REVISED

STATE BOARD MEETING • 1101 S. Yakima Avenue • Tacoma, WA 98405 Main Building A • Clyde Hupp Board Room Study Session: Wednesday, October 29, 2014 Business Meeting: Thursday, October 30, 2014 1:00 to 5:00 p.m. 8:30 a.m. to 12:00 p.m.

Beth Willis, Chair ● Shaunta Hyde, Vice Chair Jim Bricker ● Elizabeth Chen ● Anne Fennessy Wayne Martin ● Larry Brown ● Jay Reich ● Carol Landa-McVicker Marty Brown, Executive Director ● Beth Gordon, Executive Assistant Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of

October 29 Study Session Agenda 1:00 p.m. Call to Order and Welcome Beth Willis, Chair

1:05 p.m. WACTC Report Ed Brewster, WACTC President

1:20 p.m. Applied Baccalaureate Degree Statements of Need Discuss Tab 1 a) North College, Property Management b) , Organizational Leadership and Technical Management c) Fort Steilacoom, Dental Hygiene d) Spokane Falls Community College, Applied Management e) Spokane Falls Community College, Information Systems and Technology Joyce Hammer 2:20 p.m. Break

2:35 p.m. 2014-15 State Board Goals and Policy Focus Discuss Tab 2 Marty Brown

3:35 p.m. Student Achievement Initiative Discuss [Tab 7] David Prince

4:35 p.m. Executive Session Discuss To review performance of a publicly bid contract. 5:00 p.m. Adjournment 5:30 p.m. Dinner Meeting for State Board Members, Bates Technical College Trustees and their staffs Bates Technical College, TBD Room

Washington State Board for Community and Technical Colleges www.sbctc.edu | October 2014

October 30 Regular Business Meeting Agenda 8:00 a.m. Breakfast 8:30 a.m. Call to Order and Adoption of Agenda Action Beth Willis, Chair 8:35 a.m. Host College Presentation: Bates Technical College Dr. Ron Langrell, President 9:20 a.m. Approval of Consent Agenda Action Tab 3 a. SBCTC Meeting Minutes, September 10, 2014 b. , Property Acquisition for Parking Resolution 14-10-62 c. Clover Park Technical College, Local Expenditure Authority, Building Demo Resolution 14-10-63 d. Yakima Valley Community College, Local Expenditure Authority, Toppenish Learning Center Resolution 14-10-64 e. Yakima Valley Community College, Local Expenditure Authority, Campus Operations Building Resolution 14-10-65 9:25 a.m. Final Consideration of Applied Baccalaureate Degrees Action Tab 4 a. , Molecular Biosciences – Resolution 14-10-66 b. , Nursing – Resolution 14-10-67 Joyce Hammer 9:45 a.m. Association of Washington Business Videos Discuss Tab 5 Kathy Goebel 10:05 a.m. Break 10:15 a.m. Student Voice – Manufacturing Programs Discuss Tab 6 Kathy Goebel 11:00 a.m. Consideration of 2014 Student Achievement Performance Awards Action Tab 7 Resolution 14-10-68 David Prince 11:15 a.m. Legislative and Communications Report Discuss Tab 8 Alison Grazzini and Laura McDowell 11:45 a.m. TACTC Report Greg Bever, TACTC President 12:00 p.m. Executive Director Report Marty Brown 12:15 p.m. Chairs Report Beth Willis 12:30 p.m. Adjournment Next Meeting: December 3-4, 2014 ~ Centralia College

EXECUTIVE SESSION: Under RCW 42.30.110, an Executive Session may be held. Action from the Executive Session may be taken, if necessary, as a result of items discussed in the Executive Session. PLEASE NOTE: Times above are estimates only. The Board reserves the right to alter the order of the agenda. Reasonable accommodations will be made for persons with disabilities if requests are made at least seven days in advance. Efforts will be made to accommodate late requests. Please contact the Executive Director’s Office at (360) 704-4309.

Washington State Board for Community and Technical Colleges www.sbctc.edu | October 2014 Study Session October 29, 2014 Tab 1

Applied Baccalaureate Degree Statements of Need Brief Description A conceptual discussion will occur between the State Board and colleges proposing to offer Bachelor of Applied Science (BAS) degree programs.

The Statement of Need addresses six areas: • Relationship to institutional role, mission, and program priorities • Support of the statewide strategic plans • Employer/community demand for graduates with baccalaureate level of education proposed in the program • Applied baccalaureate program builds from existing professional and technical degree program offered by the institution • Student demand for program within service area • Efforts to maximize state resources to serve place-bound students How does this link to the System Direction, Mission Study, and Policy Focus In the System Direction report, the State Board for Community and Technical Colleges states its vision as building strong communities, individuals, and families and achieving greater global competitiveness and prosperity for Washington State and its economy by raising the knowledge and skills of its state residents.

Colleges that provide applied baccalaureate programs are focused on three core areas in developing their Statement of Needs: Economic Demand, Student Success, and Innovation. Colleges inherently meet the needs of changing economies by increasing the number of skilled employees in the areas of greatest unmet need. Through this, colleges create greater access to higher education by enrolling underserved populations, and ensure community and technical colleges are affordable and accessible for students. Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas in demand by employers and students. As part of the development of emerging programs, colleges with applied baccalaureate programs have addressed innovation by creating programs that are technology and globally focused.

Recently, the State Board requested a third-party evaluation on applied baccalaureate degrees in Washington and found through a study that these programs are consistent with the college mission, impact institutions positively, and respond to community and student needs. State Board researchers also conducted a policy and outcomes evaluation and corroborated beliefs that applied baccalaureate degree programs increase educational pathways for professional-technical associate graduates and are demonstrating promise through increased retention rates, completion rates, and student diversity. The college presidents and vice presidents of instruction continue to provide support to State Board staff for system oversight of applied baccalaureate degree program offerings.

To date, the Board has approved 39 Bachelor of Applied Science degree programs at 18 colleges to be implemented by the 2015-2016 academic year. Fifteen proposals are engaged in the approval process, and colleges have expressed interest in 19 additional programs. (Attachment A: Applied Baccalaureate Degree Programs)

Tab 1

Background Information and Analysis 1a) North Seattle College – BAS in Property Management North Seattle College proposes to develop a Bachelor of Applied Science Degree in Property Management to serve the real estate industry, public sector agencies, and other private companies that are developing and managing residential, commercial, and mixed use facilities in the central Puget Sound area. This would be the first and only property management baccalaureate program in the northwest. The program is designed to build upon the Real Estate Associate transfer degree and Associate in Applied Science degree offered by North Seattle College and its Property Management, Commercial Real Estate and Investment, and Advanced Real Estate Sales certificate programs. North Seattle College is currently offering two other applied baccalaureate degree programs. (Attachment B: Statement of Need for BAS in Property Management, North Seattle College)

1b) Olympic College – BAS in Organizational Leadership and Technical Management Olympic College proposes to develop a Bachelor of Applied Science Degree in Organizational Leadership and Technical Management. The degree will add knowledge, skills, and abilities in subjects like leadership theory, supervisory communications, project and operations management, occupational safety, conflict resolution, change and diversity management, and business ethics. The proposed Bachelor in Applied Science degree would build on two associate degrees, an Associate in Applied Science-Transfer in Leadership and Occupational Studies and an Associate in Applied Science-Transfer in Organizational Leadership and Resource Management. Olympic College’s relationship with Puget Sound Naval Shipyard and Intermediate Maintenance Facility will play a significant role in employing graduates as students would have training in both a technical discipline and leadership/management theory and practice. Though this degree shares similar components to the four applied management degree programs being offered at other community and technical colleges, this program is distinctive in that it builds upon unique Associate in Applied Science-Transfer degrees that address specific technical workforce needs for local employers. Olympic College is currently offering two other applied baccalaureate degree programs. (Attachment C: Statement of Need for BAS in Organizational Leadership and Technical Management, Olympic College)

1c) Pierce College Fort Steilacoom – BAS in Dental Hygiene Pierce College Fort Steilacoom proposes to create a Bachelor of Applied Science Degree in Dental Hygiene. Currently, students graduate with an Associate in Dental Hygiene after four or more years of study, or a minimum of 189.5 credits. Through curriculum realignment, graduates of the Bachelor of Applied Science in Dental Hygiene program will continue to complete a total of approximately 190 credits, but earn a bachelor’s degree instead of the current Associate Degree in Dental Hygiene. The proposed applied baccalaureate degree will follow the standards set forth by the Commission on Dental Accreditation and the Washington State Dental Hygiene Practice Act. Registered dental hygienists with a Bachelor of Applied Science degree can work in other settings that include higher education (didactic and clinical education), research, public health, dental product sales, management and training, and hospital and nursing home consultation. is the only community and technical college offering a Bachelor of Applied Science in Dental Hygiene. Pierce College does not currently offer an applied baccalaureate degree program. (Attachment D: Statement of Need for BAS in Dental Hygiene, Pierce College Fort Steilacoom)

1d) Spokane Falls Community College – BAS in Applied Management Spokane Falls Community College proposes to develop a Bachelor of Applied Science Degree in Applied Management. The region served by Spokane Falls Community College is unique in the makeup

2

Tab 1

of its employers with a high number of mid-sized companies and few large ones compared to larger metropolitan centers throughout the nation. Due to their size, most companies do not have enough employees to allow for specialized positions that most traditional bachelor’s programs produce. This BAS in Applied Management is built upon the Associate of Applied Science in Business Management which has been offered at Spokane Falls Community Colleges since 1995 and has seen significant growth over the past several years. The Manufacturing and Healthcare industries were selected as two areas of concentrations based upon the regional demand, the programs support from existing two-year degrees, and the interest expressed by past graduates. There are four applied management degrees offered by community and technical colleges across the state. Three are offered at colleges on the western side of the state. Yakima Valley Community College is the only one offering a BAS in Applied Business Management on the east side. Spokane Falls Community College does not currently offer an applied baccalaureate degree program. (Attachment E: Statement of Need for BAS in Applied Management, Spokane Falls Community College)

1e) Spokane Falls Community College – BAS in Information Systems and Technology The Information Systems and Computer Science department at Spokane Falls Community College proposes to create a Bachelor of Applied Science Degree in Information Systems and Technology. This degree will be based on the existing Associate of Applied Science in Information Technology degree which focuses on several areas of information technology: computer and network installation and maintenance skills; business computing skills, including daily systems operations and applications programs; security and forensics skills; and various internet and network skills including web pages design, client/server side programming, web server installation and maintenance. Today’s economy has moved away from skilled labor jobs to positions requiring employability skills traditionally thought to be acquired through a four-year degree. Although more students are graduating from colleges every year, the flow of new graduates is too slow to meet the growing employment demand, especially in the high-tech job market. (Attachment F: Statement of Need for BAS in Information Systems and Technology, Spokane Falls Community College) Potential Questions • Do the college proposals for a Bachelor of Applied Science meet the vision, mission, and goals of their respective colleges? • Do the proposed Bachelor of Applied Science degree programs serve the current and future needs of the colleges’ regions and the state? • Do the proposed Bachelor of Applied Science degree programs support the State Board for Community and Technical College System Direction goals and Mission Study action plans for sustaining economic prosperity into the future? Recommendation/Preferred Result Staff will provide a brief overview of applied baccalaureate degree proposals. Board members will have an opportunity to discuss the applied baccalaureate proposals with college representatives in the context of meeting college and system goals.

Policy Manual Change Yes ☐ No ☒

Prepared by: Joyce Hammer, Director, Transfer Education 360-704-4338, [email protected]

2

Tab 1 Attachment A Washington’s Community and Technical Colleges Applied Baccalaureate Degree Programs

October 2014

College Degree Status Outcomes

HEALTH CARE Seattle Central Allied Health Science Began 2014 Clark Behavioral Science Intent expressed Highline Behavioral Science - Youth Development Approved 3/2014 Seattle Central Behavioral Sciences Began 2009 79 graduates Clark Dental Hygiene Beginning 2015 Pierce Dental Hygiene 30-day review complete Bellevue Health Care Technology and Management Began 2011 2 graduates Bellevue Health Promotion Lifestyle Intervention Intent expressed Bellevue Molecular Sciences (STEM) Board review 10/2013 Bellevue Nursing RN-B Began 2012 Columbia Basin Nursing RN-B Board review 2/2014 Green River Nursing RN-B Intent expressed Olympic Nursing RN-B Began 2007 110 graduates Seattle Central Nursing RN-B Approved 5/2014 Wenatchee Valley Nursing RN-B Approved 5/2014 Bellevue Radiation and Imaging Sciences Began 2007 66 graduates Highline Respiratory Care Began 2014 Lake Washington Public Health Began 2014

Page 1 of 3

College Degree Status Outcomes

INFORMATION TECHNOLOGY North Seattle Application Development Began 2014 Renton Application Development (STEM) Beginning 2015 Clover Park Computer Integrated Manufacturing Intent expressed Columbia Basin Cyber Security Began 2013 Highline Cyber Security and Forensics Began 2014 Bellevue Data Analytics Began 2014 Columbia Basin Database Administration Intent expressed Whatcom Information and Communication Technology Intent expressed Olympic Information Systems (STEM) Began 2014 Bellevue Information Systems and Technology Began 2013 Seattle Central Information Technology: Networking Intent expressed Green River Information Technology: Network Administration and Security Began 2013 Green River Information Technology: Software Development (STEM) Began 2014 Spokane Falls Information Systems & Technology 30-day review complete Bellevue Integrated Resources Management Intent expressed

BUSINESS/MANAGEMENT Bellevue Applied Accounting Board review 6/2014 Yakima Valley Applied Business Management Began 2014 Lake Washington Applied Design Began 2009 59 graduates Centralia Applied Management Began 2012 20 graduates Clark Applied Management Intent expressed Columbia Basin Applied Management Began 2009 134 graduates Grays Harbor Applied Management Board review 2/2014 Peninsula Applied Management Began 2007 103 graduates Renton Applied Management Intent expressed Spokane Falls Applied Management 30-day review complete Lake Washington Energy Systems Engineering Technology Intent expressed Clover Park Facility Management Intent expressed

Page 2 of 3

College Degree Status Outcomes

Highline Global Trade and Logistics Began 2014 Pierce Homeland Security-Emergency Management Intent expressed South Seattle Hospitality Management Began 2007 107 graduates North Seattle International Business Began 2013 Olympic Organizational Leadership & Technical Management 30-day review complete Clover Park Manufacturing Operations Began 2014 Green River Marketing and Entrepreneurship Beginning 2015 Clover Park Operations Management Intent expressed Columbia Basin Project Management Began 2013 5 graduates North Seattle Property Management 30-day review complete Lake Washington Transportation and Logistics Management Began 2014

OTHER Green River Aeronautical Science Board review 5/2014 Lake Washington Biomedical Engineering Technology (2+2 with EWU) Intent expressed Green River Court Reporting and Captioning Intent expressed Centralia Diesel Technology Began 2014 Skagit Valley Environmental Conservation Began 2014 Green River Forest Resource Management Board review 5/2014 Grays Harbor (Joint) Bellevue Interior Design Began 2009 147 graduates South Seattle Professional Technical Teacher Education Began 2012 Bellevue Public Administration Intent expressed Bates Public Safety Administration Intent expressed South Seattle Sustainable Building Science Began 2014 Cascadia Sustainable Practices (STEM) Beginning 2015 Centralia Teacher Education/Special Education Intent expressed

Total 832 graduates

Page 3 of 3

Property Management

Bachelor of Applied Science

Parts A and B North Seattle College September 2014

Table of Contents

Form A: Cover Sheet, Statement of Need 1

Introduction to the degree 2

1. Relationship to institutional role, mission and program practice 4

2. Support of the statewide strategic plans 6

3. Employer/community demand for graduates with baccalaureate level of education proposed in the program 7

4. Applied baccalaureate program builds on existing professional and technical degree program offered by the institution 10

5. Student demand for program within service area 13

6. Efforts to maximize state resources to serve place-bound students 15

Appendix 1: Student survey questions 21

Property Management BAS North Seattle College i Form A: Cover Sheet, Statement of Need

Program Information

Program Name: Property Management Institution Name: North Seattle College Degree: BAS Property Management CIP Code: 52-0798 Name of existing technical associate degree(s) that will serve as the foundation for this program: Degree: Real Estate AAS-T CIP Code: 52-1501 Year Began: 2014 Degree: Appraiser AAS-T CIP Code: 52-1501 Year Began: 2005 Proposed Start Implementation Date: Fall 2015 Projected Enrollment (FTES) in Year One: 20 at Full Enrollment by Year: 4 (60 FTES) Funding Source: Self-Support

Mode of Delivery

Single Campus Delivery: North Seattle College main campus, Seattle, Washington Distance Learning: Some courses will be hybrid, synchronous distance, or online.

Contact Information

Name: John Lederer, Ed.D. Title: Executive Dean, Career/Workforce Education Address: 9600 College Way N., Seattle, WA 98103-3599 Telephone: (206) 934-4606 Fax: (206) 934-3606 Email: [email protected]

______09/05/2014 Chief Academic Officer, Vice-President of Instruction Date

Property Management BAS North Seattle College 1 Introduction to the degree

North Seattle College proposes to develop a bachelor of applied science (BAS) degree in Property Management to serve the real estate industry, public sector agencies, and other private companies that are developing and managing residential, commercial, and mixed use facilities in the central Puget Sound area. This would be the first and only property management baccalaureate program in the northwest.

Land use policy, changes in consumer tastes, transportation investments, and corporate siting decisions (e.g., Amazon, Adobe, Google, Microsoft, and global health) are all converging toward greater urban density in the Seattle metropolitan area. This has led to the construction of residential and mixed commercial/residential properties in close proximity to downtown locations. Each of these properties requires property management services requiring knowledge and skills in marketing, renting/leasing, building management and real estate law. The prospect is for continued development of high density properties and ongoing need for property managers. Nearly three-fourths of all property managers in Washington State have some post-secondary education and 35% have a Bachelor’s degree or higher. Nearly thirty percent have an Associate degree or long-term certificate.1

In King County, there is a building boom underway for properties that require property management services. Table 1, below, shows that in the most recent two years, the City of Seattle has issued 158 new construction permits for mixed-use (commercial- residential) facilities. This represents a ten-fold increase from the level of activity six years ago.

Table 1 New Construction Permits Issued by the City of Seattle for Mixed-Use Facilities, Recent 4-year Periods2 Years Number July 2006-June 2008 16 July 2008-June 2010 21 July 2010-June 2012 29 July 2012-June 2014 158

The City of Bellevue’s current major projects list shows 24 major mixed-use commercial and residential projects at various stages of review and construction3. Nearly all of these

1 Analysis of 2009-11 ACS Census data by the Washington Student Achievement Council, provided to North Seattle College. 2 Seattle Department of Planning and Development website Activity Locator, http://web1.seattle.gov/dpd/maps/. 3 City of Bellevue, Office of Development Services, http://www.ci.bellevue.wa.us/development_activity.htm.

Property Management BAS North Seattle College 2 projects in Seattle and Bellevue will require property management services once they near completion. There is no indication that the current high level of activity will subside soon. But if it does, employment levels will be maintained since buildings continue to require property management services, even during recessionary periods.

The employment demand forecasts for Property Managers reflect the growth in building activity. According to EMSI, Inc. demand for Property, Real Estate, and Community Association Managers (SOC 11-9141) in the Seattle-Bellevue-Tacoma MSA is forecast to grow by 17% in the next ten years (2014-2024) and 21% statewide. Each year, an average of 733 property manager jobs will be filled in the MSA and 1,385 statewide. Current estimates are that 42% of existing property managers are 55 and older, so attrition will create most of the job openings, in addition to new property development. In fact, over the next 10 years, the total number of MSA property manager job openings (7,330) will equal 44% of the current total of 16,770 jobs. Median hourly earnings for King County property managers is $24.29 ($50,500/year).

North Seattle College proposes an applied baccalaureate degree in Property Management that brings together theory and practice and prepares graduates to work effectively as managers with skills needed to administer facilities efficiently and responsibly. The program is designed to build upon the Real Estate Associate Transfer degree and AAS degree offered by North Seattle College and its Property Management, Commercial Real Estate and Investment, and Advanced Real Estate Sales certificate programs. Other students will come from other AAS and AAS-T programs at North Seattle or other colleges in Accounting or General Business. Other Associate degree programs that will provide a transfer pathway include Construction Management at Bellingham, Clover Park, Pierce, Clark, and Edmonds; and Hospitality Management at Edmonds, Green River, Highline, Peninsula, and Skagit Valley. With additional work experience, graduates of the BAS program will be strongly positioned to enroll in the UW Masters of Science in Real Estate program, and many area Masters in Business Administration programs, should they choose to continue their studies.

The BAS in Property Management would begin admitting students in the fall of 2015. The following proposal demonstrates how the Property Management BAS supports the college’s mission and goals; addresses the goals of the state’s master plan for education; meets student and employer demand; addresses a skills gap; and offers general information on the new curriculum.

Property Management BAS North Seattle College 3 1. Relationship to institutional role, mission, and program priorities

The Seattle District Board of Trustees, the President’s Executive Team, the Board of Trustees, the Instructional Council, the faculty-driven Curriculum and Academic Standards Committee (CAS), and the Real Estate Program Technical Advisory Committee all strongly support the development of the Bachelor of Applied Science Degree in Property Management (PM). The college leadership and faculty support the program because it directly aligns with North Seattle’s core mission and values (as well as those of the Seattle District) and is a logical step in providing North Seattle students with a career pathway that will lead to employment in a growing occupation that is critical to the central Puget Sound and Washington State. This proposal is also reflective of the Seattle District which includes Seattle Central and South Seattle Colleges, as the mission, goals and priorities for the District closely mirror those of North Seattle College.

Mission: North Seattle College is committed to changing lives through education. We achieve our mission by:

• Offering comprehensive educational opportunities • Creating a highly supportive learning environment • Engaging in effective and enduring partnerships

The PM degree will give students new educational opportunities beyond a certificate or Associate degree, and will help to further professionalize the occupation. The degree will support the college and the District in its continuing efforts to create partnerships with business and industry, giving companies the opportunity to help shape the curriculum of the program, hire interns, and eventually hire qualified graduates.

Vision: North Seattle Community College is a progressive educational resource, actively engaged with its community, and known for its innovation and responsiveness.

The PM degree is a response to the demonstrated needs of the Puget Sound region for trained professionals who can market and managed large residential, commercial, and mixed-use facilities.

Values: In promoting continuous learning and growth, we practice: Caring, Collaboration, Diversity, Innovation, Integrity, Quality.

To develop and maintain the PM degree there has been, and will continue to be, collaboration with the property management companies, real estate brokerages, and other public and private property-holding organizations who are an important part of the Greater Seattle economy, and with other community colleges in Puget Sound that

Property Management BAS North Seattle College 4 will send students to the program. In addition, there will be articulation with graduate programs in real estate and business, as well as collaboration with area high schools. These levels of articulation and coordination will combine to produce a streamlined pathway with multiple entry and exit points that will increase access, retention and completion efforts. The program will attract both high school graduates seeking a secure career in real estate, as well as existing real estate professionals (many of whom work part-time and/or on commission) interested in a more secure and stable position in property management. Developing this degree and its pathway options directly aligns with North’s values of collaboration and innovation, while also striving for integrity and quality which will attract an increasingly diverse student population.

Core Themes: Advancing student success, excelling in teaching and learning, building community.

The PM BAS degree is in direct alignment with the three Core Themes of the institution:

 Advancing Student Success – the four-year degree will give community college students a more accessible opportunity to pursue an advanced degree with the same care and concern about student retention that current North Seattle students enjoy.  Excelling in Teaching and Learning – the PM degree will build on the District’s strong Real Estate programs and give faculty the ability to develop and implement the more rigorous 300- and 400-level classes. The regular assessment of course, program and degree outcomes will take on even more importance and relevance with students and faculty as North now plays the dual role of the feeder college and baccalaureate institution.  Building Community –The degree requires the college to continue its drive to form local and global partnerships because local property management and real estate employers and employees will play a key role in the creation and the delivery of the degree. Companies that already have a close relationship with the college and serve on the Real Estate Technical Advisory Committee (and support the PM program) include Windermere, REMAX, the Master Builders Career Connect, and many other real estate and industry support organizations.

Essential Learning Outcomes: Knowledge, intellectual and practical skills (including intercultural knowledge and competence), personal and social responsibility and integrative and applied learning.

The PM degree will embody the Essential Learning Outcomes in its rigorous curriculum and supportive educational activities, with a special emphasis on real world applications

Property Management BAS North Seattle College 5 and work-based learning. An added benefit of the PM degree is real estate students who are not enrolled in the program will see students taking classes and being successful at the junior and senior levels. Students who are the first in their families to attend college, students who are starting out in precollege classes and adult basic education, and students who think a transfer degree is something unattainable will be able to observe and interact with students who attained their Associate degree and are now taking the next step forward in their career. This is a dynamic that is important to the Board, the Executive Team and faculty of North Seattle, and the rest of the Seattle District.

North Seattle College and the Seattle Colleges in general are ideal institutions to promote and enroll students into the PM degree. The district enrolls over 46,000 students annually and is second only to the in student population in Washington State. North, Central and South Seattle are successfully leading the community college system by currently offering seven Applied Baccalaureate programs, and with several more under development. Seattle is also a very diverse district, with North Seattle enrolling 32% students of color out of a total of 5,907 students in 2013. Fifty-nine percent of Seattle District students are non-white or international students. This strong diversity will strengthen the PM program as it develops, and make the program’s graduates more marketable as employees.

Another advantage North Seattle and the Seattle District has is the large number of international students that are on their campuses. North will enroll 1,000 international students this year; Central, 1,900; and South, 400. Having a large pool of international students adds significantly to the richness of student life on the campuses. Finally, the Seattle campuses have robust existing applied associate degree programs in business, construction trades and building science, accounting and bookkeeping, information technology and other related fields.

2. Support of the statewide strategic plan

The proposed Property Management BAS degree that North will offer clearly supports the SBCTC Mission Study. It helps answer the fourth Challenge in the study: Washington needs more people with baccalaureate and graduate degrees. Community and technical colleges must expand their contribution to baccalaureate education to meet this need, and is well-positioned to reach place-bound and lower-income students. In addition, item number four of SBCTC’s 10-point Twenty-Year Action Plan lists calls for community colleges to contribute more to the production of applied baccalaureate degrees.

The PM degree helps meet the first Challenge of the Mission Study as well: to help more people attain higher levels of skill and knowledge as our state becomes more diverse

Property Management BAS North Seattle College 6 and its corresponding item in the Twenty-Year Action Plan. The PM degree will be more affordable to students than most other business-related options offered in the region, and will be drawing from the much more diverse student population which the community colleges traditionally serve. The program also supports the second item in the Twenty-Year Action Plan: close the statewide skills gap for technically trained workers.

The Washington Student Achievement Council’s 2012 Strategic Action Plan, Critical Crossroads: A Call to Action identifies system capacity as a critical state challenge— noting that Washington ranks 42d of the fifty states in baccalaureate degree production. The report calls for increasing capacity because too many Washington students do not have access to post-secondary education. The report states that, “our first priority must be to find spaces for qualified Washington students, particularly in high-demand fields.” The PM program will directly address these challenges by expanding baccalaureate capacity for Washington residents who seek lower-cost education options in a high- demand field of study.

3. Employer/community demand for graduates at the baccalaureate level of education proposed in the program

Urban growth policy. A main driver of rising demand for property managers is public policy on land-use and urban development. This is particularly true in Seattle and King County where the predominant strategy for accommodating population growth is the building of a strong urban center and urban villages. In fact, Seattle is currently developing a plan for accommodating 135,000 more residents by 2035. 4 Seattle's current comprehensive plan calls for 84% of all new housing units built between 2004

4 City of Seattle, Dept. of Planning and Development. Seattle 2035: Comprehensive Plan Update (March, 2014). Presentation slides.

Property Management BAS North Seattle College 7 and 2024 to be located in either the urban centers, hub urban villages or residential urban villages (see map above).5

To accommodate this growth, densities will need to increase substantially. Table 2, below, shows the planned density (households/acre) changes for key urban centers and villages in Seattle, found in the city’s current comprehensive plan.

Table 2 Planned Housing Density Increases for Selected Urban Centers and Villages 2004 to 2024 (Households per Acre) Center/Village 2004 Density 2024 Density Downtown Center 16 27 Northgate Center 8 15 South Lake Union Center 4 27 University District NW Center 18 25 Lake City Village 13 20 North Beacon Hill Village 9 13 Source: City of Seattle, Dept. of Planning and Development, Seattle's Comprehensive Plan: Toward a Sustainable Seattle (Jan., 2005).

Both the City of Seattle and King County plans explicitly call out allowing for more increased mix-use residential/commercial development as a key strategy for attaining the density growth targets.

Demand-Supply Gap. The target occupation for the Property Management BAS program is:

Property, Real Estate, and Community Association Managers (SOC/O*NET 11-9141)

Plan, direct, or coordinate the selling, buying, leasing, or governance activities of commercial, industrial, or residential real estate properties. Includes managers of homeowner and condominium associations, rented or leased housing units, buildings, or land (including rights-of-way).

The following key data regarding demand for this position in the Seattle-Tacoma- Bellevue MSA (King, Snohomish, and Pierce Counties) are as follows:6

 There are currently 16,770 property managers in the MSA. There were 860 job openings for property managers in 2013.

5 City of Seattle, Dept. of Planning and Development. Seattle 2035: Comprehensive Plan 2013 Update (Jan., 2005), Urban Village Element (p. 1.23). 6 All data from EMSI, Inc. Analyst labor market data system.

Property Management BAS North Seattle College 8  There have been 114 average monthly online job postings (de-duplicated) for property managers in 2014 in the MSA.  The number of property manager jobs is expected to increase by 1,514 additional jobs (9%) in the next five years. This growth rate exceeds the overall MSA forecast job growth rate of 7.5% for the period.  There will be an estimated 749 job openings for property managers each year for the next five years in the MSA.  Most of these job openings will require a bachelor’s degree. The breakdown of these annual job openings by education level is as follows:

Table 3 Estimated Annual Job Openings for Property Managers (11-9141) in the Seattle-Tacoma-Bellevue MSA by Education Level Education Level Number of Job Openings Bachelor’s Degree or higher (56%) 419 Associate’s Degree (12%) 90 Some College or Certificate (20%) 150 HS Diploma/GED (12%) 90 Total 749 Source: EMSI job forecast and O*NET education attainment levels for the occupation.

 The median hourly earners for property managers in the MSA is $22.62 ($47,062 per year). Managers of larger facilities and in Seattle-Bellevue are likely to have higher earnings. The distribution of earnings for the occupation is as follows:

Seattle-Tacoma-Bellevue MSA | Percentile Earnings for Property, Real Estate, and Community Association Managers (11-9141)

North Seattle College has the only real estate program in the Washington community and technical college system. North Seattle offers an AAS degree in real estate and several specialized certificate programs, including a certificate program in property management. But as the above data indicates, this certificate program is serving only

Property Management BAS North Seattle College 9 the small portion of property managers who need only a post-secondary certificate to qualify for their positions.

The majority of property managers who require a bachelor’s degree are currently un- served by any of Washington’s higher education institutions. As a result, employers are settling for employees who are under-prepared for their positions or who have received a related degree and require extensive in-house, on-the-job, or industry association training. This program will respond to the real need area employers have identified to North Seattle College to hire better-trained property managers to manage their larger, more complex properties.

This program would not just be unique to Washington State, it would be unique to the continental northwest states and the Pacific coast. According to IREM, the Institute of Real Estate Management, the closest property management bachelor’s degree programs are at Brigham Young University (Utah) and the University of Alaska at Anchorage (which offers a business administration finance degree with a property management concentration). There are no bachelor’s-level property management programs in either California or Oregon. There are only 10 bachelor’s-level programs in the United States with “property management” in the program title. There are many more bachelor’s-level real estate programs across the U.S. (but none in Washington) and presumably many property managers in other states are getting these degrees and moving into property management. Once established, this program has the potential to enroll students from other western states.

4. Applied baccalaureate program builds from existing professional and technical degree programs offered by the institution

It is likely that the many of the students in the Property Management BAS program will be professionals working in the real estate industry, many of whom may already have a post-secondary degree. However, it will also be possible for students without a post- secondary degree to enter the program through an appropriate transfer pathway. The primary lower division feeder programs for the Property Management BAS are through the existing robust Real Estate Program at North—the largest program serving this industry in the State. Two direct pathways will be the Real Estate AAS-T (which will be developed and approved this fall with the BAS degree), and the Real Estate Appraisal AAS-T degrees at North Seattle College. It will also be possible for students to transition into the BAS degree with the Real Estate AAS, the Business or Accounting AAS-T degrees, or any other AAS-T from any college by completing the prerequisites to the BAS degree program.

