 2005-2006 -2- ARRC ADMISSIONS, REGISTRATION, RECORDS AND CREDENTIALS DEPARTMENT MISSION STATEMENT As agents of change, ARRC encourages and supports personal and professional transformations by providing access to educational opportunities and services. STAFF MEMBERS Betsy Abts, Director of Admissions and Registration/Registrar Jasmine Adamek, Administrative Assistant to Marci Myer Anita Brunner, Program Coordinator - Registration Quynh Ho, Program Coordinator - Records Carolyn Kenney, Program Coordinator – Credentials Marci Myer, Dean of Student Development Services Jane Oberlander, Program Coordinator - Credentials Susan Shanahan, Director of Outreach Jayne Strom-Strebe, Program Support Supervisor Vacant, Program Coordinator - Credentials Fleetwood Wilson, Program Coordinator - Admissions The diversity of the 11 full time staff includes individuals of Asian, African and Native American descent; with ages between 30 and 57; all but one are female. Typically, more than two thirds of the work-study and hourly personnel are individuals of color. Student work-study and P/T employees have been integral in managing the workload in the department. With the use of lapse salary, we hired additional help to fill some of the voids. Though training of this staff is intense and ongoing, there is a tremendous value in having student employees. They provide an insight and perspective that has been beneficial in enhancing our services to students, partners, and faculty. Quarter Work-study Employees Hourly Employees Total Part-time Employees Summer Fall Winter Spring 7 8 8 5 5 9 9 12 12 17 17 17 SPECIFIC OBJECTIVE 2005-2006 In the spirit of collaboration and partnerships, the staff collaborated with several areas outside the ARRC department: Admissions/Outreach Develop a flow chart illustrating the tracking process for inquired and applied students who have not yet applied to NSCC and implement the system’s tracking process for inquired and applied students who do not register. ARRC/Financial Aid Facilitate an expanded professional development session for campus work-study, hourly employees and their work-site supervisors regarding work-site expectations, FERPA & 2 33 North Seattle Community College SDS Annual Report 2005-2006 Confidentiality requirements, payroll processes, communication and customer service skills, professional behaviors, and campus policies/procedures. Credentials/Advising Change the graduation application process to an earlier timeframe that is aligned with the registration timeframe for students’ final quarter. Students who will graduate at the end of Winter, Spring and Summer Quarters 2006 will apply for graduation during the normal registration timeframe. This timeframe begins on the 7th week of the prior quarter and will end at the end of the previous quarter. Other objectives within the ARRC area: ARRC To implement an email and after business hours voicemail as an increased service for communication with students, staff, faculty and the Information Center. To implement an Online Self Survey (SNAP) process where students can anonymously submit assessments of our services. These assessments will be compiled and reviewed during staff meetings, on a weekly basis. Changes, based on student feedback will be proposed and upon positive consideration, implemented. Credentials Expand the Credential Evaluators Ed Plan Worksheets for vocational/technical degree/certificate programs that will result in quicker and easier processing of graduation applications, more concise academic advising and graduation check-out for Faculty Coordinator in the pilot programs To implement the electronic transfer credit system that programs the equivalency tables that will assist with the accuracy and consistency of transferring in credits from other colleges. Records To research an automated online transcript request process. Currently all transcript requests are made in-person, via mail or via FAX. Replacing the current process with an online process will provide an excellent customer service to students as well as streamline the current labor-intensive process. This new process will also align North to what is now being accepted as industry standard practice. Registration To implement an online Enrollment and Degree Verification process that reduces the timeframe for verifications from 5 days to within 24 hours. SUMMARY OF OUTCOME (Same order as above) Admissions/Outreach 4 new point of contact codes were developed for use in the admissions module. Staff from marketing, outreach, admissions, worker retraining, and the switchboard, have a copy of these codes and are using them to code and track all inquires. New inquiry forms were developed. These forms hold the necessary data for the inquiry SD5030 screen. Designed and implemented a system to identify how many students progressed from inquired to enrolled status. ARRC/Financial Aid On October 25th, 2005 the ARRC Office and Financial Aid Office facilitated the expanded professional development session for campus work-study, hourly employees and their worksite supervisors regarding work-site expectations, FERPA & Confidentiality requirements, 3 44 North Seattle Community College SDS Annual Report 2005-2006 payroll processes, communication and customer service skills, professional behaviors, and campus policies/procedures. The following employees for the following departments also participated in the orientation. - Dorothy Dubia – PIO - David Bittenbender – HR - Jeffrey Vasquez – Student Leadership - Michael Shaw – Business Office - Kurt Simmons – Career Services A Powerpoint Presentation was created by Tigist Stangohr. There were a total of 32 attendees most of whom filled out a survey. Refreshments were also arranged and donated by the foundation. We think this continued endeavor would be beneficial once per year in the fall as a great way to kick off the year for our work-study students, student hourly employees and their supervisors. Credentials/Advising All agree that the new earlier graduation application deadline has assisted students with being able to better plan their final quarter. Because they are now meeting with their advisors when they are ready to apply for graduation during the registration period for their final quarter, they are able to fix any problems during their final quarter. This is different from the previous deadline where, by the time students had met with their advisor for the graduation application process, it was often times too late to fix any problems. Also, because the evaluators are printing the diplomas and certificates locally, they are now able to process the graduation applications and print certificates with out the constraints previously rendered by Jostens. They are now able to usually include late applications within the same process timeframe for the desired quarter of exit. The group also agreed that the PR push to advertise this change in application process was effective and that the Evaluators did not feel they received very many applications that missed the registration timeframe deadline. ARRC The email entity was set up and implemented. Voice mailbox was implemented so students can leave messages with the ARRC Office after regular business hours and on weekends. Their calls are returned within one business day. The Online SNAP Survey was successfully implemented and data from the submissions are now being aggregated and used for unit self-assessment. Credentials This has been an ongoing process in the implementation stages. Part of the implementation was contingent on the IT migration with ARRC to NET IDs. This was accomplished in May of this year. We hope to move forward with this project in 06/07. The electronic transfer process for non-professional technical courses has been implemented with consistently transferred courses programmed into the Translations Tables. These tables have been increased from 279 courses to 833. Records This process was successfully researched and the decision to go forward with the implementation process using the National Student Clearinghouse is the next step in 2006/2007. Registration The online degree/enrollment verification process was successfully implemented with the National Loan Clearinghouse. Students are now able to obtain either a degree or enrollment verification using an online process with 24 hours. 4 55 North Seattle Community College SDS Annual Report 2005-2006 HIGHLIGHTS OF THE YEAR Implemented expanded all campus hourly/work-study orientation, partnering with other departments to be held every fall quarter. Partnered with the Basic Skills department to register all new ESL students during their ESL orientation. Worked with the ESL Advisor to streamline the ESL Admissions/Testing/Advising process. New Admissions Coordinator, Fleetwood Wilson, added to ARRC team. New Credentials Coordinator, Jane Oberlander, added to ARRC team. Jayne Strom-Strebe promoted from Registration Coordinator to Program Support Supervisor. Researched online transcript process to be implemented in 06-07 Implemented ARRC email for increased ability to communicate with ARRC unit. Implemented after hours voicemail for evening and weekend students to communicate with ARRC unit. Implemented Online SNAP Self Survey process. Implemented National Clearinghouse Degree/Enrollment Verification process. Common Course Numbering state mandate - Continued efforts toward this mandate throughout the year. Accreditation, continued. STRENGTHS Commitment as a team is critical in an environment that demands constant change in systems, policies, and administrative processes. ARRC’s strengths continue to be its commitment to working as a cohesive team during challenging times and constant change. This commitment requires qualities of creativity and caring, patience and persistence from each team member. It is also as a team of skilled and knowledgeable staff members that ARRC continues to provide excellent service to North’s students, staff, and faculty. ARRC’s strengths are also in having developed strong relationships with both internal and external partnerships. These partnerships have been critical for maintaining healthy professional relationships both within and beyond the campus and assists with keeping NSCC’s programs ahead of or commensurate with industry standards. CHALLENGES The above strengths also became our challenges as temporary staffing changes challenged the team. Creative thinking and recommendations for change was the undertaken process to facilitate the necessary shifting of resources needed to accomplish processes with no negative impact to students, partners, and faculty. With the temporary reduction of 1.5 evaluators and the absence of direct clerical support, the team struggled with reshuffling duties and resources. WE will continue to face the challenges of redefining the concept of its team with new personalities on board and changed job specifications that address future needs. RECOMMENDATIONS Recommendations include that ARRC continue the development and enhancement of both internal and external partnerships. Other recommendations include the continued assessment of its services and processes for continued streamlining and improvements. As North continues to grapple with its budget challenges the following specific recommendations are also being put forth for consideration. Merge duplicate admissions processes with International Student Programs. Merge duplicate registration processes with the Continuing Education Office. 5 66 North Seattle Community College SDS Annual Report 2005-2006 SUMMARY OF STUDENT SATISFACTION SURVEY RESULTS 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Did we greet you promptly? Did we give you courteous service? Did we meet your needs? Did you find our staff knowledgeable? Did you find the online services useful? How would you rate us overall? NOT SATISFIED 2.14% 2.86% 2.14% 2.14% 5.71% 3.57% SOMEWHAT NOT SATISFIED 0.71% 0.00% 2.86% 0.71% 2.86% 0.71% SOMEWHAT SATISFIED 3.57% 4.29% 2.86% 2.86% 17.86% 2.86% SATISFIED 15.71% 7.86% 7.86% 12.14% 19.29% 12.14% VERY SATISFIED 75.71% 82.14% 82.14% 80.00% 45.71% 79.29% As evidenced in the above graph, the survey results has consistently found that the majority of students are very satisfied with their office contact experience. These contacts are made via phone, front counter, or online. Although, 100% student satisfaction is the ARRC team desire, realistically, the team understands we can only do what we can do. This year the online services question was added. Out of the 140-student responses, less than half found the service useful. Students did submit comments suggesting improvements to the online service component. These suggestions are being reviewed and will be submitted to the NSCC Public Information Office for further review and implementation. Based on this year’s survey results the ARRC Office’s Annual Retreat will focus on first encounter experiences with students. Role playing/case studies will be used in the training modules. Both permanent staff and part-time hourly will participate in the retreat. 6 North Seattle Community College SDS Annual Report 2005-2006 Registration/Admissions/Records Fall – Winter – Spring 2006 Category Year Totals Records/Transcripts Official Transcript Requests Number of incoming transcripts Late Grade Submissions Grade Changes Tech Prep Transcriptions Phi Theta Kappa Postings Number of SID# Changes Name Changes Files Made Number of subpoenas served Archive transcripts built Registration Educational Interview Course (EIC) Number of Entry Codes Generated Number of Petitions Number of Petitions that were approved Percentage of Petitions that were approved Number of manual verifications Number of National Clearinghouse verifications Dropping for Non-Receipt of Payment - # Called Dropping for Non-Receipt of Payment - # Dropped Number of waitlist transactions Number of SSN Letters Sent for Missing SSNs Number of letters Sent Back with SSNs Number of Letters Sent Back with Refusal Percentage of SSN's Received After Sending Letters Residency Applications Total Applications Approved Percentage Approved Credentials Evaluation Number of evaluations - Voc Number of evaluations - Transfer; AA, AS,ABUS, HS Number of Fast Track evaluations-Transfer; AA,AS,ABUS Number of evaluations - International VOC Number of evaluations - International Transfer: AA, AS, HS Total Evaluations Graduation Postings Number of Grad Applicants Number of posted graduates Number of posted High School Diplomas Total Number of Conferred Degrees 7 8,020 1,028 834 2,537 73 138 588 892 1,083 79 946 628 138,890 190 180 95% 538 309 1,597 3,904 1,322 346 146 7 42% 104 89 86% 319 490 80 15 14 918 914 858 25 883 North Seattle Community College SDS Annual Report 2005-2006 Waivers Number of transfer waivers Number of vocational waivers Total number of waivers processed Admission Attrition Applied - Mail/Batch Percentage Applied - Mail/Batch Applied/NotRegistered - Mail/Batch Percentage Not Registered - Mail/Batch Applied - Front Counter Percentage Applied - Front Counter Applied/NotRegistered - Front Counter Percentage Not Registered - Front Counter Applied - Web Percentage Applied - Web Applied/NotRegistered - Web Percentage Not Registered - Web Total Applied Total Applied/NotRegistered Total Percentage Not Registered Web vs. in-person registration Web Transactions Percentage of Total - Web Batch Transactions Percentage of Total - Batch Automated Drop Transactions Percentage of Total - Auto Drop In-Person Percentage of Total - In-Person Total Transactions Registration Appointments Reg Appointments Generated Percentage of Web Enabled Students to total Appointments Trainings Number of One-on-One Admissions Trainings Number of SMS Trainings Group Number of SMS Trainings - Individual Number of National Clearinghouse Trainings Number of Campus Orientations Hourly/Workstudy Supervisor Training Session Attendees Hourly/Workstudy Supervisor Training Survey Response Learning Outcomes Survey Number of ARRC Orientation Staffing Hourly/Workstudy Total Hourly/Workstudy Communication and Self-Assesment E-mail Communications Voice-mail Communications 8 50 337 387 2,125 17% 414 19% 1,220 10% 488 40% 8,825 73% 6,356 72% 12,170 7,258 60% 68,553 68% 11,163 11% 6,987 7% 13,717 14% 100,420 21,026 100% 8 4 28 2 1 32 11 27 5 58 264 29 North Seattle Community College SDS Annual Report 2005-2006 Survey Responses 140 Other Miscellaneous Number of DataX Reports Run Number of Jobs Scheduled 4136 1196 9 Student Development Services Annual Report 2005-2006 ADVISING CENTER MISSION STATEMENT The Advising Center serves as an academic advising resource for students, faculty and staff. Advising Center staff promotes student development and success by providing a supportive, responsive, and welcoming environment and providing quality, accurate and consistent academic advising information. Advisors assist students in exploring options, developing educational plans, and monitoring their progress towards program completion. STAFF MEMBERS Alice Melling, Associate Dean, Advising/Student Success Services Judy Gage, Student Success Specialist, College Transfer Jennifer Hein, Secretary Lead Rachael Mendonsa, Program Coordinator Prof-Tech Anne Marie Nacke, Student Success Specialist, Student Progress Chhaydenn Phounsanoy, Student Success Specialist, Running Start Aaron Robertson, Student Success Specialist Stephanie Swanson, Program Coordinator ABE/GED, ESL, High School Completion SPECIFIC OBJECTIVE The Advising Center team collaborated with other SDS units on three SMART Objectives: The details of 2 and 3 below are outlined in more detail in the respective department’s report. 