Academic Advisement & Career Services 36 Academic & Campus Services 38 Bursar 41 Business & Information Technology Division 43 Corrections Education 49 Phi Beta Lambda 53 Campus Police 54 Campus Store 56 Dean of Student Services 57 Enrollment Services 59 Facilities 61 Financial Aid & Scholarships 62 Liberal Arts Faculty and Staff Remembrances 64 Liberal Arts & Communication Division 74 Native American Studies 77 Red Fork Film Festival 77 Child Development Academic Program 80 Child Development Center 82 Library 85 Provost Office 88 Science & Mathematics Division 89 Veterinary Technology 93

Student Activities 97 Student Health Services 101 Technology Learning Center (TLC) 103

Excellence Awards 108 Grants and Additional Outside Funding 110 TCC Foundation Grants 112 WC Provost Established TCC Foundation Funds 113 New Buildings, Additions and Remodeling 114 Fitness Center 114 Child Development Center Remodeled Playground 114 New Science/Mathematics Building 114 Outdoor Spaces for Teaching/Learning 117 Cross Timbers 117 Garden Plots 118 WC Henge 119 Kamama Garden 120 Appendices 122 A WC Groundbreaking B Cross Timbers C WC Commitment Statement D Quarry E First Library Book Ordered F WC Dedication G Parateacher Training Program H Outreach Sites I Glenpool J WC Anniversary Celebrations K Second Chance L Bridging the Gap M George Kaiser N CHLD Academic Program Enrollment Totals O Children of the Territories: Diversity, Ethnicity and Legacy P Red Fork Native American Film Festival Q Week of the Young Child: Family Fun Fair R NAEYC Accreditation S Veterinary Technology Program Board Exam Results T Critical Thinking Initiative U New Science & Math Building V Native American Flower Garden W The Henge – A Sundial

Thank you Terri Brewer, Provost Executive Assistant, for assembling “Our Story…The First Twenty Years.”

West Campus History: The First 20 Years

Timeline

Land gift from Stephen Jatras (1990)

Groundbreaking Ceremony (Thursday, June 30, 1994)

First Provost, Dr. Peggy Dyer, Hired (October, 1994)

Creation of West Campus Commitment Statement and Motto (Fall, 1995)

First WC Classes Offered in Community Facilities (Fall, 1995)

Classes Offered at First Presbyterian Church (Spring, 1996)

Move from CC to WC (Wednesday, May 22, 1996)

TJC name changed to TCC (1996)

First Classes Offered at WC site (Fall, 1996)

WC Dedication Day (Friday, October 18, 1996)

Baptist Collegiate Ministries (1997)

Child Development Center Opens (January, 1997)

National Science Foundation “Exemplary Activities in Teacher Preparation Award from the Division of Undergraduate Education” (1998)

Phi Theta Kappa – Beta Theta Epsilon Chapter Established (1999)

Veterinary Technology Program starts in Shopping Mall (1999-2000)

Veterinary Technology Center Dedication Day (May 12, 1999)

Scholars for Excellence in Childcare Scholarship Program (2000)

Veterinary Technology Center Dedicated (2001)

Bridging the Gap Scholarship Program (2003)

First Red Fork Film Festival (2003)

WC Fitness Center Dedicated (Monday, June 30, 2004)

First Legislative Funding for Child Development Program - $192,000 Annually (2005)

Dedication of the Glenpool Community Campus (2007)

Started Corrections Education Program at Dick Conner Correctional Center (2007)

First Week of the Young Child Saturday Family Fun Day (2008)

Child Development Program received first NAEYC Accreditation in Oklahoma (2008)

New Science/Mathematics Building (2009)

Started Classes at Glenpool Community Center (Fall 2008)

Established TCC Foundation Second Chance Scholarship (2009)

Established Dr. Jan Weaver Veterinary Technology Scholarship (2009)

Cross Timbers Nature Trail (2010)

WC 15th Year Anniversary Celebration (2010)

First WestFest (2010)

EXCELerate (2010)

Dick Conner Correctional Center, HLC Accreditation (2011)

Glenpool Community Campus Open House (2012)

HLC Accreditation for the Glenpool Community Campus & Osage Nation Department of Education (2013)

The Henge – A Sundial, Dedicated (November, 2013)

Kamama Garden established (2014)

Seedling Symphony (2015)

WC 20th Year Anniversary Celebration (Wednesday, October 14, 2015)

DISCLAIMER

This “TCC West Campus: The First Twenty Years” is written using the memory of one or more people and selected research from printed documents. The document is written to the best of our ability at this point in time. If a few facts prove to be inaccurate or memories are foggy, please forgive.

A Note from the Provost

Become Your Best at West

Dr. Peggy Dumas Dyer

As the TCC West Campus celebrates its 20th Anniversary, campus leaders have paused to reflect on the major events, activities, and stories that have shaped its history and culture. There has been an effort to obtain remarks from the pioneers, the West Campus Original employees, hired in fall 1995, as well as the newer employees to capture a sense of history "The way we were in 1995" and "The way we are in 2015," along with major accomplishments of faculty and staff. It is our hope this twenty-year historical document will lead others, in the future, to keep the written history recorded as the legacy of the Tulsa Community College West Campus continues to be shaped.

It has been my honor and pleasure to serve as West Campus Provost for these twenty years. My husband and I raised our children, Millie and Rachel, in this community and both attended West Campus. For sure, it has been the employees who have shaped this campus into a place where employees, students, and the community are proud. Thank you for the memories. The best is yet to come.

Peggy

Prologue

By: Dr. Peggy Dumas Dyer, Provost

Tulsa

Tulsa was the largest metropolitan area in the United States without access to public higher education. Tusa Junior College was to fill that gap. So, prior to the opening of the TJC Metro Campus, there was a lot of local interest about the new opportunities TJC would bring to the community. I remember attending a dinner held at a restaurant on the second floor of a building located southwest of Sears at 21st & Yale. The room was filled to capacity because everyone was excited to hear the speaker, Dr. Alfred Philips, who had been named TJC's first President. During his presentation he said, "By the year 2000, Tulsa Junior College will have four campuses geographically located within its service area and an enrollment of 30,000 students." It was a clear and distinct sentence. He had submitted his TJC Master Plan to the Oklahoma State Regents for Higher Education to achieve that vision.

When the dinner was over, I was walking down the stairs with a friend. I overhead a man just behind me say in a joking manner, "That guy is just a dreamer!" I stopped on the narrow stairwell. This caused everyone behind me to stop, too. I looked back at him and said, "Dreams can come true." The stairwell chatter became silent as I turned around and continued my descent to the first floor. As my friend and I were walking to our car in the parking lot, she said, "Let's just see what happens."

Though he was retired from TJC, in 1995, Dr. Philips saw his vision for TJC come true as he had predicted at that dinner so many years before. The construction of the West Campus was the fourth campus. TJC had a total student enrollment of 30,000 counting non-credit continuing education students. In fact, the vision was fulfilled five years earlier than he predicted. My friend and I lived long enough to see it. I wonder where the guy in the stairwell was in 1995.

I had been a TJC Adjunct Instructor for several semesters before I was hired full-time as Director of Special Programs at the Metro Campus. President Philips always attended and met the Adjunct Instructors at an orientation prior to classes beginning. So, I casually knew him and he knew me. When I was named West Campus Provost, I had the opportunity to get to know him better by attending special TJC evening events. It was at one of those events that I shared that dinner story with him. This tall, polite gentleman responded by smiling and shaking his head. As I shook his hand, I thought, "Yes, dreams do come true." Everyone should have a dream and work hard to achieve it. The key was to hire people who had the same dream and a passion to fulfill it. Dr. Dean VanTrease became the second TJC President who carried Dr. Philips’ vision forward. As West Campus Provost, I wanted to fulfill his vision for the West Campus. That experience on the stairwell became the reasoning for the West Campus Commitment Statement, described later, which was created by the WC Originals.

West Campus History

By: Dr. Peggy Dumas Dyer, Provost

Tulsa Junior College Vision

Dr. Alfred Philips was hired as President of Tulsa Junior College (TJC) in 1969. His vision was there would be four campuses located in the Tulsa County geographical service area that would serve 30,000 students by the year 2000. The first campus, Metro Campus, was located in a downtown building owned by an area oil company, Sinclair Building. From the first day of class, in 1970, there was an overwhelming response by the Tulsa community. That first semester enrollment was 2,796, which was significantly more students than anticipated. I recall President VanTrease talking about announcing to students to "bring your lawn chair” because TJC had run out of chairs and desks. Quickly, TJC secured rented classroom space in the State Office Building located at 7th and Houston. Later, the entire Sinclair Building was purchased and remodeled. After the Metro Campus was established, the City of Tulsa offered land to TJC if TJC would build its second campus in the northeast part of the city. That gift secured the Northeast Campus location in 1978. By the mid-1980s the city had tremendous growth in the south part of Tulsa. The Union and Broken Arrow Public Schools experienced massive growth. As a result, it made common sense to locate the third campus in the south part of Tulsa. Former Governor Dewey Bartlett's family owned an acreage which they agreed to sell to TJC. It became the Southeast Campus in 1984. Dr. Brenda Martin was named the first female Campus Provost.

During all of this time, the west side of Tulsa and communities on the west side of Tulsa County were thinking and hoping their location would be the "next" junior college site. The larger suburban areas within Tulsa County would have been Glenpool or Sand Springs, since Sapulpa is in Creek County. Glenpool borders Creek County to the west, while Sand Springs borders Osage County to the north and Creek County to the south and west.

Dr. Dean VanTrease, who served as TJC's first Vice President, followed Dr. Philips as President of Tulsa Junior College in 1989. Three TJC campuses had been constructed during Dr. Philips' tenure. The fourth campus was clearly stated in TJC's vision and the Master Plan. Enrollments were moving toward 30,000 students counting Special Programs, the non-credit part of TJC. It was after President VanTrease began his Presidency and on the twenty-fifth anniversary of TJC that West Campus was established.

Ironically, I was hired as Director of Special Programs (later named Continuing Education) in 1989. President Philips had announced his retirement and Dr. VanTrease was named the Interim President. He oversaw the TJC Board of Regents meetings from the time I was hired. During that year, the Board conducted a national search for Dr. Philips replacement and Dr. VanTrease was selected. Twenty-six years later, I worked part-time or full-time for all four TJC/TCC Presidents to date.

1992 Higher Education Bond / Land Gift

In 1992, the Oklahoma Legislature passed a Higher Education bond issue that was supported by Representative Shelby Satterfield and Senator Lewis Long along with Speaker of the House Glen Johnson, who later became the Oklahoma State Regents for Higher Education Chancellor. A Tulsa marketing firm and Dr. VanTrease led the effort to get the bond passed. The Tulsa County Commissioner, John Self, was a supporter, from the county point-of-view. Locally, there were several persons that contributed to the effort. These were City of Sand Springs leaders, Bruce Ford and Loy Calhoun, along with Montie Box, a Sand Springs businessman. After the bond issue passed, part of the money was used to build the WC. In addition, Stephen J. Jatras, a Tulsa area philanthropist, gave 80-acres of land as a gift to TJC to build the West Campus. Later, he would serve as a member of the TCC Board of Regents and then the State of Oklahoma Board of Regents. The bond money and gift made it possible to build the West Campus.

West Campus Location Selection

A few years after President VanTrease began his Presidency, it was announced that a fourth campus location had been selected on west 41st Street in Sand Springs. President VanTrease told me later that there were several sites under consideration. One of the reasons the 41st Street site was selected was the promise that the Gilcrease Expressway would be finished and an entrance/exit ramp would be created just below the hill to the east of the land. For twenty-one years, I have continued to hear about the possibility of completing the Gilcrease Expressway which would open up the possibility of economic development in Tulsa to the north and the west sides of the county, plus Sand Springs and other nearby suburban areas. Proponents talk about a major economic boost to all of these areas. Through the years there have been numerous feasibility studies and hundreds of meetings to discuss and get support for this project. The bottom line of the message has been and continues to be economic development. The problem is securing enough money from multiple sources. As time passes, the price tag of the project continues to rise.

A regional group called, One Voice, was formed some years ago to get Tulsa and its suburbs together to collaboratively support projects for the benefit of the region. This effort was led by the Chambers of Commerce, businesses, and citizens. Each year, 400+ persons meet in a Tulsa hotel and spend a half day in discussion and finally voting on the top projects that will be supported regionally for that year. One Voice will advocate locally, state-wide, and federally to get funding for these projects. The Gilcrease Expressway has made the top 5 projects list for several years. As a result, some progress has been made, but it needs much more financial support.

Proponents of the Gilcrease Expressway have spent years studying, advocating, and creating possible financing avenues to complete the project. Through the years, Montie Box, Guy Berry, John Self, Karen Keith, Dick Ford, Ted Fisher, and others have been that steady voice to get this project completed. A few years ago, money was provided to complete part of a connecting road on the north side of Tulsa and purchase land right-of-ways. This was a big step forward, but it was not nearly enough money to complete the project. Another study revealed the costs associated with a required bridge. Proponents tried many different avenues, including a toll bridge, to secure the support and funding necessary to build the bridge.

The most current One Voice Agenda (September, 2015) shows the Gilcrease Expressway third in the most points and first for state transportation issues. The regional support has been secured again.

The next big step for the Gilcrease Expressway proponents is to receive a new cost estimate for the bridge, which is expected in May 2016. The bridge will extend from the 21st Street on the south and north to Highway 412. The

last cost estimate on this segment was $110,000,000 in 2012. The hope is to start construction of the bridge in 2016.

Most recently, on October 29, 2015, KOTV’s website reported that Governor Mary Fallin announced a plan to expand and improve Oklahoma’s turnpikes, including finishing the Gilcrease Expressway on the northwest side of Tulsa. The Oklahoma Turnpike Authority has offered 28-million dollars to help complete the western loop of the Gilcrease Expressway. The bond money will pay for a two-and-a-half mile section from Edison to 21st Street, including a bridge going over the Arkansas River. Initial studies show it will take another 70-million dollars for the Gilcrease Expressway to reach its full potential. The city of Tulsa is raising the money through sales tax and federal funding. That equals about eight-million a year.

While the West Campus and the geographical area have waited for the Gilcrease Expressway to be built, Tulsa County did secure $11 million to improve the county road in front of the West Campus, which was under construction at the same time as the campus. Previously, the road had become known as "roller coaster hill.” Indeed, teenagers (and others) would drive their vehicle fast and crest some of the hills which would lift the car momentarily in the air. Yes, I had done that a time or two on my drive back to Tulsa from Stillwater, where I commuted to take evening doctoral classes at Oklahoma State University. It was a fun but dangerous road that had needed re-construction for many years. John Self, then Tulsa County Commissioner, led the effort.

Ground Breaking Ceremony

The Tulsa Junior College West Campus Groundbreaking Ceremony was held on Thursday, June 30, 1994, in partnership with the Armed Forces Reserve Center that includes the Oklahoma Army National Guard and the United States Army Reserve located across the street from the West Campus (See Appendix A). Soldiers provided the food, security, emergency medical staff and manpower to set-up the area. It was very impressive.

The Farmer's Almanac reports a temperature of 98.1F on that day. I believe it. For sure it was one of the hottest days of the year. Dedication Day programs and funeral fans were distributed to everyone in attendance. The stage sat back a good distance from 41st Street with many rows of portable chairs in front of the stage. Behind the stage was the beautiful backdrop of the land and Cross Timbers forest area. A set of bleachers was set-up a few yards behind the last row of chairs. That is where I sat.

There was a big crowd assembling to see and hear about the new TJC West Campus located in Sand Springs that was to serve the higher education needs of west Tulsa, Sand Springs, Sapulpa, Glenpool, Mannford, and the surrounding rural areas. A few minutes before the program was to start a huge Blackhawk helicopter flew in and hovered just to the east of the stage. The noise was extremely loud, which made people want to cover their ears. At the same time, the helicopter hovered for a few seconds before landing and causing this dusty place to quickly become a whirlwind of dust flying at high speed in every direction. I was glad I was sitting in the bleachers. Everyone hunkered down and covered their ears as the helicopter landed. The door opened and then-Governor David Walters walked out and onto the ground. It was quite an entrance that would be remembered for years to come. With the Governor's arrival, the program began. As the many speakers spoke, the temperature got higher and higher. Sweat was literally running down my back. The funeral fans helped the heat, but it was all "hot air." As then-TJC President Dean VanTrease began his comments from the stage, an elderly man seated in the chairs in front of the stage collapsed. The military emergency medics quickly moved to the area and began to administer first aid as Dr. VanTrease, the gentleman he was, acknowledged repeatedly from the podium the good work they were doing. He expressed our hope the gentleman in the audience would recover as the ambulance carried him away to the hospital. We learned later, that the gentleman was a retired dentist and member of the Oklahoma State Vo-Tech Board. He became overheated, but recovered nicely at the hospital. It was, indeed, a day to remember. 9

Constructing the Campus

The West Campus was designed and built architecturally different than the other TJC campuses. First, the initial construction phase included five buildings that included Information Commons, Science & Mathematics, Liberal Arts, Power Plant, and Student Center. Other TJC campuses waited until Phase 2 to build Student Centers. Second, the archway and walkway design was seen by the Board of Regents Construction Committee at the University of Virginia founded in 1819 by U.S. President Thomas Jefferson and located in Charlottesville, Virginia. The "Information Commons Building" got its name and was strongly influenced by two campuses in the Maricopa County Community College District located in the Phoenix, Arizona, area. The idea was the Information Commons building would have all the information a student would need to enroll or to get support from services for success near the entrance to the building. The only service not available for students was to purchase textbooks located in the Student Center Campus Store. The Maricopa Glendale Campus had a building that featured a general student computer-user lab surrounded by faculty offices while the Estrella Mountain Community College, founded in 1990, had an open technology-focused library with a complimenting Faculty Innovation Room. As you look at the West Campus Information Commons building, you can see the influence each of these institutions had on the West Campus building design.

Unique Features

When the West Campus was announced at a TJC Board of Regents Meeting held at Northeast Campus, it was described as having “made in Oklahoma” features. The brick would be a red clay color. The windows would be made in Oklahoma. The campus colors would feature earth tones to reflect Oklahoma’s Native American heritage. The landscape at the back of the acreage could feature a natural outdoor amphitheater.

There are five unique features found at the West Campus. The first is that the campus is surrounded by a historical green belt of woodlands, known as the Cross Timbers (See Appendix B). These have been described as a "mosaic of thick forest trees." Post oak, blackjack oak, and black hickory trees dominate the Cross Timbers. Beneath and between these trees are roughleaf dogwood and redbud trees that offer a beautiful site during certain times of the year. Historical writings of the Cross Timbers can be found as early as 1832 when American writer Washing Irving traveled through this region and described the Cross Timbers in his book, Tour on the Prairies. Washington Irving’s visits to this area are recognized by a statue and marker in Tulsa’s Owen Park, a few miles northeast of West Campus. The West Campus Cross Timbers have been researched by faculty, students, and Dr. David Stahle, a University of Arkansas professor, to identify trees within the area to be 600+ years old, as well as unique prairie plant life. Today, the Cross Timbers are being managed to try to preserve the history and keep them healthy for years to come.

It is interesting that the Cross Timbers have been described as a "mosaic" because the second unique feature of the West Campus is a series of privately funded mosaic artwork beginning with a large round center piece at the entrance of the Information Commons building. The Tulsa artist, Linda Allen, has described the various parts of the mosaic mural art below:

 The tree stands for knowledge and the fact that there is more than one represents the forest.  The forest is symbolic of the diversified ages and cultural backgrounds that make up the TCC student body.  The sun is strength and also represents the Greek god Apollo who stood for reasoning and logical thinking.  The symbols of night and day are indicative of the accessibility of the campus and the number of students able to further their education as a result of the TCC evening program.  The sphere is a Native American symbol for the four ages. The variety of courses offered through TCC is so valuable to our entire community because the classes are for everyone from preschoolers to senior citizens.  The overall landscape design is enclosed in a sphere to relate to the earth itself. This reference will help to remind us that continuing education will hold our world together.

There are 24 small pieces of the above mural scattered throughout the campus at strategic service locations such as the Campus Store, Library, elevators, hallway junctions, Technology Learning Center, and such. A second group of mosaics can be found in the Student Union Fireplace Lounge. The featured artwork is the fireplace which the artist, Linda Allen, explained represents the “Four Seasons of the Year” featuring Native American culture.

 Winter - The winter magic of snow.  Spring - The poppy is planted as a wildflower around different places in Tulsa.  Summer - The strong Oklahoma sun radiating down our countryside.

 Fall - Leaves blowing in the wind. One is a stylized dogwood leaf and the other is an oak leaf with acorns.

The third unique feature at the West Campus is the painted concrete flooring. In 1995, there were very few painted or stained concrete floors in Tulsa or the surrounding area. They were popular flooring decor in the Eastern part of the United States. When the West Campus opened, the shiny painted concrete floors were an almost automatic conversation piece. Comments and/or questions included "The floors look stained" implying that they were dirty. Others would ask "When do you plan on finishing the floors?" It was difficult to describe the floor until a 5-6 year old boy was walking in a hallway with his mom. I overhead the boy tell his mom,” Look mom, the floor looks like my Army shirt.” He was right. The floors did appear to be a “camouflage” type look. After that description, I began describing the floors as a "a camouflage look" created by mixing three or four colors and distributing then randomly from a funnel-like tube used for cake decorating. The outcome was a “blotching effect” that looks somewhat like the camouflage of an Army uniform. Indeed, the floors are also a piece of artwork. Unfortunately, when the floor is damaged due to dragging furniture or when there is a plumbing issue that requires the floor to be jackhammered to repair the problem, it is virtually impossible to restore the same camouflage look. In that sense, the floors are a piece of artwork. Today, stained or painted concrete is commonplace in Tulsa and the surrounding area in both residential and commercial buildings.

The fourth unique feature at the West Campus is that it started with a vision and campus values to implement the vision. The week before classes began in August, all West Campus full-time employees gathered for a retreat. I asked the group to create a "West Campus Vision/Commitment Statement" that would guide the team of employees, academic and student services, working together to create the absolute best campus environment/culture possible for student and employee success. The task was to create a one-page document that would guide and foster the culture of the new campus. What kind of work and study environment do we want to create and foster? In the end, the team would be committed to the accomplishment of the document. Dr. Rachel Caldwell was the scribe and editor of the document. After the Provost gave the charge, she left and the employees created the document. In the end it was named the "West Campus Commitment Statement" (See Appendix C). It was framed and distributed to every WC employee. It was implemented and shared with all finalists for positions to be hired at the West Campus. The intent was that the finalist could get a good idea about the culture of the campus and the expectations to work together to actualize the document. (Note: In 2004, nine years after the West Campus Commitment Statement was written, the third TCC President, Dr. Tom McKeon, began his presidency. His first August employee gathering, Convocation was held at West Campus. He wanted tables and chairs to encourage conversation. The theme was “The 3 C’s: Communication, Collaboration, Collegiality.” The featured part of the Convocation was to begin a college conversation about a “TCC Core Values Statement.” Dr. Carol Messer, a West Campus Original, led this one-year college effort.)

Around the same time the West Campus Commitment Statement was being developed, I asked all employees if they could share with me a few words that could guide the West Campus in its pursuit for excellence. The few words would become a type of motto that would be used to explain the West Campus's focus. I received many different phrases from several employees, but the one that seemed to stick the most was from Pam Deem, the

Administrative Assistant, for all Divisions at the West Campus when we were located in the Conference Center. It was "Be your best at West." I visited with Pam and told her how much I liked her idea, but I wondered what she thought about slightly altering the first word to "Become your best at West." The word "become" seems to me to be the community college philosophy. We accept students and employees where they are and encourage them to become better students and employees each day. The focus is on student and employee development. Pam approved the slight modification. “Become your best at West” has been used numerous times at meetings and gatherings for 20 years. Its meaning has not changed. It is hoped it has been inspirational to students and employees alike.

Last, there was an emphasis on staff efficiencies and cross-training. The TJC Northeast Campus Enterprise Center had created a student general-user lab and complemented it with the campus writing and math tutoring services. This model was moved to the West Campus and named the Technology Learning Center. (In the beginning some people called it "The Pit.") The West Campus Student Counseling & Testing (now called Student Development and Testing) was uniquely designed to hire fewer advisors and counselors who could do everything --- academic counseling, advisement, career counseling, and placement testing services. At the other TJC Campuses, each of these had separate offices with a full complement of day and evening professional staff and administrative support. West Campus's charge was to hire staff that had the skill-set, experience, and interest to do everything. On the front side, it presented challenges for hiring and training, but when an employee got trained and gained experience in all of these areas-- career counseling, counselor, testing/placement-- he/she was a good candidate to hire for another campus. It was good for the college, but challenging, at times, for West Campus. This staffing arrangement met the goal of staff efficiencies and cross-training.

Construction Challenges

Construction of the West Campus was challenging. The earth had been the habitat of all sorts of insects and creatures for many years. Rock, especially granite and limestone, was prevalent. As holes were dug, more rock was discovered. The rock had to be carried off campus by the truckloads. At one TJC Board of Regents meeting, the quantity was described as a size equal to three or five football fields. There was no doubt; it was a lot of rock! (Note: In 2007, the previous owner of the West Campus land, Jack Brotton, wanted to build a limestone rock quarry north of the West Campus and not far from the Berryhill Community (See Appendix D). This brought many questions, research, and community conversation about the negative effects a rock quarry could have on the environment and residents in the community. After months of conversations, the owner’s special-use permit application to the Planning Commission was denied.) The rains came and the mud was unbelievable. Then, one day, the driver of a tractor accidently hit a front pier on the corner of the Liberal Arts Building. When that happened, there was a terrible sound and a ground shake could be felt on the property. It was believed some of the steel piers moved. This caused major concerns. After much research it was found that many of the 2-story piers were not installed properly. It was explained that the piers were to be dug to bedrock but because of the pier movement after the tractor hit it, there was a question whether or not that actually occurred. Every pier at the construction site had to be examined by experts. Construction was brought to a halt and experts from around the country came to the site, tested, researched, and gave TJC their recommendation. It was a difficult time. The contractor blamed the subcontractor and vice versa. One thing was clear, it was not TJC's fault, but it was definitely TCC's problem. Fortunately, President VanTrease had a construction background which proved valuable in deciding what to do. After several months, the fix to reinforce the piers was selected and completed. Every questionable pier was dug to a prescribed depth in the shape of a cone. Concrete was poured into the cone shape. In the end, TJC had to go to court to be successfully reimbursed for the additional expenses related to the pier reinforcement.

Plan B – Use Community Buildings for TJC West Campus Classes

Because of continuing construction delays, it was determined that in order for West Campus classes to begin in Fall, 1995, as President Dean VanTrease had promised the community, it would be necessary to locate and secure an off-campus site within the geographical area. Other TJC campuses were fortunate to be able to find one location that could house all their employees and classes for the entire time their campus was under construction. For example, Southeast Campus and Northeast Campus used Union and Tulsa Public School sites respectively for their temporary locations. West Campus was being built at a time when public schools were at their student capacity and, in some cases, over capacity. Simply said, there was no room for TJC West Campus.

After I was hired in mid-October, 1994, I spent the first few months hiring employees and meeting community leaders. On the hiring side, we wanted to seek employees who were true pioneers who wanted to “ break new ground” and make a difference in the lives of our students. They would foster Dr. VanTrease’s vision and establish a new campus with a new culture in a new community --- serving low-income, first-generation students. Some of these would be from a more rural community. It was an exciting time to see and feel the possibilities that were ahead for these pioneers.

The second WC employee hired was Dora Blocker who was the WC Provost Assistant. I knew she had a pioneering spirit and could establish the new lead office for the campus. The third hire was Bobbie Woodward who assumed the WC Dean of Instruction position. At the time, Bobbie was the Division Chair of Allied Health at Metro Campus. As expected, there were many applicants for the position; I knew Bobbie was a true pioneer. She grew up on a farm in rural Oklahoma. She talked about “doing what it took” to get the job done. She was a “go getter” with good people and organization skills. Though we did not know it at the time, her Nursing degree was valuable later in developing the Veterinary Technology program at West Campus. Bobbie quickly began the search to hire three Division Chairs to lead the academic programs.

The next WC hire, Dean of Student Services, was collaboratively accomplished with Dr. Tony Cagle, Provost of Student Services. Mark Ames was the first Dean to be hired outside of the TJC community. He came to TJC from the Oklahoma State University, Oklahoma City Campus. In the meantime, Mike Rusk, Dean of the Learning Resource Centers at TJC, hired Jeff Siddons as the Manager of the LRC while LeAnne Brewer, TJC's Lead Registrar, hired Ann Craig as the first WC Registrar. Bill Horton, TJC Director of Campus Security hired Louis Bordwine as WC Campus Police Supervisor while Bill Putman, TJC Director of Facilities, hired Eric Martin as the WC Lead Engineer. Last, Ken Jones, TJC Campus Bookstore Supervisor hired Marguerite Barnett as the first WC Bookstore Manager. A few months passed and Bobbie announced the Division Chairs, which included Carol Messer, former faculty member at Metro Campus, followed by Dr. Rachel Caldwell, Liberal Arts Division Chair, and finally Dr. John Hurn, Division Chair for Science/Mathematics. Together, they hired one Administrative Assistant, Pamela Deem, for the three divisions. With these hires, the student services and academic leadership teams were in place. The academic leaders could proceed to hire six full-time faculty members.

In the beginning, the West Campus faculty consisted of six faculty members. Because the Metro Campus Business Division had declining enrollments compared to the number of Division faculty, I was directed to recruit, if possible, at least three faculty from Metro Campus. With Carol Messer transferring to West Campus as a Business Services Division Chair, we needed to recruit only two. Bobbie, Carol, and I met with the Metro Campus Business Division faculty to share with them the vision of the West Campus. It was our hope that at least two seasoned faculty would volunteer to transfer to the WC to join us in starting the new campus and mentor new West Campus faculty members. After the talk, Hugh Callery and Sheila Bradford volunteered to transfer to West Campus. Hugh and Sheila, the faculty pioneers, brought leadership in computers and accounting. From that day forward, I knew the West Campus Business Division was in good hands. We were so fortunate to have these two excellent faculty join our team. As it turned out, another Metro Campus employee, Susan Kamphaus, who

worked in the Counseling/Testing Office, joined the West Campus as the Psychology/Sociology faculty member. Rachel hired an English faculty member, Penny Colglazier. Both Rachel and Penny had worked at Rogers State College in Claremore. Anne Phillips, who had a connection with The University of Tulsa, was hired as a history instructor. Finally, John hired Diane Trimble, who also had a connection with The University of Tulsa as West Campus mathematics instructor. In summary, West Campus ended the hiring phase with six faculty members, five of whom were female. Hugh Callery was the solo guy. Their offices were together, without walls, on the fifth floor of the Conference Center. From all accounts, Hugh enjoyed his position among "the ladies" as he referred to them. The women gave him a "hard time." There was a lot of laughter and joking around. This was a good beginning to solidify faculty relationships and leadership across disciplines at the West Campus. It was a memorable time. As the challenges of construction faced the West Campus, the "mighty six" prepared to teach in multiple off-campus sites. It was truly a pioneering adventure.