Property Management BAS North Seattle College 10 For example, North Seattle College has a 26.5 credit Property Management certificate program. These graduates will be able go one and finish the AAS-T in Real Estate and then transition into the PM BAS program. The existence of the BAS program will help to induce certificate graduates to go on and finish their Associate Degree to qualify for admission into the BAS program.

Table 4, below, shows the range of certificate and degree programs currently offered by North Seattle College that are part of the multiple pathways toward the PM BAS program: Table 4 Pathway Programs to the Property Management BAS Degree North Seattle College Short Term Program Certificate Certificate AAS AAS-T Real Estate Real Estate    Appraisal    Real Estate Escrow   Loan Originator/Processor   Property Management   Sales   Commercial Real Estate   Green Real Estate   Business General Business   Admin. Assistant   Entrepreneurial Training   Retail Management   Office Professional   Office Asst./Support   Project Management   Accounting General Accounting   Bookkeeping   Cert. of Accountancy   Computerized Accounting   Accounting Achievement   Not-for-profit   Accounting Fraud   Accounting Office Assist.  

Property Management BAS North Seattle College 11 Table 5, below shows completions from the programs listed above for the last six years. From the numbers it is apparent that with minor fluctuations, the total number of completions has been high at about 240 per year, providing plenty of students who will have completed some or all of the preparatory courses for entry into the BAS program.

Table 5 Completions by Year for Pathway Programs to the Property Management BAS Degree at North Seattle College Program Area 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Real Estate, Appraisal, Property Management 37 64 26 29 28 30 General Business/Office 151 105 153 127 163 141 Accounting and Bookkeeping 63 68 61 106 67 69 Total 251 237 240 262 258 240

If we look at all of the student FTES in the Central Puget Sound region’s community colleges in either Real Estate, Business, or Accounting, we see a much more impressive and stable pipeline of potential students for the BAS program. Students coming from business and accounting programs will need a transition quarter to cover the necessary real estate content prior to program entry, but they will have the other skills needed to succeed in the PM BAS program.

Table 6 FTES by Year for Pathway Programs to the Property Management BAS Degree Central Puget Sound Community Colleges Program/College 2009-10 2010-11 2011-12 2012-13 2013-14 Real Estate, CIP 5215 Seattle North 50 35 28 32 40 General Business and Accounting, CIPs 5201, 5202, 5203 Olympic 346 318 343 269 267 Everett 268 309 329 318 312 Seattle Central 310 296 296 295 314 Seattle North 412 454 442 411 431 Seattle South 161 174 184 148 123 Shoreline 179 173 225 245 246 Bellevue 783 782 722 672 683 Highline 538 558 532 504 481 Green River 374 407 380 359 338 Pierce-Steilacoom 225 243 238 197 193 Pierce-Puyallup 269 278 215 182 172 Tacoma 219 237 229 264 309 Edmonds 685 738 665 659 667 Cascadia 59 64 66 76 86 Business/Acct. Total 4,830 5,031 4,868 4,599 4,624

Property Management BAS North Seattle College 12 While developing and later implementing the PM BAS program, administrative and curricular synergies with existing North Seattle College BAS degrees will be assessed and leveraged. Strategies to share curricular elements with the college BAS programs in Sustainable Building Science (at ) and International Business and Application Development (at North) will be explored. Opportunities to leverage/share administrative resources across the three North Seattle College BAS programs is also being studied.

The new PM BAS will include many new courses. While the majority of the curriculum at the 300 and 400 level in the Real Estate content courses will be new, North will utilize already-existing transfer courses and present 100 and 200 level to fulfill the general education requirements of the degree. 5. Student demand for the program

In the spring of 2014, North Seattle College surveyed all of its real estate, business and accounting students to assess demand for a Property Management BAS degree (see Appendix 1). There were over 550 respondents to the survey. The survey included a very brief description of the proposed program and its projected tuition costs. The following are summary highlights of the results of the survey:

 264 respondents (54%) indicated they would be interested in enrolling in the BAS program. 63 (11%) said they would be interested in enrolling right now, 71 (13%) said they would be interested in enrolling after finishing their Associates degree, and 130 (23%) said they would be interested in enrolling some day in the future.  384 (69%) respondents indicated that they thought that getting an applied bachelor’s degree would benefit them through either a promotion or increased earnings.  A slight plurality of respondents preferred evening and online class options over other times of the day or weekends. Two-thirds of the respondents indicated they were comfortable taking classes online. Only 9% said they were not comfortable with online instruction.

The fact that 63 students indicated interest in enrollment right now in the BAS program was very encouraging, and implies that it may be possible to fill the first cohort of students with just North Seattle students. Of course, the intent would be to recruit from around the region, but the high level of interest among North Seattle students suggests that program recruitment may not be very challenging. This is also supported by some of the comments received by students who responded to the survey.

Another important source for student recruitment will be workers already employed in the real estate. About 57% of the MSA’s 46,000 real estate sales agents already have a

Property Management BAS North Seattle College 13 college degree, but many of them work part-time, some by choice. Those who prefer full-time Student Survey Comments salaried employment may be interested in a BAS Student survey respondents offered comments on the proposed program in property Property Management BAS degree. management, especially “With the trend in real estate and property management younger agents who are growing, I think this sounds like a really good addition to the more likely to be earning college.” less than the median “I worked as a property manager for several years and I agree earnings of $18.21/hour that there should be a degree in property management. I (less than a property learned a lot from trial and error but it would have been helpful manager whose median to know several aspects of the profession prior to getting earnings are $22.62). involved in the career.” “This is a great idea for those of us already in the industry that Much time and energy will do not have a specific degree in our field that supports our be dedicated to working professional backgrounds. I would strongly consider changing with our advisory my education plan.” committee for the BAS “Good idea. I just had to relocate because my house will be program, as well as the torn down for a large apartment building. You need to hurry on Real Estate technical this however, as you can see the level of construction.” advisory committees at “I currently work as an administrative assistant for a property North and our partner management office in the Federal Government. This degree colleges. The college would be perfect for me. I have knowledge about property anticipates enrolling a management, but can't apply for a permanent position without significant number of a BA." incumbent workers who are upgrading their skills and working to advance in the real estate industry. Our business partners have been clear in the importance of a four- year degree in the jobs for which PM program students will qualify. The degree will be built with evening, hybrid, and online classes to better accommodate working students.

As indicated in Table 7 below, the program will enroll twenty full-time students in its first year with an additional 24 in year 2 as the first class moves on to their senior year. From then on the college will enroll up to 30 FTES in each cohort.

Property Management BAS North Seattle College 14 Table 7 Projected Enrollment Levels (FTES) for Property Management BAS Program 2015-16 2016-17 2017-18 2018-19 2019-20 20 44 51 60 60

6. Efforts to maximize state resources to serve place-bound students

As previously mentioned, the courses in North’s PM BAS program will be a mix of face- to-face, hybrid, and online instruction in order to reach as many place-bound and working students in the Central Puget Sound region as possible. With 20 percent of North Seattle College’s current student population taking on-line classes, the college has a great deal of experience in supporting on-line students. In fact, contrary to state and national trends, North’s on line students do as well in grade point averages and course completions as “grounded” students.

There are no baccalaureate-level programs in Real Estate or Property Management in Washington State. The only state-supported community college Associate's Degree or certificate program is the North Seattle program. Green River and Bellevue colleges offer a few real estate courses through their continuing education divisions.

The University of Washington offers a Master’s of Science in Real Estate (MSRE) through the Runstad Center for Real Estate Studies and the Department of Urban Design and Planning in the College of Built Environments. It is also possible at UW for Masters of Urban Planning students to receive a real estate specialization. North Seattle College has begun discussions with these programs in an effort to create a seamless articulation between the PM BAS degree and masters-level study in real estate at UW. UW MSRE program faculty will be invited to participate in the program planning process and ongoing program advisory committee.

North Seattle College has consulted extensively with area employers in the development of this program proposal to ensure that the need for baccalaureate- trained property managers is clear and regional demand will be sustained. The message we keep hearing from our employer partners is clear—experienced and well-trained property managers are very difficult to find, and employers are hiring under-prepared workers for these positions and spending time and money to move them up the learning curve so they can be fully-productive employees.

The table below lists some of the employers that were consulted regarding the PM BAS program and the text box shows a selection of some of the things they said about it, and the impact it would have on the real estate industry in the Seattle area.

Property Management BAS North Seattle College 15 Table 8 Real Estate Industry Experts Consulted, Property Management BAS Degree Program Name Employer Job Title Gary Alpine RE/MAX Associate Broker John Braislin Betts, Patterson & Mines Attorney at Law Brenda Brynildsen Zip Realty Broker Wanna Choy Global Realty Marketing Broker/Owner Jeffrey Coonjohn Alaska Airlines Land Use Attorney Ellen Fix EMB Management Founder/Former CEO Scott Fletcher Peeptech & Hometown Lending Owner/CEO Ken Harer Condominium Law Group Attorney at Law Len Johnson Pacific Capital Management Principal Richard Muhlebach Richard Muhlebach, LLC Principal Janice O’Neil Escrow Link, Ltd. Owner Kristin Parker Master Builders Career Connection Education Manager Mark Rekate Cobalt Mortgage Senior Loan Officer Kevin Scott Dupre + Scott Apartment Advisors Principal Kent Scudder Norquest Realty Advisors, Ltd. Principle Appraiser Mark Simmons Appraisal Management Services Owner Christopher Taylor Pacific Star Realty Business Manager Michael Thai Safegate Real Estate Managing Broker Bob Wolf Kennedy Associates RE Counsel Valuation Analyst Shiao-Yen Wu WPI Real Estate Co. CEO

The real estate industry employer experts we spoke with substantiated the following conditions that support the creation of the Property Management BAS program:

 Demand for property managers in the area is high and will be sustained.  Experienced and well-trained property managers are very difficult to find.  Property management is getting more complicated and requires a higher level of knowledge/skill, especially for large mixed-use facilities.  With no choice, employers are having to hire workers for these positions who lack the level of professional preparation they would prefer.  Employers are spending time and money to train new hires so they can be fully- productive employees.  Existing experienced property managers are nearing retirement and there is no pipeline for replacing them in place.  A property management BAS program would solve many of these issues and is very much needed.

Some of their specific comments are summarized below.

Property Management BAS North Seattle College 16 Employer Comments Employers and real estate industry experts offered the following comments on the proposed Property Management BAS degree.

Richard Muhlebach CPM, CSM, RPA, CRE, Principal of Richard Muhlebach, LLC “This will be the only property management degree program in the Northwest and will teach skills not offered by real estate companies' in-house training. It could also feed into the UW Master’s in Real Estate program. It will provide a pathway for people in the real estate industry who are in lower to mid-level administrative positions that want to advance in the industry. Graduates will start at a family-wage, $40,000 to $50,000, and can earn $80-100,000 with experience. The property management industry is recession resistant since every building needs to be managed and the inventory of buildings increases every year."

Ken Harer, Attorney, Condominium Law Group “My firm represents hundreds of condominium associations, most assisted by a property or community manager. There are over 6,000 community associations in the state, and most have, or should have, an experienced property manager to manage the financial and maintenance obligations the communities have. There is a shortage of qualified individuals to fill positions due to retirement and due to the growing number of condominiums in the state. I believe there is a growing demand for qualified property and community managers, and that a program to educate property managers would be of great benefit to the City of Seattle and to the State.”

Ellen Fix, CMCA, PCAM, Founder/Former CEO of EMB Management “Based on my 25 years’ experience in the Property Management business, I can say that the #1 challenge of any business owner [is] attracting, educating and keeping good employees. The establishment of a degree in Property Management is welcome and long overdue. The confidence and competency of an experienced manager takes years to develop. A Bachelor’s degree in the business gives them a critical and necessary advantage.”

Shiao-Yen Wu, CEO of WPI Real Estate “I have been in the Real Estate and Property Management business for 48 years. It is my experience that nobody pays much attention to property management, but that good property management is the key to a successful real estate business. I spend a great deal of time and money training the property managers I hire. If there was a bachelor’s degree program in property management, it would be the first place I would look for new hires, and I would greatly welcome it.”

Mike Scott, Principal of Dupre + Scott Apartment Advisors, Inc. “We forecast that between 2013 and 2018 developers in [the Seattle area] will build 50,000 new apartment units. This added inventory will need a significant team of professionals to manage, market, and maintain them, including on-site managers, leasing agents, professional property managers, regional managers, maintenance professionals, and more.”

Property Management BAS North Seattle College 17 Unique aspects of the program. There are many unique features of the PM BAS program that will help ensure its success. First, this is an applied vocational degree focusing on a high demand profession that drives the Seattle-area economy. While the importance of theory cannot be minimized, students in the program will learn how to manage operations and solve problems. The will learn how to work within the complicated laws and fiscal practices and procedures that govern property management. Students will work real-world problems and resolve real-world scenarios in class and through their practica.

Second, this degree directly addresses a critical need in the industry. The skill sets we will train and educate our students to use are those same skill sets industry is clamoring for as evidenced by the labor market data and employer consultation.

Third, this degree is very affordable. Average cost of the degree over the two years will be much less than comparable degrees at other public four-year institutions. Below is the cost in tuition and fees for one academic year, with comparisons to the average yearly cost of other local Business degree programs.

Table 9 Current Annual Tuition Cost of Baccalaureate Business Degree Programs Institution Annual Tuition % of NSC Cost North Seattle College $7,364 100% University of Washington- $12,383 168% Seattle UW-Tacoma, Bothell $11,907 162% City University $18,090 246% $35,865 487% Seattle Pacific University $33,444 454%

Fourth, this degree is built for those with AAS and AAS-T degrees in real estate and related fields. It is taking what once was a terminal degree and adding two years of junior and senior level course work so that graduates can now qualify for much higher paying jobs in a high demand industry essential to economy of Seattle and the State. This will attract a significant number of incumbent workers from the local technology sector.

Fifth, the program will be built with input from and alignment with the UW Master of Science in Real Estate program to ensure that PM BAS graduates have an opportunity to efficiently continue their studies in the real estate field, should the desire to do so at some later point in their career.

Property Management BAS North Seattle College 18 Sixth, the program will heavily rely on industry experts and business leaders for their valued involvement in developing the program and courses, to ensure that graduates are well-prepared.

Program description and learning outcomes. This new degree program would provide the only baccalaureate educational pathway in the Northwest for students and incumbent workers seeking a career or interested in advancing their career in corporate, residential, commercial, mixed-use, not-for profit, or public sector property management. The program will cover a wide range of critical knowledge and skill- building areas including financial management and cost control, financing and valuation, contracting and leasing, rental agreements, data management, marketing, crisis management, personnel management, construction management, building maintenance, subsidized housing, ethics, and real estate law. It will include a practicum and capstone project to provide students with real-world experience.

The draft learning outcomes for the program include:

• Demonstrate an understanding of the principles and scope of residential and commercial real estate property management. • Understand the economic factors that influence property management strategies and real estate ownership. • Perform property management activities including developing budgets, management plans, property analysis and physical maintenance plans for sample properties, and manage information systems and gather and assess information to produce the maximum return over the long run for the owners of these properties. • Evaluate and generate merchandising strategies and then develop and present recommendations to owners/investors. • Use technology to support real estate property management related research, analysis, reporting, and marketing activities. • Apply critical thinking and computer competency in using various software programs and internet resources typically used by property managers. • Identify and determine legal and insurance issues that can affect managed properties. • Hire and manage personnel effectively. • Exhibit the knowledge to practice according to the ethical and legal standards of the Real Estate and Real Property Management industries. • Outline Landlord/Tenant Law, Contract Law, Civil Rights and Fair Housing Federal, State and Local Laws and Regulations. • Select and prepare various leases for various residential, office, commercial and industrial spaces. • Develop marketing plans to lease residential and commercial space.

Property Management BAS North Seattle College 19 • Provide examples of sustainable and environmentally sustainable “Green” products or strategies for improving and/or maintaining an existing building and increase its value. • Display an understanding of accounting procedures used to record and evaluate income and expenses of residential and commercial rental property. • Demonstrate effective communication skills required for real estate property managers. • Exhibit ability to interact successfully with all stakeholders and the public. • Evaluate prospective tenants based on research and collected information from a variety of sources. • Assess determinants of supply and demand and pricing in residential and commercial rental markets. • Use quantitative reasoning processes to understand, analyze, interpret, and solve quantitative problems that property managers must complete like computing rent and operating expense per square foot for commercial property. • Understand and analyze community associations’ budgets, financial reports and community association's governing documents. • Formulate a plan to develop and nurture a professional property management and real estate network. • Outline on-going learning activities that will contribute to personal and professional growth and the improvement of the Real Estate Property Management industry.

Property Management BAS North Seattle College 20 Appendix 1 Student Survey Questions

North Seattle College is considering creating a new Bachelor of Applied Science (BAS) degree in property management. Industry demand in King County for property managers is high (forecast at about 600 annual job openings over the next ten years). Corporate, residential, commercial, mixed-use, not-for-profit and public sector property managers in the area have median annual earnings of $51,000. There are no bachelor degree programs in property management in the northwest region of the United States. Full-time tuition and fees would be about $23,000 for all four years (less if credits are transferred in, or credit for work experience is awarded). Financial aid would be available. 1. Are you interested in enrolling in a Bachelor of Applied Science degree program in Property Management?

Now (this year) After I finish with my AA Degree Someday No What is that?

2. Are you comfortable with taking classes online?

Yes Not Sure No way

3. What is your availability for attending college classes? (Check all that apply).

Morning Afternoon Evening Weekends Online anytime

Property Management BAS North Seattle College 21 4. Do you believe that additional training and education, specifically an applied bachelor’s degree, would benefit you either through promotion or increased earnings?

Yes No I don't know

5. Are you currently employed in the real estate industry (or related industry)? If YES would you consider attending college for a Bachelors of Applied Science in Property Management if you could get college credit for the work you have already completed?

Yes No Does not apply

6. Comments or additional information on any of the above questions:

______

7. Please provide name and email address if you would like more information about the Property Management BAS degree as it develops.

Name:______

Email:______

Property Management BAS North Seattle College 22

Bachelor of Applied Science Organizational Leadership and Technical Management

Statement of Need

Forms A and B

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Form A COVER SHEET STATEMENT OF NEED

Program Information

Program Name: Bachelor of Applied Science (BAS) in Organizational Leadership and Technical Management Institution Name: Olympic College ______Degree: BAS OLTM_____ Level: Bachelor___ Type: Science______CIP Code: 52.0213 (e.g. B.S. Chemistry) (e.g. Bachelor) (e.g. Science) Proposed Start Date: Fall 2015 Projected Enrollment (FTE) in Year One: 20______At Full Enrollment by Year: 2016______(# FTE) (# FTE) Funding Source: State FTE ____ Self Support X_ Other Mode of Delivery Single Campus Delivery: Bremerton, WA ______(enter locations) Off-site ______(enter locations) Distance Learning : Hybrid (online and face-to-face classes) ______(enter formats) Statement of Need  Relationship to institutional mission  Employer demand  Student demand  Options for place-bound students

Please see criteria and standard sheet FORM B Contact Information (Academic Department Representative) Name: Mary Garguile Title: Vice President for Instruction Address: 1600 Chester Ave., Bremerton, WA 98337 Telephone: 360-475-7400 Fax: Email: [email protected]

09/03/2014 ______Chief Academic Officer Date

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INTRODUCTION

Olympic College (OC) proposes to develop a Bachelor of Applied Science degree program in Organizational Leadership and Technical Management (OLTM). This program is designed to enroll students with a range of professional technical associate degrees and a diverse set of work experiences and professional goals. This practitioner-oriented, applied degree will prepare students for leadership, management, and supervisory roles in private, public, and nonprofit organizations. The degree will add knowledge, skills, and abilities in subjects like leadership theory, supervisory communications, project and operations management, occupational safety, conflict resolution, change and diversity management, and business ethics.

The program’s vision statement: Educating technical professionals across a wide range of professions to serve as leaders who foster continuous improvement and empower the growth of others in their organization, community, and world.

Local and state analysis continues to show that residents of Olympic College’s service area, Kitsap and Mason Counties, lack sufficient access to bachelor’s-level education. These counties are underserved in terms of the number and variety of degrees offered, and the completion rates for bachelor’s degrees in both counties are below (and in the case of Mason County, well below) the state average.

At the same time, these counties—and the entire Puget Sound region—support a growing mix of industries in maritime, defense, aerospace, advanced manufacturing, healthcare, and technology, among others. As these industries grow and add jobs, they are facing a wave of retirements among managers and executives. Puget Sound Naval Shipyard & Intermediate Maintenance Facility (PSNS & IMF) alone hired 1,800 new Helper Trainees in 2013, yet anticipates losing 30 – 40% of its upper leadership by 2016.

Technically trained workers who could compete for management positions often do not hold a bachelor’s degree and do not possess the leadership and management skills necessary to succeed in these roles. A recent Olympic College employer survey showed that the number one hiring challenge for employers looking to fill leadership and management positions is the applicants’ lack of “soft” skills— skills like written and verbal communication, team leadership, staff training and development, and conflict resolution.

This BAS will capitalize on a professional technical, trained workforce to meet clear local and regional demand for bachelor’s-prepared leaders and managers.

CRITERIA 1: DESCRIBE HOW THE PROPOSED PROGRAM REFLECTS AND SUPPORTS THE ROLE AND MISSION OF THE INSTITUTION AND REFLECTS PROGRAM PRIORITIES.

Role of the College: The proposed Olympic College (OC) Bachelor of Applied Science Degree in Organizational Leadership and Technical Management (OLTM) reflects the role of the college by:  Increasing educational options in general—and bachelor’s degrees in particular—available in Kitsap and Mason Counties, OC’s service area  Responding to proven industry demand through education and training with direct applicability to the workforce  Creating degree pathways for (i) current students in professional technical associate programs and (ii) incumbent workers seeking to enrich credentials and develop expertise aligned with professional goals and industry needs.

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Olympic College Mission: The OC mission states, Olympic College enriches our diverse communities through quality education and support so students achieve their educational goals.1 The development and launch of the proposed BAS OLTM program, OC’s third applied baccalaureate degree (joining the BSN, 2007, and BAS Information Systems, 2014) specifically advances this mission. The degree responds to proven demand in the region for leaders, supervisors, and managers with strong technical skills and delivers educational programming to meet that demand. The BAS OLTM program also supports increased investment in comprehensive educational planning (K-20) and lifelong learning (incumbent workforce and career changers).

Program Priorities: In its strategic initiatives, Olympic College has affirmed the importance of providing local access to baccalaureate education. Although OC offers several pathways to bachelor’s degrees, including direct transfer and university partnerships, the college has also endorsed the development of additional OC baccalaureate programs:  Initiative #6 in the 2007/2010 Strategic Plan called for OC to increase the educational options available to our communities [by] actively pursuing opportunities to bring baccalaureate programs to our district.  In its May 2014 Goals Conference Action Plan, part of current, ongoing strategic planning, OC set a goal to provide and support quality comprehensive instructional programs that meet student/community needs and respond to changing conditions. This goal reaffirmed the continuing need for “increased access to baccalaureate opportunities.”

In prioritizing which bachelor’s degrees to pursue, OC takes into consideration several factors, including the potential for economic development and job growth, availability of human, physical, and financial resources, long-term sustainability, accreditation requirements, and other factors identified through local, regional, state and national analysis.

The development and implementation of the BAS OLTM program also supports the following priorities 2 identified in OC value statements and initiatives:

Value Statements:  This degree illustrates a dedication to public service and higher education by responding to identified community needs and workplace and student demand.  This degree demonstrates a commitment to lifelong learning by encouraging current and returning students to expand and enhance their educational capabilities.

Strategic Initiatives:  This degree supports the implementation of enrollment management and student achievement plans focusing on accessibility and student learning by developing a program that encourages economic stability, leverages prior experience and expertise for the benefit of the community, and delivers program components in a format that accommodates busy schedules and varied learning styles.  This degree strengthens relationships with our communities to understand educational needs and provide learning opportunities relevant to those needs by identifying local, regional and national workplace and educational trends and by developing sustainable programs that respond to a changing environment.

1 Olympic College Catalog 2013-14, p. 2.

2 Olympic College Catalog 2013-14, p. 2-3

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CRITERIA 2: DESCRIBE HOW THE PROGRAM WILL SUPPORT SBCTC MISSION GOALS OUTLINED IN THE MISSION STUDY AND WSAC POLICIES AND GOALS FOR HIGHER EDUCATION AS ARTICULATED IN THE STRATEGIC MASTER PLAN FOR HIGHER EDUCATION.

The overarching goal of the SBCTC Mission Study is to find more and better ways to reduce barriers and expand opportunities so more Washingtonians can reach higher levels of education.3 The Mission Study builds on the 2008 Strategic Master Plan for Education by the Washington Higher Education Coordinating Board (HECB), which details the extreme need in Washington for more homegrown bachelor’s degree production. The Master Plan recommends the state “increase bachelor’s degree production by 13,800”4 and tackle the great “regional dispar[ity] in access to baccalaureate degree programs.”5

The SBCTC’s Mission Study’s twenty-year action plan named ten strategies to address critical needs in economic demand, student success, and innovation. Olympic College’s BAS OLTM program addresses each of these needs by supporting the following action plan strategies:

 Step 1: Serve more people, including groups who have been underserved in the past. In keeping with the applied baccalaureate mission of opening educational access to underserved groups, the BAS OLTM program aims to serve numerous populations within OC’s service area of Kitsap and Mason Counties. These populations include underserved groups such as low- income young adults, low- and middle-skill workers, first-generation college students (more than 2/3 of OC students are first generation), rural residents of Kitsap and Olympic peninsulas, veterans (25% of OC students are veterans), and members of four tribal communities. These efforts join existing outreach programs such as Access Services, Multicultural Services, Students in Need Group, and Veterans Services. OC also recently hired a VP of Equity and Inclusion to provide leadership in the development, coordination, and implementation of programs that promote equity and pluralism at the college.

 Step 2: Close the statewide skills gap for technically trained workers. Olympic College offers 20 technical professional associate degrees in areas such as business management, chemical dependency counseling, industrial trades, medical assisting, and welding. These associate degrees are helping to close the statewide skills gap—especially with recently expanded capacity in electronics and a new AAS degree in engineering technology. Along with the new OC BAS in Information Systems, the college is well positioned to meet local need for a skilled, adaptable, and technologically advanced labor force.

Because the BAS OLTM program is designed to build on a wide range of professional technical associate degrees, students will have both technical and leadership/management skills when they graduate. In the BAS these students will receive enhanced technical training in topics such as budget management and analysis, quantitative and qualitative analysis, and long-range planning and assessment, as well as education in “soft skills” like teamwork and critical thinking.

The statewide skills gap concerns more than technical skills. Top local employers like Puget Sound Naval Shipyard & Intermediate Maintenance Facility (PSNS & IMF) and Lockheed Martin have identified a serious and ongoing “soft skills” gap among their own technically trained

3 SBCTC. Mission Study. (2010). p. 2. Retrieved 09/11/2013. http://www.sbctc.ctc.edu/general/a_missionstudy.aspx 4 WSAC. Opportunities for Change: Implementing the 2008 Strategic Master Plan for Higher Education. (2008). p. 8 Retrieved 07/28/14. http://www.wsac.wa.gov/sites/default/files/Opportunities-Implementation-printversion.pdf 5 Ibid, p. 11.

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workers transitioning into leadership and management roles. Recent studies point to executive and management perceptions that such workers lack these skills the most. 6;7

 Step 4: Contribute more to the production of baccalaureate degrees. Current census data for both Kitsap and Mason Counties reveals below-average attainment of bachelor’s degrees compared to Washington State (31%), with 29% and 18% respectively.8 At the same time, attainment of associate degrees in Kitsap County exceeds the state average.9 The BAS OLTM program will expand access to bachelor’s-level education in this region and continue the growth of bachelor degree programs in OC’s service area.

In addition to developing new applied baccalaureate degrees and offering its own BSN and BAS Information Systems programs, OC partners strategically with four-year universities like WWU, WSU, WGU, Old Dominion University, and Brandman University to increase baccalaureate access.

 Steps 8 and 9: This degree will help build a 21st century learning infrastructure and promote the adoption of web-based and mobile technology tools for eLearning and online student services. The BAS OLTM program plans to offer a hybrid delivery model, with a mix of face-to- face and online coursework appealing to working adults and employers who need schedule flexibility. Hybrid delivery also reduces transportation and campus commute costs without sacrificing the advantages of comprehensive campus support services. The program will also feature open source textbooks and learning resources, and students can take advantage of a web accessible campus as well as open computer labs.

OC has steadily increased access to eLearning and a range of online student support systems. For example, the catalog and class schedule planner are available online. OC students and Tech Prep and Dual Credit students may register online using OC’s Online Access to Student Information System (OASIS) or link to the statewide Washington Tech Prep registration site. Students may also take advantage of services such as Ask a Librarian, eTutoring, and Writing Center assistance, as well as other online tools and support services.

CRITERIA 3: EMPLOYER DEMAND MUST EXCEED REGIONAL SUPPLY OF GRADUATES WITH RELEVANT DEGREES. DEMAND MUST BE BASED ON DATA SOURCES …. PLEASE PROVIDE EVIDENCE OF THE GAP BETWEEN THE NUMBER OF PROGRAM GRADUATES VERSUS THE NUMBER OF JOB OPENINGS LOCALLY AND REGIONALLY.

Overview: Olympic College’s service area of Kitsap and Mason Counties covers 1,400 square miles and reaches a population of more than 300,000 people. These counties support diverse industries. In Kitsap, key industries include maritime, defense, advanced manufacturing, aerospace, healthcare, tourism and technology.10 The county is home to Naval Base Kitsap, which includes 27 tenant commands and employs more than 16,000 civilians and 14,000 Navy personnel. Puget Sound

6 Adecco. “Watch the gaps: U.S. executives see skills gaps in the American workforce.” (2013). Retrieved 08/12/2014. http://www.adeccousa.com/Employers/resource-center/Pages/watch-the-gap-infographic.aspx

7 Millennial Branding. The Gen Y Workplace Expectations Study. (2013). Retrieved on 08/20/2014. http://millennialbranding.com/2013/gen-workplace-expectations-study/ 8 U.S. Census Bureau. State and County QuickFacts. Kitsap and Mason Counties. Retrieved 07/22/2014. http://quickfacts.census.gov/qfd/states/53/53035.html

9 Unites States Census Bureau. American Fact Finder. Retrieved 08/19/2014. http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk 10Kitsap Economic Development Alliance. Positioned for Prosperity. (2014). Retrieved on 08/19/2014. http://kitsapeda.org/wp-content/uploads/2014/01/Kitsap-Economic-Profile-2014-Jan-2014.pdf

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Naval Shipyard and Intermediate Maintenance Facility (PSNS & IMF), one of only four Naval shipyards in the U.S., is the largest tenant command and employs, by far, the largest civilian workforce—some 11,000 employees. Other top Kitsap County employers include:  Harrison Medical Center, Martha & Mary Health Services, The Doctor’s Clinic, Kitsap Mental Health Services, and other health, social, and community services organizations  Numerous Department of Defense contractors such as Skookum, Lockheed Martin, and EJB  Port Madison Enterprises, an agency of the Suquamish Tribe, which includes gaming, sports and entertainment, hospitality, and financial ventures  Manufacturing firms such as SAFE Boats (military, law enforcement, and emergency vessels), Far Bank (fishing equipment), and Trulife (healthcare products)  State and other public sector employers Mason County industry relies on government; trade, transportation, and utilities; and manufacturing. Largest employers include Little Creek Casino Resort, Washington Corrections Center, Shelton School District, and Mason General Hospital.

While these counties—and especially Kitsap—support several employers with 1,000 or more employees, a majority of businesses in each county are small businesses.

Olympic College has long been uniquely prepared to meet local industry demand. With campuses in Bremerton (Kitsap), Poulsbo (Kitsap), and Shelton (Mason), and professional technical associate programs ranging from accounting technology to welding, OC provides a skilled, forward-thinking, technologically advanced workforce. The recent relocation of aerospace company Omahundro from California to Kitsap County because of the strong labor force in advanced composites attests to the impact OC prof tech degrees and certificates have not only on the current economy but on future economic growth in the region.

In the past five years, OC has graduated nearly 2,500 professional technical students. (Table VII, p. 15 lists completions for all active OC professional technical associate degree programs between 2009 and 2014.) These degrees cover occupational categories such as business and finance, office and administrative support, computer and information technology, community and social service, education, food preparation and serving, construction, production, and healthcare.

As a 2+2 degree in the “management capstone” model,11 the BAS Organizational Leadership and Technical Management (OLTM) would accept students meeting program prerequisites from the full complement of OC professional technical degree programs. With training in both a technical discipline and leadership/management theory and practice, students would be eligible for bachelor’s-preferred positions in their industry, as well as strategically positioned for promotion from within their current organizations.

