Fall Board Meeting Held Remotely Due to COVID-19 Pandemic October 26-27, 2020 Table of Contents
Board Meeting Agenda ...... 4 ICW Board of Directors Meeting Minutes, Spring 2020 ...... 6 2020-2021 Proposed Goals ...... 10 Campus Life in the Time of COVID, Part II ...... 12 Campus Life in the Time of COVID, Part II Slide Deck ...... 13 June 24, 2020 Proclamation by the Governor ...... 20 Higher Education Reopening Workgroup: Campus Reopening Guide ...... 26 The New Normal: Higher Education in a Post-COVID-19 World (TIAA/EYP) ...... 41 The Road to Racial Justice: Social Equity in Action on Member Campuses ...... 64 Data Walk: Recent Trends Disaggregated by Race and Ethnicity ...... 65 ICW Campus Diversity, Equity, and Inclusion Overviews ...... 70 The “Other” Washington: Federal Policy and the Post-Election Forecast ...... 114 Speaker’s Bio: Barbara K. Mistick ...... 115 NAICU Federal Higher Education Issues Brief, October 2020 ...... 116 NAICU Federal Student Aid Totals: Washington ...... 118 Board Development Committee ...... 119 Memorandum ...... 120 Annual Board Survey Results Summary ...... 124 Board Nominations List ...... 127 Board Member Terms Summary Grid ...... 129 Board Composition Survey ...... 130
Finance and Audit Committee ...... 132 Memorandum ...... 133 Audited Financial Statement FY 2019-20 ...... 138 Fund Development Committee ...... 161 Memorandum ...... 162 Fund Development Dashboard, FY 2019-20 ...... 166 Board of Directors Donation Pledge Form ...... 169
Page 2 of 223 Public Policy Committee ...... 171 Memorandum ...... 172 2021 State Budget Priorities ...... 176 Letter to David Schumacher, Director, Washington State Office of Financial Management (OFM) .... 178 Letters Signed by Independent Colleges of Washington - COVID-19 Advocacy ...... 181 Excerpts, Cross-sector COVID-19 Updates ...... 185 Visibility Committee ...... 219 Memorandum ...... 220 Website Analytics ...... 223
Page 3 of 223 Fall 2020 Board Meeting Held remotely due to the COVID-19 pandemic
John McVay, Chair, Presiding
* Action requested
Monday, October 26, 2020
8:00-9:15 am Welcome and Introduction of New, Returning Board Members
Campus Life in the Time of COVID, Part II
Discussion questions: With all that has changed in the way our campuses are educating students and fulfilling their missions, what—if anything—are we sacrificing? What is at greatest risk? What adaptations do you want to keep and why?
As a springboard for this discussion, member presidents will briefly revisit dimensions of the lived experience on as campus that we discussed at the April Board meeting: Strategies for managing the virus (state protocols; approaches to testing; cleaning protocols; planning and coordination with local health authorities; dashboards); student life (lower density; housing; dining; non-academic support services, including behavioral health); academic delivery (types of course delivery; student academic experience; engagement of faculty and staff; academic support services); finances (budgets; costs; revenue concerns; donations; construction); campus culture (impact on our employees and the cohesiveness of our academic communities).
9:30-10:45am The Road to Racial Justice: Social Equity in Action on Member Campuses
Discussion questions: How can Independent Colleges of Washington best support the diversity, equity and inclusion work of its member campuses? Presidents, what role do you want to see the association play?
Amid the critical national discussions around racial justice and social equity, Independent Colleges of Washington’s member campuses are holding space, leading, and learning with their communities. Materials for this session will include overviews of the diversity, equity and inclusion (DEI) commitments and strategic framework by campus and the racial justice action plans and relevant data. When we are together, member presidents will have the opportunity to briefly reflect on (1) their top priority for this work; and (2) a challenge their campus is facing. This overview will set the stage for a discussion around the priorities, communications, programs, and initiatives that can best help our member campuses advance on their DEI journeys.
11 am-12:15 pm The “Other” Washington: Federal Policy and the Post-Election Forecast Special guest: Barbara K. Mistick, President, National Association of Independent Colleges and Universities (NAICU)
Discussion questions: What are the prospects for future relief from the federal government? How can the Independent Colleges of Washington Board best support member campuses with Washington’s Congressional delegation? Depending upon the outcome of the national election, what are the prospects for independent higher education’s priorities?
Page 4 of 223 Independent Colleges of Washington partners with NAICU and its affiliate network of state associations, the National Association of Independent Colleges and Universities State Executives (NAICUSE) to advance federal higher education policy, support our students with scholarship dollars, monitor regulations, and enhance visibility for our member campuses. At a critical juncture in the nation’s history, this interactive discussion will focus on independent higher education’s prospects at the federal level. We also will find time to briefly consider elections in the state of Washington are expected to shape the Executive and Legislative branches here and the coming State Budget for the 2021-23 Biennium and Legislative Session.
12:15 pm Adjourn
Tuesday, October 27, 2020
8:00-8:45 am Open Discussion
8:45-9:15 am Business Meeting
Approval of Minutes from Spring 2020 meeting*
Reports from Board Committees Board Development Committee (5 minutes) Finance and Audit Committee (5 minutes) Audited Financial Statement, FY 2019-20 Fund Development Committee (5 minutes) Approve nominee for the 2021 Stanley O. McNaughton Leadership Award* Public Policy Committee (10 minutes) Visibility Committee (5 minutes)
Approval of FY 2020-21 association goals*
9:15 am Executive Session
9:30 am Adjourn
Save the Date; Upcoming Independent Colleges of Washington Board Meetings
April 12-13, 2021 Saint Martin’s University October 25-26, 2021 Pacific Lutheran University, University of Puget Sound April 4, 2022 Seattle University October 31-Nov 1, 2022 Heritage University April 3-4, 2023 Saint Martin’s University October 30-31, 2023 Walla Walla University, Whitman College April 8, 2024 Seattle Pacific University October 28-29, 2024 Gonzaga University, Whitworth University April 7-8, 2025 Saint Martin’s University October 27-28, 2025 Pacific Lutheran University, University of Puget Sound
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ICW Board of Directors Meeting Minutes April 6, 2020, Remotely via Zoom
Directors in Attendance Directors Absent
Dick Bangert Shelly O’Quinn José Gaitán Allan Belton Parker Phend Roy Heynderickx Betsy Cadwallader Ben Phillips Lorrie Scott Pat Callans Andrew Prather Adriana Villafan Gordon Clark Lyle Quasim Isiaah Crawford Laura Rehrmann
Jennifer Divine Nikisha Reyes-Grange Dina Fifadra Mike Ridgeway Liz Gorman Jamilia Sherls-Jones Shaunta Hyde Steve Smith Kristofer Johnson Terri Standish-Kuon Staff Terry Jones Andrew Sund
Rhona Kwiram Fr. Steve Sundborg Patty Daniels Kimerly Rorschach Beck Taylor Kris Gonzales Dan Martin Tom Thoen Ploy Hemrathiran Thayne McCulloh Diane Timberlake Hannah Oliver John McVay Randy Tinseth Etienne Rios Kathy Murray Jim Yearby
Board members convened remotely via Zoom. Board Chair John McVay welcomed everyone to the virtual meeting, planned in response to public health guidelines amid the global COVID-19 pandemic. Mr. McVay noted that the Board’s newest member Adriana Villafan sent her regrets and looks forward to meeting everyone at the fall meeting.
Mr. McVay thanked the three Board members Lyle Quasim, Rhona Kwiram, and Jenifer Divine for their sharing their time, talent and other gifts with the Board for the past seven years, noting gratitude for their service and commitment. He noted that the staff would construct a commemorative pin box for each, just as soon as it is possible.
In offering a brief report of the chair, Mr. McVay reflected on the value of the association, he said the important work of the association has never been more valuable than these moments we are in, he expressed his gratitude on behalf of all member colleges to the staff for their significant work during the ongoing pandemic.
Mr. McVay then turned to Vice-Chair Terry Jones to discuss revisiting ICW’s strategic plan. Ms. Jones recounted that this is good timing to reflect on our future plan and what things may look like due to the pandemic. Terry said during these very different times we must reflect on how to structure during this current era and ask ourselves fundamental questions about how the association can best structure its
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work in service to member campuses. She proposed working with the Executive Committee on the timing for future discussions on strategic planning.
Mr. McVay next asked for two presidents to volunteer to work with Terri Standish-Kuon on an interpretation of our Bylaws with respect to membership. He reported that in February, the association received an inquiry regarding membership from Pacific Northwest University of Health Sciences. From Ms. Standish-Kuon’s discussions with former president and CEO Violet Boyer, he shared the historical interpretation the section of the bylaws that governs membership, noting that he had reviewed this section with Ms. Standish-Kuon and did not immediately see the same interpretation. He invited a broader discussion to ensure we all have a common understanding. Beck Taylor and Fr. Steve Sundborg volunteered to work with Ms. Standish-Kuon, and Mr. McVay asked that she coordinate a call and report back to the Executive Committee at its next meeting.
Before moving to the Business Meeting, Mr. McVay previewed the remainder of the meeting, noting that in light of the shortened virtual meeting, the Board would focus on action items raised in the Committee reports that had been shared ahead of time. He explained that this approach would make it possible for most of the meeting to focus on how campuses are addressing changes forced by the emergence of COVID-19 and how the association can support students and member campuses in the weeks and months ahead.
Mr. McVay reminded Board members to complete and return to Patty Daniels by June 1, 2020 the “conflict of interest” form attached to the email each Board member received from Ms. Standish-Kuon on Friday, April 3. He noted that under the IRS 990 rules, each board member must disclose financial or other personal or professional considerations that may compromise an individual’s objectivity, professional judgment, professional integrity, and/or ability to perform his or her responsibilities to our Board.
Mr. McVay called for a motion to approve the minutes from our fall meeting.
Action: Approve the October 28-29,, 2019 ICW Board meeting Minutes. Kathy Murray made a motion to approve the October 2019 ICW Board meeting minutes. Laura Rehrmann seconded the motion. The minutes were unanimously approved.
Mr. McVay called on Finance and Audit Committee Chair Jim Yearby for the action items associated with the Committee’s report, beginning with the approval of the updated and revised employee handbook. Mr. Yearby briefly described the new employee handbook, he said the Finance and Audit committee has reviewed this new document, the committee agrees that it will serve the staff for many years ahead.
Action: Approve ICW Employee Handbook. John McVay made a motion to adopt the handbook. Shaunta Hyde seconded the motion. Ben Phillips noted that he had a few questions and suggestions for the new handbook. Via chat, Isiaah Crawford asked whether the association needed employee handbook to be approved prior to fall meeting. Jennifer Divine agreed that action would be timely. Mr. Philips summarized his questions regarding the remote work and portable device policies, but noted that he did not want to hold up approval of the handbook. It was agreed that Ms. Standish-Kuon would follow up with Mr. Phillips to discuss and that the final vote would take place electronically via survey.
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Ben P. added no interest in holding up work, but in new Remote environment (and their experience in virtual work) raises some suggested considerations specific to that + the family leave portion.
Mr. McVay noted that he understood that the Finance and Audit Committee considered the dues that member campuses pay in the context of the support that our corporate and community leaders and legacy scholarship sponsors provide to our member campuses. Mr. Yearby pointed the Board’s attention to the “dues vs. distribution” chart.
Mr. McVay thanked Mr. Yearby for the context and moved the discussion to consideration of proposed budget for the coming year. Mr. McVay noted that the budget proposal does not finalize compensation for the coming year, but that he and Ms. Standish-Kuon had reviewed the association’s Compensation Policy and that the Executive Committee would be meeting later in month. He asked Ms. Standish-Kuon to poll members of the Executive Committee for that meeting.
Mr. Yearby reviewed the 2019-20 budget and projected year-end figures, highlighting that staff anticipated a surplus of approximately $93,000 that the association could return to reserves. Mr. Yearby then presented a proposed budget for 2020-21 that kept dues support level and draws $82,500 from reserves to support critical staffing and migrating the association to the cloud. Mr. Yearby reviewed the dues/distribution chart which highlighted distributions of scholarships, airfare, hotel rooms, surplus equipment and electronics to our member colleges. Mr. Yearby said the proposed budget does not finalize compensation for the coming year, these decisions will be made by the Executive Committee this spring.
Action: Approve 2020-21 Proposed Budget. Jim Yearby made a motion to adopt the budget as proposed. Jenifer Divine seconded the motion. The budget was unanimously approved.
Mr. McVay then called on Board Development Committee Chair Pat Callans to discuss the slate of new Board members and officers. Mr. Callans reminded Board members to vote via the link provided iby email from Ms. Standish-Kuon.
Mr. McVay turned to the written reports and asked for questions regarding the reports for the Public Policy, Fund Development, or Visibility Committees. There being no questions, Mr. McVay invited member presidents to share updates on how the emergence of COVID 19 is affecting our campuses. The discussion focused on campus issues surrounding, student life experience, academic delivery, what the future holds and how is the pandemic affecting our campuses financially and in terms of morale on campus.
• In discussing the student life experience, Mr. Taylor and Allan Belton described that some number of students remain on campus, with dining available following state guidelines. Mr. Belton noted that mental health is one of the many challenges facing students with stresses of on-line learning, financial impacts, and life changes. The university is now offering telemedicine health resources for students during this current crisis. • Isiaah Crawford joined Mr. McVay is focusing comments on the student academic experience. Mr. Crawford reported that staff and faculty have transitioned to an online virtual platform and that professors are adjusting grading metrics for the current semester. He also commented on steps to ensure students have access to wifi and laptops. Mr. McVay commented that Walla Walla University is transitioning between academic quarters and have been pleased to see strong retention. He
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noted that 70% of the University’s students are using distance learning platforms and that the student response has been all-around positive given the circumstances. • Regarding what happens at the end of the current academic period and beyond, Thayne McCulloh noted that Gonzaga University focusing on its relationships of its various communities. He pointed out that the challenge is to determine how much we can return to and preserve in the short- and long-term our past ways. Mr. McCulloh said that decisions are difficult as we now need to think through things differently as we make decisions regarding the work to which we are all committed. • Regarding the financial impact of the pandemic, Andrew Sund said Heritage University is holding strong in the immediate term. Mr. Sund pointed out that twin challenges of declining revenues with decreased valuation of gift giving and endowments is a concerning factor for our campuses. In the chat, Laura Rehrmann asked how other campuses are faring. Mr. Belton, Kathy Murray and Mr. Crawford responded on behalf of their campuses, generally noting that it is too early to know definitively the full fiscal effects of the crisis. Dan Martin said Seattle Pacific University is navigating through the CARES Act and what impact this will have in helping the University. Mr. Martin said there has been some immediate savings campus wide with no travel, events cancelled and a hiring freeze. Mr. Martin said as fall approaches, they are looking at shifting strategies of recruiting and trying to model out a different strategy/plan for fall retention. • Focusing on campuses as employers and the cohesiveness of our academic communities, Ms. Murray said Whitman College staff and faculty have been working together in supportive ways under great stress. She acknowledged the equity issues caused by this crisis and noted that a strong sense of community will be helpful in navigating the College through this crisis. Fr. Steve Sundborg said Seattle University is experiencing great uncertainty, and that facing staffing and pay reductions is proving to be very difficult. He noted that quick-mode decisions have become a norm in this current crisis.
Mr. McVay thanked his colleagues for sharing their observations and then asked Ms. Standish-Kuon to briefly summarize what the recent federal stimulus package will likely mean for our campuses. Ms. Standish-Kuon referred Board members to a table illustrating the breakout of funds.
Mr. McVay called on Kris Gonzales, who was monitoring the chat, to see if there were any outstanding questions. The questions in chat had been addressed.
There being no new business, Mr. McVay adjourned to Executive session.
The Board convened in Executive Session.
The meeting was adjourned.
Respectfully submitted,
Jim Yearby Secretary/Treasurer
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Independent Colleges of Washington 2020-21 Goals
Board Development Committee (Staff liaisons: Etienne Rios, Terri Standish-Kuon) In terms of Board membership and composition, be deliberate in our recruiting and do not feel that we must keep the Board at a fully permitted 40 members. Continue the conversation around the number of institutional trustees who serve on the Board. With attention to gaps in the composition of the Board of Directors, recruit new Board members with attention to diversity across a range of dimensions industry sector, race/ethnicity, expertise, age/career stage, and gender. Survey Board members to assess their participation; perceived value of the Fall and Spring meetings; and the perceived value of orientation and mentors. In terms of our bylaws, stay the course on our current interpretation, and include any revisions as part of an overhaul that would make sense once the state adopts changes to the Washington Non- Profit Corporations Act. (Partner: Finance and Audit Committee)
Finance and Audit Committee (Staff liaisons: Patty Daniels, Terri Standish-Kuon) Achieve a clean audit; file IRS Form 990 and Form 5500. Seek full forgiveness of Payroll Protection Program loan. Negotiate new lease for the association’s office. Review the association’s accounting system to maximize functionality, support reporting, and provide tools to program managers. Review the association’s investment philosophy around cash reserves. Promote offerings of the Coalition College Cost Savings and E&I Cooperative Services, as appropriate. Convene for professional development and information sharing campus colleagues in the areas of finance, human resources and purchasing. In terms of our bylaws, stay the course on our current interpretation, and include any revisions as part of an overhaul that would make sense once the state adopts changes to the Washington Non- Profit Corporations Act. (Partner: Board Development Committee)
Public Policy Committee (Staff liaisons: Terri Standish-Kuon, Mike Burgess, Sarah Dobler) Implement advocacy plan to achieve legislative priorities set by the Board of Directors and COVID-19 priorities advanced by member presidents; seek and take opportunities in Olympia and D.C. to make the case for other funds to help our campuses thrive in these times. Monitor proposed state and federal legislation, advancing or working to mitigate negative effects as appropriate Follow NAICU lead on federal issues, keeping Washington delegation informed of state impact and connecting interested Board members to federal higher education issues Plan for additional times for the Presidents Committee to come together. Continue the structure/engagement of the Government Affairs Council. Convene for professional development and information sharing campus colleagues in the areas of academic affairs, financial aid, institutional research, and Title IX. Support the Private Registrars of Washington (PROW).
Fund Development Committee (Staff liaisons: Kris Gonzales, Terri Standish-Kuon) Encourage all Board members to contribute to the Board of Directors scholarship program and recommit legacy corporate and foundation donors impacted by the pandemic that lapsed in FY19-20. Attract total gifts of $700,000 or more.
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Connect scholarship recipients with donors by sharing correspondence, creating appreciation events tied to Board meetings, and leveraging organic opportunities. Award 2021 Stanley O. McNaughton Leadership Award to deserving person in the philanthropic community. Steward and organically expand ICW’s Business Affiliate Program. Manage Bill & Melinda Gates Foundation-funded Washington Student Engagement Networks (WA- SEN) in partnership with the College Promise Coalition. (Partner: Public Policy Committee) Expand participation in the Matched Student Savings (MS2) program to enroll 65 Student Savers across 6 campuses. Identify and leverage opportunities to involve Board members in strategic donor introductions/visits. In terms of stewarding legacy donors and private funding trends, benchmark with the experience of other state associations/councils. Convene for professional development and information sharing campus colleagues in the areas of advancement/development, alumni and parent relations and diversity, equity and inclusion (DEI)/multicultural relations. Specific to our DEI, look for opportunities to share best practices around faculty engagement in the important and timely discussions around systemic racism and how our campuses are being called upon to respond and lead.
Visibility Committee (Staff liaisons: Terri Standish-Kuon, Sarah Dobler) Deliver key messages via coalition work, engagement with policymakers and direct storytelling (Partners: Fund Development and Public Policy Committees) Redouble efforts to tell our story around our role as employers and significant “anchor tenants” in our communities, and our contributions to social and cultural life in the regions we call home. Develop digital and print collateral to support public policy and fund development priorities. Inventory available data/research. Identify key points and areas for exploration. Conduct and leverage economic impact study. Identify and leverage earned and owned media opportunities to advance ICW’s priorities. Convene for campus colleagues for professional development and information sharing, specifically in the areas of communications, public relations, and marketing, as well as colleagues in the admissions and enrollment offices.
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Campus Life in the Time of COVID, part II
Page 12 of 223 Campus Life in the Time of COVID, Part II
Page 13 of 223 COVID-19 Campus Resources • https://icwashington.org/covid19
Page 14 of 223 COVID-19 Timeline in Washington
• 1/21, first coronavirus case in U.S. confirmed in state of Washington • 3/16, Gov. Inslee ordered closure of bars, restaurants, gyms and other facilities, with the exception of takeout and delivery services • 2/29, first known death in Washington due to the novel coronavirus reported; Gov. Inslee announced state of emergency due to COVID-19 • 3/23, Gov. Inslee's "Stay Home, Stay Healthy" order closed all nonessential businesses and banned all gatherings • 3/2, individual schools and colleges closed down for cleanings after someone experienced symptoms or was in contact with someone who • 3/27: President Trump signs a $2.2 trillion COVID-19 recovery package had tested positive for the virus – the “CARES Act” – into law • 3/11, World Health Organization declared the coronavirus outbreak a • 4/2, Gov. Inslee extended 'Stay Home, Stay Healthy' through May 4 pandemic; Gov. Inslee banned all events, gatherings of 250 people or more in King, Snohomish and Pierce counties, including sporting • 4/6, Gov. Inslee extended his closure of schools across the state and events, church services and concerts announced all K-12 public and private schools would remain closed for the rest of the academic year and would continue using a distance • 3/12, Gov. Inslee announced school closures in King, Snohomish and learning model Pierce counties • 4/21, Gov. Inslee announced Washington’s COVID-19 recovery plan • 3/13, Gov. Inslee expanded his ban on gatherings of 250 people or more across the state and announced all schools across Washington • 5/1, Gov. Inslee extended his "Stay Home, Stay Healthy" order to May must close for at least six weeks, through April 24; in-person, 31 and signed a new order for a phased re-opening of our economy, classroom instruction banned for all public and private universities, which included a new COVID-19 risk assessment dashboard colleges, technical schools, apprenticeship and similar programs • • College and university leaders from across the state participated on a call 5/5, essential workforce education COVID-19 standards go into with Gov. Inslee effect, making it possible for some higher education and workforce development programs to resume if detailed safety protocols are in • President Trump declared a national emergency place
Page 15 of 223 COVID-19 Timeline in Washington
• 6/24, Gov. Inslee releases plan to restart higher education in the fall • 8/24 Heritage University and Whitman College opened • 8/31 Saint Martin’s University and University of Puget Sound reopened • 9/1 Gonzaga University reopened • 9/8 Pacific Lutheran University reopened • 9/9 Whitworth University and Seattle University Reopened • 9/14 Seattle Pacific University and Walla Walla University reopened • 9/16 Gov. Inslee and Sec. of the Department of Health (DOH) met with College and University Presidents • 9/30 Gov. Inslee met with College and University Presidents • 9/30 Governor Inslee and Secretary Wiesman request changes in dining protocols • 10/2 ICW College and University Presidents met with DOH • TBA Changes in June 24 Reopening Proclamation anticipated, with a focus on fraternities, sororities and other similarly organized congregate housing
Page 16 of 223 Campus Life Amid COVID-19
All of our schools have implemented guidelines and processes around educating and minimizing the spread of COVID-19, including: • Physical distancing practices • Safety and sanitizing protocols • Self-screening of students and staff via health check apps, including daily checkups and online disease prevention courses • Initial and ongoing surveillance testing • Online guides detailing the institution’s protocols • Grab-and-go dining options, reduced seating capacity in dining areas
Page 17 of 223 Our Approach to Fall 2020 Classes
College/University In Person Hybrid/Blended Remote Gonzaga University ✓ ✓ ✓ Heritage University ✓ ✓ ✓ Pacific Lutheran University ✓ ✓ ✓ Saint Martin’s University ✓ ✓ ✓ Seattle Pacific University ✓ ✓ ✓ Seattle University ✓ ✓ ✓ University of Puget Sound ✓ ✓ Walla Walla University ✓ ✓ ✓ Whitman College ✓ Whitworth University ✓ ✓ ✓
Page 18 of 223 Standardized Tests Optional
College/University SAT/ACT Test Optional? Exceptions Gonzaga University ✓ Heritage University ✓ Pacific Lutheran University ✓ Home-schooled students; those who attended schools that do not assign grades. Saint Martin’s University ✓ Seattle Pacific University ✓ Seattle University ✓ University of Puget Sound ✓ Home-schooled students; those who attended schools that do not assign grades. Walla Walla University ✓ Whitman College ✓ Home-schooled students; those who attended schools that do not assign grades. Whitworth University ✓ Home-schooled students; those with competency-based grades w/o cumulative GPA
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PROCLAMATION BY THE GOVERNOR AMENDING PROCLAMATIONS 20-05 AND 20-12
20-12.1 Higher Education – Fall 2020
WHEREAS, on February 29, 2020, I issued Proclamation 20-05, proclaiming a State of Emergency for all counties throughout Washington State of as a result of the coronavirus disease 2019 (COVID-19) outbreak in the United States and confirmed person-to-person spread of COVID-19 in Washington State; and
WHEREAS, as a result of the continued worldwide spread of COVID-19, its significant progression in Washington State, and the high risk it poses to our most vulnerable populations, I have subsequently issued amendatory Proclamations 20-06 through 20-53 and 20-55 through 20- 59, exercising my emergency powers under RCW 43.06.220 by prohibiting certain activities and waiving and suspending specified laws and regulations, including issuance of Proclamations 20- 25, et seq., prohibiting all people in Washington State from leaving their homes except to participate in certain permitted activities, within the limitations therein; and
WHEREAS, the COVID-19 disease, caused by a virus that spreads easily from person to person, which may result in serious illness or death and has been classified by the World Health Organization as a worldwide pandemic, has broadly spread throughout Washington State and remains a significant health risk to all of our people, especially members of our most vulnerable populations; and
WHEREAS, during early stages of the COVID-19 pandemic, health professionals and epidemiological modeling experts indicated that the spread of COVID-19, if left unchecked, threatened to overwhelm portions of Washington’s public and private health-care system; and
WHEREAS, health professionals and epidemiological modeling experts indicated that continued normal operation of public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs could increase the spread of COVID-19 throughout Washington and would increase the threat to our residents and our health system; and
WHEREAS, many public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs recognized the risk of continued in-person classes and unilaterally moved to remote instruction or implemented alternative learning options to address physical distancing recommendations; and
Page 20 of 223 WHEREAS, on March 13, 2010, I issued Proclamation 20-12 prohibiting public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs from conducting in-person classroom instruction and lectures related to all educational and apprenticeship related programs; and
WHEREAS, the prohibitions in Proclamation 20-12 expired on April 24, 2020, but public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs have remained in modified operation, including remote learning and certain programs for essential workers; and
WHEREAS, Washington’s public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs are an important part of our economy and are vital to the educational, social, and economic needs of Washingtonians; and
WHEREAS, using remote learning to replace most classroom instruction creates challenges to access for many Washingtonians; and
WHEREAS, the progression of COVID-19 in Washington State shows racial disparities in health impacts which are likely to increase racial disparities in access and success in post- secondary education requiring the State and all of our campuses and programs to understand how these challenges affect our students and to work to minimize these impacts; and
WHEREAS, although public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs have made tremendous efforts to continue to function through remote learning, returning to campus and these facilities as soon as can be safely accomplished will benefit Washington; and
WHEREAS, although the Department of Health indicates that COVID-19 is an ongoing, present threat in Washington State, health professionals and epidemiological modeling experts predict that we have made adequate progress against COVID-19 to plan for a return to campus at our public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs in fall 2020; and
WHEREAS, the nature of COVID-19 viral transmission, including both asymptomatic and symptomatic spread as well as the relatively high infectious nature, suggests it is appropriate to physically return to campus and programs at public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs only through a science- based approach the incorporates safety, sanitation, and physical distancing guidelines; and
WHEREAS, public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs need sufficient time to prepare to restart in-person instruction and to provide information to students, family, faculty and employees regarding the measures taken to provide a safe learning environment; and
WHEREAS, public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs will continue to need to prepare to be flexible to
Page 21 of 223 pivot in whole or in part to remote learning if there is an outbreak of COVID-19 in their county or within their educational community;
WHEREAS, the worldwide COVID-19 pandemic and its progression in Washington State continue to threaten the life and health of our people as well as the economy of Washington State, and remain a public disaster affecting life, health, property or the public peace; and
WHEREAS, the Washington State Department of Health continues to maintain a Public Health Incident Management Team in coordination with the State Emergency Operations Center and other supporting state agencies to manage the public health aspects of the incident; and
WHEREAS, the Department of Health indicates that cases of COVID-19 in Washington State and associated deaths continue to increase, demonstrating the ongoing, present threat of this lethal disease; and
WHEREAS, the Washington State Military Department Emergency Management Division, through the State Emergency Operations Center, continues coordinating resources across state government to support the Department of Health and local health officials in alleviating the impacts to people, property, and infrastructure, and continues coordinating with the Department of Health in assessing the impacts and long-term effects of the incident on Washington State and its people.
NOW, THEREFORE, I, Jay Inslee, Governor of the state of Washington, as a result of the above-noted situation, and under Chapters 38.08, 38.52 and 43.06 RCW, do hereby proclaim and order that a State of Emergency continues to exist in all counties of Washington State, that Proclamation 20-05 and all amendments thereto remain in effect as otherwise amended, and that, to help preserve and maintain life, health, property or the public peace pursuant to RCW 43.06.220(1)(h), Proclamations 20-05 and 20-25, et seq., (as otherwise amended) continue in effect except as amended herein, to allow for a physical return to campuses and programs at public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs in fall 2020 provided certain requirements are and continue to be satisfied.
FURTHERMORE, until there is an effective vaccine, effective treatment or herd immunity, it is crucial, and therefore ordered, that beginning on August 1, 2020, public and private universities, colleges, technical schools, apprenticeship programs, and similar schools and programs may resume general instruction, to include in-person classroom instruction, lectures and similar educational gatherings, only if they implement, follow, and enforce the requirements specified below. NOTE: These requirements are specific to general instruction at public or private higher education facilities regardless of what phase or county they are in. Higher education facilities in counties in Phase 1 or modified Phase 1 may need to implement additional precautions. The local health department shall determine, in consultation with the state health department, if or how the facilities in these counties can operate.
Page 22 of 223 CAMPUS SAFETY • Adhere to all federal, state and local public health and workplace safety requirements; • Develop comprehensive plans (“Safe Back to School Plan”) based on the Campus Reopening Guide prepared by the Higher Education Re-Opening Work Group. The plan must meet all standards for reopening in accordance with federal, state and local health requirements (to include Safe Start proclamations and guidance), and make available a copy of these plans at each location on campus; • Follow state return to work guidance to include allowing work from home for operations able to be performed remotely; • Maintain minimum physical distancing whenever possible of six feet between all on- campus personnel, including with visitors, and where physical distancing cannot be maintained, implement administrative or engineering controls to minimize exposure; • Implement and maintain frequent and adequate hand washing policies and include adequate maintenance of supplies; • Use disposable gloves and other Personal Protective Equipment (PPE) where safe and applicable to prevent transmission on shared items; • Implement and maintain adequate sanitization of high-touch surfaces and shared resources (e.g., doorknobs, elevators, vending machines, points of sales); • Implement and maintain a self-certification program through which students and personnel are asked to self-certify that they have experienced no COVID-19 symptoms since last visit to campus facility; • Require that students and personnel stay home and seek medical or local public health guidance if they are experiencing any known symptoms and to remain isolated until diagnosis and next steps are clear; • Require that students and personnel self-quarantine or isolate per local public health guidelines if they are confirmed to have COVID-19 or have been exposed to confirmed case; • Refer to guidance from the Washington State Department of Health: https://www.doh.wa.gov/Portals/1/Documents/1600/coronavirus/COVIDexposed.pdf; • Develop response protocols for students, personnel, and visitors reporting symptoms and/or are confirmed to have COVID-19; • Avoid non-essential travel by school personnel and self-quarantine per local public health and worker safety guidelines after any high-risk travel as defined by the CDC (e.g., international travel); • Follow state reopening guidelines for travel; • Follow state guidelines for logging onsite personnel by, to the extent feasible, implementing a program to log students, personnel, and visitors; • Provide contact information to all students/personnel to report concerns and/or potential violations of the Safe Back-to-School Plan; • Regularly self-monitor and update the Safe Back-to-School Plan; • Communicate the Safe Back-to-School Plan to all students and personnel including any future modifications; and • Designate specific spaces for isolating campus personnel who live on campus and/or residential students as needed (e.g. specific building campus personnel and/or students can quarantine in).
Page 23 of 223 STUDENT AND PERSONNEL SUPPORT • Adhere to state and federal law for health and workplace safety during COVID-19 including state "Safe Start" guidance and State Department of Labor & Industries guidelines; • Provide students and personnel with PPE such as gloves, goggles, face shields, and/or masks as appropriate or required for students/personnel not working alone (e.g. any public-facing job and/or those whose responsibility includes operating within physical distancing limits of six feet), and shut down or suspend any activity if PPE cannot be provided; • Note: Follow WA Labor and Industries guidelines for masks: https://www.lni.wa.gov/forms-publications/F414-168-000.pdf; • Identify available alternative arrangements for students and personnel upon requests or refusals to work due to concerns related to campus safety. Priority should be given for students/personnel who are considered high-risk or vulnerable as defined by public health officials; following state guidelines (to include Safe Start guidance) for COVID-19 scenarios and benefits; and • Educate students and personnel on symptom detection, sources of high risk to COVID- 19, prevention measures, and leave benefits/policies (e.g., UI for personnel that need to self-quarantine); following any education requirements for employers per state COVID- 19 Safe Start plan.
VISITOR EXPECTATIONS • Limit or prohibit visitors; and • Post visible entry point signage for students, personnel, and visitors describing shared on- campus responsibilities, to include guidance regarding proper hygiene and sanitization, physical distancing and PPE guidance, staying home if feeling sick, information on how and when to report concerns, and other information as appropriate or required.
FOOD SERVICES • Follow Washington State reopening guidelines for restaurants; • Enforce capacity limits (e.g., enforced at point of entry with clickers); • Maintain physical distancing of six feet; • Implement floor markings to promote physical distancing; • Post signs to remind students/personnel of physical distancing, PPE requirements, and to use hand sanitizer; • Complete routine sanitization of high-touch surfaces and shared resources (e.g., door handles, points of sales); • Restrict cash payments; allow payments only by card or contactless; and • Require all patrons to wear cloth face coverings except while eating.
I again direct that the plans and procedures of the Washington State Comprehensive Emergency Management Plan be implemented throughout state government. State agencies and departments are directed to continue utilizing state resources and doing everything reasonably possible to support implementation of the Washington State Comprehensive Emergency Management Plan and to assist affected political subdivisions in an effort to respond to and recover from the COVID-19 pandemic.
Page 24 of 223 As a result of this event, I continue to order into active state service the organized militia of Washington State to include the National Guard and the State Guard, or such part thereof as may be necessary in the opinion of The Adjutant General to address the circumstances described above, to perform such duties as directed by competent authority of the Washington State Military Department in addressing the outbreak. Additionally, I continue to direct the Department of Health, the Washington State Military Department Emergency Management Division, and other agencies to identify and provide appropriate personnel for conducting necessary and ongoing incident related assessments.
Violators of this order may be subject to criminal penalties pursuant to RCW 43.06.220(5).
Signed and sealed with the official seal of the state of Washington on this 24th day of June, A.D., Two Thousand and Twenty at Olympia, Washington.
By:
/s/ Jay Inslee, Governor
BY THE GOVERNOR:
/s/ Secretary of State
Page 25 of 223 Campus Reopening Guide
Higher Education Re-Opening Workgroup
Convened by: State Board for Community and Technical Colleges Council of Presidents Independent Colleges of Washington
Page 26 of 223 Principles and Guidance
Washington is home to some of the best colleges and universities in the nation. In these challenging times, we have found partnership and great strength in collaboration across levels and sectors of higher education. The Higher Education Leaders Re-Opening Work Group represents that partnership, and together we speak for 50 higher education institutions across the state of Washington, educating more than 550,000 students.