Another significant amount of my time was spent meeting community leaders in the various communities West Campus would serve. As it turned out, that was time well spent. TJC Regent Dorothy Zumwalt introduced me to Sapulpa, her hometown. We spent a day together going from business to business telling them “TJC West Campus is coming. If you have any training needs, contact me.” I visited other areas including Mannford, Cleveland, and Bristow. When the decision was made that West Campus needed off-site space, I had some community connections. Several of those were rural areas a distance away from the selected campus site such as Drumright, Cleveland, Sapulpa, Mounds, Mannford, and Glenpool. It made common sense we needed classrooms rather close to the West Campus location. When it was learned that none of the nearby schools could provide a space for all the employees and classes, I met with the City of Sand Springs leaders for a brainstorming session. This was a very productive meeting. Not only did they offer some space they controlled, but they gave me some ideas of possible businesses in the area that had conference-room type space. In the end, West Campus located itself in seven different community locations the first semester. Six of the seven locations were close to the West Campus property while the seventh was at Central Tech in Drumright to assist students in that rural area.

It seemed everything was happening or not happening at the same time. Before we knew it, we needed to create the first West Campus schedule of classes for the fall semester. While I was finding locations for classes, Bobbie Woodward, Dean of Instruction, was working with the three Division Chairs of Liberal Arts, Science/Math, and Business to create the first fall semester schedule of classes. A lot of time and research went into that first class schedule to determine what we should offer. The current TJC students enrolled in that geographical area was the base of the research to answer such questions as -- What was their major? Were they first or second year students? Also, West Campus used Northeast Campus as a model for the general education offerings because Northeast Campus was almost as far east as West Campus was west and the projected West Campus student population, low-income and first generation, was somewhat like Northeast Campus.

It was at the Sand Springs Community Center that Ann Craig, WC Registrar, with the help of Vince Moore, Director of Computer Technology, set up the first off-site registration area. WC was plowing new ground.

The six full-time West Campus faculty were excited about the adventure of starting a new campus. Three of the six, plus Carol Messer, had come from the Metro Campus. The other three were new to TJC, which gave a good combination of knowledge and experience coupled with enthusiasm to implement President VanTrease's West Campus vision of technology and innovation in the classroom. It was an exciting time.

I remember the day set aside for a faculty field trip to see fall semester classrooms scattered over the countryside. It was encouraging to see how the faculty embraced the limited space. I remember Penny saying, "We can make this work" as she picked up a broom and began sweeping the floors. Several faculty joined her sweeping the floors while others moved tables and chairs into their position. It was a great team-building exercise. Everyone 15

"pitched in" to make the best of a marginal classroom situation. It was truly a "once-in-a-professional-lifetime" experience for everyone. Together, we were starting a new campus from the ground up. We needed at least one of everything.

First Day of Class at Community Sites

On Monday, August 19, 1995, the first day of classes, I visited every site in the day and evening to be sure students, faculty, and adjunct faculty were finding their way to classrooms. Though the administrators and faculty had internet communication, students did not. This made communication to students challenging. We had to mail letters and make telephone calls to students and adjunct faculty to be sure everyone knew where they were scheduled to meet. West Campus held its first adjunct faculty orientation. In some cases, the beginning of the semester seemed a little chaotic to the observer, but, in most cases, it was an energizing time for everyone because somehow the team got it done. Little accomplishments were cause for a victory celebration.

After going to the Charles Page Library in the early morning, I went to the Sand Springs Community Center located in a shopping mall west of Adams Road. It was about 11 a.m. when I pulled into the parking lot. I could see Bobbie sitting in a lawn chair outside the Sand Springs Community Center. She was probably thinking, "Somehow, we made it through the first morning." I got out of my car and started walking toward her when suddenly a car quickly pulled into the parking lot. This female student jumped out of the car and started running toward Bobbie. She yelled as she ran, "I know I am in the wrong place, but if you can tell me where the Humanities class is located, I know I can get there!" That was the spirit of the West Campus students. I will always fondly remember that scene. At that moment, Bobbie and I felt so honored to be part of this new campus and the students it would serve.

The Sand Springs BancFirst President, Rick Walters, offered his conference room as space for a class. Carol Messer, Division Chair for Business, scheduled classes at the site. Students would arrive to class before the bank officially opened its doors. This meant that the kind and patient employees would respond to a "knock on the back door" to let students enter the bank. After their arrival, the employees served TJC students their early morning coffee. BancFirst set a very high standard of customer service for the West Campus. It was a wonderful experience to see how the bank embraced West Campus and its students.

Two of the West Campus students who endured the class location conditions with us during that first semester, have joined TCC as full-time employees at the West Campus. They are Theresa Thompson who works as a math tutor in the Technology Learning Center and Paula Millican who became a Registered Veterinarian Technician and works in Veterinary Technology program. They have come “full circle” from student to employee to make a difference in the lives of our students.

In the end, West Campus had 479 enrollments located at 7 different sites the first semester. It was a challenging time, but everyone--faculty, students, staff, and community members -- worked together and made the best of the situation.

In the middle of the fall semester, the First Presbyterian Church called me and offered classroom space for spring semester classes. I talked with my boss, Dr. Bill Sutterfield, Executive Vice President, about this opportunity. Because they had multiple classrooms, it could provide a more central location for students, thus, perhaps they could take multiple classes at the same location. After some discussion with President VanTrease, probably about the possible issue of separation of church and state (public institutions), Dr. Sutterfield gave the okay to move forward. It was at this location that TJC set-up its first off-campus, onsite computer classroom. Vince Moore and his team, somehow, got it done for West Campus. Hugh Callery was the computer instructor and was

instrumental in getting the classroom set-up and ready for students. I remember going into the classroom as they were making final preparations. Hugh took me over to one of the walls and pointed to a picture that had a Bible verse on it. Concerned about its message, he asked if I thought it could stay on the wall. I told him I didn't see a thing. Everyone, the TJC employees, students, and community, knew we were just trying to locate classes wherever we could in the community with the least amount of disruption to the normal operations of the site. It worked out just fine, but I appreciated Hugh pointing it out to me.

While West Campus employees were focusing on the spring semester classes, other TJC employees at other campuses were ordering materials for West Campus. One of these was the Library. Dean Mike Rusk told me the title of the first book ordered for West Campus (See Appendix E).

Seven Community Sites 1995-1996 In 2015, the seven community sites were recognized.

Back: Randy Garland, Leonard Wood, George Paden, Montie Box, Dr Peggy Dyer, Richard Lorton, Lloyd Snow Middle: Vernon Smith, Mary Sue Overbey Front: Mark Carlson, Dr. Leigh Goodson, Rev. Ken Lane, Mike Burdge, Bruce Ford, Brian Jackson, Jackie Wagnon

Tulsa Junior College Becomes Tulsa Community College

In 1996, Tulsa Junior College (TJC) changed its name to Tulsa Community College (TCC). Southeast Campus had just installed the TJC logo on the corners of the stage curtain in the Performing Arts Center for Education (PACE) being built at the same time as the West Campus. Linda Allen, the mosaic artist, was in the preparation phase of installing the WC mosaics. When I learned about the change in name, I asked President VanTrease if we should change the mosaic to reflect the new name. He gave permission for me to ask Linda Allen about the possibility of changing the center of the sun in the mosaic to reflect TCC’s new name when the campus would be officially dedicated. Also, I thought the name “community” best reflected the West Campus and its historical beginning. No other campus had “community” in the middle of its name and no other campus more relied on its

community to get its first classes started. West Campus conducted classes in 7 different community buildings the first year of its existence.

Original Version 1995 Final Version 1996

Moving to West Campus

The West Campus did not hold summer classes on campus in 1996. Rather, time was spent getting ready for the big move and fall classes. When the front part of the Information Commons building was deemed safe to occupy, the Conference Center offices begin to pack everything. There were cardboard boxes everywhere. On Wednesday, May 22, 1996, the WC moved from the fifth floor of the TCC Conference Center on 41st & Sheridan to the West Campus site on West 41st Street and Sand Springs. The Counseling and Testing, Bursar, and Registrar offices moved directly into their new offices, while all the academic areas moved into temporary offices on the first floor of the Science and Math Building. Everyone was crammed into offices with makeshift desks and tables and cardboard boxes everywhere. For economic purposes, most of the furniture was ordered from OCI, the Oklahoma Department of Corrections furniture industry. It became concerning when it was announced multiple times that the prisons were going on "lockdown" and our furniture was at risk of not arriving on-time. Cardboard boxes would have to do. The Counseling and Testing office employees took the initiative to liven-up their decor. They put colorful wrapping paper around the cardboard boxes which served as end tables. Everyone had to watch for scorpions and tarantulas. WC employees had invaded their nesting areas. Even though the exterminator was called many times to the campus, scorpions were plentiful. Everyone had to watch their boxes, purses, and places where scorpions could go and hide. Sophie Wilson, Campus Nurse, became an expert on scorpion bites. Dr. Eckle Peabody always wanted to rescue the tarantulas so they could go to his biology lab. The Provost and Dean of Instruction warned him many times about securing his fish tank habitat so the tarantulas and the snake, named Zoose, would be safe. Then, there was the time when Dr. Peabody called the Engineers to report "Zoose was on the loose." Thankfully, they found him quickly and returned him to his tank. Then there was the other time, Zoose escaped into the ceiling tiles. Someone saw him hanging from the ceiling and immediately called Campus Security who then called the Engineers and Eckle to rescue Zoose. A new and improved tank door was immediately installed.

Wildlife was commonly seen around the campus in the evening and early mornings. Louis Bordwine, Supervisor, West Campus Security, frequently reported seeing families of deer, rabbits, coyote, turkey, skunks, raccoons, possums. Also, many different seasonal migratory song birds could be seen, along with geese and hummingbirds. The depth and breadth of construction at the West Campus had significantly disrupted their habitats. This type of rural environment continues at West Campus today, but the number of creatures has significantly decreased as they have found new homes. When creatures are seen on campus, employees and students alike pause to see them in the backdrop of the Cross Timbers.

Shortly after the move to West Campus, Mr. Joe Reidy, TJC Director of Purchasing, came to West Campus to discuss with the leaders the most efficient way to submit purchase requisitions. Previously, I had asked Mr. Reidy about the idea of not ordering typewriters at the WC. They were $350.00 each and I thought TCC would be moving into the electronic world. I also looked at this as a way to save money. When I mentioned the idea to Mr. Reidy, he shook his head and said, "If you don't order typewriters, you will not be able to order your furniture and supplies." That gave me a clear message to get those typewriters ordered as soon as possible. In the end, the assistants typed hundreds of purchase orders because we needed at least one of everything.

The meeting was held in the Science/Math Division Office, which was where we were housed temporarily until our offices were ready for occupancy. In addition to me and Mr. Reidy, Bobbie Woodward and Mark Ames were in attendance. Mr. Reidy sat facing the south so he could peer out of the window onto the east parking lot. I was seated directly across from him. The meeting was about to start when Mr. Reidy, stood up, pointed his finger towards the window, and asked, "Do you see that?" The rest of us were clueless as to what was going on outside in the east parking lot. Mr. Reidy moved toward the window and began laughing. Pretty soon everyone was at the window watching. We saw a little pink pig scampering across the parking lot as fast as his little legs would carry him. A Campus Policeman was chasing him. It was a sight to see. Finally, the pig ran under a car parked facing east just outside the wooded area. The Campus Policeman knelt down on the ground on all fours and looked under the car. Obviously, and, hopefully, the little pig escaped into the forest area. It was one of those times when you wished you had a camera to catch the detail of the event. It was so funny and a good introduction for Mr. Reidy about life at West Campus. There were many kinds of critters -- large and small -- living on this property before we arrived. Later, I learned from Louis Bordwine, Campus Security Director, the pig, which belonged to the Berryhill FFA students, was safely captured.

Fall Semester Begins and Dedication Day Set (Monday, August 20, 1996)

Most of the furniture and equipment had arrived and had been installed despite the many prison lockdown interruptions. A priority was placed on classrooms and labs followed by offices to be able to be ready for fall classes which began Monday, August 20. There were a few areas deemed not essential for the first week of classes. One of these was the Technology Learning Center (TLC). It looked like a big concrete pit, thus it was nicknamed by some, "The Pit." It did look like a “pit” or a big swimming pool. It was a large concrete floor with three to four feet sides and no carpet or furniture. Workers needed to complete the electrical, carpet, desks, chairs, and computers. At the beginning of the third week of classes, it was determined the Technology Learning Center would be the site for the West Campus Dedication to be held in mid-October. Looking at the unfinished and bare concrete floor, I said, "We can do it. Without a doubt, it will be a push, but... that area needs to be transformed in 7 weeks.” I remember talking to Vince Moore, Director of Computer Technology at TCC. He just shook his head, "I don't know. We will give it our best try." He did and we did.

Dedication Day

The official West Campus Dedication was held Friday, October 18, 1996 (See Appendix F). The area had been transformed. No one would have believed what it had looked like just 7 weeks earlier. Computers, printers, 19

tables and chairs were in place. Extra chairs were placed around the TLC on three sides and into the hallway near the Registrar's Office. Almost every chair was occupied. The stage for the speakers was set-up on the north end of the TLC. Unbelievable! Speakers for the event included Governor Frank Keating and Dr. Hans Brisch, Chancellor, Oklahoma State Regents for Higher Education. The first President of the West Campus Student Association, Chris Harris, spoke, as well as Bruce Ford, Sand Springs Mayor.

Fall Semester Ends

By the end of the fall semester, the campus was completely furnished and equipped. It was a good feeling to know everything was in good working order and ready for students 6 weeks of age and up. The scorpions and tarantulas continued to communicate their displeasure with our presence, but it had become a manageable co- existence compared to the first few weeks of the semester. After several months, the scorpions and tarantulas found new homes.

The first fall semester, 1996, duplicated headcount at West Campus was 1,142 students.

Child Development Center Opens in January

As the Technology Learning Center was being transformed, the Child Development Center began to take shape, too. The operation budget, based upon projections from other similar Oklahoma colleges with Childcare Centers, was created the previous year. Dr. Harriet Kuykendall, a former Tulsa Public Schools elementary principal, had been hired as the first CDC Manager. It had been her dream to be able to start a Childcare Center from the beginning. There were at least a million pieces of this and that to order and put together to get the Child Development Center (CDC) up and running. Then came the task of creating new job titles, duties and responsibilities, and hiring the teachers. Though January was not the best time of year to open a childcare center, it was the best that could be done given the other campus responsibilities. In reflection, the January start enabled the teachers to spend quality time to get everything in order to meet and exceed licensing requirements, create the curriculum, complete training, and solidify its relationship with the academic side of the campus. The first child to enroll in the CDC was former Tulsa County Commissioner, John Self's grandchild, followed by Dean of Student Services Mark Ames's son, Tyler. Three other children enrolled in January to get classes started.

Partnerships

From the beginning, WC was a campus that sought, valued, and nurtured community partnerships. After the first year of operation in the community, WC was able to move into our home campus. WC leadership fostered valuable Vo-Tech, K-12 schools, and business relationships. WC leaders attended Sapulpa, Bristow, Jenks, Glenpool, and Sand Springs community leadership classes. WC was involved with local Chambers of Commerce – Southwest Tulsa, Native American, Sapulpa, Glenpool, and Sand Springs. Provost Dyer served on the Sand Springs Chamber of Commerce and the American Heritage Bank Boards for six years. In addition, WC sought connections with the Native American community ---Cherokee, Creek, Osage, Pawnee, and Delaware tribes. With the Creek, Osage, Pawnee, and Delaware tribes WC provided Child Development classes for their childcare centers. In addition, WC provided Hospitality and Gaming Operations, as well as, leadership training, for the Cherokee and Osage Nation’s casino operations. In fact, WC operated an off-site training program at the Cherokee Nation employee training center located near the Hard Rock Casino near Catoosa. From that site, West Campus broadcast classes via I-TV to casinos in Roland and Siloam Springs. WC established a community campus site at the Osage Nation Department of Education, as well as, the Dick Conner Correction Center in Hominy which required a strong partnership with the Department of Corrections (DOC) in Oklahoma City. Finally, WC developed a third community campus in partnership with the City of Glenpool. The Dick Conner Correctional

Center, Osage Nation Department of Education, and Glenpool Community Campus became Higher Learning Commission (HLC) accredited to enable TCC to offer degree programs at those sites.

For many years, Provost Dyer worked with The University of Tulsa, Northeastern State University, and Oklahoma State University in writing grants to conduct science/math summer academies or to benefit teacher education programs (See Appendix G). When the Oklahoma Teacher Education Collaborative (O-TEC) was in operation for five years, additional universities were added as partners.

Over the years, the Child Development Program has created many community partners. A few of these are: Native American Tribes, Childcare Resource Center, Head Start, Tulsa Early Childhood Association, Tulsa Educare Centers, and the George Kaiser Family Foundation.

As a result of the Corrections Education program, partnerships have been forged with Dick Conner Correctional Center, Family and Children Services Women in Recovery, Turley Women’s Correctional Facility, and Resonance Center for Women.

Each year, the Oklahoma State Regents for Higher Education (OSRHE) asks each college/university in Oklahoma to nominate a community partner to receive state recognition for their support. WC has been the campus with the most recognized significant partnerships. These were Cherokee Nation and Doyle Paden, Vice President for Education and Training; Tulsa Public Schools and Bill Nafsger, Chief Human Resources Officer; Department of Corrections and Ida Doyle, Dick Conner Correction Education Coordinator and Pam Humphries, Superintendent for DOC; City of Glenpool and Shane Buchanan, Mayor, Ed Tinker, City Manager, and Kathy Coley, Superintendent of Schools. In addition, WC was asked to receive a partnership award from Central Technology Center at the annual Oklahoma Department of Career and Technology Education Conference in Tulsa.

Master Plan --- Environmental Scan Study

In 2005-2006, TCC contracted with Paulien & Associates, who are planning consultants, from Denver Colorado. It began as a Master Planning project for facilities with Mina Lotti, Director of Facilities, taking the lead. As the project moved forward, it became an environmental scan looking from 2005 to 2015 and projecting enrollment trends, thus facility needs. At the same time, they brought ideas from a national point-of-view as to how to address any projected shortcomings. The study brought rich historical data and population projections for 2015. In summary,

1. There is expected to be a downward trend in the number high school graduates as we approach 2015. They looked at seven counties and found the 15-19 age groups to be declining and becoming worse in 2015. TCC market share of high school students was expected to drop significantly. Without doubt, this would negatively impact enrollment.

2. Suburban areas with significant population growths were Owasso, Glenpool, and Bixby. With population growth comes positive economic growth.

3. The minority groups with the greatest future for TCC are the Hispanic population which is expected to grow significantly and the Native American population. The college should look for ways of engaging these two ethnic groups. They recommended TCC look at providing services locally to the under-served populations in our service area --- specifically the Hispanic community, north Tulsa, and west Tulsa, as well as, Native Americans. They indicated there was a national trend to create education centers or community campuses in the local communities rather than adding facilities to present campuses.

As the Paulien study was coming to a conclusion, the Tulsa Achieves program was born. President McKeon asked Paulien to calculate the projected impact of that program to TCC’s future enrollment. This initiative was modeled elsewhere in the country successfully. In Tulsa, it would open the door for more Tulsa County high school graduates to stay in Tulsa and finish an Associate Degree which was the goal of the program. No matter their economic background, if they met TCC's admission requirements and agreed to complete 40-hours of community service each academic year, they had a financial path provided to an Associate Degree. On the TCC side, all avenues of financial support were to be explored before tuition waivers or TCC funds were expended. As expected, many students qualified for federal and/or state funding which met the financial requirements. At the same time, this could mean more of the projected smaller pool of future high school students would stay in Tulsa. It appeared to be a "win-win" situation for the citizens of Tulsa County who significantly support TCC through local taxes and TCC.

Historically speaking, it was Northeast Campus that successfully began offering college classes off-site in the community of Owasso at Owasso High School. This became known as concurrent enrollments where the students would get both high school and college credit. At the time, it met the needs of the community and the faculty embraced the idea. The first year the WC was established, classes were held in seven different sites in the community. One of those sites was at Central Tech in Drumright. Although six of the sites were closed the second year, the Central Tech location remains functioning today. It offers the on-site opportunity for Central Tech students to continue their education at TCC or for surrounding area rural students to take classes locally. For several years, Metro Campus (MC) received grant funding in the Nursing Division for rural community outreach. MC and WC worked together to provide the general education and Nursing discipline courses so Central Tech Nursing students could achieve an Associate Degree in Nursing. This partnership provided critical staffing for the local hospital that would not have been possible previously. As a result of these efforts and our long-term relationship, Central Tech recognized TCC West Campus and Metro Campus with a partnership award at their

statewide conference. Paul Waul, Superintendent of Central Tech stated, "TCC has helped Central Tech and our rural community by providing the additional education needed for our students to become more highly qualified to provide the staffing needed for our local hospital. At the same time, these students are able to raise their income and economic level."

Because two off-campus sites, Owasso and Drumright, had been successful at TCC and the Paulin study indicated TCC needed to investigate growing suburban areas to garner more of the projected declining high school market, President McKeon asked Provosts Carol Messer and Peggy Dyer to explore TCC possibilities with Bixby and Glenpool respectively since they were shown by Paulin to have growing populations and projected increase economic growth. WC begin the process by meeting with the Glenpool Superintendent, Kathy Coley, and subsequently offering a concurrent class in the upcoming fall semester at Glenpool High School. Sheila Bradford was the Academic and Campus Services (ACS) Director who began working directly with the High School Principal, Jerry Olansen, current Glenpool Schools Superintendent. Sheila did an outstanding job creating a solid partnership between WC and Glenpool schools. The following spring, Shane Buchanan, Mayor of Glenpool, contacted President McKeon and asked for a meeting to discuss a TCC presence in Glenpool. The City of Glenpool had just completed an economic development study which indicated a community college presence in a community could spur economic development. The City of Glenpool was building a new administrative building. They were going to vacate the second floor of their present facility, located at 141st Street and Highway 75, which is prime real estate. At the time, they quoted 75,000 cars passed that location every day. They offered the second floor of the building to TCC for the following fall semester and the first floor when the City moved entirely to their new location. TCC began the remodel in early summer and occupied the second floor in the fall semester. That was the beginning of the Glenpool Community Campus.

During this timeframe, Northeast Campus was in discussion with Tulsa Public Schools about creating an Early High School site at the Northeast Campus. This model had proven successful at other community colleges in the nation. Also, using the Paulin study findings, TCC found property in the heart of the Hispanic community to remodel a building to create an outreach center led by NE campus and Tony Alonso, Dean of Diversity. WC began operating an off-site training program in Hospitality and Gaming Operations at the Cherokee Nation employee training center located near the Cherokee Hard Rock Casino near Catoosa. At that location, classes were broadcast via I-TV to Roland and Siloam Springs casinos. Finally, WC provided Child Development classes to the Creek, Delaware and Pawnee tribes in Okmulgee, Bartlesville and Pawnee respectively. All of these activities led President McKeon to create a document giving a definition and description of different type of outreach sites and his expectations of each (See Appendix H). Thus, he told Provost Dyer the Glenpool site would be a community campus and would operate similar to the already established Education Outreach Center in east Tulsa regarding staffing and operation hours. The difference would be that the Glenpool Community Center would offer general education classes in the day and evening for concurrent classes and the community. It would not offer any academic programs until the campus grew sufficiently and there was a need for such programs.

With the Glenpool Community Campus framework in place, Sheila moved to a faculty position in the BIT Division, Barbara Marshall, formerly a supervisor at Tulsa Public Schools, began to solidify the relationship and oversee the remodeling and scheduling of classes in cooperation with the WC Associate Deans. The dedication of this facility was held on October 27, 2008. When the new City Hall was completed, TCC remodeled the first floor. It became the TCC Glenpool Community Campus site which was open for both day and evening classes. President McKeon wanted its daily operation to be modeled after the Education Outreach Center, but the focus was offering general education classes. The City of Glenpool, at the time, had the vision of establishing a K-14 site at one location, 151st and Highway 75, that would include a TCC building (See Appendix I). Their only drawback was funding – $90 million. To date, that has not become a reality.

In the meantime, WC received a $25,000 federal grant to begin a Corrections Education program inside prison walls in Hominy at Dick Conner Correction Center. Later, the Osage Nation Department of Education began offering concurrent and community classes for their tribal citizens and seven surrounding rural high schools in Hominy, Pawhuska, Fairfax, Wynona, Cleveland, Skiatook, and Barnsdall. By 2011, all of the WC outreach sites, Glenpool Community Campus, Dick Conner Correction, and Osage Nation Department of Education were Higher Learning Commission (HLC) accredited to offer college classes leading to Associate Degrees.

As Union Schools began to have an emphasis on careers, TCC became involved by providing speakers for classes that focused on certain careers --- Veterinary medicine, manufacturing, Pharmacy Tech, Business, Nursing, and so forth. After that experience, Union and Tulsa Public Schools approached TCC about offering high school concurrent classes in their high schools. After much discussion, a pilot program, called EXCELerate, was approved by the Oklahoma State Regents for Higher Education (OSRHE) for Union and Tulsa Public Schools. TPS established Will Rogers High School as their Early High School and Union Public Schools built a school site that focuses on Careers. Data was to be collected and a report on the findings made to the Regents. At this writing, the first successful report on the outcomes of the EXCELerate program have been presented to the Regents. The decision was to continue the pilot and collect more data.

As EXCELerate was fully implemented, other high schools wanted to be included in the pilot, but it was not feasible for TCC to do so. At WC, over the years, onsite concurrent classes had been conducted at Sand Springs Charles Page High School, Central Tech in Drumright, Cleveland High School, and Bristow High School. As time went by, the Osage Nation Department of Education was established and Cleveland students traveled there. In addition, six other rural high schools traveled to the Osage Nation which made it a "hub" for concurrent classes in that rural area. Charles Page High School and Bristow did not get enough students enrolled to warrant on-site classes.

In summary, the Paulin study helped TCC become aware of the future dwindling pool of high school students. In addition, they identified where TCC might go to begin a new market to garner additional enrollments in geographical areas and ethnic communities. TCC took those data to heart and expanded our reach into the urban, suburban, and selected rural high schools and the Tulsa Hispanic and area Native American communities. The results have been has been a highly successful Educational Outreach Center in the heart of the Hispanic community; TCC leads the state of Oklahoma in concurrent enrollments; TCC is second in the nation among 1,200 community colleges for Native American graduates.

Partnerships

For many years, Provost Dyer was charged by President VanTrease to lead the TCC efforts in teacher education; therefore, she was very connected with all the local universities to develop seamless transfer opportunities for TCC teacher education students. Through these efforts, she also wrote several grants with The University of Tulsa, Northeastern State University, and Oklahoma State University.

The Veterinary Technology, Child Development programs, and Corrections Education academic programs helped establish strong community relationships with organizations related to these programs. For example, the Veterinary Technology program is connected to the Veterinary medical community, animal shelters and animal rescue organizations. The Child Development program is connected with every childcare community-based support program, as well as Head Start and Educare. In addition, the program is annually financially supported by the George Kaiser Family Foundation. The Corrections Education program has forged partnerships with the Department of Corrections (DOC), Dick Conner Correctional Center, Family and Children Services Women in Recovery, Turley Women’s Correctional Facility, and Resonance Center for Women.

Each year, the Oklahoma State Regents for Higher Education asks each college/university in Oklahoma to nominate a community partner to receive state recognition for their support. WC has been the campus with the most recognized significant partnerships. These were Cherokee Nation and Doyle Paden, Vice President for Education and Training; Tulsa Public Schools and Bill Nafsger, Chief Human Resources Officer; Department of Corrections and Ida Doyle, Dick Conner Correction Education Coordinator and Pam Humphey, Superintendent for DOC; City of Glenpool and Shane Buchanan, Mayor, Ed Tinker, City Manager, and Kathy Coley, Superintendent of Schools. In addition, WC and Metro Campus were asked to receive a partnership award from Central Technology Center in Drumright at their annual Oklahoma Department of Career and Technology Education Conference in Tulsa.

Epilogue

The first female TJC Campus Provost was Dr. Brenda Martin, who led the establishment of the Southeast Campus in 1984. She had the honor of building that campus from the ground up. At the time I applied for a Provost position at TJC, two Provost positions were available --- Metro Campus and West Campus. During the interview, I was asked questions about each campus. In the end, Dr. Flo Potts was offered the Metro Campus position and I the West Campus position. For the first time in TJC history, there were two female Campus Provosts serving in that position, because Dr. Martin had moved to the Conference Center. The Provost positions were similar, but different. Metro Campus was the oldest and largest campus in student enrollment while the West Campus was going to be the youngest with the smallest enrollment serving the rural areas.

Female Campus Provosts became more common at TCC when Dr. Cindy Hess moved from the West Campus Dean of Instruction position to NE Campus Provost. At that time, Dr. Joel Kinnamen was SE Campus Provost. After Joel left to take a position in California, Dr. Carol Messer became Provost at Southeast Campus. During this time, there were four female Campus Provosts. Ironically, three out of the four (Dr. Cindy Hess, Dr. Carol Messer and me) had worked as administrators at the West Campus. This was a tribute to their leadership ability and the talent the West Campus was able to recruit.

Dr. Carol Messer, Dr. Peggy Dyer, Dr. Flo Potts, Dr. Cindy Hess Dr. Peggy Dyer, Dr. Carol Messer, Dr. Flo Potts, Dr. Sandra Massey

As I look back on the West Campus experience, I have come to appreciate the multi-campus structure of TJC/TCC. To its credit, during these years, it has become more “one college” than four separate campuses. It was faculty and staff from other campuses who collaborated to create the learning spaces at West Campus. I have always felt supported with advice from those far more experienced than me. Though finances have been tight, the College has found the financial resources to support West Campus academic programs and students. This supportive environment is one of the reasons employees, like me, remain at TCC to finish their careers.