Management Occupations: The Bureau of Labor Statistics (BLS) Standard Occupational Classification (SOC) system lists management occupations for all industries under the SOC code “management occupations,” rather than within industry-specific categories such as Business and Financial Operations Occupations, Community and Social Service Occupations, Healthcare Support Occupations, and Production Occupations. So, for instance, Financial Managers would not be listed under Business and Financial Operations Occupations, but under Management Occupations.

11 Office of Community College Research and Leadership. “Curriculum Models for Applied Baccalaureate Degrees.” Retrieved 06/10/2014. http://occrl.illinois.edu/applied_baccalaureate/ab_models/

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Exceptions to this rule include Cost Estimators and Management Analysts—two occupations typically considered management-level—which are both listed under Business and Financial Operations Occupations, rather than Management Occupations.

Table I shows entry-level education and average hourly wage for select management occupations.

Table I: Projected Growth for Select Management Occupations SOC Management Occupation Entry-Level Average Code Education Hourly Wage 11-1021 General and Operations Mgrs. Bachelor’s $49.48 11-2020 Marketing Managers Bachelor’s $51.06 11-2022 Sales Managers Bachelor’s $58.55 11-3011 Administrative Services Mgrs. Bachelor’s $40.29 11-3031 Financial Managers Bachelor’s $50.36 11-3051 Industrial Production Managers Bachelor’s $41.65 11-3121 Human Resources Managers Bachelor’s $48.31 11-9021 Construction Managers Bachelor’s $49.46 11-9111 Medical and Health Services Bachelor’s $41.96 11-9151 Social and Community Bachelor’s $32.61 Services 13-1051 Cost Estimators Bachelor’s $30.65 13-1111 Management Analysts Bachelor’s $37.78 Sources: Bureau of Labor Statistics Occup. Handbook. http://www.bls.gov/ooh. 08/21/2014. Employment Security Department “Learn about an occupation” report. https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational- reports/occupations-in-demand. 08/21/2014

As Table II demonstrates, these management occupations are well-paying jobs that typically require bachelor’s-level education to attain. Average annual wages for these positions, which range from just under $65,000 to more than $120,000,12 are all much higher than the average annual wages in Kitsap and Mason Counties, which are $43,000 and $34,000 respectively.13 In fact, management occupations in both counties pay higher average annual wages than any other occupational category. Unlike management occupations, the BLS classifies supervisory occupations within industry-specific categories. Tagged as “First-Line Supervisor” occupations, these positions differ significantly from management occupations in several ways:  First-line supervisors generally require only a high school diploma for entry-level jobs  First-line supervisors are typically promoted from within and have substantial technical training but no formal education in leadership or management  First-line supervisors are typically responsible for day-to-day operations, rather than long-range planning and direction  First-line supervisors earn just half the hourly wage of management positions in their industry

12Employment Security Department (ESD). “Learn about an occupation” report. Retrieved 08/21/2014. https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand. 13 Employment Security Department (ESD). County Profiles. Retrieved 08/21/2014. https://fortress.wa.gov/esd/employmentdata/reports-publications/regional-reports/county-profiles

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Given their technical training, graduates of the BAS OLTM program will be amply qualified for first-line supervisor positions. And while the leadership and management training the BAS program will offer could be useful to not only supervisory but diverse occupational roles, the goal of this degree is to prepare graduates to compete for management-level positions, whether on the open job market or within their current organization’s career ladder.

Demand: In determining the need for a BAS OLTM program at Olympic College, information was gathered from a multitude of sources, including local employer surveys, industry roundtables, advisory committee input, Employment Security Department (ESD) and O*Net labor market data, industry and trade association data, economic analysis conducted by Economic Modeling Specialists International (EMSI) and Burning Glass, and other relevant sources. To determine the demand and supply of qualified workers, OC used EMSI to conduct an analysis of employer demand and the regional supply of graduates with relevant degrees. Employer surveys, industry roundtables, and consultation with advisory committees also assisted in identifying the gap between industry demand and qualified applicants.

Labor Market Data: Table II shows the projected growth for select management occupations in the U.S., Greater Puget Sound Region (Kitsap, Mason, King, Pierce, and Snohomish counties), and in OC’s service area of Kitsap and Mason Counties. TABLE II: Projected Growth for Select Management Occupations Projected Growth 2012 - 2022 United Greater Kitsap + States Puget Sound Mason Co. Management Occupation Region General and Operations Mgrs. 12% 29% 16% Marketing Managers 13% 20% 12% Sales Managers 8% 17% 12% Administrative Services Mgrs. 12% 19% 11% Financial Managers 9% 14% 11% Industrial Production -2% 9% 9% Human Resources Managers 13% 18% 13% Construction Managers 16% 36% 29% Medical and Health Services 23% 15% 21% Social and Community Services 21% 38% 45% Cost Estimators 26% 33% 28% Management Analysts 19% 21% 3% Sources: O*net Online. www.onetonlineorg. 08/21/2014. Economic Modeling Specialists International. Occupation Report. 05/19/2014.

The table reveals that growth for these management occupations in the Greater Puget Sound Region is expected to outpace national growth rates in most areas by a sizeable margin. Kitsap and Mason Counties project to grow at about the national rate in most occupations, though in General and Operations Managers, Sales Managers, Industrial Production Managers, Construction Managers, and Social and Community Services Managers, 10-year growth in these counties is at least 4% higher than in the U.S.; for Social and Community Services Managers, the growth rate is more than doubled.

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When determining job market availability for OC BAS OLTM graduates, it is essential to review both local and regional demands. According to data collected by the U.S. Census Bureau, American Communities Survey, King County has among the highest numbers in the nation of commuters coming from another county. More than 12,000 Kitsap residents commute to Seattle-King County and another 6,000 to Tacoma-Pierce County.14 The U.S. Census American Fact Finder data shows that almost 20% of Kitsap residents commute to jobs outside of the county.15 A survey conducted by the Washington Department of Transportation further defined the commuting population: 45% of Kitsap’s commuting residents are employed in professional or technical occupations, 15% in management and 12% in administrative support.16

As Table III exhibits, with 350 – 450 annual job openings in both Pierce and Snohomish counties (each accessible by car and ferry, respectively) and about 2,500 annual openings in Seattle-King County (reached by car and ferry), the demand for management professionals is significant. The Workforce Development Areas (WDAs) that include only Kitsap and Mason Counties, the Olympic Consortium WDA and Pacific Mountain WDA, together project more than 2,500 total openings between 2014 and 2022.

Table III: Annual Openings within OC Employment Region Olympic Pacific Pierce Seattle-King Snohomish Consortium Mountain County County County

17 17

22 17 22 22 17 22 17 22

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2017 2012 2017 2017 2012 2017 2012 2017 Management Occupation 2012 2012 General and Operations Mgrs. 34 38 51 59 100 101 565 568 94 94 Marketing Managers 3 3 3 4 7 7 177 171 9 10 Sales Managers 5 5 8 8 28 25 241 225 24 23 Administrative Services Mgrs. 4 5 7 8 12 13 86 94 11 14 Financial Managers 8 8 18 20 28 28 243 229 27 28 Industrial Production 1 1 5 4 9 7 31 27 10 8 Human Resources Managers 3 3 7 7 10 9 95 88 8 9 Construction Managers 25 20 18 12 98 74 305 227 75 55 Medical and Health Services 11 13 15 17 33 38 156 179 23 27 Social and Community Services 8 9 14 17 18 20 52 59 10 12 Cost Estimators 14 13 14 11 49 44 158 137 54 47 Management Analysts 12 14 26 28 30 30 496 490 23 33 Annual Openings by Region 128 132 186 195 422 396 2605 2494 368 360 Source: Employment Security Department (ESD). Long-Term Occupational Projections, May 2014. 07/15/2014. Olympic Consortium WDA includes Clallam, Jefferson, and Kitsap Counties; Pacific Mountain WDA includes Gray’s Harbor, Lewis, Mason, Pacific, and Thurston Counties.

14 Pritchett, Rachel. “Census stats show Kitsap residents are used to long commutes.” Kitsap Sun. 3/5/13. Retrieved 7/17/13. http://www.kitsapsun.com/news/2013/mar/05/census-stats-show-kitsap-residents-are-used-to/?print=1 15 US Census. American Fact Finder. Commuting Characteristics, Kitsap County. Retrieved 7/17/13. 16 Kitsap Regional Coordinating Council. “Workers Away.” 09/21/06. Retrieved 7/17/13.

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Burning Glass: An analysis of many of these management occupations by Burning Glass presented an even rosier local labor market picture.

Burning Glass inventories actual job postings within set parameters, such as occupation, location, and time period, in order to present a more accurate, real-time understanding of current demand. Postings are pulled from multiple sources, including online job boards, company websites, newspapers, government sites, and more, and duplicate listings are eliminated. In addition, Burning Glass employs “data extraction and analysis technologies to mine and code detailed data from each job listing describing the specific skills, skill clusters, educational credentials, certifications, experience levels, and work activities required for that specific job, as well as information about salary, number of openings, and job type.”17

Unlike traditional labor market data, Burning Glass maps to actual positions, not just occupations. This approach reveals clearer pathways from the BAS degree to specific jobs within areas of technical expertise. Burning Glass also cuts across SOC occupational categories in order to find emerging and hard-to-classify management positions that might not be reported as Management Occupations in ESD projections. Burning Glass can then re-code these postings under traditional BLS SOC codes.

Table IV shows the actual number of job postings in the past fiscal year for select management occupations in Kitsap and Mason Counties as reported by Burning Glass.

Table IV: Kitsap and Mason Job Postings, 07/01/2013 – 06/30/2014 Management Occupation Job Most Common Job Titles Postings General and Operations Manager 58 Operations Manager; General Manager; Operations Manager—Environmental Services; Operations Supervisor; Operations Director Marketing Manager 48 Marketing Mgr.; Product Mgr. Director; Technical Product Support Mgr.; Senior Product Mgr.; Accounting Mgr. Sales Manager 40 Area Sales Manager; Sales Manager; Regional Sales Manager; Store Manager; District Manager Administrative Services Manager 54 Facilities Mgr.; Business Office Manager; Administrative Officer; Relationship Manager; Business Manager Financial Manager 100 Production Controller, Ships; Production Controller; Branch Manager; Finance Manager; Assistant Manager Human Resources Manager 15 Human Resources Manager; Human Resources Assistant; Talent Acquisition Manager; Human Services Planner; Manager, Employee Labor Relations Medical and Health Services Manager* 290 Health Unit Coordinator; Social Worker; Admissions Coordinator; Activities Director; Coordinator-Materials Social and Community Services Manager 16 Dir. of Social Services; Referral Mgr.; Dir. Animal Welfare; Youth Svcs. Professional.; Mgr. of Inpatient Social Svcs. Total Job Postings, All Management 621 Occupations

Kitsap/Mason Postings with “Manager” in 1,189 Title Kitsap/Mason Postings with “Supervisor” 379 in Title *All postings with “nurse” in the title were removed from the search, since most BAS OLTM graduates would not be qualified for these roles Source: Burning Glass. Labor/Insight Jobs Report. 07/24/2014

17 Burning Glass. Real Time Labor Market Intelligence. Retrieved 08/22/2014. http://www.burning-glass.com/realtime/

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Burning Glass’ aggregated job listings for last fiscal year far outpace ESD long-term projections for that same year. While it is impossible to judge how many of the posted management positions BAS OLTM graduates would have been qualified for (the job titles vary in level of education/experience required), the numbers do present an excellent case for strong, ongoing demand for management occupation positions.

Industry Support: As part of the degree development process, the BAS OLTM development team approached advisory committees from several professional technical programs in order to discuss the proposed degree and determine the level of support. These programs included Organizational Leadership & Resource Management (OLRM), Medical Assisting (MEDA), Industrial Trades (INDTT), and Human Services (HS). Each of these programs saw a clear pathway from the associate to and through the BAS and on to the workforce or further study, and each voted its full support to continue development.

OC also hosted two industry roundtables. One roundtable focused specifically on a pathway from the Apprentice Program at Puget Sound Naval Shipyard and Intermediate Maintenance Facility (PSNS & IMF) to the BAS. This roundtable is addressed separately, along with the PSNS & IMF Apprentice Program pathway, in Criteria 5, p.16 - 18.

The other roundtable comprised a diverse group of business and community leaders from Kitsap and Mason Counties, including city and county government officials, a Kitsap County trade association representative, a top manager for the Port Gamble S’Klallam tribe, and other industry figures. Roundtable guests were presented the BAS OLTM vision statement, guiding principles, and draft program outcomes and asked to provide input based on their experience and needs.

Several broad themes emerged from the advisory committee meetings and industry roundtable:  Need for the degree: Members of advisory committees and the roundtable confirmed local demand for the BAS OLTM program. Reasons cited included the need for advanced training in leadership and management (both technical and “soft” skills), expected baby boomer retirements, and expanded local baccalaureate access.  A management vacuum: The industry leaders observed that as managers retire, technically trained employees move up to supervisory and management positions. These employees are often radically unprepared for these roles, which necessitates costly and time-consuming retraining.  Going beyond the associate: One of the chief values of the BAS OLTM degree is that it presents a major advancement in baccalaureate education in an underserved region. In fact, a number of industry representatives themselves expressed strong interest in joining the first cohort of students when the degree is offered.

Local Employer Survey Data: In addition to a local industry roundtable, OC conducted a comprehensive industry survey of Kitsap and Mason Counties in July 2014. One-hundred and thirty-two (132) survey recipients were selected from among local employers that hire supervisory and management personnel, with a response rate of 39%. Recipients were contacted via email and completed the survey online using Survey Monkey. Recipients were top management or executive-level employees with knowledge of employer hiring practices. Table V shows the results from the survey—results that underscore the viability of a local BAS OLTM program. The broad strokes:  88% of respondents prefer a certain level of education when hiring for leadership, supervisory, and/or management positions. Of those that do, 78% indicated they prefer to hire bachelor’s- prepared candidates. 16% prefer master’s-educated hires, and just 7% prefer to hire associate-level candidates.

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 Of 20 professional technical associate degree programs, employers chose 17 as relevant pathways through the BAS to employment at their organizations.  Top industries supported by employers included (in order of response) State and local government, financial activities, healthcare and social assistance, educational services, and manufacturing.  Employers that prefer to hire bachelor’s-prepared candidates for leadership, supervisory, and/or management roles noted difficulty in finding qualified hires. 81% said they had “often” or “sometimes” experienced difficulty. Almost 40% said they had to look outside Kitsap and Mason Counties for qualified candidates.

Table V: Kitsap/Mason County Employer Survey Percent of employers who prefer a certain level of education in leadership, supervisory, 88% and/or management hires Percent of these employers who prefer bachelor’s-prepared candidates 78% Percent of employers preferring bachelor’s-prepared candidates who would be interested in 68% having existing employees without bachelor’s degrees earn a BAS while they worked Percent of employers preferring master’s-prepared candidates who would support hiring 100% BAS grads who would work and pursue Master’s-level study at the same time Percent of employers preferring associate-level candidates who would be interested in 100% having these employees earn a BAS while they worked For the 40 employers who prefer bachelor’s-prepared candidates Number of leadership, supervisory, and/or management positions they expect to hire in the 401 next 5 years Employee retirement 63% Growth in the business 63% Primary reasons for these hires Employee turnover 53% (select all that apply) Organizational restructuring 33% Do not expect to hire 5%

Kitsap County 38% Internally 25% Where they find majority of these hires Seattle-Tacoma 25% United States 8% Washington state but outside region 2% Percent of these employers who report difficulty finding qualified hires 81% Percent of these employers who see strong or moderate need for this degree in the region 97% Percent of these employers who believe this BAS degree would significantly increase 56% student ability to compete for jobs they would likely apply to The desirability of an applied bachelor’s No degree preference 70% degree (BAS) vs. traditional bachelor’s BAS degree is more desirable 23% (BA/BS) degree BA/BS degree is more desirable 8%

Evidence of “The Gap”: Evidence of the gap between program graduates and job openings locally and regionally has been confirmed through a number of resources including: (i) employer surveys, (ii) professional association and economic development research, and (iii) an EMSI comparison of job openings and educational level completions using the 2013 Department of Education National Center for Education Statistics - Integrated Postsecondary Education Data System (IPEDS). As indicated in Table VI, 81% of Kitsap and Mason County employers who prefer bachelor’s prepared candidates for leadership, management, and/or supervisory roles reported difficulty finding qualified hires for these positions. In addition, 97% of these employers see a strong or moderate need for this degree in the region.

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These statistics compare well with a 2008 study commissioned by Kitsap Economic Development Alliance (KEDA) to verify the need for increased baccalaureate production in Kitsap County.18 According to the study, the most in-demand four-year degree subject was business—a broad area that would include a degree such as the BAS OLTM. Research also found:  52% of surveyed employers believed business would grow with access to a more educated workforce  56% of surveyed employers need employees with four-year degrees  85% of employers report having difficulty filling positions

In addition, a 2012 regional needs assessment conducted by the Northwest Education Research Center concluded that expanded educational offerings have “not been sufficient to meet the region’s need for a sustained array of baccalaureate and graduate degree programs.” 19 According to a release by the HECB, “The report, like other past studies of regional needs, found that baccalaureate participation rates (in the Olympic Region) were well below the state average and that students had limited access to baccalaureate institutions and programs.” The report noted that despite these limitations, nearly 1,000 students were enrolled in bachelor and graduate degree programs from 10 providers. However, these students, with the exception of those enrolled in applied baccalaureate programs, were in non-state funded (self-sustaining programs).

Table VI compares regional and local completions of related programs to projected annual openings.

Table VI: Regional and Local Completions Vs. Projected Annual Openings Greater Puget Sound Region Greater Puget Sound Kitsap & Mason Kitsap & Mason 2012 Job Openings Region Completions 2012 Job Openings Completions 3,509* All (includes 2,461 129* All 169 Master’s, Master’s 61 Bachelor’s, Assoc., Bachelor’s 9** and Certs.) Assoc. and Certs. 99 Source: EMSI Completions Report. 05/20/2014. * Note that these openings typically require a bachelor’s degree as minimum educational credential **Completions of Brandman University’s BA Organizational Leadership, reported by Jennifer Perryman, Site Director at Naval Base Kitsap - Bangor

As Table VI shows, bachelor’s-preferred openings outnumber regional bachelor’s degree completions in both the greater Seattle area and Kitsap & Mason Counties, OC’s service area. CRITERIA 4: DESCRIBE THE EXISTING PROFESSIONAL AND TECHNICAL DEGREE PROGRAM THAT WILL BE USED AS THE FOUNDATION FOR THE APPLIED BACCALAUREATE DEGREE PROGRAM.

Existing professional technical degree program: Olympic College’s Organizational Leadership & Resource Management (OLRM) program is designed to prepare students for leadership roles in private and public service environments. The program assists individuals by providing basic leadership skills; an understanding of their role in influencing groups of individuals to accomplish organizational goals while adopting strategies that foster critical thinking; and the ability to lead change within organizations.

The OLRM program offers two associate degrees—a 90-credit AAST in Leadership & Occupational Studies (LOS) and a 93-95 credit AAST in Organizational Leadership & Resource Management (OLRM). Both degrees offer coursework in organizational leadership, communication, ethics, and

18 KEDA. From Dream to Reality: Spelling out Kitsap County’s Need for Increased Access to Baccalaureate Degrees. (2008). Retrieved 08/25/2014.

19 Higher Education Coordinating Board. Olympic Peninsula Higher Education Centers. (2012) http://www.wsac.wa.gov/sites/default/files/HECBmtg-OlympicHighEdCenters4-12.pdf

14 human relations. The OLRM degree also includes required courses in accounting, business law, and technical writing; the LOS degree is exclusively for military and prof tech students and builds on at least 30 credits of prior military or prof tech learning.

Four Certificates of Recognition are also awarded:  Leadership and the Non-Profit Organization (18 credits)  Leadership and Organizational Development (19 credits)  Leadership and Supervision (18 credits)  Organizational Leadership (18 credits)

Because of their subject matter expertise, academic qualifications, and substantial teaching experience, OLRM full- and part-time faculty are expected to teach the majority of BAS Organizational Leadership and Technical Management (OLTM) upper-level classes.

Although OLRM AAST completers will be eligible to enroll in the BAS OLTM program, this degree program is designed to build on the full complement of OC professional technical associate degree programs. Students with technical training in a variety of fields will pursue a rigorous baccalaureate course of study in leadership and management coursework that retains a strong applied focus and builds knowledge, skills, and abilities.

Five year completions: Table VII lists completions for OC professional technical associate degree programs from 2009 through 2014. Over the past five years, nearly 2,500 students have completed a prof-tech degree. While completions for individual programs vary, each of the past four years in particular have shown strong, sustained overall numbers.

TABLE VII: 5-Year Completions for OC Professional Technical Associate Degree Programs, 2009 – 2014 Prof Tech Degree(s) Completions Associate Program Offered 2009-10 2010-11 2011-12 2012-13 2013-14 TOTAL Accounting Technology AAST, ATA 17 22 33 29 21 122 Admin. Office Support ATA 9 12 5 9 12 47 Animation Gaming Produc.* ATA 0 2 2 0 0 4 Automotive Technology* ATA 4 3 9 5 3 24 Business Management ATA 22 19 25 27 21 114 Chemical Depend. Counsel. ATA 6 0 6 10 15 37 CIS: Info. Systems Special. AAST 14 25 22 19 17 97 Crim. Justice-Law Enforc.* ATA 4 3 3 1 0 11 Construction Management* ATA 0 0 0 2 3 5 Cosmetology ATA 2 3 13 1 4 23 Culinary Arts-Sous Chef ATA 3 11 9 13 19 55 Digital Media Arts* ATA 15 14 29 12 3 73 Early Childhood Education AAST, ATA 6 11 11 12 8 48 Electronics ATA 4 3 12 7 15 41 Fire Science** ATA 1 4 1 0 0 6

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Industrial Trade ATA 43 164 352 190 241 990 Tech./Apprentice Program Leadership & Occup.Studies AAST 2 6 4 4 5 21 Legal Office Professional ATA 3 4 2 5 4 18 Marine Systems Technology ATA 8 4 5 1 3 21 Medical Assisting AAST 5 11 14 18 15 63 Nursing ATA 60 63 56 59 61 299 Nursing (Transition) ATA 18 16 17 4 4 59 Org. Leadership & Resource AAST 1 1 3 5 7 17 Management Paraeducator** ATA 0 0 0 1 0 1 Physical Therapist Assist. AAS 15 19 14 19 18 85 Technical Design ATA 1 6 13 11 6 37 Welding Technology ATA 19 22 33 34 36 144 Total Completions, All Programs 282 448 693 498 541 2462 *Denotes inactive program **Denotes closed program

Student Pathways: How would a prof tech associate in a specific field + the BAS OLTM lead to relevant employment in related leadership/management positions? To find out, OC explored two sample pathways: ATA, Industrial Trades Technician, and the ATA in Chemical Dependency Counseling.

ATA, Industrial Trades Technician: In fall 2013, 190 students graduated with their Industrial Trades Technician ATA. These students were part of Puget Sound Naval Shipyard & Intermediate Maintenance Facility’s (PSNS & IMF) Apprenticeship Program, a partnership between Olympic College and PSNS & IMF. While the BAS OLTM program expects to admit students from a range of professional technical associate degree programs, OC’s relationship with Puget Sound Naval Shipyard & Intermediate Maintenance Facility (PSNS & IMF) warrants particular attention. PSNS & IMF is the largest employer of civilians in the region, current employing more than 11,000 workers in a variety of occupations.

Since 1901 PSNS & IMF has hired apprentices, and since 1950 the Apprenticeship Program has had a formal relationship with Olympic College20. The Apprenticeship Program is part of a coordinated shipyard pipeline that supports a high school work-study program, an apprenticeship prep program (Helper Program), and the Apprenticeship Program itself. The Apprenticeship Program is the largest is Washington state and one of the largest in the nation. It is fully accredited in both trade theory and academic course work, and graduates of the program earn an Industrial Trades Technician Associate in Technical Arts (ATA) degree.

The Apprenticeship Program is highly successful:21;22  Apprentices complete 4 years of training in one of 28 skilled trades

20 21st Century Registered Apprenticeship. (2013). Retrieved 08/22/2014. https://21stcenturyapprenticeship.workforce3one.org/view/2001303554856146733 21 Ibid. 22Olympic College. Apprenticeship. (2013). Retrieved 08/22/2014. http://www.olympic.edu/Students/AcadDivDept/BusinessAndTechnology/apprenticeship

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 The first 3 years of the program are equally divided between trade theory classes and college coursework in subjects like English; algebra, trigonometry, and applied math; technical drawing and computer aided design; human relations; and physics  The program’s fourth year is dedicated to intensive skills training leading to full-time trade work  Students in the Apprenticeship Program achieve an average GPA of 3.7 to 3.8  85% of students who begin the program graduate  More than 9,000 students have graduated from the program, and 762 students are currently enrolled  Apprentices begin the program at federal wage grade (WG) WG-1 ($15.11/hr.) and graduate at WG-9 to WG-11 ($26.40 to $27.32/hr.)

The Apprenticeship Program has long been viewed as the fast-track to better pay and career advancement. According to PSNS & IMF, 70% of current superintendents are program graduates. 67% of program graduates typically serve 30 years or longer at the shipyard.

Table VI shows the civilian chain of command for PSNS & IMF production employees.

Table VIII: PSNS & IMF Chain of Command, Production Employees Managers and Supervisors Workers Department Head Journeyman Mechanic Deputy Department Head Worker or Limited Mechanic Group Superintendent (Manages a group of closely related shops) Apprentice Shop Superintendent (Manages a shop within a shop group) Helper Supervisor II (General Foreman; supervises supervisors) Supervisor I (Foreman; supervises workers) Source: http://www.navsea.navy.mil/shipyards/puget/Page/EmployeeHandbook.pdf

Although in the past the ATA Industrial Trades Technician degree was enough to secure advancement beyond first-line supervisors, new attention to process improvement, personnel management, technological innovation, and long-range planning necessitates leadership and management training beyond what the Apprenticeship Program can deliver. Because program courses are so tailored to shipyard needs, apprenticeship classes are often not directly transferable to relevant bachelor’s programs, and those programs that may accept all credits are not strategically positioned (because of degree offered, location, content delivery method, etc.) to open a smooth pathway. This has created a barrier to advanced training supervisory- and management-bound employees need to complete in order to succeed at higher levels at PSNS & IMF.

Although a pathway from the ATA to a BAS OLTM degree has been discussed for years, Olympic College held a more formal roundtable to address potential demand and support for the BAS. PSNS & IMF participants included Bryan Watland, Director of Student Programs (including the Apprenticeship Program) and Dwight Otis, the shipyard’s Product Line Production Manager who oversees more than 5,000 production personnel. Both Mr. Watland and Mr. Otis are graduates of the Apprenticeship Program, and both expressed strong support for a pathway from the ATA to the BAS.

Among the reasons for their support:  PSNS & IMF continues to hire. Since September 2013, the shipyard has hired more than 1,800 helper trainees for its Helper Program, the primary pathway to the Apprenticeship Program. 85% of apprentices come from the Helper Program.23

23 Kitsap Sun. “Shipyard hiring for 800 more ‘helper’ jobs.” (2014). Retrieved 08/22/2014. http://www.kitsapsun.com/news/local-news/shipyard-hiring-for-800-more-helper-jobs

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 With more production work comes more supervisory and management roles. Current production workers moving into supervisory positions—and supervisors moving into management positions—do not have adequate training in leadership and management to succeed in these roles.  The shipyard anticipates a huge wave of retirements by 2016, as much as 30 – 40% of senior leadership. According to PSNS & IMF spokesperson Mary Ann Mascianica, these retirements will “create a lot of openings for younger workers looking to advance.”24  PSNS & IMF now offer costly retraining and certification programs to provide supervisors and managers with knowledge, skills, and abilities they could receive before they move into these roles.

ATA Chemical Dependency: The ATA in Chemical Dependency Counseling (CDC) is offered through OC’s Human Services Department. Students in this program fulfill the education requirements for certification as Chemical Dependency Professionals through the Department of Health in Washington State. With the ATA, they are eligible for Social and Human Services Assistant occupations and employment in positions such as Family Resource Coordinator, Social Work Aide, and Case Manager. The pay for these positions is approximately $13.87/hr., or about $29,000/year.25

Students who wish to continue their education have limited options. Currently, the only “acceptable transfer” is to ’s Upside Down Degree Program. While this degree may be right for some students, it has substantial drawbacks.  Course of study: The Upside Down Degree offers a “combination of focused course work and broad liberal arts study programs.”26 This mix may not provide students with enough applied learning to prepare them for demand management positions with specific technical and soft skills sets.  Distance: Evergreen State is a four-hour round trip drive for students in some parts of OC’s service area.  Delivery format: Because Evergreen State does not deliver courses fully or partially online, class times may not be convenient for students with work, family, or other obligations.

For ATA CDC completers who wish to pursue a managerial rather than clinical path and continue their education, the BAS OLTM offers a “perfect” pathway, according to Mirelle Cohen, OC Human Services faculty member and advisor for the CDC program. According to Cohen, students graduating the BAS with internship experience (a planned requirement) would be eligible for higher paying managerial job titles such as Social Services Director, Program Manager, and Vocational Rehabilitation Administrator—positions that pay, on average, more than double what students could expect entering the workforce with an associate degree alone.27

CRITERIA 5: PROVIDE EVIDENCE OF STUDENT INTEREST AND DEMAND FROM MULTIPLE SOURCES.

Students with Professional Technical Degrees: As illustrated in Table VII (p. 15), Olympic College has graduated thousands of students with professional technical degrees in the past five years. Students with these degrees who meet prerequisite requirements would be eligible for enrollment in the BAS

24 Kitsap Business Journal. “Shipyard catching up in hiring.” (2013). Retrieved 07/21/2014. 25 Bureau of Labor Statistics. Occupational Outlook Handbook. (2014). Retrieved 08/27/2014. http://www.bls.gov/ooh/community-and-social-service/social-and-human-service-assistants.htm 26 Evergreen State College. Upside Down Degree Program. Retrieved 08/27/2014. http://www.evergreen.edu/admissions/requirements/upsidedown.htm 27 Bureau of Labor Statistics. Occupational Outlook Handbook. (2014). Retrieved 08/27/2014. http://www.bls.gov/ooh/management/social-and-community-service-managers.htm

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Organizational Leadership and Technical Management (OLTM) program. In addition, any student with a professional technical degree from any system college would be eligible to apply for admission.

Because the program is expected to utilize a hybrid delivery model, with in-class coursework limited to one or two days or evenings each week, the BAS program will reach students traditional face-to-face degrees would not. Place-bound students, working adult students, and students from remote corners of OC’s service area (or outside of it) could potentially enroll in the program and achieve success.

Student Survey: Evidence of student demand is exemplified in a July 2014 survey sent to all enrolled OC students. Recipients were contacted by email and responded online via Survey Monkey. Nearly 350 students responded to the survey.

Survey results showed the following: a. 85% of respondents were interested in a BAS OLTM program at OC. Only 15% said they were “not interested.” b. When selecting among three program delivery methods, hybrid was favored. An astonishing 94% of students chose hybrid as their first or second choice. Daytime classes were the preferred choice in terms of scheduling. Preferred Program Delivery 1st Choice 2nd Choice 3rd Choice Hybrid, with both online and face to face 42% 53% 5% Face to Face 34% 27% 39% Online Only 24% 20% 56% Schedule of Class Offerings Day 56% 18% 27% Evening 35% 58% 7% Weekend 10% 24% 66% c. 60% of respondents would prefer to enroll full time (12 or more credits per quarter). d. In response to general preferences for a BAS program, the following were identified: Enrollment Factors Very Important Important Not Important Availability of campus resources 74% 25% 1% Cost 74% 24% 1% Location at OC 72% 25% 3% Faculty 68% 30% 2%

Demand in excess of opportunity to enroll in related traditional bachelor’s programs. Although access to bachelor’s education has improved steadily since 2007, when OC first began offering its BSN as part of Washington state’s applied baccalaureate pilot program, Kitsap and Mason Counties are still underserved in terms of the number and range of available bachelor’s degrees. The lion’s share of programs is still only available through online universities or colleges. Yet in the July 2014 student survey, students overwhelmingly preferred hybrid delivery, and almost 75% of students reported that the availability of campus resources was an important factor in their decision to enroll.

In a number of responses to the survey invitation to “write additional comments or questions,” students repeatedly stated that they were unlikely or unwilling to relocate to enroll in a traditional bachelor’s program. A typical response: “It would be great for me to not have to transfer to a 4 year school to finish my degree.” Others cited the cost of attending other colleges and the need to change jobs or relocate their families as a hindrance to continuing their education elsewhere. Many believed that their ability to commute to campuses outside of the immediate region was limited. Others considering enrollment in the online/satellite offerings at other colleges stated that they would “greatly prefer” to continue their pursuit of a baccalaureate at OC. These findings are in keeping with the

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Washington HECB Regional Needs Analysis Report (2011), which found that college participation rates were higher in counties where institutions with resident students are located.