Page 27 of 223 1 Principles and Guidance
Page 28 of 223 Why | Reason for development • Instill confidence in key stakeholders about the development of higher education institutions' back-to-school plans in Washington • Align how higher education institutions in Washington are approaching and developing back-to-school plans
How | Process for development • Developed based on interviews with public health and university leaders in addition to incorporating effective practices seen globally • Built off prior work including: – Higher education institution work preparing for and executing reopening under the Governor's "Safe Start" measures – WA Private Sector Employer Checklists Context setting – CDC and WA Labor & Industries guidelines Aligned statement & checklists
Who | People engaged for development We spoke with individuals from the organizations below and incorporated their input: • Washington Council of Presidents • King County Public Health reps. • Independent Colleges of Washington • Spokane County Public Health reps. • Washington State Community and • Whitman County Public Health reps. Technical Colleges • WA Department of Health • University of Washington reps. • WA Labor & Industries • Washington State University reps. • WA Roundtable • WA Student Achievement Council • Challenge Seattle
Page 29 of 223 Three forms of checklists to serve as guidance for higher education institutions in Washington state Applies across the institution Applies to specific campus settings Leveraged and built upon WA State reopening plan Leveraged and built upon CDC & other & WA employer reopening checklists state guidance
Baseline Additional Setting-specific recommendations considerations protocols Broad checklist of how an Optional considerations and Checklist of specific practices to institution can create a "New examples that institutions can mitigate risk, tailored to Normal" to fight COVID-19 that implement where feasible and particular campus can be applied to a variety of relevant facilities/services: food services, higher education facilities and transportation, residences services
Higher education administrators have a strong incentive to meet (and exceed where/when appropriate) baseline recommendations as adverse public health outcomes could result in more stringent restrictions
Page 30 of 223 Baseline/Additional considerations • Adjusted Washington Roundtable / Challenge Seattle "two tiered checklists for employer Safe Work Plans" for higher education context
Food services protocol For reference: • Synthesized National Restaurant Association restaurant recommendations and Cushman and Wakefield food hall Checklists guidance developed using Campus transportation protocol multiple sources • Synthesized CDC and US Department of Transportation recommendations
Residences protocol • Synthesized CDC recommendations for Shared or Congregate Housing and Correctional/Detention Facilities
Page 31 of 223 Baseline recommendations for higher education institutions reopening plans Institutions are developing Safe Back-to-School plans to resume operations with consideration of these critical elements Campus Safety ❑ Adhere to federal, state and local public health and safety guidelines; develop comprehensive plans for reopening on or after August 1, 2020 in accordance with WA State guidelines and local health guidelines, including, but not limited to, the Safe Start Guide, guidance on classroom capacity and the WA Secretary of Health’s Order 20-03 regarding face coverings; make available a copy of these plans at each location on campus Supporting a common ❑ Work from home for operations able to be performed remotely and institutions will follow WA State returning to work guidance for its personnel ❑ Maintain minimum physical distancing whenever possible of 6 feet between all on-campus personnel, including with visitors; where physical distancing cannot be "New Normal" maintained, implement administrative or engineering controls to minimize exposure foundation ❑ Follow WA State phased reopening guidelines for social gathering sizes ❑ Ensure frequent and adequate hand washing policies and include adequate maintenance of supplies; use disposable gloves where safe/applicable to prevent transmission to mitigate COVID-19 on shared items ❑ Routine sanitization of high-touch surfaces and shared resources (e.g., doorknobs, elevators, vending machines, points of sales) The following checklist ❑ Ask students/personnel to self-certify that they have experienced no CV-19 symptoms since last visit to campus facility provides proposals for ❑ Ask students/personnel to stay home and seek medical guidance if they are experiencing any known symptoms; remain isolated until diagnosis and next steps are clear institutions of higher ❑ Ask students/personnel to self-quarantine per local public health guidelines if confirmed to have COVID-19 or exposed to confirmed case education in Washington • Please see supporting guidance from the WA State Department of Health: Click for link State to reopen ❑ Develop response protocols for students, personnel, and visitors reporting symptoms and/or are confirmed to have COVID-19 ❑ Avoid non-essential travel by school personnel and propose self-quarantine per local public health and worker safety guidelines after any high-risk travel as defined by the operations. CDC (e.g., international travel); follow WA State reopening guidelines for travel ❑ If feasible, log students, personnel (and visitors where possible); follow WA State guidelines for logging onsite personnel These actions will run in ❑ Available contact for all students/personnel to report concerns and/or potential violations of the Safe Back-to-School Plan parallel to public health ❑ Regular self-monitoring and updates of the Safe Back-to-School Plan ❑ Communication of Safe Back-to-School Plan to all students and personnel including any future modifications efforts. ❑ Designate specific spaces for isolating campus personnel and/or students on-campus as needed (e.g. specific building campus personnel and/or students can quarantine in) Student/Personnel Support Protecting Washingtonians ❑ Adhere to state and federal law for health and safety during COVID-19 including WA State's "Safe Start" guidelines and WA Labor & Industries guidelines ❑ Provide students/personnel with PPE such as gloves, goggles, face shields, and face coverings as appropriate or required for students/personnel not working alone (e.g. through a safe reopening any public-facing job and/or those whose responsibility includes operating within physical distancing limits of 6 feet; if PPE cannot be provided as appropriate shut down and acting as good activity stewards of our local • Note: Follow WA Labor and Industries guidelines for masks ❑ Identify available alternative arrangements for students/personnel upon requests or refusals to work due to concerns related to campus safety. Priority should be given for communities is our students/personnel who are considered high-risk/vulnerable as defined by public health officials; Follow WA State guidelines for COVID-19 scenarios & benefits priority. ❑ Educate students/personnel on symptom detection, sources of high risk to COVID-19, prevention measures, and leave benefits/policies (e.g., UI for personnel that need to self-quarantine); follow any education requirements for employers per WA COVID-19 safety plan Visitor Expectations Subject to change based ❑ Limit or prohibit visitors on public health guidance. ❑ Visible entry point signage for students, personnel, and visitors on shared on-campus responsibilities (including proper hygiene & sanitization, physical distancing/PPE guidance and information for reporting concerns, staying home if feeling sick) Page 32 of 223 Additional considerations: Campus safety Elements for institutions to consider & implement where feasible/relevant
Encouraging proper hygiene & health practices Methods to enact distancing procedures • Encourage students/personnel to do regular temperature checks • Implement reduced maximum capacity limits at home before coming to work • Stagger arrivals into campus spaces to avoid congestion Helping develop • Avoid non-essential person-to-person contact (e.g., handshakes) • Limit ingress/egress points in campus buildings/facilities individualized, flexible while maintaining fire exits Health screenings and testing • Stagger entry into buildings/facilities Safe Back-to-School • Routine temperature checks & screens on-premise • One-way facility aisles • Work with Institutions within the same county to coordinate • Use distance markings at places of congregation Plans testing efforts • Enact plexiglass protection between workstations • Virtual meetings even when on campus Each individual institution Enabling tracking and tracing • Re-organize floor layouts to permit physical distancing will develop and implement • Notify and isolate all students/personnel in contact with an • Stagger usage of common areas individual that develops symptoms while maintaining • Avoid sitting face-to-face a Safe Back-to-School Plan. confidentiality of those who are sick • Create isolated work cells/teams for on-campus personnel • Disinfect areas where students/personnel who was sick touched where possible The following lists are • Have the ability to log visitors that come on-campus • Identify choke point and high risk areas where personnel considerations and examples typically congregate where distancing will need more Sanitation procedures control/monitoring to aid in the development of • Provide hand sanitizer at entrances/exits • To the extent practical, allow only one group/class at a time individual plans. • Encourage personnel to wash hands regularly (after bathroom at the same location/lab/classroom. breaks, after eating, etc.) Note: Institutions are not • Provide disinfectant wipes Ensuring governance & accountable roles over plan • Ensure frequent cleaning of high touch or shared equipment • Appoint team/lead to manage ongoing Safe Back-to-School recommended to implement • Sanitize/quarantine deliveries/packages Plan and monitor ongoing health of personnel at on-campus all listed examples. These • Perform regular deep cleaning locations are provided as known • Provide soap and running water, when running water not • Designate a hygiene leader for facility who is responsible for practices being utilized to- available provide portable washing stations protocol audits • Regular reporting of student and personnel sentiment and date and are subject to Limiting shared resources tracking of public health trends change. • Limit shared desks/workspaces • Reduce use of shared office supplies/resources On-going training to meet health guidelines • Limit shared food • Host pre-return training and track attendance/completion • Limit cafeteria capacity and services • Educate students/personnel in the language they understand • Limit public kitchens/vending best about coronavirus and how to prevent transmission and the institution's COVID-19 policies. Page 33 of 223 Additional considerations: Campus support Elements for Institutions to consider & implement where feasible/relevant
Ongoing communication to workforce Enabling access to education and childcare • Provide content for vulnerable students/personnel to help • On-site day care or study rooms for limited number of navigate back-to-school (e.g. aggregate helpful materials, children per day Helping develop explain evolving gov't benefits) • Voucher for online education tools individualized, flexible • Access to apps to match caregivers with need (including Enacting modified working models for personnel recently displaced workers) Safe Back-to-School • Job shares that allow for reduced hours • Priority for childcare for workers and students not able to • Offer partial workforce or alternate day of week operating WFH Plans model • Different in-office working hours (e.g. two shifts: 6:30a-12:30p Building morale and virtual culture Each individual institution and 1p-7p with time between shifts) • Create virtual HR office hours and/or HR hotline will develop and implement • Virtual companywide meetings Expanded / extended work from home & leave policies • Create networks for workers to connect/share remote a Safe Back-to-School Plan. • Provide one-time home office supply voucher working best practices • Tiered PTO (e.g. FTEs get additional 80 hours; PTE get • Sponsor well-being challenges geared to staying physically The following lists are additional 40 hours; all paid out at year end if not used) and mentally healthy considerations and examples • Create workforce relief/aid fund and adopt policy on how funds will be distributed Supporting mental health needs to aid in the development of • Create policies to encourage students/personnel to stay home • Access to reduced cost and/or free counseling individual plans. when feeling sick or came into contact with positive case • Access to reduced cost and/or telemedicine consultations • Benefit extensions for household members Note: Institutions are not Decreasing commute risks & pressure on public transport • Access to meditation/mindfulness content • Promote and enable individual commutes (e.g., subsidized • Digital support groups to decrease isolation and share ideas recommended to implement biking/parking) • Virtual play dates for families with children of similar ages all listed examples. These • Institution-sponsored buses/transit options • Expand virtual health and counseling and continue to are provided as known • Alternative hours to limit transportation during high public provide virtual options after reopening practices being utilized to- traffic hours Ensuring equitable outcomes date and are subject to Providing additional training and resources • Consider and mitigate any disproportionate impacts on a change. • Provide guidance on virtual and in-person teams given population (e.g., due to instructional decisions) • Provide career planning and resources • Train staff to support new back-to-school model • Post, in areas visible, required hygienic practices
Page 34 of 223 FOOD SERVICES
Recommended protocols for food services to resume operations (1/2)
Cleaning and sanitizing Supporting a common “new normal” foundation ❑ Complete thorough and detailed cleaning of entire facility, with focus on high-contact areas that would be touched by both students/personnel to mitigate COVID-19 ❑ If relevant, consider single-use menus only or sanitize reusable menus after each use ❑ Make hand sanitizer readily available to workers and visitors at counters, tables and stations and consider touchless solutions The following checklist ❑ Complete routine sanitization of high-touch surfaces and shared resources (e.g., door handles, points of sales) provides recommendations for ❑ Use EPA-registered disinfectant products and avoid all food contact surfaces when using disinfectants ❑ Consider reducing facility hours for extra deep cleaning campus food services to ❑ Cleaning staff wear disposable gloves and gowns for all tasks in the cleaning process, including handling trash reopen operations ❑ When dining reopens, sanitize tabletops, booths, etc. between seatings ❑ Clean and sanitize restrooms regularly based on frequency of use once dining reopens These actions will run in parallel to public health efforts Physical distancing and PPE
Our priority is protecting ❑ Maintain physical distancing of 6 feet (e.g., students waiting in-line to enter facility, customers waiting for takeaway); PPE to be campus communities in provided for all workers ❑ Require dining staff to wear face coverings; follow WA State reopening guidelines and WA Labor and Industries guidelines for face Washington by acting as good coverings stewards ❑ Implement floor markings to promote physical distancing ❑ Post signs to remind students/personnel of physical distancing, PPE requirements and to use hand sanitizer Subject to change based on ❑ Enforce capacity limits (e.g., enforced at point of entry with clickers); follow WA State reopening guidelines for restaurants public health guidance ❑ Consider an exit from the facility separate from the entrance ❑ Manage employee schedules to allow for physical distancing whenever possible Note: Must consider that food ❑ Where possible, workstations to be staggered so employees can avoid standing direct next to one another ❑ Limit the number of employees allowed simultaneously in any break rooms services on a campus will have ❑ Update floor plans for common dining areas, redesigning seating arrangements to ensure to ensure physical distancing may be maintained regular visits and thus may be between tables while visitors are eating once dining reopens higher risk than a restaurant ❑ Limit amount of time each patron is allowed to remain in order to reduce exposure Source: National Restaurant Association COVID-19 Reopening Guidance, Cushman and Wakefield Recovery Readiness Page 35 of 223 FOOD SERVICES Recommended protocols for food services to resume operations (2/2) Employee health and personal hygiene
❑ Require employees with COVID-19 symptoms to remain home until they are symptom-free for ten days and three days without medication (whichever longer) Supporting a common ❑ Ask employees to self-quarantine for 14-days from symptom onset or test positivity of the case per Washington public health guidelines if confirmed to have COVID-19 or exposed “new normal” foundation ❑ Provide employees with face coverings and keep face coverings clean and ask employees to follow 6 ft distancing guidelines; follow WA State reopening guidelines and WA Labor and Industries guidelines for face coverings to mitigate COVID-19 ❑ Train all employees on the importance of frequent handwashing, the use of hand sanitizers with at least 60% alcohol content, and give them clear instruction to avoid touching hands to face ❑ Educate workers in the language they understand best about coronavirus and how to prevent transmission, and the institution's COVID-19 policies The following checklist provides recommendations for Facility safety campus food services to reopen operations ❑ Have the ability to log all workers that come on premise for purposes of supporting public health contact tracing by the WA DOH ❑ Check appropriate functioning of HVAC ❑ Ask workers resuming on-premise work to confirm they have not experienced symptoms for 14 days from symptom onset or test positivity of the case prior to return These actions will run ❑ Restrict cash payments; allow payments only by card or contactless in parallel to public ❑ Consider use of pre-rolled, disposable silverware if possible health efforts ❑ Ensure adequate storage of necessary materials to meet PPE and cleaning requirements ❑ Communicate safety protocols to all workers and dining visitors, including available contact to report violations of protocols ❑ If offering delivery options, ensure coolers and transport containers are sanitized and encourage customers to use "no touch" deliveries Our priority is protecting campus communities in Customer expectations Washington by acting as good stewards ❑ Visible entry point signage for workers, volunteers and visitors on shared responsibilities (including proper hygiene and sanitization, physical distancing, PPE guidance and information for reporting concerns,) ❑ Require all patrons to wear face coverings except while eating or drinking in accordance with state guidance Subject to change based on ❑ Make visitor safety guidelines publicly available public health guidance ❑ Consider using social media or website to educate students/personnel on food service protocols and what to expect in dining halls
Note: Must consider that food Student/personnel support services on a campus will have ❑ Adhere to state and federal law for health and safety during COVID-19 including WA State's "Safe Start" guidelines and WA Labor & Industries guidelines regular visits and thus may be ❑ Mitigate anxiety by recognizing fear in returning, communicating transparently, listening and surveying students/personnel regularly higher risk than a restaurant ❑ Provide early reopening communication by keeping workforce informed as soon as appropriate ❑ Reinforce training after Day One by providing ongoing methods of additional training to reinforce messaging and changes ❑ Ensure any student/employee can follow on-campus student health specific guidelines before returning to work and while working Source: National Restaurant Association COVID-19 Reopening Guidance, Cushman and Wakefield Recovery Readiness Page 36 of 223 TRANSPORTATION
Recommended protocols for campus transportation to resume operations (1/2)
Cleaning and sanitizing Supporting a common ❑ After each journey, complete thorough and detailed cleaning of all surfaces, with focus on high-contact areas that would be “new normal” foundation touched by both employees and passengers (e.g., handles, metal bars) to mitigate COVID-19 ❑ Make hand sanitizer readily available and create frequent opportunities for employees to wash their hands ❑ Provide disposable disinfectant wipes on buses, etc. and train employees on how to regularly clean the area ❑ Use EPA-registered disinfectant products Refer to safer cleaning, sanitizing and disinfecting strategies to reduce and prevent The following checklist COVID-19 transmission provides adaptations for ❑ Consider reducing operating hours for extra deep cleaning campus transportation, if ❑ Cleaning staff wear disposable gloves and gowns for all tasks in the cleaning process, including handling trash applicable, to resume ❑ Clean and sanitize restrooms regularly based on frequency of use operations Physical distancing and PPE These actions will run ❑ Institute measures to physically separate employees from passengers by a distance of 6 feet or greater (e.g., physical in parallel to public partitions for drivers) health efforts ❑ Consider limiting capacity based on size of vehicle (e.g., 50%) ❑ Ask passengers to maintain physical distancing of 6 feet and wear face coverings in accordance with state guidance; Follow WA Our priority is protecting Labor and Industries guidelines for face coverings for employees campus communities in ❑ Implement floor markings to promote physical distancing on board ❑ Post signs for passengers to remind them of physical distancing, face covering requirements and to use hand sanitizer Washington by acting as ❑ Limit contact between employees and passengers as much as possible good stewards ❑ Consider designating specific doors for entry only and others for exit only to minimize passenger contact ❑ Manage employee schedules to allow for physical distancing whenever possible Subject to change based ❑ Consider closing off every other seat on board with tape or signs to promote physical distancing ❑ Encourage employees and passengers to avoid congregating in waiting areas and design a process to ensure all stay separate on public health guidance while waiting to board (e.g., outdoor distancing)
Page 37 of 223 Source: CDC, US Department of Transportation TRANSPORTATION
Recommended protocols for campus transportation to resume operations (2/2)
Employee health and personal hygiene Supporting a common ❑ Require employees with any COVID-19 symptoms to remain home until they are symptom-free for ten days and three days without medication (whichever longer) ❑ Require employees to self-quarantine for 14-days from symptom onset or test positivity of the case per Washington public health guidelines if they have been “new normal” foundation exposed to COVID-19 to mitigate COVID-19 ❑ Provide employees with face coverings and keep face coverings clean; Follow WA Labor and Industries guidelines for face coverings ❑ Train all employees on the importance of frequent handwashing, the use of hand sanitizers with at least 60% alcohol content, and give them clear instruction to avoid touching hands to face The following checklist ❑ Train all employees on symptom detection, sources of high risk to COVID-19, prevention measures and leave benefits/policies provides adaptations for Vehicle safety campus transportation, if ❑ Have the ability to log all employees that come on board for purposes of supporting public health contact tracing by the Washington Department of Health applicable, to resume ❑ Check appropriate functioning of HVAC operations ❑ Ask workers resuming work to confirm they have not experienced symptoms for 14 days from symptom onset or test positivity of the case prior to return ❑ Ensure adequate storage of necessary materials to meet PPE (face coverings, gloves, etc.) and cleaning requirements ❑ Communicate safety protocols to all employees and passengers, including available contact to report violations of protocols These actions will run ❑ Consider using no-touch trash receptables if possible in parallel to public health efforts Passenger expectations ❑ Implement signs on board for employees and passengers on shared responsibilities (including proper hygiene and sanitization, physical distancing, face Our priority is protecting coverings and information for reporting concerns) ❑ Make passenger safety guidelines publicly available and post signs to strongly encourage passengers to wear face coverings in accordance with state campus communities in guidance ❑ Consider using social media or website to educate passengers on safety protocols and what to expect when on board Washington by acting as ❑ Place signs at the entrance stating how passengers and employees can prepare to be on board good stewards Employee support
Subject to change based ❑ Adhere to state and federal law for health and safety during COVID-19 including WA State's "Safe Start" guidelines and WA Labor & Industries guidelines on public health guidance ❑ Mitigate anxiety by recognizing fear in returning, communicating transparently, listening and surveying employees regularly ❑ Provide early reopening communication by keeping workforce informed as soon as appropriate ❑ Reinforce training after Day One by providing ongoing methods of additional training to reinforce messaging and changes ❑ If employees have children, provide support in navigating childcare options when returning to work ❑ Ensure any employees can follow on-campus student specific health guidelines before returning to work and while working ❑ If employees refuse to work due to COVID-19 related safety concerns, provide high risk individuals with benefits per WA Proclamation 20-46 Page 38 of 223 Source: CDC, US Department of Transportation RESIDENCES
Recommended protocols for campus residences to resume operations (1/2) Cleaning and sanitizing
❑ Complete thorough and detailed cleaning of entire facilities, with focus on high-contact areas Supporting a common ❑ Make hand sanitizer readily available to residents/personnel throughout property; consider touchless hand sanitizing solutions “new normal” foundation ❑ Complete routine sanitization of high-touch surfaces (e.g., door handles, elevators, counters, etc.) ❑ Provide residents with their own sanitation solutions or wipes to instill confidence to mitigate COVID-19 ❑ Disinfect all hard surfaces with an EPA registered chemical disinfectant ❑ If a student or residential staff member tests positive, close off areas used by sick person and wait 24 hours before cleaning and disinfecting; remove staff members who test positive and quarantine The following checklist ❑ Conduct frequent cleaning of shared facilities (e.g., lounges) ❑ For shared bathrooms, create a cleaning schedule to clean facilities regularly; provide and maintain adequate handwashing supplies and hand sanitizer provides adaptations for ❑ For shared showers, encourage sanitizing between users and/or increasing frequency of cleaning campus residences to resume operations Physical distancing
❑ Maintain signage to remind groups to stand at least 6 feet apart and avoid congregating in common areas These actions will run ❑ Note: Follow WA Labor and Industries guidelines for face coverings in common areas in parallel to public ❑ Roommates and suitemates treated as a household; assign students with pre-existing health conditions to singles ❑ Consider installing plexiglass partitions in areas where residential staff and residents come into close contact (e.g., mail desks) health efforts ❑ Implement floor markings to promote physical distancing (e.g., where to stand in line, where to walk) ❑ Manage staff schedules to allow for physical distancing whenever possible in staff spaces ❑ For shared bathrooms, create a staggered bathroom schedule to reduce the amount of people using the facilities at the same time Our priority is protecting ❑ For shared showers, consider assigning residents to specific showers or limiting use of showers to every other stall campus communities in ❑ Designate specific residence halls or buildings to isolate students/staff for quarantine or isolation periods as needed Washington by acting as good stewards Staff health and personal hygiene
❑ Require staff with COVID-19 symptoms to remain home until they are symptom-free for ten days and three days without medication (whichever longer) Subject to change based ❑ Ask staff to self-quarantine for 14-days from symptom onset or test positivity of the case per Washington public health guidelines if confirmed to have COVID- on public health guidance 19 or exposed ❑ Provide employees with face coverings and keep face coverings clean – follow WA reopening guidelines and WA Labor and Industries guidelines for face coverings ❑ Train all staff on the importance of frequent handwashing, the use of hand sanitizers with at least 60% alcohol content, and give them clear instruction to avoid touching hands to face ❑ Educate workers in the language they understand best about coronavirus and how to prevent transmission, and the institution's COVID-19 policies.
Source: CDC, US Shared or Congregate Housing; CDC, US Correctional and Detention Facilities, Association of College & University Housing Officers-International, Other State'sPage Guidance39 of 223 RESIDENCES
Recommended protocols for campus residences to resume operations (2/2)
Facility safety Supporting a common ❑ All staff and residents must wear face coverings throughout the building (exception for residents within their own rooms) “new normal” foundation ❑ When possible, rooms should remain vacant for 48 hours after check-out and prior to cleaning to mitigate COVID-19 ❑ Have the ability to log all staff and residents that come on-premise for purposes of supporting public health contact tracing ❑ Ask workers resuming on-premise work to confirm they have not experienced symptoms for 14 days from symptom onset or test positivity of the case prior to return ❑ Communication of Safe Back-to-School Plan to all staff and residents, including available contact to report violations ❑ Use no-touch trash cans where possible on the property The following checklist ❑ Check appropriate functioning of HVAC provides adaptations for ❑ Symptomatic residents should avoid contact with other – follow DOH guidelines for individuals with symptoms ❑ Develop plan for how suspected COVID-19 cases will be isolated, evaluated, tested, and provided necessary wraparound services (e.g., medical care, food) campus residences to ❑ Ensure that physical locations have been identified to isolate confirmed COVID-19 cases, and consider designating one staff member to attend to sick residents resume operations ❑ Create and test communications plans to disseminate critical information to residents/staff
These actions will run Resident expectations in parallel to public ❑ Visible entry point signage for all staff and residents on shared responsibilities (including proper hygiene & sanitization, physical distancing, PPE guidance health efforts and information for reporting concerns) ❑ Make safety guidelines publicly available Our priority is protecting ❑ Consider using social media and website to educate residents on protocols and what to expect when entering on-campus housing facilities (e.g., digital check-in requirements) campus communities in ❑ Remind residents of any quarantine requirements as defined by the local health jurisdiction and instruct them that compliance will be monitored Washington by acting as good stewards Employee support Subject to change based ❑ Adhere to state and federal law for health and safety during COVID-19 including WA State's "Safe Start" guidelines and WA Labor & Industries guidelines ❑ Mitigate anxiety by recognizing fear in returning, communicating transparently, listening and surveying staff regularly on public health guidance ❑ Provide early reopening communication by keeping workforce informed as soon as appropriate ❑ Reinforce training after Day One by providing ongoing methods of additional training to reinforce messaging and changes ❑ Ensure staff that live in residence halls can follow all resident health/safety protocols (e.g. quarantining upon arrival)
Source: CDC, US Shared or Congregate Housing; CDC, US Correctional and Detention Facilities Page 40 of 223 The new normal: Higher education in a post-COVID-19 world
For the last decade, higher education has faced considerable headwinds. COVID-19 has created severe short-term financial and operational challenges for higher education institutions, and accelerated the impact of external demographic, financial, technological, and political trends on the higher education sector. Higher education leaders remain steadfast in their commitment to their organizations’ core missions even in the face of these severe challenges.
However, now is the time for higher education institutions to reconsider their value propositions and operating models if they are committed to successfully and sustainably delivering their mission in the years to come. In these uncertain times, discerning “what is next” for the higher education sector will likely require calculated speculation and some risk-taking. Our work has allowed us to identify ideas and principles that we hope will help higher education institutions navigate the uncertainty ahead.
Teachers Insurance and Annuity Association of America and Ernst & Young LLP are separate and independent legal entities. Page 41 of 223 Executive summary
Understanding the effects of COVID-19 To understand how institutions can adapt to the effects of the COVID-19 pandemic, TIAA and EY-Parthenon analyzed publicly available data and industry publications, and interviewed leaders at 14 four-year higher education institutions ranging from small liberal arts colleges to large flagship public universities.1 This effort is also informed by numerous surveys and consultations with higher education institutions in recent months. Each leader we spoke with is laser-focused on immediate challenges, namely, managing the health, welfare, safety and financial impacts of the COVID-19 crisis on students and families, faculty and staff, and other key stakeholders. Looking beyond the pandemic, some leaders are evaluating what, if anything, will need to change in their institution’s operating model–including their organizational structure, decision-making processes, and uses of capital–to help ensure long-term financial sustainability and achieve their institutional mission.
Leaders evaluating potential changes to their operating models may need to: W More clearly identify the student population(s) and stakeholders they seek to serve, implementing changes to their program portfolio and operations to reflect their refined focus
W Deploy agile decision-making processes that enable flexibility in response to an ever-changing environment
W Redeploy human, financial, physical, and reputational capital in alignment with their new operating models
In this paper, we provide historical context for the challenges higher education leaders face, explore the current state of thinking among leaders as a result of COVID-19, and describe how leaders can utilize four sources of capital—human, financial, physical, and reputational—as they plan for an uncertain future.
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 42 Equitiesof 22 3Fund Historical context
Putting higher education in the context of capital After more than 50 years of significant growth, colleges and universities have in recent years experienced flat to declining student enrollment.2 During the past period of growth, most four-year institutions competed on the same set of fundamental terms.
Generally, colleges and universities offered myriad academic programs targeted at broad swaths of the student population, with limited differentiation or specialization. These structural and competitive dynamics have resulted in suboptimal utilization of “capital.” For the purposes of this analysis, we have categorized capital as follows:
Categories of capital
Human An institution’s students and alumni, as well as the skills, knowledge, and experience of administrators, faculty and staff.
Financial The monetary assets available to an institution, measured by levels of revenue, liquidity, and ability to borrow.
Physical An institution’s land, buildings, technology infrastructure, and other physical assets such as residence halls and medical centers.
Reputational The perception of an institution’s brand and intangible assets stemming from its mission, values, leadership, and contributions to its local community and society at large.
Page 43 of 223 Historical context
Human capital Higher education institutions are facing shrinking pools of both domestic and international students, driven by U.S. demographic trends, declining college enrollment rates as a result of the pandemic, and political uncertainty that has negatively affected international student enrollment in U.S. institutions.3 Since 2010, overall U.S. higher education enrollment has declined by almost 1%.4 Additionally, U.S. birth rates have declined by .5% year-over-year from 2013 to 2018, driven in part by the Great Recession, indicating enrollment will likely decline further in the future (see Figure 1).5 Enrollment declines have left U.S. institutions contending with excess supply of faculty. EY-Parthenon estimates there were 2.5 million excess seats for students at U.S. four- year institutions in 2018.6 The number of adjunct and other non-tenure-track faculty members has grown 3% annually over the past decade, driven in part by the need to support new programs created in response to perceived student demand. This growth in adjunct faculty, however, has not been offset by retirement of tenured faculty. Tenured faculty grew by .5% year-over-year over the same period, leaving many faculty underutilized.7 Higher education leaders can begin to consider whether new faculty workforce models will be needed in the post-pandemic environment, and whether such models will require different recruitment, retention, and retirement strategies to help renew and diversify the faculty. Options such as multiyear renewable contracts, teaching-only tenured positions, faculty-sharing models across institutions, and diversified incentive structures may be paths forward.8
Figure 1: U.S. birth rate and enrollment at four-year degree-granting institutions, 2003-20189 U.S. birth rate Enrollment
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 44 Equitiesof 22 3Fund Historical context
Financial capital Higher education debt growth has far outpaced revenue growth in recent years. From 2003 to 2018, public and not-for-profit institutional debt grew an average of 8% per year compared to 4% revenue growth over the same period, as outlined in Figure 2.10 As of 2018, 74% of public and private four-year institutions held some form of interest- bearing debt, which amounts to nearly $294 billion.11 This represents a 36% increase in total institutional debt since 2011, far outpacing revenue growth. On average, institutions are borrowing $2 for every dollar they receive in net revenue. In part, debt has increased due to favorable interest rates. Much of this borrowing has been to finance physical capital investments as part of a competition for students based on facilities and amenities.12 Debt can be a valuable tool, especially as institutions face immediate spending needs for remote teaching technology and campus safety infrastructure. However, the ratio of debt to revenue growth raises the question of whether and how colleges and universities can continue to grow revenues or reduce debt under current and anticipated market conditions.
Figure 2: Annual change in enrollment vs. debt and revenue growth for four-year, U.S. degree-granting institutions, 2003-201813
Note: All data represent Title IV, four-year, U.S. degree-granting institutions; does not include for- profit institutions. Source: IPEDS; EY-Parthenon Analysis; Internal Revenue Services.
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 45 Equitiesof 22 3Fund Historical context
Physical capital Despite declining enrollment, institutions have continued to invest in physical campus infrastructure during the last decade. With fewer students on campus, spaces built to accommodate peak enrollment periods have gone underutilized. While the book value of buildings and land improvements grew ~6% and 5% per year, respectively, from 2003 to 2018,14 full-time equivalent enrollment grew less than 1% (and much of that growth was in online enrollments),15 leaving many schools without the revenue needed for critical loan repayments and building maintenance, and creating delays in physical capital repairs and improvements that will presumably become more costly in the future, as outlined in Figure 3. This has already created significant deferred maintenance liabilities for many institutions.16
Figure 3: Annual change in enrollment vs. book value of buildings and land for U.S, four-year degree-granting institutions, 2003-201817
Note: All data represent Title IV, four-year, U.S. degree-granting institutions; does not include for- profit institutions. Source: IPEDS; EY-Parthenon Analysis; Internal Revenue Services.
Furthermore, few institutions have made necessary investments in digital infrastructure to support the rising demand for online and hybrid learning offerings and virtual support services.18 From 2013 to 2018, in-person enrollment decreased 2% annually while hybrid and online enrollment increased 8% annually.19 COVID-19 has underscored the burden of physical campus infrastructure and the need for technical infrastructure improvements. As students continue to shift online, the outlook for increased utilization of institutions’ physical capital appears unlikely.
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 46 Equitiesof 22 3Fund Historical context
Reputational capital In recent years, perceptions of higher education and its value have declined sharply.20 In 2013, 70% of Americans indicated they believed college education is “very important,” compared with only 50% of respondents in 2019.21 As sentiment around the value of higher education has declined, institutions have taken steps to more intentionally build distinctive brands and to connect those brands with strong student outcomes. Future enrollment will be significantly impacted by students’ and families’ perceptions of the value to be gained from a postsecondary degree, and whether there is more (or less) value to be derived from one institution over another. A demonstrated commitment to diversity, equity, and inclusion (DEI) for students and the academic workforce also is central to reputational capital, particularly as racial and social unrest have intensified in the United States. Despite broad demographic shifts in the U.S. population, from 2013 to 2018, four-year degree-granting institutions have shown just small increases in their proportions of students and faculty of color.22 However, when comparing the compound annual growth rates (CAGRs) from 2013- 2018, the gap between proportions faculty and students of color appears to be closing among all ethnic groups with the proportions of American Indian/Alaska native and Hispanic/Latinx, as shown in Figure 4. The rising emphasis on DEI and racial and social justice means institutions will likely need to invest in attracting and retaining diverse and inclusive faculty and staff as a foundation for attracting and retaining a similarly diverse student body.
Figure 4: Faculty and student race/ethnicity at U.S, four-year degree-granting institutions23
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 47 Equitiesof 22 3Fund Emerging themes
Current state of thinking among higher education leaders The COVID-19 pandemic and its unprecedented social and economic disruptions have intensified pressures on the U.S. higher education sector arising from preexisting external demographic, financial, technological, and political trends. Change has come abruptly, as the pandemic has demanded immediate responses and institutions have been consumed with operational triage and prioritizing safety, communication, and education continuity.
After quickly shutting down campuses last spring, most institutions have undertaken meaningful efforts to safely conduct in-person and/or hybrid education for the fall of 2020.24 Even so, many have had to revert to remote learning and even evacuate dormitories, at least temporarily, as COVID-19 cases have spiked in their communities.25 Despite the ongoing challenges the pandemic presents, institutions could benefit from leaders carving out time to look beyond immediate demands and consider their institution’s longer-term prospects. This paper aims to help facilitate such longer-term thinking.
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 48 Equitiesof 22 3Fund Emerging themes
Common themes across the sector While every institution is navigating the crisis within its own context, our conversations with higher education leaders from 14 institutions, as well as broader surveys and industry research, surfaced two common themes emerging across the sector:
1. Commitment to higher education’s core mission Leaders remain committed to their core missions of education, research, and creating a space for young people to develop valuable skills and grow into engaged citizens. In the face of challenges created by the pandemic, institutions are leveraging technology to launch hybrid and fully remote teaching, along with virtual academic, career, and health support services at a time when students and their families need them most. Further, recent racial and social unrest has reinforced leaders’ commitment to diversity, equity and inclusion (DEI) initiatives as fundamental to their mission and to student success—and elevated in importance the question of how their institutions can best support all students.
2. Importance of an agile and inclusive decision-making approach Institutional leaders consistently noted that centralizing and accelerating decision- making processes, while soliciting input from key stakeholders, was critical to their COVID-19 responses. Led by the president’s cabinet (including the provost, CFO, COO, etc.), and with input from faculty, staff, students and families, many institutions demonstrated agility and flexibility as they responded in real-time to constantly shifting demands. For example, the rapid development and launch of COVID-19 testing and contact tracing procedures to protect the campus community has been a critical success factor for institutions that reopened for in-person learning. As leaders see the value of more centralized models of decision-making, there appears to be growing interest in reevaluating decision-making approaches in contexts beyond COVID-19 operational responses.
During our interviews, leaders recognized that higher education is likely to change significantly post-COVID-19, but they often did not acknowledge the degree to which their own institutions may need to change. Virtually all industries are being forced to evolve rapidly–including healthcare, retail, real estate, etc. During the uncertain times ahead, higher education institutions and their leaders may need to seize upon the momentum COVID-19 has created to continue evolving quickly meet the future needs of students and their families—after or else possibly risk further, potentially irrevocable, degradation of higher education’s perceived value and that of their own individual institution as well. Institutions need to consider whether and how they should pivot in response to their rapidly changing environment.
The new normal: higher education in a post COVID-19 world | © 2020, Teachers Insurance and Annuity Association of America-College PRetirementage 49 Equitiesof 22 3Fund Planning for the future
Planning for the future: developments and key questions The pandemic has upended every facet of life as we knew it just a few short months ago—including higher education.
The current turmoil and uncertainty, amid headwinds already affecting the industry, point toward four developments likely to may shape the future of higher education:
Development #1: Bifurcation of institutions: As enrollment continues to decline, we will likely see a bifurcation in the higher education sector. Institutions with weak financial or reputational capital may be forced to merge with others to survive. On the other hand, those with strong reputational capital may continue to thrive and attract their traditional student base.26
Development #2: Academic program reviews: To proactively manage their balance sheets, institutions will likely need to review their academic programs and carefully consider whether those that are nonessential to their core mission can be justified, and whether they should invest in programs that attract price-conscious students.
Development #3: Alternative pathways: Certificate and digital pathway programs are will likely thrive in the remote economy as nontraditional students and others seeking to enhance their workforce skills look for ways to learn continuously without needing to invest in a four-year degree. Institutions may pursue a dual strategy of developing physical and online resources to expand their student pool.
Development #4: Declining public support: The fate of public support for higher education is uncertain. The notion of a generational social contract has been criticized over the last few years; going forward, there likely will be increased scrutiny of the value of higher education and accompanying declines in state funding. Declining public support may be a harbinger of sustained adoption of remote/hybrid classes as a lower-cost delivery model and/or increased attendance at two-year colleges as a gateway to four-year degrees.
Page 50 of 223 Planning for the future
Key planning questions During these uncertain times, higher education institutions may need to become more agile to meet the future needs of students and their families or risk further, potentially irrevocable, degradation of their perceived value. To enable a successful transition to the post-pandemic environment, college and university leaders can ask themselves the following key questions:
W Does my institution’s core mission need to evolve?
W What organizational obstacles are preventing my institution from achieving its core mission in this new environment—and post-pandemic?
W How can the four capital levers be used to better support my institution’s mission?
Each of these planning questions is addressed below with insights gleaned from research and our interviews with higher education leaders. Our goal is to help higher education leaders map out a strategy for successfully guiding their institutions into the future.
Page 51 of 223 Planning for the future
Planning question #1: Does my institution’s core mission need to evolve? Most leaders interviewed expressed commitment to their existing core missions. In some cases, they recognized that external trends may require their core mission to evolve. This evolution may include aspects of four models of future states that could serve as a point of reference in assessing both current and evolved core missions:
Scale education providers Institutions with strong digitally-native curricula designed to provide personalized and flexible online learning at scale.
Global research centers Institutions organized primarily to conduct research activity, spanning academic fields.
Pathway provider institutions Institutions that emphasize vocational, skills-based learning, and allow students to use work experience for academic credit.
Interdisciplinary learning colleges Institutions that focus on traditional, residential, interdisciplinary learning that strengthens personal development and builds global citizenship.
To move toward these future-state models, any combination thereof, or any others that may emerge, institutions may need to leverage their capital levers more effectively to improve efficiency. The path forward will be different for each institution, depending on its current core mission and future operating model. For example, research and interdisciplinary learning colleges may more heavily emphasize human and financial capital going forward, with minimal changes to physical capital. Conversely, scale education providers may focus most on reputational capital as they build an online presence, and decrease investment in human and physical capital.
Page 52 of 223 Planning for the future
Combining future-state models It is important to note that institutions may embody more than one future state model; for example, an institution could have an undergraduate population served primarily by an interdisciplinary learning college, and a school of continuing studies geared more toward certificate programs as a pathway provider. Each institution can embody combinations of the above models for different student populations and schools, and other models of education that may emerge in the future. During our interviews, more than half of the leaders indicated a willingness to explore other organizational structures while still maintaining their institution’s core position as an interdisciplinary learning college (see Figure 6 - next page).
The Institutional Planning Framework below illustrates how an institution’s core mission is achieved via its organizational structure and decision-making processes, all supported by the four pillars of human, financial, physical, and reputational capital. Note that for planning purposes, institutions may want to begin by establishing the end goal, i.e., your institution’s core mission.
Organizations may Institutional Planning Framework need to evaluate their academic programs to determine if they truly support their institutional mission and value proposition.
Page 53 of 223 Planning for the future
Planning question #2: What organizational obstacles are preventing my institution from achieving its core mission in this new environment—and post-pandemic? The decision-making processes described by the interviewees spanned the spectrum from centralized to decentralized. That said, nearly half the interviewees expressed the desire to increase centralization of the decision-making process in the future.27 Determining the right decision-making approach, with input from key constituents such as faculty, staff, and students, may be critical for institutions striving to achieve Post-COVID-19, their mission. institutions may Figure 5: Four-year degree-granting institution leader feedback28 need to consider the most effective way to organize decision- making to allow for agility and flexibility while soliciting and considering input from faculty, staff, board members, students, and other stakeholders.
Interviewees also described a variety of other pressures that add to the complexity of organizational decision-making such as boards challenging institutions to elevate rankings at the expense of mission-critical priorities. At the same time, legislatures have decreased appropriations and increased regulatory requirements. Each institution’s board will set key institutional priorities, which leaders will need to balance and address carefully as they plan for operations in a new environment.
Figure 6: Four-year degree-granting institution leader feedback29
58% of respondents indicated their institutions may change how they are organized in the future to support their core mission.
Page 54 of 223 Planning for the future
Planning question #3: How can the four capital levers be used to better support my institution’s mission? Institutions will likely flex their capital levers to facilitate the changes needed to support their institutions’ respective missions. All four levers—human, financial, physical, and reputational —are important to institutions, with three-quarters of interviewees citing human capital as extremely important. Most institutions also cited reputational and financial capital as being extremely or very important as shown in Figure 7 below.30
Figure 7: Four-year degree-granting institution leader feedback31
75% of respondents rated human capital as extremely important.
Actions several college and university leaders are taking relative to each capital lever are described below, along with suggestions for adjusting use of capital going forward.
Page 55 of 223 Planning for the future
Human capital Human capital costs (salaries and benefits) make up nearly 60% of institutional budgets, which are under enormous strain.32 Fortunately, there are several potential focus areas for human capital as a lever to evolve institutions’ operating models for future success. Strategic Planning Many leaders are considering early retirement incentives for staff and faculty members, including offerings that honor faculty tenure and emeritus status while allowing institutions Questions: to lower costs and rethink their programmatic footprint. For instance, some institutions are offering retired faculty continued access to campus libraries, campus parking, and What will the role research programs as a means of addressing the psychological barriers to retirement. Other of tenure be for institutions are offering generous financial packages for faculty who are eligible your academic for retirement. workforce going Some institutions are revisiting tenure policies and practices as they seek to adjust their forward? faculty size to lower costs, improve efficiency, and maintain appropriate student-to-faculty ratios. For research institutions, tenure may be less likely to change because of its ties to How can you the production of scientific research. In contrast, institutions with a greater focus on teaching enable a more may have more flexibility when revisiting tenure. efficient workforce University leaders also have leveraged furloughs, headcount reductions, and improved (e.g., decrease operational efficiency as short-term solutions to their current challenges. Looking ahead, administrative some leaders we spoke with expressed a willingness to consider outsourcing of “non-critical” functions, such as administrative tasks and payroll. Institutions also are increasingly open to complexity, enable implementing shared services for such functions–though many institutions have shied away telework)? from any immediate shared services consolidation.
“Our human capital priority is going to be right-sizing… rationalizing all of the work that needs to be done. It raises questions like, why do I still have a payroll function when I could outsource that?” – EVP for Finance, R1 research institution (public)
Page 56 of 223 Planning for the future
Financial capital COVID-19 has increased operating costs, driven in part by investments in technology and extensive preparations to allow faculty, staff and students to safely return to campus.
At the same time, revenues have declined as auxiliary services (e.g., dorms, dining, Strategic Planning museums, sports) have not reopened or have been heavily underutilized, given that many Questions: students are still living and learning remotely. Institutional leaders also noted declining revenues from state funding, as states have cut higher education budgets to offset their How can your own increased costs as a result of the pandemic. Further, public institutions face potentially institution develop severe funding cuts for FY2021 and beyond. While many institutions have reduced their reliance on state funding over the past decade given its steady decline, it remains a a more predictable significant source of revenue.33 Some institutions, for example, rely on state appropriations and sustainable for more than 30% of revenue and have had state funding cut by 60%.34 Finally, given revenue stream the economic fallout of the pandemic, travel restrictions, and the political environment, while bolstering institutions are increasingly unable to rely on students–particularly international students–to pay full tuition. liquidity and reducing costs? As institutions navigate these financial realities, they also may need to bolster liquidity. More effectively managing liquidity should help institutions to better navigate the ongoing How will you uncertainty facing the higher education sector. Ultimately, increased merger and acquisition activity among institutions can be expected, with state systems continuing to consolidate decide how in response to financial instability and market demand. Additionally, more institutions may much financial partner with other local institutions (e.g., shared facilities and services) or businesses (e.g., aid to provide to public-private partnerships) to minimize costs and improve their students to ensure financial capital. an affordable education? “We do have to become nimbler…We’re trying to encourage more entrepreneurialism here. We’re trying to diversify our revenue sources. We did a public-private partnership to privatize our utilities system here on campus, a billion- dollar-plus transaction. The revenue that we’re going to earn off that endowment is really going to be invested directly back into our core missions, but with the idea of trying to diversify and become more self-reliant and less dependent on state resources. We cannot ride that wagon much longer. We’ve just seen a steady decline since the ‘90s.” – Chief Financial Officer for R1 research institution (public)
Page 57 of 223 Planning for the future
Physical capital The spring 2020 shift to remote learning compounded existing issues with excess physical capacity on campuses.35 Utilization of classrooms and other physical campus spaces decreased to less than 60% of capacity, the pre-pandemic norm.36
Strategic Planning Many institution leaders, perhaps due in part to declined use of their physical assets and dependence on revenues from in-person enrollment (e.g., dorms, dining, museums, sports.), Questions: opted to devote resources to creating a campus environment safe enough to allow students to return to campus for the fall 2020 term. But post-pandemic and over the long-term, What does the institutions may need to right-size their physical assets and increase space utilization. To campus of the accomplish the latter, some institutions are emphasizing the student residential experience future look like? and the importance of a physical campus. With the transition to remote or hybrid learning, many students and parents have increasingly been critical of an online-only education, which has helped to highlight the importance of a residential experience, from peer-to-peer learning How will your to in-person services such as mental health and student clubs. institution right- size its physical Flagship public universities and other institutions in “college towns” also are cognizant of their role as key employers in their communities and lifelines for local small businesses footprint? such as restaurants and cafes that depend on a robust student population. However, institutions in urban and suburban settings, or those with large digital footprints, are working How will you to lease or sell physical capital to decrease their physical footprint, in alignment with their maximize the value increased hybrid or remote learning needs.37 of your physical Additional considerations for physical capital stem from increased telework. The work- capital? from-home trend is likely to alter administrative staff needs and decrease the amount of administrative space needed by prompting a move toward a hoteling approach, with shared offices used at different times. Many institutions expressed satisfaction with the sustained productivity of their workforce despite the abrupt transition to telework—not only on the part of administrative staff, but also for some faculty research roles as well. These institutions noted that they are willing to allow a portion of their employees to continue to work from home, which will help them downsize their physical footprints. Remote work was also viewed as a means of generating a broader pool of talent across a larger geographic area to hire from.
Finally, institutions are considering how best to monetize their physical assets, including leasing buildings to local businesses and creating more seasonality in their real estate model by potentially shifting school calendars to accommodate community events or space rentals. At the same time, institutions are working to improve their technological infrastructure and cybersecurity practices to protect all sources of capital—human, financial, physical, and reputational.
Page 58 of 223 Planning for the future
Reputational capital As higher education institutions think about their post-COVID-19 missions and value propositions, most leaders indicate they will focus first on reputational capital, with the goal of translating stronger Strategic Planning brands into a wider reach. Facing increasing competition for students, Questions: institutions will aim for distinctiveness—that is, what “selling points,” existing or new, can elevate their brand and attract students? What contributions to society will University leaders also noted that the disproportionate impact of COVID-19 on underrepresented minorities, in combination with recent social justice protests, have brought your university be racial and identity issues to the fore on many campuses this fall. Institutions are supporting known for? their on-campus and virtual communities, providing social and emotional health resources for their students, staff and faculty, and enhancing their approach to social justice. Leaders also What will success are responding with a renewed focus on DEI initiatives, including increased recruitment of diverse faculty through nontraditional job markets (i.e., two to eight years postgraduate) and look like as it ensuring that third-party vendors, such as contractors for dining and security, match the DEI relates to diversity, values of their institution. equity, and inclusion (DEI) at Some higher education institutions have dedicated spaces to minority students and artists, giving them an opportunity to tell stories, which is increasingly important amidst the Black your institution? Lives Matter movement and opportunities for improved representation of Black arts and culture on campuses around the country.
“…it’s very important to diversify the faculty and staff before you diversify the student body. Otherwise, you invite a lot of students into the fold who cannot see themselves in the educational infrastructure, and it’s a recipe for failure. So, we started, about four years ago, revamping the way we hire faculty, and really educating our academic departments about the need for bias training, for inclusive search practices, and then extending that into support and mentoring once we make a hire.” – Provost for a liberal arts university
Page 59 of 223 Conclusion
The path forward Through interviews, surveys, and secondary research, we found that leaders are consumed by their COVID-19 response. The immediate, severe impact to primary revenue streams is top of mind for most leaders, as well as the operational complexity of COVID-19-safe campuses and remote learning during the pandemic. In the short term, the immediate actions leaders are taking to address COVID-19 appear to be a step in the right direction. However, COVID-19 has accelerated existing headwinds in higher education, and leaders may need to seize this opportunity as a catalyst for institutional transformation.
Some leaders are starting to evaluate their value propositions and the operating model– organizational structure, decision-making processes, and sources of capital–that support their institutions. We encourage all leaders to pause and develop more holistic plans to enable lasting, transformative changes and to create a differentiated value proposition that targets specific student populations and stakeholders. As institutions learn and adjust accordingly, the importance of agility will remain central to the process of change. Transformation may entail redeploying the four sources of capital–human, financial, physical, and reputational–to move toward the desired future state.
Instead of expecting things to “return to normal”, leaders can anticipate a new normal –one that reflects the educational and social purpose they are looking to fulfill alongside existing financial realities. Leaders can look to the three planning questions, future operating models, and sources of capital as toolkits to help define and plan for the future.
Page 60 of 223 Key contributors
Key TIAA contributors:
Christina Cutlip – Senior Managing Director, Head of Client Engagement and National Advocacy
Dave Richardson – Managing Director, TIAA Institute Research
Anup Vidwans – Senior Managing Director, Higher Education Practice Leader
Key EY-Parthenon contributors:
Haven Ladd – Principal, EY-Parthenon, Ernst & Young LLP
Kasia Lundy – Principal, EY-Parthenon, Ernst & Young LLP
Page 61 of 223 Appendix
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© 2020 Ernst & Young LLP. All Rights Reserved. US SCORE No. 10686-201US ED None This material has been prepared for general informational purposes only and is not intended to be relied upon as accounting, tax or other professional advice. Please refer to your advisors for specific advice.
ey.com
Page 62 of 223 Appendix
21 Nietzel (2019). Americans’ View of Higher Education Takes A Major Drop. Forbes. (https://www.forbes.com/sites/michaeltnietzel/2019/12/12/ References americans-view-of-higher-education-takes-a-major-drop/#6cbc15c75ba5) 22 IPEDS; Schuster, Finkelstein, and Conley (2016). The Faculty Factor: 1 TIAA Survey of Higher Education Leaders, administered September 2020 Reassessing the American Academy in a Turbulent Era. Johns Hopkins 2 Integrated Postsecondary Education Data System (IPEDS); EY-Parthenon University Press. Analysis. 23 IPEDS 3 Chung (2020). Opening Doors to Foreign Students: An Insight into the 24 Elias, Troop, and Wescott (2020). Here’s Our List of Colleges’ Reopening History of U.S. Government’s Stance on International Students. In: Gaulee, Models. The Chronicle of Higher Education. (https://www.chronicle.com/ Sharma, Bista (2020) Rethinking Education Across Borders. Springer, article/heres-a-list-of-colleges-plans-for-reopening-in-the-fall/) Singapore. (https://doi.org/10.1007/978-981-15-2399-1_10) 25 Renton (2020). Reversals in Colleges’ Fall 2020 Reopening Plans. 4 IPEDS Inside Higher Ed. (https://www.insidehighered.com/coronavirus-colleges- 5 National Center for Health Statistics (NCHS); Births and General Fertility reverse-reopening-plans) Rates: United States. (https://data.cdc.gov/NCHS/NCHS-Births-and- 26 Azziz, Hentschke, Jacobs, Jacobs, and Ladd (2017). Mergers in Higher General-Fertility-Rates-United-Sta/e6fc-ccez/data) Education: A Proactive Strategy to A Better Future? TIAA Institute. 6 IPEDS and EY-Parthenon Analysis. Available seats are calculated based (https://www.tiaainstitute.org/publication/mergers-higher-education) on an institution’s peak student-faculty ratio. 27 TIAA Survey of Higher Education Leaders, administered 7 IPEDS September 2020 8 Kezar, Holcombe, and Maxey (2016). Rethinking Faculty Models/Roles: 28 Ibid An Emerging Consensus about Future Directions for the Professoriate. 29 Ibid TIAA Institute. (https://www.tiaainstitute.org/sites/default/files/ presentations/2017-02/rethinking_faculty_models_roles.pdf) 30 Ibid 9 IPEDS and NCHS 31 Ibid 10 IPEDS 32 IPEDS 11 Lundy (2020). How institutional debt became the other educational 33 Ibid debt crisis. EY–Parthenon. (https://www.https://www.ey.com/en_us/ 34 TIAA and EY-Parthenon Interviews; Mitchell, Leachman, Masterson, strategy/looming-educational-debt-crisis) and Waxman (2018) Unkept Promises: State Cuts to Higher Education 12 See, for example, Marcus (2016) The Paradox of New Buildings Threaten Access and Equity. Center on Budget and Policy Priorities. on Campus. The Atlantic (https://www.theatlantic.com/education/ (https://vtechworks.lib.vt.edu/handle/10919/86950) archive/2016/07/the-paradox-of-new-buildings-on-campus/492398/), 35 Sightlines (2015) Decline in Student Enrollment Creating Shortfall of and Altbach (2010). Competition’s Impact On Higher Education. Forbes. Students to Fill New Space on College Campuses, According to Sightlines (https://www.forbes.com/2010/08/01/higher-education-competition- Report; Cheston (2012) Students in space: Universities Build a Lot of opinions-best-colleges-10-altbach.html#63326427722a) Classrooms, But use Them Infrequently. The John William Pope Center for 13 IPEDS Higher Education Policy. 14 Ibid 36 TIAA and EY-Parthenon Interviews. 15 Ibid 37 See, for example, Burns (2020). A tiny college with lots of land plots a tough strategy for survival. The Business Journals (https://www. 16 Kadamus (2014). Another Brick in the Wall? Increased Challenges Face bizjournals.com/bizjournals/news/2020/08/24/college-plans-to-sell- the Physical Campus. New England Board of Higher Education. (ht t ps:// campus-land-to-survive.html); Wilson (2020). FSCJ sells 10-acre lot nebhe.org/journal/another-brick-in-the-wall-increased-challenges-face- for $4M, luxury apartments planned for property. Jacksonville Business the-physical-campus./) Journal. (https://www.bizjournals.com/jacksonville/news/2020/08/27/ 17 IPEDS fscj-sells-10-acre-lot-for-4m-luxury-apartments.html) 18 DeVaney, Shimshon, Rascoff and Maggioncalda (2020). Higher Ed Needs a Long-Term Plan for Virtual Learning. Harvard Business Review (https://hbr.org/2020/05/higher-ed-needs-a-long-term-plan-for-virtual- learning); Grajek and EDUCAUSE IT Issues Panel (2020). How Colleges and Universities Are Driving to Digital Transformation Today. EDUCAUSE review. (https://er.educause.edu/articles/2020/1/how-colleges-and- universities-are-driving-to-digital-transformation-today) 19 IPEDS 20 Parker (2019). The Growing Partisan Divide in Views of Higher Education. Pew Research Center. (https://www.pewsocialtrends.org/ essay/the-growing-partisan-divide-in-views-of-higher-education/)
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The Road to Racial Justice: Social Equity in Action on Member Campuses
Page 64 of 223 Source: National Center for Education Statistics, IPEDS (2018)
Page 65 of 223 Source: National Center for Education Statistics, IPEDS (2018)
Page 66 of 223 Undergraduate Enrollment by Race/Ethnicity This is the unduplicated 12-month enrollment at institutions from July 1 of one year through June 30 of the next. Prior to 2010-11, institutions could choose to report on the 12-month period between July 1 and June 30 or September 1 and August 31.