Twenty years ago, President VanTrease set the West Campus vision of technology and innovation. Conference Center supervisors who hired West Campus employees kept that vision in mind, and so did I. The result has been a team of passionate and dedicated employees working toward the same vision and the “WC Commitment Statement”. Today, the WC numbers have increased – buildings, student enrollments, staff, faculty, programs, parking lots, and student organizations. It continues to be the employees and students who make the West Campus what it is today. These are the ones who will carry it into the future to achieve more, and become more, than one person, President Alfred Philips, could have ever dreamed.

On October 14, 2015, West Campus celebrated its 20th Anniversary (See Appendix J).

TCC West Campus

West Campus Staff

West Campus Faculty & Professional Staff

Provost Council

West Campus Memories

Submitted by “The Originals”

By: Dora Blocker

It was exciting to be a part of the team to be “originals” starting the West Campus. I have many wonderful memories, interesting memories, and the memory of being the victim of a scorpion sting. We were in a country setting so we did see animals, –pigs, deer, geese, etc., come on campus to check us out, causing a little interruption and excitement for the Provost at a meeting. Just a little list of things we did to get settled in on West Campus; Working out of boxes – looking forward to the furniture to arrive. Getting the rooms numbered - Avoiding the hard hat areas of the campus - Getting the Christmas tree and each employee decorating with a western theme ornament - Celebrating for any and all milestones reached (first thousand dollar day of income for Bursar’s Office) - Everything was new and we had many “first” goals reached that we could celebrate the achievement. Everyone had the same goals and worked together to reach those goals. For me – from Day one until I retired June 2000, I enjoyed being a part of West Campus and one of the “originals.” ###

By: Dr. Rachel Caldwell

I cannot imagine that any other college began in just the way we did at West Campus, now 20 years ago. When I was interviewed by Bobbie Woodward for the position of Liberal Arts Division Director, I had no idea that as yet there was nothing. Business, Mathematics, Liberal Arts--these were dreams in the heads of Dyer and Woodward, soon to be dreams with great appeal to those of us invited to participate in the construction of West Campus. And construction it was, with muddy grounds and skeletal buildings whose very skeleton threatened almost constantly to collapse.

I was one of three Division Directors employed at the beginning. We established ourselves in the TJC Conference Center and began a process that was to last much longer than any of us ever expected. We needed everything: offices, equipment, telephones, supplies (we had not so much as a paper clip among us), spaces for classes to meet. I remember scouring Sand Springs with Bobbie Woodward to locate rooms, or other spaces, that we could rent for holding classes. Our campus soon consisted of rooms in a bank, a church (where Sunday School paraphernalia surrounded the students concentrating on Algebra), a grade school auditorium with a class to meet at the back and another on the stage, the community center, and night classes at the High School.

Still, in great anticipation of things to come, we Division Directors began to interview for teachers—we could each hire three at first. I was delighted to find that so many well-qualified, experienced teachers were interested in joining us. I began the interviewing process in a room at the Conference Center, and after about three weeks of 29

this, I had found a dream trio, and hired Susan Kamphaus, Anne Phillips, and Penny Colglazier. They were soon joined by Carla Goble. This core group for Psychology, History, English and Child Development proved to be the most competent and dedicated teachers I had ever known, and we formed a strong bond which lasted until my retirement in 2000. Other teachers came to us later, but these four made my coming to work every day a delight. They gave me honest and useful response every time I asked for it, and sometimes when I , hadn’t asked. I remember Susan Kamphaus storming into my office one day about something I had done (or not done), and letting me have it, barrels blazing. I was tremendously proud of her, and of us, for because of her honesty we worked out a solution.

Still, we were not a cocoon to ourselves. Because of the necessary proximity to everyone else, we could get to the Provost, the Dean of Instruction, the Registrar, the Librarian, and all others involved in our process within a matter of minutes.

Peggy asked me to write about memories of the early days, so I will restrain myself from further reminiscing, and save all the rest for my book.

###

By: Hugh Callery

My first memories of the West Campus actually started while teaching at the Metro Campus. Everybody knew that the new campus was going to be built and a rumor was going around that West was going to be staffed with the less desirable faculty members from existing campuses. A little house-cleaning, you might say. In retrospect, this rumor turned out to be a joke because the West Campus crew turned out to be a "dream team", as far as I am concerned.

If anybody had any apprehension about the quality of people going to the new campus, it was discarded when the announcements were made concerning two fellow faculty members at Metro. Carol Messer joined the new campus as a division chairperson and Sheila Bradford joined as a faculty member. Simply put, these two ladies are outstanding in whatever they do.

Carol's remarkable career speaks for itself. I'm sure that upper level management hated to see her retire. Sheila has few matches in the classroom. She is an innovator and a skilled teacher. Not many people in the world of business and/or education approach their work with the ethics, professionalism and ability that these ladies possess. I say that with twenty years’ experience in the corporate world and fifteen years of adult education at TCC.

With Carol at the helm of the division and Sheila alongside, I had no qualms about making the move, so joined the ladies.

Ah, the ladies...... That's an interesting subject. As more faculty members were hired for the West Campus, the number of ladies grew. The number of male faculty members did not. We had six full-time faculty members at West when we starting our first semester of classes. I was the only man.

I enjoyed the company of the ladies. Still do. Certainly these remarks may be sexist in nature, but what the hell? It was interesting, amusing and enjoyable. I occasionally heard reference to "Hugh's Harem", but I am pretty sure there is no story there. This was probably just a rumor started by jealous people. In alphabetical order, the ladies

(as they should properly be called) were: Sheila Bradford, Penny Colglazier, Susan Kamphaus, Anne Phillips and Diane Trimble.

We were quite a crew and we had fun. I go so far as to say that the first two years of the West Campus were the most enjoyable years in my entire working career. The rest of my years at West were certainly nice, but being a part of starting a new campus from the ground up was quite unique and exciting.

We started our first semester under unusual and unpredictable circumstances. Completion of the campus was delayed for a year because of major construction problems. Because of this delay, the whole West Campus team was provided with temporary office facilities in the TCC Conference Center.

Room dividers were set up at the rear of a large classroom to provide a bullpen office for the faculty. We were rarely all there at the same time, but when we were, probably not much work got done. For the most part, we operated out of the trunks of our cars somewhere in a Sand Springs parking lot.

We did not have the campus yet, but Sand Springs wanted our classes to begin and so did TCC. The solution was provided by the town in the form of temporary classrooms scattered throughout the downtown area. Some were good and some were not so good.

I think I got preferential treatment. My first computer class was in a very nice conference room of a downtown bank, complete with bar and restroom. The bar was very nice. I recommended one for our new campus, but it was denied for various reasons.

I had eight students in the class. Someone unlocked the bank early for us and we had morning classes gathered around their private handsome expensive conference table. As I recall, they even had a pot of coffee ready for us.

After visiting with the other faculty members, I knew that I was lucky enough to have been assigned the best temporary classroom, but I did not gloat, of course.

There was one small problem. We did not have any computers for the students. They were informed of the computer labs at the other campuses, but were on their own. Fortunately, they were so enthusiastic about having local classes that there were no complaints about the lack of computers.

For the second semester of our first school year, we established a temporary mini-campus at the Presbyterian Church just east of downtown Sand Springs. The church was very kind to let us use their Sunday school classrooms for our classes during the week. Even better, we set up a computer lab for our students. It was nice and more efficient for all of us to teach in the same building that semester, even though our cars were still essentially our offices.

That first year was very memorable, a challenge and a lot of fun. I don't remember a single gripe by anyone. We all did whatever it took. The provost, the deans, the division chairs, faculty and staff all had the same goal: to get the campus running, even if we were not on site yet. Everybody pitched in and pushed tables and chairs around or whatever it took to get the job done.

For our second year of school, we were able to move into one of the finished buildings at the new campus site. As the other structures were completed, we moved into our respective offices and classrooms.

This move to our permanent faculty offices presented a humorous challenge for me. Everybody wants to hang pictures and plaques on their office walls, of course. Guess who these ladies came to for help? After some 31

period of time, the solution was to go to the hardware store and buy a toolbox and set of basic tools. I painted the tool handles pink and put a bow on the tool box handle and presented it to the ladies. It worked! I wonder if that toolbox is still around?

Perhaps, at this point, I should point out that there were other males at the West Campus in the early days. Jeff Siddons and Mark Ames worked in administration, so I did have male companionship when needed. But I truly enjoyed teaching with this group of ladies. They were and are the best.

I also need to include the non-faculty ladies (in alphabetical order): Dora Blocker, Rachel Caldwell, Carol Carr, Ann Craig, Peggy Dyer, Debra McPherson, Carol Messer and Bobbie Woodward. In the U.S. Navy (four years of my life), the highest rating is "Outstanding". The entire West Campus crew was "Outstanding".

One of the more challenging aspects of transferring from the Metro Campus to the West Campus had to do with the students themselves. At Metro, the statistics indicated that a typical Metro Campus student was a thirty- seven years old single female with two children at home and probably working a second job. I am sure that this is not an exact reference, but you get the gist of what I mean.

I do not know the statistics for a typical West Campus student, but it seemed more like a high school than a college. The average age appeared to be about nineteen or so. Because of this change in my audience, my teaching style needed to change. At the time, my wife was a high school teacher. She got a big kick out of my situation. Once I got the hang of it, I enjoyed the "kids" immensely.

There is a significant comment that I heard more than once on campus at West and is worth repeating. It is certainly very subjective in nature and had to do with a general perception about the differences between West Tulsa citizens and the people on the "other side" of the Arkansas River. It went something like this: "I'm sure glad you built this school. I wouldn't be going to college if I had to cross the river." That's an interesting thought. I'm glad that we built the campus.

I'll close with a small but significant story that is related to the West Campus.

In the spring of 1999, I attended the OSU commencement ceremony to see one of my nephews graduate. It was held on a Saturday afternoon in the football stadium. As I walked across a parking lot to the stadium, a young lady, outfitted in her cap and gown, flew past. She was late to the staging area. I saw her face long enough to recognize her. She was one of the first eight students that I taught in the conference room of the Sand Springs bank four years earlier.

I hollered at her and we had a quick visit before she had to go. She had finished at TCC and then transferred to OSU where she fulfilled her degree requirements and was now graduating. It really made me feel good to have seen and visited with her. Obviously, a lot of my students have completed their four year degrees, but she is the only one where I actually witnessed the achievement of that goal on a personal level. It made me feel good that I had contributed to her success. It gave me a nice warm feeling that I still enjoy to this day. I guess that's why we teach.

###

By: Ann Craig

In order to participate in a college education, one had to “sign up” for classes. Many of us older adults remember that task as onerous at best. However, it was a necessary evil and those of us starting out in the new West Campus determined to make it a positive experience for students and staff alike. Thus the adventure started.

The West Campus Registration Office started out in a tiny cubicle at the Conference Center with one employee, me. As I purchased basic office supplies, the space in the cubicle quickly grew even smaller. We were located there until our new buildings were ready for occupancy which took much longer than anticipated.

West Campus classes were set up in five different locations in the Sand Springs area. All reports and documents were produced through the Metro Campus Registration Office. I travelled there to pick them up and then take them to the various locations where classes were held. It was our own little version of the pony express.

In the mid-nineties, there was no on-line registration at “Tulsa Junior College”. Everything was done in person at the Registration Office or by telephone registration which was manned by student workers. The West Campus pioneered remote registration at the Sand Springs Community Center in order to make registration more convenient for our students. Our goal, when we opened, was to have computers available for students and give them the freedom to enroll on their own.

Shortly before the planned opening day for West Campus, I was able to hire three staff members. They each had excellent skills and provided West Campus students, faculty, and staff with a very positive customer service experience.

Finally the day arrived when we could make the move to the new campus and into our own new space. What we found when we arrived that morning was unbelievable. There were no ceiling tiles and wires hung down everywhere. Workmen were putting Formica covering on the counters and the smell of the glue and the dust from the future computer lab floor overwhelmed us.

We were able to connect a couple of computers at a desk in the back of the office and actually enrolled two new students who wandered into the building. Plastic garbage bags were placed over the computers until all the dust issues were resolved. We joked about needing hazard pay for working in an active construction zone. Our office furniture consisted of a few old pieces and a couple of folding tables obtained from Shipping and Receiving. It was not until much later that we received nice furnishings from Oklahoma Industries.

Vince Moore, Computer Services, Dave Harbeck, Vice President, and Leanne Brewer, Director of Admissions and Records, stopped by that first day of operation to check on the progress and declared it “all good”. At last we were up and running!

Because there were so few of us, the West Campus faculty and staff, under Dr. Peggy Dyer’s leadership formed a close knit group. We were all excited about the possibilities. We were given the opportunity to create something new. Dr. Dyer’s support of customer service training for all new staff members made all the difference and established West Campus as a place of support and warmth which carried over to everyone we encountered.

Dr. Dyer told us that most people are either “pioneers or settlers”. All of us were definitely pioneers.

###

By: Anne Phillips

My third year at WC brought a difficult student into my classroom. He behaved in class well enough, but he challenged me constantly about his grades. As the semester progressed, the grade challenges were becoming more agitated on his part. Before the young man was scheduled to meet me in my office, I called Louis Bordwine to see if he could be just outside my office during the meeting. I have never felt so safe in my life. The young man noticed Louis when he came in. Out of sight from the student, Louis had taken out his impressive pocket knife and casually trimmed his fingernails…all the time watching and listening to the conversation. That is some impressive Homeland Security. Thank you Louis!

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By: Jeff Siddons

In the Saddle Tales & Happy Trails

I was serving as librarian at TCC's Southeast Campus when it was announced that a new campus, a campus to serve the communities on the final point of TCC's master plan compass. It was a long haul from Dr. Alfred Phillips presenting and lobbying for Tulsa's right to a public college of its own to realizing this campus. We have a lot to thank out first president Dr. Phillips for, as it took a tremendous amount of effort to create political alliances and friendships to bring our college about.

What I recall was the camaraderie, professionalism and deep friendships that came out of the first years of growing west campus. As others will no doubt mention, we were held up a whole year before we could move into our newly built campus. But before we go there let me speak of our earliest start, the time we spent at the Conference Center on Skelly Drive. We were allotted space on two floors. For most of us, which numbered in the teens, we shared an open office space. Which meant we overheard each other's conversations and phone calls. We all had our responsibilities and were all working full days to order equipment, interview prospective staff and plan efficient use of the space under our care. It could be stressful at times but it also melded all of us into a solid team that had each other’s backs and helped us focus on making the most of the resources we had been given. The college's budget wasn't as flush as it had been in the past and we were the last campus to be brought on board. We had challenges. But it is always exciting to birth a totally new campus. If you get the chance to do this in your career, jump at it! This was my third involvement in originating a new campus so you know it can't be a bad experience.

West campus wouldn't be where it is today if it hadn't been for the support of the surrounding communities. Sand Springs especially stepped up and pitched in after we got the news that the piers supporting the foundations of campus buildings were faulty and we'd need an additional million dollars to fix the problem and make them safe. This was after the first construction challenge when the excavation crews discovered a huge, really big, hunk of rock lying in the zone of the foundation. More money was necessarily allotted to that part of the building project than planned.

So, for the first year of classes we made do and I mean really made do! We scrounged equipment from other campuses while ours was on order, we begged for classroom space in the community. The community came through in aces providing classroom space in a shopping center, bank boardroom, church basement, library meeting room, and middle school classroom. We couldn't have dreamed of better partners than our surrounding communities.

Supplying these unusual rooms that were separated and blocks apart was truly a challenge. The faculty had to be flexible and work under less than perfect conditions and troopers they were. Sometimes classes were bigger than the rooms and at other times they lectured to only a handful of students as the college struggled to get the word out that we were open and ready for business. Our provost Dr. Peggy Dyer was a one woman dynamo with seemingly boundless energy. She saw organization and promotion of the new campus as her mission in life and was up to the task.

As campus library manager, my job was twofold. One was to put together the resources and space to provide a basic college library. This wasn't hard for me as I'd done it before, knew my job and I had the help of all the other librarians, dedicated staff like Mary Kent and the complete support of my boss, Mike Rusk the dean of the libraries at that time. This part was the fun part. The real challenge, at least in the beginning, was outfitting modern college level classrooms with media equipment, tables, whiteboards and sometimes specialized teaching materials. The classrooms were so disparate and distant that each presented their own challenge. Classes held in spaces ranging from basements down stairs, spare rooms with large heating ducts running through them up steep stairs, to a middle school space with public school children attending classes at the same time. It wasn't just the physical challenges of the locations. We didn't have quite enough media equipment and much of it was borrowed or scavenged from the college's surplus warehouse. We became very clever at coming up with creative solutions to unique problems. Through it all every one smiled and helped each other get through it.

When we finally had our campus grand opening celebration the then president of the college, Dr. Dean VanTrease addressed a crowd of citizens, college staff and dignitaries in the large animal barn which is part of the Vet Tech program. At the end of his speech, just after an important point was made, the sheep, in their nearby corral, baaed in agreement loudly to every one's surprise and everyone laughed. A great end to a great day.

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Academic Advisement & Career Services

(*Counseling & Testing Center)

Laura Holtquist, Ashley Adams, Sarah Hutchinson-Lytle, Benjamin Bryson, Sybil Ogden, Mary Foster, Kristie Coleman, Lacy Andre, Molly Farley

By: Kristie Coleman

The Academic Advisement and Career Services Office, located in the Information Commons Building in Room I- 104, was formerly known as Counseling and Testing when the West Campus first opened in 1995. There were originally three full-time staff members in Counseling and Testing. They were Cheryl Elias and Doug Price, both Academic Counselors, and Juanita Longhorn, the Administrative Assistant. Terri Alonso joined the staff a few months later as an Academic Advisor. Because there were so few staff, everyone was cross-trained and required to be multi-experienced generalists in all of the areas of advisement, career services, and testing instead of being specialists in only one of those areas. Over the years as the number of students at West Campus grew, additional positions, including a part-time Office Support Clerk, part-time Academic Advisor, Academic Counselor, and Director were added. Originally, the office started with a concept of open advising where staff assisted and advised students at several tables in the student waiting area. The original design was like a “first stop” that was popular at community colleges across the nation at that time. However, because of sensitive student information, administration realized that staff needed to begin advising students privately in their individual offices.

Staff in the Academic Advisement and Career Services Office serves to assist students throughout their college careers at TCC. The services that staff provide are academic advisement, career counseling, placement testing, student employment, accommodations for students with disabilities, study skills assessments, and crisis management. In this office, students can receive assistance the moment they enter TCC’s doors, from submitting a TCC application for admission, to taking a placement test, to receiving guidance on determining their interests so they can select a major and career, to choosing courses each semester that are required for their degree plan and that will transfer to the four-year university of their choice, to receiving assistance developing a resumé and searching for employment, to filing for graduation. In addition to these services, staff are also involved in numerous outreach and community activities including but not limited to providing some support to the Glenpool Community Campus and the Conner Correctional Center in Hominy.

Before 2007, the Academic Advisement and Career Services Office did not have a Director. Staff reported directly to the Dean of Student Services, Mark Ames. In 2007, a Director of Student Development position was created, and Terri Alonso was hired as the first Director. Also in 2007, the office underwent a major remodel. The space that had been used for placement testing was remodeled into two offices, one for the Director and one for an Academic Counselor, and a space that had served as two smaller staff offices was combined with some existing space in the Academic and Campus Services Office. The result was a partnership between ACS and Academic Advisement and Career Services whereby they have since shared a joint testing area. All students who need to test at the West Campus, whether it’s a placement or academic exam, test in this area that is proctored by ACS staff.

Many talented individuals work in the West Campus Academic Advisement and Career Services Office. Laura Holtquist and Sybil Ogden have served in their roles the longest. Laura has worked as an Academic Counselor since 1998, and Sybil has worked as an Administrative Assistant II since 2000. Other staff includes Molly Farley, Hutch Lytle, and Ashley Adams, all Academic Counselors; Benjamin Bryson, full-time Academic Advisor; Mary Foster, part-time Academic Advisor; Katie Rice, part-time Office Support Clerk; and Lacy Andre, Work Study Clerk. Kristie Coleman has served since 2011 as the second Director of Student Development. Although all of the staff work tirelessly to serve our students, two staff have won Staff Excellence awards, Sybil Ogden in 2004 and Benjamin Bryson in 2014.

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* Previously Known As

Academic & Campus Services (ACS)

(*Evening Programs)

Carol Engman, Dawn Pomaville, Sherrill Durbin, Katherine Baker, Vicki Taylor Reatha Blackburn, DiAnne Cunningham, Wade Zickefoose

By: Dr. DiAnne Cunningham, ACS Director

The Academic and Campus Services Office, located in the Information Commons Building, Room I-106, was formerly known as Evening Programs, when the campus first opened in 1995. At that time, the main function of the office was to provide services to evening and weekend instructors and students. The office also, and still does, serves as the main evening and weekend campus administrative site for the campus.

Dr. Jim McElyea was the first Director of Evening Programs. He served for 5 years at West Campus and retired in 2003. Since then, Sheila Bradford, Barbara Marshall and the current Director, Dr. DiAnne Cunningham have served the West Campus part-time faculty in that position. During their tenures, the services have grown in a variety of ways. Academic and Campus Services at the West Campus provides a unique set of support services. In addition to providing services to approximately 160 part-time instructors, who represent 70% of all TCC faculty, and their students, the office also serves full-time faculty members. Additionally, the office serves Continuing Education part-time instructors when their classes are held on the West Campus.

The office serves as a communications hub for instructors by providing mail, email, telephone, and message services. In addition, the office maintains an ACS Blackboard site that contains valuable information for instructors. These support services are unique to a few community colleges, as most do not offer these type of services to part time faculty. Since its opening, the ACS purposes have broadened to include oversight of community campuses, assistance with concurrent enrollment and support for corrections education.

Under the leadership of Sheila Bradford, the West Campus pioneered the campus electronic syllabus collection process. Also, Sheila led the establishment of the college adjunct professional development requirements and programs of professional development courses during adjunct convocations. Sheila led the development of the adjunct faculty awards system. All of these became college processes and programs. Finally, Sheila began the Corrections Education Program at Dick Conner Correctional Center, along with the Business and Information Technology (BIT) Division. It has become a significant TCC program primarily funded by the TCC Foundation.

The following is a list of some of the services available through Academic and Campus Services: printing, classroom keys, a repository of forms, contact information, procurement of homework, make-up and online test proctoring, orientations, professional development plans, electronic syllabi collection, and electronic gradebook collection.

Prior to 2005, the ACS office began offering limited testing services. In 2007, the demand for a location for student to use for testing increased so that an area was remodeled between the Student Development and Academic and Campus Services Offices which allows students to take academic and placement exams in a proctored environment. As a result, a Testing Service, which is managed through the ACS Office, was established. This partnership with Student Development is unique at the College. The number of students using the testing area continues to grow as more classes are offered online and as more courses require certification exams for completion.

In 2006, the Academic and Campus Services Office expanded services to include a Buyer to be on hand to help the campus with purchasing needs, but to also be ready to take care of urgent purchases for the Child Development Center and specialized purchases for the Veterinary Technology program, which are unique programs for the West Campus. Sherrill Durbin readily accepted the move and has been a key element to the success of both the Child Development Center and the Vet Tech program.

With the plan to make higher education more accessible to residents of the City of Glenpool and the surrounding communities, in Spring 2008 the College began offering classes at a new site, the second floor of the Glenpool City Hall Building. Over the past few years, the former Glenpool City Hall has been remodeled into a newly renovated, modern Glenpool Community Campus. Students have access to general education classes, continuing education classes, and many student services at the site. In Fall 2012, Reatha Blackburn began working as the Campus Manager.

As the campus increased its outreach to rural areas, the Cherokee Nation Educational Center at the former Cherokee Casino and TCC partnered to offer educational opportunities to Cherokee Nation employees and tribal members. ITV courses were also broadcast to tribal centers in Roland and West Siloam Springs.

Currently, the Academic and Campus Services Office helps to support and coordinate credit and non-credit educational programs at Central Tech in Drumright, the Glenpool Community Campus and Osage Nation Department of Education in Hominy. The ACS staff also works with corrections education at Conner Correctional Center in Hominy, which has been designated as a community campus as well. The Glenpool, Conner and Osage community campuses have earned HLC accreditation within the last few years, which allows TCC to offer degrees and certificates for students at these sites. These community campus programs have allowed TCC to provide educational access to those who may not have had access, and have increased outreach to diverse populations.

The ACS Office staff consists of many talented persons. Carol Engman served as an Administrative Assistant II and recently retired after 15 years of full time service. Dawn Pomaville, Katherine Baker, Sherrill Durbin, Tim DeGeer, along with Amber Love-Cartwright serve to round out the team and provide a variety of services to faculty and students.

Besides the office staff, there are many people who serve through the ACS Office to support and strengthen the services offered at a variety of sites including the Glenpool Community Campus, Conner Correctional Center, Osage Nation Department of Education and Central Tech Drumright. It is through their efforts that the ACS Office is able to reach out and support TCC’s efforts in a wide variety of locations.

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Bursar

Shelby Cartwright Kelsey Fox, Morgan Barnett

By: Kelsey Fox, Associate Bursar When West Campus opened at its present location in 1996, Gary Blocker was the first Supervisor of the Bursar office, with Lonnie Hobbs as the Comptroller. The Bursar office’s policy was you paid at the time of enrollment with either cash or check. Hence the name Bursar, which is a person who manages the financial affairs of a college or university. At the time Gary Blocker was supervisor, the bursar office only consisted of Gary and part-time workers. Since Gary, the bursar office has had the pleasure of having Chrissy Pederson, Shelby Bishop, and Justin Rice as directors.

Under Justin Rice’s supervision, the bursar office changed from two full-time workers and three part- time workers, to having three full-time employees. This became the norm for each bursar office around the entire college.

The supervisor today is Kelsey Fox, who has been with the college since 2005, first starting out as accounting clerk and then moving into the supervisor role in 2009. The Accounting Clerks are Morgan Myers (Barnett), who has been with the Bursar office for 3 years, and Shelby Cartwright who has been with the college for 2 years.

The Bursar office has had many achievements since our beginning in 1995. We provide excellent customer service for constituents. We have streamlined processes such as changing from in person payments using cash registers, to in person payments made using computer software, to on-line 41

computer payment options. The Bursar office has reduced accounts receivables through active collection processes, which has helped us collection millions in past due debt. We have moved from student refunds being picked up in person at campuses, to mailing refunds, and partnering with HigherOne to help get refunds out earlier and more effectively.

The Bursar office has also started cross-training staff between campuses through Focus on Friday. This has allowed us to train other areas, as well as, gain information about other departments within the college. In 2009, the Bursar office took over Scholarships from the Financial Aid office. The West Bursar now applies every scholarship to each account, payment for that scholarship, and sends information to reconcile so any additional funds can be refunded to the student.

In 2013, the West Bursar office began maintaining the collection of funds through Oklahoma Tax Commission intercepts. In 2015 alone, we were able to collect almost $1.2 million dollars for many unpaid balances. Additional work done by the West Bursar specifically include: National Guard Tuition Waivers, returned paper-checks, Student Account email, Bridging the Gap Scholarship application of payment, and 3rd party billing payments.

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Business & Information Technology (BIT)

(Business Services)

Travis White, Jim Maxson, Jeff Horvath, Jennifer Dillard, Gornie Williams, John Muehlberg

By: Gornie Williams, Associate Dean of Business & Information Technology and Mary Philpott, Sheila Bradford, & Dr. Carol Messer

WC BIT (formerly named Business Services) History 1995 – 2015

1995 Carol Messer first Division Chair of Business Services

Sheila Bradford Accounting Faculty and Hugh Callery Computer Faculty agreed to move from Metro Campus

The first class schedule was created before Carol arrived and was basically a large selection of classes from the College Catalog. Carol quickly reconfigured the schedule and cancelled low enrollment classes to arrive at a more efficient and effective schedule.

From the beginning Dr. Dyer used a team-based approach.

Because the West Campus was still under construction, the first Fall and Spring classes were held at outside business, churches, and etc.

One business class was held at BancFirst in Sand Springs, where students were unexpectedly greeted with a heightened sense of security, but also treated to their morning coffee and refreshments.

By summer, the Science and Math building was complete and classes were held there.

1996 Fall the Liberal Arts Building was complete, and Business was housed on the second floor.

Staff began working to understand the new service area, and also started reaching out to the business community to market classes, calling on such companies as Webco, Parker Plastics, and Flintco.

Classes were offered in Sapulpa, and at Central Vo-Tech in Drumright, as well as QuickSet Black & Decker in Bristow.

By 1998

The staff was “plugged in” to the community, attending city Chamber meetings, and joining City ‘Leadership” cohorts.

Community outreach was a part of the West Campus strategy from the beginning … having classes as far reaching as Hominy, Oklahoma where Ann Taff taught computer classes part time. Ann subsequently join the Business Division as a full-time faculty in the Spring of 1999.

The team, led by Carol applied for and received a Title 6B International Business Grant, which as a first at TCC.

1999

Members of the team went to Canada as a part of the Grant research.

When Sister City Delegations came to Tulsa, they were entertained on West Campus.

Mary Philpott joined the Faculty in the Fall of 1999.

The college, seeing the vision of online classes, asked that each division develop / teach 2 online classes. Sheila Bradford quickly embraced that teaching strategy and was the first TCC faculty to get involved in online courses. The pioneering spirit of the West Campus Business and Information Technology faculty caused them to develop and teach many more. Some of these classes are still taught exclusively by WC BIT today.

2000

Sheila Bradford was hired as the Division Chair after Carol Messer was promoted to the Dean of Workforce Development for TCC.

Tamara Davis joined the team as a Faculty.

The team organized an International Business Conference on West Campus (Chaired by Mary Philpott.)

Members of the team went to Monterey Mexico as an additional part of the Grant research.

The title of Division Chair gave way to the title of Associate Dean.

Also, some faculty college started calling the division Business and Information Technology, rather than Business Services – and the name stuck.

Jack Williams joined the team as an Accounting Faculty at 60%. And moved to 100% the following year.

Melinda Smith was hired to coordinate a new Transportation Management program.

Earl Goodman, who was the coordinator of the Technology Learning Center, also had teaching responsibilities in the Division.

He later took responsibility for coordinating the Transportation Management program and even conducted research by taking a cross-country trip in an 18 wheeler.

Hugh Callery retires Summer 2002

2004

Mary Philpott was hired as the Associate Dean when Sheila Bradford accepted the position as Director of Evening Operations at West Campus (which later came to be know as Academic and Campus Services).

