Clark College 2008Accreditation Self-Study

Clark College Institutional Self-Study 2008

Prepared for the Northwest Commission on Colleges and Universities

Clark College 1933 Fort Vancouver Way Vancouver WA 98663-3598 www.clark.edu Clark College List of Acronyms

AA Associate of Arts

AA/EO Affirmative Action/Equal Opportunity

AA-B Associate of Arts – Track B

AA-MRP Associate of Arts – Major-Related Program

AAS Associate of Applied Science

AAS-T Associate of Applied Science – Transfer

AAT Associate of Applied Technology

ACRL Association for College and Research Libraries

ACRL Association of College and Research Libraries

AHE Association for Higher Education

ALI Adult Learner Inventory

AP Advanced Placement

ARRT American Registry Radiologic Technologist

ASCC Associated Students of Clark College

ASE Automotive Service Excellence

AS-MRP Associate of Science – Major-Related Program

AST-1 Associate of Science – Track 1

AST-2 Associate of Science – Track 2

BEECH Basic Education, English, Communications and Humanities

BTECH Business and Technology

CAR Course Action Request

CAR Course Action Request

CASAS Comprehensive Adult Student Assessment System Clark College List of Acronyms (Continued)

CCAHE Clark College Association of Higher Education

CCNA CISCO Certified Network Associate

CCSEQ Community College Student Experiences Questionnaire

CCSS Clark College Security/Safety

CEU Continuing Education Units

CFP Certified Financial Planner

CFRE Certified Fund Raising Executive

CIS Center for Information Services

CLEP College Level Examination Program

CMMS Computerized Maintenance Management System

CPA Certified Public Accounting

CTC Columbia Tech Center

CTFA Certified Trust and Financial Advisor

DBMS Database Management System

DDI Development Dimensions International

ECRP Employee Computer Replacement Plan

EHS Environmental Health and Safety

ERMS Electronic Resources Management System

ESL English as a Second Language

EWU Eastern Washington University

FAE Facilities and Equipment

FAS Financial Aid System

FERPA Family Educational Rights and Privacy Act

FFEL Federal Family Education Loan Clark College List of Acronyms (Continued)

FISAP Fiscal Operations Report and Application to Participate

FMS Financial Management System

FTES Full-Time Equivalent Student

FTEF Full-Time Equivalent Faculty

GAAP Generally Accepted Accounting Principles

GED General Educational Development

HDEV Human Development

HPE Health/Physical Education

HS Health Sciences

HVAC Heating, ventilation and air conditioning

IB International Baccalaureate

IBB Interest-Based Bargaining

IC Instructional Council

ICRC Inter-College Relations Commission

ICRP Instructional Computer Replacement Plan

IFDF Individual Faculty Development Funds

III Innovative Interfaces, Inc

ILL Inter Library Loan

ILS Integrated Library System

IP Instructional Plan

IPT Instructional Planning Team

IRB Institutional Review Board

IT Information Technology

JRC-ERT Joint Review Commission on Education in Radiologic Technology Clark College List of Acronyms (Continued)

KPI Key Performance Indicator

LMCC Labor Management Communication Committee

LMDC Library Media Directors Council

LSTA Library Services and Technology Act

MPSE Math and Physical Science

NATEF National Automotive Technicians Education Foundation

NCAA National Collegiate Athletic Association

NCCBP National Community College Benchmarking Project

NCES National Center for Education Statistics

NEA National Education Association

NELA Northwest Education Loan Association

NLNAC National League for Nursing Accrediting Commission

NPAP Nursing Program Approval Panal

NWAACC Northwest Athletic Association of Community Colleges

NWCCU Northwest Commission on Colleges and Universities

NWILL Northwest Inter Library Loan

OCLC Online Computer Library Center

OCR Office of Civil Rights

OFM Office of Financial Management

PACE Personal Assessment of the College Environment

PBX Private Branch eXchange

PIN Personal Identification Number

PORTALS Portland Area Library System

PPAC Professional Placement and Advancement Committee Clark College List of Acronyms (Continued)

PPMS Payroll Personnel Management System

PRE Program Review and Enhancement

PUB Penguin Union Building

RAI Related Areas of Instruction

RAP Research and Performance

RCW Revised Code of Washington

RMI repair and minor improvements

SALT Student Affairs Leadership Team

SAN Storage Area Network

SBCTC State Board for Community and Technical Colleges

SHAPE Science, Health and Physical Education

SID Student Identification number

SMS Student Management System

SOFA Social Sciences and Fine Arts

SSI Noel-Levitz Student Satisfaction Inventory

STEM Science, Technology, Engineering and Mathematics

TILT Texas Information Literacy Tutorials

TLC Teaching and Learning Center

TWC Tutoring and Writing Center

UFCW United Food and Commercial Workers

VLAN Virtual Local Area Network

VoIP Voice-over Internet Protocol

VPI Vice President of Instruction

VPN Virtual Private Network Clark College List of Acronyms (Continued)

WABERS Washington Adult Basic Education Reporting System

WAN Wide Area Network

WCCCSA Washington Community College Consortium for Study Abroad

WCTC Washington Community and Technical College (system)

WEA Washington Education Association

WPEA Washington Public Employees Association

WSU Washington State University

Table of Contents

Introduction Self Study Process ------I-1 Accreditation Standards Committees------I-3 Executive Summary------I-7 Eligibility Requirements------I-11

Standard One ------1-1

Standard Two------2-1

Standard Three ------3-1

Standard Four------4-1

Standard Five ------5-1

Standard Six ------6-1

Standard Seven ------7-1

Standard Eight------8-1

Standard Nine ------9-1 INTRODUCTION Introduction Self-Study Process Introduction

Self-Study Process an interest in serving or who had specific content knowledge. Members of the The accreditation self-study process began President’s Executive Cabinet were in January 2006 with the appointment of two appointed as cabinet liaisons, serving as full tenured faculty members as co-chairs. The members of their subcommittees with the following month, the co-chairs, College added responsibility of keeping the cabinet President, Vice-Presidents, and Executive apprised of their committee’s progress. Director of Planning and Advancement More than 100 members of the College attended the self-study workshop offered by served on a subcommittee. A full roster of the Northwest Commission on Colleges and the committees follows. Universities (NWCCU). During the workshop our group determined that two During the 2006-2007 academic year, the overarching goals would drive our self- subcommittees worked to gather available study. We would strive for authenticity data to address the specific standards for throughout all areas of the report, and we their self-study reports. Departments across would provide transparency so that members campus began to gather information and of the college community could see and prepare documentation, including comment on the self-study at any time department notebooks. This work continued during the process. throughout the self-study process. When data was not readily available the With these goals in mind the co-chairs and subcommittees developed questions for an Executive Director of Planning and all college Accreditation Survey that took Advancement began meeting on a weekly place during winter of 2007. basis shortly after returning from the Subcommittees began to address strengths workshop. The first, and one of the most and challenges of their respective standards critical decisions, was the selection of and to develop initial findings. standard subcommittee co-chairs to form the self-study Steering Committee. Faculty and A very successful Accreditation Fair was staff with content knowledge, credibility and held during the 2007 Welcome Back institutional history were carefully selected Orientation. A name and logo, Penguin to head each of the standard sub- Nation Accreditation Team (PNAT), was committees. developed by the Office of Communications and Marketing, and T-shirts were given to The self-study was formally kicked-off for all committee members. Everyone who the entire College during the 2006 Welcome attended was given notepads and pens with Back Orientation. The self-study co-chairs the self-study logo. At the fair each introduced the rest of the Steering subcommittee created a “booth” that Committee and used a feedback form to highlighted their initial findings of strengths elicit information about the expertise and and challenges. Members of the College interest in serving of all College employees were encouraged to provide written in attendance. The Executive Vice- feedback regarding each of the President of the NWCCU addressed the subcommittee’s initial findings. Prize College, and later was invited back to meet drawings were held throughout the fair to with the Steering Committee. encourage individuals to submit their The subcommittee co-chairs then worked feedback forms. with the accreditation co-chairs to select All feedback was posted to the newly subcommittee members who had indicated created accreditation web page on the

Clark College I-1

Self-Study Process Introduction

College intranet. With this information and the data gathered from the previous year, the subcommittees began their first drafts. As the drafts were completed, they were posted to the intranet along with anonymous feedback forms. Members of the College were also encouraged to provide feedback to subcommittee co-chairs at any point during the process. A tenured English professor was hired to provide initial editing of each document.

The remainder of the 2007-2008 year was spent refining the initial drafts and gathering exhibits. As issues surfaced at various points during this process, the self-study co- chairs met frequently with the interested parties in confirmation of the original commitment to authenticity and transparency in telling the College’s story.

Clark College I-2

Standards Committees Introduction

Accreditation 2008 Committee Membership

*Standard Committee Co-Chair **Executive Cabinet Liaison Steering Committee Name Title Department Charlene Montierth Accreditation Co-Chair, Professor Geology Tim Cook Accreditation Co-Chair, Counselor Counseling Services Candy Bennett Accreditation Liaison Planning and Advancement Sandra Woodward Standard One Co-Chair, Professor English Veronica Brock Standard One Co-Chair, Professor HPE Nancy Johnson Standard Two Co-Chair, Professor Business Technology Patti Serrano Standard Two Co-Chair, Professor Business Technology Tami Jacobs Standard Three Co-Chair, Disability Support Svcs Mgr Disability Support Services Maxine Mitchell Standard Three Co-Chair, Dir. of Career & Empl. Svcs Employment Services Mark Bolke Standard Four Co-Chair, Professor Biology Kathy Bobula Standard Four Co-Chair, Professor Child & Family Services/Psychology Joan Carey Standard Five Co-Chair, Librarian Library Dave Daugherty Standard Five Co-Chair, Assoc. Dir. of Computing Svcs Computing Services Miles Jackson Standard Six Co-Chair, Professor Sociology/Psychology Joy Horning Standard Six Co-Chair, Administrative Assistant SOFA Karen Wynkoop Standard Seven Co-Chair, Director of Business Services Business Services Alex Montoya Standard Seven Co-Chair, Director of Financial Aid Financial Aid Jim Green Standard Eight Co-Chair, Director of Plant Services Plant Services Jennifer Grove Standard Eight Co-Chair, Operations Manager Administrative Services Marylynne Diggs Standard Nine Co-Chair, Professor English Willy Cushwa Standard Nine Co-Chair, Professor Biology

Standard One Name Title Department *Sandra Woodward Professor English *Veronica Brock Professor HPE **Candy Bennett Executive Dean of Planning & Advancement Planning & Advancement Steve Clark Professor Biology Jill Darley-Vanis Professor English Cindy Heck Administrative Assistant Planning & Advancement Terri Kaufman Program Assistant Registration George Reese Int. Dir. of Instructional & Vocational Services Instruction Lisa Nelson Program Manager Purchasing Chris Milner Professor Math Sylvia Thornburg Int. Dean of BTEC Interim Dean of BTEC

Clark College I-3 Standards Committees Introduction

Standard Two Name Title Department *Nancy Johnson Professor Business Technology *Patti Serrano Professor Business Technology **Rassoul Dastmozd Vice President VP of Instruction Bill Monroe Professor Math Rebecca Martin Professor/Assessment Liaison Biology Kathleen Murphy Professor Health Sciences Gothard Grey Professor Physics Adnan Hamideh Professor Business Administration Carol Beima Professor ABE/ESL Susan Maxwell Research Analyst Planning & Advancement Heather King Fiscal Specialist Instruction Mirranda Saari Program Manager Assessment Center Ray Korpi Dean of BEECH BEECH Jordan DeVan Program Assistant Registration Marcia Roi Professor Addiction Counselor Education Todd Oldham Director of Corporate Education Workforce Development Tracy Reilly-Kelly Mature Learning/Travel Studies Program Mgr Workforce Development Glen Jenewein Director of Distance Learning Distance Learning April Mixon Instructor Chemistry

Standard Three Name Title Department *Tami Jacobs Disability Support Services Mgr Disability Support Services *Maxine Mitchell Director of Career & Employment Services Employment Services **Rachel Ruiz Vice President VP of Student Affairs Becky Merritt Eligibility Programs & Advising Support Mgr Eligibility Programs Linda Calvert Running Start Manager Running Start Nancy Heidrick Asst. Financial Aid Director Financial Aid Ted Broussard Dean of Student Enrollment & Financial Programs Student Affairs Katie Neiman Bookstore Buyer Bookstore Erin Morgan Registrar Registration Barb Davenport Program Support Supervisor Credentials Evaluations Mary Deal Health Services Officer Health Services John Mitchell Professor Math Leslie Longstreet Student ASCC Sara Theberge Professor Child & Family Studies Mike Arnold Professor HPE Travis Kibota Dean of SHAPE

Clark College I-4 Standards Committees Introduction

Standard Four Name Title Department *Mark Bolke Professor Biology *Kathy Bobula Professor Child & Family Services/Psychology **Rassoul Dastmozd Vice President VP of Instruction Vicki Presley Administrative Assistant SHAPE Chris Wilkins Professor Business Technology Nadine Fattaleh Professor Chemistry Jackie Allen-Bond Professor ESL Mitzi Schrag Professor English Lisa Conway Professor Art Sue Williams Assoc. Director of Human Resources Human Resources Trink Schurian Secretary Senior Instruction Peggy McClellan Program Support Supervisor Instruction

Standard Five Name Title Department *Joan Carey Librarian Library *Dave Daugherty Assoc. Director of Computing Services Computing Services **Phil Sheehan Interim VP of Administrative Services Administrative Services Lynn Chmelir Int. Director of Library Services Library Pam Smith Librarian Library Mike Silva Info Technology Systems Specialist Computing Services Robert Hughes Professor CTEC/GRCP Joe Pitkin Professor English Dan Overbay Assoc. Director of Student Recruitment Admissions Scott Root Information Technology Specialist Distance Education Jennifer Dean Administrative Assistant Library

Standard Six Name Title Department *Miles Jackson Professor Sociology/Psychology *Joy Horning Administrative Assistant SOFA **Candy Bennett Executive Dean of Planning & Advancement Planning & Advancement Bob Knight President President Lee Brand Professor HPE Jennifer Wheeler Information Technology Specialist Computing Services Kelly Benson Program Support Supervisor Admissions Don Gonser Professor Diesel Kate Scrivener Professor English Katrina Golder Associate VP of Human Resources Human Resources Sherry Parker Trustee Amanda Mayoral Student- ASCC President ASCC

Clark College I-5 Standards Committees Introduction

Standard Seven Name Title Department *Karen Wynkoop Director of Business Services Business Services *Alex Montoya Director of Financial Aid Financial Aid **Phil Sheehan Interim President President Katy Graham Professor Dental Hygiene Scott Coffie Media Engineer Distance Learning Monica Knowles Bookstore Manager Bookstore Jennifer Reeves Assoc. Director of Student Recruitment Student Affairs Barbara Chen Dir. of Resource Mgmt & Gift Planning Foundation Nicole Porter Finance Director ASCC Ron Hirt Fiscal Analyst Accounting Services Sabra Sand Fiscal Analyst Business Services

Standard Eight Name Title Department *Jim Green Director of Plant Services Plant Services *Jennifer Grove Operations Manager Administrative Services **Phil Sheehan Interim Vice President Administrative Services Jean Roniger Maintenance Mechanic - HVAC Plant Services Rebecca Wale Environmental Health & Employee Dev. Program Mgr Human Resources Scarlett Hash Information Technology Systems Specialist Computing Services Anita Lundy Professor ABE Karina Gress Scientific Instructional Technician Physical Sciences Marci Wedemeyer Instruction & Classroom Support Technician Dental Hygiene

Standard Nine Name Title Department *Marylynne Diggs Professor English *Willy Cushwa Professor Biology **Barbara Kerr Exec. Director of Comm. & Marketing Communications & Marketing **Leann Johnson Director of Equity & Diversity Human Resources Nancy Novak Professor ESL Erica Schwenneker Communications Consultant Communications & Marketing Rachel Stansbury Administrative Assistant Foundation Chris Lewis Professor Electronics Shirley Brannon Administrative Assistant BEECH Sheryl Anderson Director of Admissions Admissions John Fite Tenure-track Instructor Economics Katherine Sadler Professor History Chris Concannon Webmaster Communications & Marketing

Clark College I-6 Executive Summary Introduction

Executive Summary Despite significant turnover in leadership at th the highest level of the college since the last Clark College, which will celebrate its 75 accreditation in 1998, the past two years have anniversary on October 1, 2008, is one of 34 brought a stabilization of leadership in the community and technical colleges in a system College’s Executive Cabinet and under the State Board of Community and improvements in college climate and morale. Technical Colleges (SBCTC) of Washington The improvement in climate can be attributed State. to a more collaborative and transparent The current student population is leadership philosophy and to a college-wide approximately 13,000 students and Clark focus on student success. The improvements College is focused on the success of each and in college climate are documented in the every one of those students. From the College’s 2008 Personal Assessment of the groundskeeper to the administrative assistant, College Environment (PACE) survey. As the from the lab technician to the president, from theme of our upcoming diamond jubilee the advising staff to the faculty, we indicates, the College is poised to successfully acknowledge that the only reason we are embrace the future with a more stable employed at Clark College is to serve the leadership team, a strong and close student. relationship with the Clark College Foundation and the surrounding community, The college has had continuous strong and a clear and concise strategic plan to guide enrollment in recent years. Strong enrollment us. has allowed us to earn three consecutive capital growth projects through our state Clark College is blessed with a strong and capital funding process. We are the only committed Foundation. The Foundation community or technical college in the state to currently has over $80 million in assets. receive growth projects in three consecutive Approximately two-thirds of the assets are bienniums. As a result, Clark College is endowed. The Foundation provides resources expanding its facilities to an east Vancouver to the college that few other community site that will house a 70,000 square foot colleges can match. The strength of the building to be completed by the fall of 2009. Foundation is not just in its asset size. We We will add another 70,000 square foot have a quality Foundation staff, and the Science, Technology, Engineering and Math Foundation Board is made up of some of the (STEM) building to our main campus by the most influential and successful business end of 2013, a project which will play a key leaders in the community. role in Vancouver’s efforts to enhance the Clark College is extremely pleased with the city’s Fourth Plain Corridor. We are first on inception and progress of our Teaching and the funding list for growth projects which will Learning Center. Providing training and be funded through the 2009-11 budget education to our staff and faculty, the process. During the next state budget cycle, Teaching and Learning Center has led the we also expect approval of funding for a new way in helping the College define and become facility, which will be located in northern a learning college. Clark County. As the college grows and adds facilities, the demands and challenges of We are also very proud of several initiatives governance and administration of those that have taken hold across the college during facilities will increase. The leadership of the the past year. First, staff, faculty and students college is very aware of these challenges and have embraced health and wellness and have is making plans to address them. moved the college forward in many areas in