Takeaways: ● Independent Colleges of Washington member campuses enroll a slightly greater share of White and Native American/Alaska Native students, compared to Washington’s public four-year universities and to all four-year institutions nationally. ● ICW campuses enroll a greater percentage of Latinx students compared to four-year public universities in the state, but a lower percentage than four-year universities nationally. ● Overall, colleges and universities in the state Washington enroll a lower share of African American/Black students than four-year universities nationally.
Black/African American Share of Enrollment, Hispanic/Latinx Share of Enrollment, 2002-2019 2002-2019 20% 20%
15% 15%
10% 10%
5% 5%
0% 0%
ICW COP National (All) ICW COP National (All)
Native American/Alaskan Native Share of Enrollment, Asian Share of Enrollment, 2002-2019 2002-2019 20% 20%
15% 15%
10% 10%
5% 5%
0% 0%
ICW COP National (All) ICW COP National (All)
White Share of Enrollment , Students of Color, Share of Enrollment, 2002-2019 2002-2019 100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0%
ICW COP National (All) ICW COP National (All)
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS)
Page 67 of 223 Instructional Staff by Race/Ethnicity Data submission between Fall 2012-2014 was optional
Takeaways: ● Instructional staff at Independent Colleges of Washington member campuses are more likely to be White than the staff at Washington’s four-year public universities, and also than the staff at four-year colleges and universities nationally. ● Instructional staff at ICW campuses are less likely to be Asian. ● A higher percentage of instructional staff at Independent Colleges of Washington member campuses are Black than at Washington’s four-year public universities, but that percentage is lower than national trends. ● The share of Latinx instruction staff is similar at all four-year colleges and universities in Washington, and across the country.
Black/African American Share of Instructional Staff, Hispanic/Latinx Share of Instructional Staff, 2002-2019 2002-2019 20% 20%
15% 15%
10% 10%
5% 5%
0% 0% 2012 2013 2014 2015 2016 2017 2018 2012 2013 2014 2015 2016 2017 2018
ICW COP National (All) ICW COP National (All)
Native American/Alaskan Native Share of Instructional Staff, Asian Share of Instructional Staff, 2002-2019 2002-2019 20% 20%
15% 15%
10% 10%
5% 5%
0% 0% 2012 2013 2014 2015 2016 2017 2018 2012 2013 2014 2015 2016 2017 2018
ICW COP National (All) ICW COP National (All)
White Share of Instructional Staff, Instructional Staff of Color Share, 2002-2019 2002-2019 100% 50% 90% 45% 80% 40% 70% 35% 60% 30% 50% 25% 40% 20% 30% 15% 20% 10% 10% 5% 0% 0% 2012 2013 2014 2015 2016 2017 2018 2012 2013 2014 2015 2016 2017 2018 SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS) ICW COP National (All) ICW COP National (All)
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS)
Page 68 of 223 Six-Year Graduation Rates by Race/Ethnicity (Bachelor's Degree) 6-year graduation rate of the subcohort of full-time, first-time students seeking a bachelor's or equivalent degree (4-year institutions) This rate is calculated as the total number of students completing a bachelor degree or equivalent within 6-years (150% of normal time) divided by the revised bachelor subcohort minus any allowable exclusions.
Takeaways: ● Completion rates for students of all races and ethnicities are higher for those attending Independent Colleges of Washington member campuses compared to Washington’s public universities or national averages.
Black/African American 6-yr Graduation Rate, Hispanic/Latinx 6-yr Graduation Rate, 2002-2019 2002-2019 100% 100%
80% 80%
60% 60%
40% 40%
20% 20%
0% 0% 2004 2005 2006 2007 2008 2009 2010 2013 2014 2015 2016 2017 2018 2004 2005 2006 2007 2008 2009 2010 2013 2014 2015 2016 2017 2018 ICW COP National (All) ICW COP National (All)
Native American/Alaskan Native 6-yr Graduation Rate, Asian 6-yr Graduation Rate, 2002-2019 2002-2019 100% 100%
80% 80%
60% 60%
40% 40%
20% 20%
0% 0% 2004 2005 2006 2007 2008 2009 2010 2013 2014 2015 2016 2017 2018 2004 2005 2006 2007 2008 2009 2010 2013 2014 2015 2016 2017 2018 ICW COP National (All) ICW COP National (All)
White Native 6-yr Graduation Rate, Students of Color, 6-yr Graduation Rate, 2002-2019 2002-2019 100% 100%
80% 80%
60% 60%
40% 40%
20% 20%
0% 0% 2004 2005 2006 2007 2008 2009 2010 2013 2014 2015 2016 2017 2018 2004 2005 2006 2007 2008 2009 2010 2013 2014 2015 2016 2017 2018 ICW COP National (All) ICW COP National (All)
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS)
Page 69 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Gonzaga University
Contact: Raymond F. Reyes, Ph.D., Associate Provost & Chief Diversity Officer
Purpose, Vision, and Values: Diversity statements, commitments
At Gonzaga University diversity affirms our faith‐inspired commitment to an inclusive community where human differences thrive within our living, working and learning environment. We seek to nourish difference in our community characterized by mutual respect and the sustainable creation of a campus climate that attracts and retains students, faculty and staff members from diverse backgrounds.
In this context our human differences contribute to the richness of our academic community life. These differences grace us individually as human beings and collectively as a Jesuit, Catholic and humanistic university striving to fulfill our Mission.
As a community of life‐long learners for the common good, we are bound together in dialogue. In this belonging the more we explore our similarities and differences, the stronger our relationships and understanding become. Gonzaga University Office of Diversity Equity and Inclusion sets very intentional goals for ourselves to help us become an inclusive, empathetic, and empowering multicultural institution.
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
Campus Climate: To establish and sustain a campus climate that embodies the Jesuit principles and practices of Cura Personalis and Finding God in All Things where the community development skills of intercultural fluency, dismantling implicit bias , and anti‐racist action are kept at the core of the campus community’s consciousness to support an equitable and inclusive faith inspired community. Equity‐Minded Institutional Policies: Integration of equity and inclusion practices into the systems, structures and culture of the university. Recruitment, Hiring & Retention of a Diverse Workforce: Set key performance indicators for the recruitment and retention of culturally diverse faculty and staff Academic Structural Equity & Inclusion: Setting strategic equity goals for the promotion, rank, tenure, and reappointment of faculty Workforce Intercultural Fluency: Develop, design and deliver diverse learning opportunities for the entire institution’s workforce in collaboration with other university key stakeholders Strategic Planning, Assessment & Accountability: Support the Diversity, Equity and Inclusion Council with diversity planning, implementation and assessment efforts DEI Technical Assistance & Institutional Research: Provide subject matter expertise in identifying and utilizing evidence based best practices in the area of diversity equity and inclusion
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Page 70 of 223 Curriculum & Instruction: In collaboration with the Center for Teaching and Advising provide faculty with professional development opportunities in the area of culturally related academic needs in research, advising, curriculum and instruction
Strategies/Activities: Programs, initiatives, events
Gonzaga University Office of Diversity, Equity, and Inclusion https://www.gonzaga.edu/about/diversity‐equity‐inclusion
• DiversityEdu ‐ An online intercultural skill development program for staff and faculty that aims to develop and support intercultural fluency within the GU workforce.
• URM Post Doc Program – Postdoctoral fellows from groups underrepresented among higher education faculty will spend two years at Gonzaga, fulfilling departmental teaching needs, bringing new perspectives and contemporary knowledge of their fields.
• Gonzaga University Diversity, Equity and Inclusion Strategic Plan – The Gonzaga University Council on Diversity, Equity, and Inclusion supports the CDO and Office of Diversity, Equity and Inclusion in the development, execution, and ongoing evaluation of a DEI Strategic Plan and funding proposal, in coordination with the Academic and University Strategic Plans. Opportunities to review the strategic plan, and provide input will be presented in spring of 2021.
Gonzaga University Council for Diversity, Equity and Inclusion ‐ Advisory Council to GU President, Provost and Chief Diversity Officer, aligned with the University Strategic Plan, pursues its mission by collaborating with Gonzaga employees and students working to advance diversity and inclusion, equity, and cultural fluency; GUCDEI includes staff, faculty and students.
• Faculty Diversity Recruitment – Update the Faculty Handbook to create strategies and support GU’s faculty diversity goals of 20% by 2025.
• IMPACT ‐ Intercultural and Multicultural Professionals Advancing Change Together is an affinity group of faculty and staff of color and their allies at Gonzaga University. The purpose of IMPACT is to support members and initiatives that create dialogue, raise awareness, and educate the campus and community on the richness of human differences that exist on campus, regionally and globally.
• Colleagues of Color ‐ A cultural affinity group. Office of DEI and various partners on campus focusing on BIPOC faculty and staff across campus.
• Productive Discomfort ‐ Faculty affinity group focusing on inclusive instruction; to expand and deepen culturally responsive teaching; providing best practices in facilitating difficult classroom discussions. More info on Productive Discomfort https://blogs.gonzaga.edu/productivediscomfortreflections/
• Office Hours with Dr. Reyes ‐ An open space forum three Wednesdays a month, Aug 5 to Dec 16, 2020; 12:10 ‐ 1:10pm. Dr. Reyes plays conversational jazz with student, staff and faculty’s
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Page 71 of 223 restless curiosity, and will facilitate community conversations on topics addressing diversity, equity, inclusion and social justice.
• Intercultural Yoga ‐ A Podcast Program focusing on DEI Issues; for instance, addressing the current racism pandemic amplified by Floyd killing creates an opportunity to critically discuss challenging DEI issues on campus, in higher education, and in the community.
• Diversity Digest – Publication distributed to approximately 4200 faculty, alum and staff. Provides DEI resources, research, and reflections in short abstract “soundbites” with hot links for the full article or resource. Faculty and staff are invited to contribute abstracts and reviews of research articles and resources to this publication. We will also include periodic updates from our office and the Council on Diversity, Equity, and Inclusion.
University Climate Survey – The Office of Diversity, Equity, and Inclusion, in collaboration with the Campus Climate Committee seeks to understand and improve campus climate, to communicate the university's commitment to intercultural understanding, and to rigorously uphold standards that support the dignity, rights, and safety of university members. The Campus Climate Survey is administered every four (4) years at Gonzaga. The upcoming Campus Climate Survey is scheduled for spring 2021.
Call To Action: Recognizing and Dismantling Structural Racism and Bias in our Course Syllabi and Classroom ‐ The ODEI in collaboration and partnership with the Center for Teaching & Advising (CTA), the Institute for Hate Studies and the Productive Discomfort Faculty Affinity Group conducted a summer faculty development series entitled “A Call To Action: Recognizing and Dismantling Structural Racism and Bias in our Course Syllabi and Classroom”. Between two half day sessions (July 30 & August 6), 135 faculty from diverse academic disciplines across the professional schools, and the College of Arts and Sciences participated in the program. Planning is underway to continue this initiative that examines structural racism through an equity‐minded assessment of what and how we teach.
• The Bias Incident Assessment & Support (BIAS) Team – The BIAS Team exists to support individuals and communities impacted by bias incidents and hate crimes; and to assess and make recommendations on the impact of bias incidents and hate crimes on Gonzaga’s overall campus climate. Incidents can be reported by faculty, staff, and students. The Bias Team website: https://www.gonzaga.edu/about/diversity‐equity‐inclusion/bias‐team
• Difficult Dialogues and Custom Programming ‐ There will be times throughout the academic year, topics requiring discussion and discernment that will arise on campus, in classrooms, or our work environments, and in particular to the killing of Mr. George Floyd and the ongoing Black Lives Matter movement. The Office of Diversity, Equity and Inclusion will partner with departments including Mission and Ministry, the Center for Humanities, the Center for Civil and Human Rights, the Center for Teaching and Advisement and DICE, to facilitate difficult Dialogues as needed, to assist faculty, staff and students’ ability to discuss difficult or challenging topics and to make progress on their knowledge and skills to engage in difficult conversations.
Office of Tribal Relations
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Page 72 of 223 Provides culture based academic support to GU Tribal Students Provides technical assistance and consultation to the professional schools, CAS, Student Affairs Division and Mission & Ministry on tribal related issues and initiatives Serves as the tribal liaison to regional area reservation communities.
The Gonzaga Institute of Hate Studies https://www.gonzaga.edu/academics/centers‐institutes/institute‐for‐hate‐studies
The four pillars associated with GIHS in collaboration with ODEI: Eva Lassman Awards – Student research, individual and organizational leaders Journal of Hate Studies – an academic journal Justice & Equity: Challenging Hate and Inspiring Hope; international conference on hate studies; Nov 4 – 6, 2021 Core Integration Seminar – ‘Why People Hate’, Spring 2021
Diversity, Inclusion, Community, & Equity (DICE).
DICE has put together a robust schedule of online, in‐person, and hybrid programs that focus on the following student learning outcomes:
∙ Examine their multiple, intersecting identities to gain greater self‐awareness. ∙ Increase their sense of belonging at Gonzaga and build inclusive community. ∙ Advocate for historically underrepresented and traditionally marginalized groups. ∙ Demonstrate sustainable leadership to foster social justice. ∙ Practice self‐care and community care to model cultural resilience.
Roles and Responsibilities: committees, advisors, campus community
The Office of Diversity, Equity, and Inclusion (ODEI) is the central institutional diversity office for Gonzaga University responsible for the collaborative coordination of university‐wide diversity planning, evaluation and strategic communications to all community stakeholders and constituency groups for accountability purposes. In addition to the 3 FTE (Associate Provost & Chief Diversity Officer; Associate Chief Diversity Officer and the Office Manager/Communications Coordinator), the Director for the Institute of Hate Studies Director and the Director for the Office of Tribal Relations report to the CDO and are part of the ODEI administrative portfolio. In terms of organizational structure, the ODEI resides under the Office of the Provost and Senior Vice President.
The Gonzaga University Council for Diversity, Equity and Inclusion is a presidentially established advisory and consultative body to the President’s Cabinet, Provost and Chief Diversity Officer. The Council is comprised of eight (8) student representatives (graduate & undergraduate), eight (8) faculty representatives from across the professional schools and the College of Arts and Sciences, and nine (9) staff representatives. All positions are appointed by the Provost and Senior Vice President. Through university‐wide planning, evaluation, and collaboration, the Council for Diversity, Equity, & Inclusion promotes a diverse, equitable, and inclusive learning and working environment. The Council pursues its mission in the following ways:
1) by collaborating with Gonzaga employees and students working to advance diversity and inclusion, equity, and cultural fluency;
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Page 73 of 223 2) by proposing and recommending policies and procedures to help recruit, retain, and ensure the success of employees and students who offer unique perspectives and backgrounds, especially those from traditionally underserved or marginalized communities; and 3) by advancing the goal of creating a campus climate that reflects the diversity of the communities in which we live.
In addition, the Gonzaga Institute of Hate Studies has a Board of Directors and Council of Elders that serve as the governing body and the primary advisory body to the Director and the Associate Provost and Chief Diversity Officer (CDO). The CDO is also an executive member of the Bias Incident Assessment Support (BIAS) Team and assists with the administration and management of this educational and preventive body that responds to bias and hate incidents on campus.
The Associate Provost & CDO sits on the University Academic Council as well as the Provost Council. In addition, the Associate Provost & CDO serves as an advisor to the Institutional Review Board (IRB) on culturally inclusive and responsive research practices. The CDO also is an advisor and consultative collaborator to the Center for Teaching and Advising (CTA), the professional development resource for faculty addressing pedagogy, curriculum, assessment and advising.
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
This current academic year the university launched the Diversity.Edu on‐line learning program comprised of three modules designed for faculty and staff addressing intercultural fluency skills. So far 950 faculty and staff out of 1,427 total employees have either completed and/or are in the process of completing this workforce diversity development program. Our participation completion rate goal is 70% and as of October 12, 2020 we are at 52%. We have until January 31, 2021 to reach our completion goal. The participant employment mix is 43% faculty and 47% staff. The university strategic plan’s goal for student diversity by the year 2025 is 30%. The Fall 2020 freshman class is 28.4% culturally diverse. The university strategic plan’s goal for workforce diversity is 20% by the year 2025. A Fall 2020 semester demographic census report shows 13.4% after flat lining at 11% from 2014 to 2019. Within the last 15 months, the university has hired one (1) Provost and five (5) new Academic Deans. Five of these senior level academic administrative appointments are diversity hires, i.e., 4 out of the 5 new dean hires come from historically underrepresented minority groups as does the Provost and Senior Vice President. The Council on Diversity, Equity and Inclusion is in the process of implementing the New England Resource Center for Higher Education (NERCHE) Self‐Assessment Rubric for the Institutionalization of Diversity, Equity, and Inclusion in Higher Education. The self‐assessment rubric interrogates six (6) dimensions, i.e., Philosophy & Mission; Faculty Support; Curriculum; Staff Support; Student Support and Administrative Leadership. The Council is in the process of a strategic planning process designed to use the NERCHE rubric to conduct the gap analysis in order to set metrics, key performance indicators and/or measurable outcomes for the university’s diversity strategic goals. This diversity strategic planning process will be completed by May 2021.
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Page 74 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Heritage University
Contact: Melissa Hill, Ph.D., Vice President for Student Affairs
Purpose, Vision, and Values: Diversity statements, commitments
The mission of Heritage University embodies a commitment to diversity, inclusion, and access to education.
“Heritage University empowers a multi‐cultural and inclusive student body to overcome the social, cultural, economic and geographic barriers that limit access to higher education. Rooted in the homeland of the Yakama Nation, we embrace transformational student‐centered education that cultivates leadership and a commitment to the promotion of a more just society.”
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
Goal: Diversity (Multicultural and Inclusive) By December 2022, Heritage University will fully developed systems (in terms of curriculum, support systems, admissions, hiring, process, etc.) that embrace a multicultural and inclusive institution that will distinguish it from all other institutions in the region.
HU will have a demographic pool of faculty that will improve current conditions on how reflective it is of the communities it serves. To accomplish this, we will redesign and systematize the hiring process to include intentional recruiting of people of color for faculty and staff positions. HU will define and determine the language we will use to identify our students and ourselves so we have common, consistent language and messaging. HU will implement a system for professional development on cultural competence for employees through IDI training and coaching. All employees will complete the inventory and receive coaching by a trained mentor/coach. HU will establish a mechanism to celebrate our cultures and provide cultural tools and professional development to administration, faculty, staff, students, and community members. HU will incorporate cultural awareness aspects into at least two celebrations that involve students and employees (e.g., multicultural fair) to bring the community together. HU will reinvigorate the employee annual retreat that delves into cross‐cultural awareness and education. HU will develop curriculum within the context of diversity. HU will develop curriculum enhanced with an awareness and commitment to teaching languages representative of our communities, like Ichishkíin and Spanish.
Page 75 of 223 HU will consider offering courses/minors related to the cultures we serve and offer degrees that intentionally support the communities we serve. HU administration will develop a formal statement of inclusion for LGBTQA members of the HU community; and inclusion of LGBTQA persons will be in the curriculum within the context of diversity.
Strategies/Activities: Programs, initiatives, events
Students – The Office of Student supports a variety of events that promote diversity, equity and inclusion. These events focus on marginalized populations such as our LGBTQA, dreamers and Native American peoples.
Faculty & Staff ‐ Our Center for Intercultural Learning & Teaching (CILT) supports the Heritage mission by enhancing the quality of student learning and faculty well‐being.
Roles and Responsibilities: committees, advisors, campus community
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
Page 76 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Pacific Lutheran University
Contact: Angie Hambrick, Ph.D., Associate Vice President – Diversity, Justice, and Sustainability Jen Smith, Ph.D., Dean of Inclusive Excellence
Purpose, Vision, and Values: Diversity statements, commitments At PLU, diversity is intrinsic to the vitality of learning, resilience, and growth.
Thus, we will: Be responsive to how intersections and context impact how power is experienced Act upon the fact that diversity and inclusion efforts must address and account for all differences born out of power and oppression Collectively reimagine models and practices to create inclusive environments where all members of the PLU community can learn, live, work and — most importantly — thrive.
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
Pacific Lutheran University Diversity & Inclusion Strategic Plan ‐ Fall 2020
Vision
The introductory vision statement for PLU’s University Strategic Plan holds true for the Diversity & Inclusion Strategic Plan: “PLU aims to deepen our commitment to being an inclusive, rigorous and innovative university in the Lutheran tradition by providing access to a transformative, lifelong and distinctively purposeful education. As a distinguished, learning‐centered university that integrates the liberal arts and professional studies, PLU will thrive by continuing to educate graduates who exemplify ethical character, care for others, global perspectives and thoughtful service to the common good.” Diversity and inclusion are essential to actualizing this vision.
Diversity & Inclusion
We believe that diversity is intrinsic to the vitality of learning, resilience, and growth. Accordingly, at every level of the university, we will act upon the fact that diversity and inclusion efforts must address and account for all differences born out of power and oppression; be responsive to how intersections and context impact how power is experienced; and collectively reimagine models
Page 77 of 223 and practices to create inclusive environments where all members of the PLU community can learn, live, work and — most importantly — thrive. (PLU’s Diversity Statement)
Values
Similarly, an explicit commitment to diversity and inclusion is essential if the University is to live its values and realize its mission. Educating “students for lives of thoughtful inquiry, service, leadership, and care — for other people, for their communities, and for the earth” can only be achieved within a framework of inclusive excellence. Further, a challenging academic experience, culture of service and leadership, and community of care are incomplete without accounting for, mitigating, and dismantling inequitable systems and working together in community to re‐envision otherwise.
Goals, Strategic Objectives, and Strategies*
The following objectives and strategies are intended to be completed within five years, at which time they will be assessed and a new plan developed. Additionally, while the goals will likely remain stable as subsequent plans are developed, the objectives and strategies reflect current priorities that are responsive to present conditions. Climate — Actualize a campus community that invests in the development and maintenance of the physical and psychological well‐being of all its members Objectives & Strategies 1. Articulate, in a consistent and direct manner, how diversity and inclusion are central to PLU’s identity and distinguishing educational advantage (See University Strategic Plan: Identity & Messaging 1.a and Environment & Well‐Being 2.a) a. Develop an external marketing campaign b. Review website for presence and consistency of D&I messaging across units 2. Create a comprehensive and coordinated onboarding program for students, faculty, and staff + resources for follow up engagements with D&I content (See University Strategic Plan: Identity & Messaging 1.b) a. Coordinate the D&I onboarding that faculty and staff receive so that it is consistent across groups b. Establish and prioritize a university‐wide training program on issues of equity, diversity, and inclusion for all PLU community members. (See Seven Goals for Racial Equity 1.b) c. Craft New Student Orientation to broadly and consistently message D&I to new students i. Develop interventions during NSO for particular affinity groups ii. Deploy an online D&I module for incoming students as well as for students with junior standing
3. Develop measures of accountability for D&I work (See University Strategic Plan: Environment & Well‐Bring 2.b and Seven Goals for Racial Equity #6) a. Integrate the seven goals for racial equity outlined in Summer 2020 into the
Page 78 of 223 University Strategic Plan and assign responsible parties, timelines, and performance indicators b. Develop a calendar to conduct regular climate surveys across faculty, staff, and students and report out those findings and resulting responses/actions at one University Assembly each academic year and publish on website c. Assign the Dean of Inclusive Excellence and Associate VP of DJS to write three reports that are shared with the university community, published on the D&I website, and presented to the Board of Regents
Access, Recruitment & Retention — Create and sustain environment and resources to attract and retain diverse constituents to the PLU community
Objectives & Strategies 1. Develop data‐driven and intentional retention efforts for student, faculty, and staff of color a. Hire a consultant who has expertise in the retention of students of color to create a comprehensive admissions and retention plan that is particular to populations b. Investigate possibility of requiring PLUS 100 for students of color by affinity group and offering such students culturally‐specific academic advising (See SEMAC: Advising, Momentum, and Academic Success Strategy #5) c. Integrate exit surveys and/or interviews for faculty and staff as part of the out processing plan and share information with units
2. Improve hiring process for staff positions (See Seven Goals for Racial Equity #3. Additionally, extensive work has already been and continues to be done regarding faculty hiring.) a. Provide bias training for staff who participate in the hiring process b. Revise recruitment and retention plans for staff hiring and provide support at the institutional level to help create diverse pools, support for new hires, etc. (See University Strategic Plan: Resources & Stewardship 3)
3. Revive the leadership‐development program for faculty and staff supervisors across the university, which includes bias training and purposeful anti‐racist and cultural responsive development (See Seven Goals for Racial Equity #1.c)
Teaching & Learning — Support innovative and inclusive teaching, curriculum, and Scholarship
Objectives & Strategies 1. Continue to evaluate, update, and revise curricula for Black and Brown students to see and experience themselves in learning and in the community at PLU and to decenter whiteness as a default in on‐campus life (See Seven Goals for Racial Equity #7) a. Create a faculty‐ and student‐led curricular task force to support such efforts b. Continue with revision of Diversity Requirement in the Core Curriculum
Page 79 of 223 2. Examine faculty review practices (Both strategies below are part of the Provost’s commitments to create an anti‐racist culture released in Summer 2020.) a. Assess the faculty review, tenure, and promotion processes for potential biases about “what counts” in the academic review system across teaching, scholarship, and service. b. Convene a task force to review and make recommendations related to teaching feedback forms and their use in faculty reviews and the tenure and promotion process.
3. Invest in professional development across faculty responsibilities and career span, with D&I efforts fully integrated a. Investigate the creation a Center for Faculty Excellence, with inclusive excellence as the foundation for the center’s mission b. Develop a Faculty Excellence Award for Diversity & Inclusion (potentially DJS) to recognize D&I efforts
Institutional Vitality & Viability: Develop structure, support, and accountability for sustained diversity and inclusion work
Objectives & Strategies 1. Act upon the Seven Goals for Racial Equity a. Establish annual D&I training and accountability measures for President’s Council. (See Seven Goals for Racial Equity #1.a) b. Embed equity‐minded practices in decision‐making processes across the university, (See Seven Goals for Racial Equity #2) — with particular emphasis and attention paid to budget decisions. c. Create a culture of “critical” care and wellness at PLU that interrupts the “culture of busy,” which reflects and maintains many dynamics of white‐supremacist culture. (See Seven Goals for Racial Equity #4) d. Revise program‐review procedures so that units are held accountable to equity‐minded practices as a central aspect of program evaluation, and complete a community‐engaged Campus Safety Program Review in Fall 2020. (See Seven Goals for Racial Equity #5) e. Continue to critically examine, undo, and co‐construct anew policies and practices that currently have—and have had—a disproportionate and harmful impact on Black and Brown students, staff, and faculty. (See Seven Goals for Racial Equity #6) 2. Create a sustainable D&I structure within the Board of Regents a. Establish a D&I Committee within the Board of Regents b. Schedule annual D&I training for the Board of Regents c. Review policies and procedures of the Board of Regents to ensure inclusive practices, such as Board member recruitment, selection, etc. 3. Explore a structure that may service as an umbrella for student‐, staff‐, and faculty‐based D&I initiatives (potentially including the Center for Gender Equity, Diversity
Page 80 of 223 Center, Campus Ministry, Wild Hope Center for Vocation, etc., relevant academic programs, and Inclusive Excellence & DJS projects) (See SEMAC Student Experience and Well‐being, Strategy #2)
*The University Diversity Committee will prioritize objectives and strategies as well as assign responsible parties, timeline, and performance indicators within the plan by the conclusion of
Strategies/Activities: Programs, initiatives, events
See Strategic Plan above as well as info on our Diversity & Inclusion site
Roles and Responsibilities: committees, advisors, campus community
Associate Vice President of Diversity, Justice, and Sustainability (Division of Student Life) Dean of Inclusive Excellence (Academic Division) University Diversity Committee Student Positions: Diversity Director in student government & Social Justice Director in Residence Hall Association
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
KPIs will be added to D&I Strategic Plan by the end of Fall 2020
Page 81 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: University of Puget Sound
Contact: Sunil Kukreja, Ph.D., Interim Chief Diversity Officer
Purpose, Vision, and Values: Diversity statements, commitments
Diversity and Inclusion at Puget Sound
University of Puget Sound has a strong commitment to diversity as an essential foundation for a broad and stimulating liberal arts education. Numerous programs and resources engage the campus in an inclusive approach to celebrating, sharing, and supporting our journey together in an increasingly complex and multicultural world. Diversity and Inclusion Vision
We are a campus community that values the intrinsic worth of its members, recognizes our shared qualities, and embraces our differences. We make appreciation of all persons a key characteristic of this community, foster a spirit of openness and active engagement, and strive to be diverse and inclusive in every aspect of campus life. In doing so, we ensure a full educational opportunity for all who teach and learn at University of Puget Sound.
We believe that reflective, thoughtful, and respectful examination of the differing dimensions of diversity educates and empowers all who work and study here to be advocates for inclusion and equity. All members of this community share in cultivating, sustaining, and continuously developing an environment in which equity is intentionally sought and inclusiveness is practiced. The University of Puget Sound is a powerful example of a community enriched by diversity in all its forms, and the challenges and rewards that come with diverse representation, thought, and expression. University Diversity Statement
We Acknowledge
the richness of commonalities and differences we share as a university community.
the intrinsic worth of all who work and study here.
that education is enhanced by investigation of and reflection upon multiple perspectives.
We Aspire
to create respect for and appreciation of all persons as a key characteristic of our campus community.
Page 82 of 223 to increase the diversity of all parts of our university community through commitment to diversity in our recruitment and retention efforts.
to foster a spirit of openness to active engagement among all members of our campus community.
We Act
to achieve an environment that welcomes and supports diversity.
to ensure full educational opportunity for all who teach and learn here.
to prepare effectively citizen‐leaders for a pluralistic world. https://www.pugetsound.edu/about/diversity‐at‐puget‐sound/
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
Our Diversity Strategic Plan provides an overview of Puget Sound’s priorities: Threshold 2022: Cultivating a Culture of Inclusive Excellence
Conceptualizing Diversity, Equity and Inclusion We at Puget Sound intentionally conceptualize and view diversity as a matter of equity and inclusion. In doing so, we aim to understand and actively respond to the ways organizational aspects of our society and of our own university often work against those principles, excluding some groups and individuals from our community while including others. The work of diversity, accordingly, seeks to account for and redress deeply embedded historical practices and legacies, forms of cultural and social representation, and institutional policies and processes that can systematically exclude groups or individuals from full participation in higher education and the considerable benefits it offers. Diversity and Inclusion Vision We are a campus community that values the intrinsic worth of its members, recognizes our shared qualities, and embraces our differences. We make appreciation of all persons a key characteristic of this community, foster a spirit of openness and active engagement, and strive to be diverse and inclusive in every aspect of campus life. In doing so, we ensure a full educational opportunity for all who teach and learn at the University of Puget Sound.
We believe that reflective, thoughtful, and respectful examination of the differing dimensions of diversity educates and empowers all who work and study here to be advocates for inclusion and equity. All members of this community share in cultivating, sustaining, and continuously developing an environment in which equity is intentionally sought and inclusiveness is practiced. The University of Puget Sound is a powerful example of a community enriched by diversity in all its forms, and by the challenges and rewards that come with diverse representation, thought, and expression.
Diversity includes attention to identity characteristics such as age, disability, sex, race, ethnicity, religion/spiritual tradition, gender identity and expression, sexual identity, veteran status, job status or
Page 83 of 223 socioeconomic class, nation of origin, language spoken, documentation status, personal appearance and political beliefs. Diversity also includes attention to processes such as design of the curriculum, admissions policies and practices, hiring and retention practices, assessment of performance, budgeting, and any other day‐to‐day business decisions made within the institution. History of Diversity Strategic Planning Since the creation of the Diversity Planning Task Force in academic year 2005‐06, and the establishment of a Diversity Strategic Plan in December 2006, Puget Sound has worked diligently to address diversity and inclusion on campus. Out of the work undertaken by the Task Force, a more permanent college‐ wide institutional group, the Diversity Advisory Council (DAC) was established in September 2008. DAC is a group charged with examining diversity, inclusion, and equity issues on campus with respect to policy and practice from multiple perspectives (including access, recruitment and retention, community connections and outreach to diverse constituents, and campus climate and culture). DAC works together with the President’s Cabinet leadership and Puget Sound constituents to engage the campus community in productive dialogue about campus climate issues and to make recommendations toward action.
DAC collaborates with Institutional Research (IR) to lead and carry out Puget Sound’s Campus Climate Survey focused on gauging collective change in experiences and perceptions of Puget Sound campus climate as reported by faculty, staff, and students, and is charged, in collaboration with the Cabinet, with developing and implementing the institution’s Diversity Strategic Plan. DAC reviews current efforts aimed at enhancing diversity in representation and practice, and considers which diversity goals and approaches might serve effective in furthering the university’s diversity and inclusion vision, and diversity statement.
The goals and objectives of the diversity strategic plan should be designed to serve as a vehicle to help move the university from its current state with regard to equity and inclusion, practice, and representation toward the future state to which we aspire. Important to the accountability of each strategic goal is the institution’s role in providing the human and financial capacity to effectively carry out said objectives.
Strategic Goals
GOAL ONE
Recruitment and Retention: We continuously work to increase the structural diversity of the Puget Sound campus community.
GOAL TWO
Campus Climate Cultivation: We continuously work towards intentionally fostering and sustaining a welcoming campus community that strives for structural diversity, cultivates a culture of inclusive learning, supports systemic transformation, and is based on the principles of equity and inclusion.
GOAL THREE
Community Connections and Engagement: We continuously work to develop, strengthen, remake and repair relationships with diverse constituencies from Tacoma and the broader regions, and to build mutually beneficial collaborations that promote just transformation and further educational and civic aims of the campus and broader community.
Page 84 of 223 GOAL FOUR
Alumni Outreach and Connections: We continuously work to develop opportunities for alumni to contribute in multiple ways to increase access, cultivate a culture of inclusive learning, support systemic transformation, and strengthen relationships with alumni from underrepresented and minoritized groups.
Strategies/Activities: Programs, initiatives, events Diversity/Inclusion related events, gatherings, programming – May‐November 2020
Virtual celebrations of Lavender Graduates, Graduates of Color, and First‐Generation Graduates. Race Matters – Lunch Chat: May 5th Microaggressions 12:00 – 1:00 pm We Can’t Breathe: 400 Years of Institutionalized Violence Virtual Teach‐In June 3rd 4‐7 pm Student led peaceful protest and March for Black Lives June 7, 2020 Race Matters: Continuing the Conversation – Remembering to Breathe: Coping with seeing trauma on film. June 10th 6:00 pm CHWS Support Groups for Students Committed to Social Justice and Black Lives Matter June 11th 11:00 am CHWS Support Groups for Students Committed to Social Justice and Black Lives Matter June 12th 11:00 am Black Lives Matter – Advancing Our Work: a letter from President Crawford to the Campus Community June 19th Race Matters: Policing Citizenship June 24th 6‐7 pm Black Lives Matter –LibGuides at University of Puget Sound added to or edited on website July 1st Race and Racism: A continued discussion July 1st 3‐4 pm #SayHerName: Black Feminism and Black Liberation July 1st 6‐7 pm Race and Racism: A continued discussion 3:00 – 4:00 pm Race Matters: Continuing the Conversation – Politicizing the Apolitical: Unsettling the Universal in the Performing Arts July 8th 6‐7 pm Loggers Perform Summer Series: Celebrate Black History July 10th 7:30‐8:30 pm Tacoma Pride video made and posted by Center for Student Support July 11th Blackness in Latinx Communities July 15th Model Minorities and Confronting Anti‐Blackness: An Asian and APIDA Space July 22nd Race and Racism: A continued discussion 3‐4 pm Race Matters: Continuing the Conversation – Overdue: Towards a Praxis of Anti‐Racism and Liberation in Libraries July 29th 6‐7 pm Race Matters: Continuing the Conversation – Marginalized: Students of Color at UPS: “Where Do We Belong?” August 5th 6‐7:30 pm Race and Racism: A continued discussion 3‐4 pm Race Matters: Continuing the Conversation – There’s No White Flight in the Fight Against Racism ‐ August 12th 6‐7 pm Race Matters: Continuing the Conversation ‐ Culturally Responsive and Anti‐Racist Teaching August 19th 6‐7 pm
Page 85 of 223 Cultural, Spiritual, and Social Identities Expo August 26th Students of Color Welcome ‐ August 26th Race Matters: Continuing the Conversation – Race Quantified: The Paradox of Racialized Indigeneity ‐ August 26th 6‐7‐ pm Chinese Language & Culture Program Meet ‘n’ Greet + Show ‘n’ Tell ‐ September 4th 6‐7 pm Training Session: “Implicit Bias and Belonging” ‐ September 8th 9‐10:30 am Musicians of the 21st Century: Artists as Agents of Social Justice ‐ September 9th 12:20 – 1:50 pm Cooking with the Chinese Language & Culture Program ‐ September 11th 6‐7 pm Training Session: Microaggressions ‐ September 15th 9:00‐10:30 am Wednesdays@6: LGBTQ Welcome ‐ September 16th, 6‐7 pm Confronting Racism Discussion: “Out From the Shadows of Racist Anthropology” ‐ September 17th, 4‐5 pm Virtual Lecture Series: “Battle for the Soul of America” – September 17th, 7‐9pm File Screening and Discussion: Tigertail – September 18th, 6‐8pm Green Dot Bystander Workshop (part 1) – September 22nd, 1:30‐3pm Virtual Lecture: "Las Mujeres y la Fotografía Antropológica en la Argentina Decimonónica" ‐ September 23rd 2:30 – 3:20 pm (Presented in Spanish) Wednesdays@6: Tan Lines: Radical Joy ‐ September 23rd 6‐7 pm Conversation with Puget Sound Alum Nicki Vance – September 25th, 6‐7pm 2020 Tacoma Moon Festival – October 1st, All‐day Confronting Racism Discussion: “Race and Immigration Status in Warehouse Labor” – October 1, 4‐5pm Green Dot Bystander Workshop (part 2) – October 6th, 1:30‐3pm Confronting Domestic Violence – October 7th, 6‐7pm ‘One Left’, and the Legacy of Korea’s “Comfort Women” – October 8, 6pm Confronting Racism Discussion: “Exploring Racial Disparities in Health Outcomes” ‐ October 15th, 4‐5pm Confronting Racism Discussion: “Race, Ethnicity and Segregation in Doha” – October 29th, 4‐5pm Green Dot Bystander Workshop (part 3) – November 3rd, 1:30‐3pm Confronting Racism Discussion: “White Kids” – November 12th, 4‐5pm Daedalus Lecture with Gwynne Brown: “’Write Another Symphony: On the Obscurity of William L. Dawson” ‐ November 18th, 6pm
Roles and Responsibilities: committees, advisors, campus community
‐ Committee on Diversity (a faculty standing committee) ‐ Diversity Advisory Council (pugetsound.edu/about/diversity‐at‐puget‐sound/diversity‐ advisory‐council‐dac/) ‐ Center for Civic Engagement & Social Justice (pugetsound.edu/student‐life/student‐ involvement‐programs/engage/ ‐ Race and Pedagogy Institute
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
Page 86 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Saint Martin’s University
Contact: John P. Hopkins, Ph.D., Associate Dean of Students and Director, Diversity and Equity Center
Purpose, Vision, and Values: Diversity statements, commitments
University‐wide statement on diversity:
Diversity is our strength. Inspired by our Catholic Benedictine tradition, which promotes the transcendent dignity of the human person, we commit ourselves to fostering an inclusive and global learning environment in which all members of our community can thrive and succeed. We welcome the similarities and differences that comprise our students, faculty, and staff; we open ourselves to the profound change that different cultures, traditions, and beliefs can have on our practice of community; and we educate students to transform our world for peace and justice. Diversity and Equity Center mission:
The Diversity and Equity Center (DEC) of Saint Martin's University is committed to fostering an inclusive, supportive, and equitable learning environment for all members of the campus community. Inspired by our Catholic, Benedictine tradition, which honors the dignity of each person and strives for peace and justice in our world, the DEC seeks to build a campus community that engenders inclusive excellence, facilitates intercultural understanding, and promotes social justice learning.
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
Saint Martin’s focuses on the following:
Campus Climate: EBI Campus Climate Survey every two years. Bias Impact Response Team (BIRT): Student Affairs staff, including the DEC director, and faculty oversee the BIRT, which seeks to monitor and document biases on campus and restore the community from incidents of bias. Inclusive spaces/accessible campus: Diversity and Equity Center (DEC) opened in 2017
Page 87 of 223 Training/Dialogue/Practice: DEC/Campus Ministry sponsors Breaking Bread campus‐wide dialogues on race and social justice; DEC sponsors events, workshops, and programs centered on anti‐racism education. Student Access/Engagement/Success: DEC sponsors the AHANA Orientation program for incoming students of color; DEC sponsors BIPOC luncheons.
Strategies/Activities: Programs, initiatives, events
Diversity and Equity Center sponsors several programs:
AHANA Connections (African‐American, Asian/Pacific Islander, Hispanic/Latinx, and Native American): AHANA is a three‐day orientation for students of diverse cultural and ethnic backgrounds to come together and engage with the campus community, gather information about student support services, make new connections and begin building friendships that last. Solidary Week: This includes a weeklong series of events on a social justice issue. Multicultural Club Alliance: The DEC partners with the Senator of Cultural Diversity to bring together the multiple student ethnic clubs.
Student Ethnic Clubs: Student clubs host multiple events and programs throughout the year, including Black Student Union’s Soul Food Dinner; Latinx Student Alliance’s Latinx Expressions; Hui O’ Hawaii’s Luau; and others.
Leadership: Student Affairs, including the DEC, Campus Ministry, and other offices, facilitate the Benedictine Leaders Program that trains leaders in social justice leadership theory and practice and the Benedictine, Catholic tradition.
Roles and Responsibilities: committees, advisors, campus community
From 2006 – 2016, the Diversity and Equity Taskforce was the primary group to consider diversity related issues on campus. No taskforce or committee is officially in place. For 2020‐2021, the university has sponsored the Year of Transformation (YOT) Taskforce. This is led by Dr. Janie Sacco, Associate Director of Residence Life. The YOT includes several sub‐committees focusing on curriculum, hiring of diverse faculty/staff, education/training, campus climate, and programs and events.
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
There is no institutional wide metric system or diversity strategic plan at this time. This year, we intend to establish aspirational goals for the university with respect to DEI. WE have a Year of Transformation Taskforce that seeks to analyze all aspects of the institution in terms of equity, including climate, access, curriculum, teaching, and other areas.
Page 88 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Seattle University
Contact: Natasha Martin, JD, Vice President for Diversity and Inclusion
Purpose, Vision, and Values: Diversity statements, commitments
On behalf of Seattle University, The Office of Diversity and Inclusion (ODI) aims to promote inclusive academic excellence in the university’s teaching, research and service dimensions. ODI’s mission is to foster an institutional culture and practice where there is no dichotomy between our values of diversity and inclusion, and our goals of educational quality and excellence.
Led by the Vice President for Diversity and Inclusion, Seattle University’s efforts around diversity, equity and inclusion (DEI) seek to advance the institution’s mission of educating the whole person to professional formation and to empowering leaders for a just and humane world through collaboration across institutional boundaries to build the university’s sustainable capacity to fully integrate diversity, equity and inclusion throughout the strategic priorities of the institution.
The Office of Diversity and Inclusion embraces an intersectional framework for defining diversity in its broadest sense, including differences in gender, gender identity, race, ethnicity, generational history, culture, socioeconomic class, religion, sexual orientation, national origin, citizenship status, political perspectives, geographic origin and physical ability. ODI visions a welcome, open and safe campus climate for all who learn, live and work at Seattle University.
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
SU has been on steady trajectory to pursue the aims that encompass the full spectrum of our inclusion ecosystem focusing on our people, structures, and networks of support as reflected in the university’s comprehensive blueprint for inclusive excellence, the Task Force on Diversity and Inclusive Excellence Final Report and Recommendation, that encompasses six goals and supportive initiatives. Based on high‐ impact, evidence‐based practices, the Report offers a systems approach for making SU an academic home for all students, as well as a productive work environment for faculty and staff. The priority areas as reflected in the goals of the Report include:
Goal 1: Build infrastructure and capacity that embeds inclusive excellence in all aspects of the Seattle University experience (includes investment in building capacity and system of accountability);
Goal 2: Integrate inclusive excellence across curricular and co‐curricular offerings;
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Page 89 of 223 Goal 3: Build and sustain the capacity of students, staff, and faculty to engage, teach, and lead through an inclusive excellence lens (includes a range of matters including professional development for faculty and staff to enhance student learning experiences; growing diversity leadership competency of executive and senior leadership, as well as the board of trustees, etc.);
Goal 4: Meet the challenges of recruiting, retaining, and graduating a diverse student body;
Goal 5: Meet the challenges of recruiting and retaining talented faculty and staff of diverse backgrounds; and
Goal 6: Maximizing our capacity for social change in the local community.
Strategies/Activities: Programs, initiatives, events
The strategic focus is to operationalize a cohesive coordinated change agenda for broad scale impact in embedding and infusing DEI across the spectrum of the university – from admissions to alumni and community engagement. As such, the scaffolding of our inclusive excellence work has been focused on campus climate and enhancing our inclusion ecosystem, building intercultural intelligence across all levels of the institution, creating and fostering avenues for inclusive dialogue and working toward integration to harmonize the inclusive excellence work happening across various dimensions of the university. To this end, a few notable efforts, programs, and events to facilitate these aims have included:
Educating for Justice in Complex Times monthly Dialogue Series – co‐created space for faculty and staff to come together to engage and learn from one another on topics that impact campus climate and belonging, to reflect on our mission, and share perspectives on solutions. VP Martin developed the series in the wake of the incident in Charlottesville, Virginia in 2017, and it has garnered ongoing interest and has covered a range of topics.
Red Talks©: Uncommon Voices on Topics that Matter – quarterly inclusive excellence speaker series that features leading faculty voices across disciplines on a range of topics under the umbrella of inclusive excellence. A partnership with the Office of the Provost, the series is professionally produced for broader distribution. SU’s version of Ted Talks, you can view the existing catalogue here: https://www.seattleu.edu/diversity/red‐talks/past/
Real Talks with Students – Monthly sessions for students to talk openly with the VP for Diversity and Inclusion. Mission Day 2019: Diversity, Equity, and Inclusion at the Heart of Jesuit Education with Michael Eric Dyson – university’s annual mission day program that offers an opportunity for the entire campus to reflect together on mission and values. The 2019 program reflected our integrative approach of anchoring inclusive excellence work in our mission and values and was the largest Mission Day on record at the time attended by nearly 1000 campus community members. Additionally, the Board of Trustees were invited to Mission Day and a session to discuss Dyson’s work.