The team developed the Honors Business program, becoming the only Business and IT division to offer Honors classes. As a part of Honors Business, a unique business model approach was used to teach the academic classes. By creating simulated real-world projects and working across the disciplines, BIT faculty created what came to be known as “The Firm.”

Additional partnerships were established. One example was a partnership with the Native American Studies Program and the Native American Chamber. The ideas was to introduce this population of students to business related content.

2004-2005

Hospitality and Gaming Operations (HGO) program was created after Dr. Kontagontis was approached to work with the Native American Gaming businesses.

The program was assigned to WC BIT.

The Cherokee Nation was the leading tribe in the effort headed by Doyle Paden.

Jim O’Mealey was hired as Business Faculty to coordinate the HGO program.

Classes were offered at various tribal sites, including at the Cherokee Nation Education Center in Catoosa. Eventually classes were broadcast via ITV to multiple sites including Roland and West Siloam Springs.

2006

In November Gornie Williams was hired as the Associate Dean after Mary Philpott accepted the position as Dean of Workforce Development. She followed in the footsteps of Carol Messer who moved to SE Campus as Provost.

2007 Launched Corrections Education Dr. John Gibson partners with Department Of Corrections. Federal Youthful Offenders Grant - $25,000 allocated to TCC for work with Conner Correctional Center in Hominy, OK. IT Business Computer User Certificate was revived for use initially in Corrections. Due to declining enrollments, ramped down Transportation Management Program. Established relationship with Army Reserve / Nation Guard Unit across the street. Tamara leaves to go to OU-Tulsa.

2008 Federal Youthful Offenders Grant - $50,000 allocated to TCC for work with Conner Correctional Center in Hominy, OK.

Hospitality - Articulations with NSU - Partnership with Osage to offer the Gaming Certificate onsite at their North Tulsa location. - Added Event Management as an Option.

Shelia Bradford rejoins team as Faculty, assuming position vacated by Tamara. Barbara Marshall becomes the new ACS Director.

2009 Federal Youthful Offenders Grant - $60,000 allocated to TCC for work with Conner Correctional Center in Hominy, OK.

Project Management Program created in consultation with Industry Advisors.

Worked with Tulsa Mayor’s office to establish Veterans Military Resource Centers on each campus.

Created Student Veterans and Active Military Student Organization (The first cross-college Student Organization).

Created the Second Chance Scholarship to support Corrections Education.

Created a relationship with Chef Jeff Henderson (See page 50).

Established an ROTC program in partnership with NSU-BA.

2010 OSHRE Reach Higher Coordinator for TCC

Jack Williams passed away

Jim Maxson hired as Business Faculty / Coordinator of Corrections Education and Project Management.

2011 Dick Conner Corrections site is approved by the Higher Learning Commission. (HLC)

Through operational dollars and Perkins funding all BIT classrooms were upgraded to Smart Boards, and either Desktop PCs, MacBooks, or Laptops.

Sheila Bradford Retires

2012 Marion Jones (See Page 50)

Perkins Tablet PCs

Lindsey Barbour hired as Accounting & Business Faculty and Honors Business Coordinator

2013 Frank Abignale (See Page 50)

Ann Taff Retires

Jim Maxson moves to lead CIS discipline and continues to coordinate Project Management.

Lindsey moves to Metro Campus.

Jeff Horvath hired as Business Faculty to Coordinate Corrections Education.

Travis White hired as Business & IT Faculty to Coordinate the Technology Learning Center (Replace Earl Goodman. And like Earl, he reports to the ACS office and has teaching responsibilities in the Division.)

Perkins funding - 3 Project-based Learning Environments (including small form-factor computers, large displays and laptops.)

HGO program is renamed Hospitality Management.

NSU-BA discontinues ROTC program after federal government sequester.

2014 Jennifer Dillard hired as Accounting & Business faculty / Coordinator of Honors Business. She replaced Lindsey.

Perkins Grant for ‘mobile’ Project-based Learning Environment to support Community Campus Workforce Development programs.

2015 Melinda Smith moves to SEC

Jim O’Mealey Retires

OSU Business Admin Articulation established

Second Chance Scholarship received $50k Endowment from Oklahoma Masonic Introduce wireless projection technology to all BIT classrooms as well as some other spaces, including the TLC and the Board Room. (E.g. Brightlink, ActionTech WiDi, and Apple TV) allowing individuals to quickly connect their mobile devices to the projection technology for presentation and instruction purposes.

Professional Development called WestTech rolled-out at Convocation.

 Our initial effort is to familiarize WCBIT classroom users with our latest technology so they can continue to deliver great instructions to our student without the surprise of walking into a classroom full of new technology.

 Our ongoing efforts will include introducing the many innovative features that the technology provides so that users can enhance their classroom instruction.

West Campus continues to fulfill its vision of “technology and innovation” in the classroom. West Campus is the “Technology Campus.” It continues in this tradition today with housing the most technologically advanced training rooms and the best logistically furnished rooms to facilitate training and learning.

Corrections Education Oklahoma is consistently ranked number three or four in men’s incarceration and number one for women’s incarceration per capita nationally. “Studies show that inmates with at least two years of college have a 10% re-arrest rate, compared to a national re-arrest rate of approximately 60%.” (Center on Crime, Communities and Culture, 1997) A current study by the Kaiser Foundation found that 75% of those returning to prison did not have jobs. (The Kaiser Family Foundation, 2007) Given the statistics described, TCC has recognized the importance of initiating a Corrections Education program to improve our communities and reducing the recidivism rate in Oklahoma. The addition of the Corrections Education program at Tulsa Community College strongly supports the organization’s mission statement by providing access to an “innovative, flexible and affordable public higher education” to a historically underserved population. TCC is in partnership with the Oklahoma Department of Correction. The Corrections Education was launched as TCC received funding from the Youthful Offenders Grant (YOG). Three years later, the grant ended and TCC established the Second Chance Scholarship in the TCC Foundation.

Beginning in 2007, the TCC Corrections Education program was financed with a Youthful Offenders Grant (YOG) federal grant. This partnership made it possible to offer college classes leading to certificates and degrees onsite at Dick Conner Correctional Center in Hominy for men. The first year the amount was $25,000, followed by $50,000, and finally $60,000. In 2009, the grant funds ended and the West Campus Provost established the Second Chance Scholarship in the TCC Foundation to bridge the gap between available funds and the cost of tuition and books. Additionally, TCC established a contract tuition rate and negotiated a reduced cost used textbooks program. All of these efforts were to support the men’s facility in Hominy. In 2010, a second partnership with the Girl Scouts Beyond Bars Program of Eastern Oklahoma allowed WC to include women in the program. Additional partnerships have been forged with WorkForce Oklahoma, Family and Children Services Women in Recovery, and Turley Women’s Correctional Facility. All of these have helped the program achieve a participation rate of approximately 50% men and women today. During this time, selected students have received funding from Veterans Benefits and Native American Tribes. In a few cases, family members have provided financial help. Through the years, there continues to be increased interest in the program, but eligible offenders are waiting until funding can be provided. With the help of the TCC Conference Center, WC has applied for several grants and raised private dollars through the Second Chance Scholarship program

to try to meet the growing need. In total to date, West Campus and the TCC Foundation have raised $357,500 (See Appendix K).

The program philosophy is built on milestones of success approach. Over a period of up to four years, prior to being released, cohorts of students attend classes taught by industry professionals, wherein they not only receive an education, but are mentored toward a new way of life. Each year the students take classes that culminate in a graduation ceremony. Beginning with Certificates and ending with an Associate degree. This allows students, all too familiar with failure, to begin to experience a new pattern of success in their lives. Additionally, the family members who attend the ceremonies also begin to see this new pattern and get to celebrate these new found successes with them. In addition to the mentoring that takes place on a daily basis with the faculty, various celebrities with criminal histories, who have seized upon a second chance in life, attend the annual graduation ceremony and/or deliver the commencement address held each year in July inside prison walls in Hominy. This approach helps inspire the offender students that they, too, can be successful after prison. The first of the three celebrities include former Olympic Track and Field star and former player for the Women’s National Basketball Association (WNBA) Tulsa Shock, Marion Jones who served a prison sentence for drugs. Second, Frank Abagnale, Jr., is known for his extraordinary true life story as a brilliant young master of deception with the FBI on his trail. The movie, “Catch Me If You Can” starred Oscar nominee Leonardo DiCaprio and two-time Academy Award winner Tom Hanks. Finally, since 2009, the celebrity who has almost adopted TCC is award-winning chef, television Food Network star, and best-selling author, and a true friend and supporter of TCC’s Correction program, Chef Jeff Henderson.

Bringing Chef Jeff to TCC It was late December, 2008. TCC was closed for the holiday. I was at home in a bedroom watching daytime television, which I seldom do. Suddenly, I heard a tag line, “Stay tuned to hear from “Chef Jeff Henderson, a former felon, who worked his way to Executive Chef at Cafe Bellagio in Las Vegas." That sounded interesting to me, and, of course, I stayed tuned.

After the commercial, Chef Jeff told his story to Oprah Winfrey and millions of listeners across America -- - including me. When he finished, I knew two things for sure. 1. His story and life experience would benefit the students at Dick Conner Correction Center. 2. I was the only listener who wrote his name on a Kleenex box next to my chair. I did not want to forget it.

In January, 2009, I went back to work and immediately met with Gornie Williams and Barbara Marshall, the new ACS Director. I told them I had met Chef Jeff, through television, and I immediately connected with him. I knew his message could make a difference in the lives of our students. Then, I told them “I want Chef Jeff to be the 2009 TCC graduation speaker.” To this day, I do not know what they thought. It was probably that I was crazy. But, the three of us began the journey toward getting Chef Jeff to TCC.

The pursuit began with finding out who he was, where he lived, his office contact information and so forth. We needed the “Chef Jeff Basics” to begin the process. After this was gathered, Gornie and Barbara met to map a strategy. It began with the traditional emails, faxes, telephone calls, and mailing an inquiry letter to his office. We received no response. Every few weeks we would get back together and have another strategy session. My ending message was, “I want Chef Jeff in Hominy in July. I know 50

we can do this.” Time after time the results were zero. During our meeting in March, Barbara shared that her sister was traveling to Las Vegas to visit her daughter and granddaughter. The idea came to ask her sister to personally deliver a “Made in Oklahoma” basket with an invitation to come to Oklahoma. This was done. We were feeling pretty good about the idea, but there were no results. In April, unexpectedly, Gornie received a telephone call from a woman who said she was Stacey and she was driving down a Los Angeles freeway. She was Chef Jeff’s wife and agent. Chef Jeff wanted to connect with TCC because they had received our various types of communications. They had not responded because they had been in Europe for several months. From that phone call until today, WC has been connected with Chef Jeff. He has become a spokesman for the Second Chance Scholarship and the work we are doing with men and women offenders.

In July, 2009, Chef Jeff delivered his first TCC graduation address at Dick Conner Correction Center. The room was packed with family and friends of the graduates, Department of Corrections employees, and legislative representatives. Everyone in the room was "blown away." Every year, we contact him and hope he can come to deliver advice, inspiration, and hope to our TCC graduates, who, for the most part, will be returning to our community to live and work.

Pre-assessment to Participation There are stringent requirements to become eligible to participate in the Second Change Scholarship program. Students must qualify by completing a High School diploma, GED, or have previous college credit. A participant must have demonstrated good behavior by having no misconducts within the last 12 months. A participant must be recommended by their case and unit manager’s and have a release date greater than 30 days from the end of the applicable semester. Finally, the participant must meet the TCC minimum placement scores in reading and math as determined by the Compass test. To maintain eligibility, students must have no misconducts while in the program, as well as, maintain unit and case manager recommendations. The participant must perform in the classroom by maintaining a minimum GPA of 3.0. Students may not withdraw from a class after the official drop date. Students must complete the re-enrollment process prior to beginning each semester. Finally, they must be continually recommended by instructors and Educational Assistants.

Academic Programs Much research went into which programs to offer in the Corrections Education program. The goal is to get an offender trained, skilled, and ready for a job upon release from prison. Because jobs today demand a workforce proficient in computers, the base certificate is a Business Computer User certificate. Research found the hospitality industry has a very high rate of employee turnover, as well as, and a lot of different job titles within one property. Finally, it was found a few of these properties were willing to hire an x-felon to give them a second chance at a new life. The hospitality program offered both restaurant and hotel management training. Later, event management was added. Recently, a horticulture certificate was used with added courses in small business. The latter gives the offender basic information on how to start his/her own business. All of the certificates can lead to an AAS in Business degree.

In 2011, the Higher Learning Commission (HLC) fully accredited the Dick Conner Correctional Center as an additional location where TCC would offer courses leading to an associate degree. 51

Program Success In these eight years, with unstable funding, there have been a total of 400 certificates and 15 Associate Degrees awarded. In 2015, three Associate Degrees were awarded, which was the highest number in one graduation. In 2016, it is projected to have six Associate Degrees awarded. Of the students participating in TCC’s program, less than 5% have returned to prison, representing a significant reduction when compared to the state’s average of over 20% (See Appendix K).

Commencement 2015 – Dick Conner Correctional Center

Phi Beta Lambda

By: Ann Taff

As a long-time FBLA advisor, when I applied for my position with TCC I asked if we could have a Phi Beta Lambda (PBL) chapter. Carol Messer responded with a resounding yes. Chartering a new student group is sometimes tedious because of the ten people required to begin the charter process especially because the enrollment at west campus was just beginning to build. I began working on chartering a group my first full year and had difficulty getting the necessary interest and members so it moved to the next fall and spring semester. The charter was finally approved in the fall of 2000. The first year we took one student to state even though three had signed up to go. That student drove back home after testing because he didn’t feel like he had one in either one of his events. I stayed because I had been asked to help with the conference. I had to walk to the stage three times even though he had only entered two events, he took some open event testing. That was our first experience. He did not place first in any of his events so we did not qualify for nationals. The second year we took 5 students to state and received several winners with only one person who placed first and she was Sheila Bradford’s daughter Gina. She qualified for nationals and placed seventh. From that year forward we qualified for national competition every year and it has continued through last spring of 2015. The last year I was an advisor it was my pleasure to have another AD’s child place on the national level, Thomas Williams. What a finish for me as an advisor for over 30 years of FBLA/PBL chapters. We did not always win at nationals but we did have several who did. I wish I could remember all of the winners but I can’t and I can’t find the records since my retirement. It was my pleasure to be involved in the creation of the West Campus Chapter of PBL. It was with the recruitment help of Jack Williams that we had so much interest and continued interest in PBL. He taught more advanced classes and was able to convince students of the value of being in a student organization. It was through his leadership along with mine that students were led to potential they didn’t know they possessed. Several of our students, who qualified and participated at national competition, had never been out of the state of Oklahoma. PBL attracted members of all ages and several of those older students qualified and placed at nationals. ###

Campus Police (*Campus Security)

Officer Carl Wortham, Lt. Tim Lawson, Capt. Ravin Crawford, Officer Randy Arnold, Officer Louis Bordwine

By: Ravin Crawford, Campus Police Supervisor

The Way We Were

In 1995-1996, Tulsa Junior College West Campus classes were held in seven different community sites. Charles Page High School was one of these. TJC Security officers patrolled the high school and construction site of what is now WC in their personal vehicles to ensure the safety and security of the educational process. At this time, officers were also in plain clothes wearing their badge and personal firearm. Upon completion of the Science & Math building, the TJC Campus Security Office was first housed in room S-144. It is currently known as “the old S&M building.” At that time, the S&M building was the only building complete enough to conduct business and have classes. It was exciting to watch the construction of the remainder of the campus as classes and business continued, although parking was a real challenge.

During this time, police staff consisted of only two full time officers, the police supervisor and assistant supervisor; the rest were part-time staff. Louis Bordwine (pictured above), was the Captain/Police supervisor at the time and his assistant supervisor was John Hickey. Louis retired as Captain in 2006, and Greg Turley was selected as Captain at WC. Greg’s assistant supervisor during the majority of his tenure with TCC Police was Larry Kinney. Louis couldn’t bear to stay away, and was hired to return to WC police to contribute his experience and expertise as an officer. Greg Turley served as captain over 8 years before retiring in 2014. A few months following Greg’s

retirement, Ravin Crawford took over as Captain/Police Supervisor at WC with some big shoes to fill. Subsequently Larry Kinney retired in 2015, and Tim Lawson was selected to join WC Police as the new lieutenant.

The Way We Are

Today we are very fortunate to have grown into more of a full-time community Police Office rather than part- time. There are over 30 police staff employed at WC, five of whom are full-time officers and the remainder part- time officers and office support staff. We protect the students, staff, faculty and assets all year, twenty four hours a day, seven days a week.

Community Contributions and Collaborations

College-wide, TCC Police attend and support all TCC sponsored events on and off campus such as the annual Day of Caring, United Way campaign, Reading Partners, Paint the Zoo Blue, and TCC graduation. We also host training with special guest speakers that have been open to the public as well training of our own that is beneficial to our population and keeping our campuses safe. Lastly, we collaborate with other local agencies to offer additional training for faculty staff, students and visitors. Some of the organizations we co-sponsor training are F.A.C.E.S. (Families & Communities Empowered for Safety), DVIS, Family and Children Services, TPD, Sand Springs Fire and Police, and Berryhill Fire and Police.

Special Achievements

Our department now has:

• Fully operational police department

• Full time investigator, training officer and dispatchers.

• Marked police cars, uniforms and duty equipment have been placed at all campuses.

• Cameras to protect sensitive areas and emergency call boxes.

• Automated External Defibrillators placed where needed.

• All officers are state certified police officers and compliant with the Council on Law Enforcement Education and Training, (CLEET) regulations as well as the National Incident Management Systems, (NIMS).

Two full-time officers, Louis Bordwine and Greg Turley, have been recognized as Best of TCC, during this period.

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Campus Store

Mickaela Casper, Marguerite Barnette, Ryan Harris (Note pictured: Toni Abbott, Michele Hamilton, Kelly Judd, James Purcell, Stephanie Radloff)

By: Marguerite Barnette, Campus Store Manager

The West Campus Store is partnering with the rest of the college as we all share in the excitement of the 20th year celebration. The store has a humble beginning, being the only store that we did not grow out of before we actually moved in. We started out with 12 tables, three employees, and very high hopes. I worked at Northeast for 4 years, then on to Southeast for 6 years before being promoted to start and oversee the West Campus Store. This began my West Campus journey. I was housed out of Metro while we were waiting for the campus to be completed. I set-up account partnerships with different vendors for an additional ship to address for the West Campus Store.

The store is excited about the college’s mission and we strive to make sure that we are a part of the team at all times. We truly appreciate the leadership, the students and the employees of the West Campus. We are small, but we do care about our image and we work very hard to make sure that our customers know that they matter to us. We are sincerely grateful for the relationships and the ties that we have developed over the years with all of our customers. I am peacock proud of the growth of the West Campus and I will always do my part to make sure that we deliver an awesome level of customer service. Just holler is you need us for something, we will come running.

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Dean of Student Services

Joyce Webb, Terri Alonso

By: Terri Alonso

The West Campus began with very few individuals working in the Student Services areas. Dr. Mark Ames was the original Dean of Student Services who was hired in 1995. Prior to the opening of the campus, Dr. Ames provided service to students and conducted business at his temporary office at the Conference Center as well as various locations in the West Campus community. His responsibilities included addressing student conduct and concerns and engaging students who were enrolled in the various locations in the community with the college.

Dr. Ames held the position of Dean of Student Services for 16 years until 2011. During this time, he served as Dean of Student Services and until 2006, also served as acting director of Counseling and Testing/Student Development. Just prior to the opening of the West Campus in the summer of 1996, Shannon Duncan joined the team as the Director of Student Activities, Cheryl Elias and Doug Price as Academic Counselors, and Sophia Wilson as the Campus Nurse/Student Health Services Supervisor. These individuals were his direct reports who subsequently hired their own staff to assist students in their respective departments.

In 2006, the campus had grown enough to warrant the addition of a Director of Student Development (formerly Counseling and Testing). Terri Alonso was hired in this position and had been working in the Student Development department for 10 years since the summer of 1996, first as an academic advisor, then as an academic counselor. Shannon Duncan left the college in 2001 and Jennifer Duncan was hired in her place as the Director of Student Activities. Debbie McNett was also hired in 2001 as the Student Health Services Supervisor, taking the place of Sophia Wilson.

During the time when Dr. Ames served as Dean of Student Services, he was involved in the community through the Tulsa Chamber and various outreach activities. He always involved his staff in these outreach activities such as visits to Central Tech in Drumright, high schools such as Glenpool, Sand Springs, Sapulpa, Hominy, Webster, and various other community events. In recent years, we continue the focus on outreach and provide support to our community through events such as:

Dick Conner Correctional Center Student Support Day of Vision Community Event Glenpool Student Health Clinics Osage Nation Department of Education Orientation Tulsa Public School (TPS) - Remington Elementary 5th Grade Day TPS - Robinson Elementary 5th Grade Day Toy Run Community Event Turley Career Workshops TPS - Webster Career/Majors Workshops WestFest Campus and Community Event

In 2011, as Dean of Student Services, Terri Alonso established the West Campus Student Services Leadership Team. The team consists of leaders from Bursar, Enrollment Services, Financial Aid, Fitness Center, Student Activities, Student Development and Student Health Services. The goal in establishing the team was to increase visibility of the Student Services areas as well as to continue providing excellent service to our colleagues and our students. The team provides communication to front line staff from the Student Affairs leadership perspective as well as from the Provost Leadership Team and Provost Council perspective. A few examples of activities and events which have been held for both students and staff since 2011 through the Dean of Student Services office include:

Appreciation Breakfasts Appreciation and Secret Pal Week Dealing with Difficult Students – Faculty Workshop Coffee and Conversation with the Dean (for students) Customer Service Training Dining with the Dean (for students) Campus Lockdown Training Provost Scholars Breakfast/Lunch (for students) Student Services Annual Retreat Title IX/Threat Assessment Training

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Enrollment Services

(*Registration)

Dyawna Dostal-Shields, Nicole Mina, Betty Hubble, Penny Rogers, Michael Harris

By: Michael Harris, Enrollment Services Director

Enrollment Services was formerly known as the Registration Office when the West Campus opened in 1995. The office officially opened in the Information Commons Building, I-164, where it still operates today. Prior to that, registration was held off campus at the Sand Springs Community Center. The original staff of four consisted of Registrar, Ann Craig; Para-Professional, Traci Heck; Secretary, Sheri Gaddis; and the Registration Clerk, Betty Hubble. Ann Craig was hired in the spring semester of 1995, with West Campus under construction she was trained at different campuses. West classes were also being held at seven different locations until the buildings were completed. When the West Campus facilities finally opened for business, there were only four offices ready for occupancy, Registration, Campus Police, Counseling and Testing, and the Bursar office. At that time, ceiling tiles were not installed, there were no desks and the short window did not have a pull-down, so a piece of plywood had to suffice. Standing at the counters serving students was the norm because there were no stools, and mice were running across the floors while scorpions hid in the bathrooms, yet the staff of four carried on. The title of Registrar eventually changed to Director of Enrollment Services. Following Ann Craig, Traci Heck, Eileen Kenney and the current Michael Harris have all held this position. The title of Para-Professional was also renamed, becoming Associate Registrar. The second Para-Professional was Tammy Thompson and the present Associate Registrar is Dyawna Dostal-Shields. The title of Secretary was changed to Administrative Assistant II which today is Betty Hubble who is the longest serving employee in Enrollment Services at West Campus. Other staff include Nicole Mina and Penny Rogers serving as Registration Assistants.

When the office first opened for services, enrollment was taken over the phone and in person. During this time, part-time employees were hired to assist with answering phones and enrolling students. There was also a short time during peak enrollment that credit card machines were set up in the back room to take credit card payments 59

by phone. Today the Enrollment Services staff serve students by processing verifications and deferments, checking in high school and college transcripts, evaluating high school and college transcripts, decision all web applications, enrollment of special groups and concurrent students, mailing and printing transcripts, scanning all documents brought by students, finalizing the drop or withdraw of students’ schedule, keeping FERPA records on students accounts, processing service tickets and answering e-mails from students. Along with these services, staff process graduation paperwork and award diplomas to students.

The Enrollment Services staff always strives to be involved in the community. Some events staff has participated in include the annual WestFest, Day of Vision, and the designated community service day. In addition, Enrollment Services won The Blue Spirit Week Award for 2013.

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Facilities

(Brian Sawyer, Steve McKinney, Brian Nolen, Richard Watkins, Sandy Logue Michael Hansen, Jim Beadle, Louie Walker, Randy Wilhite, Mike Logan)

By: Mike Logan, Facilities Maintenance Manager

In November of 2006 Mina Lotti hired the first facility manager for the West campus by the name of Rick Melton. Rick was with the campus until November 2014 in that time there was a number of projects made the West TCC campus a special place. In 2009, Louie Walker the West Campus carpenter, Randy Willhite the West campus painter and Dr. Dyer took on the task along with other members of the staff of building a nature walking trail through the wooded area that is now used for classes not only for the college students but it is also a learning area for the CDC students.

In 2008, the TCC West Campus took over the upper level of the Glenpool City Hall to create Phase 1 of the TCC Glenpool Community Campus. The lower level of the building was occupied by the City of Glenpool until their new facility was completed. We shared the building with the City. In 2012, the City of Glenpool moved and TCC remodeled the first floor. The enrollment was over 258 students in September, 2015.

In 2010, the facility engineers replaced two new chillers and three new boilers to keep up with the expansions of the campus. In 2013, Eric Martin retired and Sandy Logue took the Lead Engineer position. In 2014, Rick Melton left TCC and Mike Logan transferred from the Southeast Campus to become the Facility Manager at West Campus.

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Financial aid & Scholarships

(*Financial Aid)

Kathy Edwards, Linda Whited

By: Kathy Edwards, Financial Aid Counselor

The WC Financial Aid (FA) office is located on the second floor of the Information Commons Building in Room I-206. The main function of the Financial Aid office is to provide financial aid assistance to students at Tulsa Community College (TCC) who are dependent on Federal Student Aid (FSA) for obtaining a post-secondary education.

The FA Department was centrally located at the Metro Campus (MC) under the direction of Jeanie Shore with a total of 7 advisors. Jeanie Shore left TCC in 1999.

In 2000, Deborah McIntyre became the Financial Aid Director (FAD). During Deborah McIntyre’s tenure a plan was put in place to decentralize the FA office, to each of the four TCC campuses. As a result, we are able to better serve the increasing number of students who depend on financial aid to further their education.

The FA advisors at MC were each reassigned to a specific TCC campus. Gayle Bell was assigned to the West Campus (WC) as the FA Lead Advisor and worked from 2000 to 2004 until she was unable to continue working due to health issues.

During the search for a new advisor for WC, Carol Stanfield served as an interim advisor until 2005.

The WC office is manned by two full-time employees and on occasion, a Federal Work-Study (FWS) employee. In October 2005, Kathleen Edwards was hired as the new FA Lead Advisor for WC. The other full-time staff member is Linda Whited. Linda began working for the FA department in 2004 as a FWS employee. She has held various positions within the FA department at each of the four campus locations. However, as of October 2010, she has held the position of FA advisor II at the WC. Over the course of the past 10-12 years a number of full-time, part-time and FWS employees have served the WC FA office well.

In December 2006, Deborah McIntyre accepted a position with another institution of higher learning. Thus, the search began for a new FA Director.

In 2007, Matthew Short was hired as the new FA director. Under his leadership the department went through four major changes:

1) The Processing Center (PC) was established 2) Banner became our operating system for the college 3) Switch to paperless 4) Reorganization of the department

Under the reorganization, the first of two assistant director positions were added. Also, the lead advisor titles were changed to FA Counselor (FAC). The title change was to establish a distinction between the roles of counselors versus advisors. Matthew Short was the FA Director until 2011.

In 2012, Karen Jeffers was named the new FA Director and Missy Makres became the Assistant Director Campus Relations and Outreach. Her role includes but is not limited to outreach services, addressing student issues, and making sure all FA offices run smoothly.

The mission of the WC FA office is to assist TCC students in securing every possible financial resource available to help reach their educational objective. The FA office has worked to automate and/or streamline processes in an effort to improve our service to students, their families, colleagues and peers. With these improved efforts, we have been able to provide enhanced financial aid services. Specifically, 1) processing time has been significantly reduced through automation, 2) the majority of FA forms are submitted electronically and 3) the creation and implementation of the FA Dashboard.

The FA office is responsible for educating students and their families about the process of obtaining financial aid. An essential part of our job is to increase awareness and access to post-secondary education. The WC FA office is student focused and strives to be a reliable provider of student financial aid services and federal financial assistance for education. These services are provided with “top-notch” customer service and we are always mindful of TCC’s “one-college” philosophy.

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Liberal Arts Faculty and Staff

Remembrances

Belinda McGee, Nikki Givens, Joe Schicke, Karen Harmon, Melissa Teachnor

Dr. Lisa Leifield, Kay Shelton, Susan Kamphaus, Debbie Deibert, Anne Phillips

Gloria Kirkpatrick, Kymberly Daniels, Kirk Brewer

Our story is told by the Faculty and Staff of the West Campus Liberal Arts Division. We love to share the experiences we have enjoyed at the West Campus.

BRIDGING THE GAP CHILD DEVELOPMENT SCHOLARSHIP PROGRAM

The Bridging the Gap Child Development Scholarship Program (BTG) is funded by a grant from the George Kaiser Family Foundation which provides grant-funded scholarships to TCC for current and prospective caregivers wanting to further their education in the field of early childhood development.

Started in 2003, Bridging the Gap began with a grant of $75,000 per year and scholar-shipped 10 students pursing the Child Development Associate (CDA) certificate option only. Jenger Baker was the first program leader. Currently, the program assists 68 child development students and has tripled the grant amount received from the George Kaiser Family Foundation. The program receives over $300,000 and scholarships the CDA certificate, the Certificate of Mastery – Child Development certificate option, Certificate of Mastery - Infant/Toddler certificate option, an Associate of Applied Science Child Development Infant/Toddler option and an Associate of Science Early Childhood Education OU Transfer Option.

This past academic (fall 2014, spring 2015 & summer 2015) year, TCC awarded 50 certificates and/or degrees to BTG scholars.

 Credential Preparation (CDA) option certificate: 10  Early Childhood Certificate of Mastery: 18  Infant/Toddler Certificate of Mastery: 7  Associate of Science Early Childhood Education OU-Transfer option: 10  Associate of Applied Science Child Development Infant Toddler option: 5

Unique to this scholarship is the personal one-on-one assistance that all scholars receive during their time in the program. Scholars work closely with the BTG Director, Child Development Mentor and Program Assistant to help them successfully complete their educational goals and transition effectively to the next step in becoming an early childhood professional.