1. To facilitate students’ transition from ESL to professional technical or college transfer programs and connect students with the ESL advisor. Five presentations were provided to ESL students (level 051/052/061/062) winter and spring quarters 2006 to encourage students to continue their studies at NSCC after completing the ESL sequence. 140 students attended the classroom sessions and approximately 15 students contacted the ESL advisor to discuss future program options. Majority of the students were interested in short-term professional technical programs and the health medical field. Future steps include working with Financial Aid Office and ABE/ESL department to schedule dates for classroom visits in 06/07 and discuss ways to include Heath/Human Services Division. 2. Credentials/Advising: Simplify the graduation application process to an earlier timeframe to align with the registration timeframe for students’ final quarter. Students who will graduate at the end of Winter, Spring and Summer Quarters 2006 will apply for graduation during the normal registration timeframe. 3. Upward Bound/Testing/Outreach/Advising: To develop a partnership with Roosevelt High School (RHS) by offering free COMPASS testing to targeted RHS students. Test a minimum of twenty Roosevelt students with at least 50% of students from RHS’s Bilingual Education Program. HIGHLIGHTS OF THE YEAR Collaborated with NSCC Vice President of Instruction and UW Bothell Student Affairs Staff to develop dual enrollment program with UW Bothell. Developed electronic advisor handbook with advising information regarding policies, procedures, four year university admission and major information, etc. Staff developed learning outcomes for new student orientations. 10 North Seattle Community College SDS Annual Report 2005-2006 Staff participated in professional development activities: UW/CC Advisors Conference, Washington Academic Advising Coalition Conference, Nieto: Beyond Inclusion seminar. Refined college transfer progress check program. Students who have completed 45 college credits are required to see an advisor to develop an educational plan. Implementation of UW Majors Day with greater emphasis on classroom presentations. Refined Student Progress procedures including the intervention with low scholarship students. Advisors collaborated with ARRC, Humanities Division-ABE and Testing Center to develop a smoother application (or entry) process for ESL students. Implemented survey to evaluate drop-in Advising Center services. Worked with faculty and Credentials to develop changes to academic action forms and to create a process to document prior experiential learning for Professional Technical students. Advisors presented at quarterly International Student and Career Link New Student Orientations. Formalized the process for students to register for over 18 credits. Collaborated with international students to establish process for international students registering for over 18 credits. Advisors participated on Standard 1, 2, 3 and 7 accreditation committees. Professional Technical Advisors work closely with Professional Technical coordinators (in particular Real Estate and Accounting) by attending TAC meetings and providing input to provide better service to students. Advising Center contacts totaled 29,905. This included 9,980 phone contacts, 2,832 email contacts. Provided 21 new student orientations with 251 students attending. STRENGTHS Teamwork: The staff works well as a team and is cross-trained in multiple areas. All advisors provide comprehensive college transfer advising. The specialty areas of Running Start, Adult High School Completion, ABE/ESL and Professional Technical advising each have one point person but through cross training other advisors are able to provide backup advising services. Four-year college relationships: The number of events provided for students to connect with four-year institutions has increased over the past three years. 67 transfer activities were provided for students. Advisors meet regularly with four-year representatives to stay current on admission and transfer policies. Collaboration with campus community: The Advising Center serves as an advising information resource for students, faculty and staff and collaborates with campus and community groups on issues/initiatives that promote student development and success. Internal communication: Through regular advising meetings Advising Center staff stays well-informed and updated on campus issues and transfer institution information pertinent to advising students. There are regular meetings with four year admission/advising representatives; quarterly meetings with instructional deans; and a shared drive system of information allow staff to share relevant student information. CHALLENGES Office space-lack of confidentiality and noise control with cubicle advisor offices. One advisor cubicle is not wheel chair accessible. Frequent revision of professional technical program requirements, increases the challenge of keeping up-to-date on programs. 11 North Seattle Community College SDS Annual Report 2005-2006 High volume of waivers for professional-technical programs is challenging due to the time intensity involved with the waiver process. Additional responsibilities with limited resources. For example implementation of Student Progress Policies and Procedures has been added to the Advising Center’s scope without allocation of a permanent budget to administer the program. Low percentage of students proactively seeking advising. Keeping up-to-date on advising issues/policies/programs and staying informed of program and procedural changes. RECOMMENDATIONS Remodel of advisor cubicles to address confidentiality and wheel chair accessibility. (Remodel of college center north wing should address this issue). Include student focus groups in the development of resource material. Strengthen collaboration and communication with other college departments that provide general advising for students. Strengthen collaboration and communication with divisions to keep advising informed regarding PT and ABE/ESL and ESL programs. Strengthen collaboration with campus community and college transfer faculty to highlight student awareness regarding major exploration and preparation and to promote students proactively engaging in the advising/educational planning process. Re-examine structure of services that support students and how they might be organized to collectively provide optimal services for students. 12 Student Development Services Annual Report 2005-2006 ADVISING CENTER COLLEGE TRANSFER MISSION STATEMENT To promote student development and to foster student success by providing accurate and upto-date college transfer information and resources to educate and engage students and to facilitate timely preparation and successful transitions to four-year institutions. STAFF MEMBERS Judy Gage, Student Success Specialist, College Transfer Alice Melling, Associate Dean, Advising and Student Success Services Jennifer Hein, Secretary Lead, Advising and Student Success Services SPECIFIC OBJECTIVE Create an Advising Center listserv to enable students, faculty and staff to subscribe to receive important advising information via e-mail. Summary of Outcome Working with the IT department and the web master, an Advising Center mailing list/listserv was established in the spring quarter, 2006. Students, faculty, staff and others interested in receiving current information on NSCC college transfer and advising events and updates can subscribe to the mailing list/listserv through the Advising Center homepage: http://www.northseattle.edu/enroll/advise/ and the College Transfer homepage: http://www.northseattle.edu/services/transfer/. Information about the listserv and directions on how to subscribe has been included as part of an all student e-mail sent by the NSCC PIO and on informational bookmarks used for the New Student Orientation and for general information for students. Follow Up Assessment Several different avenues for marketing this new tool will be used during the coming year, including all school e-mails and highlighting it on the NSCC Advising Center and Transfer website, in the College Transfer Pathways newsletter and on bookmarks placed strategically around campus. In order to assess the effectiveness of the listserv, a survey will be created and sent out on the listserv to get student/staff feedback on this resource. The survey will include questions regarding how users heard about the listserv, whether they find it useful, the kinds of information they would like to see, and suggestions for publicizing the listserv to students. Attendance at the 2006-7 transfer and advising activities will be an informal measure of the effectiveness of the listserv in publicizing events. HIGHLIGHTS OF THE YEAR College Transfer Services coordinated 67 transfer activities for NSCC students, including: Event Summary Number of Events UW Majors Day 1 College Transfer Fairs 3 UW Information Sessions and other Workshops 13 Information Tables, Major and Program Fairs 15 University Individual Advising Sessions 23 Classroom Presentations by 4-year reps (other than UW Majors Day) 3 Transfer Presentations by NSCC transfer specialist 8 13 North Seattle Community College North Seattle Community College SDS Annual Report 2005-2006 SDS Annual Report 2005-2006 UW Majors Day, 2006 In collaboration with the University of Washington, NSCC planned and hosted its second UW Majors Day on February 1. Between 350-400 students participated in various venues throughout the day. Faculty and staff from student development services acted as greeters and hosts throughout the day. Approximately 340 students in 12 NSCC classes heard presentations from advisors from 13 UW majors. 52 students attended six information sessions, and advisors at 30 information tables reported from 6-30 student visits each. Feedback from participating faculty and students was very positive. College Transfer Resources College Transfer Pathways Newsletter: Approximately 700 copies of this quarterly newsletter were distributed each quarter to faculty, staff and students. College Transfer Pathways Handbook: This handbook was revised, reorganized and expanded. Over 500 copies were distributed to students during winter and spring quarters. College Transfer Website: The College Transfer Pathways Handbook and Newsletter have been added to this site, which provides students with up to date transfer information. Transfer Information Handouts and books: College information and transfer materials are continually updated, replenished and kept in Advising Center racks. College Transfer Fairs NSCC hosted three major college transfer fairs, one evening/distance learning program fair and two other transfer by major fairs. 23 four-year representatives participated in the Washington Council Fall Transfer Fair, 23 in the winter fair; and 25 in the spring. 75-150 students reportedly attended each College Transfer Fair and 12-48 students visited tables at the Evening/Distance, Nursing and Business Major Fairs. University Information Sessions and Workshops About 140 students and staff attended one or more of the six UW Information Sessions, the UW Application workshop, the UW Business School workshop, or five “Choosing a Major” workshops. Four-year university individual advising appointments and classroom visits Admissions representatives and advisors from UW Seattle, UW Bothell, Washington State U, Central Washington U, Seattle U and Bastyr U offered 23 individual advising appointments to approximately 122 NSCC students fall, winter and spring quarters. Admissions advisors from Evergreen State College and the UW Evening Degree Program presented transfer information to about 130 students in Coordinated Studies and Communication classrooms, with excellent feedback from faculty and students. The NSCC transfer specialist presented educational planning information to about 150 students during eight classrooms presentations. UW Bothell Dual Enrollment The NSCC transfer specialist played an integral part in the collaborative development of the UW Bothell Dual Enrollment program at NSCC, which was implemented in fall, 2005 at North. UW Advising Conference Presentation The transfer specialist collaborated with a UW undergraduate advisor to present a workshop to over 30 community college advisors on “Best Practices,” for the fall UW Advising conference. 14 North Seattle Community College SDS Annual Report 2005-2006 STRENGTHS Visibility of the college transfer program continues to grow, with the use of multiple marketing modalities to promote activities and to provide transfer information. Increased faculty/staff collaboration in supporting transfer events and classroom visits by NSCC and four-year college advisors and in consulting on current transfer issues. UW Major’s Day participation expanded to include UW Admissions, Financial Aid, Office of Minority Affairs, as well as more majors and programs. Up to date transfer information is accessible on the College Transfer website and in the transfer newsletter, handbook and handouts distributed in the Advising Center, classrooms, workshops, orientations, greeter tables and available in information racks. The Advising Center listserv was developed and announced on the Advising website. CHALLENGES: Lower than desired student participation in planned transfer activities and events continues to be a challenge, as does encouraging students to use the many NSCC printed and website resources. RECOMMENDATIONS: More outreach to select faculty through targeted e-mails, classroom presentations and collaborative planning of transfer events Market the Advising Center listserv and Transfer website to faculty, staff and students as a means to increase awareness of important transfer information and activities. Create a survey to assess the effectiveness of the Advising Center listserv. Expand transfer workshops by coordinating with other NSCC staff to develop and offer workshops on scholarships, the transfer process and writing a personal statement. Further enhance and update the College Transfer website to include more information and links to four-year and NSCC major departments. 