Inclusive Leadership Development – a year‐long partnership between VP Natasha Martin, President Sundborg, and the entire executive Cabinet to focus on building senior leadership capacity for diversity
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Page 90 of 223 leadership. The team attended regular sessions over the course of a 1 ½ years to grow understanding around the dynamics of difference, and the features that contribute to structural and unconscious bias, for example, via a range of materials, dialogue, and self‐examination, including the Harvard Implicit Association Test (IAT). The sessions were facilitated by the VP Natasha Martin and a range of prominent scholars, equity professionals, and other thought leaders including Robin DiAngelo, Michael Eric Dyson, and Ijeoma Oluo, to name a few.
Inclusive Excellence Summer Reading List – As a supplement to the university’s common text program, ODI publishes a summer reading list curated by VP Martin to foster self‐learning and deepen understanding across difference. Various areas across campus will often select a text from the list to engage over the summer or during the year. The summer 2020 reading list reflected the current context including the social movement for Black Lives and racial equity more broadly. You can view additional reading lists from past summers here: https://www.seattleu.edu/diversity/summerreading/
Other strategic initiatives include:
‐ Bias Prevention and Campus Climate Care through a working group to develop a centralized process design for problem‐solving around bias‐related incidents; ‐ LGBTQ Task Force commissioned by the President to focus attention on the support for and inclusion of LGBTQ+ students and the broader LGBTQ+ community at SU. ‐ Diversity in Faculty Hiring pilot series as foundation for development of a comprehensive strategy for recruitment, hiring, and retaining diverse faculty, in partnership with the Provost. ‐ Critical Pedagogy Teaching Circle cohort‐based teaching circle for faculty to pursue culturally‐ relevant teaching practices, and to receive coaching and mentorship.
You can read more about the university’s articulation of its approach to inclusive excellence and more about its efforts in the 2019 ODI Annual Report Harnessing the Power of our Differences.
** This is merely a sampling of university efforts and programs, but there are a range of other strategic initiatives including the university’s more recently announced LIFT SU, inclusive excellence action plan for racial equity and antiracism, that establishes five priorities to advance racial equity with particular focus on BIPOC experiences, and further building the university’s infrastructure to advance inclusive excellence for broad scale impact.
Roles and Responsibilities: committees, advisors, campus community
The Vice President for Diversity and Inclusion serves as the university’s strategic diversity leader. The role is an inaugural one established by the board of trustees in 2017. Natasha Martin, JD currently serves in this role and partners with various areas, units, and divisions, student leadership, as well as executive and other senior leaders to advance inclusive excellence at Seattle University. Some notable partners include the Office of the Provost, Student Development including the Office of Multicultural Affairs, Human Resources, Center for Faculty Development, Center for Community Engagement, and student leaders, just to name a few.
The Division of Diversity and Inclusion is working toward building additional infrastructure and capacity to strengthen its ability to further advance the strategic initiatives to address aspects of our university
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Page 91 of 223 policy, practices, and systems that impact equity, including the development of a university council under the leadership of the Vice President for Diversity and Inclusion.
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
As noted, the university has been on a trajectory since 2013 beginning with the President’s commission of the Task Force on Diversity and Inclusive Excellence. We conducted the first‐ever campus‐wide climate assessment in 2015 through Rankin and Associates, which provided an important baseline of understanding of our campus climate and data (both quantitative and qualitative) to inform a path forward. The 62‐page comprehensive blueprint provided the road map for a path forward. The university is in a better position to build on that work and leverage new data systems to create realistic targets and test our efforts in the future. Some partnership between ODI and SU ADVANCE grant will also facilitate greater understanding and enhancement of our processes around promotion and retention of faculty.
It is important to note that the university’s Strategic Directions adopted by its Board of Trustees in January 2020 now enshrines inclusive excellence into the vision and plan for the university’s future.
Additional work on our systems will also begin to bear fruit which will be manifested in the demographic makeup, retention, persistence, and attainment rates for diverse students, faculty, and staff, as well as our capacity to respond and problem solve around matters that impact experiences. This is ongoing work that requires discipline, resources, and strategic focus.
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Page 92 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Seattle Pacific University
Contact: Sandy Mayo, Ph.D., Vice Provost for Inclusive Excellence
Purpose, Vision, and Values: Diversity statements, commitments
PURPOSE
The Office of Inclusive Excellence (OIEX) ‐ formerly Diversity, Equity, and Inclusion ‐ is the senior administrative unit on campus that provides leadership for the work of diversity at Seattle Pacific University (SPU). Established in July 2017, the ODEI is the culmination of earlier efforts to more deeply integrate diversity goals into the fabric of the institution. The three‐fold nature of our work focuses on producing deep and lasting change. 1. INTEGRATIVE We support ongoing diversity efforts and encourage cross‐unit conversations and planning for a more coordinated approach. 2. COLLABORATIVE We serve as a resource to the campus community, providing training and consultation on a variety of diversity‐related matters. 3. GENERATIVE We develop new diversity initiatives where gaps have been identified. MISSION STATEMENT
Within the OEIX, we strive as a team to:
Shape a university‐wide strategic diversity framework that lends direction to the work of diversity and reconciliation. Partner with SPU departments to establish priorities and action plans for the work of diversity. Build individual and institutional capacity to work productively toward our university diversity goals.
We ground this work in the gospel of Jesus Christ, recognizing that diversity is an aspect of our calling to be a reconciled community. VISION STATEMENT
The OEIX is dedicated to helping each individual and department on campus tackle the complexities of diversity, equity, and inclusion with competence and care.
Page 93 of 223 CORE VAUES
Continuous Learning Shared Leadership Accountability
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success OIEX Strategic Focus Areas, 2019–2022
Strategic Focus Area 1
•Implementing diversity‐aware recruitment, hiring, and retention strategies
Strategic Focus Area 2
•Establishing inclusive curricula and pedagogy
Strategic Focus Area 3
•Fostering a welcoming campus climate
Strategies/Activities: Programs, initiatives, events
Strategic Focus Area 1: Implementing diversity‐aware recruitment, hiring, and retention strategies SPU continues to take steps to diversify its faculty and staff. Thirty‐one percent of the 2020‐21 new faculty cohort is comprised of U.S. ethnic minority or international faculty. In August 2020, OIEX launched the Search Advocate Program, a new hiring initiative with the primary goal to promote equity, mitigate bias, and increase diversity in SPU’s faculty and staff searches. The inaugural cohort of search advocates includes 12 faculty and staff who will serve as equity consultants to search committees and hiring teams across campus. During the Fall 2020 Quarter, OIEX will introduce a weekly support and discussion group for BIPOC faculty and staff that centers on Sheila Wise Rowe’s Healing Racial Trauma: The Road to Resilience. The conversations will take place once a week over a ten‐week period. University Ministries, in partnership with the Faculty Life Office, will continue to facilitate the following community groups, which provide opportunities for faculty and staff to create spiritually formative places and spaces of connection and community: Asian/Asian American Faculty/Staff Affinity Group; Black/African American Faculty/Staff Affinity Group; and the Latinx Faculty/Staff Affinity Group.
Strategic Focus Area 2: Establishing inclusive curricula and pedagogy In July 2020, the Office of Diversity, Equity, and Inclusion was renamed the Office of Inclusive Excellence (OIEX), representing the foundational belief that creating a diverse, equitable, and inclusive environment at SPU is vital to pursuing excellence in all aspects of our institutional mission.
Page 94 of 223 The OIEX expanded its scope to include two additional areas of focus: faculty life (Faculty Life Office) and campus climate issues related to bias, discrimination, and harassment (Title IX/Section 504 compliance). This reorganization will help facilitate cross‐unit collaboration and planning in key areas that will contribute to a more inclusive learning environment. In July 2020, Dr. Raedene Copeland was appointed to a newly configured role within the Faculty Life Office. As the Assistant Provost for Inclusive Faculty Excellence, Dr. Copeland will help lead efforts to more intentionally integrate diversity, equity, and inclusion in faculty professional development. During the 2020‐21 academic year, the OIEX, in partnership with the College of Arts and Sciences, Office of the Provost, and Faculty Life Office, is implementing a three‐part professional development workshop series and yearlong engagement focused on racial equity and pedagogy. Each workshop session will incorporate opportunities for faculty and student support staff to explore how their identities shape racial dynamics in the classroom; to cultivate skills to talk and teach about race and racism more effectively; and to examine how systemic racism shows up in the classroom and in their disciplines in order to reduce its harm. To foster a culture of collegiality and support for anti‐racist teaching, faculty and student support staff who participate in the racial equity and pedagogy workshop series will be encouraged to meet in trios or quartets to continue conversations and skills building in between workshop sessions and after the series. Faculty and staff continue to participate in a variety of options for learning and growth in small groups. A number of Faculty Learning and Growth Groups (FLAGGs) offered through the Faculty Life Office during the 2020 Fall Quarter focus on topics related to race, racial identity, and anti‐ racism.
Strategic Focus Area 3: Fostering a welcoming campus climate The search for a full‐time Title IX/Section 504 Coordinator is underway. This position will contribute to establishing and maintaining a firm ethos at SPU that goes beyond compliance and encourages a safe, respectful, and supportive environment for all members of the campus community. As a mechanism to promote an inclusive community, a cross‐departmental team has created an online anonymous bias‐related incident reporting system. The University seeks to support students, staff, and faculty who have experienced bias‐related incidents, educate the campus community about the harmful effects of bias, and hold individuals accountable for violations of University policy. In response to consultant recommendations regarding employee experiences with SPU’s gender discrimination and harassment policy, an advisory committee was convened and moved forward on the implementation of an employee anti‐bullying policy and anti‐bullying complaint procedure. The new policy and procedure are intended to foster a work environment where the rights and dignity of all employees are respected. The Dean of Students for Community Life is facilitating a review of student accountability data for the 2018‐19 and 2019‐20 academic years to assess student conduct proceedings and educational engagement across racial and ethnic identities. Findings from the review will be used to inform continuous improvement, staff development, and engagement around anti‐racist practices. Our institutional commitment to diversity, equity, inclusion, and anti‐racism requires broad participation across campus. The Departmental Readiness Evaluation (DRE) and Diversity Action Plan (DAP) are two parallel processes designed to encourage department‐level planning and coordination needed to support these efforts.
Page 95 of 223 . By June 2021, all operational departments are required to develop a diversity action plan that outlines specific steps that will be implemented to contribute to SPU’s university‐wide diversity, equity, and inclusion goals. The action plan is a critical step in bringing the work of diversity to the core of institutional functions, ensuring that it informs everything we do. A diversity action planning FAQ, department guide, and template are available on the OIEX website. . By June 2021, all academic departments are required to complete the Departmental Readiness Evaluation (DRE). The DRE provides an avenue for department‐level reflection, reporting, and strategic planning for diverse hiring, recruitment and retention, and the curricular integration of DEI and anti‐racist work. The Faculty Diversity Committee will continue to provide oversight and guidance for this process. More information is available on the OIEX website. During the 2020‐21 academic year, OIEX will continue to offer the DEI Workshop Series, a three‐ part professional development plan designed to equip employees with the habits of mind and tools to address diversity‐related matters on campus and contribute positively to a culture of belonging at SPU: . Diversity 101: Exploring the What, Why, and How of Diversity at SPU . Diversity 102: Understanding Our Social Identities in the Context of Christian Community . Diversity 103: Becoming a Faith‐Formed Inclusive Community Upon completion of the DEI workshop series, participants will be able to apply their learning to real‐life situations on campus by working collaboratively towards the development of a department‐level diversity action plan (i.e., DRE and DAP). Action plans should outline specific steps for addressing and rooting out institutional bias and racism.
Roles and Responsibilities: committees, advisors, campus community
February 2018 saw the launch of the Advisory Council on Diversity and Reconciliation (ACDR), which will provide input and direction to the design and implementation of university‐wide diversity efforts and the practice of reconciliation as a core distinctive at SPU. This cross‐department advisory council is overseen by Dr. Sandy Mayo and is comprised of staff representing each of the VP areas on campus; and faculty representing general education courses (UFND, CUE, and UCORE) and undergraduate and graduate programs across the disciplines.
As part of its key functions, the ACDR advises on proposed university‐wide diversity goal areas and performance indicators; reviews proposals and makes recommendations for the awarding of diversity seed grants; contributes knowledge and insights to the development of a comprehensive set of diversity‐related resources and professional development opportunities for faculty and staff; gives input about present and long‐term University diversity, equity, and inclusion policies and practices; and serves as a forum for discussion about diversity needs on campus.
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
Page 96 of 223 The Office of Institutional Effectiveness, in partnership with the Office of Inclusive Excellence, developed a data dashboard that visually tracks, analyzes, and displays key metrics and data points to monitor SPU’s diversity progress over time. The following is a list of variables included in the dashboard:
Demographics Percentage of undergraduate students across the following categories: gender, race/ethnicity, financial need, and first‐generation/non‐first‐generation Percentage of faculty and staff by gender and race/ethnicity Percentage of administrative leadership (i.e., executives, full‐time administrative faculty, full‐time associate VPs/assistant VPs, and full‐time exempt directors) and governing board by gender and race/ethnicity
Participation Percentage of undergraduate students in high impact programs (e.g., honors, study abroad, and internships) by gender and race/ethnicity Percentage of undergraduate students in STEM majors by gender and race/ethnicity
Retention Retention rates for undergraduate students across the following categories: gender, race/ethnicity, financial need, and first‐generation/non‐first‐generation Annual departure rate for staff and faculty by gender and race/ethnicity
Completion Six‐year graduation rates for undergraduate students across the following categories: gender, race/ethnicity, financial need, and first‐generation/non‐first‐generation
Campus Climate Diverse Learning Environments (DLE) survey outcomes ‐ The DLE is distributed every four years and provides a snapshot of the campus climate, institutional practices related to a curriculum of inclusion, student support services, co‐curricular activities, and student engagement and learning outcomes related to diversity.
The dashboard is designed to help us move beyond static demographic data and to assess the extent to which our campus is also inclusive and contributing to equitable outcomes. For example, while it is important for us to know the percentage of students from underrepresented racial/ethnic groups on campus, it is more important for us to know if those students are participating in high impact programs like study abroad, internships, and honors at rates proportional to their representation within our student body. Similarly, since females have historically been underrepresented in STEM fields, it is helpful to know if this holds true at SPU.
Moving forward, we will seek ways to assess the following DEI‐related areas: Cultural Understanding and Engagement (CUE) course learning outcomes Course evaluation feedback related to inclusive curricula and teaching practices Employee exit interview data for themes related to campus culture and climate
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Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Walla Walla University
Contact: Pedrito Maynard‐Reid, Th.D., Assistant to the President for Diversity and Inclusion
Purpose, Vision, and Values: Diversity statements, commitments
The mission of the Office of Diversity and Inclusion is to promote learning and working environments free of discrimination on the basis of race, color, national origin, gender, age, ability, or veteran's status. The Office of Diversity and Inclusion at WWU exists to:
Meet the particular needs of a diverse student population. Educate the college community on matters of diversity. Foster understanding and constructive relations among members of this diverse community. Support and encourage recruitment of faculty, staff, and students from diverse backgrounds. Encourage understanding and respect for differences in culture, ability, and thinking patterns. Direct/coordinate programs and activities that provide an inclusive and Christ like spirit among groups, clubs, and organizations of WWU.
Our commitment in action
Walla Walla University is on an important journey, one that brings focus to our mission statement, which affirms that “every person is created in the image of God as a being of inestimable value and worth.”
In April of 2018, WWU president John McVay announced eight areas of diversity focus that the university would immediately pursue in keeping with its mission. Since then, students, faculty, and staff have developed implementation steps and measurement opportunities for each of these areas:
1. Modifications to curriculum, both inside and outside our classrooms, to support diversity education. 2. Expanded diversity education for university faculty and staff. 3. Policy and procedure revisions to remove barriers to progress in diversity. 4. Improved feedback mechanisms for our campus family. 5. Recruiting enhancements that will attract diverse students, faculty, and staff. 6. Regular diversity conversations and engagement with stakeholders. 7. Assessment and annual reporting through a diversity scorecard. 8. Increased resources and staffing committed to diversity‐linked events and roles.
This plan, called Our Commitment to Diversity, is being shepherded into action, and progress will be reported annually. “The specifics of the plan aren’t just talk; they are an important foundation from which the campus family can take positive, deliberate, measurable steps toward fostering a more
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diverse campus community—the kind of community that inspires creativity and compassion and that develops young professionals equipped for a diverse world and future,” says McVay.
Pedrito Maynard‐Reid, WWU assistant to the president for diversity since 2008, says, “Our university family has committed to fostering a respectful and durable pattern of diversity that will enrich each individual, strengthen Walla Walla University, and bless the world we serve. This plan is our roadmap and holds us accountable as we work to provide every student and employee with a safe environment and to model an atmosphere of inclusion and harmony.”
Read Our Commitment to Diversity and learn more about our action steps >
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success
See Our Commitment to Diversity.
Strategies/Activities: Programs, initiatives, events
Roles and Responsibilities: committees, advisors, campus community
The WWU assistant to the president for diversity leads the activities of the Office of Diversity and Inclusion, which include:
Sponsoring faculty, staff, and student affinity networks and clubs. Providing support to the Black Alumni of Walla Walla University (BAWWU). Attending and remaining actively involved in the National Association of Diversity Officers in Higher Education (NADOHE). Participating in local civic groups and diversity coalitions. Benchmarking the university’s diversity, inclusion, and equity statistics and efforts with other higher education institutions. Helping to attract ethnic minority employees and recruit minority students to Walla Walla University. Serving on the Student Life Behavioral Intervention Team, with special responsibility for diversity issues. Overseeing the Donald Blake Center for the Study of Race, Ethnicity, and Culture. Serving as the university’s chief representative for personal and corporate issues regarding diversity, inclusion, and equity, both on and off our five campuses.
The assistant to the president for diversity also leads an active Diversity Council on campus. The council membership includes:
The university president. Vice presidents from student life, academics, and enrollment/alumni. Student leaders. Our human resources director. Elected faculty and staff.
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Community members.
The council regularly receives training on topics such as unconscious bias, tokenism, harassment, perpetual foreigner, mansplaining, implicit bias, and cultural humility to name a few of the most recent. The council holds an open forum yearly, inviting members of our university campus to share ideas or concerns. Additionally, the council provides guidance and helps organize a range of activities such as Berean Fellowship, Black History Month, Hispanic Heritage Month, Martin Luther King, Jr. CommUnity, Peacekeeping Week, and Women’s History Month.
The council’s strategic plan is updated and reviewed at least yearly by the president’s Cabinet and the Walla Walla University Board of Trustees. The 2017–2020 plan prioritizes five goals:
1. Identify and acquire existing and needed resources to prioritize diversity. 2. Attract and nurture first‐generation college students by meeting their unique needs. 3. Recruit and nurture minority students, faculty, and staff to foster a climate that goes beyond tolerance and tokenism to inclusion and equity. 4. Prepare students who come from homogenous and privileged backgrounds to identify and confront unequal treatment, practice, and policy. 5. Provide regular diversity training for all employees.
Included among student leaders on the council are leaders from the Associated Students of Walla Walla University’s Inclusive Committee, which meets regularly to address student questions or concerns and to facilitate efforts to improve diversity in student leadership and activities to better nurture diversity on our campuses. Members of the council also participate in most employee search committees, and our human resources team intentionally strives for diversity among the membership of our search committees.
In addition to our diversity conversations and planning related to ethnicity, we also consider gender, socioeconomic status, family education, age, and ability/disability diversity, among others. To that end, we require routine training for our employees, covering topics such as:
Collaboration skills for diversity. Building a supportive workplace community. Accommodating employees with disabilities. Recognizing and avoiding workplace retaliation. Recognizing and addressing workplace bullying.
We also frequently remind our employees about our standards of conduct to ensure health and safety on our campuses, including expectations for and policies regarding discrimination or harassment. In addition to routine training, special training and presentations often address diversity themes.
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
See Focus Area 7 (Scorecard) in Our Commitment to Diversity. This is the basis of WWU annual assessment of its DEI work. Our aspiration is to have diversity, equity, and inclusion holistically integrated in all aspects of the university’s life and practice.
Page 100 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Whitman College Contact: Thomas Witherspoon, Ph.D., Vice President for Diversity and Inclusion
Purpose, Vision, and Values: Diversity statements, commitments
Diversity Statement Diversity, equity, and inclusion are core values at Whitman College. The college strives to have and support a student body, staff and faculty that represent the diversity of our world: gender identity, sexuality, race, ethnicity, national origin, socioeconomic class, disability, religion, spirituality and age cohort.
We seek to foster an inclusive learning environment in which members draw from different intellectual traditions to engage with and challenge one another through studied, thoughtful, and respectful dialogue and debate.
We aspire to become a place where all community members experience difference every day, where diversity is supported and woven throughout our cultural fabric: our values, our behavior, our culture. Our mission focuses on educating engaged students from diverse backgrounds and experiences in a college community where everyone can participate fully in the life of the college and experience a genuine sense of belonging.
Education is a common good that ultimately serves the entire society; therefore, access is a moral imperative. Diverse learning contexts are known to provide transformative educational experiences. An inclusive environment at Whitman that nurtures the development of the ability to work effectively across difference will prepare our students for life after Whitman. We believe that through an innovative rigorous liberal arts curriculum, we can educate all students and prepare them to serve in various fields and sectors and to contribute to a rapidly changing, multicultural and globalized world. Our graduates will be ready to work with others for the common good.
Page 101 of 223 Priority Areas: Campus climate – Equity - Inclusive excellence in curriculum and pedagogy - Inclusive spaces and accessible campus - Recruitment, hiring, promotion, and retention - Training, dialogue, and practice - Student access, engagement, and success
DEI-Focused Priorities from the College’s Strategic Plan
Increasing access and affordability Recognizing that a college education has become less affordable for many families, Whitman believes that access to its education should not be determined by ability to pay. Rather, students of all socioeconomic backgrounds should be able to decide whether this is the best college for them without cost as a limiting factor. Whitman’s ultimate goal is to meet the full demonstrated financial need of all students while still using financial aid to encourage students from all socioeconomic backgrounds to come to Whitman. In the timeframe of this plan, we must make significant progress toward this goal, increasing the availability and amount of financial aid to enroll a more socioeconomically diverse student population.
Enhancing diversity, equity and inclusion Diversity, equity, and inclusion are core values of Whitman College. Our mission focuses on educating a broad range of talented students in a college community where everyone can participate fully in the life of the college and experience a genuine sense of belonging. For Whitman, diversity includes the composition of the students, faculty and staff, as well as the curriculum, ideas, experiences, relations and cultural traditions across our community. We must become a place where both majority and minority members of our community experience differences every day, where diversity is woven throughout our cultural fabric: our values, our behavior, our culture.
Strategies/Activities: Programs, initiatives, events
The Inclusion Task Force The Inclusion Task Force was created to build off previously shared information and give President Kathy Murray and the Cabinet clear and impactful action steps that will move the college forward on its journey to becoming a successfully diverse, equitable and inclusive learning and working environment.
A time period of eight weeks spanning mid-June to mid-August 2020 was set in order to drive the work in a focused manner and provide space for next steps to begin prior to the start of the fall semester. Vice President for Diversity and Inclusion Thomas Witherspoon was named as chair for the committee of 14 faculty, students and staff.
Action Plan Goals:
Page 102 of 223 ● Recruit, retain, and support a diverse population of community members. ● Develop intentional opportunities for community building, creating safe spaces for feedback and opportunities for innovation and campus-wide impact. Provide regular transparent updates on inclusion progress and campus climate concerns. ● Equip our campus community with training around cultural competencies that allow for working across differences and conflict resolution. Promote inclusion in curricular choices, scholar selection, campus speakers, and community engagements.
Roles and Responsibilities: committees, advisors, campus community
Communit Action Action Start y Action Item Leads Partners Date Strategic Goal Addressed Provide opportunities for monthly cultural competency and wellness training, workshops, and readings for Office of various offices staff starting September 2020. This Diversity and Training and training will also be a space where and departments Sept. Curricular staff can volunteer to lead sessions. Inclusion across campus 2020 Exploration Staff Develop faculty cultural competencies through the following actions starting Fall 2020: Institute an annual day of training for all faculty and staff that focuses on building skills around cultural competencies, difficult dialogue and inclusion. This training day will be developed with both faculty and staff consultation and create spaces to engage national leaders and elevate local expertise within our community. Implement an extended new faculty orientation that includes a year-long program to develop cultural Office of competencies, learn skills for engaging the faculty in difficult conversations and explore Provost, leadership, intentional spaces to diversify classes Office of various offices and curriculum. Diversity and Training and Host yearly intergroup dialogue (IGD) and departments Fall Curricular Faculty and train the trainer retreats for all Inclusion across campus 2020 Exploration and Staff
Page 103 of 223 faculty leadership, department leaders, program directors, and faculty committee members, organized by the Office of Diversity and Inclusion, with the goal of having IGD integrated intentionally into a minimum of 10 courses by Fall 2021. Office of Diversity Office of the and Provost, Inclusion, academic Associate departments, Starting Fall 2020, develop a formal Dean for faculty faculty recruitment program with the Faculty leadership, Recruitment, 25 Historically Black Colleges and Developm Human Fall Retention and Universities with doctoral programs. ent. Resources 2020 Support Faculty Administer a feasibility study that explores the development of a Black Studies Program. The findings should be completed and shared with the Training and Cabinet and faculty leadership by the Chair of faculty Fall Curricular end of Spring 2021. the Faculty members 2020 Exploration Faculty Chair of Utilize the evolving work of the the general education group to explore Faculty, adding a second-semester first-year General Training and required course focused on race and Studies Fall Curricular ethnicity by Spring 2022. Committee 2020 Exploration Faculty Office of Diversity and Inclusion, Inclusion, Develop ombudsperson resources for Human Fall Belonging and faculty by Spring 2021. Resources 2020 Climate Faculty Starting in Fall 2020, commit to diversity through the recruitment process by canceling any search that does not consistently maintain at least Committee Recruitment, the racial and ethnic diversity of of Division Office of the Fall Retention and available BIPOC demographics with Chairs Provost 2020 Support Faculty
Page 104 of 223 each discipline. Use self-reported data from the annual faculty activity reports regarding advising and mentoring students in diversity, equity, and inclusion matters to inform decisions regarding salary increases and periodic academic reviews. Encourage the Faculty division chairs, Personnel Committee to take departmental particular note of these data in their leadership, deliberations regarding contract Office of Faculty Recruitment, renewal, tenure, and promotion. the Personnel Fall Retention and Action Lead: Office of the Provost. Provost Committee 2020 Support Faculty various offices Starting Fall 2020 require intergroup and Training and dialogue training for all campus Intercultur departments Fall Curricular leadership positions, teams and clubs. al Center across campus 2020 Exploration Students Office of Starting Fall 2020 develop a peer the Dean Welty Student educator program focused on of Health Center, Training and programming around wellness, Students, Intercultural Fall Curricular inclusion and dialogue. ASWC Center 2020 Exploration Students Starting Fall 2020, create and maintain Office of an internal campus climate webpage Diversity and provide regular updates regarding and bias and racial incidents, which Inclusion, includes who is leading the process of Office of investigation, insight on required the Dean Inclusion, education or sanction and the of Campus Fall Belonging and anticipated resolution time. Students Security, WIDE 2020 Climate Students Office of Diversity Starting Fall 2020 host three town hall and meetings per year for students to Inclusion, discuss the campus climate, share Office of about progress made on diversity and the Dean inclusion initiatives and create the of opportunity for students to ask Students Inclusion, questions and provide input on Office and Fall Belonging and strategy. Office of 2020 Climate Students
Page 105 of 223 the Provost Starting Fall 2020, develop a weekly newsletter section in Whitman Today for the Vice President of Diversity and Office of Inclusion to share programming, Diversity Office of Inclusion, training, speakers, and enrichment and Communicatio Fall Belonging and opportunities. Inclusion ns 2020 Climate Students Starting Fall 2020 the Development Office will establish and promote diversity, equity and inclusion as one of five core annual giving designation areas in The Whitman Fund. Allocated by the Office of Diversity and Inclusion, these funds will support Developm student initiatives to positively impact ent Office, BIPOC inclusion and belonging while Office of promoting social justice, advocacy and Diversity Recruitment, anti-racist sentiments within the and Fall Retention and Whitman community. Inclusion 2020 Support Students Beginning with the Fall 2020 admission cycle, we will develop and implement a recruitment strategy with the goal of Office of reaching domestic Black student Diversity and representation of 10% in each enrolled Inclusion, class within the next 5 years. We will Office of the measure this goal including multiracial Dean of and Hispanic students who identify as Students, Black or African American. Achieving Office of this goal would represent an Financial Aid, Recruitment, approximately 5% increase from Admission Registrar’s Fall Retention and today’s enrollments. s Office 2020 Support Students Starting Fall 2020, establish formal Human diversity resource networks for BIPOC, Resources, Hispanic/Latinx, Asian, and LGBTQIA+ Office of Intercultural that centers on dialogue, wellness, Diversity Center, Inclusion, social support and professional and Counseling Fall Belonging and development. Inclusion Center 2020 Climate Staff
Page 106 of 223 Office of Starting Fall 2020, ensure that the Communicatio Staff Advisory Council is represented ns, Staff Inclusion, on the Budget Advisory Committee President's Advisory Fall Belonging and and Staff Fringe Benefits Committee. Office Council 2020 Climate Staff Starting Fall 2020, offer monthly opportunities for intergroup dialogue for staff. Provide an intergroup dialogue retreat once a year and double the number of trained various offices facilitators from 8 to 16 by Fall 2021 in and Inclusion, order to continuously raise awareness Intercultur departments Fall Belonging and across differences. al Center across campus 2020 Climate Staff Starting Fall 2020, the Staff Advisory Council will develop and update an exhaustive list of staff leadership Office of opportunities and create parameters Staff Communicatio Training and to ensure equity in who is able to Advisory ns, Human Fall Curricular participate in leadership opportunities. Council Resources 2020 Exploration Staff Starting Fall 2020 develop a system that allows all staff the flexibility to Departme Inclusion, attend the student-sponsored Power ntal Human Fall Belonging and & Privilege Symposium. leaders Resources 2020 Climate Staff Starting in Fall 2020, institute an annual day of training for all faculty and staff that focuses on building skills around cultural competencies, difficult Office of dialogue and inclusion. This training the day will be developed with both Provost, faculty and staff consultation and Office of various offices create spaces to engage national Diversity and Training and leaders and elevate local expertise and departments Fall Curricular within our community. Inclusion across campus 2020 Exploration Staff Office of the On a three-year rotation, administer Institution Provost, Office Inclusion, department-level climate studies al of Diversity Spring Belonging and starting in the Spring of 2021. Research and Inclusion 2021 Climate Faculty
Page 107 of 223 Office of religiously Starting Spring 2021, develop a Religious affiliated program that facilitates engagement and student clubs around and across religious affiliations, Spiritual and for students, faculty and staff while Life, organizations, Inclusion, elevating religious offerings Intercultur faculty Spring Belonging and throughout the Walla Walla Valley. al Center partners 2021 Climate Students Starting Spring 2021, develop a quarterly onboarding meeting and dialogue training for all new employees to ensure equitable onboarding exposure to campus leaders and provide a repository of campus, community and regional various office resources for all staff members, with a and Training and target date in June 2021 for the initial Human departmental Spring Curricular meeting. Resources leadership 2021 Exploration Staff Starting Spring 2021, develop an internal online communication platform and text messaging system that allows for campus-wide updates to be stored and held for future reference. This platform will provide Whitman insight into the decision-making College process and make a direct correlation Technology to the college’s strategic priorities. Services, When appropriate, include talking President’s points that help staff understand and Office of Cabinet, Inclusion, communicate the college’s statements Communic Human Spring Belonging and and decisions. ations Resources 2021 Climate Staff Office of Diversity and Inclusion, Inclusion, Develop ombudsperson resources for Human Spring Belonging and staff by Spring 2021. Resources 2021 Climate Staff
Page 108 of 223 Starting Spring 2021, institute a peer review process for all supervisors utilizing BambooHR, the Human Resources online software. Using BambooHR, the supervisor's manager will seek generalized feedback from direct reports of the supervisor at regular intervals throughout the year. In Spring 2022, conduct a survey with staff, supervisor and manager input, to evaluate the effectiveness of this President’s method, or the desire to explore other Cabinet, Inclusion, bi-directional performance Human departmental Spring Belonging and management tools. Resources leadership 2021 Climate Staff Starting Spring 2021 the college will commit to dedicating $10,000 of the president's discretionary budget to staff personal and professional development. This fund will be utilized to supplement what is available within Office of departments. Staff may submit and Diversity receive funds above the offerings of and departments for training, programs Inclusion, and experiences that have the Chief Training and potential to create a campus-wide Financial Spring Curricular impact. Officer 2021 Exploration Staff Starting Summer 2021, review paid leave and other leave benefits, across the college and remove disparities among different kinds of staff and faculty, focusing on parental leave. Present the findings and recommendations to trustees in Fall Fringe 2021, with the goal of implementation Benefits January 2022 if cost neutral, or Committee, submission for the 2022-23 budget Faculty Summ Recruitment, process to be implemented July 2022 if Human Compensation er Retention and necessary. Resources Committee 2021 Support Staff
Page 109 of 223 Starting Fall 2021, develop annual training for all managers with ongoing management support to include regular discussions and skill-building Office of Human experiences with specialized modules Diversity Resources, Training and developed based on bi-directional and departmental Fall Curricular evaluations. Inclusion leadership 2021 Exploration Staff In Fall 2021, revive a Staff Development Day (in addition to Staff Staff Appreciation Day) that allows staff to Advisory participate in professional and Council, personal development workshops. Human Utilize campus-wide expertise to Resources, facilitate workshops organized in Office of various offices partnership with the Staff Advisory Diversity and Training and Council, Human Resources, and the and departments Fall Curricular Office of Diversity and Inclusion. Inclusion across campus 2021 Exploration Staff
https://www.whitman.edu/campus-life/diversity/inclusion-task-force-final-report/inclusion-action-item s
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations Accountability and measurements of success will be developed as a part of the implementation phase for each of these action steps and we have planned intentional regular report outs on progress for the community.
Page 110 of 223 Independent Colleges of Washington Diversity, Equity, and Inclusion Community of Practice DEI Campus Overview/Executive Summary
Member Campus: Whitworth University
Contact: Lorna Hernandez Jarvis, Ph.D., CDO and Associate Vice President of Diversity, Equity, and Inclusion
Purpose, Vision, and Values: Diversity statements, commitments
As a leading Christian institution of higher learning, Whitworth University seeks to educate and prepare students to "honor God, follow Christ, and serve humanity." In accord with this core mission, we seek to model Christ's love across racial, ethnic, gender, socio‐economic, religious and other expressions of human difference.
Whitworth recognizes that a diverse community is central to our mission as a liberal arts university committed to educating critical thinkers, discerning moral agents, and responsible democratic citizens. Engaging people with differing experiences and perspectives serves to sharpen the mind, deepen the heart, and quicken the soul.
Therefore, given the critical role diversity plays in the life of the university, Whitworth is committed to delivering a mission‐driven educational program that cultivates in students, faculty, staff, and trustees the capacity to work effectively across the myriad dimensions of the global family. Our goal is to achieve and sustain a level of inclusive excellence throughout the life of the university that emphasizes the deep truth, love and grace of the Gospel.
Whitworth University is focused in its resolve to create and nurture environments for learning, working, and living throughout the campus community where people of diverse backgrounds can effectively and constructively engage each other as we educate the next generation of leaders.
Priority Areas: Campus climate – Equity ‐ Inclusive excellence in curriculum and pedagogy ‐ Inclusive spaces and accessible campus ‐ Recruitment, hiring, promotion, and retention ‐ Training, dialogue, and practice ‐ Student access, engagement, and success Whitworth University's Diversity Action Plan developed in 2018 includes three major goals:
1. Develop, implement and assess strategies to provide professional development and training in intercultural competency and inclusive excellence for faculty and staff to promote a safe, affirming and welcoming campus climate.
2. Develop, implement and assess strategies for effective recruitment and retention of students, faculty and staff from underrepresented racial/ethnic populations (UREP) and historically marginalized and/or underserved groups.
Page 111 of 223 3. Develop, implement and assess curricular and co‐curricular strategies to advance student learning outcomes in the area of intercultural competency development.
For the next two years the priorities are antiracism and inclusive excellence in the classroom and curriculum through professional development of faculty and staff, student retention and, faculty and staff hiring.
Strategies/Activities: Programs, initiatives, events
Professional Development and Curriculum
There is a Racism and Anti‐racism series of eight professional development workshops for faculty and staff scheduled for this academic year. Each of the workshops is 75 minutes in length. Participants completing 80% of the workshops will receive a certificate that can be part of their yearly performance evaluation file. (I can provide more detail description of this program)
A new program starting this year involves the competitive application and selection process of up to 4 faculty members per year to receive a 3‐credit course release to conduct a DEI (and in particular racism and anti‐racism) audit of their corresponding departmental curriculum. The recipients of this course release must also present a proposal (approved by department) to make their curriculum more inclusive. Those selected will be mentored and supported by the CDO, the director of General Education and the Chair of COVAC (Curriculum Oversight, Vision and Approval committee). Applications are due on October 2 and releases will begin in Spring 2021.
Intergroup Dialogue training for faculty and staff. An annual 3 day intensive workshop on Intergroup Dialogue and Diversity Education. For student recruitment and retention:
BUCs Bridge program‐ a program for UREP and First generation students. It includes a pre‐orientation program as well as monthly meetings through first year with facilitator and peer guides.
Act Six program‐ a leadership and scholarship program connecting faith‐based community affiliates with faith‐based colleges to equip emerging urban leaders to engage the college campus and beyond.
Equity and Justice Dialogue and Forum. An 8 week program to help students develop skills to engage across social identity and ideological differences.
Real Talk. "Real Talk: Unpacking Race and Racism in the U.S." is a student Zoom group dedicated to students on our campus impacted by our country's race‐based unrest and distress. This is a safe space for students to collaboratively discuss and process related concerns. The group will be subdivided into POC and POC allies, in order to provide the most safety and specificity possible. "Real Talk" is a collaboration between the counseling center and the Whitworth Office of Student Success & Equity.
Multicultural Visit Program‐ a recruitment program focused on multicultural applicants that engages them and their families during a visit to campus.
Page 112 of 223 Annual DEI Speaker series. Involves 4‐5 speakers per year to address various DEI topics. This year the series is focused on racism and antiracism
Intergroup Dialogue groups are offered as an extra curricular activity.
Diversity Monologues. An annual event. Topics change every year. Students submit a monologue and attend workshops to write their monologues prior to submission. The monologues are published and several are selected for a public sharing of the monologues. Hiring
Search Committee DEI trainings and inclusion of Equity advocate in each search committee
Roles and Responsibilities: committees, advisors, campus community
President’s Cabinet
Provost Cabinet
University Council
Accreditation Committee
Institutional Diversity Committee
Diversity Cabinet
Evaluation/Progress/Closing: metrics, KPIs, successes, aspirations
We have a set of KPIs as part of the Strategic University Plan (Goal 4) Which will be completed at the end of this academic year. We also have KPIs for the Diversity Action Plan. This plan began its implementation two years ago and significant progress has been made in each of the three main goals listed above..
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The "Other" Washington: Federal Policy and the Post-Election Forecast
Page 114 of 223 National Association 1025 Connecticut Ave. N.W. Tel: (202)785-8866 of Independent Suite 700 www.naicu.edu Colleges and Universities Washington, DC 20036-5405
Barbara K. Mistick, D.M. President
Barbara Mistick became the fourth president of NAICU on September 1, 2019.
Over the course of a 30-year career in the public, private, and nonprofit sectors, Mistick has been an entrepreneur, educator and leader at institutions such as Wilson College (PA), Carnegie Library of Pittsburgh, the H.J. Heinz School of Public Policy and Management at Carnegie Mellon University (PA) and the National Education Center for Women in Business at Seton Hill University (PA), and at various businesses she managed and/or founded.
As the 19th president of Wilson College, Mistick was the architect of the strategic plan Wilson Today, a 5-point plan structured to double enrollment by reducing tuition, creating a first-of-its-kind student debt buyback plan, and opening all degree programs to coeducation. The plan also added academic programs in health care and other areas of demand, addressed infrastructure and future facility needs, and improved the marketing of the College. During her tenure, Wilson experienced record enrollment growth, nearing 1,500 students in fall 2018.
As president of the Carnegie Library of Pittsburgh, she provided strategic leadership and operational oversight of a library system that serves approximately 1.2 million people and includes 19 neighborhood library locations.
Most recently, Mistick was the board chair of the Association of Independent Colleges and Universities in Pennsylvania (AICUP) and a member of the executive committee of the Board of Directors of the Council of Independent Colleges.
Mistick’s book, Stretch: How to Future-Proof Yourself for Tomorrow’s Workplace, was designated as an Amazon Editor’s Pick and ranked #12 on the 800-CEO-READ’s Best Seller list.
She earned a doctor of management from Case Western Reserve University (OH), an M.B.A. from the University of Pittsburgh (PA), and a bachelor of science from Carlow University (PA).
About the National Association of Independent Colleges and Universities Since 1976 the National Association of Independent Colleges and Universities (NAICU) has served as the unified voice of the nation's private colleges and universities, and is one of only six national higher education "presidential associations," in that its members are the presidents of the institutions.
NAICU's more than 1,000 members reflect the diversity of private, nonprofit higher education in the United States. Included are traditional liberal arts colleges, major research universities, comprehensive universities, church- and faith-related institutions, historically black colleges, single-sex colleges, arts institutions, two-year colleges, and schools of law, medicine, engineering, business, and other professions.
In addition to individual institutions, approximately 30 private college and university associations are affiliated with NAICU, such as those serving specific groups of church- and faith-related institutions, and regional groups of colleges. Also affiliated are nearly 40 independent state associations representing private colleges in state houses across the U.S. (September 2019)
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COVID Pandemic Relief Free Public College The student and institutional relief funding provided by Federal funding to waive public college tuition will not the CARES Act was critical to ensuring students and result in college for all. We strongly support keeping the institutions could pivot to online learning and respond federal higher education investment targeted on low- and quickly to the national emergency. NAICU supports middle-income students, wherever they choose to attend additional funding in the next relief package of at least college, and not on one sector of institutions. Private, $120 billion to support students with any part of cost of nonprofit colleges enroll the same percentage of Pell attendance, and for institutions to defray expenses Grant students as public colleges and are a key part of related to coronavirus. This emergency funding, along ensuring opportunity and choice in American higher with limited liability protection for institutions that education. follow public safety protocols to protect their students and communities, will help ensure that colleges can Tax Policy continue to fulfill their educational missions. The Tax Cuts and Jobs Act (TCJA), signed into law in December 2017, contained several tax hikes on private We also support refundable tax credits for nonprofit colleges and universities. While we applaud the repeal employers to cover the costs of any mandated paid sick of both the parking tax on nonprofit mass transit or family leave provisions and efforts to assist non- benefits and the kiddie tax rate increase on scholarship profits that self-insure with their unemployment and grant awards, we are still opposed to the private expenses. Finally, we applaud the expansion of Tax Code college endowment/net investment tax, the private Sec. 127, employer provided education assistance, to college salary tax, and the elimination of advance bond allow employers to help pay student loan amounts for refinancing. These taxes should also be repealed. They employees and support any efforts to increase the are punitive, unfair, and do nothing to help our annual benefit amount. institutions or the students we serve.
Student Aid Programs and Funding Campus Sexual Assault The federal student aid programs work together to help Students attending college should expect to find a safe and low-income students get into, stay in, and complete supportive environment. But current fluctuations in rules, college. NAICU supports and appreciates the proposed with little time for meaningful implementation, undermine increases provided for student aid in the House funding recent positive action towards changing campus culture. bill for FY2021. The increase in the Pell Grant maximum Federal initiatives to enhance campus safety must assure to $6,495, along with increases for SEOG, Federal Work the safety and fair treatment of all students. They must Study, TRIO and GEAR UP, are critical to ensuring also reflect the significant lessons learned during the past students are ready for college, and supported through decade’s efforts to address this problem. completion. We encourage the Senate to adopt these funding increases in the final FY2021 funding bill. Deferred Action for Childhood Arrivals (DACA) Together these programs make college possible for The Supreme Court decision in June to uphold the DACA millions of students each year. program coupled with the recent announcement that DHS will not process any additional DACA applications leaves Federal Student Loans DACA students understandably confused. Congress should Federal student loans are a critical access tool for take action to address the DACA program in a bipartisan millions of Americans. While most students have manner that will provide certainty to these students about manageable debt and repay their loans, it is still a the program going forward. concern. Attempts to address the debt issue need to be focused on those borrowers who are struggling the Veterans and Service Member Education most. Budget proposals to charge low-income students The federal investment in educational benefits for veteran interest while they are in school would cost working and military students has opened educational class and Pell students thousands of dollars. While we opportunities for many veterans. Particularly important support reasonable federal loan limits for borrowers, we are the Post-9/11 GI Bill and its “Yellow Ribbon” program. do not support a dramatic lowering of loan limits for We continue to work with Congress to ensure the VA can parents and graduate students, which would force many get student veterans their benefits under the “Forever GI to turn to the private market for loans for which they may not qualify. Page 1 of 2 Page 116 of 223
Bill” expansions in a timely manner. Colleges are being as to students from low- or middle-income families, and flexible as possible regarding the delay in payments, and stifle the development of new majors. Private, nonprofit are committed to continuing to offer a supportive campus colleges are deeply committed to ensuring students environment for veterans. have the opportunity to choose the major that best fits their needs regardless of their wealth. International Students There have been a host of federal efforts to more carefully Deregulation vet international students and to place greater limitations on Regulation and oversight in higher education is important their studies in the U.S. The openness of our colleges and to assuring accountability for federal dollars. However, universities is vital to our nation’s economy and to we encourage the elimination of higher education promoting our leadership in the world. We support efforts regulations that are stifling innovation or not serving their to ensure international students are welcome on U.S. intended purpose. Congress should decide what is critical campuses, while also ensuring American interests are to federal oversight, taxpayers, and higher education protected. consumers, and then limit reporting and related regulatory requirements to those areas. College Completion There is an important and heightened conversation taking Accreditation place regarding college completion. It is a long-time priority The core function of accreditation is ensuring the quality of independent colleges, which have the highest graduation of American higher education, while allowing its rates of any sector. We support initiatives that could diversity. We are concerned that accreditation is losing positively affect college completion, such as NAICU’s Pell its independence and becoming an agent of federal Plus proposal. compliance. Quality and diversity are accomplished through the peer-review process, and by an institution’s Freedom of Speech autonomy to establish its own mission and academic Promoting the free and open exchange of ideas is a standards. central tenet of higher education. In an era of increased protests on college campuses, Congress has considered Award and Transfer of Credit various proposals to regulate how institutions handle The awarding and defining of academic credit is central freedom of speech. Any such proposals must consider an to an institution’s academic mission, and to the value institution’s duty to balance free speech protections and meaning of its diploma. In a rapidly changing with other essential values, such as student safety, environment of increased student mobility and new inclusion, respect, and institutional mission. modes of course delivery, institutions are taking a careful look at their policies. However, federal mandates Student Privacy on the standards to be used are not only inappropriate, We support increased transparency, but also believe in but also place at risk one of the most effective quality the importance of protecting the confidentiality of control mechanisms in higher education. students’ personal information. Congress should give careful consideration to the new technology approach in Institutional Risk Sharing the Student Right to Know Before You Go Act, which has At private, nonprofit colleges, 74% of all aid for students the potential to get policymakers the information they comes from a college’s own resources. However, there is want without sacrificing student privacy. the perception among some that colleges and universities do not have enough “skin in the game” Title IV Eligibility by Major when it comes to educating students. Several different Historically, Title IV eligibility has been available proposals have been floated to require additional institution-wide to colleges that meet appropriate institutional risk-sharing. Such measures could add federal, state, and accreditation requirements. The significantly to the financial risk for institutions, affect proposal to base federal student aid eligibility on a their financial ratings and ratios, and drive up tuition. major-by-major basis as determined by former students’ Colleges already have significant “skin in the game” with repayment rates is misguided. This federal intrusion into low-income students and will continue to heavily invest academic decision making would create massive in their students. amounts of red tape, potentially shut off certain majors Page 117 oPagef 22 32 of 2 Federal Student Aid Summary
Washington January 2020
In the most recent federal budget, $132 billion was allocated to support students via federal student aid programs. Below is a summary of grant aid, work study, and federal loans that helped students and parents pay for college in your state and nationwide. Federal student aid is a top priority for NAICU.