Enrollment Projections: Table IX provides enrollment and retention projections for the next five years.

Table IX: BAS OLTM Projected Enrollment Degrees Awarded Academic Cohort FTES Retention Rate by Cohort* Total BAS Year 1 – 75% 2 – 80% 3 – 80% 4 – 80% 5 – 80% Awarded 1 2015-16 20 ------2 2016-17 25+19=44 10 10 3 2017-18 25+20=45 5 14 19 4 2018-19 25+20=45 6 14 20 5 2019-20 25+20=45 6 14 20 6 2020-21 25+20=45 6 14 20 *Allows for completion over 2 to 3 Academic Years

CRITERIA 6: DESCRIBE HOW THE PROGRAM WILL SERVE PLACE-BOUND WORKING ADULTS.

The BAS Organizational Leadership and Technical Management (OLTM) program has been specifically designed to accommodate diverse populations of students, and especially place- bound working adults.

Commuting time and costs are major obstacles for Kitsap and Mason County students seeking a bachelor’s degree. Students who choose to commute from Bremerton to the Seattle area must overcome a 2-hour round trip ferry ride and additional drive time or bus fares. Long lines, tight schedules, and fares ranging from $8.00 (walk on) to $26.00 (driver and vehicle round trip) add additional time and expense. Students who drive across the Tacoma Narrows Bridge must still pay more than $5 per round trip, in addition to facing steep gas prices and a 1½ to 2 hour commute in ideal conditions. As Kitsap County commuting data suggests, people who commute from the Olympic region to the Seattle area tend to be industry professionals in higher paying and/or management occupations. Place-bound working adults are much less likely to take on this burden.

While these students could complete an online degree, survey data indicates students like the flexibility of some online coursework combined with face-to-face instruction and the material benefits of a physical campus. The BAS OLTM’s hybrid format, with its full range of academic and student support services, meets these needs. A local BAS OLTM also meets the needs of employers. The HECB Regional Needs Analysis also found that place bound students are more likely to seek employment locally after college – a key finding that illustrates why regional employers prefer local access to a bachelor’s degree program in leadership and management.

Identify similar programs offered by public or independent institutions in the region: The bachelor’s degree most similar to the BAS OLTM is Brandman University’s (BU) Bachelor of Arts degree in Organizational Leadership. This degree is one of several hybrid and online options that the Irvine, California-based Chapman University offers through its fully accredited BU system. The BA in Organizational Leadership is delivered as a hybrid program at Naval Base Kitsap (NBK) – Bangor, and while the degree is open to all qualified applicants, it primarily services active military members and their families. Jennifer Perryman, Site Director at BU’s NBK campus, serves on the OC Organizational Leadership & Resource Management (OLRM) advisory committee, and has not only been aware of the BAS OLTM program’s development, but contributed to the visioning workshop to develop the BAS program’s vision and guiding principles. These programs are not expected to compete for students.

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Western Washington University offers a Bachelor of Arts degree in Business Administration at its university center on OC’s Poulsbo campus. This degree is even more dissimilar to the BAS OLTM. The program is for direct transfer students rather than students with prof tech degrees. Furthermore, because of the program’s emphasis on skills in areas like microeconomics, macroeconomics, accounting, and calculus, prospective students must have a strong business background to meet the prerequisites. These degrees serve different students and have different program emphases.

Finally, Old Dominion University provides access to bachelor’s degrees, including business administration, through distance learning on OC’s campus. Degrees are earned through synchronous and/or asynchronous online courses—a delivery method not favored by students interested in the BAS OLTM program and one not tailored to the specific needs of OC’s prof tech students.

Partnership Options: Because of the longstanding partnership between OC and Puget Sound Naval Shipyard & Intermediate Maintenance Facility (PSNS & IMF) to deliver the Apprenticeship Program, as well as the clear pathway from the ATA Industrial Trades Technician to and through the BAS and on to supervisory and management positions at the shipyard, a partnership on the BAS OLTM degree is a win for both OC and PSNS & IMF. As described at length in Criteria 5 (p. 16 – 18), this partnership is supported by high-level personnel in both organizations and could appeal to hundreds of current and former Apprenticeship Program students.

Beyond PSNS & IMF, OC has reached out to numerous members of local industry, government, and community to invite collaboration on program outcomes and course curricula, as well as to establish relationships leading to internships and other work-based learning opportunities. OC hosted two roundtables, met with several prof tech advisory committees, and solicited an employer survey. In addition, OC invited all participants in these activities to contribute further as time and interest allows.

Unique Aspects of the Program: The BAS Organizational Leadership and Technical Management program will deliver transferrable knowledge, skills, and abilities in a unique way. Among the singular aspects of this program:  Emphasis on building applied leadership and management skills for a range of professional technical associate degrees  Organizational Leadership & Resource Management (OLRM) faculty with substantial educational training (all with master’s and Ph.Ds) and professional experience in leadership theory and practice  Hybrid delivery model and comprehensive support services for all enrolled students, and especially busy working place-bound students  Huge student base of “terminal” professional technical associate degree completers  Overwhelming support from PSNS & IMF for a pathway from the Apprenticeship Program to and through the BAS and on to supervisory and management positions at the shipyard

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BACHELOR OF APPLIED SCIENCE: DENTAL HYGIENE

JULY 2014, FORT STEILACOOM CAMPUS. STATEMENT OF NEED

Table of Contents

BACHELOR OF APPLIED SCIENCE: DENTAL HYGIENE ...... 1 FORM A and B: Cover Sheet for New Program Proposal ...... 3 Introduction ...... 4 Relationship to Institutional Role, Mission and Program Priorities ...... 7 Core Themes ...... 7 Program Priorities: Responsiveness to External Forces and Trends ...... 9 Support of Statewide Strategic Plans...... 10 Employer and Community Demand ...... 11 High Demand/Labor Market ...... 11 Student Success ...... 12 Innovation ...... 12 Future Dental Hygiene Roles/Emerging Workforce...... 13 Strong Foundation Built on Existing Program ...... 14 Program History and Results...... 14 Building on Existing Professional and Technical Degree Program Demand ...... 15 BASDH Leading to a Master’s Degree/Graduate Degree ...... 16 Student Demand & Board of Trustee and Advisory Board Support ...... 16 Maximizing State Resources: Applied Science in Dental Hygiene ...... 17 Diversity and Outreach ...... 18 Conclusion ...... 19 References ...... 20

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 2

Introduction

Pierce College Fort Steilacoom (Pierce) proposes to award a Bachelor of Applied Science in Dental Hygiene (BASDH) degree with plans to enroll students at the sophomore/junior level in the summer of 2016. Awarding the BASDH addresses the long standing issue of aligning the 4-year credit course load with a 4-year degree. Currently, students graduate with an Associate in Dental Hygiene (ADH) after four or more years of study, or a minimum of 189.5 credits. Specifically, the BASDH will renumber all of the dental hygiene courses offering about 13 credits at the 200 level in the first quarter and the rest of the courses at the 300 and 400 level. The 68 general education credits will still be taken at the 100 and 200 level. Graduates of the BASDH program will continue to complete a total of approximately 190 credits, but earn a BASDH instead of the current ADH.

Chart 1 illustrates the current ADH pathway, number of credits and employment options as compared to the proposed Bachelor of Applied Science in Dental Hygiene pathway.

Chart 1

Pierce’s proposed BASDH is a redesign of the current dental hygiene program/curriculum. Few additions/changes to the curriculum are required because dental hygiene education follows the standards Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 4 set forth by the Commission on Dental Accreditation (CODA) (CODA Standards) and the WASHINGTON State Dental Hygiene Practice Act (WSDHPA). Over ten years ago the Pierce College Dental Hygiene program (PCDH) aligned their pre- requisite and Table 1 dental hygiene coursework to facilitate an easy

transition into Eastern Pierce College Eastern Washington Pacific University Dental Hygiene University Earns BSDH, Washington BASDH, Quarter Earns BSDH, Semester Credits University’s degree Institution Credits Quarter Credits

completion program. 68 83-90 48 Fortunately, entry- General General Courses

Education Education level course content is the same Current ADH 121.5 104 for all dental Proposed 76

Courses hygiene programs BASDH124.5 regardless of the (DH) Dental Hygiene institution,

10 of DH

university or Current ADH 7 coursework community college. Proposed BASDH 8 (with some general 6 of DH See Table 1. of DH coursework education courses coursework

Semesters intermixed) # of Quarters/ Results from our student focus group surveys 192.5 187-194 124 BAS BS or

indicated that most TOTAL students have been CREDITS unable to continue the extra two years of school to earn a bachelor’s degree or must delay it for several years due to cost. Therefore, the BASDH will provide access to a baccalaureate degree for many students who otherwise would not have been able to earn this degree. More importantly, a BASDH at Pierce will allow students to earn a degree that meets industry standards, matches the need for this program in our state and provides the degree that matches the students’ time commitment and the professional course of study. Additionally in 1996, the American Dental Hygienists’ Association (ADHA) proposed the baccalaureate as the entry-level education for dental hygiene (ADEA BASDH) and they are expected to approve new Domains for dental hygiene education in 2014 or 2015 (ADHA Transforming DH Education). This is the opportune time to convert to a BASDH as we align our curriculum with the anticipated six new Domains.

For your reference, there are currently three Domains identified, Professionalism, Health Promotion and Disease Prevention, and Patient/Client Care. These domains represent broad categories of Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 5 professional activity and concern which occur in dental hygiene practice. By design, these categories are not related to specific courses within the curriculum because course structure does not reflect the scope of a practicing dental hygienist. The concept of Domains is intended to encourage a structure and process in the curriculum that is interdisciplinary, coordinated and applicable to practice. Our current curriculum embeds research and teaching methodologies, inter-professional education and practice and healthcare systems. The students also create a culminating ePortfolio and participate in several community projects and educational opportunities as participants and leaders. For the past four years, PCDH has collaborated with Pierce’s Diagnostic Health Fitness Trainer (DHFT) program to promote wellness and longevity for the dental hygiene student. This past year, we added an experience for the DHFT and DH students to work collaboratively on a common patient promoting overall systemic health and wellness. This next year, we will expand our inter-professional practice to include collaboration with the University of Puget Sound’s (UPS) Occupational Therapy (OT) program. The PCDH program has been and will continue to be a system’s leader in dental hygiene. Not only does PCDH have curricular rigor and structure, it also has an innovative approach to education with emphasis on best practices using the latest in healthcare technology to prepare our students for clinical practice.

Therefore, we anticipate only four changes to the curriculum beyond the renumbering of the courses and alignment with the new Domains. These include a delineation to create a dedicated research methods course which will continue to require evidence-based research projects and practice management, the creation of a professional development plan to add to the ePortfolio, a slight expansion of educational methodologies and a lengthening of the program by one quarter. This revision in schedule and curriculum will align with local (WA and OR) Bachelor of Science in Dental Hygiene degrees (Table 1) and function to equalize and balance the credit load. The changes will serve to prepare our students for entrance into graduate programs by providing the expanded content areas needed for graduate program success. Additionally, a BASDH degree will increase their occupational choices not available to an ADH dental hygiene graduate. BASDH graduates are qualified for jobs in public health, education, research, leadership, practice management, advocacy and other dental, health and business related fields that require a baccalaureate degree. Since PCDH is a system’s leader in innovative learning and the utilization of advanced technology for healthcare practice, the BASDH degree will recognize the education our graduates earn preparing them to pursue employment opportunities beyond clinical practice. As the ADHA and the Washington State Dental Hygienists’ Association (WSDHA) work to advance and expand the dental hygienists’ role, a bachelor’s degree is necessary to prepare our graduates for these emerging roles. In addition, the Bureau of Labor and Statistics realizes the need for bachelor level dental hygienists in order to work beyond clinical practice and meet the future needs of oral healthcare (BoLandS.gov).

The following statement of need demonstrates how the Bachelor of Applied Science in Dental Hygiene degree supports Pierce’s mission and goals; addresses the goals of the state’s master plan for education; meets student and employer demand; addresses conferring a degree which matches credit load and rigor; details how the BASDH will expand the employment potential of the PCDH graduates; offers general information on the revised curriculum; and embraces the evolution of the emerging oral healthcare workforce.

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 6 Relationship to Institutional Role, Mission and Program Priorities

The proposed BASDH at Pierce will not only continue to support the mission and vision of Pierce, it will further enhance the mission as the profession of dental hygiene continues to evolve. The mission: Pierce College creates quality educational opportunities for a diverse community of learners to thrive in an evolving world. (Approved by Board of Trustees, November 25, 2013.) The vision: Possibilities realized: Innovative and engaged learners enriching our local and global communities. (Approved by Board of Trustees, November 25, 2013.) Developing a baccalaureate degree in dental hygiene fully embraces the mission and vision of Pierce by awarding the degree that allows the dental hygiene graduate opportunities to take their place in the future of dental hygiene, beyond merely clinical private practice (ADEA BASDH). Furthermore, a new dental provider, an advanced dental hygiene practitioner, originally proposed by the ADHA in 2004 and supported by the W.K. Kellogg Foundation (Kellogg, Retraining Dental Employees), ADHA and the National Governors’ Association (NGA) will only be accessible to those dental hygienists with a baccalaureate degree. This directly supports all our program goals, but with special emphasis to the program goal which states: The curriculum will provide an academic basis which facilitates articulation with other educational programs and from which graduates may progress toward additional academic advancement. Oral healthcare and the way it is delivered are evolving. It is critical that Pierce prepare our graduates for this impending evolution for their future success. Thus, the conversion to a BASDH is at a critical time for the profession of dental hygiene and dental hygiene education.

Core Themes Table 2

Access: At Pierce College District, students Overall Tuition Cost Difference for BASDH will have access to comprehensive versus EWU Online BSDH Time Savings (Estimate from website, educational offerings and services. Range Pierce College continually seeks ways to http://www.ewu.edu/cshe/programs/dental- hygiene) make education more affordable. Conversion to a BASDH will prepare the Pierce ADH 11,054.00 11-14 QRT dental hygiene graduate for more than Pierce BASDH 19,451.00 12-15 QRT merely clinical dental hygiene practice and EWU Online BSDH 16,836.00 4-8 QRT EWU Online BSDH with it eliminates at least another year or two of 27,890.00 15-19 QRT Pierce ADH time and money to complete a bachelor’s Cost Savings to Pierce 8,439.00 3-4 QRT degree. Thus, the BASDH program Students addresses procedural barriers by increasing the overall affordability of dental hygiene students’ education. The BASDH pathway

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 7 will save the dental hygiene student, at a minimum, a full year of time in college and a cost savings of at least $8,500.00.

Excellence: Pierce College District will ensure quality, sustainability and continuous improvement in all of its departments and programs Pierce recognizes the needs of an economical and evolving workforce. A BASDH will keep our graduates competitive for jobs (the nearest dental hygiene ADEA Executive Director Statement programs have already converted to either a BASDH or BAS in Allied Health) in an The American Dental Education Association’s Executive Director Richard W. Valachovic, D.M.D., M.P.H. embraces the expanding profession. The WSDHA is again advancement of the dental hygienist. In his monthly bringing forth legislation in 2015 to expand newsletter from August 2011, Charting Progress, he writes, the dental hygienists’ role and a bachelor’s “Education should be out in front of change, but too often it degree will prepare our graduates for these is struggling to keep pace and move forward as professional practice evolves. …I believe there are opportunities for emerging roles. people at all educational levels to be part of the dental team. Clearly it will take time to sort out the details, and states may Contribution to the Community: Pierce differ in their views of what is most appropriate. College District will be a recognized leader in Nevertheless, I am heartened by the level of activity within building and maintaining academic, industry our professional associations, state legislatures, and within many of our own institutions, and by the growing willingness and broad-based community partnerships to of all to embrace innovation.” ADEA BASDH advance local educational opportunities and economic development. The Dental Hygiene program at Pierce is an invaluable resource to those individuals in the community who cannot otherwise afford dental care. Future Pierce BASDH program graduates will help to address the shortage of oral healthcare providers and the needs in the community by being workforce ready for all aspects of dental hygiene care and practice environments. Additionally, Pierce’s dental hygiene students currently participate in several community outreach events including Homeless Connect, the Pierce County Dental Health Day, the Pierce County Oral Health Coalition, educational outreach, etc. Pierce also partners with several local community health dental clinics and other dental and healthcare educational programs in promoting oral health, both within our Pierce community, as well as local universities within Pierce County. Truly, the BAS initiative is a valued resource for a community who already supports and values the care they receive from our students and graduates.

Positive and Diverse College Environment: Pierce College District will promote an environment in which quality teaching and learning are fostered, decision-making is collaborative and students and employees feel valued and respected. Pierce continually seeks to recruit, retain and support a diverse student population by creating a safe and innovative environment for learning. Pierce has been working with the Dental Hygiene program towards obtaining funding to either build a new dental hygiene clinic or renovate the existing dental hygiene clinic. The BASDH embraces the extensive collaboration that exists within the department and college at large in pursuit of this goal. Furthermore, the BASDH will enhance the collaboration amongst students and faculty from diverse backgrounds by the addition of a dedicated research methods course

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 8 requiring engaged research projects as an integral part of the curriculum. Teaching practicums may also be offered as an extension to our entry-level BASDH curriculum.

Student Learning and Success: Pierce College District students will experience quality, relevant learning that increases their knowledge, skills and abilities to maximize the potential for individual success whether transferring to a four-year institution or preparing directly for the workforce. Preparing students for graduate level education is the goal, particularly, it is the goal with the potential for mid-level oral health providers requiring a baccalaureate degree for admission. By offering the BASDH, Pierce has identified and developed a pathway for students who may not have been able to earn a baccalaureate degree; thereby, the college is responding to its commitment to student learning and success.

Program Priorities: Responsiveness to External Forces and Trends

Although there are many external forces and trends around dental hygiene as a program and a career, the most pressing include the demand for more access to dental care, the dental hygiene program’s curricular response to this demand and the ongoing need to meet external program and college accreditation requirements. Innovative strategies are needed to ensure that everyone has access to oral healthcare. According to the American Dental Hygienists’ Association (ADEA Competencies DH), approximately one in six Americans, or 49 million people, live in an area lacking sufficient dental care. More recently, the American Academy of Periodontology (AAP) states that, “…one in every two adults age 30 and older suffer from periodontal disease, commonly referred to as gum disease.” What this means is that the demand for dental hygienists is expected to expand into practice settings to include retail clinics, community health centers, pediatric centers, senior and assisted living communities, hospitals and other areas. The ADHA stated that dental hygienists would need to form a partnership with their clients across a spectrum of preventive care related to oral health. ADHA further stated that, “this will require advanced soft skills in addition to clinical knowledge about prevention” (p. 7). In order to respond to external forces and trends, the Pierce Dental Hygiene program continually assesses its entire curriculum in order to meet local and global needs. One means for responding to local and global oral health needs would be to graduate baccalaureate dental hygienists who are educated and licensed to meet these mounting oral health necessities in a wide variety of settings. At the same time, the dental hygiene program will maintain its accreditation with the Commission on Dental Accreditation (CODA) and Pierce will gain approval from the Northwest Commission on Colleges and Universities (NWCCU) to be a baccalaureate conferring institution.

CODA, the external accreditation body for the PCDH program, is a part of the American Dental Association (ADA) and has stated support for the proposed BASDH program. The accreditation standards address many areas such as institutional effectiveness, student admissions, curriculum management and content, faculty, facilities and health and safety provisions. The PCDH program will send CODA the proposed curriculum changes with an explanation of the conversion from awarding an ADH to awarding a BASDH as per policy. The dental hygiene program’s next site visit is scheduled for 2017. The PCDH program has adhered to all standards set by CODA, receiving full accreditation without reporting at our last site visit 2010 and will continue to do so.

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 9 Table 3 outlines CODA Standard 2-8, which the dental hygiene program must uphold in order to remain an accredited program.

Table 3

Standard 2-8: Standard 2-8 Intent: The curriculum must include content in the Foundational knowledge should be established early in following four areas: general education, the dental hygiene program and of appropriate scope biomedical sciences, dental sciences and and depth to prepare the student to achieve dental hygiene science. This content must competence in all components of dental hygiene be integrated and of sufficient depth, practice. Content identified in each subject may not scope, sequence of instruction, quality and necessarily constitute a separate course, but the emphasis to ensure achievement of the subject areas are included within the curriculum. curriculum's defined competencies. A Curriculum content and learning experiences should curriculum document must be submitted provide the foundation for continued formal education for each course included in the dental and professional growth with a minimal loss of time hygiene program for all four content areas. and duplication of learning experiences.

Support of Statewide Strategic Plans

The BASDH program supports SBCTC Mission outlined in the Mission Study and Washington State Achievement Council (WA State Roadmap) policies and goals for higher education as articulated in the Strategic Master Plan for Higher Education (WA Strategic Master Plan) Identified State Goals and committed to in the 2012 Strategic

Master Plan Update (WA Strategic Master Plan Goal 1. Serve more people, including groups who have been Update). Both plans identify strategies to underserved in the past. increase the number of baccalaureate Goal 2. Close the statewide skills gap for technically trained workers. educated adults as a means to Goal 4. Contribute more to the production of baccalaureate strengthen the economy and improve degrees. student success. Pierce’s BASDH degree Goal 10. Devote a larger share of system resources to teaching directly supports a number of the goals and learning by making smarter use of technology and promoting efficiencies in college district governance. set by the SBCTC’s Mission Study Twenty-

Year Action Plan (Identified State Goals).

Pierce BASDH program supports the goals outlined by the Strategic Master Plan (SMP) including economic demand, student success and innovation. According to the SMP, an important goal set by Washington State is to raise the numbers of baccalaureates to 42,400 per year, an increase of 13,800 degrees annually, by the year 2018. This equals the 75th percentile of the Global Challenge State Benchmarks (GCS). A BASDH would support this goal by annually graduating approximately 20 students. The BASDH further supports the SBCTC Mission Study as the state pursues the challenges of contributing more to the production of baccalaureate

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 10 degrees and closing the statewide skills gap for technically trained workers. Many Southern and Western Puget Sound region students are unable to leave their jobs and families behind to attend a university that offers a Bachelor’s Degree in Dental Hygiene. Although there is opportunity through an online degree completion program through Eastern Washington University, this program demands 61 additional credits after students have already completed 189.5 earning their ADH at Pierce (Table 2). After a minimum of four years of college, students need to begin working in their field. By requiring an additional 61 credits from a university that offers the same courses in dental hygiene as Pierce College, students are forced to make a difficult decision as to whether they will continue their education to earn a bachelor’s degree to make them employable in settings beyond a dental office. The BASDH at Pierce will eliminate this often difficult and costly choice the student must make. And, it will also increase the number of community and technical college programs that lead to applied baccalaureate degrees, thus further supporting the SBCTC Mission.

Included in Washington’s 10-year strategic plan for workforce development (Workforce Training and Education Coordinating Board [WTECB] 2012), is the objective to increase non-traditional opportunities to obtain postsecondary certificates and degrees. WTECB stated the following objective:

Expand methods of reducing the time to postsecondary credentials including competency-based learning programs and credit for prior learning. Make more “upside-down” degree programs available—programs that first provide vocational technical training so that students who leave college after a year or two have marketable skills, followed by general education leading to a bachelor’s degree. Grow the number of Applied Bachelor’s Degree programs at community and technical colleges. Develop more “earn and learn” models, such as those that integrate apprenticeship training and college degrees and certificates. (p. 5)

The BASDH will follow a “traditional” baccalaureate model; students will take rigorous general education courses that also serve as prerequisite courses for the PCDH program. Following that, students will take equally rigorous dental hygiene courses that meet industry and accreditation standards and also serve the mission of SBCTC and Pierce College. Noteworthy is that this is not a change to the current number of credits the ADH already requires.

Employer and Community Demand

High Demand/Labor Market

Dental hygienists are in high demand throughout our state in every county, with the exception of King County showing balanced as per the Employment Security Department of Washington State (WASESD). According to Washington’s 10-year strategic plan for workforce development (WTECB, 2012), an objective is to invest in strategic economic opportunities by developing funding mechanisms to adequately resource and sustain high-demand occupational training. 7,310 healthcare providers entered the workforce in 2010; yet, an additional 1,520 per year are needed to keep up with the rising demand in 2014-2019 (p. 8).

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 11 Specifically, Pierce County (PC) shows a high demand for dental hygienists. Although the current entry- level minimum requirement is an Associate’s degree, this is strictly for private, clinical practice employment (PCDemand) and does not reflect the changes occurring in dental hygiene practice and education nationwide as previously explained (ADEA BASDH). Additionally, any position beyond private, clinical practice normally requires at least a bachelor’s degree (BSEmployment).

AREA GROWTH PER YEAR AVERAGE SALARY Washington State, All Counties 248 $91,778.00 Pierce County 23 $88,420.00 Nationwide (Data from 2012. BLS) 64,200 (33% growth) $70,210.00

The BASDH at Pierce will strengthen state and local economies by meeting the demands for a well- educated and skilled workforce, both for private, clinical practice and for other employment settings by continuing to accept 20 students per year into the new BASDH program. Registered dental hygienists with a BASDH can work in other settings, expanding employment opportunities and improving access to oral healthcare, in addition to private, clinical practice. Other employment locations include higher education (didactic and clinical education), research, public health, dental product sales, management and training and hospital and nursing home consultation. Additionally, students will be well prepared to further their education to earn a master’s or doctorate degree.

Student Success

The BASDH at Pierce would respond to the goal to achieve increased educational attainment for all residents across the state. At this time, the Southern and Western Puget Sound region has no other BASDH program. Students are limited to an ADH after a minimum of four years of higher education, or students can complete their degree by earning an additional 61 credits through Eastern Washington University and paying additional tuition, university fees and book fees. Therefore, a BAS completed through Pierce would increase educational opportunities and pathways for dental hygiene graduates who have been limited in their ability to apply lower division credits toward a bachelor’s degree. As well, the PCDH program will continue to graduate exceptional dental hygienists as evidenced by our 100% pass rate on all seven licensing board examinations.

Innovation

The ADH program at Pierce already exceeds many of the state goals of integrating technology into the healthcare fields, collaboration, inter-professional education and practice and innovation to meet the demands of the economy and improve student success. Pierce is endeavoring to do even more to adapt the educational system to our students’ needs for alignment with employer demands. Our equipment is already state of the art having been completely replaced only two years ago and integrating the latest and best technology for student learning and ergonomics. Most recently, we fully implemented patient management software (Electronic Health Records (EHR)), advanced imaging in radiology and innovative quality management patient tracking systems. The anticipated collaboration with UPS OT program and other educational and practicing healthcare professionals as a part of a healthcare team embraces not only the state goals, but also the proposed new Domains and will meet CODA requirements for dental hygiene education. Therefore, the BASDH program will help students design individual career pathways Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 12 to meet their professional and life goals (Strategic Master Plan, 2007, p 20). Additionally, Washington’s 10-year strategic plan for workforce development (WTECB, 2012) includes the objective to improve the transfer of credits earned in a student’s program of study by avoiding dual credits. Students should not have to take the same courses at a university that they have already taken in their four or more years at a community college in order to earn a higher degree.

PCDH has a proven track record of success with distant campus learning and off campus clinical education sites. Although the economy forced the closure of the distant campus in Port Angeles, WA in June 2012, the conversion to a BASDH could reopen possibilities in other remote locations where access to oral healthcare is limited.

Future Dental Hygiene Roles/Emerging Workforce

There’s an emerging, profession-wide need for baccalaureate dental hygienists. Like many other healthcare professions, dental hygiene has experienced a gradual, yet steady movement toward the bachelor’s degree as the desirable degree for entry-level professionals, as well as many leadership and advancement opportunities. In summary, the BASDH program reflects Pierce’s support of the Dental Hygiene program the future of the evolving dental hygiene workforce/profession, and its commitment to the students and community.

Surveys from employers (38 respondents) were collected from May 9, 2014 through June 9, 2014.

The Employer Survey showed strong support (87%), even among clinical only settings (private or group dental practices), for a baccalaureate dental hygienist. Any dental hygiene position outside of the clinical role requires a bachelor’s degree; sales, state or national employment, leadership, research, education, etc. In addition, employers (85.7%) as well as the Pierce Advisory Board (100%) are in favor of the BASDH curricular changes.

Employer Support for a BASDH Curriculum Employer Support for BASDH Employee

23% 14% 40%

Yes 37% 86% No Definitely, look to hire at bachelor’s level or higher Possibly, would depend Not likely, no need for a bachelor’s degree

The healthcare system recently changed with the implementation of the Affordable Care Act in January 2014. A competent dental hygiene workforce will need to focus on improving quality and reducing costs through utilization of evidence-based practice procedures and inter-professional collaboration. Oral health is highly correlated to patients’ overall systemic health. The communities of the Southern and

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 13 Western Puget Sound regions need healthcare providers that understand total health and can provide education opportunities to work effectively with other healthcare providers. In this way, Pierce is working toward providing the best care to the community’s diverse populations.

Strong Foundation Built on Existing Program

Program History and Results

PCDH was established in 1974 as a response to a need for the services registered dental hygienists (RDH) provide dentists, dental patients and their respective communities. The program has evolved over the the years in order to benefit students, the community, dentistry, the college and meet the needs of the progressing roles of dental hygiene professionals. Converting to a BASDH is the next step in keeping abreast of educational, career and community needs as indicated by Dr. Valachovic (ADEA BASDH)

PCDH has maintained its accreditation status with CODA and within an accredited college since inception (initial and conditional at inception). The original curriculum included coursework reflecting the expanded functions a RDH could perform over and above what dental assistants were legally allowed to do in 1974. The curriculum included the ability to remove deposits and stains from the surfaces of teeth, apply topical preventive or prophylactic agents, polish and smooth restorations, perform root planing and soft-tissue curettage, administer injections of local anesthetic, condense and carve amalgam restorations and place and finish composite restorations into a cavity prepared by the dentist and adjust contacts and occlusion of all restorations. These are still part of the WA State Dental Hygiene Practice Act and our curriculum.

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 14 Building on Existing Professional and Technical Degree Program Demand

PCDH has run continuously since admitting the first class in 1974. As stated above, the program is accredited by CODA and has maintained its accreditation status since founded. The dental hygiene program accepts 20 students each year. Applicants for the current program must complete a minimum of 63 (68 including the freshman level English course) dental hygiene prerequisite college coursework prior to eligibility for acceptance into the program. If accepted, students must currently complete 121.5 credits of dental hygiene coursework. The total number of credits to earn an ADH in Dental Hygiene is in most instances a minimum of 189.5 quarter credits. Our vision is to minimize any increase in credits while realigning the current credit load with the anticipated publishing of the new Domains for the Entry-level Dental Hygiene Education from ADHA.

Chart 2 shows the past five years of applicants, admitted and graduate numbers, graduate satisfaction and finally, board results data. Since this is a professional course of study with high demands for entrance into and success in the profession, PCDH uses a selection process ranking the students in several categories; namely, GPA in prerequisite dental hygiene coursework, critical reasoning ability, spatial relations ability and extracurricular activities. Although the number of applications received can range from 80-120, only those students meeting the minimum criteria are invited to attend the additional testing. In addition, each student must have a clear, criminal history.

CHART 2 TESTED STUDENT BOARD RESULTS APPLICANTS SATISFACTION: (Dental hygienists must successfully pass YEAR ADMITTED GRADUATES seven separate board exams to receive a (More students Excellent or apply than are license in WA state due to our expanded invited to test.) Good Ranking practice act.) 2014 83 20 16 100% 100% 2013 55 20 16 100% 100% 2012 71 25 22 82% 100% 2011 64 20 18 80% 100% 2010 55 25 22 80% 100%

Although this is only the past five years of data, it is equal to the outstanding success of the program since its inception.

In addition, we anticipate lengthening the dental hygiene curriculum to occur over eight quarters versus seven quarters. This would allow for a more efficient credit load balance and to better support student learning. Since the required CODA curriculum for entry-level dental hygiene does not differ for an associate versus a baccalaureate degree, conferring a baccalaureate degree is more commensurate of the course content and credit load required. However, we will expand our research, leadership and inter-professional educational components of our curriculum with the conversion to a BASDH. Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 15 BASDH Leading to a Master’s Degree/Graduate Degree

We also have initial support from graduate program directors who have stated that Pierce’s BAS students would be welcomed to their MS program.