Clark College I-7 Executive Summary Introduction order to become a healthier, greener and more plans. The College relies on existing sustainable “Penguin Nation.” The second institutional data when available and gathers initiative is service learning. Faculty have additional information through surveys and embedded service learning in the classroom; focus groups. At all times the goal is to staff have volunteered for service learning maintain inclusive and transparent processes. projects; and students have embraced service The 2004-2009 Strategic Plan defined the learning in the community, across the nation Vision, Values, Mission, Mission and abroad as they travel. Imperatives, and Strategic Priorities that Our College-wide Abilities, in the past an served as the foundation for the writing of all initiative supported primarily by faculty, have the plans. While the plans are in various been embraced by the college and added to stages of implementation, it is clear the our updated strategic plan so that the entire college has committed to an overarching college community feels ownership of these planning process to promote its mission. abilities. The completion of the self-study has given the Assessment of Student Learning college the opportunity to collectively The college has committed substantial effort examine and assess where we are and where and resources to strengthen assessment of we would like to be. The resulting student learning. A decade of work has documentation provides evidence that the extended assessment of student learning from college is effectively conducting its the classroom level to the program and educational enterprise and managing the institution level. A comprehensive database of institution. As it has been since its founding classroom assessments assembled by the in 1933, Clark College is focused on student Assessment Liaison allows the college, for the success, with talented, knowledgeable and first time, to evaluate its success in student dedicated faculty and staff who respond to learning at the institutional level. business and industry needs and support our region. This is a legacy to be proud of as we Professional Development “preserve the past, honor the present and Opportunities embrace the future” during our diamond jubilee year. The development of the Teaching and Learning Center, the expansion of employee Institutional Strengths training, and the accessibility of Corporate and Continuing Education have contributed to Focus on Planning an explosion of professional development opportunities throughout the college. Nearly The College has engaged in strategic planning every week sessions on a variety of topics are processes that have included broad offered. These opportunities have ranged participation throughout all areas. Results of from formal programs like the Leadership these efforts include the 2004-2009 Strategic Academy and Supervisor Boot Camp to Plan, Instructional Plan, Enrollment Conversational Cafes, where the topics are Management Plan (which includes the primarily participant-driven. Formats range Retention, Marketing and Recruitment Plans), from year-long cohort participation Facilities Master Plan, and Advising Plan. (Leadership Academy, New Faculty Training) A strong reliance on data and the inclusion of to single sessions (Smart Classroom Training, a broad range of stakeholders have been key Office 2007 Orientation, etc.). driving forces in the development of these

Clark College I-8 Executive Summary Introduction

In addition, opportunities for adjunct faculty The addition of the Penguin Union Building, to receive funding for conferences, and a partnership between the college and the professional travel have increased. The Associated Students of Clark College, has eLearning program offers a series of online provided opportunities for students to meet and face-to-face programs designed to formally and relax informally in ways that improve the delivery of online courses. were previously in short supply on the main Workshops on communication, diversity and campus. The recently completed remodel of group dynamics occur throughout the year. Gaiser Hall provides a one-stop location for student services functions, allowing students Expanding Access to matriculate in an efficient manner. The College has made the improvement of The conversion to “smart” classrooms has access in all areas a priority. The addition of allowed instructors and students to use physical resources, electronic resources, and technology in an engaging and current format. more efficient use of current facilities has Smart classroom technology, now available in increased opportunities for individuals the majority of classrooms, includes Internet throughout the Clark College Service district. access, LCD projectors, and document imaging. In addition “Wi-Fi” is now Clark College at Washington State University available throughout the main campus. Vancouver houses a state of the art nursing

facility and provides lower division coursework on a university campus. The Facilities and Financial Health opening of Clark College at the Columbia This self study found the college continues to Tech Center in 2009 will provide increased excel in the areas of facilities and financial access for east county residents. support. Carefully designed capital projects Several advances in electronic delivery have have insured the college has new, flexible made it possible for individuals to access the buildings that contribute to the beauty of the College in a variety of ways. Most college while maintaining responsibility significantly the expansion of the eLearning toward costs. The main campus grounds program has provided a noteworthy increase continue to receive high marks from students in the number of online and hybrid course and staff. Throughout the service district the offerings to students with full schedules or facilities of the college are viewed as one of who live some distance from the college. In the strongest attributes of the college and are addition the majority of student services are considered a factor in the success of students. now available in an electronic format so that Financially the college has experienced a students can be advised, apply for financial stable financial condition, has little debt, and aid, register for classes, order textbooks, and is strongly managed. The college has settle their accounts remotely. experienced clean audits for the period of the self study. Budget decisions are linked to the Focus on Student Success Strategic Plan. The College has engaged in several efforts to The college enjoys the generous support of promote student success. These have also the Clark College Foundation. The included physical additions, technology, and Foundation provided $4.5 million for the increased services. Critically, the current acquisition of the “Triangle” property and Executive Cabinet has had this focus as a annually provides approximately $1.5 million main goal of their leadership activities. in program support.

Clark College I-9 Executive Summary Introduction

Institutional Challenges abreast of the copious amounts of data and information available. As a result college College Climate members struggle with ever-increasing and The circumstances surrounding the departure complex workloads. of two presidents since the last self study created upheaval at the college, and issues of Advising trust remain throughout areas of the The issue of student advising emerged as an institution. This has created an environment issue in several of the standards. Student where it has been difficult to engage all Affairs and Instruction alike recognize the members of the College community. college needs a systematic plan that involves The College has made strides to improve the college if advising is to be successful. A climate over the past two years, but work college-wide Advising Task Force developed remains. The high level of administrative an Advising Plan in 2007-08. The successful turnover throughout the college has implementation of that plan will greatly assist contributed to a lack of institutional memory the college in responding to this challenge. and has created challenges in the planning process as new leaders seek to establish their vision.

Closing the Loop While the development of a number of significant and college-wide plans is a clear strength, additional work needs to be done to bring the pieces together and “close the loop” in the planning process. Data needs to be used more consistently as the basis for evaluation and decision-making. More clarification of the specific plans and goals, as well as functional integration with the Strategic Plan, will need to be accomplished before integration into the college culture will happen. As college climate continues to improve, more engagement in the planning process will help with this outcome.

Institutional Growing Pains The College is struggling to respond to its growth as an institution. This growth manifests itself not only in additional headcount but in increasingly complex demands for planning, expectations of multiple accountabilities, and complex new technologies. One of the outcomes of the growth at the college and of the information age in general is the challenge of keeping

Clark College I-10 Eligibility Requirements Introduction

Accreditation Eligibility Requirements

Clark College continues to meet each of the 20 eligibility requirements established by the Commission on Colleges.

1. AUTHORITY. Clark College is one of 34 community and technical colleges in the state of Washington that derives its authority from the Community College Act of 1967 (revised as the Community and Technical College Act of 1991), Revised Code of Washington (RCW 28B.50).

2. MISSION AND GOALS. The Board of Trustees adopted the College Mission in 1998 and reaffirmed the Mission in 2004 as part of the adoption of the 2004-2009 Strategic Plan. The Mission is appropriate for a public community college in providing opportunities for individuals from diverse backgrounds to pursue their educational goals. Through its annual goal and budget development process, the College allocates virtually all of its resources to supporting its educational mission and goals.

3. INSTITUTIONAL INTEGRITY. The College is governed and administered in accordance with its Mission Imperative, Respect for Differences, a commitment that the College will demonstrate a respect for differences and an appreciation of multiple perspectives.

4. GOVERNING BOARD. The college is governed by a five-member Board of Trustees, appointed by the Governor of the state of Washington. The Board is responsible for the quality and integrity of the institution and monitors progress towards achievement of the institutional Mission and Mission Imperatives. Board members have no contractual, employment or personal financial interest in the institution.

5. CHIEF EXECUTIVE OFFICER. The College President is a full-time employee, appointed by the Board of Trustees, who serves as the chief executive officer for the institution.

6. ADMINISTRATION. Clark College provides the administrative and support services necessary to achieve its mission and meet its goals, in support of its Mission Imperative, Management Excellence, which states that the College will make strategic decisions in the distribution of limited resources and implement processes that enhance quality, demonstrate effectiveness and ensure public accountability.

7. FACULTY. The College employs a core of professionally qualified, full-time faculty, adequate in number and qualifications to achieve the educational mission and goals of the College. Faculty are involved in the formulation of institutional policy through membership in college committees and councils, and they participate in curriculum development and academic planning through the Curriculum Committee and Instructional Planning Team. Faculty also participate in student academic advising and institutional governance through membership in the College Council. Full-time and adjunct faculty are evaluated periodically and systematically through well-documented

Clark College I-11

Eligibility Requirements Introduction

processes. Faculty workloads are defined in the Clark College Association of Higher Education Agreement and reflect the Mission and goals of the College as well as the talents and competencies of the faculty. Faculty workloads allow sufficient time for professional development and the College demonstrates its commitment to faculty development through its allocation of resources.

8. EDUCATIONAL PROGRAM. The College offers educational programs leading to the award of four formal degrees: Associate in Arts, Associate in Science, Associate in Applied Science, and Associate in Applied Technology. The College Curriculum Committee and the Instructional Planning Team ensure that all degrees are based on a recognized field of study, are of sufficient content, length and rigor, and are effective in the use of information resources. Specialized programs leading to the award of professional/technical degrees are accredited by the appropriate professional body. The college ensures faculty and student interaction by policies defining levels of faculty availability, academic advising and orientation sessions, student leadership activities and participation in college committees, including the College Council.

9. GENERAL EDUCATION AND RELATED INSTRUCTION. The College’s transfer degree programs require a core of general education components, commensurate with standards and requirements at receiving institutions and comparable to requirements at other community colleges. The College’s professional and technical degrees include a general education component and certificates of 45 credits or more require a core of related instruction.

10. LIBRARY AND LEARNING RESOURCES. The college provides library and information technology resources and services for students and faculty for all of its educational programs wherever located and however delivered. Cannell Library provides on campus and remote access to print and non print resources, and library faculty provide instruction to students and faculty on use of the tools.

11. ACADEMIC FREEDOM. Clark College adheres to the principles of academic freedom in contractual agreements and related policy. Faculty are accorded academic freedom to pursue scholarship, research and artistic creation.

12. STUDENT ACHIEVEMENT. Learning outcomes have been defined for instructional programs, including College-wide Student Learning Outcomes for all transfer degrees plus specific program outcomes for professional/technical degrees and certificates. Faculty engage in regular and systematic assessment of student learning, and results are documented in the outcomes assessment database. In systematic surveys of professional/technical graduates, alumni report feeling prepared for their chosen occupation.

Clark College I-12

Eligibility Requirements Introduction

13. ADMISSIONS. The College is an open admissions institution, with selective eligibility and special admissions procedures for selected programs including Nursing, Dental Hygiene, and Medical Radiography. Admission requirements are published in the College Catalog and adherence to these policies is monitored through Student Affairs.

14. PUBLIC INFORMATION. The College regularly publishes the Catalog in print and electronic versions containing accurate and current information describing the purposes and objectives, admission requirements and procedures, academic rules and regulations directly affecting students, programs and courses, degrees offered and degree requirements, costs and refund policies, student rights and responsibilities including grievance procedures, and the academic credentials of faculty and administrators.

15. FINANCIAL RESOURCES. The College maintains a stable funding base, a budget development process that supports institutional mission and goals, a balanced budget and limited level of debt.

16. FINANCIAL ACCOUNTABILITY. The institution’s financial records are audited annually by the state auditor and reviewed with college administrators.

17. INSTITUTIONAL EFFECTIVENESS. The College systematically participates in development and implementation of an annual operational plan in support of the College Mission and Mission Imperatives. Mid-year and final reports of effectiveness are presented to the Board of Trustees and published on the College intranet site.

18. OPERATIONAL STATUS. The college has offered educational programs since 1933, and was granted initial accreditation in 1937 based upon a visit by a committee of five professors from the University of Washington. The College received accreditation from the Northwest Commission on Colleges in 1948 and has maintained continuous accreditation since that year.

19. DISCLOSURE. The college, through annual institutional reports, and periodic accreditation reports, visits and communications, discloses to the Northwest Commission on Colleges and Universities any and all such information as the Commission may require to carry out its evaluation and accreditation functions.

20. RELATIONSHIP WITH THE ACCREDITATION COMMISSION. The College accepts the standards and related policies of the Northwest Commission on Colleges and Universities and complies with these standards and policies as currently stated. The College agrees that the Commission may share information with members of the public regarding its status with the Commission.

Clark College I-13

Standard One 1 STANDARD Institutional Mission and Goals, Planning and Effectiveness Institutional Mission and Goals, Planning and Effectiveness Standard One

Standard One Institutional Mission and Goals, Planning and Effectiveness

Introduction The annual Operational Plans result from the College-wide process to identify goals, set Since last accredited in 1998, Clark College timelines for measuring progress throughout has significantly advanced its planning and the year, and identify responsible persons and effectiveness processes. Prior to Clark budgetary needs. To communicate progress to College’s 1998 accreditation visit, the Clark the College community, mid-year and end-of College Board of Trustees had approved -year Operational Plans are submitted to the Mission, Vision, and Values statements and Board and shared on the College intranet. created an Office of Institutional (Appendix 1.3 and Exhibit 1.1) (1.A.4; 1.B.2) Effectiveness to integrate research activities and provide data for institutional planning. The College during the last three years has Although the College had completed several also completed core planning documents in planning documents, it had not yet integrated several major areas, producing an Enrollment its planning efforts or institutionalized Management Plan, a Retention Plan, a strategic planning. Facilities Master Plan, an Instructional Plan, and an Instructional Technology Plan. In In 2001, the Board of Trustees approved addition, a Diversity Plan is under Results Policies, a series of long-range, development. (Exhibits 1.2.1– 1.2.5) The broad-based goal statements that served as a Strategic Planning Process graphic shows foundation of what would eventually become how each institutional plan fits under the the College’s Mission Imperatives. On June strategic planning umbrella. (Appendix 1.4) 21, 2004, the Board of Trustees approved the The institution has also prepared reports and College’s first five-year Strategic Plan for conducted a number of College-wide surveys 2004–2009, developed under the leadership of to measure effectiveness and to guide a 27-member Strategic Planning Task Force. decision making. (Table 2) (1.A.4; 1.B.2) (Appendix 1.1) The 2004–2009 Strategic Plan, now guiding all College activities, In September 2006, the Office of Planning includes a new Vision Statement, the and Advancement (formerly the Office of reaffirmed Mission Statement (initially Institutional Effectiveness) began collecting approved in 1998), a series of Statements of baseline data for a newly approved set of Key Beliefs (values), and six Mission Imperatives, Performance Indicators. (Exhibit 1.3) Most a series of broad goals that provide the significantly, in 2007–2008, the newly framework for long-range planning and appointed President strengthened the decision making. It also identified five short- connection between the goal and budget- term Strategic Priorities that addressed more making processes and broadened College- immediate issues. A Strategic Plan Progress wide participation in both. (Appendix 1.5) Report was published in 2007. (Appendix 1.2) (1.A.4; 1.B.2) (1.A.4) Clark College now enters the final year of the Since 2004–2005, Clark College has based 2004–2009 Strategic Plan. The Strategic Plan decisions on the Strategic Plan, implemented accomplished its goals of defining and yearly Operational Plans and aligned College communicating the vision, values and resources to support the Mission Imperatives. priorities of the institution; providing a tool

Clark College 1-1 Institutional Mission and Goals, Planning and Effectiveness Standard One for continuous improvement; and establishing the statement over the previous year, a foundation for budget development that increasing from a mean of 2.77 to 3.72 aligns College resources with College respectively on a five-point Likert-type scale, priorities. (1.A.4; 1.B.2) with an increase to 3.76 in 2008. (Exhibits 1.5.1–1.5.2) (1.A.1) Vision, Mission, Employees who attended the fall 2007 and Mission Imperatives Accreditation Fair, an event designed to elicit The College created its current Mission feedback on each of the nine accreditation Statement through an inclusive process standards, agreed: Clark College employees undertaken during the 1996–1997 academic understand and support the Vision, the year. It was adopted by the Board of Trustees Mission, and the Mission Imperatives and on June 25, 1997, and reaffirmed in 2003. The they believe the institution has all the pieces Vision Statement was created and adopted of a strategic planning system in place. during 2003–2004. In the spring of 2008, both However, participants weren’t sure how the statements are being reviewed by the numerous plans, surveys, and reports connect Strategic Planning Task Force as part of an with the Strategic Plan and to decision update to the Strategic Plan. making. For many, planning seems to have too many disconnected pieces. (Exhibit 1.6) Clark College Defines, Understands, (1.A.1) and Implements Its Mission and Goals At present, as this five-year planning cycle The College has worked steadily to build draws to a close, a 14-person Strategic understanding of its planning elements. The Planning Task Force, chaired by the results of the April 2007 Accreditation Survey President, is re-examining the entire Strategic offer some information about the scope of Plan. (Exhibit 1.7) (1.A.1) College-wide understanding of three planning elements: the Vision, the Mission, and the Sharing the Mission, the Vision, and Mission Imperatives. Three hundred and Progress toward Goals fifteen faculty and staff and 760 students The College’s Mission and Vision statements participated in the survey. The aggregate data have high visibility in a variety of reveals that 97% of respondents understand publications, such as the College’s website, and support the Mission, and 93% support the catalog, class schedules, Annual Report to the Vision. Additionally, in response to an item Community and Strategic Plan. The Vision asking whether their work at Clark College Statement also appears in the student planner, affirms these statements and whether the the “At-a-Glance” brochure, and in programs statements provide direction in their jobs, for special events such as commencement and over 88% of College employees agreed the Distinguished Lecture Series. (Exhibits somewhat or agreed fully. (Exhibit 1.4) 1.8.1–1.8.6) (1.A.2) (1.A.1) The College communicates progress toward In addition, the College conducted the its goals to both internal and external Personal Assessment of the College audiences. Annual Operational Plans, as well Environment (PACE) survey in 2006 and as mid- and end-of-year progress reports, are again in 2007 and 2008, asking employees announced via email, posted on the College specifically whether the “actions of this intranet, and distributed to the Board of institution reflect its mission.” The results in Trustees. Cabinet members provide monthly 2007 showed large gains in agreement with Operational Plan updates at Board meetings,