Over the past 12 years, approximately 315 students have benefited from the resources and services provided by the BTG program (See Appendix L). BTG touches the lives of every student that participates, every day and our goal is to support all of our students and to provide the kinds of transformational experiences that will change their lives for the better.

Melinda Bennett Child Development Mentor

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I was raised in west Tulsa, and if my family hadn’t moved, I’d probably have attended Webster High School like my brother, sister, and mom did. My grandparents’ house was in Red Fork, just down the hill from where West Campus sits, and I have great memories of riding my bike all around these hills and walking these woods as a kid. So, I have a history with this part of town. When I was young, even though there were some houses and few neighborhoods and roads, there were acres of trees and rocks and woods ripe for exploring. From the perspective of a boy on a bike, this place was bursting with adventure and opportunity.

When I first heard TCC was building a campus out here, I was a little upset about it, frankly. I was afraid that the traffic a campus would bring to this area would make it too “urban,” and that the campus would spoil a part of west Tulsa that holds a special place in my childhood memories. In fact, I made it a point not to come out this way to see the campus, and I basically it even existed. I intended to keep my sacred memories of how things “used to be” pure and undefiled. But things change.

In 2003, I was unemployed and looking for adjunct teaching positions, so when an opportunity to teach classes at West opened, I jumped at it. The need to feed my family trumped nostalgia, and I came to West Campus ready to work. I was happy to see that the campus had been built so that the woods and trees surrounding it were preserved, and I realized that the progress had its good points. But a part of me still missed the raw potential and the strong sense of adventure that that this space represented—at least in my boyhood mind—before the buildings, students, and traffic changed it.

I’m in my twelfth year as full-time faculty at West Campus, and I no longer yearn for what used to be here. Instead, I see what IS here and what we are building. I see students in my classes embarking on an adventure more enthralling than any I could have imagined when I rode my bike up and down these hills years ago. The spirit of potential I sensed as a boy lives and breathes in this place. It is exemplified in our faculty, embodied in our students, and worthy of our appreciation and preservation. May it continue to thrive for generations to come!

Kirk Brewer Assistant Professor, Communications

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SCHOLARS FOR EXCELLENCE (CHILD DEVELOPMENT SCHOLARSHIP PROGRAM)

Scholars Program Background:

The Scholars for Excellence in Child Care (Scholars) program began in 2000 when the Oklahoma Department of Human Services (DHS), Child Care Services, as part of their Stars quality enhancement initiative, contacted the Oklahoma State Regents for Higher Education to form a partnership that would help child care providers increase their educational level in the area of child development. The Scholars program was initiated by the State Regents and funded through DHS, with a purpose of having a scholar coordinator at each of the community colleges. The scholar coordinators job is to recruit child care providers to attend college to work toward a certificate or degree in child development. The responsibility of the scholar coordinator is to make recruitment visits to talk with the child care provider about the Scholars program and then provide on-going, on-site technical assistance to the scholar (students in the program) in completing the scholarship application, the college application, applying for financial aid, and providing academic and career advisement, and serving as an liaison to the college.

Tulsa Community College Scholars Program Background:

In the first year of the Scholar program, 94 scholarships were awarded at Tulsa Community College (TCC). Because of the initial success and growth of the program another scholar coordinator position, as well as a scholarship assistant position, were added. There have been eight scholar coordinators and three scholarship assistants. Each scholar coordinator is to maintain a caseload of 65 scholars with a total of 130 scholars at TCC.

Angie Bauer (2000-2003) was the first scholar coordinator hired and Michelle Kingsley (2001-2006) was the second scholar coordinator hired for TCC. Melinda Bennett (2002-2008), a former scholar, was first to fill the administrative assistant position. In 2008, Ms. Bennett accepted a position with TCC’s Bridging the Gap program and Kathryn Jolliff (2008-2011) was hired followed by Kris Everett (2011) before this position was lost due to budget cuts in 2011. In 2004, Kiki McWilliams transferred from the Connors State College scholar coordinator position to TCC for three months. Ms. McWilliams then accepted an administrative position with the Scholars program at the State Regents office when program operations expanded. Stacey Mwongozi (2004-2006) served as scholar coordinator for a little over a year. In 2006 both Ms. Kingsley and Ms. Mwongozi left the program. Then, Amber Chase (2006-2015) and Jennifer Champion (2006-2008) were hired as scholar coordinators. Ms. Champion accepted a position in the TCC counseling office in 2008. Kim Darris (2009), followed by Ashley Watkins (2010-present) were hired as scholar coordinators. Ms. Chase recently (August 2015) accepted the position of program director for TCC’s Bridging the Gap. Ms. Watkins is entering her fifth year as scholar coordinator.

The Scholars program has continued to grow over the past 15 years. Currently the Scholars program scholarships eight early childhood certificates/degree options at TCC. Since 2000, 532 TCC scholars have earned a child development certificate and/or degree including 257 (48%) Certificates of Mastery. Additionally, 172 (32%) TCC scholars have been awarded the national Child Development Associate (CDA) Credential from the Council of Professional Recognition.

The Scholars program has proven to be extremely rewarding for both the scholar and the scholar coordinators. This is demonstrated by the scholars’ success in the classroom at TCC, as they continue their professional development, and in their role of making a difference in the lives of children.

Amber Chase, former Scholars for Excellence Coordinator

Kiki McWilliams, OSRHE Scholarship Administrator

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The Wild Wonderful West . . .

I moved from Washington, DC to Muskogee, Oklahoma in 1999 to get married and start anew in Oklahoma. When a vacancy notice appeared in the Tulsa World for a Fulltime Faculty in Political Science, I applied and was interviewed by the Associate Dean, Rachel Caldwell and Professor Anne Phillips. I am proud to say that I was and am the first African American full time female faculty member hired at the West Campus. Wow, 15 years goes by so quickly! During my time here, I have met some wonderful people who have made huge differences in my life both professionally and personally! For instance, in 2000 I met Earl Goodman the week before the Fall Semester began. He worked with me to ensure that I was comfortable and acclimated to the Campus’ classroom technology. Before the birth of my first son Mason, Carol Engman made a beautiful blanket for him and two years later, I gave birth to my second son Miles. Together, they were well taken care of in the Child Development Center under the watchful eyes of Stephanie Rowe and Maggie Shiroma. I particularly loved having my sons here with me because my classroom overlooked the playground and every day, I could see them enjoying their friends, playing and learning right outside my window. Another benefit was, I could go by and have snacks with them, give them a hug or “get them in check” if need be.  My special hero on the West Campus was Louis Bordwine. In 2002, I had a student who was, let’s just say, “Recruiting for a hateful segment of our American population” and when asked to discontinue conversations and dealings with me, the student chose to ignore those instructions. Baby, when I called the Campus Police to inform them that the student had come to my classroom, those “old dudes came a running’” and removed him from the campus. My hero Louis, was leading the way! The West Campus Family has always been there for me! In 2002, three months after giving birth to my son Mason, my father was murdered. Hugh Callery and Ann Taft, from the Business Division, spoke with me on several occasions about taking the time needed to grieve and allow myself the time needed to heal. During my tenure, I had the pleasure of serving as both the Service Learning Coordinator for the College as well as the West Campus representative and often times, I needed assistance with project management ideas. Janice Robinson and Melinda Smith often would step in to assist and develop FIG proposals for service learning components. In addition, I cannot neglect all of the informal political conversations I have held in The Pit with Theresa Thompson and Pamela Webb. My students really value them and learn a greater knowledge on political, social and economic conditions. Others who have helped me tremendously were Karen Harmon, Linda Hoyt and Kay Shelton. One afternoon, my hypoglycemia prevented me from continuing with class. Melissa Teachnor called our Campus Health Services Office, spoke to Lynn Scott and Debbie McNett to tend to my illness and although Kay contacted my physician’s office, I refused to go to the hospital. Karen graciously drove me home and Linda following behind her to ensure a ride back to campus. Finally, I have to mention that I have the pleasure of working with one of the best Division Office’s at the West Campus . . . The Liberal Arts Division! I am honored to say that Kymberly Daniels, Amber Chase, Ashley Watkins and I have shared some very personal and intimate conversations over many lite meals. Personally, I walked away from those informal meetings a better person and with a better understanding on various issues. For many years, my division office was ran completely by 10 women and running joke was we were “The Witches of West”, and while we have had some transitions within the past 20 years, there is a great deal of respect, commitment, laughter, transition and tears amongst all of my Liberal Arts colleagues.

I would not trade the opportunity of working with such dedicated people with anything in the world! So to Ginny, Alyson, Penny, Susan K., Susan T., Carla, Steven, Kirk, Joe, Stephanie, Dawn, Amber, Kym, Linda, Kris, Melinda, Ashley, Debbie, Belinda, Kay, Linda, Rebecca, Starr, Anne, Gloria, Karen and Melissa . . . I love you all!

Nikki Givens, Assistant Professor, Political Science

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“When you see someone putting on his Big Boots, you can be pretty sure that an Adventure is going to happen.”

―Winnie-the-Pooh

And an Adventure it has been! I began my Adventure here at the West Campus 20 years ago in August 1995. Being part of a team that was charged with starting a new campus from the ground up required more than Big Boots—lots more. There were hard hats, leather gloves and blue prints needed. Decision-making, problem-solving, and flexibility were demanded. Even fly-swatters, mouse traps and snake rid powder were vital—at least in the beginning. This was an Adventure but this was more—it was a journey as well.

Along my journey I taught psychology and sociology classes at the Community Center in Sand Springs and the Sand Springs Library. I ventured into Charles Page High School and Berryhill High School to teach classes in the evenings. I handed out copied articles and graded papers from the back of my car where I kept hanging folders in a cardboard file box. I even lectured on Erik Erikson’s eight stages of psychosocial development in the break room at the First Presbyterian Church in Sand Springs with posters of each of the 12 steps hanging on the wall. My journey was fascinating and my journey was never dull.

Over the last 20 years, I have seen people from the West Campus team come and go. I’ve watched as some moved up and others moved on, some retired and some I attended their funerals. I’ve made best friends, met an enormous number of students, many of whom I still know their names, and I’ve acquired a couple of frenemies along the way—hey, it happens. I have experienced wondrous achievements and disappointing failures throughout my journey. I’ve participated in cross discipline initiatives, student colloquies and instigated a cross-discipline, cross-campus “staff development” that is proving to be quite popular. My journey has been fruitful and rewarding.

My Adventure at West Campus is not over, far from it, as there is much more of my journey left in front of me. I look forward to what lies ahead and I look forward to encountering my journey with the extraordinary team I have come to respect, admire and love. It seems it’s time for another pair of Big Boots.

Susan Kamphaus Associate Professor of Psychology

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WEST CAMPUS LANGUAGE LAB (I-244)

The West Campus Language Lab was created to make technology and instructional resources available to students of foreign languages and to assist foreign language instructors. Dr. Laura Walker, Dean of Global Education and International Language Center, who retired in 2005, in conjunction with the WC Dean of Liberal Arts, staffed the language lab with instructors who worked on a part-time basis. In 2001, Gloria Kirkpatrick worked for a few months at the WC language lab. Then, Geraldina King came aboard. She worked part time at the language lab for a few years. Later, Gloria was transferred from the Conference Center to the West Campus. She has been at the language lab since 2005. In order to keep the language lab open to students 12 hours every day, one part-time employee was added. Maria Dawson is our current part-time lab assistant. She has worked at the language lab since 2010.

The Language Lab has 25 student booths and each one has a computer. In its creation, the equipment consisted of a control console connected to every student booth through a receiver. The units allowed students to record their voices, to listen to Spanish tapes, and to interact with other students and the instructor. The control console was controlled by a central unit, located in the annex room, where master cassette tapes were inserted to play in the control console. The equipment was large; it occupied half of the annex room. However, with technological advances, the once sophisticated equipment became obsolete and was replaced by computers. The main unit and control console were removed from the I-248 room, and it is now the office that Gloria and Maria share.

Personnel at the Language Lab are Spanish experienced instructors; therefore, Spanish tutoring is offered to Spanish students. In addition, personnel at the WC Language Lab have been able to offer the following services.

. Teach interaction television (ITV) Spanish classes to high school students living in several locations in Oklahoma from 2005 to 2010. . Train ITV instructors. The WC Language Lab became the training site for ITV instructors from 2005 to 2010. . Study abroad programs. Gloria Kirkpatrick has led three educational trips: Spain in 2008, Spain and France in 2009, and Spain, Italy, and France in 2011. . Advise students about our Spanish certificates and Spanish associate degree. . Translate documents into Spanish when a TCC area needs this service. . Assist American Sign Language students.

In addition, since 2010, the WC Language Lab has offered one unique service to Spanish students: the Advanced Standing Spanish Exam. From 2010 to the present time, we have tested approximately 200 students of Spanish.

Gloria Kirkpatrick Instructional Specialist

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CHILD DEVELOPMENT CENTER August 2006 – to present I began working at Tulsa Community College in August 2006 with a dual role: Assistant Professor for Child Development and Academic Lab Coordinator at the Child Development Center. These roles had her teaching child development courses and serving as a liaison between the child development academic program and CDC.

As there was a shortage of office spaces, Deborah Deibert, and Kymberly Daniels and I each had our own cubical in a classroom on the second floor of the Liberal Arts building, as we all three started the same semester. We shared this classroom until the new science building was completed and then we moved into individual offices in the old science building.

The child development team was led by Carla Goble until she retired. With her mentoring, I, developed two new courses that are now listed in the course catalogue. Working with the team, child development degrees became accredited by NAEYC (National Association for the Education of Young Children) and has maintained reaccreditation. Many courses taught on campus are now taught online as, this became the popular with students. After Carla’s retirement, Lisa Leifield became the Child Development Coordinator and a new team was formed.

I started as liaison at the Child Development Center when it was under the leadership of Ellen Wilks. Ellen had me work closely with Sherry Averill (the Education Specialist) and the CDC team in the self-study for their NAEYC reaccreditation. The CDC has maintained it accreditation and three start status. Belinda, made sure all laboratory students were assigned to CDC classrooms. She set up laboratory experience time for students in the TCC Occupational Therapy program, TCC Nursing program, and TCC Physical Therapy program. Belinda also visited child care programs off campus that could be used as a lab site for students that were not able to be placed in the CDC.

I have worked with three different managers at the CDC. After Ellen retired, Sherry Averill became manager. After Sherry retired, Lindsey Asher became manager. Working with these leaders, I have helped the CDC to grow and develop as a program. I implemented an Employee of the Year award, so that individuals could be recognized for their hard work and dedication to the program. She attended Conscious Discipline training and helped implement this in the CDC. Conscious Discipline is still being used in the CDC.

I became interested in the Red Fork Native American Film Festival, and became a volunteer and was asked to start a Native American Art Market to take place during the festival. A variety of art included baskets, jewelry, pottery, flutes, beading, drawings, and paintings were designed and crafted by Native Americans. This art market is now part of the annual event.

Seeing the need to keep students involved in their culture, I volunteered to be advisor for the Native American Student Alliance in August of 2012. We have seen the membership grow and more students become actively involved in the student organization. I took a group of students to the Oklahoma Native American Students of Higher Education conference in the spring of 2015. The students have volunteered at West Fest and the Red Fork Native American Film Festival at West Campus as well as other activities at other TCC campuses.

I have served on several different committees and have been a part of several different projects at West Campus. She has found it a place to grow and learn along with her students.

Belinda McGee, Assistant Professor Child Development/Child Development Coordinator

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MY FIRST YEAR

The highlight of my first year and a quarter at West has been working with John Lamberton and the TCC Adjunct Association. As an assistant professor, I understand that my job responsibilities and working conditions are directly linked to the job responsibilities and working conditions of TCC's adjunct instructors. And the working conditions of all TCC instructors, part time and full time, are directly linked to the learning conditions of all TCC students. That's why I am so happy that John, with the help of faculty and administration, has secured a room on the West campus for part time instructors to get their work done and for students and part time instructors to meet and discuss student work. I just ran over (second floor, Information Commons building) and checked it out, and it's coming along nicely. Extra thanks to the staff over there who are working hard to make the vision become a reality.

Joe Schicke Assistant Professor of English

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My first day on the job here at West Campus was on December 7, 2009, in the Business and IT Division with Gornie Williams as the Associate Dean. It was a fast paced Division filled with an “I can” attitude. I learned so much in those two years from the entire amazing faculty, staff and especially from Gornie who was willing to give me a chance. We were a small tight-knit family who charged forward together on every task.

My next assignment was in the Liberal Arts Division which was in a transitional state. Natalee Tucker was in the process of leaving and our current Associate Dean, Karen Harmon, was about to arrive. Liberal Arts was a 180 degrees mindset from Business & IT! It was a huge Division with some very dynamic personalities. Not only were the personalities diverse, so were the Programs- from the Gen Ed’s to Native American Studies, Speech, the Child Development Center, to the Child Development Academic Program were I am now. What fun!

I have made many life-long friends here at West Campus. This truly is an amazing Campus that stands out from the crowd. I am so proud to be a small part of what is happening here at West Campus.

Kay Shelton Administrative Assistant, Child Development

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Liberal Arts and Communications Division

The Beginning

In 1995, the Liberal Arts and Communications (referred to only as LA in this document) Division was mirrored after the NE Campus who also had the same combination while Metro Campus, the highest enrollment campus, had two separate academic divisions. It was felt the WC would become about the same size student enrollment as the NE Campus. The West Campus Division was led by Dr. Rachel Caldwell who came to TJC from Rogers State College in Claremore. After Rachel retired and moved to Mississippi, Ginny Davis came to TCC from Southeastern State University in Durant. After Ginny moved to a LA faculty position, Karen Harmon came to TCC from Louisiana. She became the third and present Associate Dean.

The first group of outstanding faculty members hired were Professor Penny Colglazier, an English faculty member also from Rogers State College; Susan Kamphaus, a Psychology/Sociology faculty member who worked in the Metro Campus Counseling/Testing Center; and Anne Phillips, a History faculty member who was associated with The University of Tulsa. Fortunately, two out of the three Original faculty remain at West Campus today. In the first few years, the Liberal Arts Division employed the largest number of full-time and adjunct (part-time) faculty, but as the campus grew, there became more Science/Mathematics enrollments and the Veterinary Technology program was started. The Liberal Arts Division became the second largest number of faculty at WC.

In 1995, WC had one academic program, Child Development, which started at the NE Campus and was moved, in 1996, to WC when the WC opened its doors at its present campus location. Dr. Dean VanTrease, then President of TJC, wanted to build a childcare center at West Campus to compliment the academic program. It would be used as a lab for Child Development students to see and demonstrate best practices in child development and childcare. It was hoped students trained at TCC would get jobs in Tulsa and raise the quality of childcare. At the time, there were approximately 68 student enrollments at Northeast Campus.

Child Development Program

In fall, 1996, the Child Development academic program was led and coordinated by Dr. Carla Goble who came to TJC from Ada (See Page 80) while the lab, Child Development Center, (See Page 83) was managed by Dr. Harriet Kuykendall who came from Tulsa Public Schools. Together, they were the face of the Child Development program locally, regionally, and nationally as the program became known and at the same time Tulsa became known nationally for its emphasis and excellence in Early Childhood.

Since 1997, the WC Liberal Arts Division has able to receive outside funding in the form of grants to develop unique, innovative programs/activities, as well as, provide student scholarships. Although the WC Science and Math Division, at the same time, received outside funding from the Oklahoma State Regents for Higher Education (OSRHE) for summer academies (See Page 110), the LA Division's involvement was with TCC's first grant from the National Science Foundation, the Oklahoma Teacher Education Collaborative (O-TEC), and continued for five years The University of Tulsa and Oklahoma State University were the grant Co- Directors while Provost Dyer and Margaret Erling, Principal at Tulsa Public Schools Mayo Demonstration Elementary School wrote the TCC portion of the grant (See Page 111).

The TCC portion of the grant was to create a Parateacher Certificate of Achievement (See Appendix G) with emphasis in science, mathematics, and technology. It was designed to feed into an Associate’s Degree. Drs. Carla Goble worked with Mayo Demonstration School to be sure the curriculum would meet the needs of a Parateacher in the workplace. Dr. Rachel Caldwell provided support. The grant provided full scholarships for a cohort of students to participate in the program which included a summer academy-type experience. The program was so

successful that the National Science Foundation named TCC the recipient of the “Exemplary Activities in Teacher Preparation Award.” Dr. Goble and President VanTrease traveled to Washington,DC to accept the award.

Under Dr. Goble’s leadership, the Child Development program was reinvented and it became articulated as a transfer program to OSU. Later, it was articulated with Northeastern State University, Langston, and The University of Oklahoma. This was a major step to permit TCC Child Development students to seamlessly transfer to a university with their credits counting toward a university degree. In addition, Dr. Goble worked with Head Start and created a pathway for their workers and others in the childcare field to obtain a CDA Certificate and other mastery-type certificates. TCC was the first college to use the CDA Certificate as pathway using college credit. By completing the requirements for a CDA, a worker achieved higher workplace credentials, as well as, got a start in college classes. Many students continued their college education after they gained confidence completing the CDA.

In 2000, the Oklahoma State Regents for Higher Education received a federal grant to improve the training and credentials of childcare workers in Oklahoma. They provided grants for childcare workers statewide to take college-level Child Development classes. Dr. Carla Goble wrote the Scholars for Excellence Program grant and received funding. The TCC Scholars program has been so successful that two employees work in the program. Fifteen years later, the Scholars for Excellence Program (See Page 67) has provided scholarship funds for 532 students.

As the TCC Child Development became known in the Tulsa community, the Tulsa community became known nationally as a model for early childhood education. George Kaiser, a Tulsa philanthropist, became very involved in the Tulsa Early Childhood movement. He became very knowledgeable about current brain research and how early intervention programs beginning with infants to 3 years of age could make a significant difference in their educational path. At the same time, he wanted to make a difference in the lives of mothers and children growing- up in poverty. He approached Dr. VanTrease and the TCC Foundation about a student scholarship program that would support the professional training of students who would then work in the Tulsa community and make a difference in the quality of Tulsa childcare. At the same time, he was interested in fostering an emphasis in brain development beginning with infants through three years of age. His research found, “85% of a child’s brain was developed by age 3.” (Kaiser, Tulsa World, 2005) As he studied early learning, he found a national model, Educare Centers, that were highly successful and making a difference elsewhere in the country.

Beginning in 2002, the George Kaiser Family Foundation (GKFF) asked for a proposal for funding a scholarship program for TCC students emphasizing the early years, infants to 3 years of age. Dr. Carla Goble wrote the first proposal for Bridging the Gap which was funded in 2003. With this scholarship, GKFF hoped to increase training and understanding of the early years. The first Director was Jenger Baker who was highly successful in recruiting students to the field. Out of this came funding came the Infant-Toddler Associate degree developed by Dr. Goble.

During this time span, George Kaiser went to the Presidents of OSU and OU asking them about the possibility of establishing an Early Learning, defined as infants to 3 years of age, articulated program with TCC. This would give TCC students a pathway to a Bachelor’s Degree in Tulsa. As it turned out, Kaiser chose to partner with OU In 2005, GKFF, University of Oklahoma and Tulsa Community College created the Early Childhood Education (ECE) Institute as a joint effort to prepare professionals in education to better understand and address the needs of infants and young children and their families (See Appendix M). He went to the Oklahoma Legislature and successfully lobbied for an annual Legislative Appropriation to OU and TCC, along with private funds from the George Kaiser Family Foundation. These continuous funding dollars would establish a 4-year pathway for students. OU's Legislative portion is unknown, but TCC’s portion is $192,000 annually. Funding began in 2005. Currently, GKFF awards TCC a check to the TCC Foundation annually for approximately $350,000 to support the Bridging the Gap scholarship program. This amount fluctuates a little based upon TCC resubmitting a proposal for annual funding to GKFF. In total, the GKFF is helping the Child Development Program with approximately

$500,000 annually. Without Kaiser going to the OSRHE and Legislature in 2005, West Campus (nor OU) would not have received the legislative appropriation annually.

On January 31, 2006, it was announced that Dr. Carla Goble would receive the prestigious George Kaiser Family Foundation Endowed Professorship in Child Development. It was TCC’s first GKFF endowed chair position. After the Legislative Appropriation was in place, the University of Oklahoma hired Dr. Diane Horm as the George Kaiser Family Foundation Endowed Chair of Early Childhood Education which complimented Dr. Goble’s position. They worked together to create a seamless transfer from TCC to OU, Tulsa. In fact, most of the students in the OU program are former TCC students.

The CDA Certificate of Achievement and Scholars for Excellence scholarship program caused Child Development program to reach a peak enrollment of 703 in fall, 2005. Additional Child Development faculty were hired to meet the demand. The first 10-years of enrollments are shown in Appendix N.

In 2007, Oklahoma celebrated its centennial year. There were statewide activities, events, and tours designed to celebrate Oklahoma’s 100 years. Professors Carla Goble and Anne Phillips along with Paula Eggert, WC Librarian, collaborated to write a Faculty Innovation Grant (FIG) funded by the TCC Foundation. Its focus was a research project on the history of the pioneer’s children. After a summer of travel and research, the results of the team research was fifty-two photos forming a collage, “Children of the Territories: Diversity, Ethnicity and Legacy,” that is displayed in the Student Union Gallery Conference Room. WC was one of the many educational sites on the Oklahoma Centennial Tours (See Appendix O).

Today, the Child Development Coordinator is Dr. Lisa Leifield, who came to TCC from the University of Virginia. Ironically, it was one of the sites the TCC Construction Committee visited when investigating an architectural layout for the West Campus. She is joined by a team of four outstanding faculty members – Kymberly Daniels, Debbie Deibert, Dawn Parton, and Belinda McGee who is the faculty liaison to the Child Development Center. The CD faculty members are very involved in unique, creative programs and outreach to the community.

The WC Child Development Academic Program was the first program in Oklahoma to be accredited by National Association for the Education of Young Children (NAEYC). In fall, 2014, NAEYC evaluators made a second site visit and the program was re-accredited. Among the many program praises were its community partnerships, enrichment activities, service learning opportunities, as well as, professional development activities for both students and faculty. One of the professional development activities was TCC supported 27 faculty, CDC staff, and students to the NAEYC Conference in Dallas, Texas, in 2014.

In summary, since 1997, the Child Development program at TCC has benefited from significant outside grants from several sources starting with O-TEC and continuing today with Scholars for Excellence. In addition, the Child Development program received the first TCC George Kaiser Family Foundation Endowed Chair nine years ago. Recently, GKFF has approved adding two more GKFF Endowed Chairs. One will be a Dean position who will lead a new TCC Early Childhood Division while the second will be one focused on diversity recruitment. (e.g. Tulsa and TCC has a growing Hispanic community.) Both of these positions are to be active in the early learning Tulsa community.

During these twenty years, the TCC Child Development program has been fortunate to receive millions of dollars of financial and recruitment support through outside funding initiative. No other TJC/TCC major has enjoyed that kind of financial support, attention, and awards over such a long period of time as Child Development.

Native American Studies Program

The Native American Studies program began as an idea of Dr. Laura Walker, TCC Dean of Global Studies and International Languages, and Provost Dyer. They felt TCC, located in the geographical area of the Creek Nation, Cherokee Nation, Delaware Tribe, and Osage Nation, needed to have a real presence in the Native American community. Typically, TCC enrolled 7-9% of its student enrollment who identified themselves as Native American. Of course, Peggy had a personal interest in the program because her husband, Dixon, was 31/32 Choctaw. Though the Choctaw Nation is located in southeastern Oklahoma, she and Dixon participated, as a family, in many of the local Native American activities. Because of this, she had several Native American connections. Dr. Walker was interested in supporting and promoting native languages. It was concerning that some of the tribes had fewer and fewer native speakers as the elders were dying and had no way of passing their language to their citizens. Losing a tribal language was very concerning. Important, too, was Provost Dyer knew the West Campus had the largest percent, 9-10%, of Native Americans compared to the other campuses. It was natural for the West Campus to be interested in a Native American Studies program that included tribal languages. After meeting with all the local tribal and community leaders and creating a program justification, Laura and Peggy presented a justification for a combination position, Native American Studies/Humanities to the TCC administration which was accepted. In the end, Steven Woods was hired.

As a result of starting the Native American Studies program, Steven wanted to become involved in a student organization. Instead of starting one immediately at WC, he worked with Metro Campus and their Native American Student Association. It represented the only such organization at TCC. After a few years, Steven started the WC Native American Student Association (NASA). He worked with the Creek Nation to get funding to begin the Red Fork Film Festival (See Appendix P) sponsored by the WC Native American Student Association. When funding began to decline, Provost Dyer advocated for and received approval for $5,000 TCC funding to continue the festival. In addition, his work with the student organization and the Red Fork Film Festival, Steven has worked with the Cherokee Nation leadership program and the Native American Chamber of Commerce. For the past two years, he has worked with the Osage Nation to develop an Osage Nation Culture class and certificate that could be taught face-to-face or online.

Red Fork Native American Film Festival

The Red Fork Native American Film Festival, founded in 2003 as a partnership between Muscogee (Creek) Nation and Tulsa Community College Native American Studies Program, presents films that showcase the work of native actors, writers, and directors, or films that focus upon the experiences of indigenous people – all in an effort to entertain and inform our communities.

Over the past twelve years, more than two-dozen directors, producers, and actors have appeared in-person to meet a loyal and always growing Red Fork audience. During this time, the festival also has incorporated storytelling, dance exhibitions, stomp-dancing, flute-playing, and a mini-concert. In 2007, an art market and craft workshops were made permanent features of the festival. In 2015, a powwow was added to the festivities, marking the first time a bona fide intertribal dance has been held at TCC.

Red Fork contributes to the recruitment and retention of native students by recognizing their cultures, as well as promoting cultural awareness among all students and our community.

Honors Program

When WC was established there was no The TCC Honors program available to students. Because of the interest and leadership of History Professor Anne Phillips, a branch of the TCC Honors program, located at Metro Campus, came to WC. Anne was named the WC Honors Coordinator and has fostered this program since its conception at WC. With that program in place, WC was able to establish a Phi Theta Kappa (PTK), the community college honor society, in 1999. The chapter name selected was Beta Theta Epsilon. Biology Professor Dr. Eckle Peabody was the first faculty sponsor.