15 Student Development Services Annual Report 2005-2006 ADVISING CENTER STUDENT PROGRESS DEPARTMENT MISSION STATEMENT To promote student development, encourage academic success by developing, implementing, and effectively communicating to the campus community Student Progress policies, procedures, and services. STAFF MEMBERS Anne Marie Nacke, Student Success Specialist, Student Progress Alice Melling, Associate Dean – Advising and Student Success Services Jennifer Hein, Secretary Lead SPECIFIC OBJECTIVE To revise the academic probation intake procedure to be more engaging for students and streamlined and intuitive for advising staff. Summary of Outcome This objective was a result of feedback from several advisors indicating that students typically played a passive role in completing the Academic Probation Intake Form and that the process was more perfunctory than engaging. Additionally, time was spent creating files for each student who completed an intake form, even though files were generally not used for future reference. Based on a review of several post-secondary institutions’ academic probation procedures, a review of literature on student retention, and strategies learned at a workshop on student success strategies the Academic Probation Intake Form was revised and renamed Continued Participation Agreement to encourage the active engagement of students in thinking critically about their academic progress and success. Rather than have students simply check boxes of prescribed reasons why they may not be succeeding in school, students are asked to report directly on what circumstances they are encountering that have lead to their low academic performance. Additionally, students must consider the steps they can and are taking to improve their current academic standing and schedule follow-up appointments with their advisor. Updating the Academic Probation Intake Form allowed for revised procedures in tracking academic probation students who had been seen by advisors. Individual paper files were eliminated and documentation is now held in quarterly files by the Student Progress advisor and noted on the HP3000. This procedure has reduced the paper work and processing time, and provided for more standardized documentation of student contact. Follow up Assessment Assessment includes informal feedback from staff and students indicating the process and forms are more engaging, easier to use, and intuitive. Notes on the HP3000 are easy for advisors to access and student meetings are easier to track. Future assessments could include a review of each student’s grades at the end of the quarter to begin researching the correlations between grades and the academic probation intake meeting and a questionnaire given to students after meeting with their advisor to determine if they felt their meeting provided them with strategies for creating success at NSCC. 16 North Seattle Community College SDS Annual Report 2005-2006 HIGHLIGHTS OF THE YEAR Throughout the year revisions and improvements have been made for informing students and staff of the policies and procedures, for tracking student progress, and providing individual advising to students. Letters were sent to students enrolled fall quarter 2005 informing them of the Policies and Procedures. The student progress advisor met with the staff from Health and Human Services Division to discuss policies and procedures and met with the manager of International Programs to discuss the implications of Progress standards in regards to the immigration status of international students. New computer data reports were developed with assistance from the registrar to better capture student’s academic progress and simplify data collection. The Academic Probation Intake Form was revised to actively engage students and renamed Continued Participation Agreement. From Summer 2005 to Winter 2006 Advising Center staff met with 29 students on academic probation. These students wished to continue their studies and completed the required Continued Participation Agreement. The documentation procedure for tracking Student Progress Advising sessions was revised. Based on modified Washington State Legislation (April 2006): o Punitive holds were removed from the records of students who failed to complete 75% of the credits they attempted and for those who have completed over 125% of the credits needed for their program of study. o Letters were revised to emphasize resources available to students rather than the punitive nature of not complying with Student Progress standards. Three students who had been suspended during the 2004-2005 academic school year, due to low scholarship, appealed their suspension and were reinstated to academic probation. These students continued through the 2005-2006 school year meeting regularly with the student progress advisor. They have remained enrolled and showed significant academic improvement. o One student has raised his cumulative GPA to a 3.22 and made the Vice President’s/Dean’s list for each of his final three quarters. He is currently completing his economics degree at the University of Washington. o Two students are completing their final quarters, maintaining a quarterly GPA above the required 2.0 minimum, and are preparing their applications to the university. STRENGTHS Student Progress policies and procedures emphasize early intervention with students who are at risk academically. By introducing students to the array of services and resources available, NSCC is taking an active role in involving students in interactions and activities that will increase their involvement with the college, likelihood of remaining enrolled, and providing the tools students need to be successful in their studies. Students who meet regularly with advisors to discuss progress issues express gratitude in being able to express their academic concerns and to learn about the many resources we offer. 17 North Seattle Community College SDS Annual Report 2005-2006 CHALLENGES Communication Students have responded to first-level intervention letters with confusion and worry about their ability to succeed in college. While those who have responded have had the opportunity to discuss success strategies with NSCC staff, it is of particular concern for students who are new to higher education and who may lack the confidence to respond. Data Collection Procedures for abstracting data from the HP, linking this data to program completion files from the Data Warehouse, and comparing results to student records from past quarters is a complex, and the multi-step process begins each quarter shortly after grades from the previous quarter are posted. For winter and spring quarter, this process falls during peak registration periods, a high student traffic time in the Advising Center. Advising staff time spent processing Student Progress records detracts from time available to work directly with students. RECOMMENDATIONS It is important to provide multiple opportunities for students to meet with academic and faculty advisors since policies and procedures are most effectively conveyed to students through individual advising and educational planning. During advising meetings advisers have the opportunity to explain policies to students in direct context to their program of study and their academic performance. Change in Legislation Data gathered during the first year of implementation by the state’s community college system indicated that these initial practices did not result in significantly improved outcomes; therefore, the state’s College Student Progress Policy Guidelines were revised in April 2006. Colleges are now encouraged to focus on comprehensive strategies that incorporate practices demonstrated to promote student success and implement targeted interventions at strategic points in students’ engagement to promote successful progression and program completion. NSCC temporarily addressed this revision by removing punitive holds from the academic records of students affected by Student Progress Policies; however, the college and district must come to the table once again to discuss the impact of this new legislation on its current Student Progress Policies and Procedures. In order to use staff and students time most efficiently and effectively and have the greatest measurable impact on student success it is recommended that Standard One “Minimum Grade Point Average be retained as is, and that the District’s Policy for Standard Two “75% Completion” and Standard Three “Credits to Degree Completion” be reviewed for effectiveness and perhaps reworded to reflect that punitive action “may” be taken rather than “will” be taken. 18 North Seattle Community College SDS Annual Report 2005-2006 SUMMARY OF STANDARDS, DATA, AND INTERVENTIONS Standard 1: Minimum Grade Point Average Students must maintain a cumulative grade point average (GPA) of 2.0 or higher. Students who do not meet this standard after receiving two warnings, Academic Alert-First Warning and Academic ProbationSecond Warning, without improving their quarterly GPA are subject to a one-year academic suspension. SUM 05 FALL 05 WTR 06 SPR 06 First Warning: Academic Alert 89 (3.05%*) 203 (3.11%*) 152 (2.41%*) 151 (2.40%*) First Warning: First Contact 80 183 123 131 Improvement: QTR GPA>2.0 9 20 30 20 Second Warning: 15 (0.51%*) 37 (0.57%*) 38 (.602%*) 36 (0.57%*) Academic Probation (hold on registration) Second Warning 12 33 33 30 Improvement: QTR GPA>2.0 3 4 6 6 Third Warning: Academic Suspension 4 (0.14%*) 5 (0.08%*) 5 (0.08%*) 15 (0.24%*) First Suspension 3 3 5 13 2nd Suspension 1 2 0 2 Total Students with GPA < 2.0 111 (3.80%*) 247 (3.78%*) 195 (3.09%*) 202 (3.21%*) GPA>2.0 removed coding 22 35 37 23 Standard II: Credits Earned/Credits Attempted Students enrolled in degree or certificate programs must, on a quarterly basis, successfully complete at least 75 percent of the credits they attempt each quarter. Students who show a pattern of not achieving this completion rate will be subject to corrective actions. SUM 05 FALL 05** WTR 06** SPR 06 1st Occurrence (notation) 90(3.08%*) 182 (2.79%*) 169 (2.68%*) 209 (3.32*) First Warning 47(1.61%*) 97(1.48%*) 70 (1.11%*) 92 (1.45%*) (2nd Occurrence/letter mailed) Second Warning 8(0.27%*) 40(0.61%*) 36 (0.57%*)^ 39 (0.62%*)^ (3rd Occurrence/registration hold)^ Third Warning: 5(0.17%*) 9(0.14%*) 13 (0.21%*)^ 17 (0.27%*)^ (4th Occurrence/suspension)^ 5 plus occurrences n/a n/a 3 (0.05%*)^ 8 (0.13%*)^ Suspension not enforced^ Total of students completing 150 (5.14%*) 328 (5.02%*) 291 (4.61%*)^ 365 (5.80%*)^ <75% credits attempted ^ As Washington State Resolution 5135 (modified April 2006) shifts Student Progress Policy away from punitive action and calls for colleges to focus on strategies to promote student success, registration holds were removed and suspensions were not enforced for students at their third occurrence or higher. Standard III: Degree/Certificate Completion Students who are enrolled in degree or certificate programs who complete more than 125% of the number of required credits for their associate’s degree or certificate program, but who have not yet completed their program of study will be subject to corrective actions. SUM 05 FALL 05 WTR 06 SPR 06 Initial Notification 60 (2.05%*) 163 (2.49%*) 136 (2.15%*) data not (85% - 124% Completion) available at Without Previous NSCC Completions this time First Warning: Contract for Completion 8 (0.27%*) 24 (0.37%*) 19 (0.30%*) data not (125% - 149% Completion) available at Without Previous NSCC Completions this time Second Warning: Specific Action 4 (0.14%*) 5 (0.08%*) 12 (0.19%*) data not (150% Plus Completion) available at Without Previous NSCC Completions this time *Quarterly Enrollment (state and contract funded) TOTALS 2920 6535 6311 6290 19 Student Development Services Annual Report 2005-2006 ADVISING CENTER RUNNING START DEPARTMENT MISSION STATEMENT To promote student development and success by providing courteous, student centered services for Running Start students through academic advising and facilitating their admission and registration. STAFF MEMBERS Chhaydenn Phounsanoy, Student Success Specialist, Running Start Jennifer Hein, Secretary Lead, Advising and Student Success Services Alice Melling, Associate Dean, Advising and Student Success Services SPECIFIC OBJECTIVE Running Start (RS) Program will create, implement and send quarterly grade reports to high school principals. Summary of Outcome Quarterly grade reports were mailed out to each high school principal of participating students in the RS program. In addition, the quarterly grade reports were given to North Seattle Community College’s President, Dr. Ron LaFayette, and Vice President of Student Services, Roy Flores. Each high school grade report included the Running Start students’ name, the quarterly grade point average and the cumulative grade point average. The grade reports also identified students who receive a “W” (withdraw), “NC” (no credit) and/or and “I” (incomplete) in one or more courses for the quarter. Follow-Up Assessment Informal feedback has been positive. A survey will be mailed along with the final spring quarter grade reports for additional feedback from high school principals. Feedback will be reviewed and adjustments will be made in response to comments and suggestions. PROGRAM DESCRIPTION Running Start is a program that allows eleventh and twelfth grade high school students to take college courses tuition free at Washington’s 34 community and technical colleges and WSU, EWU, CWU and the Evergreen State College. In 1990 the legislature created Running Start as a part of the “learning by Choice: law, which was designed to expand educational options for high students. Students have the option to earn college credit towards a college degree while simultaneously completing their high school requirements. HIGHLIGHTS The K-12 districts whose students participate in the program reimburse North Seattle Community College. Colleges received a statewide standard rate of approximately $93 per credit for academic programs and $110 per credit for vocational programs. K-12 districts retain 7 percent of the state funds for counseling and overhead. NSCC Running Start Program generated $642,551.72 in revenue during the 2005-2006 academic year. 20 North Seattle Community College SDS Annual Report 2005-2006 Changes, Improvements and Additional Highlights NSCC was in the top four as the largest feeder schools of RS students to the University of Washington for the past two years. Six RS students graduated with an Associate of Arts, Associate of Science or Associate in Business Degree along with their high school diploma. Mailed quarterly grade reports to high school principals of participating students. Emailed quarterly newsletters to high school counselors. Contacted and mailed quarterly student progress letters to students who received a quarterly and cumulative GPA below a 2.0 and to students who received an “I” (incomplete), “NC” (no credit) and/or a “W” (withdraw) grade in one or more courses. The Student Progress Policies and Procedures brochure and a list of resources were included with each letter. Followed up with individual appointments with students regarding student progress issues. Set-up reoccurring appointments with RS students to support student progress and success throughout the quarter. Created electronic “How to…” file in RS folder on RS program policies and procedures. Created and implemented new RS admissions application to exclude citizenship and immigration questions. Created and implemented new RS Student Information Form for students accepted into the program in order to update student citizenship and immigration status. This would allow for a smooth transition from RS student to traditional NSCC student. Revised the referral form for students enrolled in below college level courses. Students bring the referral form to the Admissions/Registration office. Informal feedback has been positive from both RS staff and Admissions/Registration office. Increased phone calls and reminders to students on Book fund program to promptly return books after finals. This significantly helped increase the opportunity for a higher amount for books returned during buybacks from the Bookstore. Created an RS Online Orientation and Online Orientation Quiz for students unable to participate in the in person RS New Student Orientation. The RS Online Orientation was available live the end of June 2006 in a PDF format. RS student success specialist will continue to work with Interim Webmaster on the RS Online Orientation to transfer the orientation from PDF format to individual web pages for new RS students for 2006-2007. Commitment to professional and personal development by attending conferences such as the Running Start coordinator’s conferences, UW high school and college counselors’ conference, UW community college advisors’ conference and WAAC. Running Start Enrollment 2005-2006 marks the 14th year of the Running Start Program at North Seattle Community College. The program started with 12 students and enrolled 260 students for Spring, 2006. Unduplicated headcount during 2005-2006 was 369. 