Clark College 1-2 Institutional Mission and Goals, Planning and Effectiveness Standard One and the President sends regular regular “state of the college” address to a announcements regarding the progress of variety of widely distributed brochures. prioritizing and funding budget priorities. (Exhibits 1.9.1–1.9.6) Table 1 shows the array Other communication tools range from of methods Clark College uses to keep its College newsletters and the President’s communities informed. (1.A.3 and 1.B.9)

Clark College Vision Statement Clark College, a respected leader in Southwest Washington, will be nationally recognized for our commitment to student success and excellence in teaching, empowering learners to enrich the social, cultural, and economic vitality of our region and the global community. (Revised 2004)

Clark College Mission Statement Clark College provides opportunities for individuals from diverse backgrounds to pursue their educational goals. The College offers accessible, comprehensive education; provides services to support student success; and fosters community partnerships that enhance student learning. The College focuses on professional/technical training, academic transfer, pre-college and basic skills, personal development, and cultural enrichment. (Reaffirmed 2004)

Clark College Mission Imperatives Focus on Learning The College will focus on learning as the foundation for decision making with respect to planning, technology, location, instructional methods and successful outcomes. Learners will receive a high-quality, innovative education and services that foster student success in achievement of their stated goals. Members of all employee groups will be provided with opportunities for professional development. Access to Education The College will offer programs and services that are affordable and accessible to residents of the community. Students will be provided flexible options for learning in locations that are easily accessible and resources that help make their education affordable. Respect for Differences The College will demonstrate a respect for differences and an appreciation of multiple perspectives. The campus environment will be governed by open communication and shared decision making and programs and services that support the needs of diverse populations. Workforce Development The College will provide educational programs and services that facilitate gainful and meaningful employment for students seeking training, retraining or continuing education. College programs and services will meet the economic needs of the community. Broad-based Partnerships The College will establish and maintain internal and external partnerships that support student learning, shared community resources, increased educational opportunities and shared governance. Partnerships will be fostered externally with education, business and industry and other community groups, and internally as cross-collaborations among students, faculty, disciplines, and organizational units. Management Excellence The College will make strategic decisions in the distribution of limited resources and implement processes that enhance quality, demonstrate effectiveness, and ensure public accountability. The College will provide high-quality facilities and equipment, a healthy technology infrastructure, and well-designed support services.

Clark College 1-3 Institutional Mission and Goals, Planning and Effectiveness Standard One

TABLE 1 Clark College Publications

Title Description Distribution

Annual Report to The annual report outlines More than 1,200 print the Community accomplishments of the College, copies of the annual report (Exhibit 1.8) faculty and staff members, are distributed at the administrators, students, alumni, and College and in the supporters. community. An electronic version is available on the Clark College website.

Clark College Clark College Connections features Clark College Connections Connections magazine articles as a complement to (the class schedule) is (Exhibit 1.8) the College’s class schedule. Feature mailed to 180,000 stories have included articles on households and businesses technology (eLearning and smart each quarter. An electronic classrooms), programs (adult literacy, version of the Connections engineering, and power utilities), magazine pages is available tuition assistance, financial aid, on the Clark College scholarships, and more. Articles also website. profile members of the Clark College faculty, staff, and students, as well as major College initiatives and events.

The Clark A quarterly newsletter, The Clark The Clark Journal is sent Journal Journal features in-depth information via email to all Clark (Exhibit 1.9) on the policies and practices of Clark College employees, College. It conveys information published on the College relevant to today’s operations and website, and mailed to state documents institutional progress on and federal legislative goals, strategic initiatives, and the delegations. College’s Mission and Vision. The November 2006 issue focused on the College’s Strategic Planning process.

Clark 24/7 Published twice each month, Clark Clark 24/7 is sent via email (Exhibit 1.9) 24/7 captures history in the making by to all Clark College recognizing and celebrating the work employees and published of faculty and staff members, on the College website. administrators, and students at Clark College through stories on people, events, and notable achievements.

Clark College 1-4 Institutional Mission and Goals, Planning and Effectiveness Standard One

TABLE 1 (Continued) Clark College Publications

Title Description Distribution

Clark College Quick, basic data about Clark College. This laminated postcard is Quick Facts distributed to a wide array (Exhibit 1.9) of internal and external stakeholders.

Clark College at Quick, basic data about Clark College. This trifold brochure is a Glance available for students and (Exhibit 1.8) members of the general community. It is distributed internally and externally during College and recruitment sessions as well as community outreach events.

State of the An annual event focusing on College Invited guests and members College Address accomplishments from the past year of the College community (Exhibit 1.9) and on goals for the future. attend. Local media cover the event, which is broadcast on local cable television and available on the station’s website as well.

Reports to the Members of the College’s Executive Electronic versions of the Board of Cabinet highlight monthly board reports are posted on Trustees accomplishments under each Mission the Clark College website (Exhibit 1.9) Imperative. and College intranet.

Clark College 1-5 Institutional Mission and Goals, Planning and Effectiveness Standard One

By reorganizing and adding staff in the Office goals align with the Mission Imperatives, of Planning and Advancement and the support the overall needs of the College and Communications and Marketing department, promote student success. In final form, these the College has increased its commitment to goals become the next year’s operational plan, effectively document and communicate goal and they are funded in priority order once the accomplishments to both internal and external state establishes College allocations for that stakeholders. (1.A.3 and 1.B.9) year. (1.A.4; 1.A.5) The College continues to align various Aligning Resource Allocation, Hiring, funding processes throughout campus. Future Educational Activities, Planning, and plans include consolidating forms and Admissions with the Mission and the timelines for budget requests from all funding Mission Imperatives sources, including the College operating The Strategic Plan Operational Cycle graphic funds, the Clark College Foundation, ASCC illustrates the iterative process of goal and grant opportunities. (1.A.5) identification, budget development, Annual Funds Source and Use charts implementation, and evaluation. (Appendix document the percentage of new funds 1.6) (1.A.4; 1.A.5) allocated yearly by the College and the As the diagram indicates, goals in the yearly Foundation under each Mission Imperative. Operational Plan support the Mission They demonstrate a successful movement Imperatives. Thus, the Strategic Plan guides through the Strategic Plan, from Mission decisions as each new year takes shape. Imperatives to resource allocation. (1.A.4; 1.A.5) (Exhibit 1.11) (1.A.5; 1.B.1) In the past two years, the plan has become The Strategic Plan also guides the increasingly effective as a guide to resource institution’s hiring practices. When the allocation. To allow College-wide increased College considers adding new faculty involvement, the College has extended the positions, for example, instructional leaders timeline to develop annual goals and budgets. examine past enrollment patterns, the ratio of Under the most recent time frame, the full- to part-time faculty, and the total number President publishes his goals early in the fall, of adjunct faculty. New positions are allowing College units three months to proposed and approved based on how they develop goals in support of these goals and align with College goals. (1.A.5) the Mission Imperatives. The President Educational activities also take shape or invites every College employee to submit receive funding based on how they support goals and budget items for consideration. the Mission Imperatives. For example, the Recently, this process has become the single College has recently increased support of avenue for all budget requests, including new adjunct faculty through increased funding for faculty positions. professional development, offerings of the Unit supervisors prioritize these requests and Teaching and Learning Center, and payments send them to the Vice Presidents and for adjuncts to participate in departmental Executive Deans. Members of the Executive planning and curriculum activities. All these Cabinet review and prioritize requests from changes support the Mission Imperative their respective units and agree upon a “Focus on Learning.” (1.A.5) College-wide funding priority list in late Admission policies are compatible with the spring. (Exhibit 1.10) At each stage of this mission of Clark College as an open-access planning process, the College considers how

Clark College 1-6 Institutional Mission and Goals, Planning and Effectiveness Standard One institution. Only three health-related support for public service at Clark College. programs—Nursing, Dental Hygiene, and (Exhibit 1.12) (1.A.6, 1.B.2) Medical Radiography—have a competitive- The College, its students, and its employees admission process. In all other cases, students offer public services on the campus, as well. who wish to attend the College are eligible to For example, there are a variety of open-to- enroll. (1.A.5) the-public activities sponsored by student groups, including speakers and performances Aligning Public Service with Mission for Black History Month and campus-wide and Goals activities for Earth Day each April. The Public service is integrated into the Strategic Dental Hygiene Department supports a Plan. According to its Mission Statement, Children’s Dental Health Day. The Art, Clark College “fosters community Music and Theater departments offer partnerships that enhance student learning.” respected and well-attended exhibits, This focus is confirmed in the Mission concerts, and plays. Clark College participates Imperative “Broad-based Partnerships,” in the Career Clothing Closet program, which which emphasizes the value of creating provides interview-ready outfits to students collaborations among College stakeholders. preparing for job interviews. As a final (1.A.6) example, the Career and Employment Public service is layered throughout the Services Department maintains an extensive College. Faculty members often build public career library and job listings open to Clark service into course syllabi, providing College students and to the public. opportunities for students to serve the (Exhibit 1.13) (1.A.6, 1.B.2) community. For example, community service Finally, as individuals, faculty members options in Environmental Biology (BIOL routinely engage in public service. A 101) range from improving stream habitat or discussion of their activities can be found in advocating for an environmental political Standard Four, with documentation in each action committee to planting trees for a department’s Standard Two notebook. These nonprofit conservation organization. This type exhibits provide additional examples of the of assignment, which typically includes a importance of public service at Clark College. reflective component, enhances student (1.A.6, 1.B.2) learning as well as benefits the organization served. (1.A.6, 1.B.2) Planning and Evaluation of Teaching Service Learning, a formal program of the and Research College since May 2003, helps bring faculty The College engages in systematic planning and community partners together. As of for and evaluation of its instructional September 2007, the office had developed activities in a variety of ways. For example, partnerships with 144 organizations offering the Instructional Planning Team (IPT) Clark College students creative and recently completed the College’s first challenging opportunities to serve the comprehensive Instructional Plan to direct the community. To further encourage and College’s efforts in three areas: enrollment strengthen public service, the President has growth projections and targets, program identified expansion of Service Learning as a review and enhancement, and new program College Strategic Priority for 2008–2009. development. (1.B.2) These commitments demonstrate strong As part of the new 2006 Program Review and Enhancement process (Exhibit 1.14), the

Clark College 1-7 Institutional Mission and Goals, Planning and Effectiveness Standard One

Office of Planning and Advancement prepares specific teaching, learning, and outcome and distributes program data packets each fall assessment goals. The center’s mission and (Exhibit 1.15). These packets contain a three- goals statement says it “reflects the mission of year comparison report with data on courses, the College in its commitment to student student-faculty ratios, teaching by faculty success by cultivating and supporting type, completions, vocational program teaching excellence in a welcoming, enrollments, vocational program employment collaborative environment.” The TLC clearly and wages, vocational program fall exemplifies how planning results in progress demographics, and transfer student follow-up toward Mission Imperatives. (Exhibit 1.20) and expenditures. Based on analysis of this (1.B.2) data and other information, programs and departments select and implement curricular Institutional Evaluation and Planning changes expected to improve student learning. The Office of Planning and Advancement is For example, faculty members might take responsible for coordinating the development actions to improve retention rates or make and implementation of the strategic planning program adjustments recommended by an process and directs the College’s institutional advisory committee. Later, they assess the research and grant development functions. impact of changes and report results via the Clark College has steadily upgraded support Program Review Posting Board. for this office, demonstrating a strong (Exhibit 1.16) In this and other ways, the commitment to effective institutional Office of Planning and Advancement makes planning and evaluation. Today the Office of its resources available to the entire College, Planning and Advancement has grown to five offering a wide array of institutional full-time staff members, which has improved evaluation measures as well as help using, the Office’s ability to reach out to faculty and developing, and locating data. (Exhibit 1.17) staff and expand institutional research. In (1.B.2; 1.B.7) addition, the Executive Dean now serves as a The College has engaged in planning for member of the Executive Cabinet, allowing improved access in the eastern portion of the for critical sharing of research and planning service district. The planning team considered information with senior leadership and a 2006 Community Needs Assessment Study participation in College-wide decision (Exhibit 1.18) to evaluate the communities’ making. current and future needs for education. Office of Planning and Advancement staff Architects helped the College design the new members provide College-level data and Columbia Tech Center to accommodate the reports to members of the Clark community. needs identified in that report. (Exhibit 1.19) In addition, they assist individual (1.B.2) departments, programs or instructors with After several years of planning to improve research and survey projects. The research professional development for faculty and and evaluation cycle includes projects such as staff, the College established a Teaching and surveys and reports on student and employee Learning Center (TLC) in August 2006. The satisfaction, student follow-up reports and TLC promotes instructional improvements individual program data. (Exhibit 1.21) and innovations to enhance student (1.B.2; 1.B.6; 1.B.7) engagement and learning. It offers a variety of Research informs decision making in multiple opportunities and resources for faculty and ways. For example, the College recently used staff development, including workshops, Office of Planning and Advancement research seminars, and consultations supporting

Clark College 1-8 Institutional Mission and Goals, Planning and Effectiveness Standard One

data to establish the need for a new program which engage in planning at some level. The in medical radiography and a new certificate Instructional Council (IC) and the Student program for field survey technicians. Affairs Leadership Team (SALT), which (Exhibits 1.22.1–1.22.2) include administrators and department managers, focus primarily on strategic and In cooperation with the Office of Planning operational planning for their respective areas and Advancement, the Running Start program and meet together frequently to coordinate administers a survey to high school seniors planning of College-wide initiatives. Many participating in the program, and uses the data groups demonstrate the broad participation in to make requests or changes for the following planning. years. The report is available on the College intranet and website. (Exhibit 1.23) The For example, faculty, staff, administrators, Running Start manager used survey data that and students participated through membership showed students’ concerns about textbook on the College Council, the official costs to support a request for additional governance body of the College, and on the funding for the program’s low-income Instructional Planning Team (IPT) to develop students. (1.B.7) major College plans. (1.B.3) The Office of Planning and Advancement’s Members of the community likewise research, evaluation, and planning activities participate in the planning process through undergo continual review. The College service on College advisory committees. President evaluates the institutional research More than 315 representatives of 255 function as documented in the mid-year and organizations including employers, the final report of the annual Operational Plan. Southwest Washington Workforce Weekly meetings of the Executive Cabinet Development Council, and WorkSource provide the Executive Dean feedback relating (Washington’s One-Stop system) meet to institutional research activities and throughout the year, overseeing planning for functions. The Office of Planning and career and technical education programs and Advancement also solicits feedback from the College’s workforce initiatives. (1.B.3) other College areas through meetings with the Finally, as can be seen in the minutes of leadership teams in Instruction and Student Board meetings, the Clark College Board of Affairs as well as with informal groups. Trustees ensures the quality and relevance of (1.B.8) College programs through its oversight of strategic planning, Clark College policies, and Participation in Planning the operating budget. In addition, individual The College has purposefully expanded Board members have served in the planning opportunities to participate in planning, process through participation in the Strategic particularly in the annual goal and budget Planning Task Force and the Standard 6 Self- development process. From the development study group. (Exhibits 1.7; 1.25) (1.B.3) of the College Strategic Plan to the consideration of day-to-day operations, Planning and Evaluation Strengthen planning at Clark College now relies on the Programs and Services participation of a wide variety of internal and Ongoing planning and evaluation processes external constituencies. (Exhibits 1.24.1– provide a framework for determining College 1.24.3) (1.B.3) progress toward its Mission Imperatives, as Faculty, staff, and administrators participate illustrated by the Strategic Plan Operational via several College committees, most of Cycle graphic. (Appendix 1.6)

Clark College 1-9 Institutional Mission and Goals, Planning and Effectiveness Standard One

The annual operational goals come from a The College has responded with such changes variety of sources, including responses to as expanded eLearning offerings and a challenges identified in surveys administered proposed Transfer Resource Center. The by the Office of Planning and Advancement. Operational Plan also frames evaluations of The OPA regularly conducts satisfaction the President and members of the Executive surveys, for example. (Table 2 and Exhibits Cabinet, with evaluation outcomes measured 1.26.1–1.26.6) Results from these surveys primarily by progress toward achieving goals. have indicated concerns ranging from (1.B.4; 1.B.5) advising to availability of courses.