Seedling Symphony

The Tulsa Community College Signature Quartet has created a program of string music, Seedling Symphony, which is appropriate for very young children, birth to age six. It is the goal of the Seedling Symphony to plant a seed, exposing young children to beautiful, complex music in early learning programs. Early learning communities typically provide exposure to nursery rhymes, lullabies, and playful songs. However, they do not always provide exposure to more intricate music, such as the music provided by the Seedling Symphony. It is the hope of the Tulsa Community College Signature Quartet that the children exposed to the live performance of the Seedling Symphony will develop an appreciation and knowledge of another genre of music and that this music will become a part of the classroom community.

Music plays a powerful role in the lives of young children and their parents. Through music, children connect with their feelings and come to understand and delight in the world around them. They do so from their earliest communications with their parents, to their musical play with friends. Singing and music in general, is a way for friends and family, regardless of age, to be playful and fun, gentle and sweet, happy and loving together. (Lieberman, Pleshette, Pruett, Segal, Weissbourd, 2002)

Did you know?  Music and music experiences also support the formation of important brain connections that are being established over the first three years of life (Carlton 2000, as cited in Parlakian, R., 2010)  Music can be the spark that ignites all areas of development— intellectual, social and emotional, motor, language and overall literacy. In fact, music is a great organizer that helps the body and the mind work together. Young children are attracted to musical patterns and structure. (Lieberman, Pleshette, Pruett, Segal, Weissbourd, 2002)  Music can stir our emotions without the aid of either words or pictures (Shore, Strasser, 2006, pp. 62-67)  Music can shift our mood. (Shore, Strasser, 2006, pp. 62-67)  Music can help young children synthesize experiences, transitions into new activities, calm down during naptime, share cultural traditions, and build self-esteem and a sense of community (Shore, Strasser, 2006, pp. 62-67)  Music activities reveal distinct behavior patterns in young children (Moorehouse, 2013, pp. 82-89)  For children, neither melodic nor rhythmic inaccuracies detract from the authenticity of music making experiences. (Moorehouse, 2013, pp. 82-89)  One reason children love to play the game of music is that they can recognize and follow the structure of music, just as they follow the rules of other developmentally appropriate games. (Moorehouse, 2013, pp. 82- 89)  Children often laugh together and hug each other after performing a song. (Moorehouse, 2013, pp. 82-89)

Faculty Leadership and Outside Recognitions

Critical Thinking Initiative (CTI)

Without a doubt, the Critical Thinking Initiative (CTI), led by Penny Colglazier created a major footprint on teaching critical thinking pedogology at WC and beyond (See Page 113). This interdisciplinary group of WC faculty from the LA and Science/Math Divisions created a blue print for teaching critical thinking. It was well received by TCC colleagues, as well as, those attending state, regional and national conferences.

Achieving the Dream (ATD)

In addition to her CTI leadership, Professor Colglazier accepted the college-wide faculty leadership role in the Achieving the Dream (ATD) initiative at TCC under the Presidency of Tom McKeon. TCC was part of a national reform network funded by the Lumina Foundation and other partners to help community college students succeed and achieve their goals, thus “realizing greater economic opportunity and achieving their dreams.” (Source: http://achievingthedream.org/about-us) TCC was assigned two national coaches that worked to create activities and processes to help TCC become more data-driven and help students persist longer and graduate. From ATD, faculty and staff training in such areas as conducting focus groups and data collection. There were many achievements from this initiative including the course, Academic Strategies, which received state and national attention. Without a doubt, Penny’s leadership and passion for the project had a lot to do with its success at TCC.

Faculty Recognitions

In 2003, Dr. Carla Goble received the 2003 Sandra Nicholson Award for Outstanding Contributions to Early Childhood Education in Oklahoma.

In 2005, Professor Anne Phillips was named the Oklahoma Heritage Association’s “Award for Teaching Excellence in Teaching Oklahoma History” recognition. A few years later, Professor Steven Woods, received the same award for his work with Native American Studies.

In 2007, Dr. Carla Goble received the prestigious Zero-To-Three Leader for the 21st Century Fellowship, distinction.

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Child Development Academic Program

By: Dr. Carla Goble, First Coordinator

The TCC Child Development Academic program was approved by the Oklahoma State Board of Regents in April, 1992. Diane Potts was hired full time at Northeast Campus in August of that year. Diane worked with a community task force, which later became the Child Development Academic Program Advisory Committee, to develop a child development associate of applied science degree, a certificate of achievement, and courses for the curriculum patterns. Plans for a TCC Child Development Center designed to serve as a model learning laboratory for Academic Program students were developed in 1994. The purpose of the Center was to put into practice the early childhood education theoretical approaches, developmentally appropriate practices, and high-quality programming techniques that would be taught in the academic courses. When the new TCC West Campus was envisioned, both the Child Development Academic Program and Child Development Center were included in plans for the new campus.

During the spring and summer of 1996 Dr. Rachel Caldwell, chair of the new West Campus Liberal Arts Division, and a search committee reviewed applications and interviewed candidates for an assistant professor of child development. Dr. Carla Goble was hired in the summer of 1996 and began work in August. The Liberal Arts Division at the new TCC West Campus was composed of four full-time faculty members: Anne Phillips - history and political science; Susan Kamphaus - psychology and sociology; Penny Colglazier - English; and, Carla Goble - child development and early childhood education.

In fall 1996 there were 72 students enrolled in child development courses. Dr. Goble taught four courses and had 3-hours reassigned time to coordinate the program, recruit students, develop articulation agreements, expand the child development curriculum offerings and develop courses. During that semester Dr. Goble redesigned the program, writing new course descriptions and developing new curriculum patterns and degree options. That fall she also developed the first 2 + 2 early childhood education articulation agreement with Oklahoma State University, the first in the state of Oklahoma. The articulation provided course-for-course transfer not only for general education courses but also for specialized course work in early childhood education. This agreement created a higher education pathway to a bachelor’s degree in early childhood education and Oklahoma teacher certification for TCC Child Development students. Additional articulation agreements with the University of Oklahoma, Langston University, and other regional 4-year programs were developed by Dr. Goble in the years that followed.

In 1997 the Para-Teacher Certificate of Achievement was designed and developed. The goal of this certificate was to prepare elementary classroom teacher assistants who had specialized education and training in science, mathematics and technology. A National Science Foundation grant provided scholarships for individuals to complete the TCC Para-Teacher Certificate of Achievement. A component of the para-teacher students’ course work required that they design, develop, and teach science, math, and technology to elementary age children in the Tulsa Public Schools and during a summer institute for children at TCC West Campus. In 1998 Tulsa Community College was awarded the Exemplary Activities in Teacher Preparation Award from the Division of Undergraduate Education, National Science Foundation for the TCC Para-Teacher project. Dr. Goble and TCC President Dr. Dean Van Trease attended the National Science Foundation Award ceremony in Washington, DC.

As the importance of well-educated and highly qualified early childhood teachers began to be more recognized by policy makers and others, and early childhood programming expanded in Oklahoma and across the nation, the TCC Child Development Academic Program kept pace and offered course work and degree patterns that addressed the need for educated and well qualified early childhood teachers. Educational requirements for Head Start and other early childhood teachers were increased and large numbers of early childhood teachers scrabbled

to meet the new education mandates. In 1997, Dr. Goble and Belinda McGee, who was working for Head Start in Ada, Oklahoma, developed the Child Development Associate CDA Certificate of Achievement, making TCC the first community college in the state of Oklahoma to develop and offer CDA courses for academic credit. The TCC CDA Certificate of Achievement and courses were approved by the Council for Early Childhood Professional Recognition and in spring 1998 Belinda McGee taught the first TCC CDA courses in Bristow, Oklahoma.

The Federal Administration for Children and Families continued to increase the educational requirements for Head Start teachers, mandating that teachers have an associate’s degree and, then later, the bachelor’s degree. With the CDA courses being offered for college credit, teachers were able to move from one level of education more seamlessly. The TCC Child Development Academic Program was instrumental in providing a model for how colleges could provide pathways for Head Start and other early childhood teachers to advance from one level of higher education to the next without the loss of academic credit, time and resources.

The Child Development Academic Program also led the way in the development and offering of on-line courses at West Campus. Dr. Carla Goble was the first TCC West Campus faculty to develop and teach on-line courses at the campus. She was also the first at West Campus to have an on-line Child Development Academic course receive the national Quality Matters designation. Other child development faculty members also developed courses for on-line including all the course work for the completion of the CDA Certificate of Achievement.

A grant written by Dr. Goble to the Oklahoma State Regents of Higher Education in the year 2000 created the Scholars for Excellence Program. Now in its 15th year, this program provides scholarships for individuals working in child care facilities to attend TCC and get their CDA Certificate of Achievement and associate degrees. In 2001 Dr. Goble wrote a grant to the George Kaiser Family Foundation creating the Bridging the Gap Program. Now in its 14th year this program provides scholarships, mentoring, and other services to students who want to enter the field of early childhood education. The goal of the GKFF was to increase the number of early childhood educators with specific education and training in infant-toddler development and teaching. In response, Dr. Goble developed the Infant-Toddler Associate Degree curriculum pattern and the infant-toddler specialized course work.

In 2003 Dr. Goble received the 2003 Sandra Nicholson Award for Outstanding Contributions to Early Childhood Education in Oklahoma. In 2007 Dr. Goble was selected for a Zero-To-Three Leader for the 21st Century Fellowship, a 2-year national program that recognized leaders in fields focusing on young children birth to 3 years. In 2008 the Child Development Academic Program was the first community college program in Oklahoma and one of the first in the nation to receive NAEYC associate degree accreditation.

During the last twenty years the TCC Child Development Academic Program has grown from an enrollment of 72 students and one full-time faculty into a nationally accredited program with hundreds of students and multiple faculty members and grant funded staff. The legacy of the TCC Child Development Academic Program is the high- quality early childhood education provided for students and the impact that those students have made, and will continue to make, on the lives and educations of young children in communities across the state of Oklahoma.

Child Development Center (CDC)

Lawana Sexton, Melissa Schad, Maggie Shiroma, Sharon Jordan, Bonnie Rives and Stephanie Rowe Belinda McGee, Jessica H Kellye James, Debbie Nunn, Barb Petrillo auth, Julie Loveland, Allison Overton, Nancy Craighead, Megan Muller, Lindsey Asher Nikki Idleman, Ashley Seaman, Danielle Walker

By: Lindsey Asher, Child Development Center Manager

The CDC opened in January 1997 with 4 classrooms and 5 children. Dr. Harriett Kuykendall was the first CDC Manager.

1998 The CDC became NAEYC Accredited.

2000 Ellen Wilks named the new CDC Manager.

2001 The CDC underwent a large remodel and opened a 5th classroom.

2005-2006 The CDC’s received a new larger playground for the preschool children.

2 Belinda McGee hired as the first Academic Lab Coordinator. This position began to serve as the liaison between the TCC Academic Faculty and the CDC to ensure the Lab is reflecting the academic faculty classroom teachings.

2008 Sherry Averill named new CDC Manager 2008 Began hosting the Week of the Young Child Family Fun Fair at West Campus (See Appendix Q). This community event routinely brings 600+parents and children to West Campus. Community partners include Tulsa Early childhood Association (TECA), Child Care Resource Center (CCRC) and Public Service Company of Oklahoma (PSO)

2 2013 NAEYC Reaccreditation received glowing remarks and scores. The NAEYC reaccreditation onsite team visited the CDC. Childcare centers are evaluated on ten program standards. TCC received a score of perfect – 100% - on all ten standards. Three classrooms were visited and their evaluations were 99%, 98%, and 97% (See Appendix R). The CDC Manager and staff received a celebration lunch and praise from the Provost. Totally outstanding!

2015 Lindsey Asher becomes the new CDC Manager

During the last 18 years the CDC had been a beacon of quality in the community. The CDC has maintained the highest national accreditation standards for 17 years. The CDC has worked continuously to improve the classroom environments adopting a more homelike feel as opposed to the initial sterile feel of the program. Over the course of the past 5 years the CDC has focused on the Academic Lab Student’s experience at the CDC. We started utilizing Student Questionnaires and asking for feedback to improve the lab experience. Starting in the fall of 2014 the CDC began implemented a new student orientation which greatly impacted the students satisfaction. The CDC strives to provide the highest quality of care in our region. We take pride in the long history of our program.

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By: Harriet Kuykendall, First Child Development Center Director

I will share my memories of the beginning of the Child Development Center at the West Campus of TJC.

I began my employment on June 1, 1996. The name was Tulsa Junior College at the time and I was the director of the Child Development Center. I was the only employee for the CDC at the time. It was exciting to be able to help establish a great program to help educate those who had a desire to work with young children.

The West Campus was just beginning to hold classes at the new campus. Everyone was gracious and helpful. Bobbie Woodward was my supervisor and provided great advice and guidance. I was able to work with Dr. Rachel Caldwell and Dr. Carla Goble to coordinate schedules for students to observe and work in the Center.

It was my responsibility to structure and organize the Center, hire staff, write policies and procedures, and purchase equipment and supplies. I was told I had $90,000. from the budget to be spent by August 1 as this amount was designated for the current budget year. I was amazed to have such an amount to use in such a short time. I would like to think I used the funds wisely to develop an outstanding facility for the students and children. We were able to have a wonderful playground and indoor equipment to be used and enjoyed.

We opened in the spring, with just a few students but grew. We opened with one certified teacher and were able to hire more as classes were added. We had observation rooms for students and parents which were well used. We opened with classes for four olds but eventually accepted children from the age of six weeks to four years of age.

We had to learn how to keep the children safe from "critters" that appeared occasionally. There were scorpions in the classrooms at times. The most exciting adventure was the appearance of a black widow spider on the playground. Of course the children found the visitor before the staff. Children were moved from the area and the Campus Security came to remove the spider. It was a great opportunity for the teachers to help educate children about unwanted guests. The children continued to share their experience for days. I was so glad no one was hurt.

Lunch was provided for the children in our own kitchen. When the kitchen staff was not available, I had the "opportunity" to be the cook for the day which was a learning experience for me. The children were provided with healthy meals and snacks.

I told the teachers and staff to refer to us as a "child care center" as opposed to a "day care center." I said I thought the term was more accurate as we were responsible for children and not days. I still "correct" my friends and let them know my thoughts about the terms.

I retired after four years and have many fond memories of the staff, teachers, students, children and parents I had the opportunity to work with. Thank you Tulsa Community College for the opportunities you provided for me.

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Library

(*Learning Resource Center)

Amanda Kuhns, Sarah Wagner, Megan Donald

By: Amanda Kuhns, Library Director

“…Small in square footage, but big in vision for what libraries will become.” – Provost Dr. Peggy Dyer on President Dean VanTrease’s vision for the West Campus Library –

The West Campus Library, located in the Information Commons Building, Room I-266, was formerly known as the Learning Resources Center (LRC), when the campus first opened in 1996. The LRC operated under the auspices of the Dean of Libraries, Mike Rusk, through 2011. The main function of the LRC was to provide information literacy via instruction, electronic resources and print materials for students, faculty and staff. Paula Settoon was appointed the new Dean of Libraries in 2012, changed the name from LRC to Library and began modernizing the collection, resources and facility.

Jeff Siddons was the first Coordinator/Manager of the West Campus Library. He served for 18 years and retired in April 2013. Amanda Kuhns was appointed as the Librarian in 2012 and has served as the Library Director since May 2013. During their tenures, the services and environment have grown and evolved in a variety of ways that include tailored in-person and online information literacy instruction and reference assistance, access to PCs, laptops and iPads, a diverse offering of online, print and media materials, virtual chat and reference, a study room and updated furniture. In addition to providing library services for the campus, the West Campus Library

collaborates with other divisions and departments such as CELT and Student Activities to provide programs and events that enhance the student experience.

Paula Eggert was the professional Librarian on staff from the opening day through 2011. She recalled setting up the Library and services for the first fall the campus was open:

On my first day I walked into the Library and observed a central desk and boxes of books - probably about 2000 – that had been recommended by the Librarians at the existing campuses. With the help of Library Aides from the various locations, we arranged the books in Library of Congress order around the perimeter of the Library. We bought a bunch of cinder blocks and had a few old doors transferred from storage to use as shelving. The first orientation sessions involved walking about the precarious shelving and trying not to upset the books. We eventually had 4 or 5 computers that had CD-ROM databases on them. For the first few months of operation, pieces of shelving, furniture would just show up, whether we had ordered it or not. I remember one day an enormous index table showed up. It had been decided earlier that West Campus would not have ANY paper indices, so I think we used it for Encyclopedias.

Paula worked to develop a well-rounded collection and information literacy program for West Campus that would appeal to specialty flagship programs such as Child Development and Veterinary Technology. She also worked to develop a varied selection of history, literature and science materials. She particularly enjoyed working in the realm of genealogy, and in 2007 she collaborated with Child Development Coordinator, Carla Goble, and History Professor, Anne Phillips, to create a meaningful project called Children of the Territories. Rich in history, genealogy and photographic images, this unique display is currently housed in the WC Gallery.

Megan Donald has served as the West Campus Librarian since 2013. During her tenure, she has expanded the Library’s information literacy program, delivering instruction focused on research skills and critical thinking to students in all of the various programs. She also chaired a committee of Library staff that redesigned the Library’s website in 2015 with a focus on usability, ensuring all students, staff and faculty can easily access the online resources. Megan has continued the work of her predecessors to identify avenues to support the growing needs of the campus which include collaborating on Academic Strategies coursework, developing collections of books focused on authentic research, adding gardening books for the Kamama Community Garden and further bolstering the children’s literature collection to support the Child Development Program and Center.

The first Circulation Team Leader was Lucy Culley, and the first student aides were excellent workers from Berryhill High School. Sarah Wagner is the current Circulation Team Leader, and Joseph Troutman and Ted Daugherty have been long-term Library Aides since 2012. Sarah was a regular West Campus Library supporter as a US History & Western Civilization adjunct. She frequently worked with Paula Eggert to develop the history collection and was hired by the Library in 2009. She has led frontline customer service since then and has helped the Library develop and deepen partnerships on campus, college-wide and community levels. Sarah has been instrumental in helping develop regular Lunch & Learn programs on topics such as banned books, copyright, geocaching and poetry. In 2013, the Library launched the first “Blind Date With a Book” event which encourages participants to entrust the Library to match them with a book that they would enjoy reading. It is a favorite program among Library staff, as it enhances connections with students, faculty and staff without the pressure of assignments and homework.

Demetrius Bereolos was another integral part of the West Campus Library staff from 2005 to 2013. He was initially brought in to head marketing efforts for the Library Department. One of the highlights of his tenure was to create marketing brochures for the Library’s electronic resources and services as well as the Library’s first virtual chat reference service called “Kim Monday.” Deme, as he was known to colleagues, also served as the Copyright Specialist and took great pride in being heavily involved in the West Campus and college-wide efforts for the annual Tulsa Area United Way campaign.

Since opening, the West Campus Library has evolved into a professional academic unit and space that offers the following services: in-person and virtual reference and research assistance, information literacy instruction, access to online peer-reviewed and scholarly databases, access to PCs and laptops, printing, checkout of print and media materials, course reserves, quiet study room, children’s story time lab. As the West Campus has increased its outreach efforts, the Library helps to support and coordinate information literacy instruction as needed in area high schools for concurrent students as well as students enrolled at other educational centers such as Drumright, Glenpool and Osage Nation in Hominy. The goal of the Library is to function within the realm of the college’s vision, mission and strategic plan and to help students be as successful as they can be.

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Provost Office

Terri Brewer, Dr. Peggy Dumas Dyer, Julia Poole

Science & Mathematics Division

Back: Theresa Thompson, Lance Phillips, Patty Smith, Dr. Bryan Coppedge, Dr. Jan Barnett Middle: Dr. Elmer Godeny, Dr. Rosemary Carlson, Diane Trimble, RoxAnn Davenport, Paula Millican, Donita Oosahwee, Brandy Cooper Front: Pam Lucas, Jackie Swicegood, Dr. Leigh Gulley, Dr. Suzann Dunkerley, Terry McDevitt (Interim Provost), Janice Robinson

The Science/Math Division began to be established under the leadership of Dr. John Hurn who came to TJC West Campus from Union High School. There he was known as a veteran innovative science teacher who had been involved in implementing several grants at the high school. John led the beginning of the division by hiring full- time instructor, Diane Trimble, who has the distinction of being the only Science/Mathematics faculty hired for the original fall, 1995, opening date. TCC refers to these faculty, staff, and administrators as "West Campus Originals."

The first year, 1995-1996, the West Campus was located on the fifth floor of the Conference Center. Toward the end of this time, John became ill. His illness lingered and became more prominent as we moved to the West Campus site. Shortly thereafter, he left the college due to medical issues. In the meantime, Dr. Eckle Peabody, a former dentist who lived in Missouri, was hired as the first West Campus Biology instructor. Initially, he was mainly responsibility for shaping the West Campus science labs. This was a major responsibility because he had to start with nothing to shape the lab experience for students. Later, Dean of Instruction Bobbie Woodward hired Dr. David Henderson as the Division Chair of Science/Math who was working in the labs at the Oklahoma State University School of Osteopathic Medicine. Before classes began in fall, 1996, the final faculty member, Dr. Victoria Prevatt, was hired to oversee Chemistry. Though it was a very small group of faculty charged with a very

big job to accomplish which was to order all the supplies and materials needed for the first day of class and to help find good adjunct faculty to compliment the instructional team, they got it done.

From the beginning, working as a team was emphasized. WC three Divisions worked together on almost everything we did. One example is the Technology Learning Center (TLC). To get it started, John and then David worked with Hugh Callery and Dr. Rachel Caldwell, Division Chair for Liberal Arts, to create the writing and math tutoring component.

To their credit, most of the Science and Mathematics faculty have been involved in outside grants. Dr. Eckle Peabody and Dr. Jan Weaver Barnett worked with the Provost to provide several Oklahoma State Regents for Higher Education (OSRHE) summer academy grants involving high school students that promoted Veterinary medicine as a career. Other faculty followed their leadership. Several WC Mathematics faculty, Professors Lori Mayberry, Diane Trimble, and Jackie Swicegood have been involved in a variety of K-12 teacher professional development grants with The University of Tulsa, Tulsa Public Schools, and Sand Springs Schools. Most recently, a team of faculty from SE and West Campus collaborated together to write the NASA Jet Propulsion grant. WC Chemistry and Biology Professors Rosemary Carlson and Roxann Davenport, along with Lance Phillips, from the Math Faculty, collaborated with the SE Campus Science/Math faculty in writing a NASA Jet Propulsion grant. All of the grants, whether funded outside or inside TCC, have provided educational enrichment for both West Campus students and the community (See Page 112).

Research is very clear about the value of student engagement outside the classroom. The Science/Mathematics faculty have been prominent in West Campus student organizations. In 1999, Eckle established the WC chapter of Phi Theta Kappa (PTK) – Beta Theta Epsilon Chapter, the community college honor society. He was, therefore, the first faculty sponsor. Later, Dr. Prevatt joined him as a co-sponsor. After Dr. Prevatt moved to Southeast Campus which was closer to her home, Lance Phillips, became the sponsor of PTK. In addition, Lance has been very involved with the West Campus Baptist Collegiate Ministries student organization at WC. Along the way, Dr. Jan Weaver Barnett and Dr. Suzann Dunkerley with Rachel Valentine, RVT formed the Veterinary Technology Student Organization. When Rosemary Carlson was hired to replace Dr. Prevatt, she worked with Student Activities to create the MADD Scientist Club giving opportunities for classmates and faculty to work on projects outside the classroom. Roxann Davenport was hired and joined Rosemary. Today, from all of these, you realize how fortunate the West Campus is to have such high quality faculty interested and involved in student engagement outside the classroom.

After several years, David left the college and Dr. Bryan Coppedge was hired as Associate Dean. He came to TCC from Cowley Community College in Arkansas City, Kansas, where he was a Biology instructor. His alma mater was Oklahoma State University where he maintained a relationship with professors involved in undergraduate research. During his tenure as Associate Dean at West Campus, he continued this relationship with OSU and co- published several papers. Though I have not surveyed the other Associate Deans at TCC, my guess is, Brian is the only administrator with such an extensive list of published papers while being employed at TCC. As a result of his interest, he has become involved, along with Patty Smith, Associate Professor of Biology, in the new initiative at community colleges nationwide, undergraduate research. at TCC. Patty became the first TCC Coordinator of Undergraduate Research. During this time, she created several class research projects that have contributed to the WC beauty, enriched outdoor educational opportunities, and provided a place for rest, meditation and discussion sitting on the various benches outdoors (See Page 118).

Because of a $475 million dollar state capital bond issue for higher education, TCC was able to build a new Science and Mathematics Building at West Campus. From 2007 to 2008 WC science and math enrollments increased 26%.

One year before the West Campus's 15th anniversary, the building became a reality. (See Buildings Added) The WC Science/Mathematics Division has had outstanding faculty leadership on campus and in the college. Diane Trimble was the first WC faculty to become President of the TCC Faculty Association. Later, Steven Woods, Coordinator of the Native American Studies program in the LA Division, took that role. Most recently, Terry McDevitt, WC Associate Professor of Mathematics, has served the college in that capacity.

Lori Mayberry, Associate Professor of Physics/Mathematics, has distinguished herself with innovative teaching strategies. When TCC wanted to apply to the Higher Learning Commission (HLC) to accredit the TCC online program there were two barriers. The first was complete access to an online library and the second was offering lab science courses. Several TCC faculty had developed different online courses to fulfill the requirements for a Liberal Arts degree, but none had developed a lab course. Lori stepped-up to the plate and demonstrated it could be done by creating the science lab course, PHSC 1114 General Physical Science. After Lori's class became known at TCC, other faculty followed. A short time later, TCC's online program was HLC accredited. TCC has the distinction of being the first accredited online program in the state of Oklahoma. Today, it has a student enrollment of 7,000+ which is the largest online enrollment of any institution in the state of Oklahoma. In fact, that enrollment number exceeds most of the individual community college campus enrollments in Oklahoma.

Another second major innovative curriculum development by Lori began in 2007 with K-12 schools. She began to research the issue of developmental math at TCC. She learned that the "gate-keeper" course, College Algebra, was locally and nationally challenging for college/university students. TCC data in 2004-2008 confirmed the issue. For first-time, first-semester freshman, 69% were testing into various levels of developmental math courses. Of the 30% of students who tested into college-level math courses, only 61% successfully passed (A, B, or C grade = success) college algebra. This data showed that these students were less likely to graduate with a degree. In fact, from 2004 to 2006, 8.8% of TCC students who started in a developmental math course earned a TCC degree. Lori decided to try to do something about these dismal statistics.

The strategy Lori used was to work collaboratively with Berryhill Public Schools math teachers. They created the College Algebra Learning Community (CALC) project. In short, it was a college algebra preparatory curriculum to be implemented at the high school by high school teachers for high school credit followed the next semester by taking a college algebra course. Together, they worked out the curriculum and logistics which was piloted at Berryhill High School in 2008-2009 with nine students. All nine students passed the college algebra course with either an A or B grade. More schools and more students were added in the years that followed. The five year totals showed 8 schools with 395 students participated with a 93.2% student success rate. For comparison, from 2008-2011, all TCC college algebra courses recorded a 60 % success rate and a 77.7% withdrawal rate. Clearly, the CALC project model is working. Not only did Lori notice an issue, she created a strategy to successfully address it. Now, TCC has a capacity challenge of being able to offer enough sections of CALC for the large number of high schools who are requesting it. In addition, TCC is looking at this model to address other "gate-keeper" courses at TCC. The amazing results from this program have been shared at several conferences.

Several faculty members in the Science/Mathematics Division were part of the Critical Thinking Initiative (CTI) led by Penny Colglazier, Assistant Professor of English, at West Campus. This was an interdisciplinary study of critical thinking strategies by faculty in the Liberal Arts and Science Divisions at West Campus (See Page 113). In the end, faculty presented at state, regional and national conferences ultimately hosting a webinar from TCC.

In these 20 years, the Science/Mathematics Division of faculty, staff, and administrators in the have met and exceeded former President VanTrease's West Campus vision of technology and innovation in the classroom. At

the same time, they have sought and received outside and inside TCC grants to fund innovative strategies in the classroom. Finally, they have embraced student engagement outside the classroom. It has been an exciting and successful 20 years.

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Science & Mathematics Division Veterinary Technology

Dr. Jan Barnett, Brandy Cooper, Paula Millican, Dr. Susan Dunkerley

By: Jan Barnett, D.V.M., Veterinary Technology Coordinator

Former President Dean VanTrease and Dr. Bill Wells, Dean of Workforce Development, came to me and asked if the Provost would be interested in the West Campus hosting a Veterinary Technician program. Provost Dyer did not know exactly what that entailed, but she was eager to find out. In short, it was explained that this program was the nursing component of Veterinary medicine. Though Oklahoma does not require a veterinary practice employ licensed technicians, it was felt this type of training was very valuable to a Veterinary practice. A Registered Veterinary Technician (RVT) brings a high level of knowledge and skill to a practice, thus increasing the level of professionalism in the field. TCC had received feedback from the Tulsa Veterinary community that such a program was needed in Tulsa. Provost Dyer agreed to work with Bill in creating a community advisory group to study the feasibility. The community advisory taskforce was comprised of veterinarians and interested persons from the Tulsa Zoo and local animal shelters. Besides multiple advisory taskforce, a community survey was distributed. The results indicated the program was needed so TCC proceeded with the next steps which consisted of a cost analysis and visiting Murray State College. Initially, the President explained the thought was to have the TCC program offered online, use local veterinary clinics for the practicums/internships, and connect with the accreditation of Murray State College. Their program, the only one in Oklahoma at that time, had been in existence for 20+ years, and was fully accredited. At the outset, that sounded like a very cost efficient way of providing the program in Tulsa. West Campus was set-up with a Distance Learning classroom on the second floor of the Information Commons building.

The West Campus was charged with hiring the Coordinator of the program so we could get started with the planning. In summer 1998, the Veterinary Technology program had one employee, Dr. Jan Weaver Barnett who assumed the leadership position. She oversaw the development of the curriculum to meet and exceed state and national standards. Dr. Barnett studied the program requirements so we could apply them to a facility with classrooms and labs to properly teach classes.

After Dr. Barnett was hired, she had the unique opportunity to shape not only the curriculum, but also the facility. Dr. Wells set-up a visit to Murray State College. Dr. VanTrease drove his car and everyone headed to Tishomingo. The car was fully packed with six adults weaving right and left in their seats as Dr. VanTrease drove around curves in the road. Later, someone described it as a “moving” trip. Those representing TCC were Dr. VanTrease, Bill, and Dr. Bill Sutterfield, TCC Vice President. From the West Campus were Bobbie Woodward, Dean of Instruction; Dr. David Henderson, Division Chair of Science & Math; Dr. Jan Barnett, and Dr. Peggy Dyer. It was a day of gathering information and campus tours. While there, we learned that OSU/Oklahoma City College was considering an online Vet Tech program with Murray State College, too. The trip home was full of discussion about what we had heard and saw.