21 North Seattle Community College SDS Annual Report 2005-2006 Running Start Enrollment Number of Students 350 300 250 Fall 200 Winter 150 Spring 100 50 0 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 School Year/Quarter The Running Start program enrollments have increased dramatically from year to year at North; however, statewide enrollment growth has leveled off most recently. CHARACTERISTICS OF RUNNING START STUDENTS AT NSCC Running Start students bring enthusiasm for learning and many students participate in campus activities and provide leadership roles in campus organizations. Students were actively involved in student government, the campus newspaper, the Polaris, Phi Theta Kappa, and various clubs and activities. Many RS students continue at NSCC after they graduate from high school. For Fall 2005, 62 of 244 Running Start seniors from the 2004-2005 academic year enrolled at NSCC. The majority of students were from Seattle Public Schools with approximately 94% of the students enrolled in RS. Approximately 6% of the students were from the Bainbridge Island, Edmonds, Everett, Federal Way, Kent, Mercer Island, Northshore, Renton, Shoreline and South Whidbey school districts. Total Credits Enrolled: % Vocational: % Academic: Fall 2005 2679 3% 97% Winter 2006 2523 7% 93% Spring 2006 2554 8% 92% Gender Male: Female: 48% 52% 44% 56% 45% 55% Ethnicity Asian American: African American: Native American: Hispanic: White: Other: No Response: 17% 4% 4% 3% 51% 1% 20% 19% 3% 3% 2% 53% 1% 19% 21% 4% 3% 3% 46% 1% 22% 22 North Seattle Community College SDS Annual Report 2005-2006 Academic Performance Running Start students perform well while they are in the program and after they transfer to universities. Statewide during 2004-2005 Running Start students earned an average grade point of 3.12 after transferring to the University of Washington. Cumulative GPA W, I, NC = Under 2.0 = 2.0 or higher 2.5 or higher 2.7 or higher 3.0 or higher 3.5 or higher 3.8 or higher Fall 2005 5% 14% 83% 72% 69% 61% 42% 24% Winter 2006 7% 14% 84% 73% 67% 61% 34% 21% Spring 2006 9% 20% 71% 67% 64% 56% 35% 19% CHALLENGES Confidentiality is a challenge during advising sessions due to a lack of office space. There are noise issues and a lack of confidentiality because of the low partitions. Conversations from nearby cubicles can be heard when meeting with students. Low staffing within the RS program is also a challenge for staff to work on program planning and development. There is ongoing program projects and drop-in advising of RS students and college transfer students. It continues to be a challenge to get RS students to register in a timely manner. In order to allow sufficient time to meet with their high school counselors and with an RS advisor, reminders and pre-enrollment forms are mailed out to students several weeks prior to the start of registration. Phone calls are also made throughout the quarter. STRENGTHS The advising staff works well as a team and is cross-trained in multiple areas. The program is fortunate to have multiple experienced advisors who have worked with RS students and the program. Quality backup advising services and follow up has been beneficial. The ongoing partnerships between participating high schools and NSCC help ensure that the program continues to help students achieve their academic goals. The RS program also has an extensive database. This allows for the immediate capture of statistics that includes students’ contact information, enrollment status, grades, book fund status, high school contact information and school district contact information. RECOMMENDATIONS A recommendation would be to improve office space to increase confidentiality and decrease noise issues. As remodel plans are done, confidentiality will be potentially addressed. Another recommendation would be to hire an additional staff member to work with the Running Start program. This individual would also be cross-trained to be able to assist and provide college transfer advising. Although there are multiple advisors who can provide follow up for the RS program, it would be beneficial to have additional staff for program planning and development. 23 North Seattle Community College SDS Annual Report 2005-2006 In response to the challenge of getting RS students to register timely, there will be a significant increase in electronic correspondence. Phone calls to students and reminders by mail will also continue. For example, increased progress has been made with the Book fund program. Phone calls, mailings and electronic reminders have been extremely helpful. SUMMARY Statewide serving 16,022 students in 2004-2005 Running Start continues to be an excellent program option for qualified juniors and seniors. Students and their parents strongly support the program because it expands their educational choices while reducing the time and expense of completing their education. For 2004-2005, students and their parents saved $24.9 million in tuition. Washington state taxpayers benefited by saving $38.7 million in state support because of the dual credit awarded to 9,794 full-time Running Start students enrolled during 2004-2005. 24 Student Development Services Annual Report 2005-2006 ASB CHILD CARE CENTER MISSION STATEMENT The ASB Child Care Center provides a safe, supportive welcoming and diverse environment for the children of the students at North Seattle Community College in a manner that fosters student access, retention and success. STAFF MEMBERS Early Childhood Program Manager: Kathy Soldat, MA Child Development Early Childhood Program Specialist 3: Barbara Banner, 45 ECE credit hours Early Childhood Program Specialist 3: Roxanne Garzon, BA Human Development Early Childhood Program Specialist 3: Teresa Jones-White, AA Early Childhood Ed. Early Childhood Program Specialist 3: Judy Richardt, AA Early Childhood Ed. Early Childhood Program Specialist 2: Rose Buchanan, AA (nearing completion of B.A. in Elementary Education) Early Childhood Program Specialist 2: Patricia Lewis, AA Early Childhood Ed. SPECIFIC OBJECTIVE To support a cohort group of student parents within the child care center by disseminating information to support academic success. Summary of Outcome Fall quarter 2005 o Initial survey distributed -- 33 students responded (14 transfer, 14 professional technical, 1 undecided, 4 ESL) Follow-Up Assessment Spring quarter 2006 o Tracked the academic progression of 33 students 1) 21 students are continuing their academic plan 2) 7 of 33 graduated during the 05 – 06 year 3) 4 of 33 withdrew from NSCC , 1 still undecided HIGHLIGHTS OF THE YEAR Applooza Fall quarter we hosted our annual Applooza festival on October 15th, a Saturday. This date was set earlier than in previous years so that the teachers, parents and children could get to know each other earlier in the quarter. Foster Grandparent Program In September we entered into a partnership with the Foster Grandparent Program. Que Tran worked with the preschool classrooms 30 hours/week from September 2005 – June 2006. Fingerprint Entry System Winter quarter, the child care center received a grant in the amount of $2,400 from the Universal Technology Fee committee to purchase a Biometrics secure entry system. This secure entry system reads the fingerprints of parents and child care staff in order to allow admittance. Child Care Student KIOSK Through this same UTF committee the child care center was granted $6,000 to purchase KIOSKS for child care, wellness and the bookstore. A KIOSK will be installed in the foyer of the child care building for greater convenience of student/parents wishing to register/enroll/check their class schedules. 25 North Seattle Community College SDS Annual Report 2005-2006 New Web Pages In spring quarter the child care center web pages were updated and enhanced. A downloadable ‘waiting list application’ was added to the website so that prospective student/parents do not have to come into the center to fill out the form. Total number of NSCC student/parents served in 2005 – 2006 = 78 STRENGTHS Partnership with Instruction 1. Three ECE students fulfilled their requirement of nine contact hours/week with children in an early childhood learning environment—for three quarters. 2. Ten ECE students utilized the child care center for assignments in observation of children’s behaviors & environments and interviewing child care personnel. 3. An entire ECE Physical Education class observed both toddlers and preschoolers, then created two age appropriate ‘obstacle courses’ for the children. Supporting ESL Students One ESL student, a former teacher in her home country, performed volunteer work with the children to improve her English speaking abilities winter and spring quarters. Supporting Staff & Faculty Beginning fall quarter the child care center extended capacity to include three full time children of faculty/staff. This partnership increased visibility of the quality of the Child Care Center to the NSCC community. CHALLENGES Deficiency Our annual DSHS re-licensing ‘check-in’ occurred April 4, 2006. We were found non-compliant in the area of purchasing 3 days worth of disaster supplies. This was an unanticipated, unbudgeted expense and logistical challenge of to inadequate storage. Benefits Shortfall Worked with the business office to identify and reallocate benefits to child care staff who have been historically (and automatically) budgeted at the 10-month rate but the correct rate has always been 12-months. Reliance on Revenue Reserve Account Several necessary purchases this year were made utilizing reserve account funds, i.e., new computers, a new copier and classroom supplies. RECOMMENDATIONS Continue to track parent/student cohort and measure the impact that childcare has had on student enrollment, retention and success at NSCC. Assign child care staff to address various aspects of disaster plan. Ask families to provide ‘comfort kits’ for their children in case of natural disaster to save on disaster supply funding. Benefits calculations have been addressed from 2006-2007 forward. Explore available funding methods (other than revenue reserve) or increase user fees. Give priority to full time (20 hours/week or more) children of students, effective fall 2006. 26 Student Development Services Annual Report 2005-2006 COUNSELING MISSION STATEMENT The Counseling Center’s mission is to provide comprehensive counseling services helping diverse students enter, persist, and succeed in college. These services-- free-of-charge to all students-- include career exploration, emotional/social counseling and referral, academic skill development, and crisis management that: Serve diverse populations: a) individual students, b) classrooms and groups of students. Meet diverse counseling purposes: a) education—teaching credit-bearing Human Development Courses (HDC), b) prevention—promoting skills in avoiding obstacles to learning, and c) remediation—developing skills in overcoming problems related to effectiveness and student success. Use diverse methods: a) teaching, b) counseling, and c) outreach. FACULTY MEMBERS Jenny Mao, PhD Lydia Minatoya, PhD SPECIFIC OBJECTIVE To… collaborate with V.P Instruction Karen Demetre and Janet Sekijima (Career Services) and Kurt Simmons (Cooperative Work Experience) to revise HDC100/PSY 100: Career Planning making it 7 weeks, to secure ongoing PT teaching funds, to offer HDC/PSY 100 Winter 06 with enrollment of at least 12 students. Summary of Outcome Collaboration was successful. HDC100/PSY 100 was offered Winter 06. Initial enrollment was 12 students. Ten students successfully completed the course (83%) Follow-Up Assessment After soliciting student feedback about preferred scheduling, Spring 06, the course was rescheduled to T/TH 11-12:15. This complements the large numbers of students in MWF morning classes. In Spring 06, seventeen (17) students enrolled and, in its last week, all seventeen were expected to successfully complete. Class is being scheduled for Fall 06 T/Th 11-12:15 and will be widely advertised with referrals to the class specifically sought from Advising, Disability Services, Running Start, “lingering students” advisor, Career link, Women’s Center, Childcare, Wellness Center, and Enrollment Services. HIGHLIGHTS OF THE YEAR/ New Initiatives Initiated a counselor in training program wherein a third year doctoral student in clinical psychology, Brett Kuwada was provided individual supervision by licensed psychologist Jenny Mao for one hour a week and group case consultation with Drs. Mao and Minatoya. In exchange, Mr. Kuwada provided over two hundred hours of counseling to NSCC students. Re-wrote and published twelve self-help brochures on topics including math success, stress and time management, depression, and study skills. Re-designed entire HDC curriculum (six classes, each granting elective transfer degree credit) and secured CAS and district approval. 27 North Seattle Community College SDS Annual Report 2005-2006 Completed Program Review and received commendation on Counseling Program’s depth, diversity, research-based accountability and innovation. Based on student feedback, re-scheduled HDC 101 Orientation to College Success from afternoon to T/Th mornings (to complement the large number of MWF morning offerings). This schedule change resulted in a doubling of enrollment. Taught study strategies, time management, orientation to college to 88 Career Link students. Participation in this orientation will be repeated quarterly. Collaborated to initiate a GED to College Transition program encouraging GED students to identify interests and programs of study and to move on to taking college credit coursework. Twenty students initially indicated interest in taking this two day workshop. Based on highly positive student evaluations the workshop will be repeated quarterly with a counselor teaching the initial hour. Quarterly, provided student success strategies to over 300 students via list serve. Provided all employees and 390 individual students with strategies for educational success. STRENGTHS Highly effective and productive faculty: added a part time faculty member, doubled HDC credit bearing offerings, and dramatically raised enrollment/ completion within each class. Maintained high level of service, innovation, and evaluation while also generating indepth analyses for Program Review, Accreditation, SDS Self-study and for innumerable reports. Consistently reached diverse population and received high evaluations from HDC classes, individual counseling, guest-teaching, distance-learning website/ electronic interventions. website views. CHALLENGES Because of approaching accreditation, faced high demand for report generation and committee participation. Early in year, faced some difficulties before new secretarial support system was being phased-in, later, secretarial support team faced illnesses. RECOMMENDATIONS/ Innovations-in-progress Counseling is securing online depression screening for campus. HDC 101 Orientation to College Success will be offered F 06 in a five week format so students quickly can acquire needed skills and knowledge and, then, have the last six weeks to apply these skills to their other classes. 28 Student Development Services Annual Report 2005-2006 DISABILITY SERVICES MISSION STATEMENT The mission of the Disability Services Office (DS Office) is to maintain a campus environment that is accessible to students with disabilities. Further, it is our goal to support a wide range of progressive services and assistance to meet the needs of permanently and temporarily disabled students. Our primary function is to make available the necessary tools and instructional services to enhance the experience of higher learning, leading to success in the student’s program of study. STAFF MEMBERS Suzanne Sewell, Program Coordinator Tanichia Young, Teri Rezanow, (Part-time hourly employees) SPECIFIC OBJECTIVE 2005-2006 To move the majority of tests administered and proctored by Disability Services to the Testing Center. There is now a set protocol for students to schedule their tests making it a much more smooth and accessible process for students. Summary of Outcomes The first quarter was challenging as expected when implementing a brand new procedure. However, the second quarter was much improved and everyone did an excellent job of working together to make the process work. I have been in touch with other CC campuses and other than one college which has its own testing rooms we appear to be the only CC which has implemented this process. I have had remarks such as “we have had to close the DS office so that we may administer tests”, and “we just put them wherever we can find space”. Follow-up Assessment There will be ongoing follow-up meetings between all parties to make any necessary changes to the procedures. The policies and procedures are in writing and are stored in the Disability Testing file on the shared drive. This enables all persons involved to easily check if they are unsure of a procedure. This document was an excellent example of team work between Alice Melling, Therese Quig, Julene Barton, Jenifer Hein, and Sybrina Woodson. Everyone put forth a lot of effort and creativity into a challenging project. This will remain an ongoing project as we see any changes which need to be made. HIGHLIGHTS OF THE YEAR The student speaker for Commencement 2006 was a recent transfer graduate of NSCC and had received accommodations through Disability Services. He is now attending Seattle University and is pursuing a Law degree. The Barbara McFalls scholarship paid the tuition for a student who otherwise would not have been able to complete her final quarter at NSCC. She graduated with a 3.8 cumulative GPA and has been accepted into the Department of Psychology at the University of Washington. We received a Perkins Grant for $8,549.72 to hire a part time hourly to work with Professional/Technical students which are the majority of DS registered students. Working with the Safety and Security committee, there is now signage in place (seven areas) for “Areas of Rescue Assistance” for use in case of an emergency. We are researching funding to install phones at each of the sites, as mandated by law. 29 North Seattle Community College SDS Annual Report 2005-2006 The following equipment was purchased through Disability Enhancement funding: 12 Ergonomic Chairs, 3 Sit/Stand work Stations, 100 security locks for ergonomic chairs, and 800 theft guard security labels for equipment. Dragon Professional Voice Recognition Software for students with physical disabilities that impair using a keyboard. 