TABLE 2 Institutional Surveys Student Surveys Year Noel-Levitz Student Satisfaction Inventory 2008 2006 2004

Adult Learner Inventory (ALI) 2006 Community College Student Experiences Questionnaire 2003 1999 1996 Professional/Technical Student Follow-up Survey 2006–2007 2005–2006 2004–2005 2003–2004 Running Start Student Survey 2008 2006 2004 Graduate Survey 2008 (fall) Employee Surveys Personal Assessment of the College Environment (PACE) 2008 2007 2006 Employer Satisfaction Surveys Clark College Employer Survey 2008 (fall) 2005

Clark College 1-10 Institutional Mission and Goals, Planning and Effectiveness Standard One

The College has conducted additional studies Strengthening the Planning Cycle to identify the internal issues impacting the While the entire strategic planning cycle institution’s effectiveness. The Moss Adams continues to improve each year, occasionally Fiscal Analysis Study examining Clark individual projects don’t complete the cycle. College’s business practices serves as one For example, the 2005 Benchmarking example. (Exhibit 1.27) As of April 2008, initiative has not resulted in clear, well- Business Services reported that out of 75 communicated actions. (Exhibit 1.30) The recommendations, 69 have been addressed, 4 institution didn’t capitalize on the time and are in process, and 2 did not require action. resources that faculty and staff invested in (1.B.4; 1.B.5) that project. Also, the outcomes of the first In response to one evaluation, the College year of the College’s new program review and revised its existing instructional organization enhancement process await significant structure. In 2004, Instruction added a fifth evaluation, even as year two draws to a close. instructional unit and realigned numerous A review could identify model projects, departments. In making this change, the determine whether project results meet College implemented recommendations from expectations, identify any misunderstandings a College committee charged with responding about the new procedures, and suggest any to “An Analysis of the Effectiveness of the needed improvements in the process. (1.B.4; Instructional Organization,” a study prepared 1.B.5) by an external consultant. (Exhibit 1.28) In fact, as a general assessment, evaluation at (1.B.4; 1.B.5) Clark College could be strengthened. The Other goals are derived from core planning College supports a wide variety of activities documents. For example, in order to not directly evaluated by the Strategic implement the Enrollment Management Plan, Planning process. Challenges and successes in a number of goals, including enrollment such areas may emerge eventually in targets, became goals in the Operational Plan. satisfaction surveys, but regular, direct (1.B.4; 1.B.5) evaluation of major activities, such as computer support services or purchasing, Aware that a wealth of studies can generate would give the institution more timely an overwhelming amount of information, the feedback. In addition, when new services or Office of Planning and Advancement programs are created or old ones significantly developed its “Follow-up of Clark College changed, desired outcomes could be more Surveys and Reports MATRIX” (Exhibit regularly identified in advance, along with the 1.29), summarizing the challenges for the timing and strategies for assessing them. institution from each study, the strategies (1.B.4; 1.B.5) adopted to address each challenge, the person(s) responsible for the strategies, Clark College has grown more thoughtful in anticipated completion dates, and status. its use of planning to influence resource These matrices will help ensure the study allocation and improve instructional results produce actions and help the campus programs, institutional services, and activities. community “close the loop,” connecting With a strong overall Strategic Plan in place, evaluation, planning, budgeting, and actions. the College now can work to consistently (1.B.4; 1.B.5) close the planning loop, ensuring a strong, steady focus on helping each student succeed. (1.B.4; 1.B.5)

Clark College 1-11 Institutional Mission and Goals, Planning and Effectiveness Standard One

Substantive Change • The College Vision, Mission, and Mission The College has submitted a Prospectus for Imperatives are broadly understood and Substantive Change to the Northwest supported by the College community. Commission on Colleges and Universities • The implementation of the Strategic Plan is twice in the past decade. In 2004, a dynamic and data driven. prospectus for the Paramedicine program was approved. In September 2007, a prospectus • A wide variety of stakeholders participate in for expansion of the eLearning program was planning processes. submitted and approved. (1.A.7) Challenges Conclusion • Clarify how all planning pieces fit together. In the past ten years, significant turnover in • Close the loop by consistently showing how leadership in both the presidency and senior data and evaluation result in action. administration has generated multiple shifts in priorities. These changes produced several • Be consistent in basing decisions on data different plans, each with its own when making and evaluating changes to terminology. In addition, new leaders asked programs and services. for more and different surveys and projects. Recommendations Predictably, these shifts caused confusion; sometimes they also limited the amount of Continue to develop an evidence-based feedback given to survey participants. planning climate that is: Planning loops sometimes seemed • Transparent—process is visible, disconnected or incomplete. documented, and communicated Still, at the end of the decade, the Clark • Inclusive—many people with differing community understands and largely approves perspectives are involved in the process the Vision, the Mission, and the Mission Imperatives of the College, and the idea that a • Cyclical—closes the loop by showing how Strategic Plan guides College decisions has data and evaluation result in action taken root. • Complete—closes the loop by ensuring that The College now must secure its progress. all steps in the planning process occur With a Strategic Plan solidly in place, Clark systematically College can create a clearer sense of the connections between research, planning, Actions Taken budgeting, action, and evaluation. • The Strategic Plan is being clarified and streamlined so that planning and decision Strengths making will be more user-friendly and • The 2004–2009 Strategic Plan defines and College-friendly. communicates the Vision, Values, Mission, • Members of the Executive Cabinet have Mission Imperatives and Strategic Priorities developed a systematic matrix to document of Clark College as well as provides a goals developed and actions taken in foundation for an Operational Plan that response to challenges identified in various aligns College resources with College College-wide surveys and initiatives. priorities.

Clark College 1-12 Institutional Mission and Goals, Planning and Effectiveness Standard One

Supporting Documentation for Standard One

Appendices Appendix 1.1 2004 – 2009 Strategic Plan

Appendix 1.2 2007 Strategic Plan Update

Appendix 1.3 2006–2007 Operational Plan Final Report

Appendix 1.4 Strategic Planning Process Graphic

Appendix 1.5 Goal and Budget Development Process

Appendix 1.6 2007 – 2009 Strategic Plan Operational Cycle

Supporting Documentation in Team Room Exhibit 1.1 Operation Plans and Mid–year and Final Reports (2004–2005 through 2007–2008; Operational Plan 2008–2009)

Exhibit 1.2 Core Planning Documents 1.2.1 Enrollment Management Plan 1.2.2 Retention Plan 1.2.3 Facilities Master Plan 1.2.4 Instructional Plan 1.2.5 Instructional Technology Plan

Exhibit 1.3 Key Performance Indicators

Exhibit 1.4 2007 Accreditation Survey and Results

Exhibit 1.5 Personal Assessment of the College Environment (PACE) 1.5.1 Spring 2006 1.5.2 Spring 2007

Exhibit 1.6 2007 Accreditation Fair Feedback

Exhibit 1.7 2008 Strategic Planning Task Force Membership List

Clark College 1-13 Institutional Mission and Goals, Planning and Effectiveness Standard One

Exhibit 1.8 Mission and Vision in Publications 1.8.1 Annual Reports to the Community 1.8.2 Clark College Connections 1.8.3 Student Planner 1.8.4 Clark College At-a-Glance Brochure 1.8.5 Commencement Programs 1.8.6 Distinguished Lecture Series Programs

Exhibit 1.9 Additional College Communication Tools 1.9.1 The Clark Journal 1.9.2 Clark 24/7 1.9.3 About Clark 1.9.4 Clark College Quick Facts 1.9.5 State of the College Address 1.9.6 Report to the Board of Trustees

Exhibit 1.10 Budget Development Priorities and Funding Update Emails from President Knight

Exhibit 1.11 Annual Funds Source & Use Charts

Exhibit 1.12 Service Learning Program Information

Exhibit 1.13 Career Center and Job Listings

Exhibit 1.14 2006 Program Review and Enhancement Process

Exhibit 1.15 Program Data Packets

Exhibit 1.16 Program Review Posting Board

Exhibit 1.17 List of Resources Available from the OPA

Exhibit 1.18 Community Needs Assessment Study 2005

Exhibit 1.19 Clark College at Columbia Tech Center Proposal

Exhibit 1.20 The Teaching Learning Center — Mission and Goals

Exhibit 1.21 Planning and Advancement Annual Task List

Exhibit 1.22 New Program Proposals 1.22.1 Medical Radiography Program Proposal 1.22.2 Field Survey Technician Program Proposal

Exhibit 1.23 Running Start Student Survey

Clark College 1-14 Institutional Mission and Goals, Planning and Effectiveness Standard One

Exhibit 1.24 College Committee Membership Lists 1.24.1 Standing Committees 1.24.2 Advisory Committees 1.24.3 Penguin Roundtable (formerly Management Team)

Exhibit 1.25 Board of Trustees Meeting Minutes

Exhibit 1.26 Institutional Surveys 1.26.1 Noel-Levitz Student Satisfaction Inventory 2004 1.26.2 Noel-Levitz Student Satisfaction Inventory 2006 1.26.3 Adult Learner Inventory Winter 2006 1.26.4 Community College Student Experiences Questionnaire (CCSEQ) 1.26.5 Career and Technical Student Follow-up Surveys 1.26.6 Clark College Employer Survey 2005

Exhibit 1.27 Moss Adams Fiscal Analysis Study and Action Report

Exhibit 1.28 An Analysis of the Effectiveness of the Instructional Organization

Exhibit 1.29 Follow-up of Clark College Surveys and Reports Matrix

Exhibit 1.30 Benchmarking Team Reports

Clark College 1-15 STANDARD 2 STANDARD Standard Two Educational Program and its Effectiveness Educational Program and Its Effectiveness Standard Two

Standard Two Educational Program and Its Effectiveness

Introduction in 2008, the focus on student success as the litmus test for instructional decisions will Community colleges provide equitable, continue to foster the transformation to a excellent-quality programming initiatives learning-centered college. that ensure maximum access and support for student success. They are the most dynamic, General Requirements affordable, and accessible vehicles to respond to the educational needs of a Human Resources changing constituency. The Mission of Clark College employs highly qualified Clark College, a premier comprehensive adjunct and full-time faculty who hold community college, mirrors these ideals. credentials substantiating their experience, Clark College is the second-largest college training, and degrees commensurate with in the Washington state system of 34 their designated career and professional community and technical colleges. Widely areas and disciplines. Generally, faculty recognized for its academic excellence and members teaching courses eligible for quality, the College provides a rich transfer hold master’s or doctoral degrees. inventory of courses and programs focused Those teaching career and technical courses on transfer and career and technical areas, hold a variety of degrees including master’s pre-college and basic skills, community or doctoral degrees or have certifications or education, personal development, and other qualifying credentials specific to their cultural enrichment for over 22,000 full-time industries. and part-time students each year (including The College has historically provided non-credit enrollments). opportunities for professional development The College is evolving to become a of full-time faculty, and increasingly these learning-centered institution. The Teaching opportunities have been extended more and Learning Center, established in 2006, broadly to adjunct faculty. All faculty have a has served as a catalyst for this change by variety of opportunities to support their promoting an inventory of pedagogical and courses and programs on many different andragogical techniques for faculty at Clark levels, including content, assessment, College that focus on the student as the promotion, curriculum, and continuing central purpose of activities. In a similar research through conferences, travel, and vein, since the last accreditation interim visit sabbaticals. The Teaching and Learning in 2003, Clark College has worked to move Center (TLC) has provided a centralized its focus from teaching-centered assessments venue and clearing house for professional toward a culture of learning-centered development and training across the entire assessments. The journey thus far is clearly College. (Exhibit 2.1) not complete. However, as of June 2008, In fall 2007, the College employed 179 full- more than 142 assessment projects are either time faculty members and 391 part-time in progress or completed, based on data faculty members (representing the from more than 10,000 students. As the equivalent of 174 full-time positions). The Instructional Plan is more fully implemented

Clark College 2-1 Educational Program and Its Effectiveness Standard Two proportion of full-time to adjunct faculty is a.m. to 12:00 p.m. and 5:00 to 7:00 p.m. an ongoing concern in some areas, Additional class offerings before 9:00 a.m., especially large departments, such as during the afternoon, and online have helped Mathematics, English, Business to maximize the use of current facilities and Technology, Business, English as a Second to expand access for students. Language, and Adult Basic Education. A significant change since the last self study Reliance on adjunct faculty creates is the increase in technological resources in increasingly more work for full-time faculty classrooms. Students and faculty expect members who serve on committees, advise multimedia classrooms and access to the students, and support the instructional units Internet as standard components of the in various leadership roles. Adjunct faculty modern classroom. The College has members are not required to hold office responded with the addition of “smart” hours or provide additional conferencing classrooms that provide state-of-the-art with their students. Consequently, the technology, including Internet access, LED workload for full-time faculty can be projectors, and document imaging. In 2006, excessive, fragmented, or inequitable across Media Services merged with Computing disciplines. This challenge is noted in Services to better integrate the needed greater detail within Standard Four. support for this new technology. (Exhibits 2.2; 2.3) The high rate of administrative turnover in instruction has negatively affected the flow of work and internal communications. For example, leadership continuity in the Business and Technology Unit has proven to be a particular challenge. Since 2000, six individuals have served as unit dean for durations of three months to two years. From 2002–2008, this position was occupied by a “permanent” hire for only two years; all others served in an interim capacity. In this same six years, the Vice President of Instruction position has been occupied by four individuals, two of whom served in an interim capacity for three of those years. The varied leadership styles of these administrators required faculty to make continuing adjustments, particularly with respect to their participation at the unit and institutional level. (Exhibits 2.2; 2.3) (2.A.1)

Physical Resources Increased enrollments and advances in technology have presented challenges for the physical resources of the College. The main campus is at or near classroom capacity during the peak hours from 9:00

Clark College 2-2 Educational Program and Its Effectiveness Standard Two

Table 1 Smart Classrooms at Clark College Academic Year Number of Smart Classrooms Completed 2006–2007 37

2007–2008 29

2008–2009 (projected) 30

*TOTAL (2006–2009) 96

*There are an additional 24 smart classrooms at Clark Center at WSU Vancouver. The smart classroom numbers above reflect the additions each year.

Standard Eight thoroughly examines the the College, based on full-time equivalent ongoing building renovations and (FTE) enrollment slots, targeted high- expansions accomplished and underway. demand programs, and other initiatives. The The Facilities Master Plan addresses the Clark College Foundation provides from need for future expansion and use of $500,000 to $1 million annually, roughly physical resources. (Exhibit 2.4) 80% of which is restricted to use in support of Career and Technical Programs. These Currently, some disciplines experience funds, allocated through a well-defined stress because many labs have grown application and consideration process, have obsolete (for example, general chemistry been used to purchase instructional and anatomy/physiology areas), and new lab equipment, to support professional facilities are dispersed among three different development for full-time and adjunct locations. Demand from other educational faculty, and as a source for academic institutions in the area creates challenges in improvement projects. (Exhibit 2.5) obtaining and sustaining clinical sites, and health science programs require a great A number of additional funding sources are many such sites for extensive clinical available for faculty professional training. The Child and Family Services development. Each full-time faculty member Program is constrained by facilities is entitled to $400 annually for individual limitations and has begun planning for a professional development. In addition, replacement facility. faculty are able to access support from one or more of the following sources: Carl Financial Resources Perkins funding for faculty in career and Clark College’s instructional units are technical areas, Clark II and Research and funded operationally through student tuition, Performance funds (used for travel and user and course fees, and state allocations to conferences or academic development),

Clark College 2-3 Educational Program and Its Effectiveness Standard Two

Faculty Excellence Awards, and sabbaticals. rooms, and a reference area. (Appendix 2.1; Funds specifically allocated for adjunct Exhibit 2.1) (2.A.1) faculty development are also available in each unit. (Exhibit 2.6) Tutoring and Writing Center Although individual departments in some For over a decade, Clark College has instances consider their budgets adequate, a provided tutorial assistance for students number of common budget challenges are through the Tutoring Center and Writing apparent throughout Instruction. The need Center. In fall 2001, these two distinct for additional resources for sufficient centers were merged into one program, now medical benefits for adjunct instructors the Tutoring and Writing Center (TWC) emerges as a common theme, as does the under the direction of a program manager. In need to match inflationary pressures for September of 2006, in an effort to make its goods and services, equipment, and services more accessible to students on the information technology and software southern end of campus, the TWC was given updates. The budget challenges specific to another room in Building AA4 to serve individual departments or units are further developmental education students whose detailed within each unit through the unit classes typically meet in the Applied Arts reports. (Exhibits 2.2; 2.3) (2.A.1) buildings and Joan Stout Hall. During spring of 2007, a total of 522 students either Two specific examples of how Clark submitted registration cards to make College demonstrates its commitment to appointments with tutors or signed in for high standards of teaching and learning help from the accounting tutor. These through human, physical, and financial figures in Table 2 do not include students resources are the Teaching and Learning who received help in the TWC-funded math Center and the Tutoring and Writing Center. help sessions, or who came in solely to take advantage of any of the ancillary resources. Teaching and Learning Center

In fall 2004, faculty proposed a Teaching and Learning Center (TLC) to provide full- Table 2 time and part-time faculty with opportunities TWC Registered Students for professional growth. The TLC has 2006- 2007- Quarter focused trainings specifically on innovations 2007 2008 in teaching to support the College in its Summer 119 138 journey to become a learning-centered Fall 498 526 college. Referencing information from a Winter 506 483 variety of assessments and other sources, the Spring 522 517 TLC, through guidance from its steering committee, has developed a number of new programs and events to meet the The most recent addition to the TWC is free professional development needs of faculty online tutoring offered in a variety of and the organizational needs of the College. subjects to all registered Clark College The College has supported this initiative students through eTutoring.org. A through allocation of 100% release time for consortium of 35 colleges and universities a full-time faculty member, 50% of a nationwide supports this award-winning program assistant position (shared with tutoring platform. Additionally, in an effort Outcomes Assessment), work-study to reach Clark College students enrolled in students, and space for offices, training courses at the Clark Center at Washington

Clark College 2-4 Educational Program and Its Effectiveness Standard Two

State University at Vancouver, the TWC Institutional bodies involved in this process hired several tutors to provide help in math include the originating department and unit, and chemistry there. Future plans include Instructional Council, the Instructional adding tutors and subjects. As of summer Planning Team, Curriculum Committee, 2007, the College fully funded the program Executive Cabinet, and the Board of manager’s position year-round. The College Trustees. Criteria applied to determining the allocated $177,000 in support of in the TWC viability of a new program include for the 2007–2008 fiscal year. (Appendix projection of student demand, labor market 2.2; Exhibit 2.7) (2.A.1) data documenting employer demand, and the early involvement of an Advisory Instructional Goals and Relationship Committee. The process also requires to College Mission opportunities for areas of the College Institutionally, the Instructional Planning responsible for providing support for Team (IPT) and the Curriculum Committee staffing, advising, library acquisition, oversee educational program development. marketing, facilities, and equipment to These two key committees function under provide input and feedback. This ensures the leadership of the Vice President of that new programs can be launched with Instruction. Further operational details of adequate support from the onset. (2.A.2) both committees are provided on pages 2-8 Every new course, including those created and 2-9 of this chapter. The five as part of a new program, must be formally instructional units incorporate the approved through the Curriculum information, policies, and procedures Committee. The Course Action Request approved by the IPT, the Curriculum (CAR), used for submittals to this Committee and Instruction as they develop, committee, asks for all pertinent details: deliver, and monitor the quality of all course description, prerequisite, rationale for instructional programming. the course, content, hours, credits, fees, The instructional focus of the College, capacities, transferability, applicability to captured in the Mission statement, is to distribution requirements, and a full provide “professional technical training, syllabus. (Exhibit 2.11) academic transfer, pre-college and basic In special cases, a proposed new course may skills, personal development, and cultural be developed within a department and enrichment.” Educational program goals offered on an experimental basis without within the professional and technical areas Curriculum Committee approval for up to are established by a systematic program two quarters under a generic course number development process articulated in the (e.g., HIST 280). However, such courses Instructional Plan. This plan is a formal generally will not be allowed to meet reflection of long-standing practices in new distribution requirements and may not program development that include a careful transfer other than as an elective. examination of the need for a program, in terms of both student demand and employer The process by which the institution need. In addition to the processes described evaluates established courses and programs in the plan, the Curriculum Development periodically is detailed beginning on page 13 Handbook of Instruction provides a concrete of this chapter. outline of all steps and documentation required to move a program from concept to reality. (Exhibits 2.8; 2.9; 2.10) (2.A.2)