In two personal communications, both dated May 7, 2014, Anne Gwozdek, Director, Dental Hygiene Graduate Program at the University of Michigan (a fully online graduate program), writes, “I am thrilled to hear that Pierce College is moving forward with a BASDH program. During our conversation last month you provided me with an over view of your curriculum. It would definitely prepare students to move on to graduate education and the University of Michigan would be delighted to accept Pierce College BASDH graduates.” Jo Ann Gurenlian, RDH, Ph.D., Graduate Program Director of the Department of Dental Hygiene at Idaho State, writes, “After reviewing your plans for offering a BASDH Program, I am pleased to report that the graduates of Pierce College would be eligible to apply to the MSDH Program at Idaho State University should they wish to pursue a graduate degree. Congratulations on the progress you are making with this new program at Pierce College.”

And locally in a personal communication dated May 12, 2014 from Marilynn Rothen, RDH, MS, Associate Director Master of Science in Oral Biology at the University of Washington, she writes, “We are delighted to hear that the PCDH Program is converting to a Bachelor’s degree program. You will be pleased to know that the University of Washington Master of Science Degree in Oral Biology for Dental Hygienists accepts applicants who are dental hygienists holding a bachelor’s degree in any discipline. In the future I hope that we will see graduates of your program entering the Master’s degree program for dental hygienists at the UW. I wish you a speedy and smooth transition.”

Student Demand & Board of Trustee and Advisory Board Support

At a presentation to the Board of Trustees by the Program Director on October 9, 2013, one of the Pierce College Board members queried why our program did not offer a bachelor’s degree since the curriculum and credit load is in essence already at a bachelor’s degree. As well, at the PCDH Advisory Board meeting, March 3, 2014 there was unanimous support to offer our program as a bachelor’s degree. Therefore, in May/June of 2014 academic year, Pierce conducted a series of surveys to investigate the level of interest in pursuing a baccalaureate degree in dental hygiene from Pierce students and licensed dental hygienists.

Surveys to current Pierce dental hygiene students (30 respondents), potential dental hygiene students at Pierce (30 respondents) and current licensed dental hygienists (107 respondents) were conducted from May 9, 2014 through June 9, 2014.

The surveys requested information regarding whether the students/registered dental hygienists felt a bachelor’s degree would offer them more employment choices, and whether they might choose (or would have chosen) a bachelor’s program over an associate’s program, in particularly, a bachelor’s at Pierce.

Current dental hygiene students (100%) and potential dental hygiene students at Pierce (93.3% in favor with 7% needing more information to decide) strongly believe a bachelor’s degree would expand their

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 16 career choices. Existing dental hygienists (89.7% agreeing with 7.5% not sure) also strongly believed that a bachelor’s degree in dental hygiene expands career choices.

BAS TO EXPAND DH CAREER CHOICES

Future DH Students at Current PCDH Students Registered Dental Hygienists 7% Pierce 7% 0% 0% Yes Yes 3% Yes No No No Not sure 93% Not sure 100% 90% Not sure

If given the option, future (93.3% in favor with 7% needing more information) and current Pierce dental hygiene students (100%) would choose a bachelor’s dental hygiene program at Pierce over an associate’s dental hygiene program. And even more remarkable is that of the 107 registered dental hygienists surveyed, 72.9% would have selected PCDH if a bachelor’s degree would have been offered at the time they attended dental hygiene school. Considering only 84% of the respondents attended dental hygiene school in WA, this is a remarkable number and shows the excellent reputation that Pierce and PCDH hold within the academic and dental communities.

WOULD CHOOSE BAS at PIERCE

Future DH Students at Current PCDH Students Registered Dental Pierce Hygienists

10% 7% 0% Yes Yes 27% No Yes No 83% Not sure 73% No Not sure 100%

Maximizing State Resources: Applied Science in Dental Hygiene

There are many students in the South and West Puget Sound areas who, for a variety of reasons, are unable to leave the local area to obtain a baccalaureate degree. These students, regardless of reason, deserve the same opportunity as those who are able to relocate to attend school. When authorized to offer a baccalaureate degree, the PCDH program would allow place-bound students in the region to obtain their BASDH and save significant time and money in the process (Table 2).

Currently, those looking to complete their baccalaureate degree can attend Eastern Washington University through the online degree completion program. This program requires an additional 61

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 17 credits after the completion of a rigorous dental hygiene curriculum. The program at Eastern has been available to students since 2000 at Clark College and since 2002 at Pierce. Both locations were closed in June 2013 with only the online option available. In lieu of committing more time and money to complete an undergraduate degree, students could attain a baccalaureate degree at Pierce should the BASDH be offered. This would allow students to enter their chosen field faster, with less financial strain and be prepared for additional employment roles.

Noteworthy, CODA requires that all dental hygiene programs adhere to the same dental hygiene curricular content, rigor and requirements regardless of degree conferred. A comparison of regional programs offering bachelor’s degrees revealed equal course load already offered in the ADH at Pierce (Table 1). Regardless, the PCDH program is prepared to make select revisions to the overall program/curriculum in order to align with gender and cultural diversity and international studies requirements that most universities require as a part of their undergraduate degrees. The program will

Equal Employment Opportunity and Affirmative Action Policy Status: Revised, Date: 05/01, Number: 2.05.0000

Pierce College District Eleven is an equal opportunity employer. The Board of Trustees and Pierce College district are committed to providing equal opportunity and will not discriminate in terms and conditions of employment and personnel practices for all persons without regard to race, color, creed, religion, national origin, sex, sexual orientation, age, marital status, presence of sensory, mental or physical disability, and status as a disabled veteran, or Vietnam-era veteran. The Board of Trustees and Pierce College district are also committed to taking affirmative action to increase the number of identified groups in areas where they have not traditionally been employed and where they are underutilized in the district as compared to availability in the workforce. Each employee has the responsibility to ensure that this commitment to equal opportunity is a functional part of the daily activities of Pierce College district.

ensure that the dental hygiene courses embrace the scope of a BAS degree, the anticipated six new Domains of an entry-level dental hygiene education and the CODA standards with competency-based criteria/outcomes. Thus, the PCDH program will maintain the standard of excellence we currently have and ensure a baccalaureate level degree with significantly less impact of time and financial resources to the student (Table 2). Furthermore, the budget is already in place for this program and with the increase in upper division credits, the college would experience an increase in revenue.

Diversity and Outreach

The PCDH program continually strives to attract a diversified student population and serve a diversified and culturally varied community. Pierce representatives, including the dental hygiene program faculty, staff and students, frequently visit local high schools, job fairs, college fairs and health fairs. In fact, the dental hygiene program’s recent student population includes students of Hispanic, Russian, Native American, Asian and Romanian descent. Because our application process is strictly confidential without any subjective evaluation components, we are able to have a completely unbiased process for student

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 18 selection. The only limitations are the need for a clear criminal history, the ability to read, speak and write at college level English and the physical ability to learn the technical skills necessary to be a dental hygiene professional. Furthermore, Pierce College’s policy on Equal Employment Opportunity and Affirmative Action meets all national, state and local policies. See below.

Conclusion

Pierce is excited to partner with WA State in order to provide our students with a robust BASDH degree. The dental hygiene program’s faculty is highly skilled in the professional and technical arena as well as in the field of education. Three out of the four fulltime faculty have master’s degrees while all other dental hygiene faculty have at a minimum baccalaureate or dental degree. By continual engagement in developing their teaching methods as well as their clinical expertise, the Pierce dental hygiene faculty unites the most current evidence-based clinical research with innovative teaching methods for student success. Pierce is in the process of procuring funds to renovate our dental hygiene facility with a physical space to match our state of the art equipment and remarkable dental hygiene program.

As previously stated, a baccalaureate degree is recognized as the preferred degree in the field of dental hygiene (ADEA BASDH). The Bachelor of Applied Science in Dental Hygiene degree supports Pierce’s mission and goals; addresses the goals of the state’s master plan for education; meets student and employer demand; addresses conferring a degree which matches credit load and rigor; and expands the employment potential of the PCDH graduates. It is time for the PCDH program to embrace the evolution of the emerging oral healthcare workforce and prepare our graduates for the future of the dental hygiene profession.

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 19 References

American Dental Hygiene Association (ADHA). (2011) http://www.adha.org/resources-ocs/72612_ADHP_Competencies.pdf

American Academy of Periodontology (AAP). (2014) http://www.perio.org/consumer/love_the_gums_you%27re_with

Commission on Dental Accreditation (CODA). (2014) http://www.ada.org/~/media/ADA/Education%20and%20Careers/Files/policy_changes.ashx

Employment Security Department, Washington State. (2014) https://fortress.wa.gov/reports-publications/occupational-reports/occupations-in-demand/occupation- detail?soc=292021&area=000006

National Governors’ Association. (2014) http://www.nga.org/files/live/sites/NGA/files/pdf/2014/1401DentalHealthCare.pdf

United States Department of Health and Human Services. (2014) http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=32

United States Department of Labor, Bureau of Labor Statistics. (2014) http://www.bls.gov/ooh/healthcare/dental-hygienists.htm#tab-4

W.K. Kellogg Foundation. (2010). file:///C:/Users/mhospenthal/Downloads/Policy%20Brief%20%20%20Training%20New%20Dental%20Provid ers%20Aug2010.pdf

Pierce College Fort Steilacoom: Statement of Need Bachelor of Applied Science in Dental Hygiene Page 20

Bachelor of Applied Science Degree in Applied Management Statement of Need

Forms A and B

Spokane Falls Community College: BAS in Applied Management Page 1 Table of Contents: BAS Degree in Applied Management

Form A: Cover Sheet Statement of Need ...... 3 Introduction ...... 5 Criteria 1: Relationship to institutional role, mission, and program priorities ...... 6 Criteria 2: Support of the Statewide Strategic Plans ...... 8 Criteria 3: Employer / Community Demand for Graduates with Baccalaureate Level of Education Proposed in the Program ...... 9 Labor Market Description ...... 9 Table 1: Employment % by Firm Size ...... 9 Industry Concentrations ...... 10 Table 2: Supervisors ...... 10 Table 3: Managers ...... 10 Table 4: Educational Attainment ...... 10 Table 5: Job Prospects for Supervisors ...... 11 Table 6: Job Prospects for Managers4 ...... 11 Table 7: Healthcare Occupations ...... 12 Employer Demand ...... 13 Criteria 4: Applied baccalaureate program builds from existing professional and technical degree program offered by the institution ...... 14 Table 8: CCS Manufacturing program graduates ...... 14 Table 9: CCS Healthcare program graduates ...... 15 Criteria 5: Student Demand for Program in the Region ...... 16 Table 10: Student Survey Responses ...... 16 Table 11: Influencing factors ...... 16 Table 12: Enrollment projections ...... 17 Criteria 6: Efforts to maximize state resources to serve place-bound students...... 18 Table 13: Delivery Preference ...... 18 Summary and Conclusion ...... 19

Spokane Falls Community College: BAS in Applied Management Page 2 Form A: Cover Sheet Statement of Need

Program Information

Institution Name: Spokane Falls Community College Degree Name: Applied Management CIP Code: 52.0201 Name(s) of existing technical associate degree(s) that will serve as the foundation for this program: Degree: Business Management CIP Code: 52.1401 Year Began: 1995 NOTE: The above program will serve as the foundation for instruction. Several programs will serve as feeders to the Applied Management degree (see Criteria 4 for details). Proposed Start Implementation Date: Fall 2015 Projected Enrollment (FTE) in Year One: 20 at Full Enrollment by Year: 2017 Funding Source: State FTE: ☑ Self-Support: ☐ Other: ☐ Mode of Delivery

Single Campus Delivery: Yes Off-site: No Distance Learning: Yes Contact Information (Academic Department Representative)

Name: Dr. Jim Minkler Title: Vice President of Learning Address: 3410 W Fort George Wright Dr. - MS3010, Spokane WA 99224-5288 Telephone: (509) 533-3764 Fax: (509) 533-3225 Email: [email protected]

July 16, 2014

Date

Spokane Falls Community College: BAS in Applied Management Page 3 Chief Academic Officer

Spokane Falls Community College: BAS in Applied Management Page 4 Introduction

Spokane Falls Community College proposes to develop a bachelor of applied science degree in Applied Management. It will be designed for those who have received an associate’s of applied science degree in career / technical fields. The combination of their past practical experience with management application will prepare graduates to fill supervisorial or group/project leadership positions

The region served by SFCC is unique in the makeup of its employers with a high number of mid-sized companies and few large ones compared to larger metropolitan centers throughout the nation. Due to their size, most do not have enough employees to allow for specialized positions that most traditional bachelor’s programs produce. This, combined with a high emphasis on work experience, has created both a challenge for employers and current AAS graduates. The AAS provides the practical, hands-on education employers are looking for and allows graduates to find work quickly. However, the same dynamic has prevented most from continuing their education to achieve higher level degrees. In many cases they would have to quit their jobs to attend in person programs. Even if they are able to attend while working, their degrees do not easily transfer so they take longer to graduate.

This Applied Management BAS addresses these concerns. It is specifically tailored for AAS degree holders, gives them full credit for their past education, and will be offered in a combination of asynchronous and hybrid instructional modalities to allow students to continue working. The labor market data in the following proposal demonstrates a strong market for graduates of this program. Especially due to the effects of significant numbers of retirements, the needs for trained supervisors, managers, and group/project leaders will be high for many years to come. The proposal will also show the close connection to the role, mission, and program priorities of the college and the Community Colleges of Spokane district of which it is a part; the support of statewide strategic plans; and demand from not only employers, but also students who are looking for opportunities to advance their careers.

Spokane Falls Community College: BAS in Applied Management Page 5 Criteria 1: Relationship to institutional role, mission, and program priorities

Founded in 1963, Community Colleges of Spokane (CCS) is a dynamic community college district serving some 38,600 students a year, spread across a 12,300-square-mile service district in northeastern Washington.

Spokane Falls Community College (SFCC) is an educational leader and partner with the community and region in providing flexible, responsive programs of the highest quality. SFCC faculty and staff are dedicated to student success, cultural enrichment and lifelong learning in a student-centered environment that encourages personal and professional growth.

The mission of the Community Colleges of Spokane (CCS) is to develop human potential through quality, relevant and affordable learning opportunities that result in improved social and economic well-being for students and for the state.

The vision of CCS is to transform lives and uplift humanity, inspiring students to lead communities, build the nation and enrich the world.

The strategic priority areas are:

• Student Success: Strengthening engagement

• Collaboration and Communication: Building productive communities

• Sustainability: Enhancing operational efficiency and effectiveness

• Innovation: Supporting a culture of continuous improvement

The recently updated Spokane Falls Community College (SFCC) mission is to meet the needs of our community by advancing student achievement through quality, accessible learning opportunities that embrace diversity, promote equity, and foster global awareness. The introduction of an Applied Management BAS would fulfill the mission through the following five core themes:

Core Theme 1: Excellent Instruction and Learning

Core Theme 2: Student Achievement

Core Theme 3: Broad Access

Core Theme 4: Diversity, Equity, Global Awareness

Core Theme 5: Responsiveness to Community Needs

Spokane Falls Community College: BAS in Applied Management Page 6 The Applied Management BAS reflects and supports both the district priorities and the core themes of SFCC as follows:

STUDENT SUCCESS SFCC Core Theme 1: Excellent Instruction / Learning & SFCC Core Theme 2: Student Achievement

The BAS in Applied Management will draw from the excellent instruction and learning occurring within the business department at SFCC. It also reflects the college’s commitment to achievement by providing multiple pathways for students to achieve their academic and career goals, some of which would not exist without the BAS option. For students with an AAS in Business Management, this degree will build upon their management foundation to provide a more complete education and credentials to qualify for more advanced positions. For those with an AAS in a career / technical field, this option will provide access to leadership, supervision, or management positions. Additionally, many graduates of this program will gain the practical skills and confidence to manage their own business which, especially in the region served by SFCC, is vital to continued economic growth.

SUSTAINABILITY AND INNOVATION SFCC Core Values Theme 3: Broad Access

This new degree, in particular, will provide opportunities and pathways for students within the district that currently do not exist. The degree is designed to provide students broader access to higher education via evening and/or on-line courses. Students gain accessible learning opportunities and access to the BAS by no longer being held to a terminal degree. In partnership with community and industry leaders, the degree will meet the changing needs of our community stakeholders through collaboration and innovation. SFCC’s degrees, programs, courses and services will be responsive to local employer demand in the state and local regions.

COLLABORATION AND COMMUNICATION SFCC Core Values Theme 4: Diversity, Equity, Global Awareness & SFCC Core Values Theme 5: Responsiveness to Community Needs

Students and staff will be supported by practices and policies that create an inclusive environment for learning and work. Students will have opportunities to experience diverse and multi-culturally rich perspectives through campus activities / events, curriculum, and educational workshops. The proposed BAS in Applied Management will create more highly trained managers and supervisors who can take on greater levels of responsibility to serve the region’s leadership needs which are critical to the region’s economy and employability of its citizens. SFCC will actively seek community input through its foundations, advisory committees, and collaboration with external organizations. By partnering with industry and local organizations such as the Spokane Area Workforce Development Council and Greater Spokane Incorporated (the regional Chamber of Commerce combined with Economic Development), the program will create a climate in which faculty and students commit to excellence in instruction and learning.

Spokane Falls Community College: BAS in Applied Management Page 7 Criteria 2: Support of the Statewide Strategic Plans

The State Board for Community and Technical Colleges (SBCTC) Mission Study focused on three areas of need for the state’s community and technical colleges:

• Strengthen state and local economies by meeting the demands for a well-educated and skilled workforce. • Achieve increased educational attainment for all residents across the state. • Use technology, collaboration and innovation to meet the demands of the economy and improve student success. Spokane Falls Community College will play an important role in producing baccalaureate degree graduates in Washington State. The Washington State Board for Community & Technical Colleges (SBCTC) supports the development of community and technical college applied baccalaureate programs because they will help:

• Meet state goals for increasing the total number of baccalaureate degrees awarded by 2019 to 42,400 per year. The community and technical college system will need to increase the number of students who transfer to a baccalaureate program by 20,400 and one way of doing that is by developing applied baccalaureate pathways. • Expand the workforce mission of community and technical colleges to serve the needs of local and state employers. • Increase educational pathways for professional and technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree. The proposed Applied Management BAS program addresses all of these system goals. By creating this program, SFCC will increase the educational attainment and skill levels of the region’s managers and supervisors to help prepare them for the greater demands expected of them in the workplace while meeting the region’s workforce demand for leaders with practical experience. By expanding educational options for individuals who hold an associate of applied science degree, the degree helps students attain higher levels of skill and knowledge as our state and region becomes more diverse, serving groups who have been underserved in the past. The degree will be more affordable to students than other baccalaureate programs offered in the region, drawing from a much more diverse student population which the Community Colleges of Spokane naturally serves. SFCC’s proposal provides an efficient pathway for AAS-holders in the region to leverage both their technical skills and their course credits in pursuit of a higher credential in their field. Working with educational and industry partners, SFCC will create seamless, easy to navigate pathways for students enabling them to apply for higher paying, higher demand positions.

Spokane Falls Community College: BAS in Applied Management Page 8 Criteria 3: Employer / Community Demand for Graduates with Baccalaureate Level of Education Proposed in the Program

Labor Market Description

The area served by Community College of Spokane is spread across 12,300 square miles and is comprised of 6 counties. 66% of its 609,000 residents are concentrated in a few cities, the largest concentration in central Spokane County where 342,000 of the County’s 487,000 residents live in a 20 mile radius of the largest city of Spokane. As the largest population center between Seattle and Minneapolis, this concentration serves as a hub of industry and services for much of the northwest portion of the country. In addition to the 6 counties included in the Community Colleges of Spokane’s service district (Ferry, Lincoln, Pend Oreille, Spokane, Stevens, & Whitman), the following labor market analysis includes the three neighboring counties in Idaho (Bonner, Latah, & Kootenai) with large population centers as they draw from the same labor pool.

One of the consequences of this population distribution is the firm sizes tend to be smaller than the national average. Table 1 below shows a higher concentration of the area’s employees working for firms that are between 20 – 249 employees in size and much fewer in companies with 1,000+. This leads to far less specialization than would usually be the case. In other words, companies need employees with a broader range of skills because they do not have enough for them to be specialized in one particular discipline. This only exaggerates a national trend toward an increasing emphasis on work experience. Table 1: Employment % by Firm Size1

1-19 20-49 50-99 100-249 250-999 1000+

Nation 10.8% 7.2% 10.5% 18.2% 14.2% 39.1% Region 15.1% 10.2% 17.2% 28.4% 14.2% 14.4%

This fact leads to a challenge for both employers and graduates of degree programs. The majority of bachelor’s degrees are still earned by those going directly from high school so they often lack the experience being requested. Those who gain the experience have a difficult time going back to school to earn their bachelor’s degrees once they start working. Employers are thus often forced to forgo the benefit of employees with higher education, especially in fields such as management where traditional degrees are usually specialized.

1 https://fortress.wa.gov/esd/employmentdata/reports-publications/industry-reports/firm-size; http://www.bls.gov/web/cewbd/table_f.txt 3.17.14

Spokane Falls Community College: BAS in Applied Management Page 9 Industry Concentrations

Although many of the concepts that will be taught in this Applied Management BAS are applicable across industries, the program will initially focus on two – Manufacturing and Healthcare. This will not only ensure relevant coursework, but also serve as a focus for recruiting. According to the Spokane Area Workforce Development Council, “Spokane’s recovery is being led by 5 industries”2. Manufacturing and Healthcare are among these 5.

MANUFACTURING The following tables (2 & 3) show two occupational groupings used to assess the employer demand for graduates of the proposed Applied Management BAS program with a Manufacturing concentration. The “Supervisors” occupations are entry level management positions which typically draw from employees with experience in the work unit being supervised.

Table 2: Supervisors

SOC Code Description 51-1011 First-Line Supervisors of Production and Operating Workers 53-1021 First-Line Supervisors of Helpers, Laborers, and Material Movers, Hand

The “Manager" positions are at a higher level and, per Table 4, significantly more likely to require bachelor’s degrees or higher with 58% on average nationally vs. 16% for supervisors.

Table 3: Managers

SOC Code Description SOC Code Description 11-1021 General & Operations Mgrs. 11-3061 Purchasing Mgrs. 11-2021 Marketing Mgrs. 13-1051 Cost Estimators 11-2022 Sales Managers 13-1111 Management Analysts 11-3011 Administrative Services Mgrs. 13-1161 Market Research Analysts 11-3051 Industrial Prod Mgrs.

Table 4: Educational Attainment3

High Less than Doctoral Some Master’s Bachelor's Associate's school high or Prof. college, no degree degree degree diploma or school degree degree equivalent diploma Supervisors 0.6% 3.0% 12.6% 9.7% 28.7% 37.7% 8.3% Managers 3.4% 16.6% 37.0% 8.2% 20.7% 13.0% 1.6%

2 http://www.wdcspokane.com/targeted-industries 3.17.14 3 https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17W2l&module=economy&page=occupations 3.17.14

Spokane Falls Community College: BAS in Applied Management Page 10 The information below shows a tremendous opportunity for future graduates of the Applied Management BAS degrees. These candidates are able to gain the necessary experience through their AAS programs and on the job. After achieving their BAS, they will be more qualified to not only fill supervisor positions, but to advance into manager positions. The impact on earnings for this transition is considerable – an average 43% increase.

Table 5: Job Prospects for Supervisors4 Est National SOC Compl Job 2014 Growth Median SOC Description Annual Growth to Code etions postings Jobs to 2020 Wage Openings 2020 F-L Supervisors of Mechanics, 49-1011 46 186 3 1,126 7.6% 5.8% $27.89 Installers, and Repairers F-L Supervisors of Production 51-1011 47 186 32 1,458 10.4% 0.9% $22.46 and Operating Workers Ttl./Avg. 92 35 2,584 9.2% 3.04% $24.83

Table 6: Job Prospects for Managers4

Est National SOC Comple Job 2014 Growth Median SOC Description Annual Growth Code tions postings Jobs to 2020 Wage Openings to 2020 General & Operations 11-1021 141 936 103 3,674 11.1% 8.1% $39.01 Managers 11-2021 Marketing Managers 12 219 26 237 16.5% 9.3% $39.48 11-2022 Sales Managers 29 989 160 773 8.8% 6.6% $46.42 Administrative Services 11-3011 17 801 10 485 10.9% 8.1% $30.16 Managers 11-3051 Industrial Prod Mgrs. 13 956 17 293 15.0% 0.8% $35.12 11-3061 Purchasing Managers 5 - 4 116 12.9% 4.2% $42.64 13-1051 Cost Estimators 34 1,161 2 527 17.8% 12.3% $23.57 13-1111 Management Analysts 39 772 13 1,023 11.7% 10.0% $29.45 13-1161 Mrkt. Research Analysts 36 230 13 753 19.3% 17.5% $24.62 Ttl./Avg. 328 348 7,708 12.4% 9. 1% $35.49

An initial review of the employment data would suggest that there are sufficient program completions for each of the occupation groups. However, what these data do not show is the fact these degree completions are in general business fields rather than built upon the practical experience of a technical associate’s degree as this Applied Management BAS would be.

4 https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17W2l&module=economy&page=occupations 3.17.14

Spokane Falls Community College: BAS in Applied Management Page 11 HEALTHCARE

Although there is only one SOC specific to Health Care Managers (11-9111), the following table shows several occupations that exist in the industry that typically require a bachelor’s degree. These would represent the opportunities for graduates of the Applied Management BAS with a concentration in Healthcare. Table 7: Healthcare Occupations5

Employed Employed in % Change Median in Industry Industry SOC Occupation (2014 - Hourly Group Group 2020) Earnings (2014) (2020) 11-2021 Marketing Managers 12 14 17% $39.60 11-3011 Administrative Services Managers 58 68 17% $30.19 11-3121 Human Resources Managers 17 20 18% $38.15 11-9111 Medical and Health Services Managers 572 639 12% $39.56 11-9151 Social and Community Srvc. Managers 86 99 15% $26.79 11-1021 General and Operations Managers 178 216 21% $39.03 13-1041 Compliance Officers 25 29 16% $26.28 13-1071 Human Resources Specialists 63 70 11% $24.06 13-1111 Management Analysts 13 15 15% $29.50 13-1131 Fundraisers 17 20 18% $21.54 13-1151 Training and Development Specialists 29 35 21% $23.70 Market Research Analysts and 13-1161 40 50 25% $24.62 Marketing Specialists 21-1091 Health Educators 47 55 17% $21.20 25-3099 Teachers and Instructors, All Other 15 16 7% $17.39 27-3031 Public Relations Specialists 26 31 19% $24.09 TOTAL 1,198 1,377 15%

The above shows a projected growth of an average of 30 jobs per year from industry We currently have a PTA who… was recently expansion alone. What is not captured at promoted into a manager position. We prefer this level of detail is the anticipated our managers to have a bachelor’s degree but it replacement positions that occur through sounds like, with his AAS, he would need to basically start from the beginning… retirements and normal attrition which would be an increase to the 30 jobs per We’re a large organization and we seem to continually be growing larger. With that growth, year. The median wage levels for these of course, comes more need for leadership. A occupations are extremely encouraging as program like this could be very beneficial for the well. advancement of our PTAs and OTAs. Amy Herrmann, MHRD, PHR - St. Luke’s Human Resources

5 https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17W2l&module=economy&page=occupations 6.20.14

Spokane Falls Community College: BAS in Applied Management Page 12

Employer Demand

In addition to the labor market data obtained from the online data subscription, a survey was conducted among employers throughout the region with responses from 34 companies.6 This survey attempted to gauge the value perceptions of BAS degrees in general and job prospects in the next 5 years available to graduates of this Applied Management program in particular. 88.2% of the respondents indicated they “Strongly Agreed” or “Somewhat Agreed” that the BAS would improve hiring chances for graduates into positions for which they would likely apply. 57.6% indicated they thought the BAS would be more valuable than a traditional bachelor’s. The most significant indicator of demand was the number of jobs openings the respondents anticipated over the next 5 years. 21 companies (65.6%) anticipated between 1-5 jobs and 6 (18.8%) anticipated 6+. These results are consistent with the growth forecasts of the above labor market data.

6 Survey of Employers conducted in March 2014

Spokane Falls Community College: BAS in Applied Management Page 13 Criteria 4: Applied baccalaureate program builds from existing professional and technical degree program offered by the institution

The foundation of this degree program is the Associates of Applied Science in Business Management which has been offered at SFCC since 1995. This program has seen significant growth over the past several years – from an average of 15.33 degrees being conferred each year from 2004 – 2009 to 24 degrees in 2013. Through this program SFCC has developed the faculty, administration, and advisory committee expertise necessary to develop and sustain this new BAS option.

Recognizing that this degree cannot be generically applied across any and all industry sectors, two areas of concentration have been chosen as the initial areas of focus. The Manufacturing and Healthcare industries were selected based upon the regional demand, the programs support from existing AASD degrees, and the interest expressed by past graduates. Following are the existing technical degree programs currently being offered in the Community Colleges of Spokane district upon which this BAS will be built:

Table 8: CCS Manufacturing program graduates7

Program Title B01 B12 B23 B34 Total CIP 612 AAS CIVIL ENGINEERING TECH 16 12 6 0 34 150201 630A AAS ELECTRONICS/AVIONICS 5 3 6 2 16 150303 630F AAS ELECTRONICS/COMPUTER FIELD 9 6 12 7 34 150303 630M AAS ELECTRONICS/MAINTENANCE 1 1 0 0 2 150303 654 AAS BIO-MED EQUIP TECHNICIAN 15 17 17 10 59 150401 633 AAS ELEC MAINT & AUTOMATION 25 27 13 4 69 150403 642 AAS MECHANICAL ENGINEERING 4 4 5 0 13 150805 606 AAS ARCHITECTURAL TECHNOLOGY 8 10 5 0 23 151001 751 AAS HYD/PNEU AUTOMATION TECH 8 10 7 1 26 151103 602 AAS CAD COMPTR AID DSGN & DRFT 5 14 7 0 26 151302 745 AAS CARPENTRY & CABINETRY 5 7 11 0 23 460201 703 AAS HEAT-VENT-AIR COND-REFRIG 16 13 11 2 42 470201 709 AAS AUTO COLLISION & REFINISH 9 9 8 0 26 470603 712 AAS AUTOMOTIVE TECHNOLOGY 32 24 33 19 108 470604 775 AAS DIESEL/HEAVY DTY EQUIPMENT 32 23 28 7 90 470605 718 AAS AVIATION MAINTENANCE TECH 12 19 17 1 49 470687 717 AAS AUTO TECH/TOYOTA T-TEN 2 10 7 1 20 470698 808A AAS MACHINIST/CNC TECHNOLOGY 15 7 8 0 30 480501 713 AAS AUTOMOTIVE MACHINIST 2 0 0 0 2 480598 Total 221 216 201 54 692

7 CCS IR data - http://dist17-dashb/Reports/Pages/Report.aspx?ItemPath=%2fInstitutionalResearch%2fReports%2fGraduates 6.6.14

Spokane Falls Community College: BAS in Applied Management Page 14 Table 9: CCS Healthcare program graduates8

Progra Title B01 B12 B23 B34 Total CIP m 305 AAS DENTAL ASSISTING 4 12 8 1 25 510601 532 AAS HEALTH UNIT COORDINATOR 1 1 0 0 2 510703 529 AAS HEALTH INFORMATION MGMT 2 4 15 0 21 510707 529G AAS HEALTH INFORMATION TECH 1 0 0 0 1 510707 529H AAS HEALTH INFORMATION TECH 14 7 1 0 22 510707 565 AAS MEDICAL OFFICE SPECIALIST 23 30 30 27 110 510716 381 AAS MEDICAL ASSISTANT 8 14 12 3 37 510801 342 AAS-OCCUPATIONAL THERAPY ASST 0 0 16 0 16 510803 399 AAS PHARMACY TECHNICIAN 12 13 8 0 33 510805 345 AAS - PHYSICAL THERAPIST ASST 13 16 13 0 42 510806 378 AAS RESPIRATORY CARE 12 17 14 0 43 510812 363 AAS EMERG MED TECH (PARAMEDIC) 7 3 1 0 11 510904 332 AAS SURGICAL TECHNOLOGY 12 10 8 0 30 510909 393S AAS DIAGNOSTIC MED SONOGRAPHY 17 13 12 1 43 510910 393V AAS VASCULAR TECHNOLOGY 11 8 11 0 30 510910 358 AAS RADIOLOGY TECHNOLOGY 20 20 16 0 56 510911 687 AAS - HEARING INSTR SPECIALIST 14 17 19 1 51 510918 374 AAS INVASIVE CARDIO TECHNOLOGY 19 15 22 0 56 510996 376 AAS NCT/ECHOCARDIOGRAPHY 0 11 12 0 23 510997 376G AAS NONINVASIVE CARDIO TECH 16 1 0 0 17 510997 437 AAS-CHM DEPENDENCY PRF STUDIES 13 10 9 5 37 511501 437N AAS - ADDICTION STUDIES 0 0 1 4 5 511501 434 AAS - SOCIAL SERVICES 33 31 26 18 108 511594 360 AAS VISION CARE TECHNOLOGY 5 2 0 1 8 511802 348 AAS-ORTHOTIC/PROSTHETIC TECHN 8 10 8 7 33 512307 336 AAS - GERONTOLOGY PARAPROF 1 4 2 1 8 512696 408 AAS-INTERPRETER TRN/DEAFNESS 14 9 1 1 25 512698 323 AAS NURSING (RN) 123 108 134 48 413 513801 Total 403 386 399 118 1,306

The faculty, administrators, and advisory committees of these programs will be relied upon to ensure the managerial knowledge and skills taught in this BAS program are relevant to the needs of their respective industry clusters. Additionally, the centers of excellence for Aerospace & Advanced Materials Manufacturing and Allied Health will serve as resources for best practices, inclusion of industry needs throughout the State, and opportunities for collaboration with the SBCTC system.