1 Sager Middern Laptop Computer, 2 VXI Talk Pro Express w/Andrea digital USB converter, 2 ergonomic keyboard trays, and 2, ergonomic mice. Instructors are now explaining to their students during the first week of class, where to meet and what to do in case of emergencies. Railings will be added along the new steps being built where people have made pathways through the ivy embankments. There is new signage showing the nearest accessible route of travel. Included with the student’s written accommodations is a new form specific to instructors asking if there are any concerns about the student’s accommodations. Instructors said they found the form helpful. Two movies focusing on disabilities were shown in October (Disability Awareness month). There was not a large attendance but we received some good questions. We also learned what we need to do next year to enhance this event. In the Arts and Science building new ADA compliant eyewash stations, along with accessible desks for the use of microscopes, were installed. STRENGTHS A strong relationship is continuing to be built between Instruction and Disability Services. We are working well together with a team approach to resolving student issues. Completed a report for the SBCTC showing that the cost for all types of print access was $6,402.00. Disability Services – Data Report 2005-2006 584 (duplicated) 261 (unduplicated) 805 261 744 (duplicated) 13 95 46 38 55 Retention Rates 68 (46%) 131 (82%) 113 (77%) Students Served Written accommodations Received accommodations Tests given outside of classroom Interpreters requested Equipment checked out Furniture assigned Tutors assigned (719.5 hours of tutoring) Graduates 20 Transfer/35 Prof/Tech Returning students from Spring ’05 to Fall ‘05 From Fall to Winter’06 From Winter to Spring ‘06 30 North Seattle Community College SDS Annual Report 2005-2006 CHALLENGES Having instructors fill out the needed information (closed book, 3x5 card of notes etc.) on the envelopes in which the tests are sent between instructor and the DS office. A more difficult challenge has been the number of students we are seeing who have severe psychiatric disabilities. This is a nation wide trend and statistics show that it is likely to continue and increase. In 1988 Gallagher, University of Pittsburgh reported the increase of students with mental illness was approx. 50%. In 2003 it was 83.5%. (Disability Compliance for Higher Education February 2003). There is also a surge of students with Autism and Aspergers Syndrome. (Chronicle of Higher Education, October 8, 2004). It is time consuming working with people who have Pervasive Developmental disabilities, staff and instruction. Much education and information needs to be presented about this area of disability. RECOMMENDATIONS We plan on sending out e-mails to faculty prior to the beginning of fall quarter explaining why it is critical that they fill out all information on envelopes. For instance, if the rest of the class is allowed to use a table of formulas then the instructor must check this box on the envelope or the student will not be allowed to use it. We need to provide more training on working with people with psychological and Pervasive Developmental Disorders. A good model would be to hold a seminar where Faculty, Staff and Administration may bring all their concerns and questions so they will be getting the information they really need, not information someone else thinks they need. Another plan is to request from the Dean of each division, permission for the DS coordinator to attend a division meeting to answer any questions that faculty may have regarding student’s accommodations and auxiliary aids. 31 Student Development Services Annual Report 2005-2006 FINANCIAL AID AND VETERANS AFFAIRS MISSION STATEMENT Financial Aid Services strives to promote student success by educating students about the resources available to them to finance their education and by providing comprehensive application services to access federal, state, institutional and private funding programs. We help students succeed! STAFF MEMBERS Suzanne Scheldt, Director Bridget Doran, Assistant Director Al Cosio, Veterans’ Affairs Program Coordinator Robin Schneider, Program Coordinator (50%) Tigist Stangohr, Program Coordinator Susan White, Program Coordinator Kwei Wong, Program Coordinator SPECIFIC OBJECTIVE 1. Strengthen outreach services to meet the emerging need of NSCC ESL students by visiting ESL 051,052,061, and 062 classes Winter and Spring quarters 2006 to encourage students to continue their studies at NSCC after completing the ESL sequence and to provide them with information and assistance in completing the FAFSA (Free Application For Federal Student Aid. (This objective was done in partnership with the Adult Basic Education/Humanities Dept. and the NSCC Advising Center) Summary of Outcome 115 students attended the 4 classroom sessions. 24 students completed the FAFSA. 22 of the 24 are still in ESL level classes for fall quarter 2006 and not eligible for aid. 2 of the 24 students are enrolled in a degree/certificate program at NSCC and receiving aid for the 2006/07 academic year. Follow-Up Assessment Continue to track the 22 students who applied for aid for the 2006/07 academic year to determine if they enroll in a degree/certificate program upon completing the ESL sequence. Visit the higher level (061-062) ESL classrooms again during the 06/07 academic year to encourage students to enroll in a degree/certificate program at NSCC and to apply for financial aid. 2. Facilitate an expanded professional development session for campus work-study, hourly employees and their work-site supervisors regarding work-site expectations, FERPA requirements, payroll processes, communication and customer service skills, professional behaviors, and campus policies/procedures. Summary of Outcome 32 employees/supervisors attended the session and 25 surveys were completed. The feedback from the surveys indicated the session was very much appreciated and participants stated they thought it would be helpful to have this training presented annually. Additionally, the collaboration between department staff that facilitated the presentation was acknowledged and seen as a positive, inclusive process. 32 North Seattle Community College SDS Annual Report 2005-2006 Follow-Up Assessment Although we hoped to have more work-study and hourly student employee attendance, the feedback indicated this session was helpful and should be continued. The collaboration with other departments strengthened the session and showed participants the value of inter-departmental communication and training as well as the value of student employees on this campus. HIGHLIGHTS OF THE YEAR Awarded over $5 million dollars in federal, state, institutional and scholarship aid to 2,026 NSCC students Completed the online Work Study job listing site Fully staffed as of March 2006 Passed the State Veterans Annual Records review with no errors/omissions In collaboration with Admissions, the Veterans Affairs Office implemented the tuition waiver program for eligible veterans in Foreign Deployment STRENGTHS Excellent staff who work together as a team to provide services to students Electronic systems that support the timely awarding of student aid Positive working partnerships with other campus departments for delivery of services to students CHALLENGES The Financial Aid staff’s salary grade level/compensation (Program Coordinator) is not commensurate with the fiscal responsibility of managing and disbursing millions of dollars in student aid. Office space lacks sufficient areas for confidentiality and noise control. The front counter is open to a busy hallway, with frequent traffic to other offices and classrooms. Concerns for record security exist due to the open file system currently in use. Staff development funding continues to be limited. The budget allows for only one staff person to attend the state Financial Aid Association meeting and requires additional funds from other resources for the Director and technical staff person to attend the annual Department of Education Financial Aid Electronic Access conference. RECOMMENDATIONS The state Financial Aid Association is working with a sub-committee to review this issue state-wide and the steps needed to have the positions reviewed for upgrade. Keypad locks for the two outside doors have been requested through Facilities to secure the office space and restrict access except for staff. The office is scheduled for re-model in a future biennium that will address the privacy, noise and security issues. Continue to explore other resources for staff development including keeping the administrative cost allowance currently used in the general fund. 33 North Seattle Community College SDS Annual Report 2005-2006 STATISTICAL ANALYSIS The following is a breakdown of the types of aid awarded and the unduplicated count of students receiving funds during the 2005-2006 academic year. Federal & State Funds: Pell Grants SEOG Grants State Need Grants Tuition Waivers North Seattle Grant Federal Work Stud State Work Study Federal Perkins Loan $ 1,852,450 116,458 1,134,210 132,509 212,121 178,181 284,620 31,854 Total Fed/State Funds: $ 3,942,403 Unduplicated Head Count: 1,275 Agency Accounts: $ Unduplicated Head Count: 480,938 495 Scholarships: $ 406,479 Unduplicated Head Count: 284 (Includes Foundation, International, Booster Club and off-campus awards) Emergency Funds: $ 201,891 (Includes Tuition and Book awards only) Unduplicated Head Count: 277 Grand Total: Unduplicated Head Count: 2,026 $ 5,031,710 Veterans’ Affairs Office: Students Served The following is a breakdown of the number of Veteran students attending NSCC in 2005-06 and receiving funds from various veterans’ programs. Fall 2005 Winter 2006 Spring 2006 GI Bill Reservists Child/Spouse of Veteran Voc-Rehab Veterans 100 15 7 7 77 15 11 6 86 13 14 6 Totals: 129 109 119 34 Student Development Services Annual Report 2005-2006 STUDENT LEADERSHIP & MULTICULTURAL PROGRAMS MISSION STATEMENT Student Leadership & Multicultural Programs provides opportunities for students to develop leadership skills, foster their intellectual and personal growth, relax and form friendships through leisure activities in a welcoming, supportive environment that values and celebrates diversity. STAFF MEMBERS Jeffrey Vasquez, Director, exempt 12 month Janet Hoppe-Leonard, Office Coordinator, classified 11 month Kevin Christopher, Activities Coordinator, classified 11 month Winston Felix, Multicultural Coordinator, part-time hourly – temporary SPECIFIC OBJECTIVE To develop a detailed written annual operational plan to support the implementation, evaluation and assessment of annual goals and objectives. Strategic Direction: Toward improving administrative processes, systems and communication. Summary of Outcome An operational plan is intended to be a working document that serves to guide and ensure the achievement of department annual goals and objectives. Such a plan includes: an annual calendar of events, list of department goals and objectives, documents outlining program processes, timetables etc. These elements were created and used on a daily, weekly and quarterly basis to keep the department focused on its primary tasks and goals; it also served as a useful resource at weekly staff meetings and quarterly planning retreats working to focus and direct our team efforts and initiatives. Our department’s emphasis was directed toward 1) planning for the purpose of improving the quality and service of our programs and events and 2) clearly documenting and streamlining processes to enhance and support our tracking, assessment and reporting requirements. Follow-Up Assessment Continuing efforts to develop operational infrastructure has allowed our department to enhance and expand its ability to track, evaluate, assess and provide more tangible support to the programs and organizations we oversee. Improved systems of organization, and planning, combined with the practice of regularly reviewing department goals, objectives and timetables allowed us to collaborate more with other departments, improve our endeavors on the basis of evaluations and assessment, and expand and enhance the support to those whom we provide service. This has allowed us to establish a culture of improvement based on assessment. Our department will continue to focus on developing this support infrastructure. Planning allows the department to broaden its’ ability to involve and support more students; and building quality relationships extends this department’s ability to involve and support students. We will develop a three year strategic plan and continue to actively partner with students, Instruction and other SDS units to increase our effectiveness and efficiencies in order to provide leadership opportunities to more students. 35 North Seattle Community College SDS Annual Report 2005-2006 HIGHLIGHTS OF THE YEAR Office Organization and Administration: Events having food were anticipated and planned in advance; this ensured that refreshment forms were completed well in advance of the ‘10 day prior to event rule.’ Also, time was saved creating and filing similar forms at the same time. Draft agendas were created and submitted with refreshment forms in advance of event. Annual Arts and Lectures events were planned prior to first day of fall quarter. Planning allowed us to focus on improving the quality of our events in the areas of décor, staging and presentation; create and distribute evaluations; better facilitation of events by writing and rehearsing sections requiring comment, instruction or introductions. In addition events were promoted earlier and more widely. Evaluation and Assessment: Goals with intended outcomes were written at the beginning of the year and reviewed regularly. The practice of distributing and compiling evaluations was methodically added throughout all programs and activities we oversee. For example: Student Government sponsored events such as club caucus meetings, potlucks, Winterfest, awards luncheons; Multicultural programs including several lectures and performances; Arts and Lectures events such as Springfest, Welcome Back BBQ, speakers, performers etc; S&A fee budget process, student trainings and workshops. Evaluations were reviewed to determine what elements may have contributed or diminished the success of a particular event. This assessment was then used as the basis for planning and improving the outcomes of similar events. Student Participation in Campus Committees Developed a process to coordinate hiring students to serve on key committees overseen by our department (BDSC, UTF, BoP) Developed and conducted an orientation for students serving on committees and Student Government members who approve the annual Service and Activity Fee budget (700K) Developed and implemented a process to 1) help campus committees that need to have students participate on committees 2) match students interested in volunteering to participate on committees with these committees Committee Processes: Schedules and timetables were developed prior to the beginning of fall quarter and were used successfully to ensure consistent meeting participation and timely completion of committee tasks and responsibilities. This organization supported early completion of the UTF and BDSC processes by one and two months respectively. UTF history, processes and timetables were neatly compiled into binders that served as a valuable resource to this year’s committee and will continue to serve as a resource. Student Government elections were successfully held two weeks earlier in spring quarter to allow the newly elected officials to job shadow and train with outgoing officials. Staff Team Development Weekly meetings: Staff met weekly to share information, prioritize tasks for upcoming week, debrief and assess completed projects etc. 36 North Seattle Community College SDS Annual Report 2005-2006 Quarterly planning and assessment retreat: Staff participated in an all day retreat to reflect, assess and plan how to implement activities for the upcoming quarter. Staff attended all day workshop titled: Managing Time, Paper and Information. This workshop covered organization and time management principals, tips, tools and resources. Staff attended a full day Diversity workshop titled: Undoing Racism. Followed by second half day workshop that allowed deeper exploration of the concepts learning Director attended several Technology workshops coordinated by the TLC to broaden awareness, consider and strategize how to incorporate emerging technologies into student leadership. One outcome was to encourage and support the Polaris to develop an online component to production and distribution. Student Government Professionalism: The ASB Student Government worked to maintain standards of professionalism which was evidenced by on-time, well written Board Reports, Weekly Bulletins, and the production of artistic hand crafted posters. New computers: Ryan Cox, the ASB President, submitted and was awarded a UTF request to purchase 8 desktop plus 1 laptop computers in addition to a new printer. The computers were installed spring quarter. Effectively utilized the shared drive: All documents and resources supporting student government work and projects were filed in clearly identifiable folders on the shared drive. Filing practices were standardized and folders were repeatedly reviewed to keep in clean working order. This creates a foundation for future student government teams to build upon and use as a historical resource. Pre-fall Quarter Student Government Training o In 2004-2005 we provided 14 hours training. In 2005-2006 we increased this to 34 hours of training in addition to requiring attendance at a 3 day state-wide Student Leadership Conference in Wenatchee. For 2006-2007 we have increased training to 80 hours in addition to required attendance at the annual Student Leadership Conference. Club Handbook Revision: Policies and procedures were updated, sections and titles were reorganized and renamed to make this resource more user friendly, forms were updated, added and categorized to match resource file copies Elections Process o Created Candidate’s Handbook to support each candidate in their campaigning efforts. Handbook includes: policies procedures, rules, important dates and deadlines, violations, grievance process, campaign tips etc. o Created candidate PowerPoint presentation to inform and promote voting. Multicultural Programming: Hired a part-time hourly program coordinator to work 16 hours a week. This person worked to mentor students, plan events and sustain the Multicultural Center. Coordinated and sponsored cultural events and activities: o Lunar New Year Celebration o Thomas Hurst, Seattle Times Photographer Presentation on Photo Documentary on Pakistan Earthquake o Irish Film Festival 37 North Seattle Community College SDS Annual Report 2005-2006 Premier showing of the film “Nasir Azizon” documenting the plight of the Pakistan Earthquake o Film and Program “Invisible Children” revealing the tragic situation in Uganda o Love Notes: Provided a venue for sharing and creating poetry and prose – encouraging expression in native language and variety of topics Sponsored 20 students and 5 faculty/staff to attend the 3-day, 16th Annual Student of Color Conference at Seatac. Coordinator provided support to Student Government and arts and lectures activities. Worked with UW Alumni Office to create opportunities for our students to participate in their African American Lecture series. Ultimate goal was to develop collaborative working relationship that would allow us to host similar UW/NSCC lecture events on our campus. Coordinator fostered collaborative relationships with instruction through actively outreaching to develop programs and offer support o Career Link Program, Loft, Humanities Division o Arts and Lecture Committee: Implemented annual planning which resulted in 80% of A&L activities being planned prior to the first day of fall quarter. o Welcome Back BBQ (Live band, $2 lunch, games) o National Coming Out Day Film Festival - Discussion Groups – Resource Fair (In collaboration with Loft support) o Sarah Weddington (In collaboration with Women’s Center) o Health and Wellness Fair – 3 days of vendors raising awarness & sharing resources o Dia de Los Muertos – Community Alter – Pumpkin Carving – Mask Making o Living Voices Presentations–Right to Dream–Native Vision–La Causa–Within the Silence o Women’s Herstory Month: Musician/Songwriter Magdalen Hsu Li o Catherine Swanson: Peace Corps Volunteer/Samoa (Sponsored by International Programs) o Fun, Food, Film, Fest: 3 days, film, food and facilitated dialogue (In collaboration with Loft) o Jazz for Lunch Series (In support and collaboration with Humanities Department) o Total Experience Gospel Choir Evaluations were distributed and collected from approximately 70% of events Collaboration - Bridging Student Development and Instructional Services: Continued support and collaboration with the Student Voices initiative o Director attended 3-day international conference with team of students and faculty in Vancouver, BC o Helped support and recruit students to participate in this initiative. (Facilitate having Polaris editor to attend Vancouver conference, attended fall quarter planning meeting with students and served in an advisory role throughout the year ) 38 North Seattle Community College SDS Annual Report 2005-2006 Director chaired Diversity Events Subcommittee and established a process for annual event selection, planning and implementation. Year End Student Leadership and Advisor Awards Luncheon: Aimed to recognize the contributions of students and staff in fostering and supporting student involvement. Strategic Planning and Preparing for the Future: Organized and cleaned sound booth with the goal to make is user friendly for someone with little or no technical experience. Completed inventory of supplies and cleaned storage areas to dispose or recycle items no longer used. Also identified list of supplies and resources to purchase for 0607. Worked/ing with Media Services to have data projectors installed into club room and student conference room Director developed the practice of using laptop on a regular basis to write meeting minutes as meetings are taking place. This works to save time and ensure accurate record keeping. Worked with Foundation to write a proposal to establish an endowment aimed at supporting multicultural student leadership initiatives. Director invested in and learned to use personal PDA/phone device to manage daily work schedule. Encouraged and supported student government to actively seek technology that will support the work of future student government teams. (resulting in their successfully obtaining new computers for their office) Encouraged and supported Student Government and Polaris in documenting annual work processes and procedures. To promote our mission of diversity and multiculturalism the following question was added to the Service and Activity Fee budget application process: How will your program promote the values of diversity in a multicultural and global society? This then becomes one of the criteria by which programs are evaluated for funding. STRENGTHS Strong camaraderie with students in Student Government, clubs Phi Theta Kappa etc. Students often comment that our staff is very approachable, dependable and helpful. They feel comfortable coming to us for both personal and work related questions, and issues. Teamwork: Staff is mutually supportive, caring and mission driven Relationships with campus employees: Staff is innately friendly, supportive and willing to help others Resourceful: Staff are creative problem solvers, have technical know-how, and able to network Knowledgeable of administrative processes Visionary: Able dream and articulate a desired future in an environment of rapid change Strategic: Able to identify trends, anticipate change and future demands and develop strategies to bring about our desired vision Sensitive and committed to the unique needs of community college student’s Committed to the values of diversity and helping students develop the skills and confidence to succeed in a multicultural and global society 39 North Seattle Community College SDS Annual Report 2005-2006 Systems focused: Able to identify and create solutions that produce a broad, intentional impact Creating community through fostering a safe, fun, place to work and learn Flexibility: Adapt to change rapidly while maintaining a positive and optimistic attitude Innovative: Committed to seeking, creating and supporting win-win partnerships, opportunities, solutions and programs. Have created systems to manage and track and assess annual operations. CHALLENGES Sustaining multicultural programming: Funding for the part-time hourly Multicultural program coordinator was eliminated for the 06-07 year. We anticipate that this will result in a reduction of multicultural programming and support services. Maintaining Ties to Professional Councils: This department encompasses both Student Leadership and Multicultural Programs; therefore we belong to both CUSP and MSSDC which both hold 2-day meetings each quarter. The absence of any one of our staff often negatively impacts our department thus; our attendance at these meetings has been infrequent this past year which presents a challenge to maintaining professional contacts and keeping abreast of statewide data, trends and opportunities. Absent staff: 1) Due to urgent personal matters, one of our staff members was absent for two entire months along with several additional hours or half days throughout winter and spring quarter. This absence created a slight reduction in programming however our planning allowed us to mitigate the impact fairly well. Its’ biggest negative impact may effect the upcoming year since this staff member was not here to plan activities for 0607. We may start fall quarter with fewer activities planned. Also, one goal for this year was to document our implementation processes and organize resources for all our annual events which would have lessened the overall time required to plan and implement events in the coming years. 2) Two of our three staff members have 11 month contracts; thus each summer they are absent for one month which significantly diminishes our time to effectively complete our year-end assessments, and plan and prepare for the upcoming year. Collaborating and coordinating events with faculty and other campus departments: Creating a common vision and shared sense of ownership for events is a challenge. Lacking common procedures and practices and individuals with the time, influence and authority to bring various funding and other resources together remains a barrier. RECOMMENDATIONS Encourage, promote and invest in professional development: The increased demands and changing roles within the field of higher education requires that professionals constantly update their skills and knowledge to remain current and competitive in today’s technically driven global society. Strengthen operational infrastructure and community support: Though we now have good operational systems in place these systems require ongoing maintenance to keep processes current with fast changing demands. Operational assessment: This past year we have made measurable progress in collecting evaluations. Our next step is to methodically use evaluations to assess our programs and events and to use these assessments as a means to decide whether and how to continue, stop, change or enhance a program or event. 40 North Seattle Community College SDS Annual Report 2005-2006 Continue to research and strategize ways to integrate technology into systems that expand leadership opportunities for students. Continue to work with the Foundation to create an endowment to ensure that funding is never lost for multicultural programming. Utilize Student Interns: Partner with local universities to develop ties to student development graduate programs that have students in need of intern experience. Not only can interns help to address challenges created by limited staff they may bring with them new ideas, and the latest theories and practices in student development. Build partnerships with instruction and other campus departments in order to maximize the efficient use of resources and expand opportunities to support student academic achievement and leadership competency. Career and Internship services: explore ways to develop credit bearing internship opportunities for students who are actively involved in planning and implementing campus enrichment and leadership activities. Instruction: identify and create opportunities to complement classroom learning with leadership activities and experiences. ESL/GED/ABE: create and provide opportunities that effectively involve and integrate these students into our activities. 41 Student Development Services Annual Report 2005-2006 OUTREACH AND ENTRY SERVICES DEPARTMENT MISSION STATEMENT The purpose of Outreach and Entry Services is to increase the visibility of North Seattle Community College in our community and in our high schools and helping to create a sustainable enrollment base. We assist students during all stages of enrollment by addressing enrollment barriers so that they will be converted from prospective to enrolled students. DEPARTMENT DESCRIPTION Services include: the student greeters program, photo ID services, emergency fund assistance, transfer mentor program, public tours, outreach activities, and enrollment and new student orientation assistance. Entry Services works in collaboration with the Admissions, Registration, Records and Credentials (ARRC) and Advising. STAFF MEMBERS Susan Shanahan, Director Photo ID Staff Members William Durr – hourly non-student Trang Ho – hourly student Tony Friess – workstudy Dave Anderson – workstudy Student work-study have been integral in managing the workload in the department. Their student experience is beneficial when calling perspective students and assisting them with the enrollment process and transition to college. Photo ID customer service staff were cross trained to conduct outreach call campaigns, provide campus tours and to track “applied students” to confirm their enrollment. Customer training has allowed the outreach office to personally contact over 3700 perspective students. SPECIFIC OBJECTIVE To develop a flow chart illustrating the tracking process for inquired and applied students who have not yet enrolled for classes and implement the system’s tracking process for inquired and applied students who have not registered. RESULTS: For tracking inquired/applied students, 4 new points of contact codes were developed for use in the admissions module. Staff from marketing, outreach, admissions, worker retraining, and the switchboard, have a copy of these codes and are using them to code and track all inquires. New inquiry forms were developed. Designed and implemented a system to identify how many students progressed from inquired to enrolled status. To implement the Montlake project at NSCC through collaborative work with the Advising and Student Leadership offices. RESULTS: In collaboration with UW Admissions and the UW Office of Minority Affairs, we developed the following goals to supplement the efforts of the current transfer programs provided by the Advising office. UW student transfer mentors were recruited from those NSCC students who had transferred to UW in Fall 06. Twenty-five students volunteered to return to NSCC and assist students in their process to become “transfer ready.” Transfer mentors supplemented information from the UW admissions office by participating in UW majors day and UW 42 North Seattle Community College SDS Annual Report 2005-2006 transfer workshops to provide the “student to student” connection. The UW advisors and workshop participants reported that the “student perspective” was very valuable. Three transfer mentors volunteer to assist 3 NSCC students. Twenty-five current students have requested UW mentors and at the time of this report 7 UW student mentors have been identified. A recruitment event is schedule during Dawg Daze on September 06, at the UW to identify additional NSCC transfer mentors. To conducted two classroom presentations through collaboration with Dennis Schaffer and Tracy Furatani which resulted in eight new students signing up either to be a transfer mentor or to consider working with a mentor. To create outreach tools that are accessible for the college community. Materials will be updated. A tour resource notebook and outreach presentation would be developed to target specific audiences i.e. high school counselor workshops, high school parent/student college nights, new student, tours, general college fairs and recruitment phone call campaigns. RESULTS: This material has been gathered and will be available to the campus community in the fall of 2006. To implement an Online Self Survey (SNAP) process where students can anonymously submit assessments of the emergency assistance services. These assessments will be compiled and reviewed on a quarterly basis. Feedback implemented as appropriate. RESULTS: The first survey was distributed on week 6 of the quarter with a 12% return. Winter quarter surveys were distributed week 3 with a 24% return. Spring quarter surveys were sent out week 2 with a 24% return. All surveys indicated that students would not have been able to remain in school if they had not received tuition/book assistance (see statistics.) To conduct an outreach phone campaign targeting “applied but not enrolled” potential students. The focus is on “personally assisting potential students” to take the steps necessary to register for classes. RESULTS: This phone campaign was conducted quarterly, starting summer of 2005 and had 40% of the applied students registered for classes as compared to 37% in 2004-05. HIGHLIGHTS OF THE YEAR Implemented an “applied not enrolled” phone campaign to personally assist students to take the steps from applied to registered contacting number of prospective students. Made over 3000 outreach contacts at 13 different types of outreach events. NSCC was represented at 55 outreach events including: 30 high school events - (Ballard (3), Nathan Hale(4), Ingraham (2), Roosevelt (3), Summit (1), Nova (1), John Marshal (1), Mariner (1), Snohomish (1) and North Kitsap Native American Education Program (1), Snohomish, Middle college (2), Gear UP (4), Franklin (1), Cleveland (1), Center School (1), Indian Heritage (2), UW Middle College (1). 9 large-scale community based youth education/employment events: National College Fair (2), African American Communities Network Education Fair (1), GEAR UP (4), Native Family Resource Fair (1), Summer Youth Employment Program (1) 3 Professional Development meetings for HS Counselors- Seattle HS counselor fall workshop (1), Monthly Career Counselor meeting hosted at NSCC (1) and Tech Prep presentation to Seattle HS counselors (1). 5 large-scale events with higher education institutions targeting Seattle high school juniors and seniors and Eastern and Western Washington first generation low income WCHSCR (1) and GEAR UP (4) 5 corporate education fairs with employer paid tuition benefits 43 North Seattle Community College SDS Annual Report 2005- 2006 Conducted 64 campus tours Provided 261 students with tuition assistance which resulted in retaining 166 quarterly FTEs. Implemented Online SNAP Self Survey process. Answered questions and assisted 2,127 students during student greeters. Secured funding to support the management of this office. The budget is 75% state funded and 25% Student Activity Fee funded. Secured supplemental funding from a $400 Foundation mini-grant for hosting high school outreach activities on campus. Secured $700 funding for a lap top and printer for outreach from the UTF committee. STRENGTHS Outreach is responsive to college needs and community requests. We provide professional and personalized presentations on NSCC programs, participate in instructional open houses, international student orientations, public relations and marketing events and student development activities. Outreach office strengths include the development of collaborative relationships with internal and external partners. These partnerships have been critical for maintaining professional outreach relationships within the campus community, business communities and in high schools. CHALLENGES Outreach funding continues to be limited. One person has difficulty covering a 6 hour event. The office has been effective in recruiting staff, however, this places more demand on our travel budget, as both staff are reimbursed for mileage. Work space for hourly staff is needed to conduct phone campaigns and track enrollment patterns of inquired and applied students. It would be more efficient to have dedicated work-study stations available. Professional development has not been available for the outreach office. Professional workshops focused on “recruitment strategies” and “best practices in enrollment management” would be energizing and add to the productivity of our office. RECOMMENDATIONS Work closely with faculty who teach the transfer courses to enhance Montlake transfer project. We need closer collaboration with Advising. It’s recommended that advisors provide transfer mentor (Montlake) registration forms during advising session to those students planning to transfer to the UW. Worker retraining and instructional offices, who work with new student inquiries implement the new inquiry tracking codes and work with this cohort. The personal connection could move them from inquired to enrolled. Applied not enrolled calls be made on a more regular basis to those applicants within Washington State. This would require a dedicated hourly to start calling perspective students week 4 of a quarter. We could reach at minimum of 300 more students. At a projected 13% of enrollment, this would result in a minimum of 39 additional students each quarter. Emergency fund payback reminder calls need to be made the first week past the payment due date. Currently repayment is assessed on a quarterly basis, when 44 students may be making payments throughout the academic year. It’s recommended to save time that final repayment checks are run in June versus at the end of each quarter. 25% of the students receiving emergency funding do not complete the courses that they enroll in. It’s recommended that the Director of Outreach services will mentor this cohort to improve student retention. STATISTICS The following includes enrollment outcomes for 3 cohorts: 1) applied not enrolled, 2) emergency fund recipients, and 3) tours participants. Campus Tours Applied 7 HIGH SCHOOL TOURS Enrolled 74 FTE 43 # Participants *.6 1 COMMUNITY AGENCY TOURS 1 10 0 0* 0 INDIVIDUALIZED TOURS Web Scheduled THURSDAY “PUBLIC TOURS” 15 7 34 22 11 49 11 5 17 7 5.6 14 11.4 TOTALS 64 166 75 22 17.6 *registration for students interested in fall 06 will not be tracked until after the 10th day of fall quarter. Also many high school students were juniors, who are anticipating starting college fall 07. Phone Campaign Recruitment Annual Totals Totals 2119 767 522 3408 Messages Left Personal Conversations Bad/Disconnected # Total Calls Made Enrolled 456 QRTLY FTEs % 13% 290.78 Emergency Assistance Expenditure Report Quarter Summer 05 Values Funds Tuition Books Cash Quarterly Totals $11,597 $3,702 $350.00 $15,648.86 23 9.47 19 9.2 15 13.4 42 32 GPA Completion 2.90 65.2% 3.30 70.6% 2.9 85% 3.0 73.6% Not completed 34.8% 23.5% 0 87% 13% 5.9% 84% 16% 15% 100% 0% 10.4% 90% 15% $55,382 $10,666 $3,480 $69,528.14 Students Qtr FTE % Payback 8/31/06 Partial completion Full Partial/None Fall Funds 45 29.15 Students 84 53 35 172 Qtr FTE GPA 47 2.4 22 2.3 12.6 2.5 81.6 2.4 Completion 66% 81% 97% 82%“ Not completed 10% 9% 3% 7% %Payback Partial completion Full 24% 66% 10% 53% 0 98% 11% 72% 1/16/06 Partial/None 34% 47% 2% 28% Winter Funds $50,101 $6,195 1,769 58,065.84 Students Qtr FTE GPA Completion 81 58 2.8 80% 29 20 2.5 90% 14 9.8 2.8 57% 124 87.8 2.8 76% %Payback 4/26/06 Not completed Partial completion Full Partial/None 3% 16% 59% 41% 10% 0% 41% 59% 0 43% 98% 2% 4% 17% 66% 34% Spring Funds 46,160 5,795 3,503 55,458 %Payback 7/8/06 Annual Total As of 5/12/05 Students Qtr FTE GPA Completion Not completed Full Partial/None Funds Students 72 52.5 2.8 90% 10% 54% 46% 163,241 260 34 29 3.4 97% 3% 47% 53% 26,358 135* 18 12 2.9 94% 6% 100% 0% 9,103 82* 124 31 3.0 94% 6% 67% 33% 198,702 477* Qtr FTE 166.97 80.2* 47.8* 321.97* * Some students receive a combination of tuition, book and or cash assistance, as a result annual & quarterly totals may represent duplicate head count. . 46 Student Development Services Annual Report 2005-2006 TESTING CENTER MISSION STATEMENT With an emphasis on building relationships with the students, college constituencies, external partners and staff we serve, we at the Testing Center support student success, enrollment services and college programs in a welcoming environment. We provide professional testing and assessment services, and are committed to the exploration of evolving technologies and methods. STAFF MEMBERS Julene Barton, Program Coordinator Therese Quig, Manager SPECIFIC OBJECTIVE To develop a partnership with Roosevelt High School (RHS) by offering free COMPASS placement testing to targeted RHS students. Test a minimum of twenty Roosevelt students with at least 50% of students from RHS’s Bilingual Education Program. Summary of Outcome The Testing Center & Upward Bound worked with Advising, Outreach and Roosevelt High School to plan and present the Roosevelt College Day at North on May 11, 2006. The program was from 8:30 am to 1:30 pm as follows: Bus Rendezvous & Light Refreshments (Yon Fisher & Kellie Nakano) Greeting & Pre-survey (Lafayette, Flores, Myer, Nakano, Shanahan) Opening Session - the nuts and bolts of admissions, the 2-yr college option (Shanahan) Concurrent Ongoing Sessions: COMPASS English Testing, Optional Math Testing (Therese Quig & Julene Barton) Campus tours (Susan Shanahan) Advising on test scores, programs & majors (Robertson, Swanson, Nakano) Pizza Lunch (Kellie Nakano & Yon Fisher) Afternoon Session - the difference between transfer and prof/tech programs (Robertson) Concurrent Ongoing Sessions: as above Wrap-up, Post-survey, Raffle – Prizes: CDs, backpacks, mugs.(Flores, Nakano, Shanahan) Follow-Up Assessment Although the results of the pre-and post- surveys were inconclusive (we anticipated showing acquisition of new information about colleges) overall the objective was very successful. Twenty-six juniors and seniors from the Bilingual program attended. This group was selected because these students are often not eligible for admission to 4-year colleges (ESL Language Arts does not meet L.A. requirements), not aware that community college is a good option for them, and over-looked in recruitment efforts by many colleges. In planning, a lot of consideration was given to the importance of making the students feel welcomed and special. Details such as meals, use of the Board Room, individually meeting the College President, and raffle prizes helped to create the right atmosphere. The students were extremely attentive at the opening session and clearly surprised to hear college was an option and that there was financial aid that could make it a reality. A Foundation grant funding testing and Metro bus expenses was integral in facilitating Roosevelt High school’s ability to participate. 47 North Seattle Community College SDS Annual Report 2005-2006 The collaboration of departments capitalized on the expertise of each and distributed the workload. An empowerment of the participants was observed by RHS staff. Students talked about their experience days after the event and interacted to a much greater degree with the rest of the school (outside of the Bilingual program). Equally important was the realization that Roosevelt College Day is a successful model that can be replicated in the future. Tests Delivered, Comparison from 2002 to 2006 2002-03 2003-04 2004-05 2005-06 2938 725 876 111 54 24 95 216 5039 3249 620 673 342 43 17 N/A N/A 4944 2924 608 849 385 42 1 N/A N/A 4809 2898 510 930 520 70 N/A N/A N/A 4928 COMPASS Eng/Math Placement Tests*: ESL Tests: GED Exams: Disability Serv. Accommodated Tests: Indiv. Proctored Tests - Other Colleges: CIS/IT Tests: NSIE CELT Entrance Exams VUE Profess. Software Certif. Exams: Total Tests: *COMPASS total includes English/Math Placement tests for Running Start students, and NSIE/ESL Exit Tests for International and ESL students. Also included in this total are COMPASS Math/English Diagnostic tests for Career Link Academy students. These groups account for a total of approximately 600 COMPASS tests annually. rev 7/7/06 HIGHLIGHTS OF THE YEAR October of 2005, the Testing Center hired a full-time Program Coordinator/GED Chief Examiner to fill the position left vacant by Linda Knapp-Davis. We have focused on building a team after the heartbreak of Linda’s death. The Testing Center hosted a regional workshop on “Internet-delivered” COMPASS Placement Testing (to keep up with test technology and network with our peers). Winter quarter, we took on a much expanded roll in proctoring accommodated tests for students with disabilities, increasing total numbers delivered from 385 in 0405 to 520 in 0506. In partnership with DSS, Testing now provides proctoring services for virtually all accommodated testing. Beginning late Winter quarter, Testing, in a collaborative initiative with the English department, began a one-year pilot program to assess the effectiveness of placement into Dev. English and English 101 courses using COMPASS Reading & Writing Skills scores only. This pilot discontinues the ENG 093/094 course and eliminates the handwritten essay as a component of the test. As with math testing, students now receive immediate placement results. Spring of 2006, additional security measures were implemented: storage boxes for cell phones and other electronic devices; shelving for back packs; a fire-safe file cabinet for confidential materials; security mirrors, cameras/monitor; a compact mobile camera/monitor and 2-way radios to assist in proctoring assignments outside the Center. 48 North Seattle Community College SDS Annual Report 2005-2006 STRENGTHS An expanded role providing professional proctoring services for accommodated tests, ongoing partnerships with DSS and related departments. Efficient Program Coordinator with oversight responsibilities; development of spreadsheets for tracking numbers, show, no-show, and cancellations; hours for payroll purposes and staffing needs; location (for facility needs assessment). Collaboration with English Department on Placement Test Pilot (discontinuation of ENG 093/094, placement based on scores only, immediate placement results). Development of handouts and web materials pertinent to test changes. Collaboration with IT/Web Services, Testing colleagues, faculty in the development of an online interactive form to convert COMPASS forms from other colleges to the weighted, combined score and placement used at North. A thorough, well-used Testing web site. Demonstrated commitment to maintenance of test integrity, materials security, and evolving technologies Effective English and math placement system; COMPASS English, math, ESL Ability to Benefit (ATB) testing Redesign of paper and online monthly test schedule for improved clarity A newly developed survey for assessment of Testing facility and services A welcoming, experienced, service-oriented team familiar with programs/services CHALLENGES It is difficult to deliver enough trained test proctors for DSS accommodated testing during busy mid-term and finals periods. The Center is not large enough to serve all campus constituencies requiring services. The frequency of testing is limited because we have only the one test lab. There are 2 private rooms for Disability Services testing and several more are needed. There are not sufficient workstations for staff during peak periods. We need a system for more widely distributing the Testing Center survey assessing facility and services. We do not have online testing capabilities (currently only Windows-based COMPASS placement testing and paper-pencil proctored testing is available). RECOMMENDATIONS Development of a comprehensive program to identify & train potential proctors. Locate potential proctors and schedule with South Testing Director to bring her training program to North. Develop materials. Build a Testing Center survey into the computerized COMPASS Placement tests. Expand the Testing Center. Begin implementation and testing of Internet COMPASS. . 