Clark College 2-5 Educational Program and Its Effectiveness Standard Two

Program Design, Degree Clark College has adopted common course Designators and Objectives, and numbering for all of its courses considered Program Length eligible for such designation. This makes more apparent the similarities between Clark The Instructional Planning Team (IPT) and College’s courses and those offered at other the Curriculum Committee determine Washington community colleges in terms of whether courses and programs meet the content, depth, or credits in courses serving necessary requirements for transfer degrees, to meet general education distribution in accordance with Washington State’s requirements. In addition, Clark College Inter-College Relations Commission abides by the reciprocity agreement (ICRC). In career and technical areas, regarding the transfer of general education members of local advisory committees assist courses where students have met distribution in developing the Associate in Applied requirements at their home campus in ways Science degree and certificate programs in that may differ from offerings available at accordance with the policies and the Clark College. (Exhibits 2.13; 2.19) (2.A.3, guidelines of the Washington State Board 2.A.6) for Community and Technical Colleges (SBCTC). The College Catalog, curriculum Curriculum Designators guides and program sheets designate the courses required. (Exhibits 2.2 – Program Clark College programs use degree Sheets, Advisory Committees; 2.12; 2.13; designators consistent with program content. 2.14; 2.15; 2.16) As appropriate, the College Catalog, program sheets, and course syllabi designate All degree programs at Clark College degree and/or program objectives, course require courses in general education and/or prerequisites, and identifiable skills. The related areas of instruction. Many programs catalog and curriculum advising materials include cooperative work experience, indicate courses meeting distribution or seminars, directed practices, internships, related areas of instruction (human relations, clinical practicums, service learning and computation, and communication) portfolios. Many programs incorporate requirements. (Exhibits 2.2 - Program library use into the curriculum. In addition, Sheets, Syllabi; 2.20) (2.A.4) students are encouraged to enroll in Research in the Information Age (LIBR 105) to learn information research techniques. (Exhibits 2.2) Clark College’s Career and Technical Programs remain consistent with programs at other institutions offering similar degrees or certificates. For example, the Clark College Medical Radiography Program is comparable in length, credits, and course fees to other Washington state community colleges, based on programmatic standards from the Joint Review Commission on Education in Radiologic Technology. (Exhibits 2.11; 2.17; 2.18)

Clark College 2-6 Educational Program and Its Effectiveness Standard Two

Degrees and Certificates Career and Technical Education Clark College offers eight types of associate Degrees & Certificates degrees and three types of certificates. Clark College offers a wide range of degrees and certificates designed for students who Degrees wish to move directly into career paths. 1. Associate in Arts Degree (AA) These include the associate in applied 2. Associate in Arts–Major Related science (AAS) and associate in applied Programs (AA-MRP) technology (AAT) degrees as well as almost 3. Associate in Arts–Option B (AA-B) 40 different Certificates of Proficiency, 4. Associate in Science–Track 1 and 2 which all include general education or (AST-1 and AST-2) related instructional requirements in 5. Associate in Science–Major Related communication skills, computational skills, Program (AS-MRP) and human relations coursework. (2.C.1; 6. Associate in Applied Science Degree– 2.C.3) Transfer (AAS-T) 7. Associate in Applied Science Degree The Certificate of Achievement is designed (AAS) for students who wish to gain specialized 8. Associate in Applied Technology occupational training for a specific career Degree (AAT) objective requiring fewer than 45 credits. General education requirements are not Certificates required for this type of certificate. 1. Certificate of Proficiency The Certificate of Completion is designed 2. Certificate of Achievement for students wishing to acquire entry-level 3. Certificate of Completion skills, or for those who wish to upgrade their skills in a short period of time. Typically Associate Degrees for Transfer consisting of three to four courses taken Students singly or simultaneously, these programs Clark College offers six associate degrees award certificates as approved by the designed for transfer students, tailored for program advisory committee and the specific needs of various programs and Instruction. Certificates of Completion are institutions. Each degree’s requirements are not recorded on the student’s transcript. clearly defined in the College Catalog, on (2.A.4) See Appendix 2.3 for a listing of the program sheets and advising handouts. All five units at Clark College, the departments transfer degrees include general education in each unit, and types of degrees and requirements including communication certificates offered by each department. skills, quantitative skills, humanities and fine arts, natural sciences, health and Programs with Concentrated or physical education, and social sciences. Abbreviated Timeframes Distribution codes and definitions were first The institution has only one program included in the 2005–2007 College Catalog currently offered in an abbreviated to identify the applicability of all courses timeframe. The Automotive Program offers toward the AA and AS degrees. (Exhibits both a regular curriculum and a fast-track 2.2 - Program Sheets; 2.21) auto program. This fast-track program allows students to take classes in the evening and complete a degree in 14 months. Both programs realize a success

Clark College 2-7 Educational Program and Its Effectiveness Standard Two rate of 90% completion. (Exhibit 2.2 - College Association of Higher Education Automotive Notebook) (2.A.5) (CCAHE) Agreement and the Administrative Procedures Manual were Credits, Program Length, and Fees amended in July 2006 to allow the Clark College awards credit based on the appointment of 10 tenured faculty to the rules and policies of the Washington Curriculum Committee, two from each SBCTC. Clark College classes are based on instructional unit. The previous policy called the quarter system and the 50-minute hour. for eight tenured faculty “representing, to Additionally, some areas offer the extent possible, all instructional areas of nontransferable credits that do not generally the campus.” Since its reorganization, a apply to Clark College’s degrees. (Exhibits faculty member has always served as the 2.22; 2.23) chair of Curriculum Committee, ensuring that “faculty has a major role and The associate degree requires a minimum of responsibility in the design, integrity, and 90 credits of college-level work. implementation of curriculum.” (Exhibits Additionally, the College offers a number of 2.26; 2.27) career and technical degrees and certificates with a wide range of credit requirements The Curriculum Committee handles all tailored to ensure appropriate mastery of additions, changes and deletions of courses. needed technical skills. (Exhibits 2.2; 2.24) Faculty members submit a Course Action Request designed specifically to cover each The Curriculum Committee approves all of these actions. The College intranet posts a course or “dedicated” fees. All fee requests 2006 handbook that details the curriculum must be justified with valid reasons for the development process, and hard copies are cost with a detailed cost breakdown for each also available through Instruction. The requested item. Course fees are listed in the handbook includes step-by-step instructions quarterly registration schedule and online as for completing a Course Action Request, a component of class information. (Exhibits details of curriculum-related 2.11; 2.25) (2.A.6) policies/procedures, a guide to writing good course descriptions, a glossary of specialized Curriculum Design, Approval, and terms and other useful information, Implementation including a guide to writing syllabi. (2.A.7) Two core committees provide oversight for (Exhibit 2.10) curriculum and program design, approval and implementation. The Curriculum Instructional Planning Team Committee is a long-standing College Currently, IPT’s mission falls within these committee that approves individual course three broad categories: additions, changes, and deletions. The Instructional Planning Team was added after • Review of degree and program changes, the instructional reorganization in 2000 to additions, and deletions. Examples oversee the development of entire programs, include the addition of the associate of degrees, and degree requirements. (2.A.7) applied technology degree, changes in degree requirements, and review of Curriculum Committee program changes at the curricular level. Faculty make up the majority of Curriculum • Review of policies that affect student Committee membership. To ensure fair success within the instructional setting. representation across campus, the Clark Examples include review of registration

Clark College 2-8 Educational Program and Its Effectiveness Standard Two

policies, review of syllabus guidelines, lifelong learning. In 2007, Clark College and review of withdrawal deadlines. adopted an additional College-wide Student Learning Outcome titled Information. These • Review of strategic instructional outcomes are based in part on the planning initiatives. Examples include a Information Literacy Competency Standards 2001 review of distance education, a for Higher Education from the Association 2005–2006 review of the Program of College and Research Libraries. Review and Enhancement policy, and (Exhibit 2.30) (2.A.8) development of the Instructional Plan. Instructional librarians collaborate with These categories often require different faculty members to design library types of conversations within the committee, instruction sessions to meet specific course different approaches to problem solving, and objectives and assignments. During the different strategies for constituent 2006–2007 academic year, library faculty communication. (Exhibit 2.28) taught classes a number of departments as IPT has made some progress on issues such shown in Table 3. as the Program Review and Enhancement policy, and recommended an Instructional Curriculum Planning and Accessible Plan for approval in November 2007. This Scheduling plan provides a comprehensive document Classes are offered at the main campus, at collecting a variety of new and existing WSU Vancouver, and Town Plaza Center, planning processes and policies. IPT will and will be offered at the new location at continue to be involved in refining these Columbia Tech Center, opening in 2009. As processes. (Exhibit 2.29) noted each year in the report to the Perhaps the most problematic concern with Commission, a number of classes are also regard to larger strategic initiatives is the offered at other locations throughout the need to balance week-to-week program and service district (see Table 4). (Exhibit 2.31) policy discussions with long-range strategic (2.A.9) planning. Unlike the Curriculum Committee, The College has taken a number of steps to IPT has a dual function, and coordinating increase access to College courses and the timing of program updates with programs, including expanding eLearning discussion of strategic initiatives can prove courses and the use of multiple locations. challenging. At times, team members find it More courses are now offered on weekends confusing within a single 90-minute meeting and evenings, and plans are underway to to shift back and forth from a tactical, launch a Weekend College that will combine localized discussion of program hybrid and online courses to better meet the requirements to more strategic, broad- needs of students with time and distance ranging discussions of College policy. constraints. Efforts have been made to clarify the

Library Services Many faculty members from a variety of disciplines collaborate with faculty librarians to ensure students learn to use library resources to succeed in coursework and to learn information literacy skills for

Clark College 2-9 Educational Program and Its Effectiveness Standard Two

Table 3 Classes Taught by Library Faculty 2006-2007 Department # of Classes Department # of Classes

Addiction Counselor 1 English as a Second 4 Education Language Anthropology 2 Graphics 4 Art 2 Human Development 16 Biology 14 History 13 Business Technology 5 Health and PE 3 Business 2 Nursing 4 Chemistry 15 Paralegal 3 Computing Technology 30 Political Science 3 Dental Hygiene 1 Paralegal 2 Developmental Education 5 Psychology 3 Eastern WA Social Work 2 Reading 27 Education 1 Speech 2 English 278 Theater 3 English as a Non-Native 4 Women’s Studies 25 Language

Table 4 Number of students at each location (KPI 2.3.2) 2004-2005 2005-2006 2006-2007 Instruction CCEd Instruction CCEd Instruction CCEd Main Campus 13,943 2,298 13,687 2,064 13,285 2,782 WSU Vancouver 390 169 740 133 775 388 Town Plaza Center 3,347 2,705 2,771 2,057 3,296 1,561 Other 2,289 1,354 2,258 1,437 2,258 1,004 Notes: CCEd denotes students completing classes (generally non-credit) through Corporate and Continuing Education. Each student is counted once at each location they attend. Includes students enrolled in eLearning courses with a physical meeting space. Excludes all students enrolled ONLY in courses with no definite meeting place. Source: SBCTC Datawarehouse - Class and Transcript tables

Clark College 2-10 Educational Program and Its Effectiveness Standard Two

Classes are offered throughout the day, learning assessment, was introduced and beginning as early as 6:00 a.m. and running approved at Curriculum Committee in 2004. as late as 9:50 p.m. The period from 9:00 Although the course remains in the catalog, a.m. to noon continues to be in highest it has never been offered. (2.A.10, 2.G.9, demand from students, and limited A.10, Policy 2.3) classroom availability has constrained response to this demand. The most Deleted Programs significant shift in patterns of student access The College follows the SBCTC policies is in the late afternoon or early evening, regarding the program approval process. when more classes are offered to respond to Before programs are deleted, the College student preferences for courses immediately can request the program be placed on after work or, in cooperation with their “inactive status” on the program inventory employers, to overlap work hours. A good with the SBCTC. This listing allows time to example of this is the Addictions Counselor study the continued need for the program or Education Program, which offers all its to modify the program, facility, equipment coursework from 4:00 p.m. to 9:50 p.m. or staffing. During this time, no new This delivery schedule allows students, the students are allowed to enroll in the majority of whom are working in the field program, but those currently enrolled are already, to achieve the needed credential and able to finish. Faculty and/or advisors work upgrade their skills while fulfilling their with these students to help them determine if experience requirements. Other departments they should complete the program, have also moved their offerings to a 5:00 especially if they are close to finishing, or p.m. or 6:00 p.m. start time in response to change to an alternative program that may student preferences for finishing classes also meet their goals. Faculty may oversee a earlier in the evening. The eLearning Special Projects course (course number 290 courses offered also respond to student in the appropriate discipline) to allow needs for access as they allow place-bound affected students to complete their or time-bound students to reach their programs. (Exhibit 2.32) (2.A.11) educational goals. The maximum time a program may remain Credit for Prior Experiential Learning in an inactive status is three years. If the College decides not to reinstate it, it is Students who have previously taken courses removed from the program inventory. After and have established a transcript record at deletion, SBCTC maintains the coding Clark College may challenge a course if associated with that program for a maximum they believe that previous experience has of three years. Students who were enrolled provided them with the competencies before the program was placed in inactive essential for passing the course. Credit is status and who do not finish before the awarded according to the Clark College program is deleted may still earn the award Non-Traditional Credit Policy documented in that program up to three years after it is in the College Catalog and follows the deleted if the College still offers the courses. guidelines for NWCCU Policy 2.3. (Exhibit 2.24) (2.A.12) Prior Learning Assessment (HDEV 211), an introduction to creating a portfolio for prior

Clark College 2-11 Educational Program and Its Effectiveness Standard Two

Table 5 Programs added or deleted at Clark College in past three years Program Date of Added Deleted Inactive

Action

Fitness Trainer 9/2/2004 X Power Utilities Technology 4/18/2005 X UNIX/Linux 6/14/2005 X

7/2008 X

Paraeducator 9/1/2005 X Scientific-Technical Communication 9/1/2005 X Medical Radiography 11/2/2005 X

Field Survey Technician 2/6/2007 X

CISCO Network Administrator 6/5/2007 X

Educational Program Planning processes for assessing these outcomes; these processes are multi-layered and and Assessment involve faculty and administrators. They The College’s processes for planning and include classroom-, department-, program- assessing its instructional programs have and institutional-level assessments. The evolved significantly since the last significant components of the College’s accreditation. The College has demonstrated planning and assessment initiatives include its commitment to assessment through College-wide Student Outcomes assessment, increases in staffing, stimulus funding, Program Review and Enhancement establishment of database capability, and articulated in the recently completed space allocation. The College has redefined Instructional Plan, and the identification of measurable outcomes as well as program student-centered Key Performance success as a guide for planning. Outcomes Indicators that define accomplishment of are measured at levels ranging from College Mission Imperatives. (Exhibits 2.9; individual courses to the institution as a 2.33; 2.34) whole and thereby define student learning The Assessment Office and the Office of and success both for the individual student Planning and Advancement gathers the data and across the student body in aggregate. In generated by these assessments, and they addition, the College has developed specific have grown increasingly important in

Clark College 2-12 Educational Program and Its Effectiveness Standard Two planning and decision making that ranges While some projects appear to use data from coursework modifications at the effectively to evaluate and to improve classroom level to resource allocation at the program success, other projects appear to program and institutional levels. While have little or no relationship to program data implementation of these processes and and may have little to do with program reliance on the data they produce in decision enhancement. making is incomplete, the College As the PRE process is still fairly new, it will recognizes the critical importance of take some time for faculty to fully assessment in fulfilling its instructional incorporate it into their regular job Mission and commits to improvement at all responsibilities. The structure of the process levels. (2.B.1) itself may require adjustment. A complete guide to program review is available on the Program Review and Enhancement College intranet. (Exhibits 2.2; 2.36; 2.37) The College program review process has (Policy 2.2d) evolved several times in the past 10 years as changes in administration led to differing Instructional Plan priorities for this process. Historically, the The College has engaged in institutional self-reflective program review process was planning throughout the entire decade since completed every four years by each the most recent full-scale accreditation visit department. Seventeen pilots of a revised in 1998. New planning initiatives, generally program review process were introduced accompanied by new terminology, have between 2001 and 2004. The Instructional evolved under each new administration, and Planning Team created the current policy as key leaders have left the institution, the that is now referenced as part of the faculty College has been challenged in bringing to job description in the 2006 CCAHE fruition long-term projects, including Agreement. Using this revised design, all instructional planning and evaluation. departments are to engage in Program Review and Enhancement (PRE) each year The previous section describes the most as they identify their highest priority for recent changes in program review policies self-examination and improvement. and some resulting confusion in current Departments specifically identify, design, practice. The College has also recognized and implement measurable “efforts to the need to better define program evaluation improve the program and the access or measures and incorporate them into a success of students within the program.” comprehensive view of instructional (Exhibits 2.2; 2.26.2; 2.35; 2.36) offerings. Drafted in 2007 by the Instructional Planning Team, the new The continuous improvement of courses and Instructional Plan provides a consolidated programs to increase student learning is framework for several aspects of planning. It largely faculty driven. This proves both a describes in Part I the process to be used to strength and weakness. Faculty members identify enrollment targets, beginning with tend to prioritize the program or curricular program-level information, for both current issues they perceive as critical and focus offerings and courses or programs to be their efforts accordingly. This revised PRE developed in the near future. This represents policy, however, has confused many faculty the first time the College has had a formal members accustomed to prior program process to determine department or program review processes. As a result, submitted enrollment targets; until 2006, enrollments projects reflect a great deal of inconsistency.