After the group returned from Murray State, further discussion continued about the philosophy of teaching and the place to conduct the Veterinary Technology classes. Fortunately, Bobbie’s background was Nursing and Allied Health Programs. She knew “first hand” the extent to which labs and skill practice were needed. The Provost respected her experience and shared her concern about an almost total online curriculum for a rigorous medical program with very high standards. Thus, Dr. Dyer respectfully visited with Dr. Sutterfield, her boss, indicating that we felt excellence would be compromised if we tried to teach the curriculum in an online format. Second, we felt strongly that skill practice was essential to student success. Veterinary offices are busy places for our students to be implanted to gain the skills and practice necessary to fully grasp the skills. He understood the concern and took it to President VanTrease who approved finding our own classroom and lab space. This was a major change in the program plan. But, we felt a lot more comfortable as we moved forward.

At that point, the program needed to find a location with adequate space. Bill began to check out the community to find potential sites. Several field trips followed but nothing seemed to fit. Then, the idea came to lease a vacated veterinary office. At first, the idea of locating in a former veterinary office seemed like a good idea, but after seeing it the idea was not feasible. It was entirely too small and it was located in East Tulsa which was a very far distance from West Campus. Then, Gary Crooms, Vice President of Business Affairs, came up with the idea of locating the program in a shopping mall.

It was a humble and unique beginning to locate a Veterinary Technology program in a shopping mall at 33rd West Avenue and 61st Street, but it worked because we were able to configure two classrooms, labs, and a surgery suite, which met the basic needs of the program. Brandy Cooper, RVT, who is a current member of the Veterinary Technology staff, was a student while we were in the shopping mall. She knows “first hand” how the shopping mall experience worked for students. Outdoor pasture and indoor barn space was needed for teaching/learning, too. Fortunately, the City of Sand Springs had a mounted patrol unit. Their horses required pasture space and a barn located about 6 miles west of the West Campus. Though it was not ideal, it was adequate. West Campus used their facility. When the program needed to work with cattle, Montie Box, a TCC Board of Regent and a Sand Springs businessman, opened his ranch to our faculty and students. He said he could not guarantee how gentle or student-friendly the cattle were. I recall a story about a gate or fence that was unable to corral one of his cows. A West Campus adjunct instructor had several goats the students were invited to examine. In the end, many community partners helped TCC secure adequate space for classrooms, labs, animals, and outdoor space. As you have read, it was a challenging time.

West Campus Veterinary Technology classes began in January, 1999. The Open House was held at the shopping mall facility on May 12, 1999, (just after the devastating May 4 tornadoes). Several students and some staff from Murray State College came. They complimented TCC on its facility saying the equipment, labs, and classrooms were better than most places they had been. We felt they were adequate, but we agreed with Mrs. Fields from Fields Cookies who said, "Good is not good enough." We wanted a facility that was truly outstanding to match the program. President VanTrease began to work tirelessly to provide 2.3 million dollars from a bond issue voted by the citizens of Tulsa County to construct a new Veterinary Technology Center and outdoor space on 7 l/2 acres of land at the West Campus.

After the money was secured, Bill planned two field trips to three different community programs. Each had excellent facilities and successful programs. We wanted to learn as much as we could from them. One was Lone Star College in Tomball, Texas, and the other Cedar Valley College in Lancaster, Texas. The final trip was to Maple Woods near Kansas City. All of these provided valuable feedback on selection and retention of students, curriculum, and facilities.

The architects and construction company were chosen for the project. The students and faculty were able to move into the new facility in fall, 2001. Without a doubt, TCC has one of the best facilities in this region --- if not the country. The American Veterinary Medical Association (AVMA) often recommends a visit to TCC for those colleges researching the feasibility of starting a new program. The TCC students are successful, the program is outstanding, and the facilities are exceptional.

The faculty, staff, and students formed the Veterinary Technology Student Organization in April 1999. Each year they volunteer and participate in several community activities such as the Sand Springs Christmas Parade, Tulsa State Fair Animal Birthing Center, and the West Campus WestFest. Since inception, VTSA conducts fundraisers through the sale of T-shirts, magnets, pet Christmas stockings, pot luck dinners and bake sales. Monies raised enabled donations of needed items to the Tulsa Animal Welfare Shelter, Sand Springs Animal Shelter –to include a microchip scanner, Kuranda beds, and a protective vest to the Sand Springs Police Canine Patrol. They provide vaccination and wellness services to the Sand Spring Animal Shelter in support of the Shelter’s adoption program. The Veterinary Technology Student Organization provides microchip clinics during our Open House semiannually and most recently sponsored the Mutt Strut in celebration of WC 20th Anniversary.

In 2009, the Veterinary Technology Program celebrated its 10th Anniversary with a dinner for all students elected guests. During that time the Provost spoke about what she believed to be the criteria for a highly successful program.. These include:

1. Faculty and Staff -- The Vet Tech program is successful because of the exceptional, hard-working, passionate faculty and staff who provide the base support for students in the program.

2. Performance on Board Exams -- During these 16 years, as a testament to the faculty and staff who work with students, this program has produced outstanding graduates who have performed excellently on their board certification exams (See Appendix S).

For the Oklahoma State board exam -- 100% pass rate

For the Veterinary Technician National Examination (VTNE) -- TCC graduates have scored an average of 86%. The national average score this year was 68%.

3. Accreditation Reports -- Outside agencies/organizations regularly receive reports and visit the program onsite. The evaluators have consistently given this program exceptionally high marks.

4. Community Service -- Dr. Barnett has provided a strong link for this program to the community. From the beginning, she has wanted a formal relationship with the Tulsa Animal Welfare Shelter. A mutually beneficial association, the Program adopts TAW dogs and cats and provides them care, comfortable housing and veterinary services. In turn, the TCC Adoption Program places them in responsible homes. Registered Veterinary Technicians Brandy Cooper and Paula Millican, oversee the Veterinary Technology adoption program. As of 2014, 503 dogs, cats, guinea pigs, ferrets, sheep, goats, and other animals have been successfully adopted. In recent years, the Sand Springs Animal Shelter, Animal Aid of Tulsa, and the Tulsa Zoo & Living Museum have been added to the community partners. Another community link has been with the Tulsa State Fair Birthing Center. Every year, the Veterinary Technology faculty, staff, and students spend countless hours preparing for and birthing pigs, sheep and goats at the Tulsa State Fair. It is a featured stop for fair-goers.

5. Graduates Get Jobs --- Nearly all the members of a graduating class already have jobs when they receive their graduation diplomas.

The first graduation was held in the Student Center in December, 2000. It was a bad weather day with several inches of snow on the ground. More snow was expected in the evening with a chance of ice. It was a terrible evening to host an event. But, we went forward. There were 4 students in the first graduating class. Approximately, 200 family, friends, and supporters filled the first floor of the Student Center. No one could believe the number of people that attended on such a terrible weather evening.

The second graduating class had 4 students and approximately the same number of supporters attended the pinning ceremony held just prior to TCC’s graduation in May. The third graduating class and thereafter, has had 15-20 students graduate. The pinning ceremony has been conducted in the WC Fitness Center. Approximately 250 friends, family and supporters regularly attend. In these 16 years, a total of 213 students have graduated from the TCC Veterinary Technology program. Most of these are working in the field and making their professional contributions as Registered Veterinary Technicians. (RVT)

In 2009, the Veterinary Technology Program celebrated its 10th Anniversary. A dinner was held prior to the Annual Pinning Ceremony to recognize the program accomplishments. President Tom McKeon, former Regent Montie Box, and Provost Peggy Dyer spoke at the event. At the conclusion, Provost Dyer announced the Dr. Jan Weaver Veterinary Technology Scholarship to be awarded to an outstanding second year student. Dr. Bryan Coppedge assisted with determining the scholarship requirements and the process for student selection. The distinguished scholarship is awarded each year to an outstanding student at the West Campus Student Activities Award Dinner in April.

The Dr. Jan Weaver Veterinary Technology Scholarship recipients have been:  Jessie McBride – 2009  Alicia Alvarez – 2010  Nancy Whitmer – 2011  Autumn Duiveman – 2012  Alicia Castro – 2013  Jordan Jones – 2014  Jessica Myers – 2015 ###

Student Activities

Christi Mullins, Jennifer Champion, Jennifer Duncan Dunaway, Mina Herren-Hale

By: Jennifer Duncan Dunaway, Student Activities Director

The Stephen J. Jatras Student Union houses the Student Activities Office as well as multiple meeting rooms, an auditorium, campus café and lounge spaces. The union serves as a place for students to socialize, participate in student activity programs, play games, watch TV and relax.

Student Activities Mission: The Student Unions at TCC develop the student as a whole person. This is done by creating opportunities for community service/engagement, developing leadership skills, offering co-curricular events, and providing an area for relaxation, interaction, involvement and lasting relationships.

Services we provide: The Student Activities staff offers a wide range of activities that provide students with opportunities for student engagement outside of the classroom. These activities include;

 Entertainment programs: Free food, Live music, contests and games, bingo, etc.  Educational programs: Student Success Series, Drug & Alcohol Prevention, Title IX, Safety & Security talks, Voter Registration Drives, etc.  Recreational programs: Ping-Pong and Billiards tournaments, WII games, Jumbo Board Games, etc.

 Leadership programs: Student Leadership retreats, ropes courses, etc.

We also provide the following services for our students;

 Student ID’s  Discount Tickets (Sporting events, Movies, Theater & Arts, etc.)  Tulsa Transit Bus Passes  Voter Registration Applications

The Way We Were – 1995

Staff Shannon Duncan served as the first Student Activities Director at West Campus from 1996-2001. The Student Activities staff included Administrative Assistant, Stacie Thornton and Office Support Clerk, Pamela Burns.

Student Government Association (SGA) and Student Organizations West Campus Student Government Association was developed in 1996 and was advised by Shannon Duncan. The first President was Chris Harris. Some of the popular events that SGA hosted in the early days included Monday Night Wrestle Mania. Baptist Collegiate Ministries was the first student organization that was sanctioned at West Campus. The sponsor was Jan Price, an adjunct instructor in the Liberal Arts Division. A few of the early student organizations were, Phi Theta Kappa and Phi Beta Lambda. Phi Theta Kappa was established after the Honors Program was developed on campus. Both of these groups had students participating at state and national competitions.

The Way We Are –2015

Staff Jennifer Duncan has been the Director of Student Activities since 2001. The staff includes, Jennifer Champion, Student Activities Specialist, Christi Mullins, Administrative Assistant II, Mina Herren-Hale, Administrative Assistant I.

There are many events that have been popular over the years. Some of these include; scavenger hunts, dances, trivia contests, minute-to-win-it games, Tulsa State Fair Kickoff Party, family holiday parties, leadership retreats, lunch & learn sessions, Event Horizons film series, Mocktoberfest activities, Constitution Week activities, Bingo, craft making sessions, Drug/Alcohol Awareness programs, Title IX and Campus Safety programs, Sports Watch Parties, Field Trips to local attractions, Health fairs, Holiday activities, create your own dessert bars and much more.

One of the major ways that Student Activities markets to our students is by Social Media. TCC West Campus started a Facebook page in 2008 and this has provided us a way to market our programs and post pictures of various activities on campus. We have added a Twitter account and a YouTube channel. 98

Students love to see pictures of themselves on our social media pages. We are also piloting a new mobile app in which students can download to their mobile devices. This app allows them to see all of our exciting events, check in to the location and comment on the event.

https://www.facebook.com/TCCWestCampus

https://twitter.com/tccwestcampus

https://www.youtube.com/user/TCCWestCampus

www.campusquad.com

The Student Activities staff continues to look for new and creative ways to engage our students outside of the classroom. This includes keeping current on programming trends in higher education.

Student Government Association and Student Organizations The Student Government Association at West Campus has continued to grow over the years. They serve as the voice of the student body and will address any issues or concerns that students have on campus. They also serve as a programming board to provide students with opportunities to engage on campus. SGA has co-sponsored many programs over the years. Some of the more popular programs include; TCC West Campus Angel Tree, Canned food drives, Stress Relief giveaways during finals, Student dances, family holiday parties, live music and free food. Over the years, our SGA students have also served on various college committees, such as; traffic appeals, service excellence awards committees, WestFest, Presidential Leadership Council (PLC) in partnership with the Vice President of Student Affairs and many more.

West Campus currently has 13 Student Organizations. These organizations include; Baptist Collegiate Ministries, Native American Student Association, Professional Association of Childhood Educators, Phi Beta Lambda, Phi Theta Kappa, Student Oklahoma Education Association, Student Veterans Association, M.A.D. (Making a Difference) Scientist Club, Veterinary Technology Student Association, Hispanic Student Association, Artist Club, GSA (Gay-Straight Alliance), and Pre-Med.

One of the biggest changes that occurred with Student Activities specifically relates to Student Organization funding. We have implemented changes within our budgeting process that assists student organization members with travel needs. Several of our student organizations travel to state, regional or national competitions and they compete in competitions that bring notoriety to the college. Student Activities has been able to assist these organizations with funding in order to compete at these competitions. We developed a tiered-funding process in which the student organizations can complete certain criteria in order to receive funding. These are approved by the West Campus Student Government Association. This has been a very positive change that has allowed numerous students develop their leadership skills.

Community Contributions

Student Activities has sponsored many programs over the years that have benefitted the local communities that surround West Campus such as West Tulsa, Sand Springs, Glenpool and more. We have hosted clothing drives, book drives, canned food drives, toiletry drives, etc. Some of the agencies that have benefitted from these drives are: Community Food Bank of Eastern Oklahoma, Day Spring Villa, Blue Star Moms, Sand Springs Community Center, Potters Clay Mission and numerous individuals in need.

The Student Union has also served as a host facility for many community events. Some of these events include; Annual Hannah Christian & Cassidy Rotramel Memorial Toy Run, Relay for Life, Solace Trunk or Treat, Military Events, Tulsa County Health Department Trainings, Polling Place for local voters, OPERS Retirement Seminars, Child Development Early Learning Conferences, Sand Springs Police Department, Red Fork Film Festival, Family Fun Fair and much more.

Student Government has sponsored an Angel Tree for the past 14 years which benefits our TCC students. Students, faculty and staff have helped approximately 650 children from this project. It has truly been a community-service driven event by students.

In 2000, Student Activities was heavily involved in the fundraising and building of the TCC Habitat for Humanity house. The house was completed in March 2000 and was incorporated into TCC’s 30th Anniversary celebratory activities. Multiple students and staff helped build this home for the Lloyd family.

In 2010, Student Activities hosted its first annual WestFest event. This is a free event that provides a carnival type atmosphere for our students, faculty, staff and the community. There are carnival games, free food, crafts, inflatables and information tables with TCC information. Over 3,950 people have participated in this event since its inception. This event could not be successful without the teamwork of the entire campus. Multiple offices assist with the planning and facilitating of the games. It has grown every year and it will be a signature Student Activities program at West Campus.

Special Achievements

In 2013, Student Activities Staff hosted the inaugural “Paint the Zoo Blue” event at the Tulsa Zoo. This event provided our students the opportunity to go to the Tulsa Zoo for free and included giveaways, food, music and various TCC informational tables. This event has continued and has had an estimated 9,500 students, faculty and staff participations for three years. It is now considered a “signature welcome back” event for TCC.

WestFest is another event that falls into the “special achievements” category. It started out as a small campus event and has turned into a signature West Campus event by providing our students, faculty, staff and community with a safe place for Halloween/Fall fun. The participation in this event continues to rise each year. ###

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Student Health Services

Lynn Scott & Debbie McNett

By: Debbie McNett, Student Health Services Supervisor

Student Health Services (SHS) was originally located in the Information Commons Building, Room I-174, behind Campus Police. Student Health Services serves the students, staff, and faculty in first aid and health screenings, such as blood pressure, vison, hearing, and cholesterol. Referrals are provided for anyone presenting with physical or mental health issues.

SHS responds to all campus emergencies. West Campus has two programs on our campus that are unique to the college, Vet Tech and the Child Development Program. This means that SHS sees patients from 6 months to 86 years old. Also, West Campus is the only campus that sees human bites, as well as animal bites.

Sophia Wilson was the original Registered Nurse and Supervisor of SHS, that opened the WC SHS Office in 1995. She hired Lynn Scott to work as Administrative Assistant. Lynn still works in that position. Sophia Wilson was instrumental in writing a proposal and obtaining AEDs (Automated External Defibrillators) for the college. At that time, each campus had two.

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In 2001, Sophia left TCC. Debbie McNett was hired on as the Registered Nurse and Supervisor of SHS. In 2003, SHS nurses received training to teach CPR to Campus Police, Fitness Center staff, and Student Activities. CPR is also taught to CDC staff and any additional TCC staff and faculty that are interested. CPR training is also provided to the parents of CDC children.

In 2004, the Fitness Center was added on to the West Campus. The Student Health Services Office was relocated to the Fitness Center, Room FC-100. SHS works with Fitness Center and Student Activities Center staff in providing programs such as the Health Fair and Lunch & Learn. Also in 2004, West Campus entered into an agreement with Tulsa City-County Health Department in developing their Emergency Preparedness and Response Team. West Campus was designated as a Public Health Ready Training Site. WC will be utilized as a community resource site to provide services as needed in the event of emergencies.

In partnership with Tulsa City-County Health Department, WC has held two Mass Immunization Training Exercises. In 2009, TCCHD held a H1N1 Mass Immunizations Clinic at West Campus. Over 1,500 community members received H1N1 Immunization.

In 2006, SHS added the services of Over-the-counter (OTC) meds for the students. These included Tylenol, Ibuprofen, Benadryl, cough drops, Tums, etc. Also in 2006, TCC purchased an Osteoporosis Machine to be shared with all four campuses. This provided a very useful screening to students, staff, and faculty.

In 2014, the WC SHS Office worked with a representative from Campus Police to obtain additional AED’s for the College. TCC purchased 5 additional AEDs for each campus.

Student Health Services works with Human Resources in providing free annual Flu Shots for the fulltime staff. In 2014, we were able to include part-time and work study students to those receiving this service.

Each October, Visiting Nurses Association comes to WC to provide flu shots to the public. This isn’t free to the community, but provides community members a convenient, easily accessible place to get their flu shots.

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Technology Learning Center (TLC)

Theresa Thompson, Tim DeGeer, Travis White, Pamela Webb

By: Travis White, Technology Learning Center Coordinator

When the plans for the campus were in development, then President Dean VanTrease's vision for the West Campus was to foster the cornerstones of technology and innovation in the classroom. The initial design of the West Campus included a general user computer lab at the center or heart of the campus surrounded by faculty offices on the first floor of the Information Commons building. This area was named the Technology Learning Center (TLC). This design was borrowed from Maricopa County Community College District Glendale Campus. Northeast Campus had some influence, too, on the West Campus design. Northeast modeled the FACET Center (then called the Enterprise Building) which successfully placed writing and math tutoring within the general student user lab. All of the Northeast Campus employees reported to an academic area on the campus as opposed to the Learning Resources Center.

Initially, President VanTrease thought the West Campus general lab functions could be combined with the Learning Resource Center (LRC) for staff efficiencies which was one of the other goals of the West Campus, but that was contrary to the already successful staffing design at the Northeast Campus. When Bobbie Woodward, Dean of Instruction and Dr. Peggy Dyer visited the Maricopa County Community College campuses and talked with their leaders they inquired about the staffing. They shared with them what Tulsa Junior College was envisioning. Upon their return, they visited with the NE Campus. In the end, they recommended West Campus become more like Northeast Campus. They felt that faculty leadership was needed in the TLC for it to become successful.

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Faculty offices were surrounding the area and academic tutoring was to be available, not to mention the Faculty Innovation Room on the second floor. Rather than being an extension of the library led by librarians, they believed it was intended to foster the academic vision of the campus and become an academic "hub" providing support for students in the computer lab and technology support for faculty in the Faculty Innovation Room. Therefore, the initial oversight of the area was moved from the Dean of the Learning Resource Centers to West Campus Dean of Instruction.

The TLC has, therefore, always been a faculty-led initiative with a focus on adopting new and emerging technologies in the classroom which mirrors President VanTrease's vision for West Campus. It has been thought that the best faculty to oversee the TLC is a faculty degreed and experienced in computer technology. Therefore, Hugh Callery was the first Coordinator in 1996, followed by Earl Goodman in 2000, and presently Travis White who began in 2013. All of these faculty members have taught computer science courses in the Business and Information Technology Division.

Initially, only a small fraction of classrooms at West Campus were able to support multimedia needs. By the end of 2007, all classrooms at West Campus, including lecture rooms and computerized classrooms, had full multimedia capabilities (projector/document camera/DVD-VCR/PC/Surround Sound System). Though having these features in every classroom is taken for granted these days, there was a period when this was not the case.

In an effort to further support adoption of technology in the learning process, implementation of the “TLC Request” was established. Leadership, in keeping with the philosophy of making things as simple as possible for end users, decided to use a simple “who/what/when/where/why” format for the requests.

The services provided by the TLC during this period included:

o Hardware Installations -- including peripherals, e.g., printers. o Software Installations -- including operating systems, e.g., Windows 2000, and application programs, e.g., Microsoft Office. o Hardware Repair -- including mice, hard drives, etc. o Software Repair -- including reinstalling software and configuring software systems. o Technical Staffing -- including special programs or events requiring TLC staff. o Scheduling Classrooms -- including non-computer classes that may need computer classrooms. o Scheduling Class Visits -- including non-computer classes that may need access to banks of computers in the TLC for a class session. o Training -- including the usage of computer hardware and software. o Orientations -- including the usage of the TLC. o Special Projects -- For example, outside grants that included technology, such as the OSRHE Summer Academies.

In addition, the TLC implemented the West Campus Centralized Help Desk. Previous to this, end users (instructors/staff/students) had to call one number to get help with software issues, another to get assistance with hardware related issues, and a third to get assistance with media related issues. While no reporting structures were altered, the TLC became a single point of contact for end users that would then channel the request to the appropriate entities. The new ease of requesting services was immediately lauded by faculty and

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staff, and became such a success that it was the model for the formation of Client Services, which ultimately formally consolidated these various departments into a single team. In 2007, Client Services was formed at Tulsa Community College, and the TLC was relieved of many of its historical duties. During this transformational period, the TLC repositioned itself to be less of the technical support center for the campus and more of a traditional computerized learning environment for students. With less emphasis on being IT Support, the TLC was free to promote innovative technology and take on special projects. Among these accomplishments are:

 The West Campus Henge: A project that involved dozens of TLC employees and countless man-hours of work. After a two-year data gathering mission (2008-2010), information was prepared, presented, and a Faculty Innovation Grant (FIG) was awarded. The funds from this grant, along with private contributions, allowed the West Campus to renovate the Henge area and create a fully functioning analemmic sundial. Not only does this add to the beautification of the campus, but is also a clock, calendar, and learning tool for TCC’s students and the community.  During this period the Technology Learning Center also began demonstrating innovative technology, as well as various gizmos and gadgets to promote student interest in technology in general. Among these items were: o Podcasting was predicted at the time to be “the next big thing,” so the TLC purchased and displayed a variety of devices students might use for this purpose, such as iPod touches, iPod Nano’s, and Microsoft Zunes. o E-Text readers were an emerging technology, and the TLC was quick to purchase Amazon Kindles to explore the education applications of these devices. o An “Aquarium Computer,” using mineral oil rather than water, was created and displayed at the 2009 Convocation, to spark interest in computing technology.

With the retirement of Earl Goodman, Jr. and the hiring of Travis White in 2013, the TLC continues in its mission to provide computer access in a learner friendly environment. A few key projects include:

 The remodel of the student help desk in the TLC. The originally installed helpdesk, aside from being aesthetically unpleasing, left employee vision blocked for a large portion of the area to be served, as well as only providing a small ‘approachable’ area for students to seek help. Also, it did not meet Americans with

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Disabilities Act (ADA) standards. In short, it was not a user-friendly design and did not create a warm, open, welcoming feel that was desired for students, nor did it meet building standards. The desk has now been replaced with a circular design that allows full vision of the lab as well as the ability for those seeking assistance to approach from any direction. It also much sleeker and modern, keeping with the cutting edge technology theme of the TLC.  The removal of a pod of traditional desktop computers which were replaced by modern furniture and several tablet PCs for checkout to students within the TLC. This is in response to the growing trend of mobile computing and the observation that more and more students prefer to bring their own devices (laptops/tablets/etc.) to use. It also creates a more welcoming and cozy feel in the TLC, while maintaining a first-class visual appeal.  The display and demonstration of modern technological devices to spark student interest and really put the “technology” in the Technology Learning Center. These devices include: o A MakerBot Replicator 2 3-D printer: This technology has taken the world by storm and having a 3-D printer running in the TLC has generated a tremendous amount of student interest. o Complimentary to the 3-D printer, we have also acquired and demonstrated a 3-D scanner, which allows an object to be “digitized” into a software program. From there, replicas can be created. o An HP Sprout innovative computing device, which combines a traditional touch-screen computer with an interactive mat and projector that allows objects to be captured in 2 or 3 dimensions and manipulated in various software applications. o Using ScreenBeam technology, the Technology Learning Center has created a collaborative learning environment for students to work on individual or group work. This technology allows anyone with a compatible device to broadcast their screen onto a large display in the TLC. This is perfect if a group has to give a presentation in a class and needs to work on a joint PowerPoint, for example.

Then and Now

The bottom of the ramp and sign on The bottom of the ramp and new helpdesk computer

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A computer pod, with old CRT

A computer pod with HP Sprout and 3D Printer

View of the lab from the ACS Office (Then) Now

View of the Help Desk Area (Then) Now

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Teaching and Service Excellence Awards TCC Foundation

FACULTY AWARDS FOR TEACHING EXCELLENCE RoxAnn Davenport 2015 Debbie Deibert 2015 Patty Smith 2013 Eckle Peabody 2012 Jim O’Mealey 2011 Jacalyn Swicegood 2010 Rosemary Carlson 2009 Lori Mayberry 2008 Melinda Smith 2007 Parton, Dawn 2006 Williams, Jack 2005 Davis, Tamara 2004 Hammer, M. Ann 2003 Goble, Carla 2002 Kamphaus, Susan 2001 Trimble, Diane 2000 Phillips, Anne 1999 Colglazier, Penny 1998 Bradford, Sheila 1997 (1997-First Year WC Established)

PART-TIME INSTRUCTOR AWARD FOR TEACHING EXCELLENCE Phillip King 2014 Dianne Kirk 2013 Sara Sloan 2012 Barbara “Lynn” Martin 2011 Whitney Hearn 2010 Lana Ingalls 2009 George Austin 2008 Nancy Moore 2007

PROFESSIONAL STAFF AWARDS FOR SERVICE EXCELLENCE Dr. DiAnne Cunningham 2015 Gornie Williams 2013 Jennifer Duncan 2012 Eileen Kenney 2010 Ginny Davis 2009 Rachel Valentine 2005 Terri Alonso 2004

STAFF AWARDS FOR SERVICE EXCELLENCE Sarah Wagner 2015 Benjamin Bryson 2014 Pam Lucas 2013 Sherrill Durbin 2012 Carol Engman 2011 Roberta “Bobbie” Johnson 2010 Tim DeGeer 2009 Mina Herren-Smith 2008 Christi Mullins 2007 Robinson, Janice 2006 Thompson, Theresa 2005 Eilenstein, Marc 2003 Longhorn, Juanita 2002 Mondragon, Sally 2001 Abdo, Sophia 2000

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Best of TCC

The Tulsa Community College Alumni and Friends Best of TCC dinner event honored the success and achievement of distinguished Tulsa Community College alumni. The outstanding graduates were nominated by their colleagues and/or companies who sponsored them at the event. It was a time to recognize the alumni’s educational and professional achievements, as well as, recognized their place of work. This event began in 1999. The following are the West Campus employees/students honored at this event.

1999 Cheryl Bruce – WC Counseling & Testing Deanne Nunn – Adjunct BIT Nancy Butler - Dean’s Assistant 2000 Dr. Jill Peale – Veterinary Technology Advisory Committee Sandy VanDusen – WC Counseling & Testing 2001 Shelly Stubbs Crow – Muscogee (Creek) Nation, WC Student 2002 None 2003 Barbara O’Neal – Creek Nation Head Start, WC CHLD Student Shonday Harmon – Stillwater National Bank, WC BIT student, BIT Office employee Nancy Langley – Zarrow Family Office, LLC, BIT student 2004 Sally Mondragon – BIT Administrative Assistant Anne Phillips – WC History faculty 2005 Chris Benge – Former Representative and Speaker of the House, WC student Louis Bordwine – Supervisor, WC Campus Security Mickey Dodson – Town of Mannford, WC BIT Student 2006 Debra McPherson-Dedeaux – West Campus Provost Assistant Shannon Paynter – WC Continuing Education Administrative Assistant 2007 None 2008 Kymberly Daniels – WC Child Development faculty 2009 Greg Turley – Supervisor, WC Campus Police ______

Ann Taff Phi Beta Lamba – Outstanding Local Advisor recognized at national conference

Jack Williams 2005-6 – Outstanding Accounting Educator at a 2-year College by the Oklahoma Society of CPAs

Jim O’Mealey Past recipient of Governor’s Cup Award for Outstanding contributions to Oklahoma Tourism by the Oklahoma Association of Broadcasters

Patty Smith Received outstanding Biology Professor Award for 2-year colleges

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Grants and Additional Outside Funding

OSRHE Summer Academies

As TJC Metro Campus, Director of Special Programs, Dr. Dyer got the opportunity to become involved in grants. Dr. Sue Lohmann, her supervisor, asked if she would be interested in writing a grant in partnership with The University of Tulsa. The Oklahoma State Regents for Higher Education (OSRHE) was making funds available for the first time for Summer Academy Science and Math Academies to encourage and explore high school students to different careers. The University of Tulsa has suffered the sudden death of their President and Dr. Mike Davis had assumed leadership as Interim President. TJC President Dean VanTrease thought it would be a good approach to partner with TU in this positive endeavor. Fortunately, Dr. Dyer had known Dr. Mike Davis professionally for several years. Dr. Davis embraced the idea and introduced Dr. Dyer to Dr. Bob Howard, Department Chairman of Chemistry, who would lead as the TU partner for the next six years. The first academy was a month-long that focused on undergraduate research. Dr. Carla Thompson, a NE Campus Mathematics Professor, was a co-leader for this academy. She was instrumental in putting all the pieces together the first year. The second year and thereafter other faculty members became involved from NE and MC as the themes changed but a continued research-project activity. Most of the early academies featured outstanding field trips including a behind the scenes look at NASA in Houston, a desert exploration in Arizona, and a trip to a deserted island.