8 CCS IR data - http://dist17-dashb/Reports/Pages/Report.aspx?ItemPath=%2fInstitutionalResearch%2fReports%2fGraduates 6.6.14

Spokane Falls Community College: BAS in Applied Management Page 15 Criteria 5: Student Demand for Program in the Region

To assess the student interest and demand in a BAS degree in general and an Applied Management BAS in particular, a survey was conducted with current and former students of any career / technical program from either campus in the CCS district – SCC or SFCC.

As Table 10 shows, there was a tremendous Table 10: Student Survey Responses9 level of interest as evidenced by the 1,956 survey responses (a rate of over 5%). Of those who responded, 1,719 (87.9%) indicated an interest in pursuing a BAS in Surveys reaching valid email addresses 37,000 general and 722 were interested specifically Surveys completed 1,956 in the Applied Management BAS. Interested in BAS 1,719 Interested in Applied Management 722

Of the factors that would be an influence to their decision to pursue a BAS (those indicating an interest in Applied Management) the strong support for career advancement and increased job market would suggest a perception that their advancement & marketability are currently limited.

Table 11: Influencing factors10

Q: Please rate the following as to how much they would influence your decision to enroll in an applied bachelor's degree program.

Very Not at Question Somewhat Blank Much All Affordability 616 97 8 1 Career Advancement 607 102 8 5 Graduate school/Options post-bachelor's degree 340 283 84 15 Increased job marketability 613 100 9 Internships 308 276 115 23 Program offered partially or fully online 447 213 60 2 Weekend classes 294 261 159 8

9 Survey of AAS program students and graduates of SFCC & SCC since 2000 conducted in March 2014 10 Ibid.

Spokane Falls Community College: BAS in Applied Management Page 16 Given the high demand demonstrated in the labor market data and the two surveys conducted, it is anticipated that enrollment in this program will begin at 20 students in year one and rapidly increase to full enrollment by program year 3.

Table 12: Enrollment projections

Year 1 Year 2 Year 3 Year 4 Year 5

20 24 30 30 30

The high interest in this program will have the added benefit of attracting students to existing associates degree programs. Students will be more likely to pursue an AAS knowing they have not only opportunities for advancement, but also the flexibility to start working sooner than if they had to wait to complete a traditional bachelor’s program.

Spokane Falls Community College: BAS in Applied Management Page 17 Criteria 6: Efforts to maximize state resources to serve place-bound students.

The need for managers and supervisors with practical, hands-on knowledge and experience described in the analysis for Criteria 3 above presents a challenge for existing state resources. Specifically, the existing programs are more general in nature. For example, Washington State University offers an online Management and Operations program that teaches “how to motivate individuals, evaluate business trends, and understand the overall planning, structure and operation of organizations [source: 6.1]”. While this would seem to meet the need described, their program description states they are intended for such career options as “account manager, human resource manager, insurance executive, tax analyst and international consultant”. These are occupations where the general knowledge can be combined with company specific details to perform the duties as required. The small to mid-sized employers described have neither the same need for generalization nor the ability to provide training on the required specifics. Candidates must gain those specifics through a combination of applied education typical of an associate’s degree and work experience. Additionally, given that most AAS degrees do not meet the general education requirement of traditional bachelor’s degree options in the region, graduates of these programs would receive little if any credit for their prior education.

The delivery options for existing Business Management bachelor’s degree programs at area universities are better Table 13: Delivery Preference suited for younger students who can attend full time on a campus in Pullman, Q: Please indicate your preference for course delivery Cheney, or (for limited programs) downtown Spokane. The Applied Would Question High Low Blank Management BAS is well suited to meet not do the needs for flexibility required by the Online 479 188 43 12 demographic that would be well suited On campus evenings 315 268 130 9 for this educational track. The survey On campus weekdays 318 222 155 27 results shown in Table 13 show a strong On campus weekends 249 267 191 15 preference for Online delivery (66.3% of those with an interest in this program) and a slightly less, but still strong one for evening options (43.6%).11

SFCC administration communicated their intent to all local 4 year universities in the region - including both public (Washington State University and Eastern Washington University) and private ( and ). Although there was some initial concern expressed that this option would compete with their Business Administration degrees, they were quickly laid to rest by the recognition that the students who would attend this BAS program could not readily transfer their existing AAS education to the 4 year degree programs. Additionally, the fact that these students were

11 Survey of AAS program students and graduates of SFCC & SCC since 2000 conducted in March 2014

Spokane Falls Community College: BAS in Applied Management Page 18 place-bound due to their need to continue working would limit their opportunity to attend the 4 year universities as well as not having the financial means to do so.

Summary and Conclusion

Spokane Falls Community College has an outstanding Business Management AAS program that serves the employers of the Inland Northwest well. It needs to continue to address the needs of the community by providing the next step in educational attainment through the Applied Management BAS. The proposed BAS program will also meet the needs of employers and job seekers in two of the most significant industries in the region – Manufacturing and Healthcare. The college has the support of the program faculty, college and district administrators, the CCS Board of Trustees, community partners, employers, and students. It has a solid educational plan to continue on to the next steps in the process and looks forward to the endorsement of the State Board for Community and Technical Colleges.

Spokane Falls Community College: BAS in Applied Management Page 19

Bachelor of Applied Science Degree in Information Systems and Technology

Statement of Need April 2014 Forms A and B

Spokane Falls Community College BAS in Information Systems and Technology Page 1 Table of Contents: BAS Degree in Information Systems and Technology

Form A: Cover Sheet Statement of Need ...... 3 Introduction ...... 4 Form B: Bachelor of Applied Science Degree in Information Systems and Technology ...... 5 Criteria 1: Relationship to institutional role, mission, and program priorities ...... 5 Criteria 2: Support of the Statewide Strategic Plans ...... 7 Criteria 3: Employer / Community Demand for Graduates with Baccalaureate Level of Education Proposed in the Program ...... 8 Table 1: Employment % by Firm Size ...... 9 Table 2: Data for CCS and Northern Idaho region Information Technology related Standard Occupation Codes (SOC#) ...... 10 Table 3: Long-term CCS and Northern Idaho Employment Projections ...... 11 Criteria 4: Applied baccalaureate program builds from existing professional and technical degree program offered by the institution...... 12 Criteria 5: Student Demand for Program in the Region ...... 13 Table 4: Student Interest response Detail ...... 13 Table 5: Benefits of Baccalaureate in IST ...... 14 Criteria 6: Efforts to maximize state resources to serve place-bound students...... 15 Summary and Conclusion ...... 16

Spokane Falls Community College BAS in Information Systems and Technology Page 2 Form A: Cover Sheet Statement of Need

Program Information

Institution Name: Spokane Falls Community College (SFCC) Degree Name: BAS Information Systems and Technology CIP Code: 11.0103 Name(s) of existing technical associate degree(s) that will serve as the foundation for this program: Degree: AAS Information Technology CIP Code: 11.1006 Year Began: 1996

Proposed Start Implementation Date: Fall 2015 Projected Enrollment (FTE) in Year One: 15 at Full Enrollment by Year: 2020 Funding Source: State FTE: ☑ Self-Support: ☐ Other: ☐

Mode of Delivery

Single Campus Delivery: Yes, SFCC Off-site: No Distance Learning: No

Contact Information (Academic Department Representative)

Name: Dr. Jim Minkler Title: Vice President of Learning Address: 3410 W Fort George Wright Dr. – MS 3010, Spokane WA 99224-5288 Telephone: (509) 533-3764 Fax: (509) 533-3225 Email: [email protected]

June 12, 2014

Chief Academic Officer Date

Spokane Falls Community College BAS in Information Systems and Technology Page 3 Introduction

Founded in 1963, Community Colleges of Spokane (CCS) is a dynamic community college district serving some 38,600 students a year, spread across a 12,300-square-mile service district in Eastern Washington.

Spokane Falls Community College (SFCC) is an educational leader and partner with the community and region in providing flexible, responsive programs of the highest quality. Our faculty and staff are dedicated to student success, cultural enrichment and lifelong learning in a student-centered environment that encourages personal and professional growth.

The Information Systems and Computer Science (ISCS) department at Spokane Falls Community College (SFCC) proposes to create a bachelor of applied science degree in Information Systems and Technology (BAS IST).

This degree will be based on the existing Associate of Applied Science in Information Technology (AAS IT) degree currently offered at SFCC. This applied bachelor degree will allow student to deepen their academic and technical knowledge in the field of information systems and technology. Specific areas of expertise will be addressed in concordance with the industry needs.

The Washington State Board for Community & Technical Colleges (SBCTC) supports community and technical colleges to offer applied baccalaureate programs:

 To increase the total number of baccalaureate degrees awarded by 2019;

 To expand the workforce mission of community and technical colleges to serve the needs of local and state employers;

 To increase educational pathways for professional and technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree.

This baccalaureate of applied science in Information Systems and Technology proposal explains how this new degree supports the college mission, the education goals of the State of Washington, meets the students and employers demands by strengthening graduates’ knowledge and technical skills.

Spokane Falls Community College BAS in Information Systems and Technology Page 4 Form B: Bachelor of Applied Science Degree in Information Systems and Technology

Criteria 1: Relationship to institutional role, mission, and program priorities

The mission of the Community Colleges of Spokane (CCS) is to develop human potential through quality, relevant and affordable learning opportunities that result in improved social and economic well-being for our students and our state.

The vision of CCS is to transform lives and uplift humanity, inspiring students to lead communities, build the nation and enrich the world.

The strategic priority areas are:

• Student Success: Strengthening engagement

• Collaboration and Communication: Building productive communities

• Sustainability: Enhancing operational efficiency and effectiveness

• Innovation: Supporting a culture of continuous improvement

The mission of Spokane Falls Community College (SFCC) is to foster student achievement and scholarship by providing high-quality, affordable, and accessible learning opportunities. The introduction of an Information Systems and Technology BAS would fulfill the mission through the following five core themes:

Core Theme 1: Excellent Instruction and Learning

Core Theme 2: Student Achievement

Core Theme 3: Broad Access

Core Theme 4: Diversity, Equity, Global Awareness

Core Theme 5: Responsiveness to Community Needs

Spokane Falls Community College BAS in Information Systems and Technology Page 5 The Information Systems & Technology BAS reflects and supports both the district priorities and the core themes of SFCC as follows:

STUDENT SUCCESS

SFCC Core Theme 1: Excellent Instruction / Learning & SFCC Core Theme 2: Student Achievement

This new degree, in particular, will provide opportunities and pathways for the district that currently do not exist. Students will be able to gain advanced education beyond what is currently available in the region. This, in turn, will create more highly trained information systems and technology individuals who can take on greater levels of responsibility to serve the region’s information technology needs which are critical to the region’s economy and employability of its citizens.

SUSTAINABILITY AND INNOVATION

SFCC Core Values Theme 3: Broad Access

The degree is designed to provide students broader access to higher education. Students with an AAS in information systems and technology fields will gain learning opportunities and access to the BAS, no longer being held to a terminal degree. In partnership with community and industry leaders, the degree will meet the changing needs of our community stakeholders through collaboration and innovation. SFCC’s degrees, programs, courses and services will be responsive to local employer demand in the state and local regions. Though SFCC does have an existing transfer agreement with EWU for IS&T AAS graduates, the following analysis will demonstrate why there is still a gap that this BAS option will meet.

COLLABORATION AND COMMUNICATION

SFCC Core Values Theme 4: Diversity, Equity, Global Awareness & SFCC Core Values Theme 5: Responsiveness to Community Needs

Students and staff will be supported by practices and policies that create an inclusive environment for learning and work. Students will have opportunities to experience diverse and multi-culturally rich perspectives through campus activities / events, curriculum, and educational workshops. SFCC will actively seek community input through its foundations, advisory committees, and collaboration with external organizations. By partnering with industry and local organizations, such as Greater Spokane Incorporated and the Spokane Area Workforce Development Council, the program will create a climate in which faculty and students commit to excellence in instruction and learning.

Spokane Falls Community College BAS in Information Systems and Technology Page 6 Criteria 2: Support of the Statewide Strategic Plans

The State Board for Community and Technical Colleges (SBCTC) Mission Study focused on three areas of need for the state’s community and technical colleges:

• Strengthen state and local economies by meeting the demands for a well-educated and skilled workforce. • Achieve increased educational attainment for all residents across the state. • Use technology, collaboration and innovation to meet the demands of the economy and improve student success. Spokane Falls Community College will play an important role in producing baccalaureate degree graduates in Washington State. The Washington State Board for Community & Technical Colleges (SBCTC) advocates for community and technical college applied baccalaureate programs because it will help:1

• Meet state goals for increasing the total number of baccalaureate degrees awarded by 2019 to 42,400 per year. The community and technical college system will need to increase the number of students who transfer to a baccalaureate program by 20,400 and one way of doing that is by developing applied baccalaureate pathways. • Expand the workforce mission of community and technical colleges to serve the needs of local and state employers. • Increase educational pathways for professional and technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree. The proposed Information Systems and Technology, BAS program addresses all of these system goals. By creating this program, SFCC will increase the educational attainment and skill levels of the region’s information systems and technology individuals to help prepare them for the greater demands expected of them in the technology environment while meeting the region’s workforce demand for more highly skilled information systems and technology specialists. By expanding educational options for individuals who hold an associate of applied science degree, the degree helps students attain higher levels of skill and knowledge as our state and region becomes more diverse, serving groups who have been underserved in the past. The degree will be more affordable to students than other baccalaureate programs offered in the region, drawing from a much more diverse student population which the Community Colleges of Spokane naturally serves. SFCC’s proposal provides an efficient pathway for AAS-holders in the region to leverage both their technical skills and their course credits in pursuit of a higher credential in their field. Although there is currently an Applied Technology program offered by EWU to SFCC’s AAS graduates, the focus of that program does not meet the same occupational needs that this BAS program will. Working with educational and industry partners, SFCC will create seamless, easy to navigate pathways for students enabling them to apply for higher paying, higher demand positions.

1 (http://www.sbctc.ctc.edu/college/e_appliedbaccalaureates.aspx 02.14.14

Spokane Falls Community College BAS in Information Systems and Technology Page 7 Criteria 3: Employer / Community Demand for Graduates with Baccalaureate Level of Education Proposed in the Program

Today’s economy has moved away from skilled labor jobs to positions requiring employability skills traditionally thought to be acquired through a four-year degree. Although more students are graduating from colleges every year, the flow of new graduates is too slow to meet the growing employment demand, especially in the high-tech job market. By 2025, less than 47% of Americans will have an associate or higher degree. According to labor experts, this means the nation will be 23 million degree holders below what’s needed to meet workforce demands.2 As policy makers look for solutions to this problem, the spotlight shines bright on community colleges to give job seekers the specific skills needed for highly technical jobs.3

In the Spokane region, IT employment for the occupations that would be filled by graduates of this BAS program increased by 76 positions in 2013 and the trend is expected to continue with an expected increase of 11% by 2020.4 Employers are searching for qualified candidates to hire as Computer Support Specialists, Computer System Analysts, and Network and Computer Systems Administrators. In order to meet the local job growth demand, Spokane Falls Community College needs to expand the IT program by offering a BAS in Information Systems and Technology.

Nationally, the IT sector’s employment rate is expected to increase by 22% between 2010 and 2020, creating 758,800 jobs nationwide.5 The careers included in this field are consistently included in the top ten listings of job availability and demand.6 This SFCC proposal addresses the local need for more high skilled IT professionals and also assures that graduates have the skills necessary for long term employability.

Finally, entry level jobs qualifications in the information technology field are now demanding a bachelor’s degree.

The Bureau of Labor Statistics considers a bachelor’s degree as entry level education for the following occupations: computer network architect, computer programmer, computer support specialist, computer systems analyst, database administrator, information security analyst, web developer, network and computer system administrator and software developer.7

2 A Special Report from Lumina Foundation: A Stronger Nation through Education. (2012, March) Indianapolis, IN: Lumina Foundation. Retrieved from http://www.luminafoundation.org/publications/A_Stronger_Nation-2012.pdf . 3 Lewin, T. (2012, February 13). Money Urged for Colleges to Perform Job Training. The New York Times. Retrieved from http://www.nytimes.com/2012/02/14/education/obama-to-propose- community-college-aid.html? 4 https://west.economicmodeling.com/analyst/?t=ZWyW#h=17nHV&module=economy&page=occupation_report 03.17.14 5 Overview of the 2010-20 Projections, Employment change by industry, Information, Occupational Outlook Handbook, 2012-13 Edition. (2012, March 29). Washington, D.C.: Bureau of Labor Statistics. Retrieved from http://www.bls.gov/ooh/About/Projections-Overview.htm#industry . 6 Graves, J. A. (2012, December 18). The 100 Best Jobs of 2013. U. S. News. Retrieved from http://money.usnews.com/money/careers/articles/2012/12/18/the-best-jobs-of-2013. 7 United States Department of Labor, Bureau of Labor Statistics (2014, January 8th). Retrieved from http://www.bls.gov/ooh/computer-and-information-technology/home.htm .

Spokane Falls Community College BAS in Information Systems and Technology Page 8 Employer size

The area served by Spokane Falls Community College is spread across 12,300 square miles and is comprised of 6 counties. 66% of its 609,000 residents are concentrated in a few cities, the largest concentration in central Spokane County where 342,000 of the County’s 487,000 residents live in a 20 mile radius of the largest city of Spokane. As the largest population between Seattle and Minneapolis, this concentration serves as a hub of industry and services for much of the northwest portion of the country.

One of the consequences of this population distribution is the firm sizes tend to be smaller than the national average. Table 1 below shows a higher concentration of the area’s employees working for firms that are between 20 – 249 employees in size and much fewer in companies with 1,000+.8 This leads to far less specialization than would usually be the case. In other words, companies need employees with a broader range of skills because they do not have enough for them to be specialized in one particular discipline. This only exaggerates a national trend toward an increasing emphasis on work experience.

Table 1: Employment % by Firm Size

1-19 20-49 50-99 100-249 250-999 1000+

Nation 10.8% 7.2% 10.5% 18.2% 14.2% 39.1%

Region 15.1% 10.2% 17.2% 28.4% 14.2% 14.4%

This fact leads to a challenge for both employers and graduates of degree programs. Most bachelor’s degrees are earned by those going directly from high school so they often lack the experience being requested. Those who gain the experience have a difficult time going back to school to earn their bachelor’s degrees once they start working. Employers are often forced to forgo the benefit of employees with higher education, especially in fields such as network administration where traditional degrees are usually specialized.

8 https://fortress.wa.gov/esd/employmentdata/reports-publications/industry-reports/firm-size; http://www.bls.gov/web/cewbd/table_f.txt 03.17.14

Spokane Falls Community College BAS in Information Systems and Technology Page 9 Labor market Data

Spokane Falls Community College explored and assessed current and projected employer and community demand through analysis of employment and occupation data at the local, regional, state and national level and advisory committee input.

In addition to the 6 counties included in the district service area, the labor market includes the 3 neighboring counties in North Idaho with large population centers. These 9 counties are:

Ferry, WA Lincoln, WA Pend Oreille, WA Spokane, WA Stevens, WA Whitman, WA Bonner, ID Latah, ID Kootenai, ID

The following table lists the IT occupations (and SOC#s) that would be the most likely opportunities for graduates of this proposed IS&T BAS.9

Table 2: Data for CCS and Northern Idaho region Information Technology related Standard Occupation Codes (SOC#)

SOC# Occupation Title

11-3021 Computer and Information Systems Managers

15-1122 Information Security Analysts

15-1142 Network and Computer Systems Administrators

15-1151 Computer User Support Specialists

15-1152 Computer Network Support Specialists

9 https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand

Spokane Falls Community College BAS in Information Systems and Technology Page 10 The information Technology job sector is now making a comeback. Washington State labor market data indicates that several IT related job categories, with a typical level of education need being a bachelor’s degree, are in demand, growing at faster than average rates, including: Computer User Support Specialists, Information Security Analysts and Computer Network Support Specialists.10

The long-term employment trend for information related jobs in the CCS and Northern Idaho region predicts growth in all IT job categories through 2020 (projections available).

Table 3 below illustrates IT employment growth for the 9 counties as predicted by the Washington State Employment Security Department and the Idaho department of Labor.11

Table 3: Long-term CCS and Northern Idaho Employment Projections

2020 % Change Annual SOC# Occupation Title 2014 Jobs jobs (2014-2020) Openings

Computer and Information Systems 11-3021 459 526 14.6% 18 Managers

15-1122 Information Security Analysts 90 111 23.3% 5

Network and Computer Systems 15-1142 737 803 9.0% 24 Administrators

15-1151 Computer User Support Specialists 1,457 1,619 11.1% 52

Computer Network Support 15-1152 383 408 6.5% 10 Specialists

Total 3,126 3,467 11.0% 109

In addition to the labor market data obtained from the online data subscription, a survey was conducted among employers throughout the region with responses from 34 companies.12 This survey attempted to gauge the value perceptions of BAS degrees in general and job prospects in the next 5 years available to graduates of this Information Systems & Technology program in particular. 88.2% of the respondents indicated they “Strongly Agreed” or “Somewhat Agreed” that the BAS would improve hiring chances for graduates into positions for which they would likely apply. 57.6% indicated they thought the BAS would be more valuable than a traditional bachelor’s. The most significant indicator of demand was the number of jobs openings the respondents anticipated over the next 5 years. 16 companies (48.5%) anticipated between 1-5 jobs and 8 (24.2%) anticipated 6+. These results are consistent with the growth forecasts of the above labor market data.

10 https://fortress.wa.gov/esd/employmentdata/reports-publications/occupational-reports/occupations-in-demand 01.12.2014 11 https://west.economicmodeling.com/analyst/?t=ZJGZ#h=17Y6l&module=economy&page=occupations 03.17.14 12 Survey of Employers conducted in March 2014

Spokane Falls Community College BAS in Information Systems and Technology Page 11 Criteria 4: Applied baccalaureate program builds from existing professional and technical degree program offered by the institution

The bachelor of applied science in Information Systems and Technology will be built on the existing AAS Information Technology degree (AAS IT). The Information Technology AAS degree program is designed to provide students with capabilities in several areas of information technology:

 Computer and network installation and maintenance skills;  Business computing skills, including daily systems operations and applications programs;  Security and Forensics skills;  Various Internet and network skills including web pages design, client/server side programming, web server installation and maintenance;  Transfer option to a baccalaureate program.

This degree insures that the student is knowledgeable in a broad spectrum of information technology subjects that are often needed by the Information Technology industry

This AAS Information Technology program has been offered (with updates over the years to respond to the ever changing needs of the industry) for more than twenty years. The program is based on an open enrollment policy with no specific entrance or exit quarter. Despite the weak economy of the last few years and recent slow recovery, enrollment in SFCC related IT programs have been stable. This AAS program is now working close to capacity. As of winter 2014, an estimated 140 students are currently enrolled and seeking the AAS IT degree or IT related certificates.

In addition to the AAS IT program offered by SFCC, the AAS in Network Design and Administration program at Spokane Community College will serve as a feeder to this BAS program. It will also draw from the large number of IT professionals with little or no college, but considerable work experience whom will now have the ability to earn their AAS knowing there is a pathway to their bachelor’s previously unavailable to them.

The new BAS in IST will include several new courses. While the majority of new information system and technology related curriculum at the 300 and 400 level will be new, upper division general education courses will be developed in association with other departments at SFCC that are currently creating bachelor degrees in their respective related fields. For example, project management, technical writing, and business communications courses being developed for the Applied Management BAS would be applicable to this degree as well.

Spokane Falls Community College BAS in Information Systems and Technology Page 12 Criteria 5: Student Demand for Program in the Region

Spokane Falls Community College has decided to survey its past (graduated) IT students, currently enrolled IT students and some local high school students. The survey received 145 responses.

Of the 145 responses, 127 students, or 88%, indicated “yes” to the question “If SFCC offered a bachelor’s program in Information Systems and Technology (IST), would you consider participating?” 18 students, or 12%, indicated “no” to the question. Out these 18 students, almost 50% indicated that they were still considering taking some upper division IST courses.

Table 4: Student Interest response Detail

Student Interest Response

If SFCC offered a bachelor’s program in Information Systems and Technology (IST), would you consider participating?

Yes 127/145 87.59% No 18/145 12.41%

As the numbers indicate, the level of interest for this bachelor degree is high among our current students, those who graduated and some possible incoming students. The student survey has also served to generate an initial awareness in the program which will help with the recruiting efforts. We will enlist the services of the district marketing office in an effort to promote the program and recruit students.

Spokane Falls Community College BAS in Information Systems and Technology Page 13 Some of the parameters surveyed outline the most common reasons students indicated that they interest in pursuing the degree. The three most common themes addressed were increased job marketability (112), career advancement (111) and affordability (89). The table below outlines the most common reasons students gave to obtain this bachelor degree.

Table 5: Benefits of Baccalaureate in IST

Student generated reasons that would influence enrollment decision

Response Job Marketability Career Advancement Affordability

Number 112/128 111/128 89/128

Comments I think the program will be a I have already seen the This will increase the amount of great success. Individuals who improvement an AAS degree has people that actually get a are pursuing the associate's had on my career choices. I fully bachelor’s degree in IST and degree in IST will likely believe that if I received a provide higher career continue on to the bachelor's Bachelor’s Degree and moved on to opportunities without the degree program to become Master’s Degree. I could attain any (hopefully) expensive costs of a more marketable in the position I desire for the duration of university. competitive IT world. my lifetime.

A Bachelor's degree in IST A Bachelor's degree would go a long would benefit more in the way in advancing a person's career sense that it would give myself over "just" an Associate's degree. It and the many others more of a shows potential employers that the fighting chance in the Job person has the drive and additional Market when compared to knowledge needed to further his or only having an Associates her career in the IT field. The and/or waiting/transferring to additional knowledge imparted in a University. the course of acquiring a Bachelor's degree can and will help a person to better fulfill specialized positions that require that advanced knowledge.

This BAS in Information Systems and Technology addresses unmet student needs of the current and future community college students. The career/technical associate pathway into this degree will provide graduates with professional/technical associate degrees in information-technology related fields with expanded educational opportunities.

The new applied bachelor’s degree program will increase the number of overall bachelor’s degree holders in Washington State who fill critical jobs by serving professional and technical associate degree holders who are otherwise limited in pursuing a bachelor’s degree. It will also provide opportunities to place-bound students interested in a career in information technology. We project that the program will be at full capacity within four years of the initial year of operation, and that the proposed BAS in IST will produce a minimum of 20 graduates each year to help meet projected high growth and high vacancy rates.

Spokane Falls Community College BAS in Information Systems and Technology Page 14 Criteria 6: Efforts to maximize state resources to serve place-bound students.

The Information Systems and Technology BAS degree is designed to accommodate students and working professionals who intend to further their careers by attaining a four-year college degree that includes the knowledge and technical industry skills sought by regional employers. This knowledge and skillset, as described in the analysis for Criteria 3, requires a combination of theory and practical, hands-on application. This level of application applies both to work experience to have the proper frame of reference and the classroom setting where the theory can be demonstrated. Given that such requirements do not lend themselves to a pure online option, this program will be offered in a hybrid combination of online and in person delivery. This will allow students who are place-bound due to their need to keep working the ability to achieve their educational goals.

Current AAS IT related graduates from SFCC and other local community colleges interested in a bachelor’s degree have a limited range of options, principally two universities. Central Washington University offers a management degree to graduates with technical degrees13. Western Governors University offer flexible online baccalaureate degrees in Information Technology;14however, these two universities only offer exclusively online curriculum. Not only does this delivery method not meet the motivational and learning style needs of all students, but it does not allow for the level of hands-on application described above.

Eastern Washington University engineering department offers a bachelor of applied technology in information technology on its Cheney campus.15 This degree is a good fit for students who complete a technical associate’s degree in IT and are interested in the management of product design and manufacturing; however, it does not meet the needs of students who want to focus on IT systems administration. For the last few years, an agreement between CCS and EWU has allowed some students to transfer at EWU and acquire this bachelor; however, this degree does not attract students who want to focus on Information systems and technology or related fields.

Furthermore, Eastern Washington University offers programming degrees in Computer Science.16 These degrees are an excellent fit for students interested in computer science, particularly those who want to become programmers; however, they do not provide a transfer pathway for students completing technical associate degrees, nor do they focus on IT systems administration.

Some of the courses created for this BAS program will be shared between other departments offering baccalaureate degrees, increasing choices and assuring broad utilization of common developed curriculum. This collective curriculum will allow reduced development costs and increase collaboration among departments at Spokane Falls Community College.

The ISCS department at SFCC has been working closely for many years with the Center of Excellence for Information & Computing Technology.17 ISCS faculty attended the June 2013 Summit in preparation for

13 http://www.cwu.edu/online-learning/online-undergraduate-programs#bs_itam 01.12.2014 14 http://washington.wgu.edu/online_it_degrees/information_technology 01.12.2014 15 http://www.ewu.edu/cshe/programs/engineering/engineering-degrees/bsat 16 http://www.ewu.edu/cshe/programs/computer-science 03.24.14 17 http://www.coeforict.org/

Spokane Falls Community College BAS in Information Systems and Technology Page 15 this bachelor’s application and will be part of the May 2014 Summit, addressing IT common courses across WA state, standardization of IT BAS degrees and other related topics.

Summary and Conclusion

Spokane Falls Community College will continue to address the needs of its businesses by providing the next step in educational attainment for its IT specialists through the Information Systems and Technology, BAS. The college has the support of the program faculty, college and district administrators, the CCS Board of Trustees, corporations, and students. It has a solid educational plan to continue on to the next steps in the process and looks forward to the endorsement of the State Board for Community and Technical Colleges.

Spokane Falls Community College looks forward to speaking with SBCTC trustees about our application for a baccalaureate of applied science in Information Systems and Technology. We believe that this new degree will provide graduates with new employment opportunities, meet transfer needs of community college students at SFCC and other colleges, and will satisfy the needs of the employers of the eastern side of Washington State.

Spokane Falls Community College BAS in Information Systems and Technology Page 16 Study Session October 29, 2014 Tab 2

2014-15 State Board Goals and Policy Focus Brief Description Community and technical colleges provide the skill infrastructure our state needs, and the bridge to prosperity that every Washingtonian deserves.

The State Board adopted the System Direction in 2006 with three major goals related to economic demand, student success, and innovation. The System Direction has served as the framework for the Board’s work. In 2010, the Board adopted ten recommendations for the Mission Study “to find more and better ways to reduce barriers and expand opportunities so more Washingtonians can reach higher levels of education.” Intermediate benchmarks are also mapped. Each recommendation has a 20-year target for where the system should be in 2030 to meet the three major goals and be an active contributor to Washington’s economic prosperity.

Within this framework, the Board drafted its 2014-2015 goals and policy agenda during the September 2014 Board retreat. How does this link to the System Direction, Mission Study, and Policy Focus

The State Board for Community and Technical Colleges’ goals for 2014-15 seek to raise educational attainment, open more doors to college education – particularly for Washington’s fast-growing adult population – and build upon our tradition of excellence. The 2014-15 goals drafted collaboratively with system representatives are consistent with the goals and objectives listed in the System Direction and Mission Study and align with the Washington Student Achievement Council’s Roadmap.

Progress on these goals will be made through focus on specific policy initiatives, including metrics. Although the areas of policy focus align with existing Board and state goals, some of the identified areas are new, designed to address current and anticipated future needs, and some continue the progress made during this past year. Background Information and Analysis • Attachment A, Draft 2014-15 State Board Goals • Attachment B, Draft 2014-15 State Board Policy Focus Potential Questions • Are the identified goals the “correct” goals for our Board and System for this time? • Do these goals and policy focus areas fit within the Washington Student Achievement Council’s Roadmap? • Will focus on the policy initiatives contribute to progress on system and state goals? Recommendation/Preferred Result Board members will have an opportunity for continued discussion with system leaders and Board staff to discuss progress towards achieving the desired results of the Goals and Policy Focus for 2014-15.