Clark College 2-13 Educational Program and Its Effectiveness Standard Two

were projected only globally as an overall course of action. A program or department percentage increase or of a set number of where evidence indicates the current excess FTES anticipated for the College as a offerings are fully on track is directed, whole. Lacking an explicit connection to instead, toward the normal Program Review particular programs or particular categories and Enhancement process. (Exhibits 2.34; of targeted students, however, recruitment or 2.38) (2.B.1) marketing efforts have, of necessity, been Finally, Part III of the plan outlines in more general. Also, planning for enrollment detail than ever before the process for new increases or adequate resources within a program development. This section particular program has tended to be reactive represents a compilation of established rather than proactive. (Exhibit 2.9) practice and, in conjunction with the The 2004–2009 Strategic Plan included previously created Curriculum Development Mission Imperatives of Focus on Learning Handbook, fully outlines how a new and Workforce Education, both of which are program moves from concept to reality. directly linked to instruction. However, in (Exhibit 2.10) spite of efforts to drive budget and other resource decisions via the Strategic Plan, it Educational Assessment: Defining did not explicitly direct choices or Outcomes evaluations of programs or departmental A College-wide effort spanning 15 years of offerings. It has remained primarily an work created the College-wide Abilities and, institution-level planning document, and is more recently, the College-wide Student used for more global assessments of Learning Outcomes, which describe learning institutional effectiveness in the form of Key outcomes at both the institutional and the Performance Indicators (KPIs) for each of program levels. These statements guide and the Mission Imperatives. Much of the data provide a common basis for student learning for the KPIs has been gathered for many expectations across all curricula. The years and could be providing excellent College-wide Abilities represent the student feedback to aid programs or departments in attributes that all areas of the campus strive instructional decision making. However, in to support, from Instruction to Student spite of routine distribution by the Office of Affairs to Administrative Services, and was Planning and Advancement, KPIs have been the first statement about “global” student used unevenly for specific instructional outcomes published by the College. Faculty decisions. (Exhibits 2.8; 2.34) developed the College-wide Outcomes in Part II of the Instructional Plan is designed 2006; they are continually refined to better to ensure that the KPI data, detailed by articulate general education student learning program and department, is annually outcomes that could be readily assessed in examined and used for program-level the classroom. (Appendix 2.4; 2.5; 2.6; 2.7) decisions. The plan defines a routine and Assessment in instructional programs focused appraisal process for using the KPI specifically targets measurement of the data to scan programs or departments for College-wide outcomes. Faculty members effectiveness in meeting the needs of emphasize both course- and program-level students and other stakeholders. If the (College-wide) outcomes in their daily process reveals a need to intervene with teaching. They articulate the connections additional resources, curricular revisions, or between these layers of student learning other adjustments, the faculty and dean of outcomes in course syllabi, linking their the area examine additional data to plan a

Clark College 2-14 Educational Program and Its Effectiveness Standard Two

course level outcomes with College-wide specific program outcomes in their program Student Learning Outcomes, College-wide sheets and in program pages on the College Abilities and classroom assessment website. Students are made aware of the methods. (Exhibit 2.2 - Syllabi) College-wide Outcomes and Abilities in The community and the Clark College each course syllabus where links with student population can access these College- specific coursework are made explicit. wide Outcomes in the College Catalog, (Exhibits 2.2 - Program Sheets, Syllabi; available in print and online. Additionally, 2.39; 2.40) (2.B.2) most career and technical programs publish

Table 6 Sample syllabus outcomes assessment linkage Clark College Course Outcomes Examples Assessed by College-wide Learning Outcomes Ability Perform accurate Determine and use Find a linear Labs, quizzes, and Problem solving and mathematical the appropriate equation that the final exam critical thinking operations appropriate method to find linear contains (1,2) for the situation. equations. and (2,5). Use appropriate Comprehend algebra Describe the rate Quizzes and tests Communication vocabulary and terms (graphs, trends, of change from notation of quantitative etc.) and describe the graphical methods them in your own representation of words. data Analyze and solve Use your graphing Correctly input Labs, quizzes and Information/ quantitative problems calculator to aid in 4(3 + 4) the final exam Technology using appropriate the mathematical 5 methods. calculations to solve into your a problem calculator

Tracking Assessment of Student and Learning Center provide direct project Achievement support and ongoing assessment training opportunities for faculty. A standardized Assessment of student learning outcomes reporting system, facilitated by the liaison, focuses on measuring student learning at the analyzes student learning across the course and program level, with direct curriculum. (Exhibit 2.33 - Database connections to the College-wide Student Information) Learning Outcomes and College-wide Abilities. Most full-time faculty members Instructional departments design assessment and some adjuncts engage in outcomes plans and timelines mapped by the faculty assessment at these levels. Departments from each department. Each year, faculty assume responsibility for identifying and members initiate outcomes assessment prioritizing assessment efforts and linking projects. As they complete the projects, those efforts to the College-wide Student faculty report their findings as well as any Learning Outcomes for students seeking revisions to curricula and/or instruction that degrees. The Outcomes Assessment Liaison the assessments may have stimulated. and the program assistant in the Teaching Through this process, instructors evaluate

Clark College 2-15 Educational Program and Its Effectiveness Standard Two their courses annually and make changes to Outcomes are addressed for all graduating help students achieve the identified students. In addition, student proficiency in outcomes. (Exhibit 2.33 - Forms) attaining College outcomes and abilities The outcomes assessment project database is across the curriculum is summarized in used to map all course curricula to the Figure 1. Faculty and administrators have College outcomes. Using this system, the access to the database system as a resource College can align individual student’s for project collaborations. (Exhibits: 2.2; transcripts to the outcomes, a first step in 2.33 - Database Information) ensuring the College-wide Student Learning

Clark College 2-16 Educational Program and Its Effectiveness Standard Two

Of the 10,785 student assessments 78% of students were assessed as acceptable or proficient, as shown in Figure 1. Only 22% were still developing the skills or had unacceptable skills.

Figure 1 Student Proficiency For All Outcomes Data Gathered from Spring 2006 to Spring 2008 Total Number of Students = 10,785 Unacceptable 1179 ~ 11% Proficient Developing 4099 ~ 38% 1189 ~ 11%

Acceptable 4318 ~ 40%

Unacceptable Developing Acceptable Proficient

Figure 2 shows the level of proficiency in each of the eight outcome categories. Students have done best in Health/Physical and Human Relations categories, and are least proficient in Humanities, Quantitative and Communication. Figure 2 Student Proficiency By Outcome Category Data Gathered from Spring 2006 to Spring 2008

Information

Social Science

Science

Quantitative

Humanities

Human Relations

Health / Physical

Communication

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Unacceptable Developing Acceptable Proficient N=10,785 students assessed

Clark College 2-17 Educational Program and Its Effectiveness Standard Two

Finally, Figure 3 shows each of the 33 student learning outcomes. Some outcomes have not yet been assessed. This level of detail allows the College to examine specific skills within a broader outcome area. For example Humanities in Figure 2 was low. Examining Figure 3 shows that critiquing and cultures is much higher than communities.

Figure 3

Proficiency by Student Learning Outcome Data Gathered from Spring 2006 to Spring 2008 Total Students Assessed = 10,785 Interpersonal N=334 Human Relations Identify N=0 Evaluate N=72 Access N=12 Nature N=19 Recognize N=0 Legal N=0 Value N=0 Technology N=0 Global N=202 Apply N=111 Human Condition N=278 Theories N=309 Scholarship N=213 Methodology N=187 Information N=292 Concepts N=375 Principles N=1090 Operations N=603 Interpret N=334 Solve N=629 Vocabulary N=530 Quality N=256 Communities N=119 Critique N=65 Cultures N=20 Dem. Effective N=1575 Adapt N=15 Ethical N=137 Present N=1346 Synthesize N=1131 Locate N=128 Healthier N=122 Health / Health Physical Communication Humanities Quantitative Science Science Social Technology Information 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Unacceptable Developing Acceptable Proficient

Clark College 2-18 Educational Program and Its Effectiveness Standard Two

General education and transfer coursework employer surveys provide reports used to does not currently culminate in a assess programs and student learning and are campuswide assessment; however, many readily available on the College intranet. departments use standardized exams from Twenty-seven program advisory committees appropriate national associations including from the workforce also provide relevant automotive, chemistry, biology (anatomy recommendations for curricular change. and physiology) and nursing as summative (Exhibits 2.2; 2.41.1; 2.41.5; 2.41.9) assessments. Part of the current three-year plan for outcome assessment includes Specialized Accreditation evaluating the feasibility and relevance of an electronic portfolio system for the entire Five College programs are formally campus. (Exhibit 2.33 - Three-year Plan) reviewed by external accreditation or certification organizations. These are listed Assessment in Career and Technical in Table 7. One new program, Medical Programs Radiography Technician is now in the process of completing an application for Career and technical programs use an array accreditation from the Joint Review of assessment tools to evaluate student Committee on Education in Radiologic learning. Course-level assessments feed Technology; full accreditation is expected to summative program assessments such as take two years for completion of the entire portfolios and capstone courses. Annual process. (Exhibit 2.42) (Policy 2.2d and program data, an annual Career and 2.C.8) Technical Student Follow-up Report, and

Table 7 Programs Externally Reviewed Career and Technical Professional Association or Agency Date Program Nursing National League for Nursing Continued Accreditation Commission accreditation July (NLNAC) 2003

State of Washington Department of Health – Nursing Program Approval Panel (NPAP) Approval March 2003 Dental Hygiene Commission on Dental Accreditation July 2003 of the American Dental Association Automotive Technology National Automotive Technicians Re-certified June 2005 Program Education Foundation (NATEF) oversees Automotive Service Excellence (ASE) certification. Pharmacy Technician State of Washington Pharmaceutical Re-approved May Board 2007 Medical Assisting Program Commission on Accreditation of September 2006 Allied Health Educational Programs

Clark College 2-19 Educational Program and Its Effectiveness Standard Two

Improvement of Teaching and template for a final assignment and Learning adjusted training of adjunct faculty. The assessment was repeated in winter 2008 The assessment cycle at Clark College using a revised methodology. focused initially on developing measurable student learning outcomes. Despite more • Mathematics: The Mathematics than a decade of work defining outcomes, Department has assessed student the transition to measuring student learning quantitative skills in three multi- and adjusting curriculum and instruction sectioned courses totaling 617 students. accordingly has proven challenging for the Eighty-four percent of students College as a whole. When the College demonstrated they had learned each redefined its outcomes to match more outcome at an acceptable or proficient specifically with its distribution level. The Mathematics Department is requirements in 2004, faculty members were changing the emphasis on certain aspects able to move forward with assessment of each course and involving more activities that actually demonstrate student review of concepts from the prerequisite learning. In the fall of 2006, faculty courses at the beginning of the term. implemented a broad range of classroom and • Library: Library faculty partnered with program-level assessments at 10 times the faculty from biology, women’s studies, volume documented in previous years. This chemistry and computer technology to shift has led to evidence-based adjustments assess information-literacy outcomes. in the classroom and revisions to curricula to Consistent results from all collaborations enhance student learning. Each team of demonstrated students need more guided faculty members engaged in an assessment support using and evaluating online project articulates the results of their study. information. Instructors varied the When the assessment indicates that student amount of guided practice they provided learning could be enhanced, the faculty team to students performing research online identifies a plan for adjustment and further and found consistent review and practice assessment. This full-campus effort is a new improved student success in this area. endeavor for many faculty members. More than 144 assessment projects were • Nursing: Nursing faculty measured the implemented between fall 2006 and fall quantitative outcome specific to the 2007, with 69 completed by November Washington State Related Areas of 2007. The outcomes assessment database Instruction. They discovered that using a tracks results and improvements. (Exhibits pre-test proved essential in 2.2; 2.33) (2.B.3) understanding student learning as they applied mathematics skills to medical Examples of Assessment Leading to dosage tasks. In addition, the faculty the Improvement of Teaching and determined they needed to add guided Learning mathematics application practice to all quarters of the first year sequence. • English: The English Department sampled student writing in all fall 2006 Institutional Data for Educational English 101 courses. Using a common Assessment and Planning rubric, faculty scored 178 student papers for outcome proficiency. The English The Office of Planning and Advancement Department has created a common produces a wide range of information and reports about students used by Instruction

Clark College 2-20 Educational Program and Its Effectiveness Standard Two

Council and division chairs to guide o Employment and wage data for program decision making. Planning and career and technical programs Advancement makes these available to the • Grade distribution reports. Clark College campus community on the College intranet, participates in the National Community and many are also available on the College College Benchmarking Project. Data website for students and the general public. reviewing grade distribution is part of (Exhibits 2.41.1 – 2.41.9) this report. • Student information: Clark College has • High School Graduates One-Year compiled annual student fact sheets Follow-up. This report details the available on the College’s intranet to number of students enrolling in Clark provide student demographics to the College from local high schools. campus, including average credits, day or evening, full-time or part-time • Career and Technical Student Follow- students, distance learning activity, up. Each year, the College surveys career and technical and new students. career and technical students to provide The College has seen a steady growth in feedback about their satisfaction with the state-funded FTEs. Between 2002 and program they studied. Employment, 2006, Running Start enrollment wages, and satisfaction with their current increased 42% to 918 students, student situations are all reviewed in this enrollment in distance learning classes assessment. (Policy 2.2.c and 2.2.e) increased 116% to 919 students, and • Noel-Levitz Student Satisfaction Survey: enrollment of students of color has During spring quarter of 2004, 2006 and increased 23.4% to 2,391 students. New 2008, Clark College surveyed students to student enrollment has remained measure their satisfaction with a wide consistent since 2002, even while the range of College experiences using 70 economy has improved. (Policy 2.2.a) questions covering instruction, • Annual program data encompasses a registration, advising, academic and series of College-level and department- campus support services, admissions and level reports. College-level reports are financial aid, campus climate, student made available to everyone, and centeredness and concern for the department reports are provided to the individual, responsiveness to diverse departments, deans, and the Vice population, and service excellence. President of Instruction. The reports Average student satisfaction has risen provide the College with the following from 4.82 in 2004 to 5.01 in 2006 and data. (Policy 2.2.a and 2.2.c) 5.13 in 2008 (on a 7-point scale). o Student completions and degrees • Survey of High School Seniors in earned Running Start. Every two years, the College surveys seniors enrolled in o Student transfers to four-year schools Running Start to determine their plans o Student faculty ratios by department following graduation, their satisfaction o Student enrollment in career and with the RS program at Clark College technical programs and additional classes they would like to see offered. o Demographics of students in career and technical programs

Clark College 2-21 Educational Program and Its Effectiveness Standard Two

• Clark College Transfer Report. Using of instruction (communications, human the National Student Clearinghouse, the relations, and computational skills) and in Office of Planning and Advancement other areas as designated by the program. follows up on students who plan to Options are available to students in transfer to a four-year school to cooperative work experience, service determine transfer rates and assess learning, internships, directed practice, and majors where students may not be doing other syntheses of learning areas (for well. (Policy 2.2.e) example, capstone courses). (Exhibit 2.49) (2.C.1, 2.C.2, 2.C.3, Policy 2.1) • Employer Satisfaction Survey: In 2005, Clark College surveyed 1,000 employers Transfer In to assess how satisfied local employers are with the job preparation and Clark College’s general transfer policy is performance of Clark College graduates. described on A2 of the 2007–2008 Clark College Catalog. The College usually The resulting data informed development accepts transfer credits if the student earned and implementation of several institutional the credits at an institution accredited by a plans, including the Enrollment regional association recognized by the Management Plan, which includes Council on Postsecondary Accreditation. marketing, recruitment, and retention plans; Clark College’s participation in common the Instructional Plan; and the Advising course numbering for institutions in the state Plan. As these plans move to the of Washington makes the transfer credit implementation phase, other areas of the evaluation efficient among participating campus will engage in this planning process. institutions. (Exhibits 2.19; 2.50) (2.C.4) (Exhibits 2.43; 2.44; 2.45) Students with credits from international institutions of education may submit their Undergraduate Program academic records for credit consideration. General Education The amount of credit awarded varies based on the individual record of the student. Clark General education and/or related areas of College does not recognize English instruction courses are required for students coursework completed in countries outside who complete degree or certificate programs of the United States, with the exception of at Clark College. The Clark College Australia, Canada (except Quebec province), Catalog, program sheets and curriculum Ireland, New Zealand, and the United advising materials clearly designate Kingdom. The College requires translation requirements of each degree or certificate and evaluation of the student’s academic program. (Exhibits 2.46; 2.47; 2.48) record from an agency belonging to the The programs reflect a comprehensive National Association of Credential design incorporating the appropriate Evaluation Services. The Credential learning outcomes. Transfer degrees (AA, Evaluations Office reviews the content of AS, AAT) include distribution requirements each course transferred in from an institution in the humanities, communications, social not regionally accredited and determines the sciences, natural sciences, quantitative appropriate course equivalency. This skills, and health and physical education process often involves faculty who compare areas. The non-transfer degree (AAS) and the syllabi and course requirements to those certificates allow credits in the career and for Clark College courses. (Exhibit 2.51) technical disciplines and in the related areas