Washington Nation
2018-19 Federal Pell Grants Awards Amount Awards Amount Pell Grants 105,430 $418,634,156 7,029,067 $28,396,799,130
2017-18 Campus-Based Programs
Supplemental Educational 34,923 $13,518,960 1,498,812 $741,748,396 Opportunity Grant (FSEOG)
Federal Work Study 7,752 $16,460,985 612,629 $1,002,206,293
2018-19 Federal Student Loans Loans Volume Subsidized 71,159 $262,862,879 5,221,665 $19,517,157,705 Unsubsidized 70,552 $275,665,755 5,153,887 $20,312,862,778 PLUS 12,744 $210,528,692 806,514 $12,672,961,828 Grad PLUS 7,401 $137,429,917 404,283 $9,386,296,151 Grad Unsubsidized 15,733 $307,125,020 1,438,145 $25,702,073,307
Sources: Data were obtained from the Office of Federal Student Aid, U.S. Department of Education. Data are current as of December 2019. Note: For institutions with branch campuses, information may be included with the main campus, central office, or under the name of the individual campus. Analysis Office of Research and Policy Analysis, NAICU
© NAICU January 2020 National Association of Independent Colleges and Universities 1025 Connecticut Ave., N.W., Suite 700, Washington DC 20036-5405 Tel: (202)785-8866 | www.naicu.edu
Page 118 of 223 Board Development Committee
Page 119 of 223
MEMORANDUM
October 15, 2020
To: ICW Board of Directors
From: ICW Board Development Committee Pat Callans, Chair; Executive Vice President, Administration, Costco Wholesale José E. Gaitán, Managing Member, The Gaitán Group, PLLC Kristofer Johnson, President & CEO, Association of Washington Business Carolyn Kelly, Retired President and CEO, The Seattle Times Terry Jones, Retired Market President – South Sound, U.S. Bank Kathleen Murray, President, Whitman College Shelly O‘Quinn, CEO, Innovia Foundation
ICW Staff Liaisons: Terri Standish-Kuon, President and CEO Etienne Rios, Associate Director, Research and Technology
This memorandum summarizes the discussions of the Board Development Committee’s meeting on September 24, 2020. Committee members noted in bold were present; those in italics contributed separately.
Introductions and remarks by Chair Pat Callans; Review of Committee Charge and Responsibilities
Committee Chair Pat Callans welcomed the attendees and reviewed the charge of the Board Development Committee. In brief, the Board Development Committee:
• Nominates Elected Directors; Institutional Directors, the officers and all committee members of the association • Creates and conducts an orientation session for new Board members • Recommends training sessions for the entire Board • Establishes and implements a mentorship program for new Board members • Evaluates Board participation and Board satisfaction
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Challenges During the COVID Era and Board Development Goals
Mr. Callans shared that the Presidents Committee met in late August to focus the association’s priorities on work that will be most valuable for our member campuses. This special meeting of the Presidents Committee came out of the Executive Committee’s discussions in April around strategic planning for the association. He noted that the Executive Committee had discussed how current strategic plan (2016- 2022) for ICW is not reflective of a redoubled commitment to policy engagement; nor is it reflective of the emerging priorities brought about by the lingering pandemic, the national conversation around racial justice, and the current economic climate. Rather than undertake a new strategic planning process, the Executive Committee requested that member presidents reflect on what work the association could undertake to be most helpful in this moment. Then, based on this input, the Executive Committee could set a 12-18 month tactical course for our work. The proposed goals for the Board Development Committee during this period are (final goals will be shared in the Board Book):
• Recruit new Board members to help fill gaps in the composition of the Board of Directors; be deliberate in this work, even if the Board does not remain at the full 40 members permitted by the bylaws. • Remain true to the Association’s longstanding intentionality around inviting diverse voices to consider Board service. Give attention especially to Black, Indigenous and Peoples of Color among other dimensions of diversity including industry sector, expertise, age/career stage, and gender. • Survey Board members to assess their participation; perceived value of the Fall and Spring meetings; and the perceived value of orientation and mentors. • Recommend changes in the Association’s bylaws for clarity and relevance along with revisions that may be required by changes to the Washington Nonprofit Corporations Act. (Partner: Finance and Audit Committee)
Recap of 2020 Board Survey Results
Mr. Callans moved on to talk about this year’s annual Board Survey results, which received eighteen respondents this year, down from 29 last year. The group agreed that the lower response rate is most likely related the COVID pandemic’s increased demand for attention elsewhere. Ms. O’Quinn shared how a similar survey sent by her organization experienced a similar lower response rate.
The scores are overall positive, especially around ICW’s mission and a better understanding of key issues; big improvements from last year around engagement and outreach efforts. In terms of our approach to mentoring, we heard from a single new Board member for this year’s survey. That response points to the importance of selecting Board members for the mentoring role who can devote the time to follow the checklist and timetable for interactions that we have set up. Ms. O’Quinn shared how her organization run a similar program but they do much more hands-on follow-up to assure the mentors and mentees connect, suggesting perhaps ICW should run a similar on-boarding with mentorship program.
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New Board Members for the Class of 2024, Future Needs of the Board
Mr. Callans reviewed the list of new Board members who were voted in for the class of 2024: • Ed Grogan: President, Summit Wealth Management (nominated by PLU President Allan Belton); Mentor: Steve Smith; Fund Development Committee • Carolyn Kelly: former President and COO of the Seattle Times (returning to the Board); Board Match: Diane Timberlake; Board Development Committee
In addition, Mr. Callans talked about an additional candidate for the Board for the same class, George Ka’ai, attorney with Miller Nash Graham & Dunn, was nominated by former Board member Jennifer Divine, a partner at Miller Nash Graham & Dunn. Mr. Callans talked about his very good conversation with Mr. Ka’ai and how he is a great candidate. The Board agreed to move forward George’s nomination to the Board. A link was sent after the meeting bringing George’s nomination forward for an electronic vote via survey and he was subsequently elected. Mr. Ka’ai is joining the Visibility Committee, and Ben Philips is his Board Mentor.
Discussion, Prospective Future Board members
Ms. Standish Kuon shared that we currently have four open seats on the Board (now three with the election of George Ka’ai). In addition, we have five members whose terms are expiring and not eligible for renewal. Further, depending upon the decisions of four Board members whose terms expire in 2021 (but are eligible for renewal), we may see as many as 12 slots open for the next fiscal year 2021-22. In looking to fill the slots, the Committee agreed that we want to stay true to our intentionality around inviting to the table diverse voices, especially Black, Indigenous and Peoples of Color.
Mr. Callans suggested the Committee can first work with the association staff to reach out to the members whose terms are expiring but are eligible for renewal. Ms. O’Quinn volunteered to reach out to Kris Johnson and Lorrie Scott, while Terry Jones will be reaching out to Tom Thoen and Randy Tinseth. If they all agree to continue their service, the open number of slots will stand at 8.
Ms. Standish-Kuon offered to reach out to three prospective Board members from key figures from the K-12/higher education area: • Tennille Jeffries-Simmons, Assistant Superintendent Office of System and School Improvement, Office of the Superintendent of Public Instruction and former Chief Human Resources Officer for Spokane Public Schools, and a Gonzaga University alumna • Scott Friedman, Associate Director, Association Washington School Principals and a Pacific Lutheran University and Gonzaga University alumnus • Gene Sharatt, former head of the Washington Student Achievement Council and former Executive Director for the Association of Educational Service Districts • Representative of a community-based organization focused on college access/college preparation
Page 122 of 223 Then, for the seats, the Committee discussed how the Board can ensure that representatives from the variety of industries that are the state’s largest are represented. To support the Committee’s discussions, Etienne Rios cross-checked its list of top 15 donors representing 75% of the gifts received in the last 10 years with the list of the top 25 largest employers in the state (as published by the Puget Sound Business Journal) to identify leading companies that are not currently donors, or not currently represented on the Board. From this analysis, the Committee discussed recruiting individuals from the following companies for Board service: • Alaska • Amazon • Boeing • One of the major private health systems, Providence, MultiCare, Virginia Mason, among others • Starbucks • T-Mobile
Additionally, Ms. O’Quinn recommended approaching a representative of Avista Utilities, and identifying a health systems representative from the Spokane area. Mr. Callans noted that Jose Gaitan had previously recommended that the Committee reach out to Maud Daudon, who currently leads Governor Inslee’s Career Connect Washington initiative. The full list of potential nominees is included with this report (see the following section of the Board Book), updated with the suggestions and plan of approach that came out of this meeting. Members of the Board Development Committee urge fellow Board members to review this roster and share their insights.
As the Board seeks to continue its practice around purposefully working to ensure a diversity of voices and perspectives, Mr. Callans described a Seattle University Board of Trustees that asked Board members to self-identify key dimensions of diversity and expertise. He asked the association staff do the same for the ICW Board. Mr. Rios has modified the Seattle University survey for ICW’s purposes and Ms. Standish-Kuon will make the request to Board members prior to the October Board meeting.
Mr. Callans asked if there was any other business, and after no one brought up any new topics, the meeting was adjourned.
Page 123 of 223 ICW Board of Directors, Annual Survey 2020 ANALYSIS
2020 ICW Board Survey Results - Average Score
Average score (green >= 4.0; Response Rate yellow between 3-3.9; (out of 37 Board Question red <3.0 Answer Count Members) Comments Committees address issues of substance and have adequate agendas and minutes for each meeting. 4.9 18 49% Board members are prepared for Board meeting and participate in the discussion.
4.8 18 49% I understand and support the mission of ICW. 4.8 18 49% I am knowledgeable about key issues facing ICW.
4.7 18 49% I advocate for the ICW colleges within my networks. 4.7 18 49% I actively engage in outreach efforts with donors, public policy work and/or visibility in the broader community. 4.7 18 49% The Board actively engages in discussion around significant issues. 4.7 18 49% The Board receives regular updates and takes the necessary steps to ensure the organization is well administered. 4.7 18 49% The Board chair effectively and appropriately leads and facilitates the Board meetings and the policy and governance work of the Board. 4.6 18 49% Board agendas are thoughtful and move the organization forward according to the strategic plan. 4.6 18 49% The Board actively engages in outreach efforts with donors, public policy work and/or visibility in the broader community. 4.6 18 49% The Board has a range of talents, experience, and knowledge to accomplish its role and uses its members’ talents and skills effectively. 4.5 18 49% The organization’s mission and strategic plan is well- understood and supported by the Board. 4.4 18 49% Communication is strong and clear between the Board and staff. 4.4 18 49% I have a good working relationship with the chief executive. 4.4 18 49% Opinions of Board members are sought and valued.
4.2 18 49% Information provided by staff is adequate to ensure effective Board governance and decision making. 4.1 18 49% I prepare for and participate in Board meetings and committee meetings. 4.0 3 8% I have meaningful work to do on this board and find serving on the Board to be a satisfying and rewarding experience. 4.0 3 8% I donate to ICW at least yearly. dropped by 22% from 3.7 18 49% 2019
Questions Related to Mentorship Program [Question to Mentee] My mentor was helpful in my transition onto this Board. 1.0 1 25% down 73% from LY. [Question to Mentor] I felt prepared for my role.
No Response 0 0% [Question to Mentor] The selection of me to mentor the person assigned to me was appropriate. No Response 0 0% down 16% from LY [Question to Mentor] I was able to connect with my mentee at least twice Y/N) No Response 0 0%
Page 124 of 223 2020 ICW Board Survey Results - Average Score vs Last Year Y/Y% change (green: most improved; yellow: some concern; Question red: most concerning) I actively engage in outreach efforts with donors, public policy work and/or visibility in the broader community. 21% Board members are prepared for Board meeting and participate in the discussion. 21% The Board actively engages in outreach efforts with donors, public policy work and/or visibility in the broader community. 17% Committees address issues of substance and have adequate agendas and minutes for each meeting. 14% The Board actively engages in discussion around significant issues. 11% I am knowledgeable about key issues facing ICW. 7% Board agendas are thoughtful and move the organization forward according to the strategic plan. 4% The organization’s mission and strategic plan is well-understood and supported by the Board. 2% I advocate for the ICW colleges within my networks. 2% The Board has a range of talents, experience, and knowledge to accomplish its role and uses its members’ talents and skills effectively. 2% Communication is strong and clear between the Board and staff.
0% The Board receives regular updates and takes the necessary steps to ensure the organization is well administered. 0% I understand and support the mission of ICW.
-1% The Board chair effectively and appropriately leads and facilitates the Board meetings and the policy and governance work of the Board. -3% I have a good working relationship with the chief executive. -5% Opinions of Board members are sought and valued.
-5% I have meaningful work to do on this board and find serving on the Board to be a satisfying and rewarding experience. -6% Information provided by staff is adequate to ensure effective Board governance and decision making. -10% I prepare for and participate in Board meetings and committee meetings.
-13% I donate to ICW at least yearly. -22% My mentor was helpful in my transition onto this Board. -73% The selection of me to mentor the person assigned to me was appropriate. No response I felt prepared to for my role. No response I was able to connect with my mentee at least twice Y/N) No response
Page 125 of 223 ICW Board of Directors, Annual Survey 2020
ANALYSIS
Additional Comments
As a committee chair, I received excellent staff support
I have only attended one board meeting and one virtual meeting so have responded neutral on topics I don't have enough familiarity with to assess. I find that the work on the visibility committee can be difficult. There's a constant tension between whether we want ICW to be a presence, or we want to direct all attention to the ten. Either approach can be valid, but they Therequire ICW different Board work strategies, well together, and it feels has highlylike we competent can start heading members down and one is effective road, and in thenworking swerve to achieve in another its mission. There are times when I wonder if there is more that I could be doing in support, but also know at times my time is spread thin. Wish I had been able to do more to help in past year, eg lobbying in Olympia.
I had limited interaction with my board mentor prior to my first board meeting. Perhaps consider providing the mentor a checklist of topics to cover with the mentee along with an expectation of holding at least one phone call prior to the first board meeting to discuss the checklist topics and to also help prep the mentee for the first meeting. I never heard from my mentor. He has since retired.
Are there areas that you would like the Board Development Committee to address when recruiting for the Board? (i.e. areas of expertise, sectors, businesses etc. that could be better represented on the Board) Being new, I do not have the experiences to perform this survey and needed to answer "neutral." to most. My inexperience could've have been improved had there been an onboarding program for new board members. I Ihad would heard like of to a seementor more program expertise and drawn I was from supposedly the tech assigned sector. Eithera mentor. big tech That with mentor potential did not large attend donors, the like Microsoft, or more of the startup and mid stage tech companies, that will either be, or can connect with some of Professionalthe major funders fundraising in the experience,future. non profit leadership
The board currently feels to have a good diversity of voices. I know we have had some changes and end of terms for board membership, so I would only say that we need to ensure that we keep our board with diverse views. The broad diversity of the Board is fairly well represented. I encourage Board Development to continue community outreach to retain diverse Board representation.
Page 126 of 223 BOARD NOMINATIONS -- Class of 2025 (beginning on 2021-22 term) Name (Last, First) Employer LinkedIn, other background links Institutional / Nominated by Lead in charge of Diversity Institutional Alma Mater Comments Elected contacting dimensions Trustee Friedman, Scott Associate Director, Association Washington http://www.awsp.org/contact- Elected Terri Standish-Kuon Terri Standish-Kuon Pacific Lutheran Given our interest in individuals with relevant School Principals us/staff-directory/executive- University expertise and a passion for independent higher team/scott-friedman education, K-12 education
Jeffries-Simmons, Tennille Assistant Superintendent Office of System https://www.linkedin.com/in/tennille- Elected Terri Standish-Kuon Terri Standish-Kuon Ethnic Gonzaga Given our interest in individuals with relevant and School Improvement, Office of the jeffries-simmons-7961a6137 University expertise and a passion for independent higher Superintendent of Public Instruction. Also education, K-12 education former Chief Human Resources Officer for Spokane Public Schools Hill, Latisha Vice President, Community & Economic Vitality, https://investor.avistacorp.com/m Elected Shelly O'Quinn Shelly O'Quinn Ethnic, Geo Avista anagement/latisha-hill Parker, George Boeing https://www.stmartin.edu/directo Institutional Terri Standish-Kuon Saint Martin's U Pres. Ethnic Saint Martin's Saint Martin's Proposed approach: have a conversation with ry/george-parker-phd-71 Roy Heynderickx to University University Pres. Roy Heynderickx if George would have contact first to gauge interest and time in joining the board interest. Repetti, Gregory MultiCare Health System https://www.linkedin.com/public- either Shelly O'Quinn Terri to approach Geo profile/in/greg-repetti-64664912? former Board Member Jamilia Sherls for introductions Sharrat, Gene Former head of the Washington Student https://www.linkedin.com/in/gene- Elected Terri Standish-Kuon Terri Standish-Kuon Achievement Council (WSAC) and former sharratt-50171b82 Executive Director for the Association of Educational Service Districts Wigfall, James Boeing, vice president of Shared Services https://www.citadel.edu/root/ssm- Kris Gonzales Kris Gonzales? Per Kris: "connection from Rick Gross, at Boeing, Group (SSG) csmc/91- was trustee at Evergreen... contributed or was academics/schools/ssm/22256-mr- helpful for the Ethics Bowl." jim-wigfall Zimmerman, Sandy Starbucks https://www.linkedin.com/in/sand Elected Violet Boyer Kris Gonzales Age Seattle Pacific SPU Young Alum. Matched Savings student. yzimmermann/ University Defer for one year – check in for 2019 class. 2019: Kris Gonzales reached out, coffee planned for week of April 22 TBD A representative of a community-based either organization focused on college access/college preparation TBD Alaska Airlines either Terri to approach Terri to approach Shaunta for an introduction to former Board Member a former colleague. Shaunta Hyde for introductions TBD Amazon either Pat Callans to approach Dina Fifadra for ideas
TBD T-Mobile either TBD Someone w/ professional fundraising either experience, non profit leadership
Short Term Name (Last, First) Employer LinkedIn, other background links Institutional / Nominated by Lead in charge of Diversity Institutional Alma Mater Comments Elected contacting dimensions Trustee Baird, Brian served on Nat'l institue of science, chaired José Gaitan Psych dept at PLU, former US Representative
Daudon, Maud Career Connect Washington, former CEO and José Gaitan José Gaitan President at Seattle Metropolitan Chamber https://www.linkedin.com/in/mau of Commerce d-daudon-550188b Heaston, Suzanne Retired HR Dept at Bechtel Kevin Bouchey IT Kris Johnson knows her and highly recommends her. Heath, Jack Washington Trust https://www.watrust.com/about/ Julie Prince, Laura Geo GU Board of Regents, GU MBA. our-story/leadership Lawton Terri will reach out to Julie Prince to ask about Jack's status, Kris Johnson knows him and highly recommends him. Nobles, T'wina President and CEO, The Tacoma Urban Kris Gonzales Kris Gonzales Ethnic League https://www.linkedin.com/in/twinafranklin Pettis, Faith Pacifica Law Group http://www.pacificalawgroup.com Violet Boyer Ethnic Counsel to facilities authority. /attorneys/faith-pettis/ Shreeve, Evangelina Director, STEM Education and Outreach, Terri Standish-Kuon Ethnic PNNL Small, Ben Superintendent, Central Valley School District https://www.cvsd.org/apps/pages Shelly O'Quinn Shelly: He's engaged w/ AWB and been active in /index.jsp?uREC_ID=1230532&typ making connections between the K-12 world and e=d&pREC_ID=1462758 the business community. Even if he’s too busy to join, Mrs. O’Quinn thinks he may have some recommendations himself. Kris Johnson knows him and highly recommends him. Smith, Wade Superintendent, Walla Walla Public Schools https://www.wwps.org/departme Kathy Murray Kathy Murray nts/superintendent/wade-smith
Medium Term Name (Last, First) Employer LinkedIn, other background links Institutional / Nominated by Lead in charge of Diversity Institutional Alma Mater Comments Elected contacting dimensions Trustee Adams, Miller Triad Partners https://www.linkedin.com/in/r- Carolyn Kelly Ethnic From Carolyn Kelly: "Miller has been talked to by miller-adams-961a0741/ several folks but is so busy he always says no, worth keeping on list though." Beiermann, Austin https://www.linkedin.com/in/austi Violet Boyer Age/geo Pacific Lutheran PLU alum. Great leader. Active in WaSEN n-beiermann-16ba0944/ University Beyer, Dave Everett Community College http://www.everettcc.edu/news/t Kris Johnson ags/david-beyer Cates, Becky Ret. Expeditors VP https://www.linkedin.com/in/beck Julie Prince Geo GU Trustee. y-cates-878463a Griffin, Bernadine Managing Director, 5th Ave Theatre https://www.linkedin.com/in/bern Saint Martin's U adine-griffin-35047312/ Fraser, Karen Retired State Senator (D) https://en.wikipedia.org/wiki/Kare Visibility Committee Geo Strong supporter. Just retired. Close to St. n_Fraser Martins Freier, John T-Mobile SVP https://www.linkedin.com/in/jonfr Dina Fifadra Lubbock Christian U eier/ Gardner Gates, Mimi Seattle Art Museum https://en.wikipedia.org/wiki/Mim Institutional Kris Gonzales Heritage U i_Gardner_Gates
Page 127 of 223 Name (Last, First) Employer LinkedIn, other background links Institutional / Nominated by Lead in charge of Diversity Institutional Alma Mater Comments Elected contacting dimensions Trustee Heredia, Norma https://www.seattletimes.com/opi Violet Boyer Age/Ethnic/ge Whitworth Whitworth Alum. Great leader, active in WaSEN nion/fund-the-state-need-grant- nder/geo University we-are-worth-the-investment/ Holm, Eric Julie Prince Hutton, Todd Retired College President https://www.utica.edu/news/stori Elected Violet Boyer Geo Former Pres of UticaCollege. Attended EB es/who-is-todd-hutton/ Jensen, Raychel Satterberg Foundation Carolyn Kelly from Carolyn Kelly: "Raychael would be great but have lost touch with her and don't have current info" Johnson, Michelle Chancellor of Pierce College https://www.pierce.ctc.edu/leader Terry Jones ship Johnston, Drew Whitman College Sr. Government Affairs Manager , Vulcan D 206.342.2752 | M 206.492.9137 Linnen, Paula Pacific NW Nat’l Lab https://www.pnnl.gov/about/bio/ Institutional Kevin Bouchey Geo/Gender Heritage U On Heritage Board. Andrew says yes. Pat has PaulaLinnen.asp contacted. Pat Callans introduced; Terri will visit Paula at Pacific Northwest National Laboratory on 6/26 Mackie, Jill Senior Vice President of Public Affairs, Vigor https://www.akbizmag.com/indus Carolyn Kelly From Carolyn Kelly: "Jill is busy but interested." LLC try/transportation/Jill-Mackie- Pat to follow up. joins-Vigor-executive-team-as- Senior-Vice-President-of-Public- Affairs/
https://www.linkedin.com/in/jill- mackie-38a3326/ Maher, Nicole CEO, Group Health Community Foundation https://www.linkedin.com/in/nich Laura Rehrmann just started on this role, not likely until late 2019. olemaher/ Pat has contacted.
nmaher@grouphealthfoundation. org McKenna, Rob https://en.wikipedia.org/wiki/Rob José Gaitan UW, U of Chicago law _McKenna Merle, Denise Weyerhauser Carolyn Kelly Senior Vice President and Chief Administration Officer Morgan, Kristen N. Dean, Corrections Education, Edmonds https://myedmondsnews.com/201 Elected Terri Standish-Kuon faculty with tie to corrections programs, and to Community College 9/12/edmonds-cc-hires-new- counseling, educated at SU and SPU deans-for-business-health-and- human-services-and-corrections- education/ Morris, Scott Avista Betsy Cowles Ask Kris Johnson about next in line for leadership. Pat to follow-up w/ Betsy. From Betsy (M Arch 2019): "Scott is just unwinding a major deal they had. I think if you asked now, he’d say no. If you wait until the fall, there’s a better shot. Ping me again in the late summer or early fall about Scott. In the meantime, when I see him next I’ll plant the seed."
Moye, Peter Witherspoon Brajcich, McPhee PLLC Lorrie Scott Geo Gonzaga Spokane Lawyer, well-known in Olympia. Serves University on Symphony/Fox and Museum of Arts and Culture boards
Nguyen, Linda Chief Executive Officer for WorkForce Central https://workforce- Terry Jones Terry Jones: She is very highly regarded in and chief staff to the Pierce County central.org/about/our- Tacoma for everything workforce development Workforce Development Council (WDC) leadership/1765-2/ related, and I think she would be a tremendous addition to our board. Not sure if she is even interested, but thought I would put her on your radar. O'Neill, Richard Neville Peterson LLP , Legal Services http://seattlebusinessmag.com/ric Terri Standish-Kuon ties to Saint hard-oneill Martin’s and SU Law Osmer, Sarah T-Mobile VP Dina Fifadra Was at Starbucks Pigott, Jim Institutional Kris Gonzales Heritage U Silverman, Ami Microsoft https://www.linkedin.com/in/ami- Dina Fifadra Was at TMobile silverman-28400a3/ Stewart, Kevin Dean, Business, Edmonds Community College https://myedmondsnews.com/201 Elected Terri Standish-Kuon 9/12/edmonds-cc-hires-new- deans-for-business-health-and- human-services-and-corrections- education/ Stoever, Hank Engineer at Blockstack https://www.linkedin.com/in/hank Terri Standish-Kuon stoever/ father leads AGB in DC Thompson, Rowland Whitman College lobbies for the Washington Newspaper Publishers Association. ROWLAND THOMPSON, PO BOX 29, OLYMPIA, WA 985070029 Telephone: 3609439960 , Alt: 3609513838 Email: [email protected]
Ting, Don Pyrotek Betsy Cowles Harvard, Oxford, Stanford. Pat to follow-up w/ Betsy. Betsy (March 2019): "Don is out of the country a lot and saying no to other boards, so I’d say table this one for a year or two." Townsend, Karen Dean, Health and Human Services, Edmonds https://myedmondsnews.com/201 Elected Terri Standish-Kuon Community College 9/12/edmonds-cc-hires-new- deans-for-business-health-and- human-services-and-corrections- education/ Underwood, Linda US Bank https://www.linkedin.com/in/linda- Terry Jones underwood-a249a83b/ West, Jennifer PR https://www.linkedin.com/in/jenni Julie Prince Likely for 2018 or 19 (Julie’s sister) ferpwest/
Page 128 of 223 Independent Colleges of Washington Board of Directors, Member Terms
Years Until 2019-20 Committee <10 yrs Out of End of 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 # First Name Last Name Membership Type Past/Current Terms Served [Boldface = Executive Committee] Industry/Sector College Current Term 1 Available Elected 2 Available Elected 3 Available Institutional 4 Dina Fifadra Elected 2014-17, 2017-21 Fund Development Technology 1 E 5 Jose E. Gaitan Elected 2014-17, 2017-21 Board Development Legal 1 E 6 Liz Gorman Elected 2014-17, 2017-21 Visibility Communications 1 E 7 Shelly O'Quinn Institutional (Whitworth) 2014-17, 2017-21 Board Development Non-profit/Arts 1 I 8 Ben Phillips Elected 2014-17, 2017-21 Visibility Technology Y 1 E 9 Lorrie Scott Elected 2017-21 Public Policy Legal 1 E E E E E 10 Laura Rehrmann Elected 2008-14, 2015-18, 2018-22 Fund Development, Chair Fundraising Executive 2 E E 11 Gordon Clark Elected 2018-22 Public Policy Business 2 E E E E E E 12 Terry Jones Elected* 2015-18, 2018-22 Board Development / Executive, Vice Chair Banking (Retired) 2 E E E E E E 13 Parker Phend Elected 2018-22 Visibility, Chair Technology Y 2 E E E E E E 14 Nikisha Reyes-Grange Elected 2018-22 Fund Development Technology 2 E E E E E E 15 Kimerly Rorschach Elected 2018-22 Visibility Non-profit/Arts 2 E E E E E E 16 Steve Smith Elected 2018-22 Public Policy Non-profit 2 E E E E E E 17 Jim Yearby Elected* 2015-18, 2018-22 Finance & Audit, Chair / Executive, Secretary Human Resources 2 E E E E E E 18 Diane Marie Timberlake Institutional (Gonzaga) 2019-23 Public Policy Medical 3 I I I I I I 19 Mike Ridgeway Elected 2019-23 Visibility Science 3 E E E E E E 20 Betsy Cadwallader Elected 2019-23 Fund Development Banking 3 E E E E E E 21 Andrew Prather Elected 2019-23 Finance & Audit CPA 3 E E E E E E 22 Adriana Villafan Elected 2019-21 (fullfilling unexp term)Public Policy Non-profit/Arts Y 4 E E E E E E 23 Pat Callans Institutional* (Seattle U) 2016-20,2020-24 Board Development, Chair Business 4 I I I I I I 24 Ed Grogan Institutional (PLU) 2020-24 Fund Development Business 4 I I I I I I 25 Carolyn Kelly Elected 2013-16, 2016-19, 2020-24 Board Development Media (Retired) 4 E E E E E E 26 George Ka'ai Elected 2020-24 Visibility Legal Y 4 E E E E E E 27 Kristofer Johnson Elected 2017-21 Board Development Business Association 1 E E E E E 28 Tom Thoen Elected 2017-21 Fund Development Banking 1 E E E E E 29 Randy Tinseth Elected 2017-21 Fund Development Marketing 1 E E E E E 30 Allan Belton Ex Officio 2017-present Finance & Audit University President n/a ExO ExO ExO ExO ExO ExO 31 Isiaah Crawford Ex Officio 2016-present Public Policy, Chair University President n/a ExO ExO ExO ExO ExO ExO 32 Roy F. Heynderickx Ex Officio 2009-present Finance & Audit University President n/a ExO ExO ExO ExO ExO ExO 33 Daniel J. Martin Ex Officio 2012-present Fund Development University President n/a ExO ExO ExO ExO ExO ExO 34 Thayne M. McCulloh Ex Officio 2009-present Public Policy University President n/a ExO ExO ExO ExO ExO ExO 35 John McVay Ex Officio 2006-present Executive, Board Chair University President n/a ExO ExO ExO ExO ExO ExO 36 Kathleen M. Murray Ex Officio 2015-present Board Development University President n/a ExO ExO ExO ExO ExO ExO 37 Terri Standish-Kuon Ex Officio 2018-present Executive Non-profit n/a ExO ExO ExO ExO ExO ExO 38 Andrew C. Sund Ex Officio 2017-present Visibility University President n/a ExO ExO ExO ExO ExO ExO 39 Stephen V. Sundborg Ex Officio 1997-present Fund Development / Presidents, Chair University President n/a ExO ExO ExO ExO ExO ExO 40 Beck A. Taylor Ex Officio 2010-present Public Policy / Executive, Past Chair University President n/a ExO ExO ExO ExO ExO ExO 41 Richard E. Bangert II Emeritus --- Finance & Audit Business (Retired) n/a Em Em Em Em Em Em 42 Kenneth J. Goodchild Emeritus --- Fund Development Business (Retired) n/a Em Em Em Em Em Em
Color Key: E Elected Member I Institutional Member ExO ExOfficio Member Em Emeritus Member Eligible to Serve * Bylaws Section 4.5 terms: "....an Elected Director or an Institutional Director may serve for one (1) additional consecutive term if he or she is a member of the Executive and Board Development Committee or is the Chairperson of any other committee of this corporation at the time of expiration of what would otherwise be his or her final term as a member of the Board of Directors."
ICW_Board MASTER 10/21/2020 https://icwashington.org/surveys/?id=BOD_Composition_Survey Please indicate your age range: Under 40 40-49 50-59 60-69 70-79 80+ To which gender identity do you most closely identify? Female Male Other If other gender, please specify:
Race and Ethnicity: How would you describe yourself? (choose all that apply) Black or African American Asian or Pacific Islander Native American or Alaska Native Hispanic or Latinx White Other (please indicate below) If other race/ethnicity, please specify:
Please indicate your geographical location: Eastern Washington Central Washington Western Washington West Coast (Other than WA)
Page 130 of 223 Other Please indicate your areas of expertise and knowledge (choose all that apply): Banking, Finance, Accounting Business, Entrepreneurship Construction, Manufacturing Education (K-12 or Higher) Fundraising Legal Marketing, Media, PR Medical Non-profit, The Arts Technology, Science, Engineering If none of the areas of expertise above apply to you, please indicate:
Please indicate your networks and areas of influence. Please check all that apply. Civic and Community Organizations Community Partnerships and Development Diversity, Equity and Inclusion Executive and Board Leadership Foundations Global Health Government Relations STEM Education, Technology The Arts Venture Capital If none of the areas of influence above apply to you, please indicate:
Complete Survey
Page 131 of 223 Finance and Audit Committee
Page 132 of 223
MEMORANDUM
October 15, 2020
To: ICW Board of Directors
From: ICW Finance and Audit Committee Jim Yearby, Chair; Vice President, Human Resources, United Way of King County Richard (Dick) Bangert, Retired, PACCAR; Emeritus Allan Belton, President, Pacific Lutheran University Roy Heynderickx, President, Saint Martin’s University Andrew Prather, Shareholder, Clark Nuber Campus Liaison: Sherry Mondou, Executive Vice President & CFO, University of Puget Sound
ICW Staff Liaisons: Terri Standish-Kuon, President and CEO Patty Daniels, Director of Finance
This memorandum summarizes the discussions of the Finance and Audit Committee’s meeting on October 14, 2020, Committee members noted in bold were present.
Committee Chair Jim Yearby welcomed the committee members and reviewed the agenda and sought input on other items the Committee wanted to discuss.
Review of Committee Charge and Responsibilities
Mr. Yearby briefly reviewed the charge of the Finance and Audit Committee per the association’s bylaws, highlighting that the committee analyzes the associations’ financial reports and audits and provides and makes recommendations relating to the financial management and practices including budget and internal controls. Dick Bangert noted that the committee does not manage but rather reviews and oversees the endowment and trust funds. Roy Heynderickx observed that the committee accepts the audit rather than merely reviewing it. Staff noted both items for when the bylaws are reviewed and updated so as this section of the bylaws can better reflect the Committee’s role.
• Analyzes the corporation’s financial reports • Provides guidance and make recommendations relating to the financial management and administrative practices, including without limitation, credit policy, accounting, budget and internal controls
Page 133 of 223 • Manage endowments, trust funds and money donated for specific purposes and all other investments • Makes reports to the Executive Committee and Board of Directors • Review audits of the corporation prepared by outside auditors
Review the Presentation of the Audited Financial Statements
Mr. Yearby introduced Veronica Cook, Senior Manager at BDO, and Nathan Hartman, Partner at BDO, to review the audited financial statements. Highlighting key points of the presentation:
• ICW has healthy working capital, with significant increased revenues in this fiscal year. • The functional expenses report clearly shows that ICW is effectively fulfilling its mission using its resources. • The Financial Statements reflect new accounting standards for revenue recognition, this including revenue from contracts with customers (“Topic 606”). The pronouncement was issued to clarify the principles for recognizing revenue, and the core principle of the guidance is that an entity shall recognize revenue to depict the transfer of promised goods or services to customers in an amount that reflects the consideration to which the entity expects to be entitled in exchange for those goods or services. ICW has elected to defer implementation of Topic 606 until year ending June 30, 2021. • Effective for FY 2021, we should anticipate the new accounting standards for recording leases on the balance sheet. Under its core principal, a lessee will recognize right-of-use assets and related lease liabilities on the balance sheet/statement of financial position for all arrangements with terms longer than 12 months.
Mr. Prather asked for clarification on where the $300,000 bequest that the association received in the spring was recorded. Ms. Cook explained that the gift was recorded as a contribution without donor restrictions.
Mr. Bangert asked for additional information around the scope and accounting guidance for contributions received and contributions made. Ms. Cook stated that the guidance was issued to standardize how grants and contracts are classified, the standard will assist in evaluating how contribution transactions should be accounted for.
Terri Standish-Kuon and Patty Daniels left the room. The Committee adjourned to Executive Session.
Ms. Standish-Kuon and Ms. Daniels returned to the room; Sherry Mondou congratulated the staff on a good, clean audit.
Ms. Cook noted that changes in the Payroll Protection Program necessitated an update to the version of the financial statements that the Committee received. Mr. Bangert made a motion to accept the audit contingent on that update being made. Mr. Heynderickx seconded the motion. The audit was unanimously accepted by the Finance and Audit Committee.
Following the meeting, Ms. Cook made the change on pages 6, 14 to correctly show the full amount of the associations’ Payroll Protection Program loan as a long-term liability ($100,443) rather than splitting
Page 134 of 223 the amount into short-term note payable, current position and a long-term note payable net of current position.
ICW Lease Update
Mr. Yearby noted that the association’s current lease expires in June 2021 and asked Ms. Standish-Kuon to brief the committee on the staff’s approach to a possible renewal. Ms. Standish-Kuon shared that Ms. Daniels had gathered preliminary information from three brokers who have expertise in the Seattle market. Ms. Standish-Kuon expressed appreciation to Mr. Bangert for his assistance in interviewing two firms: Hughes Marino (Gavin Curtis) and Kidder Matthews (Patricia Loveall and Ben Garrett).
Mr. Bangert spoke to his 25-year relationship with Kidder Mathews from his work with PACCAR. He noted that Ms. Loveall has been his go-to person since Jerry Mathews retired and that while he had not worked with Mr. Garrett, he has more than 14 years of experience, including negotiating leases with our landlord. Mr. Bangert noted that Mr. Curtis had been with CBRE prior to joining Hughes Marino. Regardless of our selection, Mr. Bangert noted that the landlord pays the broker’s fee.
Reflecting on what she and Mr. Bangert had learned from those interviews, Ms. Standish-Kuon reported: • Our current landlord is starting negotiations at $44-47.00/square foot ($3.25-5.25 more per sq. ft. than the $41.75 we will pay for May-June 2021, or about $930 more/month, $11,125 more/year). • The longer we are able to tolerate waiting, the more negotiations will be favorable (pricing; concession, e.g., free rent and tenant improvements). We will need to balance this work with the demands of the Legislative Session with enough time to also accommodate the work that comes with closing our fiscal year. • It may make sense to consider a shorter-term renewal instead of a five-year term, given volatility. Longer term leases do not make sense in light of the many uncertainties facing our member campuses. • We need to identify and visit other space options, both to know what is available, and as a negotiating tactic. • The volume of sublease space available is growing by the day; some spaces would come fully or partially furnished. Still, there are risks to subleasing, as we may be forced to move again.
Mr. Bangert concurred, noting that both brokers have indicated the Seattle office lease market has not begun to collapse but it will. He said that it was important to gauge our landlord’s willingness to negotiate, and we would need acceptable alternatives to be credible. He shared that although the association rents only approximately 2,100 sq. ft., we pay on time, and we have not been demanding. He concluded that ICW is a desirable tenant. He urged that the association engage a broker now and begin market research for our needs, especially to evaluate options before Thanksgiving.
Ms. Standish-Kuon described that generally, we are seeking: • Secure, clean, bright space for 6 full-time, 3 part-time staff • Approximately 2,500 square feet (currently we have 2,119 square feet) • A location that is accessible by light rail, bus, ferries, no further north than our current location and within a postal area that would permit us to use “Seattle, WA” as our address • One parking space required, additional parking preferred • Small kitchenette with sink • Shared conference room facilities available for groups up to 25
Page 135 of 223 • Conference room/common space for 10-12 within office suite with the technology infrastructure to support videoconferencing/projection • On-site security
Mr. Bangert asked Committee members which had seen the association’s office space, and several Committee members noted that they were aware that the space is tight. Allan Belton noted that a local north of the airport, accessible to light rail and public transportation seemed reasonable, and that it makes sense to look at possible options of either expanding our current space or increasing square footage, if it is feasible option.
Ms. Standish-Kuon recommended that the association continue working with Kidder Matthews. She subsequently notified both Hughes Marino and Kidder Matthews of the association’s decision and is making plans to outline next steps with Kidder Matthews.
Investing Operating Reserves
Mr. Yearby reminded the Committee that one of the association’s CDs with a face value of $50K, which had been scheduled to mature in 2023, was called in earlier this year. The association has three CDs, one maturing in a few weeks, and the others maturing in 2021 and 2022. Typically, ICW keeps approximately $150K of operating reserves in multiple CD’s maturing over three or four years, reinvesting as they mature. Staff shared with the Committee quotes from US Bank’s Wealth Management for CD rates ranging from 0.242% YTM to 0.281% YTM for certificates that mature in August 2023.
Committee members reviewed and discussed the current low rates of returns on CDs. Ms. Mondou asked about the association’s time horizon for the funds. Mr. Heynderickx asked staff to review existing investment policies to see what restrictions may be in place regarding preservation of capital and risk tolerance.
Ms. Standish-Kuon and Ms. Daniels subsequently stated they would review the investment policy for guidance and report back to the Committee.
ICW COVID-19 Office Protocols Update
Mr. Yearby called on Patty Daniels to describe the ICW office protocols for returning to the office. She noted that staff has returned to the office on a staggered schedule to reduce density and support social distancing. The association has purchased masks, hand sanitizer, and wipes and set up new in-office procedures. Laptops and docking stations have been purchased to enhance remote working. Ms. Mondou asked whether any staff had tested positive for COVID-19; Ms. Standish-Kuon replied that no one had.
Payroll Protection Program (PPP) Loan Update
Mr. Yearby reported that the association received a $100,443 PPP loan in May and we are awaiting an email invitation from U.S. Bank to access its forgiveness portal so we can submit the required documentation. After submission, the U.S. Bank review process can take up to 60 days. Following the completion of our review, US Bank will submit a decision on our loan forgiveness application to the Small Business Administration (SBA) for its final review. From the submission date, the SBA has up to 90
Page 136 of 223 days to render a decision on the amount of forgiveness that will be granted.
Ms. Standish-Kuon asked Ms. Daniels to update the committee on usage of the PPP funds. Ms. Daniels reported the association received funding from the PPP loan in late May. Ms. Daniels stated that the association used 67% of the funding on payroll expenses retaining all staff members through the pandemic, the balance of the funds was expensed for rent and healthcare.
Mr. Heynderickx stated that he understood why the association applied for the PPP loan during these uncertain times while raising the question of whether the association will qualify for forgiveness in light of the audit’s report on positive working capital. Ms. Mondou asked whether the association had met the program’s intended purposes of retaining staff without cuts in pay. Ms. Standish-Kuon confirmed that the association retain all employees with no salary reductions.
Review the Strategic Plan/goals of the Finance and Audit
Mr. Yearby shared the background of the goals for the strategic plan stating the Presidents Committee met in late August to focus the association's priorities on work that will be most valuable for our member campuses. This special meeting of the Presidents Committee came out of the Executive Committee’s discussions in April around strategic planning for the association.
Mr. Yearby reported that the current strategic plan (2016-2022) is not reflective of a redoubled commitment to policy engagement; nor is it reflective of the emerging priorities brought about by the lingering pandemic, the national conversation around racial justice, and the current economic climate.
Rather than undertake a new strategic planning process, the Executive Committee requested that member presidents reflect on what work the association could undertake to be most helpful in this moment. Then, based on this input, the Executive Committee could set a 12-18 month tactical course for our work.
• Achieve a clean audit; file IRS Form 990 and Form 5500. • Seek full forgiveness of Payroll Protection Program loan. • Negotiate new lease for the association’s office. • Review the association’s accounting system to maximize functionality, support reporting, and provide tools to program managers. • Review the association’s investment philosophy around cash reserves. • Promote offerings of the Coalition College Cost Savings and E&I Cooperative Services. • Convene for professional development and information sharing campus colleagues in the areas of finance, human resources and purchasing. • Implement changes as required by revisions to the Washington Nonprofit Corporations Act. (Partner: Board Development Committee)
The committee had a brief discussion on the QuickBooks accounting program currently being used by the association. Ms. Standish-Kuon reported that the association is researching options of moving the QuickBooks accounting from desktop to cloud, and is exploring the options of moving from two company ledgers (Operating and Trust) to a single general ledger using classes for reporting purposes. Committee members agreed that this makes sense to consider, and noted that consolidation was consistent with the conversation Committee members had in Executive Session with the auditors.
Page 137 of 223 Independent Colleges of Washington
Financial Statements Years Ended June 30, 2020 and 2019
DRAFT
Page 138 of 223 Independent Colleges of Washington
Financial Statements Years Ended June 30, 2020 and 2019
DRAFT
Page 139 of 223 Independent Auditor’s Report 3 - 4
Financial Statements
Statements of Financial Position 6
Statements of Activities 7
Statements of Functional Expenses 8
Statements of Cash Flows 9
Notes to Financial Statements 10 - 19
Supplemental Information
Statement of Financial Position – By Program 21
Statement of Activities – By Program 22
DRAFT
Page 140 of 223 Independent Auditor’s Report
To the Board of Directors Independent Colleges of Washington Seattle, Washington
We have audited the accompanying financial statements of Independent Colleges of Washington, which comprise the statement of financial position as of June 30, 2020, and the related statements of activities, functional expenses, and cash flows for the year then ended, and the related notes to the financial statements.
Management’s Responsibility for the Financial Statements
Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.
Auditor’s Responsibility
Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with auditing standards generally accepted in the United States of America. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.
We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.
Opinion
In our opinion, the financial statements referred to above present fairly, in all material respects, the financialDRAFT position of Independent Colleges of Washington as of June 30, 2020, and the changes
Page 141 of 223 in its net assets and its cash flows for the year then ended in accordance with accounting principles generally accepted in the United States of America.