Policy Manual Change Yes ☐ No ☒

Prepared by: Marty Brown, Executive Director 360-704-4355, [email protected]

John Boesenberg, Director, Human Resources 360-704-4303, [email protected] Tab 2, Attachment A

STATE BOARD GOALS 2014-15 DRAFT 10-10-2014

Our vision The connection between higher education and Washington’s economy is direct and powerful. Students need access to higher education to land well-paying jobs; employers need skilled employees to compete and thrive. Yet higher education is not growing fast enough to meet the needs of Washington. The 2014-15 State Board goals advance our 2023 state education objectives by ensuring at least 70 percent of Washingtonians will have a postsecondary credential and 100 percent will have a high school degree.

The State Board goals are designed to raise educational attainment, open more doors to college education – particularly for our fast-growing adult population and build upon our tradition of excellence. Community and technical colleges provide the skill infrastructure our state needs, and the bridge to prosperity that every Washingtonian deserves. Contribute to Washington’s economic prosperity and skills development by: • Promoting student achievement and success: o Increase student transfers as measured by per-student enrollment o Increase access to wrap-around student services o Improve math achievement o Raise post-secondary attainment for underrepresented, adult, veterans, and first generation students o Increase the percent of basic skills students that move beyond basic skills o Increase the number of applied baccalaureate degrees conferred o Support curriculum and policy alignment and Common Core testing to measure successful transition to higher education without remediation

• Increasing access to post-secondary education: o Enroll more underrepresented, first generation and adult students, active military, veterans and their dependents o Expand educational opportunities, such as eLearning, open educational resources, and competency based degrees and certificates o Provide incentives to increase the number of people in Basic Education for Adults programs and programs that combine basic skills, English language, academic, and jobs skills training o Develop means to attract former students needing credits for degrees, certificates, or credentials o Close skill gaps within the workforce, ensuring that workforce training capacity is sufficient for demand and increasing awards in high demand professional-technical programs

• Increasing access to post-secondary education: o Ensure balance among mission areas: Basic Skills, Workforce, Transfer, and Applied Baccalaureate o Adopt a system wide approach to improving faculty and staff salaries o Advocate for adequate financial aid and minimal tuition increases for students o Ensure adequate operating and capital resources through our collaborative processes o Increase communication and partnerships within the system including faculty and staff, and with business, labor, and other stakeholders o Make smarter use of technology and promote efficiencies, especially ctcLink o Increase communication and partnerships with industry and labor; public schools and universities; local and state organizations; and within the system, including faculty, staff, and other stakeholders

Washington State Board for Community and Technical Colleges www.sbctc.edu | Oct. 10, 2014 Tab 2, Attachment B

STATE BOARD POLICY FOCUS 2014-15 DRAFT 10-10-2014

Turning vision into action The State Board for Community and Technical Colleges’ goals for 2014-15 seek to raise educational attainment, open more doors to college education – particularly for Washington’s fast-growing adult population – and build upon our tradition of excellence. To turn those goals into action, the State Board has adopted the following policy focus areas. (See companion publication: State Board Goals 2014-15.)

• Adopt an allocation model that increases student success, and ensures access to low-income, basic education, English language, and academic and job skills students o Measure of success = allocation model ready for implementation by 2015 academic year

• Adopt a systemwide approach to partner on how we increase faculty and staff salaries and to assess and identify an optimal faculty mix o Measure of success = accord ongoing to the Legislature in 2015, with a goal of increasing salaries and seeking funding for converting part-time faculty positions to full-time

• Advocate for adequate state funding and minimize tuition increases for students o Measure of success = increased funding resulting in no need for tuition increases

• Increase communication and partnerships across the community and technical college system including faculty and staff, business, labor, and other stakeholders to further the goals and mission o Measure of success = student participation in every board meeting; and, the entire system will be included in a) the development of the legislative agenda and budget proposals; b) communication plans; and c) decisions on policy initiatives impacting colleges.

• Align curriculum, teaching with Common Core testing to support successful student transitions from high school to higher education without remediation o Measure of success = agreement on using the Smarter Balanced Assessment for college placement

• Export our system’s best practices in a national context to understand and move forward the national dialogue on community and technical colleges o Measure of success = more recognition of our great programs

• Apply best practices learned from developing and implementing the system’s aerospace training programs to healthcare and other industries o Measure of success = Legislative support and funding for development and implementation of programs similar to the aerospace program

• Review and update Mission Study goals to be aligned with the Statewide Attainment Goals and the state’s education and job skills needs o Measure of success = development of relevant data supporting our role and contribution to Washington State’s economy

Washington State Board for Community and Technical Colleges www.sbctc.edu | Oct. 10, 2014 Tab 3a

STATE BOARD MEETING Meeting Minutes Alderbrook Resort Business Meeting: September 10, 2014 9:00 to 11:30 a.m.

Beth Willis, Chair ● Shaunta Hyde, Vice Chair Jim Bricker ● Elizabeth Chen ● Anne Fennessy Wayne Martin ● Larry Brown ● Jay Reich ● Carol Landa-McVicker Marty Brown, Executive Director ● Beth Gordon, Executive Assistant

Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington

September 10 Action Index Resolution Description Adoption of Consent Agenda: Approval of State Board Regular Meeting Minutes for 2 June 19, 2014 14-09-49 Edmonds Community College, Increase Local Expenditure Authority, 2 Gateway Hall 14-09-50 Columbia Basin College, Local Expenditure Authority, Social Science 2 Center 14-09-51 2 Columbia Basin College, COP, HSC Building and Richland 14-09-52 2 Centralia College, Acquisition of Vacated Streets for Parking 14-09-53 2 Yakima Valley Community College, Property Acquisition 14-09-54 2 Bellevue College, Local Expenditure Authority, Upgrade Athletic Fields

and Facilities 14-09-55 2 Clark College, Local Expenditure Authority, STEM Building 14-09-56 2 , Local Expenditure Authority, Property 14-09-57 Acquisition 2 14-09-58 , COP, Fitness Center/Myklebust Gymnasium Clark College, COP, Culinary Arts Facility 14-09-59 Consideration of Revised Baccalaureate Approval Process 3 14-09-60 Revisions to WAC 131-28-025 Governing the method of assessing tuition 3 and fee charges for competency based education programs. 14-09-61 Consideration of 2015-17 Operating Budget Request 4

Washington State Board for Community and Technical Colleges www.sbctc.edu | September 2014

Regular Meeting Minutes The State Board’s regular business meeting was preceded by a retreat on September 8-9, 2014. Topics and issues discussed at the retreat included: 1) State Board Dash Board and Policy Focus, 2) WACTC Allocation Recommendations, 3) Basic Education for Adults: Proposed Funding Model to Promote Excellence in Outcomes, and 4) Role of Community Colleges in Baccalaureate Degree Production

State Board Members Present Beth Willis, Shaunta Hyde, Jim Bricker, Elizabeth Chen, Anne Fennessy, Wayne Martin, Larry Brown, Jay Reich, Carol Landa-McVicker

Call to Order and Welcome Chair Beth Willis called the meeting to order at 9:00 a.m., welcomed those present, and asked for audience introductions.

Adoption of Regular Meeting Agenda Motion: Moved by Shaunta Hyde and seconded by Jim Bricker that the State Board adopt its September 10, 2014, regular meeting agenda as presented.

Adoption of Consent Agenda (Resolutions 14-09-49 through 14-09-58 and 14-06-48) Motion: Moved by Shaunta Hyde and seconded by Jim Bricker that the State Board adopt the consent agenda for its September 10, 2014, regular meeting as follows: a. Approval of State Board Regular Meeting Minutes for June 19, 2014 b. 14-09-49 Edmonds Community College, Increase Local Expenditure Authority, Gateway Hall c. 14-09-50 Columbia Basin College, Local Expenditure Authority, Social Science Center d. 14-09-51 Columbia Basin College, COP, HSC Building and Richland e. 14-09-52 Centralia College, Acquisition of Vacated Streets for Parking f. 14-09-53 Yakima Valley Community College, Property Acquisition g. 14-09-54 Bellevue College, Local Expenditure Authority, Upgrade Athletic Fields and Facilities h. 14-09-55 Clark College, Local Expenditure Authority, STEM Building i. 14-09-56 Wenatchee Valley College, Local Expenditure Authority, Property Acquisition j. 14-09-57 Lower Columbia College, COP, Fitness Center/Myklebust Gymnasium k. 14-09-58 Clark College, COP, Culinary Arts Facility

Washington State Board for Community and Technical Colleges www.sbctc.edu | September 2014 | Page 2

Consideration of Revised Baccalaureate Approval Process (Resolution 14-09-59) Joyce Hammer of the State Board staff presented the proposed changes to the applied baccalaureate degree approval process. At the March meeting, Board members considered a number of options for revising the degree approval process.

The Instruction Commission (college vice presidents of instruction) has been asked by WACTC (the presidents) to make recommendations about how to fit BAS programs into the WACTC structure and how to promote collaboration among colleges to increase articulation agreements and avoid unnecessary program duplication. An Instruction Commission subcommittee developed a number of recommendations earlier this spring that were considered by the full Commission on May 8-9, 2014, and provided to WACTC at their meeting May 29-30, 2014. The proposed outcome is a leadership role for the Instruction Commission in developing specific evaluation rubrics for employer and student demand; facilitating collaboration among colleges with similar associate and applied bachelor’s degree programs on degree titles, shared curricula, and articulation agreements; and providing peer training and advising opportunities for new colleges developing and implementing applied bachelor degree programs.

Given this proposed leadership role by the Instruction Commission, staff worked with the Commission to revise the BAS approval process consistent with the Board’s changes.

Motion: Moved by Jim Bricker and seconded by Wayne Martin that the State Board adopt Resolution 14-09-59 approving the Revised Baccalaureate Approval Process. Motion carried.

Public Hearing: Revisions to WAC 131-28-025 Governing the method of assessing tuition and fee charges for competency based education programs (Resolution 14-09-60) Denise Graham and Jan Yoshiwara of the State Board staff briefed the Board on a new system initiative to deliver courses and programs to students through online, asynchronous, competency-based education programs. Competency-based programs allow each student to progress at an individual pace through course content and to receive academic credit upon demonstrating mastery of course competencies.

In traditional courses, a student is charged tuition based on the number of credits taken each academic quarter. In competency-based programs, by contrast, a student gains access to advisors, instructors, course materials, and assessments for a set period of time by paying a flat tuition rate; the student pays for time rather than for the number of credits taken.

The State Board is responsible for adopting the colleges’ tuition schedule each year. Current administrative rule (Washington Administrative Code, or WAC, 131-28-025) adopted by the Board requires tuition and fees to be charged on a per-credit basis. This WAC needs to be amended so that students in competency-based degree programs can pay tuition based on the length of the term rather than on the number of credits taken. Under the proposed rule, tuition for competency-based degree programs would be equivalent to tuition charged for a 15 credit load for one quarter, prorated for the length of the competency-based program academic term.

Washington State Board for Community and Technical Colleges www.sbctc.edu | September 2014 | Page 3

In accordance with the Open Public Meetings Act, the Board held a public hearing on the proposed resolution. No public comment was received.

Motion: Moved by Elizabeth Chen and seconded by Jay Reich that the State Board adopt Resolution 14-09-60 approving the revisions to WAC 131-28-025 Governing the method of assessing tuition and fee charges for competency based education programs. Motion carried.

Consideration of 2015-17 Operating Budget Request (Resolution 14-09- 61) Nick Lutes of the State Board staff presented the recommended Policy Investments for the 2015-17 biennium for the community and technical college system.

At their June 2014 meeting, the Board received an abstract building theme for the 2015-17 biennial budget request. The theme of the request for 2015-17 is providing support for our students, our academic institutions, and our state educational and workforce goals. The support detailed in the agency budget request the Board received should be considered the first step in a multi-biennial approach to reach our state’s long-term education and workforce goals.

Motion: Moved by Larry Brown and seconded by Anne Fennessy that the State Board adopt Resolution 14-09-61 approving the 2015-17 Operating Budget Request. Motion carried.

Public Comment State Board members heard public comment about meaningful compensation from members of the Washington State Federation of State Employees.

Math Acceleration Strategic Plan Update State Board members Wayne Martin and Elizabeth Chen, with State Board staff Jan Yoshiwara and Bill Moore, presented that the task force held its first meeting in August to discuss its charge and timeline, review system data on math success, examine current efforts, state policies, and evidence of success in pre-college math programs both across the state and the nation. In addition to supporting the existing and ongoing partnerships with K-12 to help recent high school graduates avoid pre-college courses completely, the group generally agreed that any recommendations to the system should not define a “one size fits all” solution but should reinforce good work already underway at the colleges and build some coherence and scale in the work across the system through a clear focus on goals and principles. Subsequent meetings will explore promising approaches to defining those principles, identify specific evaluation metrics addressing the overall goals, and develop a draft framework that can be reviewed by a panel of national advisors, system groups, and WACTC prior to being presented to the Board in December.

Washington State Board for Community and Technical Colleges www.sbctc.edu | September 2014 | Page 4

Chair’s Notes State Board Chair, Beth Willis, asked State Board Deputy Executive Director, Mike Scroggins, to give a brief update on the ctcLink project, and he did. She also thanked the State Board members, retreat participants, and staff for their participation during the retreat.

Adjournment/Next Meeting There being no further business, the State Board adjourned its regular meeting of September 10, 2014, at 11:20 a.m. The State Board will hold next meeting October 29-30, 2014, at Bates Technical College.

Attest: Elizabeth Willis, Chair

Marty Brown, Secretary

Washington State Board for Community and Technical Colleges www.sbctc.edu | September 2014 | Page 5 Consent Item (Resolution 14 - 10-62) October 30, 2014 Tab 3b

Centralia College, Property Acquisition, 916 West Pear Brief Description Centralia College seeks to purchase .24 acres at 916 West Pear, to be used for parking and student housing. How does this link to the System Direction, Mission Study, and Policy Focus This acquisition and subsequent parking and student housing provided will improve student access to education. Background Information and Analysis The property is identified in the College’s master plan as part of a larger parking area and possible student housing in the long-term and will also help the College prepare for the next major building on the adjacent block. The acquisition cost of $101,000, along with any future maintenance, will be paid using local funds. A map with the proposed acquisition relative to recent acquisitions and the College’s parking master plan is included in Attachment A. Potential Questions Is the acquisition consistent with the State Board's goal of finding more and better ways to reduce barriers and expand opportunities so more Washingtonians can reach higher levels of education? Recommendation/Preferred Result Staff recommends approval of Resolution 14-10-62, giving Centralia College authority to use local funds to purchase .24 acres at 916 West Pear, to be used for parking and student housing.

Policy Manual Change Yes ☐ No ☒

Prepared by: Wayne Doty, Capital Budget Director 360-704-4382, [email protected]

Tab 3b

State of Washington State Board for Community and Technical Colleges Resolution 14-10-62

A resolution relating to Centralia College’s request to use local funds to purchase .24 acres at 916 West Pear, to be used for parking and student housing.

WHEREAS, the property is identified in the College’s master plan as part of a larger parking area and possible student housing; and

WHEREAS, the acquisition cost of $101,000, along with any future maintenance, will be paid using local funds;

THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Centralia College to use up to $101,000 in local funds to purchase .24 acres at 916 West Pear, to be used for parking and student housing.

BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Proposed Acquisition:

B C D E G 916 W Pear St, Centralia A Parcel Number 000688003000

A Recent Acquisitions:

A Vacate sections of Ash and Walnut A streets, and two mid block alleys surrounded by college owned properties.

B 816 Centralia College Blvd, Centralia Parcel Number 000844000000 F G C 814 Centralia College Blvd, Centralia Parcel Number 000843000000 Resolution 13-02-02

D 812 Centralia College Blvd, Centralia Parcel Number 000842000000 Resolution 12-10-43

E 808 Centralia College Blvd, Centralia

Parcel Number 000840000000 Attachment A Resolution 13-02-02 TAB5f

F 402 S King St, Centralia Parcel Number 000628000000

Resolution 12-10-43

Consent Item (Resolution 14 - 10-63) October 30, 2014 Tab 3c

Clover Park Technical College, Local Expenditure Authority, Demolition of Buildings 32 and 37 Brief Description Clover Park Technical College is seeking approval to spend up to $1,000,000 in local funds to demolish two campus buildings that have exceeded their useful lives. The College’s president approved the project on September 5, 2014. How does this link to the System Direction, Mission Study, and Policy Focus The project will make way for future improvements to student access and experience and provide operating efficiencies. Background Information and Analysis The project will demolish two buildings from pre-1940 that have exceeded their useful lives: buildings 32 and 37. Both buildings are currently vacant, as they are too expensive to operate and unsuitable to use as instructional space. They both have asbestos that will require abatement during removal. The College will convert the space to landscaped grass at this time, to be used for further construction in the future, in line with the 10-year Campus Master Plan. Potential Questions Is this project consistent with the State Board’s goals to improve student access and reduce facility maintenance costs? Recommendation/Preferred Result Staff recommends approval of Resolution 14-10-63, giving Clover Park Technical College authority to spend up to $1,000,000 in local funds demolish buildings 32 and 37.

Policy Manual Change Yes ☐ No ☒

Prepared by: Wayne Doty, Capital Budget Director 360-704-4382, [email protected]

Tab 3c

State of Washington State Board for Community and Technical Colleges Resolution 14-10-63

A resolution relating to Clover Park Technical College’s request to spend up to $1,000,000 in local funds to demolish buildings 32 and 37.

WHEREAS, the project will demolish two buildings from pre-1940 that have exceeded their useful lives, buildings 32 and 37, both of which are currently vacant, as they are too expensive to operate and unsuitable to use as instructional space; and

WHEREAS, the College will convert the space to landscaped grass at this time, to be used for further construction in the future, in line with the 10-year Campus Master Plan;

THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Clover Park Technical College to spend up to $1,000,000 in local funds to demolish buildings 32 and 37.

BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Consent Item (Resolution 14 - 10-64) October 30, 2014 Tab 3d

Yakima Valley Community College, Property Conveyances and Related Local Expenditure Authority, Toppenish Learning Center Brief Description Yakima Valley Community College is seeking approval to spend up to $2,500,000 in local funds to construct a new Toppenish Learning Center building. Consistent with State Board resolution 14-03-10, the previous Toppenish Learning Center property was sold on October 3, 2014. The College’s local board approved the construction project on October 9, 2014. How does this link to the System Direction, Mission Study, and Policy Focus The project will improve student access and experience and provide operating efficiencies. Background Information and Analysis In their March 2014 meeting, the State Board approved the sale of the College’s existing Toppenish Learning Center property and the purchase of a revenue-generating replacement property in the community of Toppenish, in order to grow and continue serving the educational needs of the Yakima Valley. The construction of a new Toppenish Learning Center will also establish a more visible, accessible, and sustainable property in Toppenish that will enable the College to continue to serve place- bound individuals. Potential Questions Is this project consistent with the State Board’s goals to improve student access and reduce facility maintenance costs? Recommendation/Preferred Result Staff recommends approval of Resolution 14-10-64, giving Yakima Valley Community College authority to spend up to $2,500,000 in local funds to construct a new Toppenish Learning Center building.

Policy Manual Change Yes ☐ No ☒

Prepared by: Wayne Doty, Capital Budget Director 360-704-4382, [email protected]

Tab 3d

State of Washington State Board for Community and Technical Colleges Resolution 14-10-64

A resolution relating to Yakima Valley Community College’s request to spend up to $2,500,000 in local funds to construct a Toppenish Learning Center building.

WHEREAS, consistent with State Board resolution 14-03-10 the previous Toppenish Learning Center property was sold and replacement property was acquired in order to grow and continue serving the educational needs of the Yakima Valley; and

WHEREAS, the project will also establish a more visible, accessible, and sustainable property in Toppenish that will enable the College to continue to serve place-bound individuals; and

WHEREAS, the college’s Board of Trustees has approved of the expenditure;

THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Yakima Valley Community College to spend up to $2,500,000 in local funds to construct a new Toppenish Learning Center.

BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Consent Item (Resolution 14 - 10-65) October 30, 2014 Tab 3e

Yakima Valley Community College, Local Expenditure Authority, Campus Operations Building Brief Description Yakima Valley Community College is seeking approval to spend up to $6,500,000 in local funds to replace their Campus Operations building. The College’s local board approved the project on October 9, 2014. How does this link to the System Direction, Mission Study, and Policy Focus The project will improve student access and experience and provide operating efficiencies. Background Information and Analysis The College’s Palmer Martin Replacement Project includes the demolition of Palmer Hall and Sundquist Hall, which result in the need to provide space for the relocation of the campus operations housed in these buildings. Campus operations include security, print shop, and mailroom services currently located in Palmer Hall, and the maintenance shop, formerly located in Sundquist Hall. In addition, the Facility Operations Department, which includes maintenance, grounds, and custodial services, has outgrown its space. Co-location of these departments in a new building provides a unique opportunity to maximize resources and add replacement capacity.

The College has worked with the campus architect to design a new campus operations facility that includes 13,144 square feet of shop space and 10,236 square feet of office space, with anticipated occupancy in September 2015. Potential Questions Is this project consistent with the State Board’s goals to improve student access and reduce facility maintenance costs? Recommendation/Preferred Result Staff recommends approval of Resolution 14-10-65, giving Yakima Valley Community College authority to spend up to $6,500,000 in local funds to replace their Campus Operations building.

Policy Manual Change Yes ☐ No ☒

Prepared by: Wayne Doty, Capital Budget Director 360-704-4382, [email protected]

Tab 3e

State of Washington State Board for Community and Technical Colleges Resolution 14-10-65

A resolution relating to Yakima Valley Community College’s request to spend up to $6,500,000 in local funds to replace their Campus Operations building.

WHEREAS, the College’s Palmer Martin Replacement Project includes the demolition of Palmer Hall and Sundquist Hall, which result in the need to provide space for the relocation of the campus operations housed in these buildings and the Facility Operations Department, which includes maintenance, grounds, and custodial services, has outgrown its space; and

WHEREAS, co-location of these departments in a new building provides a unique opportunity to maximize resources and add replacement capacity; and

WHEREAS, the College has worked with the campus architect to design a new campus operations facility that includes 13,144 square feet of shop space and 10,236 square feet of office space, with anticipated occupancy in September 2015;

THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges authorizes Yakima Valley Community College to spend up to $6,500,000 in local funds to replace their Campus Operations building.

BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Regular Item (Resolution 14-10-66)

October 30, 2014 Tab 4a

Final Consideration of Bellevue College’s Bachelor of Applied Science in Molecular Biosciences Brief Description In September 2014, the State Board for Community and Technical Colleges adopted a revised approval process, selection criteria, and application materials for community and technical colleges seeking to offer an applied baccalaureate program.

Bellevue College completed an initial step in the approval process when college administrators met with State Board members on October 23, 2013, to discuss how the proposed Bachelor of Applied Science Degree in Molecular Biosciences aligns with the college’s strategic goals and meets regional/statewide needs.

The final step in the approval process requires State Board action on the college’s application to offer the proposed applied baccalaureate degree. How does this link to the System Design, Mission Study, and Policy Focus In the System Direction report, the State Board for Community and Technical Colleges states its vision as building strong communities, individuals, and families and achieve greater global competitiveness and prosperity for Washington State and its economy by raising the knowledge and skills of its state residents.

Colleges that provide applied baccalaureate programs are focused within three core areas in developing their Statement of Needs: Economic Demand, Student Success, and Innovation. Colleges meet the needs of changing economies by increasing the number of skilled employees in the areas of greatest unmet need. Through this, colleges create greater access to higher education by enrolling underserved populations, and ensure community and technical colleges are affordable and accessible for students.

Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas in demand by employers and students. Background Information and Analysis Bellevue College proposes a Bachelor of Applied Science degree in Molecular Biosciences. This is one of five STEM degree proposals selected to receive development funding provided by the passage of legislative bill 2SSB 5624 in 2013. Molecular Biosciences encompasses the study of the molecules that build living cells and organisms and of the complex network of chemical reactions and physical processes that connect them. This field provides the foundation needed to work in a variety of disciplines such as molecular biology, medicine, forensics, biochemistry, pharmacology, neuroscience, food chemistry and environmental science. Graduates will be prepared to work as entry-level laboratory scientists in bioscience research with employers such as the Fred Hutchinson Cancer Research Center; in pharmaceutical development; and in life sciences product development with companies such as LabConnect. Bellevue College selected two experts to provide external review: Dr. Jason Kahn of the University of Maryland and Dr. William Davis of Washington State University. Both reviewers affirmed Tab 4a

that Bachelor of Applied Science degree in Molecular Biosciences graduates would be competitive when applying for a job or for entry into graduate programs.

The K-12 consortium that Bellevue College will be working with includes Bellevue, Lake Washington, and Mercer Island. As a result of this grant funding, high school and Bellevue College instructors met several times to review and discuss curriculum alignment possibilities. They also developed and delivered a one-week, hands-on workshop for high school students interested in pursuing a career pathway closely related to two-year degrees that will feed into the Bachelor of Applied Science degree in Molecular Biosciences. (See Attachment A: Bellevue College letter Re: FY 14 SBCTC BAS Molecular Sciences Grant.) Potential Questions • Does Bellevue College’s Bachelor of Applied Science Degree in Molecular Biosciences meet criteria established by the State Board for Community and Technical Colleges? Recommendation/Preferred Result The proposal meets criteria established by statute and Board policy based on staff review and feedback from peer reviewers from the community and technical college system. Staff recommends State Board action on Resolution 14-10-66, approving Bellevue College’s application for a Bachelor of Applied Science in Molecular Biosciences degree program.

Policy Manual Change Yes ☐ No ☒

Prepared by: Joyce Hammer, Director, Transfer Education 360-704-4338, [email protected]

2

Tab 4a Attachment A

TO: Joyce Hammer, State Board for Community & Technical Colleges

FROM: Reza Forough, lead faculty for FY 14 SBCTC BAS Molecular Sciences grant Joyce Carroll, Associate Dean, Office of Instruction

DATE: August 28, 2014

RE: FY 14 SBCTC BAS Molecular Sciences Grant

History & background: In 2010, the state legislature granted community colleges the opportunity to develop applied baccalaureate degrees based on a 2+2 model, in which the first two years are spent in an applied associate-level professional degree, and the second two years provide additional theoretical knowledge and technical skills. In response to this opportunity, we at Bellevue College, created a new two-year molecular sciences technician degree program leading to the Associate of Applied Science Molecular Science Technician degree, starting Fall Quarter 2014. Graduates of this new program will be prepared to work as laboratory technicians in a variety of environments, including bioscience research labs, chemical research labs, and environmental science labs, or for progression into the Bachelor of Applied Science in Molecular Biosciences (MoB). In order to support our efforts in developing our MoB Program, particularly around setting up pathways for K-12 students to move into our MoB Program, Bellevue College was awarded a one-year grant in the amount of $58,297, to work together with local area school districts, including Bellevue, Lake Washington, and Mercer Island, to begin the work of creating a STEM pathway from high school, into our AAS and BAS MoB degree programs.

Major Objectives: Our efforts for the year were centered around fulfilling the two major objectives of the grant application: 1) Formation of a team consisting of at least 13 high school teachers from our local high schools, and at least 5 of our Bellevue College faculty, along with key staff from the Bellevue College Center for High School programs, to collaborate through a series of joint curriculum review meetings. In addition to exploration and alignment of STEM-related curriculum, the group also explored options to create new dual credit articulation opportunities for high school students in entry level science, business, and English courses that are bundled into the 2-year AAS degree. The group’s work formed the basis for building out a pipeline for high school STEM students to transition into Bellevue’s Molecular Bioscience programs.; 2) Development of a hands-on, week-long, 40 hour, lab-based program for up to 30 high school students in June, 2014, in conjunction with Bellevue College Science Division faculty and K-12 partners.

Accomplishments: We’re delighted to report the above two stated objectives were successfully accomplished. To accomplish Objective 1, we organized three three-hour curriculum review meetings for

1 | Page Bellevue College – FY 14 SBCTC BAS Molecular Sciences Grant

instructors from area high schools and Bellevue College. During those meetings, faculty met, based on their discipline and area of interest, to review and discuss curriculum alignment possibilities over the span of several months. Although, our original plan as described in the grant application was to involve LWSD and BSD high school teachers, due to interest expressed, we were able to expand our initial scope, and include Mercer Island High School as well. Furthermore, while the majority of the participating high school teachers had expertise in teaching biology and chemistry, we were also able to include a Career and Technical Education Director, a K-12 Science Curriculum Developer, and a Social Studies Literacy Coach to make the discussions more comprehensive.

Similarly, we expanded the number of participating Bellevue College’s faculty from the originally described five to twelve individuals at no additional costs to the proposed grant budget. The additional individuals were either serving as consultants for the dual credit College in the High School program or were compensated for their services from a different and compatible funding source. Those faculty offered their expertise in: College to the High School, Running Start, Career Education Options (dropout retrieval program) Summer Enrichment (summer program for students 16-17 years of age), Computer Science and English language. The presence of those individuals and their expertise added significant depth and quality to the discussions and future planning.

All and all, the curriculum review participants were highly motivated, engaged, and interactive as demonstrated by the continuation of each meeting considerably beyond the intended a three-hour session. A number of great ideas were proposed and discussed in each meeting and plans were made to continue annual meetings in the coming years in order to maintain and build on the formed partnership between the local districts and Bellevue College as a result of this grant funding.

To accomplish Objective 2, the high school and Bellevue College faculty curriculum review participants jointly developed and delivered a one-week, hands-on intensive workshop for high school students interested in pursuing a career pathway in a STEM pathway, specifically in the AAS Molecular Science Technician degree which will feed into a four-year Bachelor of Applied Science in Molecular Biosciences. In the original grant application, we had proposed to recruit four high school/college instructors and two student assistants for the purpose of the development and delivery of the one-week workshop in mastering molecular/cellular biology and chemistry techniques. Instead, the workshop was developed with a larger group of 8 instructors (6 from Bellevue College plus two high school instructors) with expertise in cell/molecular biology, biotechnology, and chemistry. Two of our Bellevue Students (one biologist and one chemist) served as the Assistants in the workshop. The total number of attending high school students in the one-week long (40 hours) workshop was 26. That was the maximum number of students we could accommodate in the lab classrooms. Here is the breakdown: 17 juniors, 9 seniors, 19 female, and 7 male high school students participated in the week-long workshop. Here are a few some of the things the students had to say by the end of the week: “The most surprising part of this week was honestly that such a quality program could be offered for free, from the labs to the food to the book, etc.” “I learned a lot about what a job in molecular biology looks like and what I am really interested in. I learned a lot about chemistry and molecular diagrams.” “My favorite part was the chemistry labs. It made me more interested in majoring in chemistry when I go to college. I always knew I liked chem but now I'm for sure this is what I enjoy.”

2 | Page Bellevue College – FY 14 SBCTC BAS Molecular Sciences Grant

We also acknowledge and are grateful to two donors whose generosities significantly improved the quality of the workshop: The Science And Math Institute (SAMI) Program at Bellevue College paid for the daily lunches served to attending workshop members and Macmillan Publishing kindly provided our workshop students with a two-month free access to an online version of the Morris’s textbook covering cell/molecular biology topics.

Funds for Goods & Services: The money appropriated for goods & services was used for the following purposes: 1) Purchase a print version of “Current Protocols In Molecular Biology” through our library system. This is a well-recognized book in the field of molecular/cellular biology and contains the most up-to-date lab techniques in the field. An intriguing aspect of this book is that it will never become outdated as the book is constantly being reviewed and revised by the experts in the field. The added protocols will be mailed to the subscribers. We purchased one copy of the printed version for $1,430 and the Bellevue College library committed to paying the $875.00 subscription fee each subsequent year in order to receive the updated and new protocols. That support was extremely helpful as we were told that the upcoming updates include new molecular/cellular biological protocols essential to the field of stem cell research and regenerative medicine; 2) Order and purchase specialized supplies for lab experiments for the workshop.

Workshop participants were grateful for the week of hands on lab activities, and the opportunity to work on a college campus. All grant participants came away from both endeavors, not only feeling that the year of collaboration was extremely worthwhile, but also committed to continue to work collaboratively together in the future. Secondary and postsecondary instructors found a new understanding of and appreciation for each other and their various areas of endeavor in addition to a deeper knowledge of where and how certain courses can be aligned. Participants all acknowledged the benefit of working to create more STEM-related dual credit opportunities for high school students. We thank you for your support!

3 | Page Bellevue College – FY 14 SBCTC BAS Molecular Sciences Grant

State of Washington State Board for Community and Technical Colleges Resolution 14-10-66

A resolution to approve Bellevue College’s application to offer a Bachelor of Applied Science in Molecular Biosciences upon recommendation of the State Board for Community and Technical Colleges staff.

WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all Applied Bachelor’s degree programs offered by community and technical colleges; and

WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of Community and Technical College Applied Bachelor’s degrees; and

WHEREAS, the State Board for Community and Technical Colleges staff found that Bellevue College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state;

THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Bellevue College’s Bachelor of Applied Science Degree in Molecular Biosciences.

BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Regular Item (Resolution 14-10-67)

October 30, 2014 Tab 4b

Final Consideration of Columbia Basin College’s Bachelor of Science in Nursing Brief Description In September 2014, the State Board for Community and Technical Colleges adopted a revised approval process, selection criteria, and application materials for community and technical colleges seeking to offer an applied baccalaureate program.

Columbia Basin College completed an initial step in the approval process when college administrators met with State Board members on February 5, 2014, to discuss how the proposed Bachelor of Science in Nursing aligns with the college’s strategic goals and meets regional/statewide needs.

The final step in the approval process requires State Board action on the college’s application to offer the proposed applied baccalaureate degree. Currently, four community and technical colleges offer Bachelor of Science in Nursing programs. How does this link to the System Design, Mission Study, and Policy Focus In the System Direction report, the State Board for Community and Technical Colleges states its vision as building strong communities, individuals, and families and achieve greater global competitiveness and prosperity for Washington State and its economy by raising the knowledge and skills of its state residents.

Colleges that provide applied baccalaureate programs are focused within three core areas in developing their Statement of Needs: Economic Demand, Student Success, and Innovation. Colleges meet the needs of changing economies by increasing the number of skilled employees in the areas of greatest unmet need. Through this, colleges create greater access to higher education by enrolling underserved populations, and ensure community and technical colleges are affordable and accessible for students.

Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas in demand by employers and students. Background Information and Analysis Columbia Basin College proposes a Bachelor of Science in Nursing that builds on knowledge gained in CBC’s two-year Associate of Applied Science in Nursing program. The United States is currently facing a nursing shortage that is expected to intensify as the nation’s population ages and their need for healthcare expands, and the present nursing workforce ages and retires. It is estimated that 55 percent of the registered nurse workforce is over the age of 50. In addition, the United States healthcare system demands highly educated nurses who can practice safely and effectively while demonstrating a complex array of skills, abilities, and knowledge which warrant baccalaureate level degree credentials. The Institute of Medicine calls for nurses to be educated in new ways that better prepare them to meet the needs of the population they serve and recommends that 80 percent of nurses should hold a baccalaureate degree or higher by the year 2020. The proposed Columbia Basin College Bachelor of Science in Nursing program will create an additional pathway for Associate Degree Nursing students to augment their education, open new avenues for career opportunities, and position them favorably for Tab 4b

future changes in licensure requirements. Two external evaluators, Renee Hoeksel, Ph.D., RN Professor and Assistant Dean for Washington State University’s College of Nursing, and Susan Woods, PhD, RN, FAHA, FAAN Professor Emerita, Biobehavioral Nursing and Health Systems at the University of Washington, commended the program design and provided favorable reviews. Potential Questions • Does Columbia Basin College’s Bachelor of Science in Nursing meet criteria established by the State Board for Community and Technical Colleges? Recommendation/Preferred Result The proposal meets criteria established by statute and Board policy based on staff review and feedback from peer reviewers from the community and technical college system. Staff recommends State Board action on Resolution 14-10-67, approving Columbia Basin College’s application for a Bachelor of Science in Nursing degree program.

Policy Manual Change Yes ☐ No ☒

Prepared by: Joyce Hammer, Director, Transfer Education 360-704-4338, [email protected]

2

State of Washington State Board for Community and Technical Colleges Resolution 14-10-67

A resolution to approve Columbia Basin College’s application to offer a Bachelor of Science in Nursing upon recommendation of the State Board for Community and Technical Colleges staff.

WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State Legislature, authorizes the State Board for Community and Technical Colleges to approve all Applied Bachelor’s degree programs offered by community and technical colleges; and

WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board developed objective criteria for the approval of Community and Technical College Applied Bachelor’s degrees; and

WHEREAS, the State Board for Community and Technical Colleges staff found that Columbia Basin College’s application provided evidence that met or exceeded all objective selection criteria and will expand bachelor degree capacity in the state;

THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the recommendation to authorize Columbia Basin College’s Bachelor of Science in Nursing.

BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments to this action, including any necessary changes to the State Board’s Policy Manual, as necessary, for actions taken by the Governor, Legislature, data corrections, externally imposed restrictions or guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal law.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Regular Item October 30, 2014 Tab 5

Association of Washington Business Videos Brief Description Board members will view three short videos produced by the Association of Washington Business (AWB) in collaboration with State Board staff as a recent example of the partnership between AWB and the college system. The videos feature prominent business leaders from across the state representing different industries. They discuss the value of Washington’s community and technical colleges in developing a highly-skilled workforce to enhance Washington’s competitiveness and economic vitality. Kris Johnson, President of AWB, and Marty Brown will discuss current business/college efforts to partner on employer engagement and workforce issues. How does this link to the System Direction, Mission Study, and Policy Focus The Board’s 2013-14 policy focus includes the following: “Increase communication and partnerships across the community and technical college system and business, labor, and other stakeholders to strengthen the overall goals and mission.” Employers’ perspectives are critical to the relevancy and quality of the colleges’ education programs. Engaging employers in meaningful conversations and activities strengthens partnerships that promote advocacy, development, and sustainability of impactful education and training programs that build a critical workforce pipeline. Analysis Washington’s community and technical colleges serve two vital roles. One is to provide access to education and economic opportunity to over 400,000 students who need skills to gain employment and a promising career. A second role is to address the skills gap shortages experienced by employers that impact Washington’s economy and the creation of much-needed jobs. Fulfilling these roles requires deep engagement between the colleges and the state’s employers. Input from business and industry provides critical information needed to revise curriculum, implement new education/training programs, purchase industry-specific equipment, and develop new modes of instruction that enhance student participation and the quality of instruction.

The Association of Washington Business is the state’s chamber of commerce, with a membership of over 8,000 businesses representing employers from key industries across the state. AWB has partnered with the community and technical colleges on many employer engagement projects. Joint meetings with AWB executive committee members, college presidents, and State Board staff are held quarterly to discuss workforce needs, legislative efforts, and communication strategies. Through strong collaboration, community and technical colleges and businesses can better pinpoint skill gaps so students land good jobs, and businesses find home-grown talent rather than importing workers from out- of-state – an unsustainable practice. Working in alliance with business, the colleges will increase skills and credentials among new and incumbent workers to increase productivity and expand Washington’s participation in the global marketplace. Potential Questions • Are there policy considerations that would enhance the effectiveness of employer engagement within the community and technical college system? Tab 5

• What are the policy implications for targeting resources for critical skill shortages within key industries? • Should the college system link employer engagement and student success metrics? Recommendation/Preferred Result Marty Brown and Kris Johnson, AWB President, will discuss with the Board current joint strategies to strengthen employer engagement and support workforce initiatives.

Policy Manual Change Yes ☐ No ☒

Prepared by: Kathy Goebel, Policy Associate, Workforce Education 360-704-4359, [email protected]

2

Regular Item October 30, 2014 Tab 6

Student Voice: Manufacturing Programs Brief Description This item is the Board’s commitment to include student voices at their Board meetings. Students from Bates and Clover Park technical colleges will discuss their interest in manufacturing careers and the professional-technical programs that are preparing them for jobs in this industry sector. How does this link to the System Direction, Mission Study, and Policy Focus The State Board’s System Direction and Mission Study outlines clear goals to help strengthen state and local economies by creating a well-educated and skilled workforce. The community and technical colleges are responding to the changing workforce needs of manufacturing. The colleges are supporting program growth and development by working with employers and incorporating new and emerging manufacturing technologies, materials, and operations. College manufacturing programs are closing the skills gap for technically trained workers.

The manufacturing sector provides stable, well-paying jobs that often include generous benefit packages. By investing in programs that support this industry, the colleges are preparing students for successful entry and career advancement in an industry that is dynamic, innovative, and growing. Background Information and Analysis The United States was built on the success of manufacturing. The role of manufacturing in the global economy continues to evolve as a strong pipeline of innovations in information technology, materials, production processes, and manufacturing operations give manufacturers the opportunity to design and build new kinds of products, reinvent existing ones, and bring renewed vitality to this sector. Manufacturing is now marked by highly agile, networked operations that use information and analytics with highly skilled talent and automated machinery to deliver products and services to diverse global markets.

In Washington, 6,906 manufacturing firms employing 286,300 workers help support the state’s economy. Another 258,300 jobs in all sectors are supported by manufactured goods that are exported out of state. Manufacturing employees receive an average $82,902 in annual compensation (wages and benefits). The manufacturing workforce in Washington state is projected to increase almost one percent each year through 2019. Despite high wages, a vibrant work environment, and industry growth, Washington manufacturers are reporting it is increasingly difficult to hire skilled candidates to fill critical positions. The reason for the workforce shortage is threefold:

• Manufacturing has an image problem. Most people think of these jobs as physically demanding, loud, and dirty. Manufacturing has evolved dramatically over the last 15-20 years. Exposure to the industry would assist in developing interest among students about possible careers in this sector.

• As with most industry sectors, manufacturing is seeing many of its most highly-skilled and experienced employees reaching retirement age and leaving employment.

Tab 6

• Disruptive technology has created a need in the manufacturing industry for “knowledge workers” who can creatively utilize big data analytics programs, 3D modeling and printing, and robotics among other emerging technologies. The workforce training system has not been able to satisfy the demand for qualified workers needed for increasingly high-tech and automated manufacturing businesses.

The community and technical colleges have stepped up to help fill the pipeline with highly trained workers who can fill critical manufacturing jobs. A few examples include:

Ten community and technical colleges, led by the Centers of Excellence for Aerospace and Advanced Manufacturing and Marine Technology, have formed a consortium supporting training for college instructors and curriculum development on the latest composites technology. Graduates from the colleges’ composites programs are creating a talent-pool supporting aerospace, automotive, marine, consumer goods, and wind energy manufacturing industries.

The State Legislature approved $8 million last year, creating enrollment slots for more than 1,000 students in high-demand aerospace programs. Twenty-one community and technical colleges are using the funding to increase capacity in manufacturing programs like machine tool technology, mechatronics technology, precision machining, engineering technology, and computerized manufacturing. Program outcomes are being monitored and future funding will be dependent on the institutions meeting their target program capacity.

Clover Park Technical College offers a Bachelor of Applied Science in Manufacturing Operations to meet the needs of individuals working in manufacturing who want to advance their careers into supervisory and management roles. The program emphasizes use of operations management tools and techniques, development of business skills, and the application of skills to solve industry-related challenges facing manufacturing firms. Potential Questions • Have the students participated in a work-based or internship opportunity with a manufacturing firm? • Have the students met with manufacturing employers to discuss career options and training recommendations? • Do students feel they have access to the machinery and materials currently used in industry? Recommendation/Preferred Result Staff will facilitate a student panel discussing their educational experiences as they prepare for careers in manufacturing. Board members will have an opportunity to ask students questions during the discussion.

Policy Manual Change Yes ☐ No ☒

Prepared by: Kathy Goebel, Policy Associate, Workforce Education 360-704-4359, [email protected]

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Regular Item (Resolution 14-10-68) October 30, 2014 Tab 7

2014 Student Achievement Performance Awards Brief Description Through the Student Achievement Initiative (SAI) the Board measures and awards funding to colleges for their annual performance. The Washington State Legislature appropriated $10,500,000 for the Initiative in the 2013-15 biennium. The Board will be awarding $4,684,626 for colleges’ 2013-14 performance points. How does this link to the System Design, Mission Study, and Policy Focus The Student Achievement Initiative is a key policy tool for the Board’s policy focus on student success in both the System Design and Mission Study. The Initiative is important to the State Legislature, both for higher education state policy and budget. Student Achievement is important to WACTC, which has spent a year reviewing the allocation methodology and put forth a recommendation for a new model that includes a stronger presence for performance and Student Achievement. Finally, since early development SAI has became a model for other states to follow. Background Information and Analysis In December 2013, the Board approved revisions to both the Student Achievement college readiness, progression, and completion points and the funding metrics used to award performance based on those points. Last October, the Board awarded funds partially on the basis of the original system and partially for the revised system. This year marks the full transition to the revised points.

Consistent with the Board’s policy, Student Achievement performance funding will be awarded as follows: 45 percent for each college’s share of total points less completions (readiness and progress point production), 45 percent for each college’s relative points per student (effectiveness), and 10 percent for each college’s share of completions.

The 2013-14 Student Achievement Points and performance awards are attached (Attachment A). Potential Questions • What are the 2014 performance awards? Recommendation/Preferred Result Approval of 2014 Student Achievement Initiative Awards, Resolution 14-10-68

Policy Manual Change Yes ☐ No ☒

Prepared by: David Prince, Director, Research and Planning 360-704-4347, [email protected]

Tab 7, Attachment A

Total Award Total Points Less Points Per College Completions Completions Student Total Award Bates $11,366.69 $37,045.72 $79,253.65 $127,666.07 Bellevue $26,196.57 $126,032.67 $51,757.47 $203,986.71 Bellingham $8,578.91 $26,500.35 $71,792.26 $106,871.52 Big Bend $5,934.82 $31,519.39 $78,885.28 $116,339.49 Cascadia $5,230.69 $36,053.59 $68,444.69 $109,728.97 Centralia $8,291.51 $31,074.95 $52,479.89 $91,846.34 Clark $27,489.87 $121,799.26 $58,616.24 $207,905.37 Clover Park $13,823.97 $47,061.35 $75,907.07 $136,792.39 Columbia Basin $17,186.56 $76,066.74 $60,685.82 $153,939.11 Edmonds $15,490.89 $91,626.66 $63,662.30 $170,779.85 Everett $18,566.08 $101,785.95 $54,107.59 $174,459.62 Grays Harbor $5,158.84 $26,531.78 $76,823.53 $108,514.15 Green River $23,969.21 $86,692.91 $63,372.74 $174,034.87 Highline $13,867.08 $89,575.05 $50,544.56 $153,986.69 Lake Washington $10,576.34 $47,573.13 $73,578.97 $131,728.45 Lower Columbia $9,987.17 $46,307.15 $71,833.05 $128,127.37 Olympic $24,932.00 $81,732.23 $55,002.23 $161,666.46 Peninsula $10,921.22 $29,117.61 $79,633.72 $119,672.56 Pierce District $22,014.89 $112,102.36 $67,760.19 $201,877.44 Renton $11,064.92 $47,829.02 $66,656.44 $125,550.39 Seattle Central $13,809.60 $77,265.38 $55,945.56 $147,020.54 Seattle North $9,512.96 $53,319.44 $45,995.66 $108,828.06 Seattle South $13,450.35 $58,890.67 $53,163.50 $125,504.51 Shoreline $15,907.62 $53,036.62 $56,636.42 $125,580.66 Skagit Valley $11,826.54 $55,483.28 $62,537.88 $129,847.70 South Puget Sound $13,852.71 $59,326.13 $62,761.36 $135,940.20 Spokane $19,945.60 $66,531.46 $65,464.57 $151,941.63 Spokane Falls $13,479.09 $90,764.71 $50,841.24 $155,085.03 Tacoma $17,746.99 $95,177.69 $72,151.66 $185,076.34 Walla Walla $12,386.97 $39,829.09 $58,540.71 $110,756.76 Wenatchee Valley $10,332.05 $41,108.54 $63,994.70 $115,435.30 Whatcom $12,243.27 $55,573.07 $66,547.62 $134,363.96 Yakima Valley $13,321.02 $67,748.06 $72,703.42 $153,772.50 System Total $468,463 $2,108,082 $2,108,082 $4,684,627

Student Achievement Points Academic Year 2013-14 Final College College Total Readiness - Readiness - 1st 15 1st 30 45 Quantitative/ Retention Completion Total College Headcount Basic Skills English Math Credits Credits Credits Computation Point Point Points Bates 7,717 1,224 393 1,143 1,620 1,314 844 400 1,314 791 9,043 Bellevue 21,534 2,736 1,556 3,491 5,106 3,929 2,310 3,143 5,803 1,823 29,897 Bellingham 4,009 593 407 947 876 669 620 660 1,131 597 6,500 Big Bend 3,431 1,246 840 1,399 867 684 475 500 1,010 413 7,434 Cascadia 4,420 930 686 1,642 1,206 958 451 892 1,266 364 8,395 Centralia 5,187 1,193 540 925 935 812 672 630 1,215 577 7,499 Clark 18,129 3,244 2,225 4,447 3,688 3,158 2,346 2,245 5,778 1,913 29,044 Clover Park 6,799 1,502 963 1,683 1,672 1,278 1,009 577 1,799 962 11,445 Columbia Basin 11,101 2,242 1,532 3,526 2,257 1,875 1,171 1,127 3,214 1,196 18,140 Edmonds 13,153 3,836 1,539 3,708 2,597 2,069 1,351 1,718 3,592 1,078 21,488 Everett 16,030 2,924 1,810 3,279 3,899 2,889 1,589 2,403 3,880 1,292 23,965 Grays Harbor 2,973 1,099 838 1,149 652 530 423 428 791 359 6,269 Green River 11,941 2,594 853 3,983 2,890 2,335 1,454 1,659 3,543 1,668 20,979 Highline 14,920 4,257 1,020 3,494 2,461 1,981 1,406 1,525 3,809 965 20,918 Lake Washington 6,616 2,668 750 1,225 1,282 1,071 967 695 1,939 736 11,333 Lower Columbia 5,650 1,535 1,211 2,344 1,214 1,036 712 658 1,605 695 11,010 Olympic 12,432 817 1,633 4,184 2,529 2,129 1,612 1,571 3,731 1,735 19,941 Peninsula 3,446 1,108 508 1,204 866 705 583 532 980 760 7,246 Pierce District 14,133 2,304 2,364 3,934 3,553 2,831 3,077 2,325 4,583 1,532 26,503 Renton 9,004 3,999 562 1,086 1,425 894 737 392 1,559 770 11,424 Seattle Central 11,151 3,118 1,309 2,405 2,259 1,722 1,047 960 2,701 714 16,235 Seattle North 10,858 1,911 395 1,543 2,252 1,449 695 1,113 2,519 662 12,539 Seattle South 10,961 2,990 465 1,710 2,069 1,509 829 1,063 2,483 936 14,054 Seattle Vocational Institute 1,078 781 - - 296 237 167 - 209 247 1,937 Shoreline 8,866 1,454 410 1,911 2,023 1,567 1,025 1,030 2,394 1,107 12,921 Skagit Valley 8,410 1,767 1,023 2,208 1,808 1,434 875 1,121 2,123 823 13,182 South Puget Sound 8,254 1,131 924 2,615 2,016 1,660 1,095 1,334 2,440 964 14,179 Spokane 10,383 - 1,518 2,730 2,559 2,193 1,606 1,293 2,921 1,388 16,208 Spokane Falls 16,116 6,296 1,322 2,224 2,886 2,265 1,046 1,136 3,043 938 21,156 Tacoma 11,386 1,772 1,944 5,375 2,771 2,237 1,519 1,884 3,699 1,235 22,436 Walla Walla 6,072 1,010 737 1,530 1,264 1,064 863 727 1,677 862 9,734 Wenatchee Valley 5,674 1,163 880 1,491 1,306 1,121 810 598 1,788 719 9,876 Whatcom 7,275 1,137 1,097 2,708 1,745 1,472 844 1,123 2,253 852 13,231 Yakima Valley 8,059 2,889 1,823 2,879 1,565 1,372 1,004 986 2,573 927 16,018 System Total 317,168 69,470 36,077 80,122 68,414 54,449 37,234 38,448 85,365 32,600 502,179

Student Achievement Completion Points

Academic Year 2013-14 Total Funds Final $468,463

Completion Share of College Point System Total College Award Bates 791 2.4% $11,366.69 Bellevue 1,823 5.6% $26,196.57 Bellingham 597 1.8% $8,578.91 Big Bend 413 1.3% $5,934.82 Cascadia 364 1.1% $5,230.69 Centralia 577 1.8% $8,291.51 Clark 1,913 5.9% $27,489.87 Clover Park 962 3.0% $13,823.97 Columbia Basin 1,196 3.7% $17,186.56 Edmonds 1,078 3.3% $15,490.89 Everett 1,292 4.0% $18,566.08 Grays Harbor 359 1.1% $5,158.84 Green River 1,668 5.1% $23,969.21 Highline 965 3.0% $13,867.08 Lake Washington 736 2.3% $10,576.34 Lower Columbia 695 2.1% $9,987.17 Olympic 1,735 5.3% $24,932.00 Peninsula 760 2.3% $10,921.22 Pierce District 1,532 4.7% $22,014.89 Renton 770 2.4% $11,064.92 Seattle Central* 961 2.9% $13,809.60 Seattle North 662 2.0% $9,512.96 Seattle South 936 2.9% $13,450.35 Shoreline 1,107 3.4% $15,907.62 Skagit Valley 823 2.5% $11,826.54 South Puget Sound 964 3.0% $13,852.71 Spokane 1,388 4.3% $19,945.60 Spokane Falls 938 2.9% $13,479.09 Tacoma 1,235 3.8% $17,746.99 Walla Walla 862 2.6% $12,386.97 Wenatchee Valley 719 2.2% $10,332.05 Whatcom 852 2.6% $12,243.27 Yakima Valley 927 2.8% $13,321.02 System Total 32,600 100% $468,463

*Includes Seattle Vocational Institute

Student Achievement Points (Less Completions)

Academic Year 2013-14 Total Funds Final $2,108,082

Total Points Less Share of College Completions System Total College Award Bates 8,252 1.8% $37,045.72 Bellevue 28,074 6.0% $126,032.67 Bellingham 5,903 1.3% $26,500.35 Big Bend 7,021 1.5% $31,519.39 Cascadia 8,031 1.7% $36,053.59 Centralia 6,922 1.5% $31,074.95 Clark 27,131 5.8% $121,799.26 Clover Park 10,483 2.2% $47,061.35 Columbia Basin 16,944 3.6% $76,066.74 Edmonds 20,410 4.3% $91,626.66 Everett 22,673 4.8% $101,785.95 Grays Harbor 5,910 1.3% $26,531.78 Green River 19,311 4.1% $86,692.91 Highline 19,953 4.2% $89,575.05 Lake Washington 10,597 2.3% $47,573.13 Lower Columbia 10,315 2.2% $46,307.15 Olympic 18,206 3.9% $81,732.23 Peninsula 6,486 1.4% $29,117.61 Pierce District 24,971 5.3% $112,102.36 Renton 10,654 2.3% $47,829.02 Seattle Central* 17,211 3.7% $77,265.38 Seattle North 11,877 2.5% $53,319.44 Seattle South 13,118 2.8% $58,890.67 Shoreline 11,814 2.5% $53,036.62 Skagit Valley 12,359 2.6% $55,483.28 South Puget Sound 13,215 2.8% $59,326.13 Spokane 14,820 3.2% $66,531.46 Spokane Falls 20,218 4.3% $90,764.71 Tacoma 21,201 4.5% $95,177.69 Walla Walla 8,872 1.9% $39,829.09 Wenatchee Valley 9,157 2.0% $41,108.54 Whatcom 12,379 2.6% $55,573.07 Yakima Valley 15,091 3.2% $67,748 System Total 469,579 100.0% $2,108,082

*Includes Seattle Vocational Institute

Student Achievement Points Per Student

Academic Year 2013-14 Total Funds Final $2,108,082 Points Per Share of Countable Student System College College Points Students (x100) Total Award Bates 7,800 3,540 220 3.8% $79,253.65 Bellevue 29,874 20,761 144 2.5% $51,757.47 Bellingham 6,407 3,210 200 3.4% $71,792.26 Big Bend 7,426 3,386 219 3.7% $78,885.28 Cascadia 8,386 4,407 190 3.2% $68,444.69 Centralia 7,479 5,126 146 2.5% $52,479.89 Clark 28,970 17,777 163 2.8% $58,616.24 Clover Park 10,767 5,102 211 3.6% $75,907.07 Columbia Basin 17,663 10,469 169 2.9% $60,685.82 Edmonds 20,455 11,557 177 3.0% $63,662.30 Everett 23,870 15,868 150 2.6% $54,107.59 Grays Harbor 6,164 2,886 214 3.6% $76,823.53 Green River 20,961 11,897 176 3.0% $63,372.74 Highline 20,862 14,846 141 2.4% $50,544.56 Lake Washington 10,985 5,370 205 3.5% $73,578.97 Lower Columbia 10,958 5,487 200 3.4% $71,833.05 Olympic 17,359 11,352 153 2.6% $55,002.23 Peninsula 7,202 3,253 221 3.8% $79,633.72 Pierce District 26,178 13,896 188 3.2% $67,760.19 Renton 11,182 6,034 185 3.2% $66,656.44 Seattle Central* 18,156 11,673 156 2.7% $55,945.56 Seattle North 11,216 8,771 128 2.2% $45,995.66 Seattle South 12,686 8,583 148 2.5% $53,163.50 Shoreline 12,518 7,950 157 2.7% $56,636.42 Skagit Valley 13,073 7,519 174 3.0% $62,537.88 South Puget Sound 14,130 8,098 174 3.0% $62,761.36 Spokane 16,120 8,857 182 3.1% $65,464.57 Spokane Falls 21,147 14,961 141 2.4% $50,841.24 Tacoma 21,943 10,939 201 3.4% $72,151.66 Walla Walla 9,635 5,920 163 2.8% $58,540.71 Wenatchee Valley 9,837 5,529 178 3.0% $63,994.70 Whatcom 13,210 7,140 185 3.2% $66,547.62 Yakima Valley 15,861 7,847 202 3.4% $72,703.42 Total 490,480 290,011 169 100.0% $2,108,082

System Total for Share 5,861

*Includes Seattle Vocational Institute

State of Washington State Board for Community and Technical Colleges Resolution 14-10-68

A resolution relating to the Student Achievement Initiative Awards.

WHEREAS, the Board established the Student Achievement Initiative to reward colleges for improvements in increasing student success and to shift a portion of funding from enrollments to performance; and

WHEREAS, the Student Achievement Initiative measures colleges for the intermediate outcomes that students achieve, leading to and completing college certificates and degrees; and

WHEREAS, state funds for Student Achievement were given a proviso in the 2013-15 budget to the State Board for Community and Technical Colleges; and

WHEREAS, the performance for all 34 colleges was measured for three performance areas for each colleges share of (a) total points less completions, (b) points per student and (c) completions in the 2013- 14 performance year; and

WHEREAS, these funds are awarded to the colleges based on their performance in each of these areas and;

THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges approves the 2014 distribution of $4,684,626 to support the Student Achievement Initiative as follows: 45 percent or $2,108,082 for total points less completions; 45 percent or $2,108,082 for points per student; and 10 percent or $468,463 for completions.

BE IT FURTHER RESOLVED that 2015 performance awards are based on each college’s share of system performance for total points less completions, points per FTE, and completions.

BE IT FURTHER RESOLVED that the State Board for Community and Technical Colleges authorizes the Executive Director to make adjustments, as necessary, for actions taken by the Governor, computational errors, data corrections, externally imposed restrictions or guidelines, legislative appropriation provisos, restrictions, guidelines, uniform accounting and reporting requirements, and unanticipated changes in state or federal funding.

APPROVED AND ADOPTED on October 30, 2014.

ATTEST:

______Marty Brown, Secretary Elizabeth Willis, Chair

Regular Item October 30, 2014 Tab 8

Legislative and Communications Report Brief Description The Board will be briefed on potential 2015 agency request legislation as well as corresponding strategies to accomplish goals outlined by the Board that lead to success for the overall community and technical college (CTC) system.

The Board will also hear an update on editorial board tours, opinion editorials, and other communications strategies aimed at advancing our legislative goals and communicating the value of our system to students, employers and the state. How does this link to the System Direction, Mission Study, and Policy Focus

Government Relations Identifying possible changes to state law that results in improved service delivery to students supports critical system goals as outlined in the System Direction, Mission Study, and Board Policy Focus in three major categories: • Student success: increase statewide access, attainment, and completion; • Economic development: strengthen the state’s economy through business and labor partnerships to narrow skill gaps and meeting emergent workforce needs; and • Innovation: leverage technology and other resources to identify creative solutions that lead to student completion.

Efforts also contribute to a successful system-wide legislative strategy as detailed in the 2013-15 Legislative Outreach Plan: • Goal 1: Create and nurture relationships with legislators to increase awareness and understanding of community and technical college programs and services. • Goal 2: Build a network of support with stakeholders to help promote educational opportunities at community and technical colleges and leverage partnerships to strengthen student success. • Goal 3: Engage the CTC system in legislative outreach activities to provide real-world examples of how community and technical colleges are critical to higher education and the state’s economy.

Communications Communication activities support the following system goals: • Student success: increase statewide access, attainment, and completion; • Economic development: strengthen the state’s economy through business and labor partnerships to narrow skill gaps and meeting emergent workforce needs; and • Innovation: leverage technology and other resources to identify creative solutions that lead to student completion.

Background Information and Analysis

Government Relations Board members will be briefed on the following issues that may result in agency request legislation for the 2015 legislative session: Tab 8

Basic Education for Adults caseload forecast As discussed during the September Board Retreat, the 2015-17 biennial agency budget request seeks caseload funding for all Basic Education programs. The Legislature would fund each basic skills student who enrolls in these programs, similar to the K-12 state funding model. To support the CTC system priority of creating a financial basis that allows colleges to expand basic skills, a statutory change is needed to ensure a permanent change is made to tie Basic Education funding to caseload.

Stakeholders: SBCTC Status: SBCTC staff is drafting legislation.

Faculty increments Current law requires full- and part-time CTC faculty to bargain salary agreements (e.g. general compensation, increments, etc.) at the local level with the Legislature providing funding. The CTC system currently provides funding for bargained increments using turnover savings if available. A statutory change is required to allow the use of local funds, of any kind, to provide faculty increments.

Stakeholders: AFT, WEA, SBCTC Status: Legislation has been offered the last two legislative sessions to provide faculty increment funding using local college funds (HB 1348).

Corrections education The CTC system currently contracts with the Department of Corrections (DOC) to provide basic education and vocational training in corrections institutions statewide. State and federal research shows that providing these services to adults while incarcerated dramatically reduces recidivism rates and better prepares adults for reentry into society. A statutory change is necessary to allow the use of state funds to allow CTCs to provide postsecondary education within corrections institutions.

Stakeholders: DOC, SBCTC Status: Legislation has been offered the last two legislative sessions to accomplish this statutory change (HB 1429, HB 2486).

High school assessments Students of all ages wanting to complete their high school diploma or equivalency are able to do so within the CTC system (e.g. High School 21, etc.). These students are disconnected from the K-12 system, but are required to take end-of-course (EOC) exams in K-12, creating an undue burden for these students. A statutory change is necessary to allow college credit to be used in place of the EOC exam for these disconnected students wanting to obtain a high school credential.

Stakeholders: OSPI, SBE, SBCTC Status: OSPI will be offering legislation to remove all assessment requirements.

Liability coverage for college interns Current law (RCW 51.12.170) provides a clear definition for student volunteers in unpaid positions, thereby allowing employers to pay for liability coverage through state workers compensation. However, this only extends to high school students and therefore, employers offering unpaid work-based learning opportunities to college students are unable to receive workers compensation coverage. A statutory change is needed to expand the definition of students participating in volunteer or unpaid internships.

Stakeholders: AWB, LNI, SBCTC Status: Stakeholder conversations are ongoing.

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Tab 8

Streamlining statutes State laws that govern the CTC system (28B. 50) include many outdated sections for policies no longer needed or relevant to today’s delivery of higher education services (e.g. expired general obligation bonds, defunded programs by the Legislature, etc.). A statutory change is required to ensure outdated RCWs are properly decodified, expired, and clarified.

Stakeholders: DES, COP, SBCTC Status: Legislation was offered last session to streamline CTC statutes (HB 2546).

Communications Higher education is vulnerable to budget cuts next session as the Governor and legislators face a sizeable shortfall in the 2015-2017 budget. The Communications Department has been working with State Board members and college presidents on a media strategy aimed protecting our system and encouraging investments. The messaging has been phased, beginning with spring/summer opinion editorials urging no cuts, to fall editorial boards that included messaging about our budget priorities.

In addition, the Communications Department is midway through a major overhaul and redesign of the SBCTC website. As the “face” of our system, the new site will focus on students rather than on the inner workings of the SBCTC. The new website is set to go live next summer, with social media advertising planned to drive traffic to the new site. Potential Questions • Does the Board have feedback about potential agency request legislation? • Are there suggestions from Board members about prioritizing the system’s 2015 policy agenda? • Does the Board have feedback on messaging for our system? Recommendation/Preferred Result The Board will provide feedback regarding potential agency request legislation and relevant next steps for Government Relations.

The Board will share ideas about current and future communications needs.

Policy Manual Change Yes ☐ No ☒

Prepared by: Alison Grazzini, Legislative Director 360-704-4394, [email protected]

Laura McDowell, Communications Director 360-704-4310, [email protected]

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