49 Student Development Services Annual Report 2005-2006 UPWARD BOUND DEPARTMENT MISSION STATEMENT Upward Bound will increase high school students’ access to college by providing services that support higher academic achievement and successful entry into a post-secondary institution. STAFF MEMBERS Yon Fisher, Office Assistant; Addy Heckert, Student Success Specialist; Melissa Uyesugi, Student Success Specialist; Kellie Nakano, Director SPECIFIC OBJECTIVE 2004-2005 The following covers the 04-05 grant objectives. Since the grant period is from September 1-August 31, program data for 2005-06 is not yet available for this report. Objective 1: 100% of 67 participants will participate in a comprehensive needs assessment to determine academic, personal, and social needs. Upward Bound served 85 participants from four target schools. A comprehensive needs assessment was conducted on all new participants. The assessment included a variety of tools including the ITED (Iowa Test of Educational Development), WASL (Washington Assessment of Student Learning), academic histories, as well as teacher and counselor recommendations. Follow-up assessments were completed every six weeks. Objective 2: Participants will receive academic instruction, tutoring assistance and other support with a minimum of 60% of participants demonstrating a .10 grade increase in GPA. The project offered services to improve a student’s GPA such as study sessions, tutoring, and advising. Even with this support, only 35% of participants demonstrated an increase in GPA and 13% remained unchanged. Fifty percent of participants’ experienced a decrease. Data for the remaining 2% of participants was not available. The standard was not reached for two primary reasons. First, 56% of participants are considered higher risk participants who face significant challenges. Secondly, participants are encouraged to enroll in courses with greater academic rigor to increase their competitiveness for college entry. These classes can result in lower grades. Objective 3: Participants will receive regular, consistent, and individualized project services with a minimum of 75% of 67 participants retained in the project until graduation from high school. Ninety-six percent of 85 participants were retained and provided with project services. Of those students, 75% were both low-income and first generation with the remaining 25% meeting one of the two criteria. Also, 56% of participants were considered “higher risk.” Objective 4: 80% of participants will enroll in a post secondary program of study each project year as a result of receiving college preparation. This June, 21 participants graduated from the project. Of those students, 86% enrolled in a post secondary program. To support post secondary enrollment, the project conducted one-on-one and small group Senior Sessions each week. Objective 5: 70% of participants who enroll in a post secondary education program will graduate within 6 years as a result of college success activities. Graduates are tracked through telephone calls, mailings, online directories and e-mail messages. Tracking becomes more difficult each year due to changes in contact information. There were a total of 126 prior year participants. The project did not reach 53 participants. Of the remaining 73 participants, 7% 50 North Seattle Community College SDS Annual Report 2005-2006 completed a post secondary program with 66% yet to complete but currently enrolled in a post secondary program. The remaining 16% are not enrolled and 8% did not complete high school. HIGHLIGHTS OF THE YEAR After School Sessions From September to June, the program held after school sessions twice a week at each school. Both sessions provided dedicated study time supported by UB staff as well as university volunteer tutors. In addition, the program offered WASL and ACT preparation classes. FUSE Mentoring Program Ten students participated in the program’s mentoring component, FUSE. Five mentors, recruited from the community, provided students with a positive and caring relationship to help them make healthy life choices and develop to their fullest potential. Family Involvement The program places a high priority on family involvement activities to nurture a parent/guardian’s investment in a student’s academic achievement. The year’s family activities included Family Nights, resource searches, and academic/attendance progress reports. Summer Academy To prepare for college, UB students gathered on the NSCC campus for intensive instruction in math, language arts, science and foreign language during a 7-week Summer Academy. The Summer Academy offered rigorous academic classes to enhance students’ skills, new experiences through field trips and travel, and exposure to college life by utilizing NSCC facilities. The Summer Academy concluded with a travel experience to San Diego. The trip included visits to local sites, campus tours, and a stay at University of California, San Diego to experience life on a college campus. Summer Bridge To ease the transition from high school to college, six UB graduates enrolled for summer quarter at NSCC. Tuition and books were covered by the program. Summer Work Experience Summer Work Experience provided thirteen UB students with hands-on exposure to careers. For 5 weeks, students were placed in work sites to develop career skills and gain experience in a field of interest. Students received a stipend of $75 per week for their efforts. Newsletter Bound 4 Success was published 5 times during the year. The newsletter contained important program and college planning dates, resources for parents and students, program updates and events, articles featuring our students, and profiles of various colleges and universities. STRENGTHS Dedication to developing the whole student to ensure entry and success in college. Staff commitment to working collaboratively and sharing common goals. Strong relationships with high school partners. Partnerships with area universities that provide tutors and other volunteers. A value of parent and student feedback. 51 North Seattle Community College SDS Annual Report 2005-2006 CHALLENGES Level funding since the 2002-2003 grant year. Increased student caseload from 50 to 67 (without additional funds). Program staff offices not located adjacent to other staff. Inability to increase student GPAs by standard indicated in grant proposal. Maintenance of case noting and file documentation. Need to increase student performance on standardized tests such as the WASL, SAT and ACT. RECOMMENDATIONS Develop a standardized system to electronically record student case notes that will minimize the need for filing and reduce time requirements. Continue to explore and identify ways to increase GPAs by the established standards. Re-evaluate current test preparation and identify more effective models. Relocate into office space that allows all staff to be housed adjacent to one another. As appropriate, seek additional funding sources to meet needs not covered by the grant. Continue to identify opportunities for collaboration with community organizations, higher education institutions and NSCC departments/student organizations. 52 Student Development Services Annual Report 2005-2006 WELLNESS/ATHLETICS MISSION STATEMENT “The Wellness Center serves a diverse population by fostering a positive environment where physical fitness and healthy lifestyles become lifelong skills and habits through the activities that it provides.” STAFF MEMBERS EXEMPT: (1) Wellness Center Manager/ Director of Athletics CLASSIFIED: (1) Office Assistant II (50 % of full-time) PERSONAL SERVICES CONTRACT PERSONNEL: (6) stipend positions- 2 head basketball coaches and 4 assistant basketball coaches STUDENT HOURLY: varies (7-12 work study positions) NON-STUDENT HOURLY: (3) AM, PM & Sat Supervisors; (7) Game Crew positions SPECIFIC OBJECTIVE 2005-2006 1. Install an electronic check-in system. This system would cut down on lost revenue by assuring that members have paid their membership fees, as well as increase security in the building. 2. Re-activate a concessions stand to help generate revenue. 3. Work in conjunction with NSCC Webmaster to improve our Wellness Center/ Athletics web pages. 4. Increase awareness of our programs through different marketing techniques to the campus and surrounding community. 5. Increase membership of staff/faculty/administrators from 25 to 35 members. 6. Improve relations with community organizations, businesses, and medical facilities. Such ties will allow the Wellness Center to operate with the community in regards to fundraising, wellness clinics, and other programs that will benefit NSCC students and staff. 7. Establish a comprehensive intramural program. 8. Repair of structural damage caused by our leaking roof. Summary of Outcome (as corresponds to #’s above) 1. This has become part of a campus-wide goal for a keyless campus. The Wellness Center will be one of the first buildings to implement this feature. 2. We had a difficult time finding a way to purchase goods for the concession stand this year, so it was not re-activated in the 05-06 season. 3. The Athletics/Wellness websites were chosen as part of a student project in June 2006. We hope to have a new site up and running by Fall 2006. 4. This was a challenge due to the Wellness Center remodel project. We will be revisiting this objective once the Wellness Center has re-opened. 5. Membership of staff/faculty/administrators increased from 25 members to 53. We exceeded our goal of 35 by an additional 18 members. 53 North Seattle Community College SDS Annual Report 2005-2006 6. This is an on-going project. We have maintained positive rapport with the UW School of Medicine and look forward to working with the community for future wellness events. 7. An intramural program was reinstated in the 05-06 year with basketball and volleyball activities. We will continue to build on this program in the Fall. 8. Emergency funding was approved by the state for repairs to the Wellness Center. Construction began in April 2006 and is expected to be completed by mid October 2006. HIGHLIGHTS OF THE YEAR The Wellness & Athletic websites were chosen as a student project for an Advanced Web Design class. Enhancements to these sites will be great recruiting tools for prospective students/athletes, as well as potential community members. Both our women’s and men’s basketball teams had recently hired coaches and were able to have a successful season on and off the court. Season records for men were 720 and women were 13-17. The average cumulative GPA at the end of the season was 2.78. Wellness Center Capital Project began on time and is scheduled to be completed in the Fall quarter. The enhancements will enable us to better market our facility to the general public and create additional revenue to enhance student programs. The office assistant II position was filled with a quality individual. STRENGTHS Our facility is newer than most community colleges and offers excellent rates to students, staff and community members. Excellent core group of part-time instructors that have worked together since the first year of operation. They are constantly expanding their knowledge base and willing to share that information with other members of this team. Many class choices for the different kinds of students that we serve- academic, returning and recreational. CHALLENGES Maintaining our programs while operating in a temporary space. Retaining work study students as needed throughout the fiscal year Establishing corporate sponsorships Developing meetings with the Sports Editors of various media to explore the feasibility of gaining NWAACC/SCC coverage during the basketball season. RECOMMENDATIONS Continue promoting our programs while in the temporary space. Work with the NWAACC league office to enhance league coverage at the local level. Edit the current Wellness Center brochure to use as a marketing tool to the surrounding community. Continue searching for a means to purchase initial concession stand items for the 06-07 basketball season. 54 Student Development Services Annual Report 2005-2006 WOMEN’S CENTER MISSION STATEMENT The Women’s Center, available to women and men, was created to support and encourage women in their academic growth, given their unique challenges and barriers. We enable women students to realize their own potential in a society that is often oppressive to women. The Women’s Center also plays in role in supporting women students, faculty, and staff as we collectively work to eliminate institutional sexism and sex discrimination in all its forms. STAFF MEMBERS The temporary position of Retention Specialist was filled by Dr. Melanie Wilson, Women’s Center. She was assisted by work-study students including Consuelo Crow (lead; summer only), Annah Burgess, Melanie Curry, Renee Smilanich, Patty McIntyre, Tristana Vincent, Kelly Delaney, Laura Hinton, Mulu Alameyehu, and Paula Tauri. SPECIFIC OBJECTIVE 2005-2006 Improve the visibility and effectiveness of the Women’s Center by increasing the number and quality of programs offered: 1. Add at least one major speaker (Sarah Weddington) 2. Co-sponsor one major workshop (Letitia Nieto) 3. Expand hours, contributions to, and money earned by Feminist Bake Sale Summary of Outcome We increased the number and quality of programs, meeting goals 1-3. More major programs, compared with last year Attendance and earnings increased Evaluations on file for programs Increased visibility, especially through citywide media HIGHLIGHTS OF THE YEAR The highlights of the year were Sarah Weddington and the Feminist Bake Sale. Sarah Weddington spoke to an enthusiastic crowd of nearly 200, who rated her presentation at 9.55 out of 10, with 80% rating this 10 or better. The Feminist Bake Sale (rated 9.8 out of 10), raised over $900 for the Women’s Center Foundation Fund, which provides small emergency grants. As well, faculty praised the Sale for incorporating academic information that provoked discussion and provided many teachable moments. We were able to form partnerships with some of the leading restaurants in the city, quadrupling the number of contributors, and get our message out through a variety of media. Additionally, the Clothesline Project (rated 9.14 out of 10) was similarly successful, as we put a very personal face on the sometimes distant topics of violence against women and children. Faculty complimented this effort for raising awareness and providing helpful educational materials. Through partnership with Student Government, the exhibit moved into the cafeteria and was displayed for an additional two weeks longer than last year’s display. 55 North Seattle Community College SDS Annual Report 2005-2006 Financial Empowerment Week also contributed to the wide-ranging programming of the Women’s Center, and was rated 9.43 out of 10. Another crucial part of the mission is the direct service component. We saw 892 students from summer of 2005 through the end of spring quarter 2006. 24% sought information on scholarships, 18% of contacts were by telephone, 11% had housing issues, 10% of students came in with multiple needs, and smaller percentages were interested in information on childcare, healthcare, and domestic violence. 21% sought help with “other.” We averaged nearly 200 website hits per month. Students who visited the center seem evenly divided between transfer and prof/tech (many of these in the health professions) students, with most students being female day students between the ages of 18 and 45. STRENGTHS Ongoing ability to attract smart, motivated, effective student staff Record of successful programming and service to students Large “library” of resource and referral information Visibility throughout campus through personal contacts and written materials Usage and participation which increases quarter by quarter, year by year CHALLENGES Temporary position (Retention Specialist) is an issue raised consistently since 2003. and one which has had significant ramifications this year The administrative position which leads the Women’s Center is not at a Director level. Negligible overall funding. Limited staffing and administrative support Small office space, no space for group meetings or private consultations Unable to offer evening services at this time Consistent lack of campus interest in women’s student groups 56