Report on Supplemental Information
Our audit was conducted for the purpose of forming an opinion on the financial statements as a whole. The accompanying statement of financial position – by program and statement of activities – by program are presented for purposes of additional analysis and are not a required part of the financial statements. Such information is the responsibility of management and was derived from and relates directly to the underlying accounting and other records used to prepare the financial statements. The information has been subjected to the auditing procedures applied in the audit of the financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the financial statements or to the financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the information is fairly stated in all material respects in relation to the financial statements as a whole.
Prior-Period Financial Statements
The financial statements of Independent Colleges of Washington as of and for the year ended June 30, 2019, were audited by Peterson Sullivan LLP (“PS”), whose partners and professional staff joined BDO USA, LLP as of November 1, 2019, and has subsequently ceased operations. PS expressed an unmodified opinion on those financial statements in their report dated October 1, 2019.
_____ DRAFT
Page 142 of 223 Financial Statements
DRAFT
Page 143 of 223 June 30, 2020 2019
Assets
Current Assets Cash and cash equivalents $ 1,675,936 $ 955,677 Pledges receivable 177,603 30,250 Member dues receivable 21,101 18,220 Investments, current portion 77,629 - Prepaid expenses 3,954 408
Total Current Assets 1,956,223 1,004,555
Investments, net of current portion 25,116 151,523 Investments held for endowment 823,280 775,955 Furniture and equipment, less accumulated depreciation of $46,365 in 2020 and $45,184 in 2019 - 1,181
Total Other Assets 848,396 928,659
Total Assets $ 2,804,619 $ 1,933,214
Liabilities and Net Assets
Current Liabilities Distributions payable to colleges $ 285,398 $ 223,574 Accrued expenses 61,673 42,702 Note payable, current portion 37,538 -
Total Current Liabilities 384,609 266,276
Note payable, net of current portion 62,905 - Deferred rent liability 7,729 6,143
Total Liabilities 455,243 272,419
Net Assets Without donor restrictions 729,615 372,371 With donor restrictions 1,619,761 1,288,424
Total Net Assets 2,349,376 1,660,795
Total Liabilities and Net Assets $ 2,804,619 $ 1,933,214
DRAFTSee accompanying notes to financial statements.
Page 144 of 223 2020 2019 Without Donor With Donor Without Donor With Donor Years Ended June 30, Restrictions Restrictions Total Restrictions Restrictions Total Support and Revenue Contributions $ 295,500 $ 946,548 $ 1,242,048 $ 6,717 $ 591,999 $ 598,716 In-kind contributions 179,209 - 179,209 174,643 - 174,643 Total contributions raised 474,709 946,548 1,421,257 181,360 591,999 773,359 Member dues 1,008,872 - 1,008,872 998,891 - 998,891 Interest and dividend income 8,038 19,546 27,584 13,109 17,158 30,267 Realized and unrealized gains on investments 4,245 44,879 49,124 2,204 45,313 47,517 Net assets released from restrictions 679,636 (679,636) - 757,880 (757,880) - Total Support And Revenue 2,175,500 331,337 2,506,837 1,953,444 (103,410) 1,850,034 Expenses Program services Distributions to member institutions Distributions 198,101 - 198,101 247,038 - 247,038 Distributions in-kind 173,100 - 173,100 173,100 - 173,100 Funds for scholarships 349,671 - 349,671 367,699 - 367,699 Total distributions 720,872 - 720,872 787,837 - 787,837 Other program expenses 779,735 - 779,735 814,364 - 814,364 Total program services 1,500,607 - 1,500,607 1,602,201 - 1,602,201 Supporting services Administrative expenses 289,477 - 289,477 271,382 - 271,382 Fundraising expenses 28,172 - 28,172 48,660 - 48,660 Total Expenses 1,818,256 - 1,818,256 1,922,243 - 1,922,243 Change in Net Assets 357,244 331,337 688,581 31,201 (103,410) (72,209) Net Assets, beginning of year 372,371 1,288,424 1,660,795 341,170 1,391,834 1,733,004 Net Assets, end of year $ 729,615 $ 1,619,761 $ 2,349,376 $ 372,371 $ 1,288,424 $ 1,660,795
See accompanying notes to financial statements. DRAFTPage 145 of 223 2020 2019 Program Administrative Fundraising Program Administrative Fundraising Years Ended June 30, Expenses Expenses Expenses Total Expenses Expenses Expenses Total
Salaries $ 412,530 $ 184,713 $ 18,471 $ 615,714 $ 454,614 $ 180,616 $ 33,448 $ 668,678 Retirement 33,351 14,933 1,493 49,777 35,365 14,042 2,600 52,007 Medical and benefits 27,116 12,142 1,214 40,472 33,469 13,289 2,461 49,219 Payroll taxes 26,840 12,018 1,202 40,060 27,136 10,774 1,995 39,905
Total Employment Costs 499,837 223,806 22,380 746,023 550,584 218,721 40,504 809,809
Distributions to member institutions 720,872 - - 720,872 787,837 - - 787,837 Occupancy 52,572 23,540 2,354 78,466 45,753 18,166 3,364 67,283 Washington Student Engagement Network Program 52,972 - - 52,972 66,589 - - 66,589 Professional fees 28,856 12,921 1,292 43,069 21,848 8,675 1,607 32,130 Promotion and visibility 31,348 - - 31,348 18,926 - - 18,926 Auto, travel, parking, and transportation 20,493 9,176 918 30,587 22,940 9,108 1,687 33,735 Computer software and maintenance 13,420 6,009 601 20,030 9,373 3,721 689 13,783 Office, telephone, and postage 9,978 4,468 447 14,893 7,149 2,839 526 10,514 Board/task force expense 11,065 - - 11,065 23,818 - - 23,818 Other (including in-kind of $6,109 in 2020 and $1,543 in 2019) 59,194 9,557 180 68,931 15,733 10,152 283 26,168 Search and relocation - - - - 31,651 - - 31,651 Total Expenses $ 1,500,607 $ 289,477 $ 28,172 $ 1,818,256 $ 1,602,201 $ 271,382 $ 48,660 $ 1,922,243
See accompanying notes to financial statements.
DRAFTPage 146 of 223 Years Ended June 30, 2020 2019
Cash Flows from (for) Operating Activities Change in net assets $ 688,581 $ (72,209) Adjustments to reconcile change in net assets to net cash flows from (for) operating activities: Realized and unrealized gains on investments (49,124) (47,517) Contributions to permanent endowment (12,200) (7,200) Depreciation 1,181 1,287 Changes in operating assets and liabilities Pledges receivable (147,353) 96,190 Member dues receivable (2,881) (18,220) Prepaid expenses (3,546) 273 Distributions payable to colleges 61,824 332 Accrued expenses 18,971 25,686 Deferred rent liability 1,586 2,074
Net Cash Flows from (for) Operating Activities 557,039 (19,304)
Cash Flows from Investing Activities Purchases of investments (27,723) (153,736) Sales of investments 78,300 162,450
Net Cash Flows from Investing Activities 50,577 8,714
Cash Flows from Financing Activities Borrowing on note payable 100,443 - Cash receipts on permanent endowment contributions 12,200 7,200
Net Cash Flows from Financing Activities 112,643 7,200
Net Change in Cash and Cash Equivalents 720,259 (3,390)
Cash and Cash Equivalents, beginning of year 955,677 959,067
Cash and Cash Equivalents, end of year $ 1,675,936 $ 955,677
DRAFTSee accompanying notes to financial statements.
Page 147 of 223 1. Organization and Significant Accounting Policies
Organization
Independent Colleges of Washington (the “Organization”) is a nonprofit corporation organized in 1953 for the purpose of soliciting gifts from individuals and corporations on behalf of the member institutions in the state of Washington. All members are private nonprofit colleges and universities.
The mission of the Organization is to promote the unique educational opportunities of independent colleges in Washington, to support the value of “best fit” to ensure the success of college students, and advocate for the value of higher education to the state.
The following is a list of member institutions:
• Gonzaga University • Seattle University • Heritage University • University of Puget Sound • Pacific Lutheran University • Walla Walla University • Saint Martin’s University • Whitman College • Seattle Pacific University • Whitworth University
Use of Estimates
The preparation of financial statements in conformity with accounting principles generally accepted in the United States of America requires management to make estimates and assumptions that affect certain reported amounts and disclosures. Actual results could differ from the estimated amounts.
Financial Statement Presentation
The Organization reports information regarding its financial position and activities according to two classes of net assets: without donor restrictions and with donor restrictions. Contributions are recorded depending on the existence and/or nature of any donor restrictions.
Methods of Distribution
Gifts received during the fiscal year are generally allocated to member colleges based on a formula whereby 60% is divided equally among the member institutions and 40% is divided on the basis of the fall credit-hour enrollment, unless requested otherwise by the donor. Distributions are recorded in the period in which they are approved.
Fair Value Measurements
Fair value is a market-based measurement determined based on assumptions that market participants would use in pricing an asset or liability. There are three levels that prioritize the inputs used in measuring fair value as follows:
• Level 1: Observable market inputs such as quoted prices (unadjusted) in active markets for identical assets or liabilities; • Level 2: Observable market inputs, other than quoted prices in active markets, that are observableDRAFT either directly or indirectly; and
Page 148 of 223 • Level 3: Unobservable inputs where there is little or no market data, which require the reporting entity to develop its own assumptions.
Cash and Cash Equivalents
The Organization considers all short-term securities with an original maturity of three months or less to be cash equivalents. The Organization occasionally holds cash deposits in excess of federally insured limits.
Investments
Investments in mutual funds are reported at their fair values using quoted market prices, Level 1 inputs. Certificates of deposit are recorded at cost plus accrued interest. Unrealized gains and losses are included in the change in net assets.
Pledges Receivable
Pledges receivable consist of unconditional promises to give. The Organization recognizes the full amount of unconditional pledge contributions as revenue in the year the pledge is received. Long-term contributions, if any, are initially recognized at fair value, and in arriving at fair value, management has discounted these contributions using donor-specific risk-adjusted interest rates. Amortization of the discount is included in contributions revenue in the statements of activities. All other pledges receivable are stated at the amount management expects to collect from outstanding balances, so they are stated net of any allowance for uncollectible pledges. No allowance was considered necessary at June 30, 2020 or 2019. All pledges receivable at June 30, 2020, are expected to be collected within one year.
Two donors represented 91% of pledges receivable at June 30, 2020. One donor represented 99% of pledges receivable at June 30, 2019.
Furniture and Equipment
Furniture and equipment are recorded at cost, if purchased, or at fair value at the date of receipt, if contributed. The Organization’s policy is to capitalize assets with a cost greater than $3,000 and an estimated useful life in excess of one year. Depreciation is computed using the straight-line method over the estimated useful lives of the assets.
Functional Allocation of Expenses
The costs of providing various programs and other activities have been summarized on a functional basis in the statements of activities and functional expenses. Accordingly, certain costs have been allocated among the programs and supporting services benefited. The expenses that are allocated include occupancy, depreciation, salaries and wages, benefits, payroll taxes, professional fees, and office expenses, which are allocated on the basis of estimates of time and effort.
Contributions
The Organization records contributions received depending on the existence and/or nature of any donor restrictions.DRAFT Net assets with donor restrictions are transferred to net assets without donor restrictions as program restrictions are met or as time restrictions expire.
Page 149 of 223 The Organization may be named as a beneficiary in certain individuals’ wills. The policy of the Organization is to record bequest revenue at the time that notice is given to the Organization from the estate that it is listed as a beneficiary, and that such funds are available for distribution. This policy is due to the uncertainty of collection before such notice, as the individual may change the beneficiaries of the will, as well as the possibility that there may be insufficient funds to fulfill the other requirements of the will prior to the distribution to the beneficiaries. A bequest from one estate of $300,000 was recorded as support for the year ended June 30, 2020. There were no such support for the year ended June 30, 2019.
There were no conditional revenues that were not recognized at June 30, 2020 or 2019.
Two donors represented 52% of contributions for the year ended June 30, 2020. Three donors represented 44% of contributions for the year ended June 30, 2019.
In-Kind Contributions
Revenue and expenses are recognized for the estimated fair value of goods and services contributed by donors in support of the Organization. These contributions are valued at estimated fair value at date of donation using prices for similar items in the financial statements. Two donors represented 97% and 99% of in-kind contributions for both years ended June 30, 2020 and 2019, respectively. See Note 4.
Member Dues
Member dues are recognized as revenue over the period to which they apply.
Income Taxes
The Organization is exempt from federal income taxes under Section 501(c)(3) of the Internal Revenue Code; accordingly, there is no provision for federal income taxes.
Recent Accounting Pronouncements
During the year ended June 30, 2020, the Organization adopted the provisions of Accounting Standards Update (“ASU”) No. 2018-08, Not-for-Profit Entities (Topic 958), Clarifying the Scope and the Accounting Guidance for Contributions Received and Contributions Made during the year ended June 30, 2020. This ASU was issued to standardize how grants and other contracts received and made are classified across the sector, as either an exchange transaction or a contribution. The standard provides guidance to assist in the determination of whether a transaction is a contribution or exchange transaction. If the transaction is deemed to be a contribution the guidance provides factors to consider with regard to whether the contribution is conditional or unconditional. For contributions received, if determined to be an unconditional contribution, the determination will then need to be made as to whether the contribution is restricted. The ASU will assist in the determination of the nature of the transaction, which will then govern the revenue recognition methodology and timing of the transaction. The ASU is effective for contributions received by the Organization in periods beginning after December 15, 2018. The Organization adopted this update in 2020 under the modified prospective basis. The adoption of this update did not impact grants and contributions revenue in the financial statements. DRAFT
Page 150 of 223 In May 2014, the FASB issued ASU 2014-09, Revenue from Contracts with Customers (“Topic 606”). The pronouncement was issued to clarify the principles for recognizing revenue, and the core principle of the guidance is that an entity shall recognize revenue to depict the transfer of promised goods or services to customers in an amount that reflects the consideration to which the entity expects to be entitled in exchange for those goods or services. The following five steps are applied to achieve that core principle:
Step 1: Identify the contract with the customer Step 2: Identify the performance obligations in the contract Step 3: Determine the transaction price Step 4: Allocate the transaction price to the performance obligations in the contract Step 5: Recognize revenue when the organization satisfies a performance obligation
In May 2020, the FASB voted to approve the proposed deferral of the effective date for Topic 606 for one year for all privately held entities that have not yet issued financial statements at the date the final ASU is issued which was June 3, 2020. As such, the Organization is electing to defer implementation of Topic 606 until the year ending June 30, 2021.
COVID-19
On January 30, 2020, the World Health Organization (“WHO”) announced a global health emergency because of a new strain of coronavirus originating in Wuhan, China (the “COVID-19 outbreak”) and the risks to the international community as the virus spreads globally beyond its point of origin. In March 2020, the WHO classified the COVID-19 outbreak as a pandemic based on the rapid increase in exposure globally.
In accordance with Executive Orders from Washington Governor Jay Inslee and in keeping with public health guidance, the Organization moved its staff to remote work in March 2020. At the end of June 2020, once King County entered Phase II, Organization staff began to access the office on a staggered schedule to reduce density and support physical distancing; the staff continues to work in this manner. During Phase II of the state’s re-opening plan, the Organization is reimbursing for parking to help staff members reduce the need for public transit. The Organization also purchased masks, gloves, and cleaning supplies to support public health-recommended recommendations for personal protective equipment (PPE) and sanitation protocols. The pandemic accelerated the Organization’s planned investments in migrating from a local server to the cloud, and also accelerated plans to provide Organization-owned laptops (and docking stations as appropriate) for staff members.
The full impact of the COVID-19 outbreak continues to evolve as of the date of this report. As such, it is uncertain as to the full magnitude that the pandemic will have on the Organization’s financial condition, liquidity, and future results of operations. Management is actively monitoring the global situation on its financial condition, liquidity, operations, suppliers, industry, and workforce. Given the daily evolution of the COVID-19 outbreak and the global responses to curb its spread, the Organization is not able to estimate the effects of the COVID-19 outbreak on its results of operations, financial condition, or liquidity for fiscal year 2021.
On March 27, 2020, President Trump signed into law the “Coronavirus Aid, Relief, and Economic Security (CARES) Act.” The CARES Act, among other things, includes provisions relating to refundable payrollDRAFT tax credits, deferment of employer side social security payments, net operating loss carryback periods, alternative minimum tax credit refunds, modifications to the net interest
Page 151 of 223 deduction limitations, increased limitations on qualified charitable contributions, and technical corrections to tax depreciation methods for qualified improvement property. It also appropriated funds for the SBA Paycheck Protection Program loans that are forgivable in certain situations to promote continued employment, as well as Economic Injury Disaster Loans to provide liquidity to small businesses harmed by COVID-19. The Organization continues to examine the impact that the CARES Act may have on its business. Currently, the Organization is unable to determine the impact that the CARES Act will have on its financial condition, results of operations, or liquidity.
On May 19, 2020, the Organization received funding under the SBA’s Paycheck Protection Program totaling $100,443. The proceeds from the note will be used to retain current staff and to offset payments for the lease, parking, utilities and office expenses while having to work remotely. The note payable incurs interest at 1% and is unsecured. The principal and interest of the note is forgivable if the proceeds are spent on qualifying costs during the 8-week or 24-week period following the date the note is issued. Qualified costs are considered as 60% of the loan amount on payroll costs, and 40% on non-payroll costs, including rent and utilities. Interest payments are deferred for the first six months of the note period and are not forgivable. Should any portion of the principal of the note not meet the forgiveness provisions, the principal and interest will be repayable monthly over an 18-month amortization period starting December 19, 2020, through maturity of May 19, 2022.
Subsequent Events
The Organization has evaluated subsequent events through the date these financial statements were available to be issued, which was ___.
2. Liquidity and Availability of Financial Assets
The Organization strives to maintain liquid financial assets sufficient to cover 90 days of general expenditures. Financial assets in excess of daily cash requirements are invested in certificates of deposit, money market funds, and savings accounts. In addition, the Organization receives contributions with donor restrictions to be used in accordance with the associated purpose restrictions, and gifts to establish endowments that will exist in perpetuity; the income generated from such endowments is used to fund scholarships.
The Organization considers investment income without donor restrictions, appropriated earnings from donor-restricted endowments, and contributions both with and without donor restrictions for use in current programs that are ongoing, major, and central to its annual operations to be available to meet cash needs for general expenditures. General expenditures include administrative and general expenses, fundraising expenses, and distributions expected to be paid in the subsequent year. Annual operations are defined as activities occurring during the Organization’s fiscal year.
The Organization manages its cash available to meet general expenditures following three guiding principles:
• Operating within a prudent range of financial soundness and stability, • Maintaining adequate liquid assets, and • Maintaining sufficient reserves to provide reasonable assurance that long-term grant commitments and obligations under endowments with donor restrictions and quasi-endowments that supportDRAFT mission fulfillment will continue to be met, ensuring the sustainability of the Organization.
Page 152 of 223 The following summary reflects the Organization’s financial assets as of June 30, 2020 and 2019, reduced by amounts that are not available to meet general expenditures within one year of the statement of financial position date because of contractual restrictions. Amounts not available include donor-restricted endowment funds, and grants for specific program purposes. The Organization also maintains certificates of deposit that are scheduled to mature beginning in October 2020 and can be liquidated should the need arise. During the year ended June 30, 2020, one certificate of deposit was called for $50,000. Amounts not available to meet general expenditures within one year also may include net assets with donor restrictions.
The table below presents financial assets available for general expenditures within one year:
June 30, 2020 2019
Financial Assets at Year-End Cash and cash equivalents $ 1,675,936 $ 955,677 Investments, current portion 77,629 - Pledges receivable 177,603 30,250 Member dues receivable 21,101 18,220 Net assets with donor restrictions, for specific program purposes (283,913) (24,000)
Financial assets available to meet cash needs for general expenditures within one year $ 1,668,356 $ 980,147
3. Investments
Investments consist of the following at June 30:
2020 2019
Balanced index mutual fund $ 823,280 $ 775,955 Certificates of deposit (various institutions, maturing from October 2020 through February 2022) 102,745 151,523
$ 926,025 $ 927,478
Investments are reported in the statements of financial position as follows as of June 30:
2020 2019
Investments held for endowment $ 823,280 $ 775,955 Investments, current 77,629 - Investments, noncurrent 25,116 151,523
$ 926,025 $ 927,478
DRAFT
Page 153 of 223 4. In-Kind Contributions
The following in-kind contributions are included in the financial statements for the years ended June 30:
2020 2019 Airfares $ 132,500 $ 132,500 Accommodations 40,600 40,600 Other 6,109 1,543 $ 179,209 $ 174,643
5. Net Assets with Donor Restrictions
Some net assets with donor restrictions are temporary in nature and consist of unexpended contributions restricted for particular programs or time periods. Other net assets have perpetual donor restrictions, where the principal of the contributions is restricted in perpetuity and the income from which is utilized for the purposes specified by the donors. Net assets with temporary donor restrictions are transferred to net assets without donor restrictions as expenditures are incurred for the restricted programs or as time restrictions are met.
Net assets with donor restrictions are as follows at June 30:
2020 2019 Net Assets with Purpose or Time Restrictions Matched College Savings Plan $ 481,475 $ 462,233 Student Engagement Networks 236,226 24,000 Teagle Foundation Pathways to the Liberal Arts 47,687 - Scholarships 21,093 17,986 Capacity Grant 10,000 8,250 796,481 512,469 Net Assets with Endowment Restrictions (See Note 8) Perpetual endowment restrictions 517,599 505,399 Unappropriated endowment earnings 305,681 270,556 823,280 775,955 $ 1,619,761 $ 1,288,424
Of the net assets restricted for perpetuity, $442,206 and $430,206 represent restricted contributions for scholarships at June 30, 2020 and 2019, respectively. The remaining amount is restricted for programs.
6. Commitments
The Organization is committed to an office lease agreement with an expiration date of June 30, 2021. The Organization records related expense on a straight-line basis over the term of the lease. Rental expenseDRAFT for the years ended June 30, 2020 and 2019, totaled $78,466 and $67,283, respectively. Rental payments are expected to be $86,702 for the year ending June 30, 2021.
Page 154 of 223 7. Retirement Plan
The Organization has a 403(b) defined contribution retirement plan available to eligible employees. The amount of the Organization’s contribution is based on 10% of eligible salaries. The Organization contributed $49,777 and $52,007 to the plan for the years ended June 30, 2020 and 2019, respectively.
8. Endowment
The Organization’s endowment consists of eight individual funds. The purpose (and corpus) of six of the individual endowment funds is to provide monies for scholarships ($442,206). The purposes (and corpuses) of the other two individual endowment funds are to provide monies for the Burlington Forum meeting ($52,220) and other organizational projects/programs (Goodchild, $23,173). As required by accounting principles generally accepted in the United States of America, net assets associated with endowment funds are classified and reported based on the existence or absence of donor-imposed restrictions.
Interpretation of Relevant Law
The Board of Directors of the Organization has reviewed the Washington Uniform Prudent Management of Institutional Funds Act (“UPMIFA”) and, having considered its rights and obligations thereunder, has determined that it is desirable to present on a long-term basis the fair value of the original gift as of the gift date of the donor-restricted endowment funds absent explicit donor stipulations to the contrary. As a result of this interpretation, the Organization classifies as net assets with perpetual endowment restrictions (a) the original value of gifts donated to the perpetual endowment and (b) the original value of subsequent gifts to the perpetual endowment. The remaining portion of the donor-restricted endowment fund that is not classified as perpetually restricted is classified as unappropriated endowment earnings until those amounts are appropriated for expenditure by the Organization in a manner consistent with the standard of prudence prescribed by UPMIFA. In accordance with UPMIFA, the Organization considers the following factors in making a determination to appropriate or accumulate donor-restricted endowment funds:
• The duration and preservation of the fund • The purposes of the Organization and the donor-restricted endowment fund • General economic conditions • The possible effect of inflation and deflation • The expected total return from income and the appreciation of investments • Other resources of the Organization • The investment policies of the Organization DRAFT
Page 155 of 223 Changes in endowment net assets are as follows:
With Donor Restrictions Without Donor Unappropriated Restrictions Earnings Perpetual Total Endowment Net Assets, June 30, 2018 $ - $ 237,535 $ 498,199 $ 735,734
Investment return Interest and dividend income - 17,158 - 17,158 Net realized and unrealized gains - 45,313 - 45,313 Contributions - - 7,200 7,200 Releases from unappropriated earnings - (29,450) - (29,450)
Endowment Net Assets, June 30, 2019 - 270,556 505,399 775,955
Investment return Interest and dividend income - 19,546 - 19,546 Net realized and unrealized gains - 44,879 - 44,879 Contributions - - 12,200 12,200 Releases from unappropriated earnings - (29,300) - (29,300) Endowment Net Assets, June 30, 2020 $ - $ 305,681 $ 517,599 $ 823,280
Return Objectives and Risk Parameters
The Organization has adopted investment and spending policies for endowment assets that attempt to provide a predictable stream of funding to programs supported by its endowment while seeking to maintain the purchasing power of the endowment assets. Endowment assets include those assets of donor-restricted funds that the Organization must hold in perpetuity or for a donor-specified period. Under this policy, as approved by the Board of Directors, the endowment assets are invested in a manner that is intended to produce results that are competitive to market indices while assuming a low to moderate level of investment risk. The Organization expects its endowment funds, over time, to provide an average real rate of return of approximately 5% annually. Actual returns in any given year may vary from this amount.
Strategies Employed for Achieving Objectives
To satisfy its long-term rate-of-return objectives, the Organization relies on a total return strategy in which investment returns are achieved through both capital appreciation (realized and unrealized) and current yield (interest and dividends). The Organization targets a diversified asset allocation that places a greater emphasis on equity-based investments to achieve its long-term return objectives within prudent risk constraints.
Spending Policy and How the Investment Objectives Relate to Spending Policy
The Organization has a policy of appropriating for distribution each year up to 5% of its endowment fund’s average fair value over the prior 12 quarters through the fiscal year-end proceeding the fiscal year in which the distribution is planned. In establishing this policy, the Organization considered the long-term expected return on its endowment. Accordingly, over the long-term, the Organization expects the DRAFTcurrent spending policy to allow its endowment to maintain its current level of principal.
Page 156 of 223 Funds with Deficiencies
From time to time, the fair value of assets associated with individual donor-restricted endowment funds may fall below the level that the donor requires. In accordance with accounting principles generally accepted in the United States of America, deficiencies of this nature are reported in net assets without donor restrictions. There were no such deficiencies as of June 30, 2020 or 2019.
DRAFT
Page 157 of 223 Supplemental Information
DRAFT
Page 158 of 223 Trust and June 30, 2020 Operating Endowment Total
Assets
Current Assets Cash and cash equivalents $ 551,371 $ 1,124,565 $ 1,675,936 Pledges receivable - 177,603 177,603 Member dues receivable 21,101 - 21,101 Investments, current portion 77,629 - 77,629 Prepaid expenses 3,954 - 3,954
Total Current Assets 654,055 1,302,168 1,956,223
Investments, net of current portion 25,116 - 25,116 Investments held for endowment - 823,280 823,280
Total Other Assets 25,116 823,280 848,396
Total Assets $ 679,171 $ 2,125,448 $ 2,804,619
Liabilities And Net Assets
Current Liabilities Distributions payable to colleges $ - $ 285,398 $ 285,398 Accrued expenses 61,673 - 61,673 Note payable, current portion 37,538 - 37,538
Total Current Liabilities 99,211 285,398 384,609
Note payable, net of current portion 62,905 - 62,905 Deferred rent liability 7,729 - 7,729
Total Liabilities 169,845 285,398 455,243
Net Assets Without donor restrictions 509,326 220,289 729,615 With donor restrictions - 1,619,761 1,619,761
Total Net Assets 509,326 1,840,050 2,349,376
Total Liabilities and Net Assets $ 679,171 $ 2,125,448 $ 2,804,619
DRAFT
Page 159 of 223 Trust and Year Ended June 30, 2020 Operating Endowment Total
Support and Revenue Contributions $ - $ 1,242,048 $ 1,242,048 In-kind contributions - 179,209 179,209
Total contributions raised - 1,421,257 1,421,257
Member dues 1,008,872 - 1,008,872 Interest and dividend income 3,410 24,174 27,584 Realized and unrealized gains on investments 1,391 47,733 49,124
Total Support and Revenue 1,013,673 1,493,164 2,506,837
Expenses Program services Distributions to member institutions Distributions - 198,101 198,101 Distributions in-kind - 173,100 173,100 Funds for scholarships 10,000 339,671 349,671
Total distributions 10,000 710,872 720,872
Other program expenses 772,717 7,018 779,735
Total program services 782,717 717,890 1,500,607
Supporting services Administrative expenses 289,182 295 289,477 Fundraising expenses 28,141 31 28,172
Total Expenses 1,100,040 718,216 1,818,256
Change in Net Assets Before Transfers (86,367) 774,948 688,581
Transfers 251,724 (251,724) -
Change in Net Assets 165,357 523,224 688,581
Net Assets, beginning of year 343,969 1,316,826 1,660,795
Net Assets, end of year $ 509,326 $ 1,840,050 $ 2,349,376
DRAFT
Page 160 of 223 Fund Development Committee
Page 161 of 223
MEMORANDUM
October 19, 2020
To: ICW Board of Directors
From: ICW Fund Development Committee Laura Rehrmann, Chair, Retired President, Group Health Foundation Betsy Cadwallader, SVP, Market President, U.S. Bank Dina Fifadra, Head of Product and Analytics, Amazon Kenneth Goodchild, Emeritus Ed Grogan, President, Summit Wealth Management Dan Martin, President, Seattle Pacific University Nikisha Reyes-Grange, Azure Data & AI Marketing, Microsoft Stephen V. Sundborg, S.J., President, Seattle University Randy Tinseth, Retired Vice President, Marketing, Boeing Commercial Airlines Tom Thoen, VP, Bank of America
Campus Representative: Daniel Lee, VP Advancement, Pacific Lutheran University ICW Staff: Kris Gonzales and Terri Standish-Kuon
This memorandum summarizes the discussions of the Fund Development Committee’s meeting on September 22, 2020. Committee members noted in bold were present.
Announcements
Chair Laura Rehrmann opened the meeting with a warm welcome to new Board member Ed Grogan. Father Steve provided a brief update on the timeline of announcing his successor. Father Steve Sundborg is set to retire in June 2021.
Brief Update from Presidents on Committee
Ms. Rehrmann invited Dan Martin and Fr. Steve to provide a brief update on topics how are our member campuses doing under the health pandemic, and, how our member campuses are working to oppose injustice and commitments to the road to racial justice and social equity. Both pressing issues will be discussed and shared in more detail during the Board meeting.
Ms. Rehrmann then invited Kris Gonzales to walk the Committee through the FY2019-20 results and the attached dashboard.
Page 162 of 223 As reminder, in addition to the association’s policy work, corporate giving, family foundations with state, regional and national reach, and gift-in-kind from businesses enable the association to directly support students and member campuses. All cash and gift-in-kind are distributed to member colleges 2-3 times a year. As the membership association of 10 not-for-profit, private colleges and universities with alumni across the state, Independent Colleges of Washington does not actively solicit major gift funding from individuals.
FY2019-20 Progress and Dashboard
□ Board giving (including Emeritus) came in at 100% participation, with $50,172 in cash and $3,750 in workplace match; □ Total cash and gift in kind booked in FY19-20 equal $1.26M, just shy of $1.3M goal; □ ICW successfully secured a Planning Grant of $50,000 from the Teagle Foundation under its Pathway to the Liberal Arts Initiative; and □ Lapsed new donors to MS2 include Washington Trust Bank and Wells Fargo Foundation due to COVID-19, and $145,000 lapsed due to a combination of timing and the pandemic
Recognizing the Fund Development work augments the policy work, Ms. Rehrmann thanked the Committee members for their leadership and participation every year toward the goal of 100% Board participation and annual giving appropriate to one’s capacity. She noted that full participation makes a difference in policy conversations with legislators.
Strategic Funding Initiatives
Ms. Gonzales provided an update on the Bill & Melinda Gates Foundation funded work with the College Promise Coalition. She reminded Committee members that the Coalition brings together dozens of organizations and individuals, including Washington’s public and private four- and two-year colleges and universities, students, families, faculty, alumni, education advocates, and leaders in business and labor. The Coalition works together to expand opportunities for education and training beyond high school so students can succeed regardless of their circumstances.
Ms. Gonzales pointed Committee members to the attached Fund Development dashboard for a progress report on the ICW-administered student initiative, Washington Student Engagement Networks (WA- SEN). WA-SEN works in collaboration with the Coalition to mobilize the strength of a collective student voice from 2-year and 4-year public and private colleges and to educate policymakers about the importance of supporting higher education for all Washingtonians.) She reported that ICW had received the second 2-year program grant in September 2019 for cash and pledge of $343,000; due to COVID-19, ICW recently requested and was granted a no cost extension that will now take this work through October 2021. The potential for an invitation from the Bill & Melinda Gates Foundation to apply for continued funding in 2021 is likely.
In addition to the fall Student Summit (training held virtually this year, visit: https://wa-sen-summit.org/ to learn more) and the pinnacle Student Engagement Day held in Olympia every legislative session, new improvements include bringing on five paid regional student coordinators (interns) in addition to the statewide coordinator role (currently open) to support 15-30 in-district meetings (virtual Town Halls) with legislators throughout the year, and offer student-led workshops at the Community and Technical
Page 163 of 223 College Students of Color Conference, also to be held virtually this year. Note modifications on programming for grant deliverables continue to follow health agency guidelines and government mandates. See the WA-SEN dashboard for achievements in FY2019-20.
As mentioned earlier, ICW was awarded a 12-month planning grant from the Teagle Foundation under its “Transfer Pathways to the Liberal Arts” initiative. Our work will focus on strengthening transfer access to the liberal arts from public two-year to private four-year colleges. Under the proposal, we will convene statewide workgroups (virtual and otherwise), work with transfer policy colleagues, and engage with faculty around preparing curricula and institutional practices toward strengthening pathways to our campuses. Planning grants do not guarantee implementation funding; however, the project timeline and the Foundation’s granting calendar is working toward this end. The Foundation understands timelines have been impacted due to the health pandemic and is graciously granting whatever modifications grantees need. Implementation grants are typically $350,000-$400,000 over 24-36 mos.
Core Programming
In addition to WA-SEN and the Transfer Pathways initiative, the Committee discussed core scholarship programming, including the ICW Matched Savings Program (MS2). See page 2 of the Fund Development dashboard for progress and goals to date. Now moving into the fourth year, ICW increased its distribution to colleges by 35% totaling $118,337 in support for FY 19-20. This signature program continues to meet corporate and foundation donors where they are by differentiating our offering from the traditional scholarship model. With campuses shutting down in the spring, there were 10-12 potential savers in the third cohort who did not complete the boarding process. Given the state of the world, ICW does not anticipate an increase in member participation for the fourth cohort. ICW is currently raising funds for the fifth cohort. The six participating member campuses are: Heritage, PLU, Saint Martin’s, SPU, Whitworth, and Whitman.
Forecast for FY2020-21
The Committee reviewed and discussed the pandemic’s impact on funding and program goals for FY 2020-21. Ms. Gonzales shared that although we had a strong funding year, this was due to the two strategic initiatives totaling $251,000, and an unrestricted bequest of $300,000. Ten percent of our core program donors, or the equivalent of 20% of funds, lapsed in FY19-20. Fund Development strategies and tactics for FY20-21 will focus on the retention and a return of lapsed legacy donors.
Ms. Rehrmann asked for consent to put forward the FY 2020-21 fundraising goal of $700,000, all unanimously agreed.
Page 164 of 223 Additional goals specific to Fund Development efforts and the Stanley O. McNaughton Leadership Award nomination noted below.
FY 2020-21 Fund Development Goals
□ Encourage all Board members to contribute to the Board of Directors scholarship program and recommit legacy corporate and foundation donors impacted by the pandemic that lapsed in FY19-20. Secure gifts and pledges totaling $700,000. □ Connect scholarship recipients with donors by sharing correspondence, creating appreciation events tied to Board meetings, and leveraging organic opportunities. □ Award 2021 Stanley O. McNaughton Leadership Award to deserving person in the philanthropic community. □ Steward and organically expand ICW’s Business Affiliate Program. □ Manage Bill & Melinda Gates Foundation-funded Washington Student Engagement Networks (WA-SEN) in partnership with the College Promise Coalition. (Partner: Public Policy Committee) □ Expand participation in the Matched Student Savings (MS2) program to enroll 65 Student Savers across 6 campuses. □ Identify and leverage opportunities to involve Board members in strategic donor introductions/visits. □ Convene for professional development and information sharing campus colleagues in the areas of advancement/development, alumni and parent relations and diversity, equity and inclusion/multicultural relations. o Specific to our diversity, equity, and inclusion colleagues, look for opportunities to share best practices around faculty engagement in the important and timely discussions around systemic racism and how our campuses are being called upon to respond and lead. □ In terms of stewarding our legacy donors and private funding trends, assess what other state associations/councils are experiencing to have that information as a point of reference as we think through the course ahead.
Stanley O. McNaughton Leadership Award 2021
This signature award rotates every year between an exceptional policy person or corporate foundation partner passionate about work supporting independent colleges and universities.
This is the year to nominate a corporate or foundation partner and the Committee is putting forward the Norcliffe Foundation. The Norcliffe Foundation has funded the ICW Norcliffe Foundation Scholarship every year since 1995, contributing more than $335,000 to worthy students across all 10 member campuses.
Page 165 of 223 9/21/2020 Gifts/Distributions ICW Fund Development Dashboard FY 19-20
Total Gifts (Cash, In-Kind) $1,258,321
2019-20 Fund Portfolio Distributions to Colleges $1,000,000 WA-SEN Grant (BMGF) $202K $803K $800,000 $735K $700K
MS2 Reserve $126K $600,000
$400,000
In-Kind Gifts $205K $200,000
$0 2017-18 2018-19 2019-20 Cash Gifts $731K
FY2019-20 programming and fund management Gift Income vs Goal
$1,600,000
$1,400,000 $1,300,000
$1,200,000 $201,724 $1,000,000
$1,000,000 $234,465 $805,000 $205,191 Cash Gifts In-Kind Gifts $800,000 $199,235 $203,462 WA-SEN Grant (BMGF) Gift Goal $600,000
$851,406 $400,000 Cash Gifts, In-Kind Gifts and WA-SEN Grant (BMGF) Cash Gifts, In-Kind Gifts and WA-SEN $644,293 $676,679
$200,000
$0 2017-18 2018-19 2019-20
Page 166 of 223 1/1 9/21/2020 Contributions ICW Fund Development Dashboard (cont.) FY 19-20 2019-20 Contributions by Type
Board of Direct… $54K Other Individuals Corporate $464K $321K Matched Savings Enrollment
$126,000
42 19-20 Saver Seats 19-20 Goal Foundations $420K 0 65
Matched Savings Scholarship (MS2) Program Grads: 61
Matched Savings Fund $600K $120,410 $126,000 $481,475 ($118,337) $400K $353,402
$200K
$0K Rollover Available 3rd Cohort (Reserves) 4th Cohort Raised 2nd Cohort Total (Distribution)
Page 167 of 223 1/1 Washington Student Engagement Networks (WA-SEN) An initiative administered by Independent Colleges of Washington
This year’s fall training conference, attended by more than 100 students across 30+ campuses, was held virtually on October 17. Billed as a virtual destination event for students across two- and four-year public and private colleges and universities committed to educating lawmakers about the importance of state financial aid programs, the conference site included a number of self-care resources for students, including a yoga class, mindfulness meditation, and some incredible spoken word and poetry performances. Practical resources included a dedicated voter resource page and campus DEI, multicultural, and other student wellness service. For the full experience visit wa-sen-summit.org/virtual. Enter name, email, and password: summit20 to explore at your leisure.
Page 168 of 223 Board of Directors Pledge Form
Please join me in making a gift to the ICW Board of Directors’ Scholarship fund for 2020-21. Our goal every year is 100% Board participation. No gift is too large or small, and full participation makes a significant difference in important policy conversations with legislators! This is one of the largest scholarships the association distributes to our member colleges, and each fall it is awarded to students who are among not only the best and the brightest, but also very deserving of your financial support. The students you met during the breakfast program this morning are direct beneficiaries of this scholarship.
We ask that you complete the pledge form today, or if you are ready to make a contribution right now, please click here:
Thank you for your leadership and for your new or renewing commitment to students!
Sincerely, Laura Rehrmann
Chair, Fund Development Committee, Independent Colleges of Washington
First Name *
Last Name *
Email Address *
Page 169 of 223 Board of Directors Pledge Form (continued)
Yes, please count me in for supporting the ICW Board of Directors Scholarship fund for 2020-21
The total amount of my gift for this fiscal year will be: $ *
This year, my gift can be matched by me or my Yes spouse/partner’s employer: No
Name of matching gift employer: Unless otherwise noted below, gift will be directed to the ICW Board of Directors Scholarship Fund
Please let us know when you would like to fulfill your pledge: * by December 31, 2020 (check, credit card, or stock transfer)
by April 12, 2021 (check, credit card, stock transfer)
Please tell us anything else about how you would like give or structure your gift to ICW this year:
Please share how you/your spouse/partner (optional) would like to be listed in the annual report:
Areas of Assistance in Fund Development
We always welcome introduction to potential funding or friending opportunities to support ICW.
Please check the box of any area where you could Matched Student Savings (MS2) provide assistance: Strategic Initiative: Washington Student Engagement Networks (WA-SEN) Business Affiliates
Submit
Page 170 of 223 Public Policy Committee
Page 171 of 223
MEMORANDUM
October 15, 2020
To: ICW Board of Directors
From: Public Policy Committee Isiaah Crawford, Chair, President, University of Puget Sound Gordon Clark, Director of After Sales, Kenworth Truck Company/PACCAR Thayne McCulloh, President, Gonzaga University Lorrie Scott, Retired VP, General Counsel & Corporate Secretary, Potlatch Corporation Steve Smith, Executive Director, Black Education Strategy Roundtable Beck Taylor, President, Whitworth University Diane Timberlake, Clinical Professor Emeritus, University of Washington Adriana Villafan, Education Lead Staff, Catholic Charities
Government Affairs Council Kathleen Boyle, Provost, VP of Academic Affairs, Saint Martin’s University Mary Elizabeth (“Liz”) Collins, Director of the Office of the President, University of Puget Sound Aaron Nakamura, Director of Marketing & University Relations, Walla Walla University Tracy Norlen, Director of Public information, Seattle Pacific University Larry Probus, VP, Finance and Administration, Whitworth University Rachna Sinnott, Director of Grants and Foundation Relations, Whitman College John Sklut, Chief of Staff, Gonzaga University Lace Smith, VP of Marketing and Communications, Pacific Lutheran University Lincoln Vander Veen, Director of External Affairs, Seattle University David Wise, VP for Advancement/Marketing and Communications, Heritage University
ICW Staff Liaison: Terri Standish-Kuon, President and CEO Sarah Dobler, Executive and Program Assistant Mike Burgess, MJB Consulting, ICW’s Contract Lobbyist in Olympia
Page 172 of 223 The Public Policy Committee met in conjunction with the Government Affairs Council both on August 5, 2020 and October 5, 2020. Committee members noted in bold were present at one or both meetings.
This memorandum summarizes the association’s advocacy work during the past few months with a special focus on state guidance for how colleges and universities can operate amid the COVID-19 pandemic. It also includes updates on state and federal developments concerning relief and equity efforts. At the request of the Executive Committee with input from the Presidents Committee, all Committees have reviewed their goals to be more applicable to current needs.
Update on the State’s Reopening Plan for Higher Education
Committee Chair Isiaah Crawford shared that the Presidents Committee has encouraged the Public Policy Committee to continue meeting with the Government Affairs Council to navigate legislative developments. Ms. Standish-Kuon introduced and welcomed Rachna Sinnott, Director of Grants and Foundation Relations at Whitman College, to the Government Affairs Council.
Mr. Crawford, Thayne McCulloh and Beck Taylor shared their on-the-ground perspective about life on campus, with comments on managing the pandemic, advancing social equity and racial justice, promoting civic engagement, and also moving forward with individual strategic priorities. To date, all the member campuses have started their fall terms and have deployed a variety of teaching delivery and testing options. Schools are offering a range of new academic programs and for fall 2021, all campuses have in place test optional policies.
Mr. Crawford, Mr. McCulloh and Mr. Taylor described recent meetings between member presidents, Governor Inslee, and staff from the Department of Health and how these conversations are adding context and data to inform state decision-making.
Mr. Crawford called on Ms. Standish-Kuon to report on separate discussions with student leaders and campus communications staff aimed at sharing resources to promote healthy behaviors and peer-to- peer modeling. Ms. Standish-Kuon reported that a meeting on September 22 included student leaders from Heritage University, Saint Martin’s University, Whitman College and Whitworth University. She emphasized that the practice of social marketing around healthy decision-making is a core competency for our student affairs colleagues. She then invited Aaron Nakamura to share his perspective as he had participated in one of the meetings. He noted that he was similarly appreciative that the Department of Health’s staff was sharing tools that can campuses can use to communicate with students.
Election Forecast
In the August 5th meeting, Mike Burgess reported on primary results. In October, he offered comments on possible effects of the election on the state of Washington with respect to majorities in the House and Senate, Committee leadership and the Executive Branch. Ms. Standish-Kuon reported that Independent Colleges of Washington is again an education partner with the Washington State Debate Coalition, which is sponsoring debates on October 7 between the leading candidates for Governor, and on October 22 for the Lieutenant Governor’s race.
Page 173 of 223 Also in October, Ms. Standish-Kuon reported on the federal and Congressional races. There is an open Congressional seat in the 10th district as Representative Denny Heck is running for Lieutenant Governor. In the 8th District, Representative Kim Schrier, who serves on the House Committee on Education and Labor and has been accessible and engaged with our presidents, faces a tough race. The Committee discussed possible outcomes and how they may affect the association’s priorities.
State Update
In August, Mr. Burgess gave a recap of the fiscal forecast and how those estimates are affecting the State Budget outlook.
The Committee discussed and gave preliminary approval to a core set of state legislative priorities: • Washington College Grant: maintain “guarantee;” eventually address “equity” in the maximum award; • State Work-Study: maintain (eventually boost) funding; permit flexibility amid pandemic; • Explore targeted assistance that could leverage the capacity of member campuses, with a focus on health care and education among other key disciplines; and • Explore whether and how the state of Washington could implement programs offering low- interest loans/a credit facility for not-for-profit colleges and universities and/or capital matching grants to incentivize construction spending as part of an economic recovery plan.
Ms. Standish-Kuon summarized a number of anticipated “hot topics,” including a continued focus on data privacy, hazing (see “Our son was hazed to death – end this toxic tradition,” July 31, The Seattle Times), criminal justice reform, dual credit, including College in the High School, Running Start, and developmental education. In October, she added equity in broadband access and the Washington Nonprofit Corp. Act.