The most memorable field trip among these academies was, in 1991, when the theme was "Exploring an Uninhabited Island." There were 24 available student spaces and 140 applications. One parent called Dr. Dyer and said, "I will pay for my child to participate." That, of course, was impossible, but it showed the widespread interest in this academy. The highlight field trip was to Horn Island, an uninhabited island, except for a ranger station staffed at all times, off the coast of Biloxi, Mississippi. The exception was a ranger station staffed at all times. This unique trip was made possible because one of Dr. Dyer’s former students and a science teacher in Mississippi, Randy Bradshaw, had visited Horn Island many times. Also, we had partnered with Louisiana State University to provide boat transportation to and from the island, as well as, a faculty member to provide lessons. Transportation determined the number of students who could participate. Another privately owned boat stayed with us during the overnight stay for safety. Somehow CNN news found out about the academy. They called Oneta Ryan, TJC Director of Public Relations. In the end, Susie Brown, who worked for Oneta, and a CNN news team consisting of cameramen and reports accompanied us. It was an experience of a lifetime broadcast as the lead story on CNN's Science and Technology program. The 3 1/2 minute clip was shown around the world numerous times for one week.

The last two summer academies were conducted at West Campus and focused on "Solving a Medical Mystery." The purpose of these academies was to introduce students to the Veterinary medicine profession and TCC's Veterinary Technology program. The leadership team consisted of Dr. Jan Weaver (now Barnett) and Rachel Valentine, RVT, along with Dr. Eckle Peabody, and two public school teachers, Dale Coulter and Sharon Day. The idea was to create and write a medical mystery story. One part of the story would be revealed to students each day which led to local and state speakers and lab assignments leading toward solving the mystery. Students were divided into small groups that kept their results secret until the final day presentations. It was a lot of fun to see the students become engaged in discovery every day.

The mystery summer academy was presented as a program at the prestigious National Science Educators Association meeting in St. Louis, Missouri. Though it was scheduled for the afternoon of the last day, there was a standing room only audience.

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National Science Foundation Grant (O-TEC)

In 1997, the National Science Foundation (NSF) awarded 5 million dollar collaboration grants to states for the purpose of making a significant difference in the science and mathematics instruction. Led by Dr. Bob Howard, from The University of Tulsa, and an OSU Arts & Science Dean, a collaborative group of Oklahoma colleges/universities, as well as, TCC and Tulsa Public Schools (TPS) formed a partnership. Over the 5-year grant, TCC shared the funding with The University of Tulsa, Oklahoma State University, Northeastern State, Southwestern State, and Central State University. Later, Northeastern State and Langston joined the group. Over the five years, TCC received over $500,000 in NSF funds. The main part of the TCC component was to work with Tulsa Public Schools, specifically Mayo Demonstration School for Science and Mathematics, to create a Parateacher Certificate training teacher aides or paraprofessionals in science, math, and technology to become part of a unique team staffing configuration (See Appendix G). Margaret Erling and Provost Dyer worked with her teachers, Dr. Carla Goble, Program Coordinator, and Dr. Rachel Caldwell to create a Parateacher Certificate that would move into an Associate’s Degree. The grant would pay for a cohort of students to receive tuition, fees, books, and special trainings such as Math Anxiety, Diversity, Reading Teaching Techniques, Class Management, Teacher Soft Skills. The college courses, complimented by special trainings, created a well-rounded teacher ready to become an engaged and skilled part of a teaching team. In fact, several Parateachers were taking the lead in classroom instruction in subjects and skills the regular classroom teacher did not possess or feel as comfortable presenting.

Because the law was changing, many current TPS Paraprofessionals no longer educationally qualified for their job positions, the TPS Chief Human Resources, Bill Nafsger, worked with TCC in recruiting students to the Parateacher program and, once they completed their Certification, created a career ladder for the Parateacher program within the TPS. As a result, TPS Paraprofessionals and Teacher Aides became the core of the student cohort selected to enter the TCC Parateacher program. Students took their classes and studied together. It was a highly successful program in the number of graduates and diversity. Because of its success, NSF was named an Exemplary Program in Teacher Preparation in 1998. President VanTrease and Dr. Carla Goble went to Washington DC to accept the prestigious award.

At the same time that TCC's Parateacher program became known to NSF, they became interested in more community colleges applying for NSF grants. Dr. VanTrease became involved in NSF committees and discussions. At the end of the 5-years, the statewide collaborative grant showed great success, but NSF discontinued re- funding those type grants. NSF did continue funding the TCC Parateacher grant through a PTK initiative. Dr. Carla Goble and selected faculty, were funded to travel and consult with other community college on how to create a successful Parateacher Program at their institution.

Title 6B International Business Grant

Carol Messer, Division Chair for Business Services, wrote and got funding for a Title 6B International Business grant in 1998. It was a first for TCC. Members of the team traveled to Canada as part of the grant research.

K-12 Teacher Professional Development Grants

Several WC Mathematics faculty, Professors Lori Mayberry, Diane Trimble, and Jackie Swicegood have been involved in a variety of K-12 teacher professional development grants with The University of Tulsa, Tulsa Public Schools, and Sand Springs Schools.

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Child Development Scholarship Grants

In 2000, Dr. Carla Goble wrote an OSRHE grant to provide the Scholars for Excellence Program. The following year, she was instrumental in writing a proposal to the George Kaiser Family Foundation for funding Bridging the Gap. Both of these scholarship programs have provided hundreds of students with financial assistance for a pathway to a college certificate or an Associate Degree.

United Community Action Program

This was a collaborative agreement between United Community Action Program Early Head Start and TCC Child Development Center, managed by Ellen Wilks. The program provided child care services, professional development, and a means for mothers to attend college. This partnership began in 2002 and continued until 2009 (See Page 72).

NASA Jet Propulsion

Most recently, a team of faculty from SE and West Campus collaborated to write a NASA/ Jet Propulsion Lab (JPL) grant. Mary Phillips, Associate Professor of Biology, from SE led the effort, while WC Chemistry Associate Professor Dr Rosemary Carlson and Biology Associate Professor RoxAnn Davenport, along with Lance Phillips, Associate Professor of Developmental Math, collaborated to write the NASA Grant, connecting it to an undergraduate research class. The class was team taught and featured, via the internet, a NASA scientist, Dr. Amanda Stockton, who is RoxAnn’s daughter-in-law. This regular interaction was unique and beneficial to students who became energized about their class and research. NASA scientists were involved in class presentations, discussions, and answering questions. Two of the JPL scientists, Dr Stockton and Michael Lee, were brought to Tulsa to speak to a large audience of TCC students at a Science Seminar. Ultimately, three TCC students, including Theresa Lake, a West Campus student, were selected to participate in a 10 week NASA/ JPL Summer internships in California. Grant money was used to help pay for their internship expenses and travel. This capstone experience, available to only a few undergraduates nationwide, was a resume' builder and aviation career awareness opportunity made possible by a group of dedicated TCC faculty who strived for excellence in the classroom, as well as, engagement experiences out-of-the-classroom. They were totally dedicated to these students and their success.

TCC Foundation Grants

TCC Faculty Innovation Grants

West Campus faculty from all academic divisions have sought and received Faculty Innovation Grants (FIG) to foster some innovative idea for their students. It is rewarding to know these faculty have embraced Dr. VanTrease's cornerstones of technology and innovation. Unfortunately, the Conference Center offices overseeing the grants do not have a complete list of the faculty awards; therefore, it is not possible to name the projects or individual faculty members. Just know, West Campus faculty have been the most active faculty at TCC in seeking FIG grants and being awarded funds.

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Critical Thinking Initiative (CTI)

Penny Colglazier, Associate Professor of English, led the study and creation of the Critical Thinking Initiative (CTI). This faculty-led initiative was comprised of Liberal Arts and Science/Mathematics faculty who met together for three years to develop teaching strategies across the curriculum that focused on student critical thinking skills. The group earnestly researched and collaborated to breakdown their respective discipline courses into a common set of application techniques to address critical thinking in each of the courses. It was a supreme example of faculty collaborating across disciplines with a common goal. After several semesters of experimentation in their classrooms and positive pre and post-tests, the group invited other TCC faculty to a workshop on critical thinking across the disciplines. This was highly successful. Afterwards, they presented at state, regional and national conferences ultimately hosting a webinar from TCC (See Appendix T).

Children of the Territories: Diversity, Ethnicity and Legacy

Professors Dr. Carla Goble, Anne Phillips, and Librarian Paula Eggert collaborated to write a grant in preparation for the celebration of the Oklahoma Centennial in 2007. Carla was aware there was little written about the children of the pioneers. That became the subject of the research. The final product, which is displayed in the Student Union Gallery, is a historical photograph collage of the approximate parts of Oklahoma where the research took place (See Appendix O).

WC Provost Established TCC Foundation Funds

Second Chance Scholarship Fund (See Page 49)

Dr. Jan Weaver Scholarship

At the 10th anniversary of the Veterinary Technology Program, the Provost established a scholarship in the TCC Foundation to honor and recognize Dr. Jan Weaver for her contributions to the program. Dr. Bryan Coppedge, then Associate Dean of Science/Math Division, and the Veterinary Technology staff worked together to create the selection procedure for an outstanding second year student. The award is presented each year at the WC Student Activities Banquet.

Dr. Peggy and Dixon Dyer West Campus Fund [Type a quote from the document or the summary of an interesting point. You can Provost Peggy Dyer and her family have established the fund in the TCC Foundation to support various West position the text box anywhere in the Campus student and employee activities. A West Campus committee receives requests for funding and document. Use the Drawing Tools tab to determines the awardees. Thus far, funds have been distributed for Corrections Education student scholarships change the formatting of the pull quote text and the Kamama Garden gate. box.]

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New Buildings, Additions and Remodeling

 Veterinary Technology Center (2001)  Child Development Center Major Remodel and Added 5th Classroom (2001)

Fitness Center (2004)

During the last two years of Dr. VanTrease's Presidency, the college added Fitness Centers at Southeast and West Campuses. The West Campus Fitness Center would serve two purposes. First, it provided access for West Campus students to exercise. There are few exercise centers in this geographical area compared to southeast Tulsa where they are plentiful. After they were built, the TCC Foundation Alumni and Friends organization members were given access to the fitness centers by paying a semester fee. This, too, was beneficial to the citizens in this geographical area. In fact, West Campus has had the highest percent of community participants of any TCC campus. Second, the fitness center floor was designed to be used for tables and chairs events. West Campus is the only TCC campus without adequate space to host an event with more than 80 people seated around tables. The auditorium, too, is small accommodating only 100 persons. So, space for events is tight at West Campus. After the fitness center was built, West Campus got into a rotation among campuses to host the very large TCC Convocation held each August for all employees. The gymnasium floor is protected by covering it with a plastic cover; seating for 650+ persons seated at tables and chairs is available. The highest number, 720, was recorded in 2014 when the new TCC President, Dr. Leigh Goodson, gave her first Convocation address to the theme of “Reaching New Heights.”

The West Campus Fitness Center was completed enough on Monday, June 30, 2004, to hold the dedication ceremony on the second floor of the Student Center. That date, too, was President VanTrease's last day of work at TCC. To celebrate both occasions, there was a large crowd of students, college leaders, as well as, Sand Springs community leaders.

Child Development Center Remodeled Playground (2005)

New Science/Mathematics Building (2009)

Because of increased enrollments in science and math classes, the West Campus added a second Science/Mathematics Building funded by a statewide bond issue. It was completed in 2009 just one year before the West Campus's 15th anniversary (See Appendix U).

This building added 25,000 square feet of classroom, lab, and faculty office space to the campus. It has three main features. First, there was an intention plan to have multiple study and gathering places for students in the building. One of these is a porch balcony on the east side of the building with a beautiful view of downtown Tulsa. Second, there is a greenhouse located on the west side of the building. This feature was justified because the biology professors, with Dr. Eckle's leadership, routinely used plants in their instruction. Also, it would complement the existing outdoor lab found in the historical Cross Timbers green belt around the campus. The final feature was a continuation of the mosaic artwork found in the other West Campus buildings. Though it was one year shy of the West Campus 15th anniversary, the Provost asked then President Tom McKeon if mosaics could be continued in that building to honor and recognize the West Campus Original employees in 1995. The Board of Regents Building Committee approved and private funding was made possible. The mosaics are a feature of the new building. The original artist, Linda Allen, of the original mosaics installed throughout the campus, was commissioned to design them. It was her idea to use electron microscope images to create four large panels that 114

would be able to be seen outside the building. Dr. Eckle Peabody led the effort and included two TCC students, Millie and Rachel Dyer, sisters, and daughters of the West Campus Provost to create three panels while Diane Trimble was consulted to create the fourth panel representing mathematics. (See page 117-118 for a description of the mosaics) It was a project that consumed several months of work on campus and in the artist's studio, but the results are a stunning compliment to the building. The Provost, her husband and daughters held a private holiday dinner gathering for the Original employees. Though the new building was not finished, the mosaics were unveiled. As it turned out, this early announcement to the Originals made it possible for Bobbie Woodward, the first WC Dean of Instruction, to see the mosaics before her untimely death.

New Science Building

In 2009, a new Science and Math Building was constructed. Linda Allen continued mosaic artwork in that building featuring the disciplines of Science and Math.

Mosaic Mural (South Science and Math Building – inside front doors).

The mosaics were provided by private funding to honor and recognize the West Campus original employees (17 full-time and 15 part-time employees) whose dedication and commitment to the WC will be forever remembered. The mosaics are a perfect example of the integration of art, science, math, and technology. Each mosaic was created using a microscope and materials selected by Dr. Eckle Peabody, the first Biology instructor hired at West Campus. He was assisted by Diane Trimble, a WC original Math instructor, and two West Campus students and sisters, Millie and Rachel Dyer, who are daughters of the West Campus Provost, Dr. Peggy Dumas Dyer. Local artist, Linda Allen, translated these images from the microscopic to the mosaic.

 Eastern Red Cedar (Juniperus virginiana) - Dr. Eckle Peabody, Creator of the Microscopic Image The leaf of the Red Cedar is where Photosynthesis occurs. Photosynthesis is the process in which plants convert sunlight energy into glucose, a form of chemical energy. Plants have vascular systems, some of which carry water and nutrients to the sites of photosynthesis, while others carry the products back to the tree. The artist has presented a microscopic cross section of the leaf, showing the parts of the vascular bundle. The larger of the vessels are Xylem, which carry water and nutrients, while smaller vessels, called Phloem, carry the products of photosynthesis away from the leaf.

 Sunflower (Helianthus annuus) – Rachel Dyer’s Favorite Flower. The Sunflower is dependent on insects, particularly bees, to carry pollen from one plant to another so the plant can produce viable seeds. The pollen only contains half of the genetic material needed to form a new plant; it must deliver sperm to the plant ovum, which contains the other half of the genetic material. The artist has depicted a microscopic view of Sunflower pollen, showing the beautiful and functional shape. The spikes or barbs on the pollen allow it to attach to the bees, ensuring that it is carried to the female portion of another flower.

 Dark Pink Moth Orchid (Phalaenopsis Blume sp.) – Millie Dyer’s Favorite Flower Aerial roots of orchids are roots that do not attach to the soil. They function as prop roots and can anchor to other structures to support the fragile orchid plant. Many orchids grow on other plants rather than on the ground. Velamen, a thick, corky outer layer of the aerial roots, is able to condense moisture from the air and to absorb it for the use of the orchid. The artist’s rendering of this root in cross section shows the outer band of the Velamen, an inner band of storage cells, and the center area containing the vascular system of the root.

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 Fractals (A fractal is a geometric pattern repeated at ever smaller scales to produce irregular shapes and surfaces and used especially in computer modeling of irregular patterns and structures in nature – such as a mountain range)– Diane Trimble’s selection. One of the more recent branches of mathematics is the study of non-linear dynamic systems known as The Mathematics of Chaos. Fractal geometry is an outcome of this 2 study. The Mandelbrot set z z c , where c = any complex number is, is an iterative process from which fractals are formed when this recursive process is performed a large number of times. When this set is graphed in the complex plane, the beauty of mathematics is visible for all to see. Fractals, such as the one in this artwork, are generated from recursive computer programs. In nature, fractals appear in coastlines, snowflakes, clouds and mountain ranges.

Sunflower Eastern Red Cedar Orchid Fractals

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Outdoor Spaces for Teaching/Learning

Cross Timbers Nature Trail

Tulsa Community College West Campus sits amid the historic Cross Timbers Eco-Region of the United States Great Plains. The Cross Timbers serve as the natural dividing line between the forests found in the eastern United States and the prairies found of the southern plains. These ancient wooded areas, populated with millions of trees ranging from 200 to 600 years old, are widely recognized as one of the least disturbed forests remaining in the eastern region of the United States. In their largely undisturbed state, these forests house a unique ecosystem for plant life, as well as a wildlife habitat that includes many species of birds such as the bald eagle, other birds of prey and several threatened species.

Dr. David Stahle, a Distinguished Professor in the Department of Geosciences at the University of Arkansas, spoke at the West Campus. He stated “Only 5% of the original forests (Cross timbers) remains today. Even with human alteration, Cross Timbers have survived extensively across the rugged terrain of Oklahoma. Ninety-five percent of the Cross Timbers are on private property. It is crucial that the landowners support the research of the Cross Timbers.”

A master plan for the WC Cross Timbers was developed. It was used to seek different grants to fund the overall project development. Unfortunately, none of them were funded. Finally, during the West Campus 15th Anniversary Celebration year, in 2010, a team of West Campus employees collaborated to create and complete Phase 1 of the Cross Timbers Nature Trail. Other phases have not been funded yet.

Rick Melton, Manager of WC Facilities, and his team lead the project complimented by the Manager of the Child Development Center and several science faculty. It was agreed that Phase 1 would focus on the basics needed for the trail to be used. A short trail designed for the young children in the Child Development Center and a longer l/2 mile trail for college students. In addition, a material was selected to these authentic American woodlands offer a perfect place to study forestry, vegetation, animal habitats, conservation and diversity in ecosystems. It serves as a rich interdisciplinary learning environment for young children and college students in an authentic setting. The trail design incorporates the development of strategically placed outdoor learning areas that will enhance the study of almost any area of subject --- science, mathematics, art, writing, history, and Native American cultures. There is no better place to study nature, including tree species, bird watching, animal habitats and other elements of this ancient eco-region that to be there yourself-- hiking or sitting. Patty Smith, Assistant Professor of Biology, and her students have begun using educational identification markers to trees, plants, fossils, and habitats to truly engage hikers in a teaching/learning activity within the forest area. This project can be, and hopefully will be, continued for years to come.

In addition, the Cross Timbers Nature Trail is available during daylight hours for nature study, including tree species, bird watching, animal habitats and other elements of this ancient eco-region. It is hoped that Phase 2 funding will make possible enhanced educational opportunities with podcasts and apps that will be posted for download from the Tulsa Community College website and into the classroom labs.

In addition, Phase 2 will create a small outdoor rustic gazebo-type classroom that compliments the environment. Benches will be provided for a small group of students to sit, draw, write, think, and listen to the sounds of nature. In addition, benches on the trails and an upgraded trail surface (e.g. pea gravel) will be added. Enhanced educational signage throughout the trail will add to the experience of hikers as they stop, read, write or rest as they enjoy the peace and tranquility of the forest.

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Phase 3 of the project will create a welcoming entrance to the area and add more benches, trash containers, and selected lighting. In addition, a few learning stations will be installed where faculty can gather a small group of students within the forest area for discussion and demonstrations. Finally, it is planned to create an I-pod educational tour of the Cross Timbers pointing out its unique historical features.

Phase 4 of the project would be the completion of the amphitheater shown on the original West Campus design. It is a natural area located on the north side of the forest area. Access to that area could be created by the partial cut road to the east of the campus. Here performances and lectures could take place in an outdoor setting.

Garden Plots

After Dr. Eckle Peabody, Assistant Professor of Biology, retired, Patty Smith, Assistant Professor of Biology, became the lead faculty for the greenhouse located in the new Science/Mathematics Building. That involvement, along with being the TCC Coordinator of Undergraduate Research, led to the development of three garden plots around the West Campus. Patty and her students collaborated with different academic areas to create three different beautiful and impactful teaching/learning outdoor spaces.

The first collaborative garden plot at West Campus was the “The Native American Flower Bed” (See Appendix V). The collaboration was among three West Campus employees. Patty Smith, Steven Woods, Coordinator, Native American Studies, and WC Manager of Facilities, Rick Melton. Patty’s class researched the history and planting requirements for a successful garden featuring plants found in the Native American culture. The categories included plants used for food, crops, spiritual ceremonies, and medicines. The results were a beautiful and educational garden plot complimented by benches surrounding the area near the west side of the Information Commons Building. This garden plot provides students, employees, and visitors a place to sit and relax while appreciating the beauty and historical purpose of the various plants.

The second garden plot was a collaboration between Patty Smith and the Veterinary Technology staff. The result was a garden plot that features “Toxic Plants Found in Oklahoma.” It was located in front of the Veterinary Technology Center.

The third garden was a collaboration with Patty, Steven Woods, and Rick Melton, and Earl Goodman, Coordinator, Technology Learning Center and Assistant Professor of Information Technology. This research was to create a seasonal garden to complement The Henge a sundial, on the west side of the campus in the pergola and the mosaics in the Fireplace Lounge on the second floor of the Student Center. After much observation and research, this area of the campus was discovered by Earl Goodman, then Assistant Professor of Information Technology. The pergola was located directly west by the Fitness Center architects. This strategic location provided a location for a sundial. Patty and her class complimented the sundial with appropriate plants that represented the seasons of the year – winter, spring, and summer. Steven Woods selected rock etchings from the historical Native American petroglyphs found in this part of Oklahoma. A local rock engraver took the photos and engraved boulder-size rocks to compliment the garden. The result is a sun dial that correctly shows the afternoon times, educational scripts and charts to show how the sun dial works, a beautiful garden complimented by Native American engraved stones, and bench areas to sit and relax.

Finally, Patty and several of her classes have spent a lot of time researching the variety of trees, plants, and bushes founded in the Cross Timbers. The students have successfully identified and classified various species and placed markers in the Cross Timbers to educate hikers and visitors to the forest area. This research and identification can continue for years to come. What other community campus, anywhere, has such wonderful outdoor teaching/learning spaces created within its first twenty years?

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The Henge – A sundial

In 2004, Tulsa Community College West Campus constructed a Fitness Center that was complimented with an outdoor pergola containing beams and columns strategically located due west. Earl Goodman, a West Campus professor, accidently discovered a phenomena. He spent more than two years delineating the markings of the shadows and shooting photos of the sunsets at the solstices and the equinoxes to prove that the Henge could indeed depict the time of day and seasons of the year. He located a website with an Excel Workbook to input the height of the major pole casting the sundial shadow, and the longitudinal/latitudinal location of the pole to automatically plot the shadow demarcations. The shadow markings of the workbook calculations were compared to his measurements and proved to be near 100% accurate and compatible. As a result of this work, West Campus was ready to paint/engrave the markings on concrete to use as a teaching/learning tool and as a destination place for the employees and the community to see and learn about the sun’s shadows (See Appendix W).

After years of research, the TCC West Campus pergola houses The Henge designed and built to be a partial sundial, composed of beams and columns to demarcate the Seasons, the Equinoxes, the Solstices, and the time of day. In short, the Henge works as a sundial situated in a beautiful outdoor location strategically created by the architects. The Henge is the only outdoor place created specifically for teaching and learning about the sun in the Tulsa area. It is complimented with Native American artwork etched on large boulder-size rocks and a garden of seasonal flowers and plants.

The next phase of development is to add a ledge overlooking The Henge with recording equipment. This will provide time-lapse photography of the shadow locations on the engraved concrete. These recordings would provide an enhanced teaching/learning activity. With outdoor electrical power provided, lighting and music can be added to provide a perfect venue to host student/faculty events. Last, it is planned to create an I-pod educational tour of The Henge.

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The Kamama Garden

Understanding the Logo: Kamama (butterfly in Cherokee) proudly represents the diverse cultural heritage of our student body. The Kamama Community Garden logo depicts The Three Sisters – squash, corn, and beans – companion plants that enhance and support one another’s growth and have long been revered for sustaining the Native tribes.

Overview:

Although Patty Smith, Assistant Professor of Biology Faculty member, does not want to take credit for the WC community garden idea, she was the first to suggest it to the WC Provost. She credits Dr. Eckle Peabody for the idea. It has been her passion for the project that has generated interest across the West Campus because there are faculty, administrators, staff and students participating in this project. After numerous organizational meetings, the group created a framework for the garden that included a mission statement, vision, garden logo, and objectives connected to the TCC Strategic Plan. The group determined the garden is a unique opportunity for team and community building as well as a method for preserving land, culture, and tradition. To further this direction, the garden was named the Kamama Community Garden with a unique logo rooted in the Native American culture. The overall goal of the Garden is to embrace the idea of creating a “beautiful green space where people can connect to the environment.”

Mission Statement:

The Kamama Community Garden allows multiple generations and diverse groups to partner in the provision of resources and enlightens students and the community while encouraging environmental sustainability and awareness.

Vision Statement:

The Kamama Community Garden will build teamwork on campus, enrich community relations, raise awareness of the benefits of organic gardening and healthy eating, and create an aesthetically pleasing environment in which the community can gather and learn.

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TCC Core Values: (Quality, Student Success, Excellence, Innovation, Diversity)

The Kamama Community Garden is an innovative outdoor teaching and learning space. It strives to compliment indoor classroom instruction with an outdoor environment that is both beautiful and meaningful. The quality of the materials used to create the beds, the complementary pots, and the gate sign will hopefully inspire exploration of the garden. One bed of the garden is devoted to Native American legacy seeds (beans, squash, corn) received from the Cherokee Nation. Steven Woods plans for students enrolled in Native American Studies classes to complete community service hours in the garden and use the harvest for classroom activities. To compliment Steven’s plan, Patty Smith’s botany class created the design and development of the Native American garden plot using traditional practices which involves extensive literature research.

Strategic Plan and Objectives:

Goal #1 - Learning Effectiveness and Student Success

 A place to educate and expand the knowledge of students (children in the CDC and college students), as well as the community, regarding sustainable agriculture, Native American culture and gardening practices, gardening processes, including natural environments and organic practices, and food preparation.

Goal #3 - Community Engagement

 A project to build and strengthen campus and community relations  A space for sharing food and ideas  A service learning opportunity for multiple generations and multiple disciplines

The Garden Sign

The Garden embraces the idea of creating a “beautiful green space where people can connect to the environment.” The garden sign is a beautiful antique wrought iron gate with the garden logo crafted in the center by Richard Bohm from Tulsa Stained Glass. This gate highlights the cultural aspect of the garden and adds a beautiful aspect to the landscape especially when the sun hits the glass and glistens.

In the future, benches will be added to give everyone the opportunity to sit and listen to garden lectures and presentations and demonstrations, write poems, draw a picture or just listen to the garden grow.

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Appendices

Appendix A

TJC West Campus Ground Breaking Ceremony Invitation

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Appendix B

Cross Timbers

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Appendix C

TCC West Campus Commitment Statement (1995) & Motto

In 2000, during the WC Convocation, I shared the story of the Chinese Elm tree. My mother and I had visited China three times. On one of these occasions, the native trip leader pointed out the Chinese Elm tree and the story regarding its unusual growth pattern. After the seed is planted, you see nothing, for 4 years except this tiny shoot coming out of a bulb. All of the growth is underground in a massive, fibrous root structure that spreads deep and wide in the earth. On the 5th year, the Chinese Elm tree grows up to 80 feet. My mom and I were able to experience standing under these towering trees knowing the story.

This story reminded me of the root system provided to the WC by our “WC Commitment Statement” . The WC employees wrote it and had implemented it for four years. Now, I pointed out, like the Chinese Elm tree, that implementation had created a root system that deep and wide. It has formed the culture of the WC.

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Appendix D

Quarry

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Appendix E

TJC West Campus First Book Ordered

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Appendix F

TCC West Campus Dedication

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Appendix G

Parateacher Training Program

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Appendix H

Outreach Sites – President Tom McKeon’s Definitions & Descriptions

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Appendix I

Glenpool

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Appendix J

Anniversary Celebrations

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20th Anniversary Celebration Attendees

Wednesday, October 14, 2015

Fall 1995 TJC Employees Anne Phillips, Dr. Rachel Caldwell, Hugh Callery, Sheila Bradford, Nick Ede, Susan Kamphaus, Pamela Deem Fleming, Dr. Carol Messer, Dr. Peggy Dyer, Bill Hilton

Fall 1996 TCC Employees Back: Hugh Callery, Dr. DiAnne Cunningham, Susan Kamphaus, Nick Ede, Bill Hilton, Terri Alonso, Dr. Harriet Kuykendall, Front: Lynn Scott, Dr. Carla Goble, Anne Phillips, Dr. Rachel Caldwell, Sheila Bradford, Pamela Deem Fleming, Dr. Carol Messer, Dr. Peggy Dyer, Juanita Longhorn, Betty Hubble

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Appendix K

Second Chance

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Appendix L

Bridging the Gap Program

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Appendix M

George Kaiser

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Appendix N

CHLD Academic Program Enrollment Totals

Child Development Academic Program Enrollment Totals 1996-2006

Year Fall Spring 1996 82 70 1997 143 131 1998 158 209 1999 268 264 2000 400 628 2001 464 558 2002 586 657 2003 657 561 2004 636 620 2005 703 605 2006* 605 620

*As of 10/16/06

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Appendix O

Children of the Territories: Diversity, Ethnicity and Legacy

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Appendix P

Red Fork Native American Film Festival

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Appendix Q

Week of the Young Child: Family Fun Fair

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Appendix R

NAEYC Accreditation

Sherry Averill, CDC Manager / Lindsey Asher, Education Specialist (2013)

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Appendix S

Veterinary Technology Program - History of Board Exam Results 2000-2015

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Appendix T

Critical Thinking Initiative

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Appendix U

New Science and Math Building

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Appendix V

Native American Flower Garden

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Appendix W

The Henge – A Sundial

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2001 Photo Collage By: Hugh Callery

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“Become Your Best at West”

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Tulsa Community College – West Campus 2015 170

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