Clark College 2-22 Educational Program and Its Effectiveness Standard Two

Non-traditional credits include those credits under the various academic areas. Students earned through Advanced Placement (AP), meet with faculty advisors in the disciplines International Baccalaureate (IB), College for current information about transfer Level Examination Program (CLEP), institution requirements in their area. Career military experience, cooperative education and technical courses are not transferable to work experience, Tech Prep/Direct Credit, all institutions, and the College advises Special Projects (Independent Study) and students to work closely with faculty Credit by Challenge. Details of the advisors in those disciplines. DegreeWorks procedures for granting nontraditional credit software provides students enrolled in and limitations on the number of such degree or certificate programs the ability to credits are available to students in the view an unofficial evaluation of credits College Catalog. (Exhibit 2.52) earned at Clark College. (Exhibits 2.54; In instances in which a student wishes to 2.55) transfer in credit to satisfy specific degree or Co-admission and Articulation certificate requirements, a faculty member reviews course syllabi and/or catalog Agreements descriptions to ascertain whether the course Clark College has entered into co-admission aligns with Clark College’s expected agreements with institutions where students outcomes. (2.C.4) frequently transfer. For instance, Clark College has cooperated with WSU Transferability of Clark College Vancouver in setting up a joint Credit admission/advising program for students planning to study at Clark College for two Clark College offers a selection of transfer years and WSU Vancouver for the second courses that satisfy the lower-division two years. In addition, co-admission general education requirements of selected agreements exist between Clark College and four-year institutions in Washington and Portland State University, Concordia Oregon. Within the state of Washington, the University, and Marylhurst University as Direct Transfer Agreement managed by the described in Section D, page 42 of the Intercollege Relations Commission (ICRC) College Catalog. Articulation agreements ensures that students who earn a transfer focus on the transfer of students within degree from Clark College can transfer up to select majors, allowing Clark College 90 credits, including 60 credits completing courses to meet major requirements at WSU the general education program at signatory Vancouver, Marylhurst University, and The institutions such as Washington State Evergreen State College. (Exhibits 2.56; University. Some institutions have further 2.57; 2.58; 2.59) restrictions as listed in the ICRC Agreement. (Exhibits 2.12; 2.13; 2.14; 2.53) (2.C.4) Academic Advising and Faculty Transferring students are expected to meet Students at Clark College have access to the entrance requirements of other advising in a variety of venues. New institutions at the time of transfer. Students students may visit the Advising Center can find guidance in Section D of the where advisors and counselors assist them College Catalog to ensure they are prepared with choosing classes and developing to transfer to another school. Discipline- educational plans. In addition, faculty specific requirements for transfer to four- advisors provide assistance in many year institutions are addressed in the catalog programs across the College. Faculty

Clark College 2-23 Educational Program and Its Effectiveness Standard Two advising, however, is optional, and advising Courses that are numbered below 100 fall loads vary widely among full-time faculty. into two categories: pre-college Some faculty provide all of the advising for developmental courses and remedial basic their programs, while others rely on the education. Students who place below Advising Center. (Exhibit 2.60) developmental education cut-off scores are Optional advising training is offered at the referred to Adult Basic Education. Students beginning of each year for faculty advisors. are evaluated and placed in classes In addition, the Advising Center holds following an intake process that includes the weekly staff meetings and encourages Comprehensive Adult Student Assessment faculty advisors to attend for information System test (CASAS) and may include a exchange. A specific advising telephone writing sample, oral interview (for English hotline and email address are available for as a second language students), and goal faculty with advising questions. In 2008 setting. WorkFirst clients without high faculty and instructional deans assisted in school credentials are also mandated to take developing a plan to provide opportunities the CASAS test. (Exhibits 2.62; 2.65) for faculty and advising staff to develop Faculty Credentials partnerships in the advising process. (Exhibit 2.45) (2.C.5) On average, 179 full-time and 391adjunct faculty teach 7,259 FTEs students. The Developmental and Remedial College ensures that faculty meet the state Learning Programs requirements for a master’s degree within a discipline for transfer-level programs and/or All students entering the College for the first work experience in the career and technical time are encouraged to complete placement areas. Many faculty members have earned testing. The College requires placement terminal degrees (master’s or doctoral testing for students wishing to enroll in degrees) in a designated field. Please refer to English or math courses without prior Standard Four and department notebooks for college courses in these areas. Clark College further information about faculty uses the COMPASS test, a standardized qualifications. placement tool approved by the U.S. Department of Education, to place students. At least one full-time faculty member is Students who place below college level in assigned to every degree- or certificate- one or more COMPASS areas are not granting program. This ensures that each formally limited to the number of credits program has a full-time faculty member to they may take, but they are advised to take a act as program lead. (2.C.7) reduced load. (Exhibits 2.61; 2.62; 2.63) (2.C.6) Career and Technical Program Success All courses that fall below college level are numbered below 100, and such courses are Career and Technical programs evaluate not transferable and do not normally apply their effectiveness, in part, based on student toward a Clark College degree. The self- and employer survey responses regarding study process has revealed that this training effectiveness, employability, and distinction is not currently clearly explained student satisfaction. The survey results are in the College Catalog, and it recommends provided to all members of the Clark that the next catalog address this oversight. College Executive Cabinet as well as (Exhibit 2.64) (2.C.6) division chairs, program coordinators, department heads, and program faculty.

Clark College 2-24 Educational Program and Its Effectiveness Standard Two

In 2005, the Clark College Employer Clark College graduates in the past would Satisfaction Survey was sent to over 1,000 consider hiring another. The survey will be employers to assess their satisfaction of the conducted again in fall 2008. (Exhibit job preparation performance of Clark 2.41.5; 2.41.9) College students. Responses revealed that Students in Dental Hygiene and Nursing 94% of employers of Clark College programs complete formal board exams graduates were “satisfied” or “very before entering the workforce. Table 8 satisfied”; 93% of employers would shows these programs demonstrate their consider a Clark College graduate for an overall excellence with a high passage rate open position; 95% of employers who hired on these exams.

Table 8 Board Exams Program Licensing Exam Passage Rate Dental Hygiene National Board Dental 100% passage rate since 1970 Hygiene Exam

Nursing National Council 91%-100% passage rate Licensure Examination

Many other career and technical programs Off-Campus and Other Special prepare students to complete exams for Programs—Credit and Non- particular job responsibilities such as horticulture certifications in irrigation or credit pest management, fitness trainer Off-campus and other special programs have certification, or computer software undergone significant development and certifications for Microsoft and other reorganization in the last five years, in areas applications. (Exhibit 2.2) offering academic credit as well as in non- The average job placement rate for students credit programs. These reorganizations, who completed career and technical driven by the strategic planning process, programs in both 2004–2005 and 2006– have been central to the instructional goals 2007 was 82.7%. In 2003–2004, that rate of the College (2.G.1). was 81.4%. Individual program statistics are Opportunities for students to earn academic available in the department notebooks and credit have been expanded and improved Annual Program Data. (2.C.8) (Exhibits 2.2; with the transition of distance education 2.41.2) offerings to the eLearning program, which has experienced rapid growth. Additional courses and programs offered in locations other than the main campus include Adult Basic Education, GED preparation, and

Clark College 2-25 Educational Program and Its Effectiveness Standard Two

English as a Second Language, offered at a Development of a comprehensive distance variety of locations including Town Plaza learning program was identified as one of Center; nursing, the biology majors the five Strategic Priorities in the 2004–2009 sequence and general education courses at Clark College Strategic Plan and approved WSU Vancouver; para-medicine offered at by the Board of Trustees. The eLearning the Northwest Regional Training Center; program was established in 2005 with the construction technology at the Clark County hiring of a new Distance Education Director. Skills Center; and an information A full prospectus for substantive change was technology certificate offered at Larch submitted to the Commission on Colleges, Corrections Center. (Exhibits 2.2; 2.3; 2.31) and the College’s request to offer associate degrees and certificate programs through Non-credit programs have been reorganized eLearning was approved by the Commission under the umbrella of Corporate and in January 2008. Since its inception in the Continuing Education, which oversees 2005–2006 academic year, the eLearning programs ranging from Mature Learning to program has experienced a 478% increase in Corporate Education. (Exhibit 2.66) FTEs as demonstrated in Table 9. (Exhibit General Oversight and 2.8; 2.68; 2.69) Administration of For-credit Programs Off-campus and special programs providing academic credit fall under the oversight of Instruction and comply with the same instructional policies and procedures as courses offered on the main campus (2.G.2, 2.G.4). Faculty who teach eLearning courses are members of discipline-specific departments, teach many of the same courses as their on-campus colleagues, and are evaluated using the same general criteria (Exhibit 2.67) (2.G.1, 2.G.3). Clark College does not offer an external degree, degree-completion program, or special degree. (2.G.10) The College does not grant credit by outcomes alone or other nontraditional means. (2.G.11) College credit is not granted for continuing education courses. (2.G.7, 2.G.8) eLearning Since the early 1990s, Clark College has offered distance learning through a variety of modes. In the fall of 2001, Clark College announced a moratorium on the development of distance education classes in order to evaluate and plan systematically.

Clark College 2-26 Educational Program and Its Effectiveness Standard Two

Table 9 eLearning at Clark College Fall Winter Spring Fall Winter Spring Fall Winter Spring 2005 2006 2006 2006 2007 2007 2007 2008 2008 All Credit Enrollments 29,721 28,597 27,576 30,138 28,551 27,444 31,077 29,976 29,092 eLearning Enrollments (duplicated) 369 1,039 1,160 1,230 1,380 1,240 1,606 1,880 1,937 Percentage of College Enrollments 1% 4% 4% 4% 5% 5% 5% 6% 7% College Headcount (credit students) 10,671 10,305 9,954 10,786 10,234 9,798 11,079 10,696 10,388 Student Headcount (unduplicated) 307 845 858 947 1,048 951 1,186 1,423 1,440 Percentage of College Headcount 3% 8% 9% 9% 10% 10% 11% 13% 14% College FTES 7,203 7,021 6,568 7,405 6,921 6,502 7,626 7,277 6,937 eLearning FTES 85 256 278 296 334 307 389 468 491 Percent of College FTES 1% 4% 4% 4% 5% 5% 5% 6% 7% Fees $11,819 $32,273 $35,023 $38,502 $39,409 $36,439 $46,999 $54,258 $56,469 HC - multiple eLearn classes 47 148 207 202 252 224 296 337 375 Percentage of College Headcount 0% 1% 2% 2% 2% 2% 3% 3% 4% HC - 2 eLearn classes 33 113 145 147 193 179 212 250 281 HC - 3 + eLearn classes 14 35 62 55 59 45 84 87 94 Exclusive eLearning Students (HC) 11 154 199 214 232 227 297 325 332 Percentage of College Headcount 0% 1% 2% 2% 2% 2% 3% 3% 3% FTES - for exclusive 4 59 76 91 95 91 127 130 137 HC - 50 to 99% eLearn 53 195 210 221 240 220 244 355 374 HC - <50% eLearn 148 495 448 511 575 503 644 742 733 All New students (headcount) 2,521 1,209 937 2,530 1,131 942 2,724 1,198 993 First quarter students in eLearn. (HC) - 55 42 210 68 49 197 90 78 Percentage of new students in eLearn 0% 5% 4% 8% 6% 5% 7% 8% 8% % New students cr are eLearn 0% 48% 55% 32% 46% 51% 43% 53% 63% HC - New exclusive - 14 19 42 24 20 44 32 37

Faculty who are interested in offering distance learning courses. (Policy 2.6) courses in a distance learning format (Exhibit 2.69) (online, hybrid, or tele-web) or who are The College supports the eLearning program simply interested in taking advantage of by providing state dollars to pay for staff online course management and enhancement and other budget considerations. The tools to improve their traditional face-to- eLearning program gained a separate budget face courses can now access technical beginning in fiscal year 2004–2005. A training opportunities and support through permanent budget was established during the eLearning program. The program the 2005–2006 year to ensure the continued oversees the technical support needs of growth and viability of the eLearning distance learning instructors and coordinates program, and this budget was implemented library access and student services, during the 2006–2007 year. The eLearning including admissions and registration, budget also includes all DL fees associated financial aid, testing, advising, and disability with online, tele-course, tele-web and hybrid support services for students enrolled in courses. The eLearning fee account is part of

Clark College 2-27 Educational Program and Its Effectiveness Standard Two the overall eLearning budget, and these fees reorganization process ensued and a help offset operational costs. (Appendix 2.8; Workforce Development and Continuing Exhibit 2.69) Education unit was established, with an Executive Dean reporting to the College Study Abroad President. The new unit incorporated the Clark College does not offer a formal Study previous programs of Business and Industry Abroad program. However, opportunities do Contract Training and Professional exist for students to participate in learning Development; Apprenticeship Programs; opportunities abroad. Non-credit Travel Tech Prep; WorkFirst; Worker Retraining; Studies courses have been offered through Community Education and Mature Continuing Education; international travel is Learning. In 2005 Corporate Education, sponsored by ASCC clubs and programs in Customized Training and Travel Studies conjunction with club activities; quarter- were included in the unit. In July 2007, long programs are available through the oversight of the Workforce Education Washington Community College division was transferred to Instruction, and Consortium for Study Abroad; and the the Corporate and Continuing Education College provides travel abroad tied to the divisions were reorganized under an foreign languages. (Exhibit 2.70) (Policy Executive Director reporting to the 2.4) President; the Executive Dean position was eliminated. These reorganizations are Non-credit Programs and Courses illustrated on the next page.(Exhibit 2.66) In 2004, as an outcome of research and benchmarking, the Center for Continuing Education Department at Clark College at WSU Vancouver was discontinued. A

Clark College 2-28 Educational Program and Its Effectiveness Standard Two 2004 2005 2007

Non-credit corporate and continuing special learning activities. (Exhibits 2.66; education and other special programs are 2.71) (2.H.1) administered under appropriate institutional The institution maintains a variety of records policies and regulations, and are periodically for audit purposes, including registration and evaluated under established institutional financial records, instructor contracts, class procedures. Full-time faculty representing schedules, and advisory committee appropriate disciplines and fields of work information. Continuing Education Units are consulted and involved in planning and (CEUs) are available for select programs evaluation of approximately 30% of and classes. The department also works with Continuing Education’s programs and outside organizations and associations to

Clark College 2-29 Educational Program and Its Effectiveness Standard Two sponsor CEUs for non-credit workshops, Five programs are contained within these training events, and conferences. One CEU two areas: Customized Training, is equivalent to 10 contact hours of Professional Development, Community instruction. (Exhibit 2.66) (2.H.2) (2.H.3) Education, Mature Learning, and Travel Studies. Corporate and Continuing Education Except for Mature Learning, each program Corporate and Continuing Education at operates entirely as a self-supported unit, Clark College contains two different areas including administrative and instructor under the supervision of an Executive salaries and direct program costs. Director; they are Corporate Education and Continuing Education.

Clark College 2-30 Educational Program and Its Effectiveness Standard Two

Each program has an Advisory Committee providers including Development composed of interested community members Dimensions International (DDI), the who meet monthly or quarterly at the American Management Association, and College. Managers and coordinators Achieve Global. evaluate every class to assess student Professional Development offers business- learning and use these evaluations to assess focused classes, workshops, and seminars to current and future offerings and program enhance students’ knowledge, productivity, emphasis. Information on each of these job satisfaction, and career success. areas is available in the Workforce Offerings include Prometric Testing, ed2go Development and Continuing Education unit on-line courses, business and management notebook. (Exhibit 2.66) skills, real estate and mortgage lending, Additionally, Corporate and Continuing continuing education for healthcare Education provides assessment, advising, professionals, and the Chemical counseling services, job skills training, Dependency Training Consortium of technical training, and certification Southwest Washington. programs for dislocated workers. A schedule Continuing Education includes Community of personal enrichment programs for all ages Education, Mature Learning, and Travel includes onsite and campus travel study Studies programs. This area contains two programs, senior citizen education, and managers and two part-time office cultural enrichment courses and programs. assistants. The Community Education Each of Clark College’s Mission program offers a wide array of courses, Imperatives is central to the educational, including computers, creative arts, food and professional, and cultural offerings of spirit studies, fitness activities from dance to Corporate and Continuing Education and youth camps, personal finance, and world mirrors the overriding Mission of Clark culture. An emphasis on high-quality College. (Exhibit 2.72) instruction in world languages has resulted Corporate Education contains Customized in high enrollments in this area. Demand for Training and Professional Development personal technology such as digital programs. Staffing includes two corporate photography and home software utilize relations managers, 2.5 program College computer labs in innovative ways. coordinators and a part-time administrative Mature Learning, the senior citizen staff. Corporate Education provides a wide educational and cultural enrichment program range of customized training solutions and initiated at Clark College in 1977, continues professional development workshops and its focus on afternoon, academically based seminars to businesses throughout courses such as Contemporary World Southwest Washington and Portland, Problems and History and Science, often Oregon. Services include needs assessment, taught by Clark College faculty or retired program and event coordination as well as professionals. A wide array of arts and the development and delivery of onsite fitness courses, cultural events and day trips training programs on topics ranging from to local places of interest attract high business skills and industry-specific interest. Volunteers are a strong component technical training to executive leadership of its structure, assisting in student development. In addition to offering registration and lending office assistance customized programs, Clark College and media support. The Mature Learning Corporate Education is also a licensed Program receives a state-funded FTE partner for several top-tier curriculum

Clark College 2-31 Educational Program and Its Effectiveness Standard Two reimbursement allocation and also operates Challenges as a partially self-supported program. • Managing and utilizing the copious Travel Studies has traditionally offered from amounts of information and data three to five culturally or educationally available to Instruction. focused international or U.S. trips each year, escorted by Clark College faculty or local • Faculty engagement in College-wide experts in their fields. Examples include improvement efforts has been trips to the Oregon Shakespeare Festival; uneven. Washington, D.C., with local retired elected • Lack of clarification of the Program officials; Cooking School in Tuscany; and Review and Enhancement process New York City Broadway Theatre Tour. and its relationship to Outcomes Three yearly Elderhostel programs focus on Assessment. local Fort Vancouver history and on the ecology of the Long Beach Peninsula. • Lack of opportunities to engage English as a Second Language Short Stay adjunct faculty more fully in cultural immersion programs for Japanese instructional assessment at all levels students have included host family and and in all venues. College study curricula. • Need to address faculty involvement in the advising process. Strengths • Strong commitment and desire Recommendations across various operational units of • Continue improvement efforts in all the College to use data to improve levels of Outcomes Assessment to student learning. include training, support, and • Faculty alignment of their accountability. assessments to College-wide • Analyze the Program Review and outcomes. Enhancement process and provide • Development of a College-wide policies and procedures for its outcomes model through a improvement. collaborative decision-making • Increase engagement of part-time process, evidenced by widespread and full-time faculty in Outcomes participation of full-time faculty in Assessment. classroom assessment projects. • Fully integrate student assessment • Establishment of the Teaching and into all levels of decision making at Learning Center to provide a wide the College. range of workshops and resources for adjunct and full-time faculty. • Formalize the operating procedures for the Instructional Planning Team • Accelerated growth of the eLearning (IPT). Program in the past two years, offering online and hybrid courses in • Improve the allocation of human, a variety of disciplines. physical, and financial resources throughout the College.