She also summarized the status of the association’s economic impact study and how it fits with a similar study being undertaken by the National Association of Independent Colleges and Universities (NAICU).
In terms of advocacy, Ms. Standish-Kuon reported that the Chair of the Board and the Public Policy Committee have written to the Office of Financial Management and have confirmed an October 12 meeting with the state’s budget director. After the election, the association staff will reach out to presidents and Government Affairs Council members to plan for outreach to legislators. Mr. Burgess shared that Legislature has not yet decided and announced how it will approach the Legislative Session. He noted that although the Session is expected to start at the same time in January, logistically the Legislature would operate very differently online and in-person or not, there will likely be limitations on the number of bills considered.
Federal Update
In August, the Committee and Council members reviewed a summary table of the various letters that the association has signed on a variety of important topics nationally, including requests for federal aid during the pandemic, as well as responses to various aspects of federal guidance.
The Committee also briefly discussed the status of the Health and Economic Recovery Omnibus Emergency Solutions Act (HEROES Act), H.R. 6800 (passed House), Coronavirus Child Care and Education Relief Act
Page 174 of 223 (CCCERA) advanced by Senate Democrats, and the Health, Economic Assistance, Liability Protection, and Schools Act (HEALS Act), advanced by Senate Republicans
Among the additional issues the Committee covered in October was how the higher education community is responding to President Trump’s recent Executive Order restricting federal contractors from conducting workplace training that is based on race or sex stereotypes, and further the response to the Department of Homeland Security’s interim final rule would establish a fixed time period for admission and extension of stay for international students.
Committee Goals
Committee members discussed and decided to advance the following goals as an update and extension of the work proposed in the association’s existing strategic plan: • Implement advocacy plan to achieve legislative priorities set by the Board of Directors and COVID-19 priorities advanced by member presidents, keeping a keen eye on sustaining state investments in the Washington College Grant, College Bound Scholarship, and State Work Study. • Monitor proposed state and federal legislation, advancing or working to mitigate negative effects as appropriate; seek and take opportunities in Olympia and D.C. to make the case for other funds to help our campuses thrive in these times. • Follow NAICU lead on federal issues, keeping Washington delegation informed of state impact and connecting interested Board members to federal higher education issues • Convene for professional development and information sharing campus colleagues in the areas of academic affairs, financial aid, institutional research, and Title IX. Support the Private Registrars of Washington (PROW). Plan for additional times for the Presidents Committee to come together, continue the structure/engagement of the Government Affairs Council.
A list of consolidated goals across committees will be delivered at the Board of Directors meeting October 26 and 27.
Page 175 of 223
more than 135 years of service to state residents, the 10 Independent Colleges of Washington (ICW) award one in five (20%) of the baccalaureate and graduate degrees earned in the state of Washington.
2021 State Budget Priorities
Fully fund the Washington College Grant. Together with partners across the state, we thank the Governor and Legislature for making a significant investment in the Washington College Grant. By fully funding the program for all eligible students, expanding eligibility to more Washington students and making the funding
Adopt an . Reinstate in statute the established public policy of making the Washington College Grant maximum award the same for state residents who choose to attend a not-for-profit, private college or university and those who
The College Bound Scholarship program is an essential companion to the Washington College Grant, promoting the benefit of pursuing postsecondary education, and introducing students to Washington employers while helping students meet their college expenses.
Preserve the State Work Study Program to provide students with job opportunities and support local businesses and not-for-profit organizations; consider making the program more flexible. State Work Study is financial aid for low- and middle-income students. Qualifying students get an approved job, on- or off-campus, d reduces reliance on student loans. Expanding the program to students from other states would help those students build connections to Washington companies and organizations, helping them recruit talent.
Leverage capacity in high-demand programs at private, not-for-profit colleges and universities. With expertise in critical fields including nursing, education, computer science and engineering to their communities, our graduates help to create and sustain vibrant, healthy communities across the state. Following models from other states, Washington could implement targeted programs of support to ensure that state residents can fill seats with us, the state can educate greater numbers of students without the related and necessary investments in operating and capital investments.
Establish a capital matching grant program modeled on existing programs in other states and tailored to the needs of Washington to spur building and renovation projects. Leveraging construction spending by not-for-
Updated, 1/24/20 Page 176 of 223
Strengthen a Public-Private Partnership that Delivers Results for Washington
Extending the Partnership Makes Sense for Washington
Working together, we can encourage more state residents to attend colleges or universities in Washington, increasing the likelihood that they will remain in the state to live and work. With targeted investments, we can reduce the need for student and family borrowing and leverage the full range of educational opportunities present in the state.
-Grown Talent
Business leaders and state policymakers agree that a greater number of high school graduates and adults need i
Companies look for the skills a liberal arts education delivers: the ability to work in a team, problem-solving skills, written and verbal communication skills and a strong work ethic.
Independent Colleges of Washington (ICW) Serving Washington
Our liberal arts-based, private, not-for- ecosystem, cultivating talent and making it possible for more Washington residents to find their best fit academically, developmentally, and socially here at home.
With graduation rates among the highest in the nation and a commitment to educating the whole person, we are delivering value for our alumni and their families and for the communities we serve.
championing diversity in collaboration with public colleges, creating high-quality workforce.
ICW member campuses are powering economies in many corners of the state, creating jobs and connecting students to jobs in their regions. Together they employ more than 8,000 people, making the collective one of op 20 private sector employers.
With state and private support, we have the capacity to assist thousands of additional Washington residents in completing degrees, including in the fields of computer science, engineering, health care, and education.
i Both the Washington Student Achievement Council (WSAC) and the Washington Roundtable have set a 70% postsecondary credential attainment goal. WSA -44 to earn a credential by 2023; WA https://www.wsac.wa.gov/roadmap and https://www.waroundtable.com.
Please direct questions or comments to ICW President & CEO Terri Standish-Kuon ([email protected], 206-623-4494) or our Olympia lobbyist Mike Burgess ([email protected], 360-223-3020).
Page 177 of 223
September 14, 2020
Mr. David Schumacher Director Washington State Office of Financial Management P.O. Box 43113 Olympia, Washington 98504-3113
Via email, [email protected]
Dear Mr. Schumacher:
As you and your colleagues consider a 2021 second supplemental budget, and build the Governor’s proposal for the 2021-23 budget, I write to express appreciation for the partnership Independent Colleges of Washington’s member campuses have with the state and to emphasize how educating state residents at our private, not-for-profit universities helps to maximize return and efficiency for the state’s investment in higher education.
May I arrange for a meeting via Zoom or Teams with you and your team and members of the Independent Colleges of Washington’s Board of Directors later this month?
Our Commitment to Diversity, Equity and Inclusion
We join Governor Inslee in focusing on equity and those furthest from opportunity. Our commitment to Washington residents who have been historically underrepresented in higher education is well- established and growing. One of our member campuses is federally designated as both an Hispanic- Serving Institution (HSI) and a Native American-Serving Institution. Two other member campuses are considered emerging HSIs. Sector-wide, one in three of our students are students of color, and students of color are the majority of new students at a number of member campuses.
Independent Colleges of Washington and its member campuses are working to oppose injustice, violence and brutality that inflicts undue harm on or disadvantages another human being. Our campuses are investing in racial justice and social equity action plans, and the majority of campuses have a diversity, equity and inclusion officer at cabinet level.
Return on Investment: Who We Serve and the Benefit to the State of Washington
Collectively, the 10 members of Independent Colleges of Washington educate more 35,000 students annually. Approximately two in five of our undergraduates receive support from federal and state student aid; one in three transfer credits from other institutions; more than 1,200 are veterans. Approximately one in five of our students are the first in their families to pursue a bachelor’s degree. We enroll students from all 39 Washington counties, each of our 49 sister states, and more than 90 countries.
Gonzaga University Heritage University Saint Martin’s University Page 178 of 223 Seattle University Walla Walla University September 14, 2020 Page 2 of 3
In total, the economic impact of the Independent Colleges of Washington for 2018 was $2.2 billion with 22,305 jobs created, including both direct spending (by the university, university employees, students, and visitors) and induced economic impact (the additional employment and expenditures of local industries that result because of this direct spending). We are “anchor tenants” in the communities we call home, offering good jobs and myriad contributions to the infrastructure, social fabric, arts and culture in Franklin, Island, King, Pierce, San Juan, Skagit, Spokane, Thurston, Walla Walla, and Yakima counties and beyond.
Priorities for Our Partnership
Preserving the state’s investment in student aid is our greatest priority; already we are seeing that full funding for the Washington College Grant (WCG) has “made a significant difference for our students" and “helps us reach a more diverse population.” Campuses report “strong evidence that the state programs, including the new entitlement aspect of the WCG has had a very positive impact on our students and on their continued pursuit of education despite the challenges of COVID-19.” As one campus colleague noted, “its success in providing access to college for more students will be measured over time, especially once we clear COVID-19.”
While the proposed 2021-2023 budget may not be able to reinstate the structure of the Washington College Grant that gives qualified Washington students attending not-for-profit, private colleges and universities access to grant funding at the same level as state residents who attend the state’s public research universities, we urge consideration of this policy in the long run.
The College Bound and State Work-Study programs are essential companions to the WCG, promoting the benefit of pursuing postsecondary education, and introducing students to Washington employers while helping students meet their college expenses. Both programs are worthy of sustained investment and eventual expansion.
Leverage the capacity of not-for-profit colleges and universities. We are proud of a private-public partnership that delivers results for the state. Each year, our graduates make up one in five (20%) of the new bachelor’s and graduate degree earners in the state. With expertise in critical fields including nursing, education, computer science and engineering to their communities, our graduates help to create and sustain vibrant, healthy communities across the state. Following models from other states, Washington could implement targeted programs of support to ensure that state residents can fill seats currently available at Independent Colleges of Washington’s 10 member campuses to help meet critical state needs, particularly in health care and education programs. When students enroll with us, the state can educate greater numbers of students without the related and necessary investments in operating and capital investments.
Leverage not-for-profit colleges and universities to incentivize construction spending as part of an overall economic recovery plan. As our member campuses are coping with significant budget gaps, a combination of low-interest loans for not-for-profit colleges and universities and capital matching grants
Gonzaga University Heritage University Saint Martin’s University Page 179 of 223 Seattle University Walla Walla University September 14, 2020 Page 3 of 3 would assist with recovery, ensuring that we can sustain our positive economic impact in our communities. Models from other states could be tailored to the needs of Washington.
Finally, as we detailed in our May 8, 2020 memorandum to you, our campuses have spent or foregone millions of dollars during a time of very uncertain revenue and overall, all to act in concert with the state as steward of public health for students, employees and communities. We have and continue to face uncertainty over enrollment for both new and continuing students, including those who are coming to Washington from other states and nations; volatile market conditions for our endowments, most of which were modest to begin with; uncertainty over fundraising as the wealth of donors is affected; and curtailed revenues from sources such as event center rentals, summer camps, and athletics programs. We would gratefully appreciate your support in allocating federal pass-through funds that can be directed to higher education as a form of mitigation.
I stand ready to answer your questions and look forward to the opportunity to meet as requested. Thank you.
With best regards,
Terri Standish-Kuon, Ph.D. President and CEO Independent Colleges of Washington cc: Nona Snell, Assistant Director Cheri Keller, Senior Budget Analyst Breann Boggs, Budget Analyst
Gonzaga University Heritage University Saint Martin’s University Page 180 of 223 Seattle University Walla Walla University Letters Signed by Independent Colleges of Washington - COVID-19 Advocacy
Issue Link Date Note To __, signed by ICW and x other Orgs with what issue/request
More Funding https://www.acenet.edu/Documents 3/20/2020 Letters to House and Senate on Higher Education Priorities in To Rep Nancy Pelosi, Speaker of the House and Rep Kevin McCarthy, /Letter-House-Higher-Ed- Supplemental Spending Bill Minority Leader, signed by 78 other organizations with ACE. Supplemental-Requests-032020B.pdf Requesting more funding to colleges to be distributed through the Pell Grant. 25% at least to go directly to students, with a $1,500 award cap, and the rest to institutions to cover expenses and revenue losses brought upon by COVID. Request access to zero-interest loans and for the federal government to provide a zero-interest refinancing option to institutions. Request $7.8 Billion to support technology costs to distance learning. Request suspension of requirements surrounding Title IV aid to more rapidly disburse aid to students. Request Congress give the Secretary of Education the power to waive compliance with costly or new regulatory or statuatory measures so as to not create a series of artifically poor scores for institutions that may cause them to close.
More Funding https://www.acenet.edu/Documents 3/20/2020 Letters to House and Senate on Higher Education Priorities in To Sen McConnell, Majority Leader and Sen Schumer, Minority /Letter-Senate-Higher-Ed- Supplemental Spending Bill Leader, signed by 78 organizations through ACE. Requesting same as Supplemental-Requests-032020.pdf above. Liability Protections http://www.naicu.edu/naicu/media/ 5/28/2020 COVID-19 Limited Liability Protections Letter to Congressional Leaders To Rep Pelosi, Speaker of the House, Rep McCarthy, House Minority pdf/COVID-19/Higher-ed-community- Leader, Sen McConnell, Senate Majority Leader, Sen Schumer, Senate Pandemic-liability-letter-final-5-28- Minority Leader. Signed by 77 organisations with ACE. Requesting 20.pdf temporary and targeted liability protections related to the pandemic.
Expand Main Street Letter to the Committee on Banking, 5/29/2020 To Sen Crapo, Chairman of Committee on Banking, Housing, and Housing, and Urban Committee on Urban Affairs and Ranking Member Sen Brown, signed by 67 Banking, Housing, and Urban Affairs organizations with ACE. Supporting the language in the HEROES Act Regarding Expanding the Main Street that would require the Federal Reserve to expand the Main Street Lending Program Lending Program to nonprofits. Request that this language be included in future COVID legislation to ensure that all educational institutions may participate. Request that student workers are exempt from eploye thresholds used to determine loan eligibility throughout the pandemic.
Expand PPP https://www.acenet.edu/Documents 5/29/2020 Letter to the Senate Committee on Small Business and Entrepreneurship To Sen Rubio, Chairman of Committee on Small Business and /Letter-Senate-SBA-PPP-5th- Regarding the Expansion of the Payroll Protection Program Entrepreneurship and Ranking Member Sen Cardin. Signed by 63 supplemental-052920.pdf organizations through ACE. Supporting the language in the HEROES Act that expands the Small Business Administration Paycheck Protection Program to nonprofits of all sizes. Request that this language be included in all COVID legislation and that all nonprofits and public institutions of higher education be eligible for PPP.
Page 181 of 223 Letters Signed by Independent Colleges of Washington - COVID-19 Advocacy
Expand PPP http://naicu.imediainc.com/naicu/m 5/29/2020 To Whom It May Concern, signed by 42 ACE organizations. Expressing edia/pdf/COVID-19/Letters/SBA- support for the proposal from the Small Business Association to Sector-Comment-Ltr-Submitted-by- exempt Federal Work Study students from employee count for NAICU-6-8-20.pdf eligibility in the PPP. Request that this be extended to all student workers at institutions when determining eligibility for PP and all other federal requirements based on employee count including the Main Street Lending Program.
Fix UI https://www.acenet.edu/Documents 6/1/2020 To Sen Majority Leader McConnell, Sen Minority Leader Schumer, /Letter-Senate-UI-060120.pdf signed by 47 ACE organizations. Support of a provision in the HEROES Act that would amend the CARES Act to allow federal funds to be used in lieu of contributions into the State unemployment fund. This fixes the confusion surrounding flexibility given to institutions pursuant to state unemployment laws.
Tax credit problem that https://www.acenet.edu/Documents 6/2/2020 To Sen Majority Leader McConnell and Sen Minority Leader Schumer. has arisen with respect to /Letter-Senate-FMLA-tax-credit- Signed by 44 ACE organizations. Requesting that public and private the Sick and Family and 060220.pdf nonprofit colleges and universities be eligible for the paid sick and Medical Leave expansions family leave refundable tax credit created in the "Families First Coronavirus Response Act". This would align with treatment of public institutions.
Fed Reserve https://www.acenet.edu/Documents 6/22/2020 To Jerome Powell, Chairman of the Board of Governors of the Federal /Comments-Fed-nonprofit-loan- Reserve System. Signed by 56 ACE organizations. Request that facility-062220.pdf. nonprofit private and public colleges and universities are eligible for the nonprofit MSLP facility. Request that within the proposed list of qualifications for Eligible Borrowers, donations only include funds without restrictions in the current year and exclude endowment spending. Additionally, revenues would be defined as unrestricted revenues. Also, to make the Eligible Lender EBIDA formula work for colleges, request that it exclude changes in net assets related to pension and other postretirement benefits. Request that debt ratio for eligible borrowers be lowered. Request that eligibility thresholds be expanded so that all colleges and universities can access the nonprofit MSLP facility. Request that $3 Billion endowment threshold be removed. Request that the proposed MSLP nonprofit facility have longer deferment and repayment terms, that capitalization of unpaid interest requirement be waived, and that principal amortization occur evently during the extended payment period rather than having a balloon payment at maturity. Request that interest rate on MSLP nonprofit loans be below the rate for MSLP business loans.
FRS https://www.acenet.edu/Documents 3/23/2020 Letter to Education Secretary Betsy DeVos on Waiving Financial Letter to Secretary DeVos, signed by 44 ACE organizations. Request /Letter-DeVos-HEROES-Act- Responsibility Standards that under the HEROES Act, the Dept. of Education waive the financial 032020.pdf responsibility standards for three years.
Page 182 of 223 Letters Signed by Independent Colleges of Washington - COVID-19 Advocacy
International students, https://www.acenet.edu/Documents 7/8/2020 Letter to Acting Secretary of U.S. Dept of Homeland Security Chad higher education /Letter-DHS-ICE-Fall-2020-Guidance- Wolf, signed by 79 ACE organizations. Requesting that the July 6 ICE community letter to 071020.pdf directive regarding international student be immediately withdrawn. the Department of This would allow international students with valid visas to continue Homeland Security their education physically in the U.S. regardless of if the program is regarding the July 6th ICE online. Request that DHS grant a one year waiver for international guidance on international students who have a valid visa and are enrolled or are entering the students, July 8, 2020 U.S. to begin a course of study on a full time basis that is online or may shift to online during the semester during the pandemic.
Council on Nonprofits https://www.councilofnonprofits.org 7/13/2020 To Speaker Pelosi, Majority Leader McConnell, Minority Leader /sites/default/files/documents/nonp McCarthy, and Minority Leader Schumer. No signatures in this rofit-community-letter.pdf version. Request that emergency funding for programs protecting vulnerable families and frontline responders continue. Request that PPP be extended and expanded, that grant and funding programs be expanded and enacted, that funds be appropriated to federal grant programs to help nonprofits. Request that low-cost loans be provided to mid-size and larger nonprofits that have not been able to access government funding: that the Federal Reserve be authorized and required to finalize a nonprofit lnding facility under MSLP, that PPP eligibility be extended and the loan cap be lifted. Request that charitable giving incentives be strengthened by expanding the above- the-line/universal charitable deduction in the CARES Act through 2021. Request that full unemployment reimbursement be provided to nonprofits and reverse the Labor Dept interprestation requiring upfront payment to states.
College Promise Coalition July 1 Murray Letter 1.pdf To Sen Murray, signed by 37 organizations. Support sponsorship of to Sen. Murray (two Coronavirus Child Care and Education Relief Act. Request different letters) Congressional investment in state and local government fiscal stabilization. Request stabilization funds to colleges and universities. Request that state funding be conditional to maintaining protection of education.
Amicus Brief International https://www.acenet.edu/Documents 7/13/2020 Signed by 71 associations and representatives. DHS should reverse Students Boston District /Amicus-Brief-Mass-District-Court- the July 6 2020 Student Exchange Visitor Program guidance to Court SEVP-071320.pdf remove the requirement that schools offer in-person classes to allow international students.
ACE Senate Liability https://www.acenet.edu/Documents 7/29/2020 To Speaker Pelosi, Minority Leader McCarthy, Majority Leader Protections Bill letter /Letter-Congress-Pandemic-Liability- McConnell, Minority Leader Schumer, signed by 66 organizations. Protections- Support SAFE TO WORK Act providing temporary targeted liability 072920.pdf#search=liability%20prote protections related to COVID. Request that Congress pass temporary ction COVID-19 related liability protections in S. 4317.
Page 183 of 223 Letters Signed by Independent Colleges of Washington - COVID-19 Advocacy
Supplemental Spending Bill http://acenet.qualtrics.com/jfe/form 8/5/2020 To Speaker Pelosi, Minority Leader McCarthy, Majority Leader /SV_6qZP8FpPsORTRGt McConnell, Minority Leader Schumer, signed by ICW and (unknown as of 8/5) other organizations. Request: Include maximum funding for higher education in the next round of COVID-19 legislation. Request explicit statutory language clarifying that institutions, using enrollment as the only criteria, have the authority to determine a student's eligibility for emergency relief funds and to determine how much they should receive. This would ensure that veterans were not left out of receiving funding. Support flexibility allowed to institutions in directing emergency funds. Support provision in HEALS Act that distributed funds through existing systems, rather than creating new avenues to award emergency grant aids directly to students. Support that the current proposals condition support on reopening. Request that endowment restriction be removed as it is not representative of a institution's financial ability to weather current events. Support CCCERA's MOE language with modification; request that there be a one-time waiver option added upon Governor's request, with restriction. Support extension of loan relief provisions, request that there be an extention of grace period for new graduates for a full year. Support dedicated funding for minority-serving institutions. Support additional funding to institutions accompanied by clear statutory direction to the Department of Education concerning implementation.
Mid-Size loan program and https://acenet.qualtrics.com/jfe/for 8/5/2020 To Speaker Pelosi, Minority Leader McCarthy, Leader McConnell, SBA PPP in next COVID-19 m/SV_1Suoy4k4ptTVOst Minority Leader Schumer, signed by ICW and (unknown as of 8/5) Supplemental funding bill other organizations. Support changes to SBA PP and MSLP in the next COVID-19 relief package. Request including language to make the MSLP available to public colleges and universities without 501(c)(3) status. Request changes to the PPP Second Draw Program, Long Term Recovery Sector Loans to make them more accessible to small schools. Request all student workers be exempt from employee eligibility threshold for any loan program.
Page 184 of 223 Novel Coronavirus (COVID-19) Pandemic Higher Education & Workforce Development Updates
The following excerpts are from a series of COVID-19 updates, written at intervals since late March 2020. Each briefing included information from Independent Colleges of Washington, the Washington State Council of Presidents, the Washington State Board for Community and Technical Colleges (SBCTC), the Washington Student Achievement Council (WSAC), the Washington Workforce Training and Education Coordinating Board, the Apprenticeship Program at the Department of Labor and Industries. The updates were distributed via email to the Governor’s policy staff, Washington House and Senate higher education committee members, legislative and Congressional staff, K-12 agency staff, along with others from cities and counties, other state agencies, the College Success Foundation, and the Washington Student Association.
Update #1, Week of March 30-April 3, 2020
Cross Sector Initiatives
Joint Admissions Statement
This week COP and ICW issued a joint statement on behalf of Washington’s four-year colleges and universities focused on 2020 admissions so that students will not be derailed from attaining their education and career goals. The statement reiterates our commitment to engaging students, families and K-12 leaders as families work to navigate application processes and admissions decisions over the next few months. The document also contains a main point of contact at each college or university.
Joint Letter Concerning Nursing Education
COP, ICW, and the SBCTC sent a joint letter to Governor Inslee and Washington State Department of Health Secretary Wiesman outlining immediate action the Nursing Commission should take to increase the ability of our colleges and universities to meet the urgent workforce demand brought about by the COVID-19 crisis. This includes providing the following temporary flexibility measures detailed below. Leaders from COP, ICW, and the SBCTC organized a call with Nursing Commission staff on Thursday to reiterate these concerns:
• Increase simulation hours in lieu of direct-care clinicals to permit 50% use of simulation (WAC 246-840-534). • Permit virtual simulation on an equivalent basis to lab-based simulations. • Raise the ratio of simulation to clinical time to 1:2 (one hour of simulation equating to two hours of clinical time). • Eliminate requirements for minimum number of clinical hours for prelicensure programs • Enable synchronous and asynchronous online teaching of classroom theory/didactic content for all nursing assistant and nursing programs.
Page 185 of 223 • Enable electronic transcripts for cohorts of students already enrolled in nursing assistant and nursing programs. • Enable front-loading classroom theory/didactic content for all programs, and safety/emergency training for nursing assistant programs, in order to expedite student progress to degree, NA-R, and/or other expedited pathways such as nurse technician.
Dual Credit
The Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC) have been working in partnership with the Office of Superintendent of Public Instruction (OSPI) and the Washington Student Achievement Council (WSAC) to ensure dual credit opportunities continue to be offered for Washington students during the COVID 19 crisis.
In early March, representatives from the above noted agencies formed a dual credit task force to work through these challenging times of school closures and social distancing. The work group has accomplished the following:
• Issuance of a joint sector statement to students and their families noting the support for the continuation of dual credit opportunities (3/30/2020). • Creation and dissemination of Running Start guidance for all higher education and K-12 partners (3/20/2020). • Creation and dissemination of College in the High School guidance for all higher education and K-12 partners (4/2/2020) [OSPI to sign off still].
The dual credit task force continues to work on meeting the needs of seniors on the path to graduation. Community colleges have been reaching out to the high schools in their districts to offer assistance in the delivery of core curriculum (like Civics and English) to graduating seniors who may need it to meet graduation requirements.
K-12/Higher Education Weekly COVID-19 Call
The COVID-19 crisis continues to lead to several emerging as well as anticipated long-term issues impacting education transitions, between K-12 to higher education and within higher education. Issues have included, but not been limited to, high school graduation requirements, dual credit, college admissions, transcripts, statewide transfer degrees, and high school graduation pathways. To streamline and clarify information across sectors, the Washington Student Achievement Council convened the first, of weekly, conference calls of higher education and education agencies, institutions, organizations and schools. The focus of the meeting is to categorize current and emerging questions, identify what we can answer, and then plan on how to proceed to towards clear and concise communications for students, families, schools and colleges/universities.
Page 186 of 223 State and Institutional Engagement Focused on Teacher Preparation Program Student Teaching Experiences
In late March, the Council of Presidents convened a zoom meeting of higher education teacher preparation programs, agencies and organizations. The Professional Educator Standards Board (PESB) presented to institutions, agencies and organizations current and anticipated work to provide flexibility for student teaching experiences to meet state requirements. The meeting provided the opportunity for the state and institutions to connect about work to date, future initiatives and impacts.
Independent Colleges of Washington (ICW)
What policymakers and elected officials can do now to help our students and campuses:
- Ask Washington’s Congressional delegation to build on the Coronavirus Aid, Relief, and Economic Security Act or “CARES” Act. It is a solid step forward, and the resources provided by this legislation to protect our students and campuses will be helpful. The structure of the bill works for higher education, but the amount of funding provided is just not enough to offset the millions of dollars in lost revenue and increased costs amid so much uncertainty (over enrollment for both new and continuing students; regarding new and continuing international students; over fundraising as the wealth of donors is affected; etc. - Support efforts to communicate to high school students that they should stay in school, graduate, and enroll in college here in Washington. We are grateful to the Washington Student Achievement Council (WSAC) for its communication efforts. Already the state was working to address our need for developing a college-going culture and a pipeline of “home-grown” talent. Out of this crisis, we hope more Washington students and families will consider their higher education options here at home. (We also strongly support efforts to encourage our community and technical college students to persist and consider transferring to four-year colleges and universities, and for adults with some college credits and no degree to return to higher education.)
Life on Independent Colleges of Washington member campuses
- Seven members of Independent Colleges of Washington are on the semester terms; three use quarters. All have moved to remote instruction. Campuses have been working with their students to provide wi-fi hotspots, loaned laptops, etc. to help bridge the digital divide. Access to reliable Internet can be a challenge for students. (Here are class and desk selfies from Whitworth University and Walla Walla University.) - Our campuses are sending messages to our students to help them stay engaged and motivated (e.g., here’s a short video from Seattle University’s faculty, a note from Heritage University, and a video from the president of Whitman College.) Support services for students are available virtually (e.g., this Facebook message from Saint Martin’s University). - Our campuses also are creatively bringing together accepted students for virtual experiences as this from Gonzaga University. We also are helping our students find internships and post- graduation jobs via virtual career centers such as this example from Seattle Pacific University.
Page 187 of 223 - While most students have left campus, each of our residential campuses is providing shelter and food for dozens to hundreds of students who have no place else to go. These include students who were in foster care or were experiencing homelessness, international students, students whose family members are immunocompromised or work with at-risk populations, and face other specific situations. - Our campuses are reaching out to support their communities (e.g., see this example from Pacific Lutheran University). Member campuses are making and announcing decisions regarding commencement (e.g. here is the news from the University of Puget Sound).
What Independent Colleges of Washington has been working on this week:
- We’ve been fielding queries from member campuses, responding to legislative queries and convening communities of practice from across our membership to share information and support. For example, our campuses are interested in how the federal expansion of Small Business Administration loans could be a helpful source of capital. - This week, our grant-funded Washington Student Engagement Network shared student-focused information about the Census information on Facebook, Twitter and Instagram with the theme “College Students Count”. - We also been analyzing, seeking guidance on federal stimulus. On Friday, March 27, President Trump signed into law “Phase 3” of a federal response legislation known as the Coronavirus Aid, Relief, and Economic Security Act or “CARES Act.”
Here is a high-level look at what we are seeing (and for reference, here is what we were working to see included; Independent Colleges of Washington signed March 20 letters to the House and Senate):
- The CARES Act provides funding for all sectors of higher education, half for emergency grants for students and half for institutions. Funds will be distributed through the Title IV system to institutions so the money can get disbursed as quickly as possible. The call with the U.S. Department of Education will answer key questions about how those funds can be used. Our campuses have significant questions in light of the unplanned and considerable costs they’ve incurred in recent weeks. - Additional funding for Historically Black Colleges and Universities and Minority-Serving Institutions. (Heritage University is an Hispanic Serving Institution and therefore will be eligible. Emerging Hispanic Serving Institutions, including Pacific Lutheran University and Walla Walla University do not appear eligible for this supplemental funding.) - A requirement that states not cut any previous support to institutions of higher education or need-based grant programs for students unless the Secretary gives them a waiver for extraordinary economic loss. - A one-year expansion, for 2020, of tax code section 127 to allow employers to offer up to $5,250 in annual assistance to employees to cover student loan expenses. Section 127 currently allows an employee to exclude from income up to $5,250 per year in assistance provided by their employer for any type of educational course at the certificate, associate, undergraduate, and graduate levels. Now, with the expansion of Section 127 to allow employees to use the benefit for educational loan repayment, employers can help hundreds of thousands of individuals who borrowed for their undergraduate or graduate education. This tool will be
Page 188 of 223 helpful to employers as they seek to attract the best employees, and build an educated workforce to continue positioning the U.S. economy to compete globally.” - Six-month suspension of federal student loan payments. Payments would not have to be made, and interest would not accrue, on federal student loans until September 30, 2020. Any payments borrowers make during this time would go directly toward the reduction of outstanding principal. We hope the state can similarly consider a moratorium on any new requirements or changes in processes while campuses work to manage and eventually recover. - Student aid program waivers for regulatory relief for the student aid programs, including in such areas as campus-based aid, institutional refunds, satisfactory academic progress, lifetime limits on Pell Grants and student loans, and National Service and Teach Grant service requirements. - Charitable giving expansions, including an allowance of a partial above-the-line deduction for charitable contributions, and an expansion of limitations on charitable contributions for 2020.
Update #2: Week of April 6-10, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Addressing Licensing Barriers to Alternatives to Field Experiences/Clinicals for Certain Academic Programs of Study
Nursing Education
COP, ICW, and the SBCTC continued discussions with Nursing Commission representatives. Some programs been approved by the Nursing Commission to offer simulation in place of clinical experience at a 1:1 ratio. These can complete additional paperwork and commit to collecting data as a means of seeking approval for 1:2 simulation. Others still need to seek approval first for simulation and then further documentation for 1:2 simulation-to-clinical ratio. (The Commission has reduced the documentation from the prior substantial change documentation required to a more streamlined COVID documentation.)
Dental Education
COP and SBCTC, in conjunction with ICW and the Workforce Board, continue to work on outlining immediate action that could be taken to increase the ability of our colleges and universities to meet the urgent workforce demand brought about by the COVID-19 crisis. We shared that dental programs across our sectors face the inability to graduate students due to a lack of flexibility for clinical experiences.
Our request to Governor Inslee would be to suspend the language of the regulatory provisions of a number of specified WAC’s until midnight on June 30, 2020. We hope to have this finalized and sent to the Governor’s office today or on Monday.
Page 189 of 223
Addressing Issues at the Intersection of Secondary and Postsecondary Education
Transfer
This week COP and ICW, on behalf of Washington’s four-year colleges and universities, issued a joint statement focused on Washington community college transfer students. The statement reiterates our commitment to engaging students to navigate the transfer process and provides a main point of contact at each college or university. It also notes that we have moved all activities related to transfer admitted student programs, transfer advising and campus visitations to a virtual experience/platform, or we have made the decision to cancel events; integrated flexibility into the transfer process to ease, to the extent possible, the disruption for Washington’s community and technical college students. Each university or college has institutional microsites dedicated to COVID-19 information. We invite you to help us spread the word by retweeting our messages (here is one tweet; and another).
Planning for Postsecondary Education
This week COP, ICW, and the SBCTC issued a joint statement focused on what students should know and consider as they plan ahead during the COVID-19 Crisis. The statement reiterates are continual support and commitment to collectively, and as individual colleges and universities, to help current and future students achieve their goals, navigate this crisis, and plan for their futures. The statement highlights the importance of academic challenge and ongoing communications. In addition, the document emphasizes the value and role of learning, considerations regarding Pass/No Pass on high school credit coursework and college credit bearing coursework and the importance of student agency.
K-12/Higher Education Weekly COVID-19 Call
The COVID-19 crisis continues to lead to several emerging as well as anticipated long-term issues impacting education transitions, between K-12 to higher education and within higher education. Issues include, but are not limited to, high school graduation requirements, dual credit, college admissions, transcripts, statewide transfer degrees, and high school graduation pathways. To streamline and clarify information across sectors, the WSAC convened the second, of weekly, conference calls of higher education and education agencies, institutions, organizations and schools. The purpose of these meetings is to: provide updates on current and emerging work, share information to clarify existing information and context, discuss issues and provide clarification of current work and identify questions and gaps that need further discussion and follow-up.
Independent Colleges of Washington (ICW)
What policymakers and elected officials can do now to help our students and campuses:
- Continue to refer constituents and the general public to these statements regarding admission for the Class of 2024, for transfer students and for students pursuing dual credit.
Page 190 of 223 - Encourage members of the Washington’s Congressional delegation to support additional funding for critical higher education needs via Phase IV federal stimulus legislation. - Urge the U.S. Department of Education to publish guidance around the funding for colleges and universities in the Coronavirus Aid, Relief, and Economic Security Act or “CARES” Act. - Support efforts to communicate to high school students that they should stay in school, graduate, and enroll in college here in Washington.
Life on Independent Colleges of Washington member campuses
- We want to encourage Washington students who are still deciding where to enroll next fall—or who are re-thinking or just now making their college plans—to consider the terrific options here in Washington.
INDEPENDENT COLLEGES OF WASHINGTON
Key Admission Sites for the Class of 2024
Member Campus Class of 2024, accepted students URL: Are you still accepting applicants for the fall term? Gonzaga University www.gonzaga.edu/accepted; Yes
www.gonzaga.edu/virtualgonzaga
Heritage University https://www.heritage.edu/admissions/freshmen- Yes admissions/
Pacific Lutheran https://www.plu.edu/admission-first- Yes University year/admitted-students/
Saint Martin's https://www.stmartin.edu/admissions- Yes. We are still accepting University aid/admitted-students applications for fall 2020. We may adjust these deadlines with everything that is going on but last year these where our application completion (all materials and application must be submitted) fall deadlines: Freshmen: July 1 Transfer: August 1 Seattle Pacific https://spu.edu/undergraduate- Yes. August 1 is the University admissions/admitted-students/why-spu application deadline for both First-Year and Transfer Students. Seattle University https://www.seattleu.edu/admissions/stay- Yes connected/ University of Puget https://www.pugetsound.edu/welcome/ Yes Sound
Walla Walla https://www.wallawalla.edu/admissions/steps-to- Yes University enrollment/
Whitman College https://www.whitman.edu/admission-and- Yes, Whitman is still accepting
aid/admitted-students applications. We have waived our deadline for first year and transfer students who may be reconsidering where they
Page 191 of 223 would like to attend college in light of the COVID-19 pandemic, and will continue to do so as long as space is available. We recommend reaching out to [email protected] for more information. Whitworth University https://www.whitworth.edu/admittedstudents/ Yes
- Spring quarter classes are getting underway at Seattle Pacific University, Seattle University and Walla Walla University. - Our semester campuses – Gonzaga University, Heritage University, Pacific Lutheran University, Saint Martin’s University, University of Puget Sound, Whitman College and Whitworth Universities are about a month from the end of the term. - Campuses continue to address student needs for access to technology off-campus, including laptop loan programs, WiFi host-spots (or low-cost mobile phones to provide WiFi connectivity). - Campuses have been raising support for emergency funds (e.g., Gonzaga University School of Law, Saint Martin’s University, and Whitman College). - Support services for students are available virtually (e.g., this example of peer tutoring at Walla Walla University). - Campuses are organizing activities and events for the community to connect around during the “Stay Home/Stay Healthy” order, with a focus on nurturing connections and fostering community, even in a remote environment (e.g., this Check Five initiative sponsored by Pacific Lutheran University). - For all those online meetings, check out these #WallpaperWednesday backgrounds from the Gonzaga University, Seattle University, University of Puget Sound and Whitworth University. - Additional announcements from member campuses regarding commencement came this week: Gonzaga University, Heritage University, Pacific Lutheran University, Saint Martin’s University, Seattle Pacific University, Seattle University, Whitman College and Whitworth University. - What Independent Colleges of Washington has been working on this week: Our communities of practice, from presidents and provosts to the leaders of alumni relations, parent programs, diversity/equity and inclusion met this week. Our campuses also continue to seek clarity and detail around funding available through the CARES Act. - Our grant-funded Washington Student Engagement Network continued student-focused information on Facebook, Twitter, and Instagram focusing on the Census, on the Washington College Grant, and FAFSA-completion.
Update #3: Week of April 13-17, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
The Coronavirus Aid, Relief and Economic Security (CARES) Act
Page 192 of 223 ICW, COP, and SBCTC campuses received word of their allocations under the CARES Act late last week and have been working to apply to the U.S. Department of Education, filling out their institutional certification form to receive their funds via www.grants.gov.
Addressing Issues at the Intersection of Secondary and Postsecondary Education
K-12/Higher Education Weekly COVID-19 Call
WSAC convened the third, of weekly, conference calls of higher education and education agencies, institutions, organizations. This week’s meeting focused on the communications to date by higher education – COP, ICW and SBCTC. The meeting provided an opportunity for K-12 associations and agencies to engage directly with higher education to provide clarification, timeline for additional decisions and communication format.
K-12/Higher Education Leadership Calls
The Washington Roundtable is convening a weekly call of leaders from COP, ICW, and SBCTC along with the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students.
Independent Colleges of Washington (ICW)
Life on Independent Colleges of Washington member campuses
- As campuses moved to remote and distance education, faculty have been helping students be successful in new formats for learning. For example, try it yourself now with this tutorial, a collaboration of the Center for Learning, Educational Technology & Media, and the Library of Seattle Pacific University (and is adapted from the Canvas Commons tutorial posted by CSU Channel Islands, inspired by the work of Humboldt State University). o Our faculty continue to cheer on our communities, whether near or far. Take about three minutes to be inspired by these Pacific Lutheran University faculty. - With an eye on helping students build and keep their mathematics skills sharp, campuses are making available easy-to-access courses. For example, Heritage University’s Kick Start program and a soon-to-launch initiative at Saint Martin’s University. - Campuses continue to build out their landing pages for prospective and admitted undergraduates and graduate students. Independent Colleges of Washington’s website has this round-up of links for the Class of 2024, for transfer students, and for future students. - Campuses such as the University of Puget Sound are providing academic support services virtually, including academic advising, tutoring, research assistance, counseling and health services, student accessibility and accommodations services, career advising, and more. o Students can access resources via one-stop portals, such as Seattle University’s Student Support Center. - Many Independent Colleges of Washington member campuses already offered test optional admissions pathways (e.g., Walla Walla University and Whitworth University); others had test
Page 193 of 223 optional policies under discussion prior to the pandemic and have accelerated discussions to announce the option for students (e.g., Seattle University); still others have specifically suspended the admission requirement of an SAT or ACT score for students applying for college admission for fall 2021 as both testing boards have canceled many testing opportunities due to the COVID-19 pandemic (e.g., see this announcement from Gonzaga University). - Member campuses are extending the enrollment confirmation date from May 1st to June 1st to allow students more time in their decision process, including Gonzaga University. - Our diversity, equity and inclusion officers on campus have been leading myriad efforts to support students, faculty and staff, including these examples from colleagues at Seattle Pacific University, Seattle University, Walla Walla University, Whitman College, and Whitworth University: o Conferring with university leaders on the disparate impact that policy changes, online courses and other decisions may have on diverse students. o Working with faculty to encourage flexibility as students struggle with many challenges, from having to move to a different mode of learning, to continuing to develop self- discipline, daily accountability, working in environments that are less conducive to learning (i.e., not having adequate spaces to study or to participate in live Zoom classes, challenging intergenerational households), lack of technology (i.e., computers not equipped to handle online learning, no internet access, low bandwidth, no printers), food and housing insecurities, loss of income personally or of family members, concerns for health of loved ones, etc. ▪ Providing professional development for faculty online. o Work with IT colleagues to address the needs of students, faculty and staff who do not have the resources to work remotely. ▪ Identifying who has technology, and who does not. ▪ Providing loaner laptops to students, faculty and staff who request them. ▪ Providing wi-fi hotspots on request if that is the only option students/staff/faculty have for continued engagement. ▪ Creating "Internet lots" and spots where internet can be accessed while also physical distancing. o Opening food bank to the students they are still housing, and to staff who may be facing food insecurity. o Working with housing and student affairs on behalf of students who are experiencing housing insecurity due to residence hall closings as well as international students who may not be able to return home.
Update #4: Week of April 20-24, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Washington’s Recovery Plan
Page 194 of 223 The higher education and workforce development community will continue working with the Governor’s office on “Washington’s Recovery Plan” to ensure that it is implemented consistently and efficiently.
Health Care Degree Program Flexibility
This week COP, ICW, SBCTC, and the Workforce Board recommend Governor Inslee suspend the language of regulatory provisions in a variety of health care programs, including dentistry, pharmacy, social work, physical therapy, and more. These efforts will continue next week.
The Coronavirus Aid, Relief and Economic Security (CARES) Act
ICW, COP, and SBCTC campuses are in the process of planning for the distribution of the emergency grants to students, and this week the U.S. Department of Education released details for the second half. These funds are welcome, significant, and important, but for context, they do not come close to covering the actual expenses and foregone revenue associated with our response to the pandemic. • FAQs, for the student funds: Higher Education Emergency Relief Fund Frequently Asked Questions about the Emergency Financial Aid Grants to Students under Section 18004 of the Coronavirus Aid, Relief, and Economic Security (CARES) Act • FAQs for the institutional funds: Higher Education Emergency Relief Fund Frequently Asked Questions about the Institutional Portion of the Higher Education Emergency Relief Fund under Section 18004(a)(1) and 18004(c) of the Coronavirus Aid, Relief, and Economic Security (CARES) Act
Addressing Issues at the Intersection of Secondary and Postsecondary Education
K-12/Higher Education Weekly COVID-19 Call
WSAC convened the fourth conference call of higher education and education agencies, institutions, organizations. This week’s meeting focused on guidance and communications to date by K-12. The meeting provided an opportunity for higher education to engage directly with K-12 associations and agencies to provide answer questions and provide updates.
Higher education leaders asked a range of questions focused on how higher education information has been shared among K-12 stakeholders, what guidance the State Board of Education and OSPI have provided districts and high schools regarding graduation requirements, how information is being shared with students regarding Running Start, what notations will be considered for high school transcripts for 2020, consideration of e-transcripts, and understanding how districts and schools are addressing attendance and assessment.
The calls will move forward on a bi-weekly basis.
K-12/Higher Education Leadership Calls
WSAC will assume the role of convening leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable will continue to participate.
Page 195 of 223 Independent Colleges of Washington (ICW)
- Independent Colleges of Washington this week launched two dedicated admissions landing pages for our 10 member campuses, one for students, and the other for school counselors and college advisors. - Typically, this time of year high school seniors are deciding where they will attend college in the fall. Our member campuses are adjusting and being flexible with the traditional “decision day” and we want to encourage students to be in touch with our admission offices with any questions or to share special circumstances so we can help ensure that they meet important scholarship and financial aid deadlines. Here are the relevant dates for students in the Class of 2024: o These member campuses now have a June 1, 2020 decision deadline: ▪ Gonzaga University ▪ Pacific Lutheran University ▪ Saint Martin’s University ▪ University of Puget Sound; and ▪ Whitworth University. o Seattle Pacific University, Seattle University and Whitman College encourage students who need a deposit extension to request one. o Heritage University and Walla Walla University take a rolling approach to deposits.
Independent Colleges of Washington member campuses want to work individually with students, and those who wish to defer a semester or a year are encouraged to speak with an admission counselor about the difference between deferring and transferring.
Update #5: Week of April 27- May 1, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Addressing Issues at the Intersection of Secondary and Postsecondary Education
Building a College-Going Culture in Washington
For many years Washington has been a net exporter of high school graduates. ICW, COP and SBCTC are therefore grateful to the Washington Student Achievement Council (WSAC) for its efforts to communicate to high school students through their “Class of 2020 Action Plan” updates and more that they should stay in school, graduate, and enroll in college here in Washington. Already the state was working to address our need for developing a college-going culture and a pipeline of “home-grown” talent. Out of this crisis, we hope more Washington students and families will consider their higher education options here at home. We also strongly support efforts to encourage our community and technical college students to persist and consider transferring to four-year colleges and universities, and
Page 196 of 223 for adults with some college credits and no degree to return to higher education. We’re also working hard to support our campuses and their enrollment efforts. ICW has two dedicated admissions landing pages for our 10 member campuses, one for students, and the other for school counselors and college advisors. We encourage students to be in touch with our admission offices with any questions and to share special circumstances so we can help ensure that they meet important scholarship and financial aid deadlines. We want to work with students, especially those who wish to defer a semester or a year, so they receive proper advising.
Higher Education Leaders Re-Opening Workgroup
A group of leaders from COP, SBCTC, and ICW member colleges and universities has been formed to see if there is a broad approach, or a set of guidelines, that can be adopted by the postsecondary education sector for the fall 2020 term, recognizing that there will be variations depending on the unique set of local circumstances.
K-12/Higher Education Leadership Calls
WSAC continues to convene bi-weekly calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable will continue to participate. Our next meeting will be on May 8.
Independent Colleges of Washington (ICW)
What policymakers and elected officials can do now to help our students and campuses:
Returning to a request we shared a few weeks back, we hope state policymakers and elected officials can take renewed steps now to help our students and campuses by asking Washington’s Congressional delegation to build on the Coronavirus Aid, Relief, and Economic Security Act or “CARES” Act. The structure of the CARES Act works for higher education, but the amount of funding provided is just not enough to offset the millions of dollars in lost revenue and increased costs amid so much uncertainty. Specifically, we hope the next stimulus package will:
- Boost the overall amount of relief. First, while we are deeply grateful for the much needed assistance for students and campuses in the CARES Act, the support is simply not of the magnitude and scope needed to keep students enrolled, employees in their jobs, and communities strong. Across higher education nationally, independent, private, not-for-profit and public colleges are working together to seek an additional $46 billion in grant funding to be evenly distributed between institutions and students. In addition, any funding for students must be to help students pay their educational costs, including tuition, room, board and related expenses. Neither students nor institutions are well-served if colleges are used as a simple pass through in giving students cash grants without the necessary guidance to ensure the funding helps students succeed and complete college.
Page 197 of 223 - Ensure that student emergency grants under the CARES Act will not be taxable. Congress should make these funds and any future funds to students nontaxable. - Provide zero-interest federal loan capital for colleges and universities. If smaller classes enroll this fall, and students that do enroll have greater need, our campuses will incur operational losses from COVID-19 for the next four years. Continued, broad-based federal access to capital is needed to assist institutions with the recovery. Additionally, we need clear and ready access to federal lending programs such as the Payroll Protection Program (PPP) and the Main Street Lending Programs. Further, students working on campus should not be considered employees of the institution when these loan programs determine employee eligibility counts. Where eligible, our campuses have applied for the PPP. One campus was approved. The majority of the member institutions represent mid-sized businesses that are not eligible for PPP. Regrettably, at least one campus was deemed ineligible due to the fact that it regularly hires students part time and such student employees were counted, thus pushing the total employee count above the 500 employee threshold for the PPP. - Ameliorate the “reimbursing employers” penalty on not-for-profit colleges. Guidance this week from U.S. Department of Labor on how states can implement the part of the CARES Act intended to help minimize nonprofits’ liability for unemployment insurance claims related to COVID-19 runs counter to Congress’s intent by delaying payments to nonprofits that would offset a portion of the costs related to their workers’ COVID-19 related UI claims and penalizing states that try to provide additional assistance to these nonprofits. Many of our campuses will be harmed by this guidance, and we ask that Congress amend Section 2103 of the CARES Act replacing the word “reimburse” with “reduce the costs of” so it is clearer that states need not have self-insured nonprofits seek a partial reimbursement of a reimbursement. We request a further amendment to Section 2103 to hold harmless self-insured nonprofits for 100% (rather than just 50%) of their COVID-19 related UI claims.
Life on Independent Colleges of Washington member campuses
- For our member campuses with semester terms, classes are wrapping up and final exams will be soon. - Looking to the future, our campuses are each considering a wide range of models to identify levers that could be “pulled” to react to a range of enrollment scenarios. We’re continuing to work collaboratively across higher education partners to plan for how re-opening in the fall could be achieved with safety concerns in mind. (You may have read “The Big ‘If’” and “15 Fall Scenarios” in Inside Higher Ed in recent days; these are illustrative of the range of options folks are considering.) As we look at all options, we are also working to identify the federal reporting and academic term requirements may need to be modified/relaxed so we can remain in compliance. - As we work to help our students and their families plan for the eventual re-opening of campuses and daily life, we deeply hope that colleges and universities will have access to effective COVID- 19 testing resources. This will be essential as we strive to continue ensuring that it is safe for all students, faculty and staff to return to campus and that they will remain safe while on campus. - With more than 8,000 employees and $608M annually in payroll and benefits, we are significant economic actors— “anchor tenants”—in our communities. If considered together, we would be
Page 198 of 223 among the state’s 20 largest private sector employers. Our colleges and universities depend largely upon three forms of revenue support: Tuition and related payments, including those associated with room and board, and other auxiliary revenue generated from hosting summer camps and conferences; charitable contributions, often times restricted to a particular use (example, support for a capital project); and investments, such as endowments (which also come with significant restrictions on their use), which must be managed into perpetuity, and typically provide less than five percent of an annual budget.
Each of these revenue streams are under direct threat from the COVID-19 response. Tuition revenue moving forward is at risk, both from the prospects of reduced enrollment (given the uncertainty associated with the course of novel coronavirus outbreak) as well as the net impact on tuition revenue from responding to need-based financial aid appeals. We continue to look to donors for direct support; however, many such donors are themselves impacted by loss of wealth or income due to COVID-19 or may be redirecting giving to emergency relief efforts. Endowments have suffered tremendous loss during the first calendar quarter of 2020, creating in many cases underwater endowments that cannot be drawn upon. Other auxiliary activities, such as camps and conferences, have either been cancelled or are at risk of being cancelled. Further, our member institutions anticipate additional expenditures for personal protective equipment and other measures to support physical distancing should each have the ability to resume in-person instruction in the fall.
Update #6: May 15, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Health Care Degree Program Flexibility
In April COP, SBCTC, ICW, and the Workforce Board jointly wrote to the Governor’s office to request flexibility in exam and licensing requirements for students in the areas of dentistry, pharmacy, physical therapy and other health profession related degree areas. As part of this work COP shared a summary further detailing the reasoning for flexibility for students for near graduates of these programs with the Governor’s Office and the Department of Health. In early May, the Department of Health responded with an initial assessment and response but no final decision-making to address how programs should move forward. We continue to advocate for flexibility for students in these quality and recognized health related degree programs.
Re-Opening of Washington Schools for 2020-21 Workgroup
COP, SBCTC and other higher education stakeholders participated in the Re-opening of WA Schools for 2020-21 Stakeholder Workgroup. The workgroup consisted of a broad stakeholder group of over 100
Page 199 of 223 educators, elected officials, education leaders, and community members to help plan and provide information about reopening Washington state schools for the 2020–21 school year. Specifically, stakeholders: (1) Received epidemiology update, (2) Discussed models for re-opening schools in 2020– 21; and (3) Informed recommendations and guidance. Further discussions and convenings are anticipated. Let me know if you have any questions.
Higher Education Leaders Re-Opening Workgroup
A group of leaders from COP, SBCTC, and ICW member colleges and universities are collaborating to see if there is a broad approach, or a set of guidelines, that can be adopted by Washington’s postsecondary education sector for the fall 2020 term, recognizing that there will be variations depending on local circumstances. The group hopes to complete its work sometime later this month.
K-12/Higher Education Calls
WSAC convened the bi-weekly calls of leaders from COP, ICW, SBCTC and K-12 agencies and organizations. Washington stakeholders were joined by Tom Green from the American Association of Collegiate Registrars and Admissions Officers, and Jennifer Thomsen and Cassidy Francies from the Education Commission of the States. The group heard from these national organizations about national trends and data re: COVID-19 related policies and resources with the focus of gaining a national perspective on potential student impacts. The meeting also allowed for Washington stakeholders to engage in questions/answers and identify general guidance and best practices from other states. The next meeting will take place on May 20.
K-12/Higher Education Leadership Calls
WSAC continues to convene bi-weekly calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable will continue to participate. Our next meeting will be on May 22.
Independent Colleges of Washington (ICW)
- For our member campuses with semester terms, classes and final exams are wrapping up with some planning virtual commencement celebrations in addition to eventual in-person commemorations. Our three universities that use quarter terms continue with remote instruction. Planning for summer and fall is ongoing across all campuses. - All 10 member campuses have received the first half of the funds appropriated via The Coronavirus Aid, Relief and Economic Security (CARES) Act and are thinking through/putting into place their distribution systems. Not all campuses have received the institutional funds. - Member campuses continue to work with students and their families to answer financial aid and other questions regarding enrollment for fall 2020. We have been using social media to
Page 200 of 223 answer commonly asked questions about admissions and enrollment. For example, “Can I still apply?” Click here for the answer and share with your networks. - In response to questions from K-12 and community college partners, we are working with member campuses to understand (1) how member campuses will be evaluating/accounting for the differences in grading across Washington’s school districts for students who graduate from high school in the coming years: and (2) understanding how students whose transcripts will not denote face-to-face or virtual modalities for lab coursework will be evaluated for transfer and supported upon transfer. - A number of our member campuses are among the Washington colleges experiencing suspicious unemployment claims activity; for some campuses these fraudulent claims are in the dozens, at others more than 100. These claims are coming from individuals who are regularly working and confirm they did not file a claim. Our human resources colleagues are taking steps to be in contact with the Employment Security Department and with affected employees. - Representatives of Independent Colleges of Washington have been participating in a number of discussions, including the Office of the Superintendent for Public Instruction’s re- opening stakeholder work group, the Workforce Training and Education Coordinating Board’s behavioral health workgroups (both around licensing reciprocity and background checks), the Health Workforce Council, and the Dislocated Worker Training Capacity workgroup. - A number of campuses have contributed to the College Promise Coalition’s work with the Washington Student Achievement Council (WSAC) launch an online campaign to let high school juniors and seniors know about educational opportunities after graduation. The goal is to reach these teens with messages about the application process, financial aid opportunities, and reminders that, while the coronavirus pandemic may have them questioning their plans for next year, their future is bright and they should continue their education. - As we work to help our students and their families plan for the eventual re-opening of campuses and daily life, we deeply hope that colleges and universities will have access to effective COVID- 19 testing resources and personal protective equipment (PPE). This will be essential as we strive to continue ensuring that it is safe for all students, faculty and staff to return to campus and that they will remain safe while on campus. We are hopeful that support will be available to help colleges adequately prepare and effectively welcome the return of students to the classroom and to protect our campuses and larger communities. In addition to physical safety, we also know that it will be critical to seek support so we can make the significant investments needed to protect our new online systems from cybersecurity attacks. Through the association, our campuses are exploring how they can work cooperatively to source PPE and seek better pricing for needed supplies and services.
Update #7: May 29, 2020
Page 201 of 223 Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Higher education planning for Fall
Colleges and universities continue to work with their local health departments both to support local COVID mitigation efforts in their communities and to collaborate on safety protocols and planning to gradually bring students back to campuses for hands on lab and practicum instruction.
SBCTC, COP and ICW have been working closely with the Washington Student Achievement Council to jointly propose a plan for reopening college and university programs and services consistent with the Governor’s four phases for Safe Start. Working with the Governor’s staff, the three higher education sectors and WSAC have been consulting with the Department of Health, Department of Labor and Industries, Workforce Training and Education Coordinating Board, state apprenticeship council and faculty unions on guidelines to safely reopen campuses in stages through Summer and Fall. Positive feedback as well as important clarifications were discussed with stakeholders this week. A final proposal that integrates that feedback will be completed by early next week for the Governor’s consideration.
Local colleges continue to actively engage with their local health departments. This has become especially important as the phased Safe Start plan is deployed county by county, with almost half of Washington counties approved for Phase 2.
Nursing Commission and Higher Education Call
COP along with the SBCTC and ICW joined representatives from the Washington Nursing Commission to discuss planning for summer and fall 2020. The conversation focused on institutional and sector plans for re-opening health profession related degree programs under the Governor’s Phase I Guidance.
Joint Statement on Concurrent Enrollment and Higher Education/K-12 Grading Policies
Last week COP, SBCTC, OSPI and WSAC issued a joint statement focused concurrent enrollment programs – College in the High School and Running Start – and higher education and district grading policies. The joint statement focused on addressing the ongoing questions from both K-12 and college partners regarding how the emergency rules filed by OSPI impact College in the High School and Running Start grades. This joint statement reiterates the guidance provided to date to help school districts, colleges and universities finalize grading as the spring term concludes. We invite you to help us spread the word by retweeting our messages.
Video Aimed at Current and Prospective Students
Under the leadership of the ICW, COP, SBCTC, and ICW college and university presidents are contributing photos that will be turned into a short video aimed at encouraging current and prospective students to make/stick with their college plans. Here is a similar example from the state of Virginia.
Page 202 of 223 Re-Opening of Washington Schools for 2020-21 Workgroup
COP, SBCTC, ICW and other higher education stakeholders continue to participate in the Re-opening of Washington Schools for 2020-21 Stakeholder Workgroup. The workgroup consists of a broad stakeholder group of over 100 educators, elected officials, education leaders, and community members to help plan and provide information about re-opening Washington state schools for the 2020–21 school year.
Joint Education Committee COVID-19 Weekly Calls
COP, ICW, and SBCTC staff continue to meet weekly with members and staff of both the House and Senate Education Committees to discuss K-12 issues and their intersection with higher ed. Calls regularly include updates from OSPI leadership, and dialogues with members and partners.
K-12/Higher Education Calls
WSAC convened the bi-weekly calls of leaders from COP, ICW, SBCTC and K-12 agencies and organizations. The meeting focused on regional efforts to support students through the transition from K-12 to postsecondary education. Washington stakeholders were joined by Kyla Lackie from the Puget Sound College & Career Network, Shannon Demant from the College Success Foundation - Spokane, and Ashley DeLatour, Cynthia Cruz, and Sarah Ounniyon from FuturesNW. The presentations and discussions centered on insights into the on-the-ground impact of some of the policy responses to COVID-19 and the opportunity to learn about additional resources & policy responses that are needed. The next meeting will take place on June 3.
K-12/Higher Education Leadership Calls
WSAC continues to convene bi-weekly calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable will continue to participate. Our next meeting will be on June 5.
Independent Colleges of Washington (ICW)
- Independent Colleges of Washington has been sharing its priorities with the Congressional delegation, urging support for additional funding for higher education; for a targeted, national safe harbor as campuses move toward re-opening; for expanding the Main Street Lending Program to nonprofit private and public colleges and universities and for similarly expanding the PPP SBA loan program similarly. - We also have continued to work with others nationally to seek equal treatment for self-funded nonprofits fairly by increasing the federal unemployment insurance reimbursement for self- funded nonprofits to 100% of costs.
Page 203 of 223 - Here is a summary of the status of The Coronavirus Aid, Relief and Economic Security (CARES) Act funding for Independent Colleges of Washington’s 10 member campuses as of late last week:
APPLIED Y/N RECEIVED Y/N RECEIVED $ Member CARES Funds Emergency Direct Emergency Direct Emergency Direct Campus Allocation Student Institutional Student Institutional Student Institutional Financial Aid Support Financial Aid Support Financial Aid Support Gonzaga $2,772,507 Y Y Y N $1,386,254 Not yet University rec’d Heritage $1,283,643 Y Y Y Y $641,822 $641,822 University Pacific $2,935,869 Y Y Y Y $1,467,935 $1,467,935 Lutheran University
Saint $1,252,197 Y Y Y N $626,099 Not yet Martin's rec’d University
Seattle $2,890,475 Y Y Y N $1,445,238 Not yet Pacific rec’d University
Seattle $3,692,919 Y Y Y Y $1,846,460 $1,846,460 University
University of $1,418,056 Y Y Y Y $709,028 $709,028 Puget Sound Walla Walla $1,437,520 Y Y Y Y $718,760 $718,760 University Whitman $764,766 Y Y Y N $382,383 Not yet College rec’d Whitworth $2,840,748 Y Y Y Y $1,420,374 $1,420,374 University Totals/ $21,288,700 10 10 10 6 $10,644,350 $6,804,378 Count of Yeses % of schools 100% 100% 100% 60%
Update #8: June 12, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Higher Education Planning for Fall
Page 204 of 223 For more than a month COP, SBCTC, and ICW have worked together and with the Department of Health and other state and local entities on plans for reopening for the fall term. This work includes a review of re-opening plans for colleges and universities in other states and countries. This information will helpful to individual campuses as they finalize plans over the next several weeks.
K-12 Re-Opening Stakeholder Work Group
COP, SBCTC, ICW and other higher education stakeholders participated in the second meeting of the Re- opening of Washington Schools for 2020-21 Stakeholder Workgroup. The workgroup consists of a broad stakeholder group of over 100 educators, elected officials, education leaders, and community members to help plan and provide information about re-opening Washington state schools for the 2020–21 school year. Specifically, stakeholders heard presentations from Kinetic West with an environmental scan, an update from the Department of Health, presentations from technical groups that met prior on specific issues and next steps. The technical groups included: (1) Instructional Services Group A: Schedules and calendars: Structuring staff and time; curriculum and instruction and professional learning; student learning; grading and assessments; and (2) Instructional Services Group B: Whole Child: Social- emotional, mental and physical health supports; family and community engagement. Materials from the June 2 meeting can be found here: https://www.k12.wa.us/about-ospi/workgroups- committees/currently-meeting-workgroups/reopening-washington-schools-2020-21-workgroup.
Joint Higher Education Video
ICW, SBCTC and COP presidents have contributed photos for a short video that campuses and the College Promise Coalition and other partners can amplify via social media in the coming weeks and months. The aim of this project is to provide encouragement for students to stick with their college plans. Look out for the video soon!
K-12/Higher Education Calls
WSAC convened the bi-weekly calls for K-12 and higher education. The calls focus on the impacts of the pandemic on the transition between secondary and postsecondary education. The objectives of this meeting included: (1) Reviewing & discussing current K12 to Postsecondary transition updates & questions, (2) Planning for future meetings (sequence, content, etc.) and (3) Determining next steps.
Education Committees’ COVID-19 Weekly Calls
Higher ed leaders continue to participate in weekly calls with members and staff of both the House and Senate Education Committees to discuss k-12 issues and their intersection with higher ed. Calls continue to include updates from OSPI leadership, and dialogues with members and partners.
K-12/Higher Education Leadership Calls
WSAC continues to convene bi-weekly calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington
Page 205 of 223 Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable also participate. Our next meeting will be on June 19.
Independent Colleges of Washington (ICW)
- Seattle Pacific University and Walla Walla University will hold virtual commencement celebrations on June 14. (Whitman College held its virtual commencement on May 24, 2020.) A number of campuses have rescheduled commencement exercises for Labor Day weekend, including Gonzaga University, Heritage University, Pacific Lutheran University, and Saint Martin’s University. Seattle University and Whitworth University will hold their commencements on the weekend of October 9-11. The University of Puget Sound will hold a separate commencement for the Class of 2020 on May 16, 2021. - Our member campuses are all responding to the national call for racial justice. Read on for the messages issued by Gonzaga University, Heritage University, Pacific Lutheran University, Saint Martin's University (here and here), Seattle University (here and here), Seattle Pacific University (here and here), the University of Puget Sound (here and here), Walla Walla University, Whitman College, and Whitworth University (here and here). An op-ed from higher education leaders in Spokane included the presidents of Gonzaga University and Whitworth University (see here). Member campuses have also held campus discussions/teach-ins and vigils. - Diversity, equity and inclusion (DEI) officers at each Independent Colleges of Washington member campuses have met regularly since early in the pandemic (first weekly, then every other week) in recent months to discuss with each other a range of issues, from access (technology, housing, financial aid, food security, mental health) for students, to mission critical areas (curricular design, physical plant, remote policies, communications, re-opening, grading, staffing decisions), all through a DEI lens. At this time, seven of the 10 DEI officer positions on our member campuses are cabinet-level. - To assist Washington students whose college plans may have changed, all Independent Colleges of Washington member campuses continue to accept applications for fall 2020. - Standardized test scores (ACT and SAT) are optional for applicants at Heritage University, Pacific Lutheran University, Seattle University (effective with the class of 2021), University of Puget Sound, Whitman College, and Whitworth University. In some cases, standardized tests may be required for students who have been home-schooled and for those who attend secondary schools that do not assign grades. Students choosing not to submit test scores as part of their application may be required to share additional information. Gonzaga University and Seattle Pacific University are waiving the ACT/SAT requirement for undergraduate students seeking admission in 2021.
Update #9: July 10, 2020
Page 206 of 223 Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Higher Education Planning for Fall On June 23 UW President Cauce, Whatcom Community College President Brown and PLU President Belton joined Governor Inslee at a press conference to discuss campus plans for the fall term, including what steps would need to be taken in order to resume some in-person instruction. The Governor’s higher ed proclamation was supplemented by a Campus Reopening Guide from COP, SBCTC, and ICW. A video archive of the media availability can be found here.
Meeting with King County Higher Ed Leaders Earlier this week leaders from COP, SBCTC, ICW, and WSAC participated in a meeting with higher ed leaders from public and private four- and two-year college and university leaders from across King County to discuss how the Campus Reopening Guide can be valuable to them in making decisions related to the fall term.
Joint Higher Education Video
ICW, SBCTC and COP presidents have contributed photos for a short video that campuses and the College Promise Coalition and other partners can amplify via social media in the coming weeks and months. The aim of this project is to provide encouragement for students to stick with their college plans. Check it out here and please help to broadly share!
K-12/Postsecondary Transitions Work Group
COP, SBCTC, and ICW participated in K12-PS Transitions Work Group meeting led by WSAC. The meeting focused on small and large group work : (1) A review of the proposed introduction statement for this work, (2) purpose, objectives, inputs and goals with the following questions in mind: (a) Are the Purpose & Objectives aligned with the Inputs & Goals? Do the Inputs contribute to reaching the Goals? Do the Goals help us accomplish the Purpose? (b) Do these updates better center equity and anti-racism in our work? (c) Focus on the Inputs – the actual work the group will be doing. Are you comfortable committing to this work as stated? What should be added or removed? And (d) Focus on language: Is there any language or specific words that should be changed? The Work Group shared and discussed highlights and key points to move the work forward.
Legislative Education Committees’ COVID-19 Weekly Calls
Higher education leaders continue to participate in weekly calls with members and staff of both the House and Senate Education Committees to discuss K-12 issues and their intersection with higher ed. Calls continue to include updates from OSPI leadership, and dialogues with members and partners.
Page 207 of 223 K-12/Higher Education Leadership Calls
WSAC continues to convene bi-weekly calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable also participate. Our next meeting will be on July 17.
Independent Colleges of Washington (ICW)
- Campuses that originally had planned for rescheduled commencement exercises on Labor Day weekend are revisiting those plans in light of public health guidance. - Member campuses are continuing to take affirmative actions in support of racial justice and social justice. Here are a number of examples: o “Steps Whitworth is Taking to Address Racial Injustice.” o “Seattle University Alumni Association is Taking Action. Black Lives Matter.” o “Our Shared Commitment to Engaging and Addressing Issues of Racism, Prejudice and Discrimination,” Gonzaga University - Two campuses welcomed new academic leadership this month: Laura Hartley is provost at Seattle Pacific University and Gregor Thuswaldner is Whitworth’s provost and executive vice president. Our provosts and academic vice presidents continue to meet regularly as they have through the pandemic. Recent discussions have focused on how academic calendars are shifting to reduce possible spread of COVID-19.
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- Independent Colleges of Washington continues to press for additional federal support for students and colleges and universities to cope with the effects of the pandemic and its ripple effects. Among our priorities: providing low-cost loan capital, strengthening charitable giving incentives, and providing full unemployment benefit reimbursement. We are pleased to see S.4209, the Protecting Nonprofits from Catastrophic Cash Flow Strain Act,
Page 209 of 223 pass in both chambers and look forward to its enactment. This legislation will remedy the U.S. Department of Labor’s misguidance requiring self-insured nonprofits to pay to their state 100% of the costs of unemployment compensation and get reimbursed 50% at some later date. - Independent Colleges of Washington has joined with the American Council on Education (ACE) and other associations in writing to Acting Homeland Security Secretary Wolf to oppose in the strongest possible terms the July 6 guidance (Number 2007-01) issued by Immigration and Customs Enforcement (ICE) regarding international students and the upcoming 2020-21 academic year. The letter asks that the Department withdraw this guidance as soon as possible, and grant needed flexibility for our international students and institutions during the global pandemic. We’re also pursuing other avenues to push back against this harmful policy. For links to statements and messages from our member campuses on this topic, our Twitter feed is a good source.
Update #10: August 7, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
AWB Webinar
On August 5 leadership from COP, ICW, SBCTC and OSPI participated in a virtual webinar: “Education in the Era of COVID-19”. The webinar was an opportunity for education leaders to update AWB members on school plans for the fall term given the ongoing pandemic.
K-12/Postsecondary Transitions Work Group
Over the last month, the K-12 Postsecondary Transitions Work Group has met biweekly. The Work Group focused on finalizing statements regarding its purpose, objectives, inputs and goals. In recent weeks the Work Group focused on the development of guidance for districts and schools related to high school grading, high school transcripts, postsecondary transitions and dual credit within the contact of the pandemic for the 2020-21 school year. In addition, the work group discussed and brainstormed available resources to communicate this guidance when it is released next week.
K-12/Higher Education Leadership Calls
WSAC continues to convene bi-weekly calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Staff from the Washington Roundtable also participate. Our next meeting will be on August 14.
Page 210 of 223 Independent Colleges of Washington (ICW)
- Campus colleagues in the areas of diversity/equity/inclusion, academic affairs, financial aid, admissions, registration, and student affairs are gathering to share experiences and best practices in meeting the needs of students, faculty and staff. - Independent Colleges of Washington has joined with higher education associations across the country to urge Congress include the maximum funding levels possible for higher education in the next supplemental pandemic relief bill. [Three major proposals—H.R. 6800, the Health and Economic Recovery Omnibus Emergency Solutions Act (HEROES); S. 4112, the Coronavirus Child Care and Education Relief Act (CCCERA); and the package of Senate bills collectively known as the Health, Economic Assistance, Liability Protection and Schools Act (HEALS)—are under consideration.] Across all of higher education nationally, estimates are that institutions have a total of $46.6 billion in increased student need and lost revenues, and will spend at least $73.8 billion on new expenditures specific to the COVID-19 pandemic. Further, Independent Colleges of Washington supports changes to the Small Business Administration Paycheck Protection Program and the Main Street Lending Program that would give better access to colleges and universities. - Additional campuses that originally had planned for rescheduled commencement exercises on Labor Day weekend are revising those plans in light of public health guidance, with some moving to virtual events. - ICW member campuses are planning for fall terms that will look substantially different. For further details, this table offers a snapshot:
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Update #11: September 11, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Collaborative Dual Credit and Postsecondary Transition Guidance Led by OSPI and WSAC, a broad range of state agencies, education member associations, community- based organizations and students collaborated and partnered to develop guidance for K-12 districts to plan and respond to the challenges of the 2020-21 school year, specific to closing equity gaps in dual
Page 212 of 223 credit access and success and postsecondary transitions. As part of this work Provosts and academic leaders from Washington’s public and private, non-profit four-year colleges and universities and community and technical colleges provided a joint message to Washington students and points of contact for admissions, financial aid and dual credit. The guidance provides specific recommendations around: (1) dual credit awareness, access, advising and supports; (2) grading and transcripts and (3) postsecondary planning.
K-12/Postsecondary Transitions Work Group COP, SBCTC, and ICW continue to participate in K12-PS Transitions Work Group meeting led by WSAC. Since the spring 2020 school closures, stakeholders from K12, higher education, community-based organizations, and student and family groups are convening to serve as a Postsecondary Pathways workgroup. With an equity-centered, anti-racist focus, the workgroup seeks to address both emerging and long-term systemic issues regarding policy, education redesign, and communication needs focused on the postsecondary transition. Participants include OSPI, COP (public 4 years), SBCTC (public 2 years), ICW (private colleges), AWSP (principals), WASA (superintendents), WSSDA (school directors), WEA, Rural Education Center (rural districts), ESD’s (regional service districts), the Governor’s Office, CBOs (FuturesNW, Puget Sound College & Career Network, College Success Foundation, Partnership for Learning), SBE, WA PTA, and WA STEM with 35-40 regular attendees.
Additionally, in support of the workgroup, secondary/post-secondary leadership meet monthly to assure leadership is aligned and to troubleshoot ongoing issues as needed, with CEO’s from AWSP, COP, ICW, Partnership for Learning, SBCTC, WASA, WSSDA, and WSAC. These meetings support transparency and broad engagement, bring issues and questions to the surface for crucial partners to resolve, and communicate across key state leaders to drive decision making and garner support and consensus.
Over this time the groups finalized dual credit and postsecondary transition guidance for K-12 districts for the 2020-21 school year and how best to communicate this work. In addition, the groups finalized processes for decision-making, membership, accountability within the work group and the vision and foundational beliefs of this work. In recent weeks, the work has focused on future engagement among K-12 and higher education organizations, community-based organizations, institutions, schools and agencies with an emphasis on potential workshop planning and themes identified by stakeholders for further discussion.
K-12/Higher Education Leadership Calls WSAC continues to convene regular calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Recent discussions have included leaders of color from community-based organizations so we can purposefully move equity to the center of these discussions.
Independent Colleges of Washington (ICW)
Page 213 of 223 - As of the week of September 14, all 10 Independent Colleges of Washington member campuses will have opened for the fall term, three for the fall quarter and seven for the fall semester. For a snapshot of the fall schedule, see this table. - Member campuses are remaining in close consultation with local health authorities, and using multiple methods of communicating with their campus and broader communities around testing and its results. For example, Gonzaga University, Seattle University, and Whitman College have posted web-based dashboards; Pacific Lutheran University has a “status dial” to clearly communicate with the community the reopening stage, with what activity is permitted on campus, including modes of class delivery and the status of campus facility accessibility. - In consultation with local health authorities, our campuses are working to keep their communities safe through testing and contact tracing. For example, some are testing students upon arrival, with a focus on individuals that will interact with high numbers of people, like resident assistants. Targeted and surveillance testing is being deployed for both on- and off-campus students. Students, faculty, administrators and staff are being asked to self-report through health checks on mobile apps before coming to campus. Campuses are using well-researched practices related to social norming to encourage pro-social behavior such as physical distancing, wearing masks, and avoiding large gatherings. They also are providing COVID-related education students are receiving. Here are examples from across the state: o Gonzaga University: Students were sent guides for both on-campus and off-campus undergraduates and for graduate and law school students, including information on the dangers of COVID and the University’s response. Students are completing a wellness check in daily through ZagCheck within the Microsoft Power app prior to coming to campus. This video details University expectations for socializing, on and off campus. Testing will be available to students upon request. o Heritage University: Heritage’s Safe Open committee has developed guidelines and processes to access campus based on CDC recommendations. Anyone entering campus will be required to request access, be screened at various entry points, and must comply with the requirement of wearing a mask at all times, indoors and out, as well as practice social distancing. “Heritage in the time of Coronavirus” recaps how the University is meeting the needs of its students in myriad ways. o Pacific Lutheran University (PLU): Students who will be on campus are expected to complete a Wellness Check-In for “every day that they visit campus or participate in a PLU-related activity.” PLU has been chosen as one of Pierce County’s free testing sites, with mobile testing available as scheduled. o Saint Martin’s University: Students, staff and faculty are being asked to download and the Omnilert app to access a Daily Self-Health Check form and the COVID-19 Emergency Notification Process. Student athletes are asked to use the Sway app. The University asked students to get a COVID test prior to coming to campus and will be conducting random testing throughout the semester. Additionally, all community members were asked to complete the Community Agreement, which includes individual safety measures. As of September 1, more than 1,100 have signed. Community messages and FAQs on a Coronavirus hub, along with social media posts, are reinforcing key information. See these examples:
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- Seattle Pacific University: In addition to the information provided about the impact of COVID on the community and the expectations of the University. Orientation leaders, RAs and other student leaders are being trained on expectations and will be carry forward that message and expectations as they interact with peers. Most campus buildings will be locked and all buildings will have signage that states clearly “By entering this facility, I attest that I have no symptoms of COVID-19.” Each sign has clear expectations about face coverings, keeping distanced, washing hands, and cleaning/sanitizing. All students, employees, contractors and visitors are expected to complete daily self-attestation that has clear (and updated) information about COVID-19 symptoms. - Seattle University: Students are required to complete a daily Safe Start Health Check screening before coming to campus. Students who are physically on-campus during Fall Quarter are required to complete a brief online disease prevention course. Students must complete the course prior to arriving on campus. - University of Puget Sound: All students, faculty and staff members are required to be aware of and participate in COVID-19 screening and testing. - Walla Walla University: The University is implementing a code of conduct and contact tracing will be implemented for students, faculty, and staff via an app called SaferMe so that local health departments have easy access to information about who might need to isolate or be tested for COVID-19. Self-evaluation and temperature screenings for symptoms will submitted daily by students, faculty, approved guests, and staff via an app. - Whitman College: Whitman requires all students, faculty and staff to sign a community pledge regardless of plans to be on campus. The College is providing COVID-19 testing on campus, and to make symptom checking, reporting and contact tracing easier, the college has expanded their contract with a company that provides their emergency alert system. Faculty, staff and students cleared to be on campus will receive a daily wellness check notification via email and in an app. - Whitworth University: Whitworth is using the LiveSafe app for students and a SWAY app for student-athletes. A comprehensive Back to School Guide provides health and safety information.
Page 215 of 223 To meet the needs and preferences of students, campuses are offering a range of instructional options:
Update #12: October 2, 2020
Cross Sector Initiatives -- Council of Presidents (COP), Independent Colleges of Washington (ICW), and the State Board for Community and Technical Colleges (SBCTC)
Diversity Officer Convening
SBCTC, COP, and ICW are jointly convening diversity officers from our sector colleges and universities next month. This will be first joint gathering of college and university diversity officers across the state. Our goal is to create a network among equity and diversity leaders across institutions, with potential to share resources, practices and strategies, and to provide advice to our sectors and the Washington Student Achievement Council on equity producing policies and practices.
Washington Council for High School-College Relations Fall Counselor Workshops
In September, the Washington Council for High School-College Relations held its annual fall high school counselor workshops via zoom. Representatives from the, SBCTC, COP, ICW, WSAC, and OSPI, along with admissions directors from Washington colleges and universities, engaged with over 700 high school counselors across the state. This year’s presentation and discussions focused primarily on the impact of COVID-19 on high school graduation for the 2020-21 school year and college admissions for fall 2021. Presentations and updates from colleges and universities can be found here.
K-12/Postsecondary Transitions Work Group
COP, SBCTC, and ICW continue to participate in K12-PS Transitions Work Group meetings led by WSAC. Since the spring 2020 school closures, stakeholders from K12, higher education, community-based organizations, and student and family groups are convening to serve as a postsecondary pathways workgroup. With an equity-centered, anti-racist focus, the workgroup seeks to address both emerging and long-term systemic issues regarding policy, education redesign, and communication needs focused
Page 216 of 223 on the postsecondary transition. Participants include OSPI, COP (public 4 years), SBCTC (public 2 years), ICW (private, not-for-profit colleges), AWSP (principals), WASA (superintendents), WSSDA (school directors), WEA, Rural Education Center (rural districts), ESD’s (regional service districts), the Governor’s Office, CBOs 2 (FuturesNW, Puget Sound College & Career Network, College Success Foundation, Partnership for Learning), SBE, WA PTA, and WA STEM with 35-40 regular attendees.
In support of the work group, secondary/post-secondary leadership meet monthly to assure leadership is aligned and to troubleshoot ongoing issues as needed, with CEO’s from AWSP, COP, ICW, Partnership for Learning, SBCTC, WASA, WSSDA, and WSAC. These meetings support transparency and broad engagement, bring issues and questions to the surface for crucial partners to resolve, and communicate across key state leaders to drive decision making and garner support and consensus.
Over the last month the Work Group finalized the framework chart and processes for decision-making, membership and accountability within the work group as well as the vision and foundational beliefs of this work. In addition, the Work Group focused on the implementation of three workshops to inform the work of the group. The topics of the workshops were identified as areas in which a deeper dive would be useful to inform the work group’s engagement around K-12/Postsecondary transitions. Over the next three months, the work group will hold three workshops that offer collaborative presentations and engagement with on-the-ground K-12 and higher education representatives, students and community- based organizations focused on the following areas: (1) Meaningful engagement with students and families in a virtual environment, (2) Equity-centered admissions processes at higher education institutions and (3) Clear and accessible virtual behavioral health support for high school/incoming college students with an anti-racist focus. All three workshops will be presented through a diversity, equity and inclusion lens.
House College & Workforce Development Committee Work Session on COVID-19
In September, the Washington House College and Workforce Development Committee held a work session on COVID-19 higher education challenges and updates regarding the Workforce Education Investment Act. Representatives from COP, ICW, WSAC, and Career Connect Washington presented on the impact to date of COVID-19. Presentations from higher education leaders can be found here.
Senate Higher Education & Workforce Development Committee Work Session on COVID-19
Yesterday the Washington state Senate Higher Education and Workforce Development Committee held a work session on COVID-19 impacts on higher education administration and student learning. Representatives from the SBCTC and COP were joined by community and technical college and public four-year college and university leaders to discuss admissions, enrollment, student supports, diversity, and academics as it relates to the challenges posed by COVID-19. Presentations from higher education leaders can be found here.
K-12/Higher Education Leadership Calls Continue
Page 217 of 223 WSAC continues to convene regular calls of leaders from COP, ICW, SBCTC, the Association of Washington Principals, the Washington State School Directors’ Association, and the Washington Association of School Administrators to facilitate communication and ensure a smooth transition to postsecondary education for students. Recent discussions have included leaders of color from community-based organizations so we can purposefully move equity to the center of these discussions.
Independent Colleges of Washington (ICW)
- All 10 Independent Colleges of Washington member campuses are into their fall terms (here’s a summary of how campuses are approaching the quarter/semester, with a mix of course offerings (in person, hybrid/blended, and remote). - Member campuses have established and maintain close ties to local health authorities. They are continuing to use multiple methods of communicating with their campus and broader communities around testing and its results such as these dashboards from Gonzaga University, Seattle University, Whitman College and Whitworth University and this “status dial” from Pacific Lutheran University. - To support Washington students in pursuing their college aspirations during the pandemic, Independent Colleges of Washington has a number of resources for counselors and college advisors, many developed in collaboration with our higher education sector partners, K-12 leaders, and community-based organizations. We’ve also shared with counselors a link to this animated overview of our students and campuses. - Neither the SAT nor ACT are required for admission for AY2021-22 at Independent Colleges of Washington member campuses (Gonzaga, Heritage, Pacific Lutheran, Saint Martin's, Seattle Pacific, Seattle, Walla Walla, and Whitworth universities; University of Puget Sound; and Whitman College). There may be exceptions for students who have home schooled or attended a high school that does not provide grades. - Member campuses are now making decisions about how courses will be offered for winter quarter and the spring term ahead of releasing class schedules and registering students.
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MEMORANDUM October 12, 2020
To: ICW Board of Directors From: Visibility Committee Parker Phend, Chair, Project Management Consultant, SunSpear Games Liz Gorman, Senior Partner, Gorman Coale George Kaai, Attorney, Miller Nash Graham & Dunn Ben Phillips, CTO, Waypoint Health Innovations Mike Ridgeway, President/Laboratory Director, Fremont Analytical, Inc. Kimerly Rorschach, Former Director and CEO, Seattle Art Museum Andrew Sund, President, Heritage University Campus liaison: Scott McClellan, VP for University Affairs, Seattle University
ICW Staff Liaisons: Terri Standish-Kuon, President and CEO Sarah Dobler, Executive and Program Assistant
This memorandum summarizes the discussions of the Visibility Committee’s meeting on September 24, 2020. Committee members noted in bold were present. (Committee member George Kaai joined the Committee in October.)
New Chair Parker Phend introduced himself, noting that he looks forward to the Committee meeting again in person, when possible. Mr. Phend reported briefly on how member campuses were approaching the fall term, and then summarized the Presidents Committee meeting in August 2020 which discussed the association’s strategic plan. He noted that the Presidents Committee has requested that member Presidents reflect on what the association can do to be most helpful in this moment. Based on input, the Executive Committee will set a tactical course for the next year to year and a half. Mr. Phend then gave an overview of the Committee agenda, which included reports on the work that the association has done since the Board last met.
Kim Rorschach asked about life on campus amid the COVID-19 pandemic. Terri Standish-Kuon thanked her for the question and shared that each campus has begun its fall quarter or semester. She said that each has developed an opening plan that will allow them to meet their unique needs. Every school has a completely online option for students. For those who can be in classes in person, campuses have employed a combination of community spread mitigation measures, testing, and contact tracing.
Report on Visibility through Coalition Efforts
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Mr. Phend called on Terri Standish-Kuon to report on the association’s partnership with the College Promise Coalition with the goal of protecting the Washington College Grant in the upcoming 2021 Legislative Session. She noted that the Coalition will focus on spotlighting student stories. Ms. Standish- Kuon then reported on the Washington Council for High School-College Relations, which included slides that were presented during the Fall Counselor Workshops in September. Ms. Standish-Kuon also reported on the Washington Student Achievement Council (WSAC) K-12 to Postsecondary Transition efforts, which are focused on facilitating conversation between K-12 and higher education representatives. These conversations cover every programmatic aspect of the K-12 transition, with an equity lens.
Report on Visibility through Engagement with Policymakers
Mr. Phend called on Sarah Dobler to report to the Committee on the association’s efforts to harness the Legislature’s recent reliance on technology. Ms. Dobler described how the association has been able to organize meetings with legislators, highlight an August Zoom meeting of member campuses’ diversity, equity and inclusion leaders with Senator Emily Randall, chair of the Higher Education and Workforce Development Committee. She further reported that member presidents had met virtually with Representatives McMorris Rodgers, Kilmer, Schrier, Smith, and Heck in May. The association has contributed written updates as part of a 14-part series of Joint Higher Ed/Workforce Development COVID-19 Updates for policymakers that began in March and will run until December. Ms. Dobler noted that the Legislature is accommodating virtual work sessions, and that Ms. Standish-Kuon had testified before the House College and Workforce Development Committee in September along with Saint Martin’s University’s Genevieve Chan, Vice President, Office of Marketing and Communications.
Report on Visibility through Association Efforts
Mr. Phend turned to Ms. Standish-Kuon for reports on two economic impact studies, one commissioned by ICW and one by the National Association of Independent Colleges and Universities (NAICU). Ms. Standish-Kuon described the NAICU study, which will provide national and regional data about economic impact, and qualitative information about community engagement. Parker Philips, the firm conducting the NAICU study, also is undertaking interviews with opinion leaders, policymakers, and other stakeholders. ICW secured the commitment of seven individuals for these interviews, including Board members Patrick Callans (Costco Wholesale Corporation), Kristopher Johnson (Association of Washington Business), Shelly O’Quinn (Innovia Foundation), and Adriana Villafan (Catholic Charities) as well as Alicia Benson (Greater Spokane Incorporated), The Honorable David Frockt (Washington State Senate), The Honorable Christine Gregoire (22nd Governor of Washington), and The Honorable Victoria Woodards (Mayor, City of Tacoma).
Combined with the ICW study – which focuses on direct and indirect fiscal effects as well as actual and planned construction, Ms. Standish-Kuon reported that the association will work to pull in key quotes and other information that campuses gather for the NAICU study to have information on fiscal, community and social impacts of our member colleges’ role as “anchor tenants” in their communities.
Ms. Standish-Kuon reported on the status of the Council of Independent Colleges (CIC) funded work the association is undertaking with C.M. Bell to develop digital assets that will present student stories. Through videos and social media tiles, the association is adapting to the opportunities of a likely-virtual
Page 221 of 223 Legislative Session, the association will be conducting a series of ten video interviews with Washington residents who are attending a member campus with support from state financial aid. The interviews will focus on storytelling, with an emphasis on the students’ journeys, why their respective campus is their “best fit,” what has made college possible for them, and what they hope to do with their college education. The social media tiles will support the association’s efforts to inform opinion leaders, policymakers, and funders of key data points.
Ms. Standish-Kuon then turned to an assessment of the ICW website and the web traffic and analytics summary provided to the Committee. She noted that with the staff working remotely during a portion of the year, the data as reported includes website activity from employees outside of the office; moving forward, home IP addresses have been removed from reporting. The website’s highest activity beyond the home page was the scholarships sub-page, which corresponded with a strong pool of applicants this past spring. The association saw a significant spike in traffic in March resulting from an email blast to school counselors featuring “COVID-19 Member Campuses Resources;” the association executed a three-part campaign with these school counselors with information about first-year and transfer students. Finally, of note, the interest in the “Arts on Campus” landing page is the result of a postcard and email timed to the holiday season and point to the “gift” of galleries and performances that our campuses offer to their communities. Ms. Standish-Kuon commented on the need for the association to continue to flesh out website content, and to develop approaches to growing traffic to the site.
Ms. Standish-Kuon next described recent efforts to engage with community-based organizations and media. She reported that several ongoing series of cross-sector conversations with K-12 and higher education stakeholders had led to a community-based organization counselor reaching out regarding which ICW member campuses provided financial aid and discounts specifically to College Bound-eligible students. She observed that community-based counselors will be an important audience to cultivate. they are most likely to obtain helpful information about member schools for prospective students.
Ms. Standish-Kuon brought forward from the Fund Development a request for discussion around an association-led effort to bring visibility to the donors who supported student emergency funds during the pandemic. Committee members discussed this idea of a media release or other effort to draw attention to the generous contributions of donors to student needs at this time.
Setting Goals for FY2020-21
The Committee discussed and agreed to advance the following goals, to be reviewed at the October Board meeting: • Deliver key messages via coalition work, engagement with policymakers and direct storytelling (Partners: Fund Development and Public Policy Committees) • Develop digital and print collateral to support public policy and fund development priorities. o Inventory available data/research. Identify key points and areas for exploration. Conduct and leverage economic impact study. • Identify and leverage earned and owned media opportunities to advance ICW’s priorities. • Convene campus colleagues for professional development and information sharing, specifically in the areas of communications, public relations, and marketing, as well as colleagues in the admissions and enrollment offices. • Redouble efforts to tell our story around our role as employers and significant “anchor tenants” in our communities, and our contributions to social and cultural life in the regions we call home.
Page 222 of 223 http://www.icwashington.org Analytics www.icwashington.org
ICW Web Site Report - Last Month Jan 1, 2020 - Sep 8, 2020
All Users 100.00% Sessions
Users Unique Visitors
6,731 Users % of Total: 100.00% (6,731) 300
200 Top Content
Page Title Pageviews Users 100 Independent Colleg 5,566 3,382 es of Washington May 2020 Septemb… Scholarships 3,725 1,491
The Arts on Campu 872 349 s New Visits COVID-19 Campus 816 589 New Users Resources 300 Independent Colleg es of Washington - 696 67 SocialLink 200
Matched Student S 633 348 avings Program 100 Visit Spring 2020 569 423
COVID-19 Informati May 2020 Septemb… on for School Coun 451 291 selors
Career Opportunitie 407 290 Avg. Visit Duration and Pages / Visit s Avg. Session Duration Pages / Session Board of Directors 389 306 6m 6
4m 4
2m 2
May 2020 Septemb…
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