Clark College 2-32 Educational Program and Its Effectiveness Standard Two

• Create a communication feedback • Completed the Instructional Plan in loop to provide an interface between 2008. the information and data located in • Developed a comprehensive the Office of Planning and Advising Plan in spring 2008. Advancement with the instructional areas. • Increased training and assessment opportunities for part-time faculty • Establish a campus culture in which through the Teaching Learning College-wide improvement efforts Center (2006–2008). address the needs openly and collaboratively and are resolved • Established Unit Faculty Assessment through administrative processes. Liaisons to assist with Outcomes Assessment efforts. Actions Taken • Revised and implemented Program Review and Enhancement and Outcomes Assessment metrics in fall 2006.

Clark College 2-33 Educational Program and Its Effectiveness Standard Two

Supporting Documentation for Standard Two

Appendices Appendix 2.1 Teaching and Learning Center Report Appendix 2.2 Tutoring/Writing Center Report Appendix 2.3 Clark College Units and Departments with Degrees and Certificates Offered Appendix 2.4 College-wide Abilities Appendix 2.5 College-wide Student Learning Outcomes Appendix 2.6 Abilities and College-wide Outcomes Crosswalk Appendix 2.7 Outcomes Assessment 2007-2008 Report Appendix 2.8 eLearning Report

Supporting Documentation in Team Room Exhibit 2.1 Teaching and Learning Center Notebook Exhibit 2.2 Instructional Department Notebooks ƒ ABE/GED ƒ Addiction Counselor Education ƒ Agriculture/Horticulture ƒ Anthropology ƒ Art (2) ƒ Automotive Technology ƒ Biological Sciences ƒ Business Administration ƒ Business Technology ƒ Chemistry ƒ Communication Studies ƒ Computer Aided Design & Drafting ƒ Computer Science ƒ Culinary Arts ƒ Dental Hygiene ƒ Developmental Education ƒ Diesel Technology ƒ Early Childhood Education ƒ Education ƒ Electrical Engineering, Computer Science and Engineering ƒ Electronics Technology ƒ Engineering & Science Institute ƒ English

Clark College 2-34 Educational Program and Its Effectiveness Standard Two

ƒ English as Non Native Language ƒ English as Second Language ƒ Fitness Trainer ƒ Foreign Languages ƒ Geography ƒ Geology ƒ Graphic Communications ƒ Health Occupations ƒ History ƒ Human Development ƒ Larch Corrections Center ƒ Journalism ƒ Machining Technology ƒ Mathematics ƒ Medical Office Assistant ƒ Medical Radiography ƒ Music ƒ Nursing ƒ Paralegal ƒ Pharmacy Technician ƒ Philosophy ƒ Physical Education and Health Education ƒ Physical Science ƒ Political Science ƒ Psychology ƒ Services for Children & Families ƒ Sociology ƒ Theatre ƒ Welding Technology ƒ Women's Studies

Not Available: Computer Technology Data Networks and Telecommunications Economics

Exhibit 2.3 Instructional Unit Reports Notebook Exhibit 2.4 Facilities Master Plan Exhibit 2.5 Foundation Funds Allocation Report Exhibit 2.6 Budget Summary - Other Instructional Accounts Exhibit 2.7 Tutoring and Writing Center Notebook Exhibit 2.8 2004 – 2009 Strategic Plan

Clark College 2-35 Educational Program and Its Effectiveness Standard Two

Exhibit 2.9 Instructional Plan Exhibit 2.10 Curriculum Development Handbook Exhibit 2.11 Course Action Request (CAR) for Medical Radiography Program Exhibit 2.12 ICRC Handbook Exhibit 2.13 CTC Inter-College Reciprocity Policy – Transfer Distribution Courses and Areas

Exhibit 2.14 Transfer Policy in Washington State – Report of the Joint Access Oversight Group

Exhibit 2.15 SBCTC Policy Manual, Chapter 4 Exhibit 2.16 2007 – 2008 Clark College Catalog, Section B Exhibit 2.17 New Program Development Worksheet Exhibit 2.18 Standards for an Accredited Educational Program in Radiologic Sciences Exhibit 2.19 Memorandum: Common Course Numbering Exhibit 2.20 2007 – 2008 Clark College Catalog, pages B6 and B7 Exhibit 2.21 2007 – 2008 Clark College Catalog, pages B21, section C and D Exhibit 2.22 SBCTC Policy Manual, Section 4.10.00 and Appendix B Exhibit 2.23 2007 – 2008 Clark College Catalog, Section E Exhibit 2.24 Professional-Technical Program Inventory Exhibit 2.25 SBCTC Policy Manual, Section 5.90.00 Exhibit 2.26 Clark College Association for Higher Education Agreements (CCAHE) 2.26.1 CCAHE Agreement 2004 2.26.2 CCAHE Agreement 2006

Exhibit 2.27 Administrative Procedures Manual, Section 845.000 Exhibit 2.28 Administrative Procedures Manual, Section 865.000 Exhibit 2.29 Instructional Planning Team (IPT) Meeting Minutes Exhibit 2.30 Information Literacy Competency Standards for Higher Education Exhibit 2.31 Northwest Commission on College and Universities Annual Report Exhibit 2.32 Washington State Board for Community and Technical Colleges Professional- Technical Program Approval Process

Exhibit 2.33 Outcomes Assessment Notebook Exhibit 2.34 Key Performance Indicators for the 2004 – 2009 Strategic Plan Exhibit 2.35 Extended Program Evaluation

Clark College 2-36 Educational Program and Its Effectiveness Standard Two

Exhibit 2.36 Policy for Program Review and Enhancement Exhibit 2.37 Program Review and Enhancement Posting Board Exhibit 2.38 Program Screening Data for Instructional Planning Team Grid Exhibit 2.39 2007 – 2008 Clark College Catalog, pages F2 and F3 Exhibit 2.40 Program Web Pages Exhibit 2.41 Office of Planning and Advancement Resources 2.41.1 Student Information 2.41.2 Annual Program Data 2.41.3 Grade Distribution Reports 2.41.4 High School Graduates Follow-up 2.41.5 Career-Technical Student Follow-up 2.41.6 Noel-Levitz Student Satisfaction Inventory 2.41.7 Survey if High School Seniors in Running Start 2.41.8 Transfer Intent Student Follow-up 2.41.9 Employer Satisfaction Survey

Exhibit 2.42 External Program Accreditation and Certification Letters ƒ Nursing Program ƒ Dental Hygiene Program ƒ Automotive Technology Program ƒ Pharmacy Technician Program ƒ Medical Assisting Program

Exhibit 2.43 Enrollment Management Plan Exhibit 2.44 Retention Plan Exhibit 2.45 Advising Plan Exhibit 2.46 2007 – 2008 Clark College Catalog, pages B22-27 Exhibit 2.47 Program Sheets Exhibit 2.48 2007 – 2008 Associate in Arts Degree Worksheet – Unofficial Evaluation Exhibit 2.49 2007 – 2008 Clark College Catalog, pages D2 Exhibit 2.50 2007 – 2008 Clark College Catalog, pages A2 Exhibit 2.51 National Association of Credential Evaluation Services (NACES) Information Exhibit 2.52 2007 – 2008 Clark College Catalog, pages B17 Exhibit 2.53 2007 – 2008 Clark College Catalog, pages B4 and D2 Exhibit 2.54 2007 – 2008 Clark College Catalog, Section D Exhibit 2.55 Degree Works

Clark College 2-37 Educational Program and Its Effectiveness Standard Two

Exhibit 2.56 Clark College and Washington State University Vancouver Partners in Education Exhibit 2.57 Articulation Agreements ƒ Marylhurst University • Department of Art • Department of Science • Department of Music • Department of Communication Studies ƒ The Evergreen State College – Early Childhood Education Exhibit 2.58 Co-Admission Agreements ƒ Washington State University Vancouver ƒ Portland State University ƒ Marylhurst University ƒ Concordia University

Exhibit 2.59 2007 – 2008 Clark College Catalog, pages B42-44 Exhibit 2.60 Advising Center Notebook Exhibit 2.61 COMPASS Placement Test and Placement Data Exhibit 2.62 2007 – 2008 Clark College Catalog, pages A6 Exhibit 2.63 Students New to Clark College Summer or Fall [Placement Data] Exhibit 2.64 2007 – 2008 Clark College Catalog, page B4 and Section C Exhibit 2.65 About CASAS Exhibit 2.66 Workforce Development and Continuing Education Unit Notebook Exhibit 2.67 Instruction Organizational Chart Exhibit 2.68 Prospectus for Substantive Change for eLearning and NWCCU Approval Letter Exhibit 2.69 eLearning Department Notebook Exhibit 2.70 Learning Abroad Opportunities Exhibit 2.71 Revised Code of Washington – RCW 28B.50.020 Exhibit 2.72 Continuing Education Class Schedule

Clark College 2-38 STANDARD 3 STANDARD Standard Three Students Students Standard Three

Standard Three Students

Introduction model. Permanent funding for the Dean of Student Success and Retention occurred in Clark College actively recruits and admits a 2004–2005 and in 2005–2006 for the Dean diverse student population that benefits from of Enrollment Services. (Figure 1, Appendix its programs, in consistency with its 3.1 and Exhibit 3.1) (3.A.1, 3.A.4) Mission, Vision, and Statement of Beliefs. The services that Student Affairs provides The physical facilities for Student Affairs address the identified needs of the students have also changed over the last ten years, and enhance a supportive learning and recently completed renovations environment. The entire student pathway improved services to students. The remodel through the College experience is of Gaiser Hall involved the Student Affairs characterized by a concern for student Leadership Team (SALT) in the planning access, retention, and success. The process. The new Gaiser Hall is designed as institution assures the quality of student a one-stop shop model that houses Student services and demonstrates that these Affairs offices and provides convenient services, regardless of location or means of access to the core services of Registration delivery, support student learning and and Credential Evaluations, enhance achievement of the Mission of the Advising/Counseling and Financial Aid. institution. Student Affairs staff members Career and Employment Services, Eligibility assist students in achieving their Programs and Disability Support Services educational, career, and personal goals by are situated adjacent to the core services. providing students access to an environment This design concept offers walk-up counters that recognizes and respects diversity, and with multiple services that are easily by promoting opportunities for social, accessible for students. The ultimate goal of cultural, intellectual, and emotional growth this new approach for service delivery is to of students in concert with their academic minimize the number of stops that students pursuits. must make in order to receive the services they request. The newly built Penguin Union Purpose and Organization Building opened in the spring of 2005 and provides excellent space for the Student Life In the last decade, tremendous and Multicultural Student Affairs Offices, organizational change has occurred Associated Students of Clark College, throughout Clark College, including Student International Programs, Assessment, and the Affairs. In an effort to remain consistent Welcome Center. with national trends, Student Affairs changed its name from “Student Services” to “Student Development,” and finally to “Student Affairs.” (3.A.1) Along with the name changes came the complete restructuring of Student Affairs, including the full implementation of the two-dean

Clark College 3-1 Students Standard Three FIGURE 1 STUDENT AFFAIRS ORGANIZATIONAL CHART

VICE PRESIDENT OF STUDENT AFFAIRS Rachel Ruiz

Executive Assistant to VP of Student Affairs Cindi Olson

Dean of Enrollment Services Dean of Student Success & Retention Alex Montoya Ted Broussard

Director of Advising & Counseling Director of Admissions & Assessment Bill Van Dusen Sheryl Anderson Associate Director of Running Start Associate Director of Student Recruitment Linda Calvert Dan Overbay Eligibility Programs & Advising Support Manager Associate Director of Student Enrollment Services Becky Merritt Jennifer Reeves Counseling Lead Welcome Center Manager Tim Cook Kelly Benson Director of Athletics Registrar Lisa Quednow-Bickler Vacant Director of Career & Employment Services International Recruitment Manager Maxine Mitchell Chanda Kroll Director of Student Life & Multicultural Student Affairs Director of Financial Aid Carrie Weikel-Delaplane Karen Driscoll Multicultural Retention Manager Felisiana Peralta Health Services Officer Mary Deal Disability Support Services Manager Tami Jacobs

Clark College 3-2 Students Standard Three

To align with student health care needs, in Human Resources. (Appendix 3.1; Health Services moved to a larger location Exhibits 3.3 – Job Descriptions; 3.6) (3.A.2) in the Health Sciences building. The 2007 The Student Affairs Leadership Team remodeling of O’Connell Sports Center develops an annual comprehensive includes the addition of an elevator and operational plan that reports prioritized represents the final piece in making all Clark staffing and budgetary needs aligned with College main campus buildings accessible to the goals from the College’s 2004-2009 people with disabilities. (Exhibit 3.2) Strategic Plan to the Vice President of (3.A.4) Student Affairs. (Exhibit 3.7) The Clark Student Affairs employs qualified personnel College Foundation, Associated Students of to support student programs and services Clark College, technology fee funds, Carl wherever offered. Personnel are provided Perkins grants, and a variety of state and opportunities for professional development federal grants provide additional funding and are evaluated regularly and opportunities. (Exhibit 3.8) The Strategic systematically. The individual credentials Plan also includes annual Student Affairs for staff provide a clear picture of the strategic initiative goals developed, in part, professional and educational backgrounds of from student survey results. The Student each member. Student Affairs personnel Affairs Leadership Team reviews goals have the professional training, academic quarterly and reports outcomes to the preparation, and experience necessary to President and the Board of Trustees at carry out their assignments effectively. monthly board meetings. The team submits (Exhibits 3.3 –Professional Profiles; 3.4) a mid-year and end-of-year report to the (3.A.2, 3.A.4) The leadership of Student President. (3.A.3, 3.A.4, 3.B.6) Affairs encourages staff to participate in Student Affairs maintains appropriate professional development activities to policies and procedures aligned with its enhance job skills and to support an goals and the College Mission. The Clark inclusive environment where mutual respect College Catalog (Section A), Clark College and equity are encouraged and valued. Connections, student handbook and Strategic Initiatives in 2007–2008 include departmental websites publish policies and the goal for all full-time Student Affairs procedures impacting students. Policies and staff to attend at least one presentation, procedures are reviewed periodically for workshop, or conference on diversity; compliance with state and federal participate in at least one Quality Service regulations, and adjustments are made with Training course; and attend at least one a focus on improving service to students. presentation, workshop, or conference to Student Affairs departments have access to enhance job skills. (Exhibit 3.5) (3.A.2) The Contribute software, which allows real-time Human Resources Office maintains a updates to departmental web pages and schedule for all Student Affairs staff provides current and future students with the evaluations; classified staff is evaluated most current information. (Appendix 3.2; annually in compliance with the bargaining Exhibit 3.9; 3.10) (3.A.3) agreement and Washington Administrative Code. Administrative/exempt staff has a comprehensive evaluation every three years. A current position description for each Student Affairs staff member resides on file

Clark College 3-3 Students Standard Three

student orientations, and human General Responsibilities development classes as well as through College publications, including the Clark The institution researches and identifies the College website and various program learning support needs of its student publications. On-campus referrals are made population and provides appropriate services to all Student Affairs units. (Exhibits 3.3 – and programs to address those needs. Advising/Counseling Notebook; 3.13) Student Characteristics (3.B.1) Clark College serves over 12,000 students Disability Support Services provides quarterly, and the online and paper academic adjustments and auxiliary aids to admission and registration processes collect students with documented disabilities as demographic characteristics of students. required by federal and state laws. The (Exhibit 3.11) The Office of Planning and College serves a large population of students Advancement publishes this demographic who are blind and who are deaf, due to the data annually. The Clark College Fact Sheet close proximity of the Washington State identifies student characteristics such as School for the Blind and the Washington purpose for attending, full or part-time School for the Deaf. The Disability Support status, day/evening status, race and Services Office supported 445 active ethnicity, veterans, disabilities, family students in the 2006–2007 academic year. status, and employment status. (Appendix (Exhibit 3.3 – Disability Support Services 3.3) The Clark College Transfer Study Notebook) (3.B.1) describes student transfer rates and the In 2006, Clark College received a grant from colleges and universities where they College Spark Washington focusing on transfer. (Exhibit 3.12) A College committee persistence and degree completion. The one- analyzes state-identified performance credit human development class, New indicators, including an indicator focused on Student Seminar, developed and piloted fall transfer students. (3.B.1) quarter 2006, orients students to the College, Individual counseling appointments allow student services and college life. The course the student and the counselor to work allows students to create a long-range together to determine academic and personal academic plan based on their educational goals. The Counseling Center also provides goals. Although funding for the College regular workshops and offers a variety of Spark Washington Grant ended, the College assessments to students, including the continues to offer this class. (3.B.1) Myers-Briggs Type Indicator, Strong Interest Assessment, Kolb Learning Styles Student Involvement and various other values and interest Outside the classroom, students are assessments. In addition, free one-hour encouraged to participate in various co- Student Success sessions, offered curricular and leadership development throughout each quarter on a variety of programs designed to augment the student’s topics, assist students to identify goals and academic experience by providing increase study skills. A critical component supplemental opportunities to develop of the counseling function is referral to socially, intellectually, personally, and resources both on and off campus. Referral culturally. The College has a very active information is available to students through student government. Students are involved counseling appointments, workshops, new in numerous campuswide decision-making

Clark College 3-4 Students Standard Three

committees, providing them invaluable for polices and procedures. (3.B.3) experience and evidencing the College’s commitment to shared governance. College Student Safety and Security staff members encourage students to The Clark College Security/Safety participate in committees in a way that Department (CCSS) works to ensure a safe balances their commitment and their and orderly environment where members of academic studies. Because of the time the College community can pursue their commitment required for committee work, educational goals. The CCSS provides student involvement is not realized on every service and assistance to students, staff, committee. Students are given an faculty, and community members and opportunity to serve on most major College assures compliance with College committees, such as the Academic Standards regulations. Security officers provide Committee, College Council, Cultural services on campus 24 hours a day, 365 Pluralism Committee, Curriculum days of the year. The principal Committee, Foundation Funds Allocation responsibilities and objectives include Committee, Information Technology ensuring public, student, and employee Council and Instructional Planning Team. safety; preventing crime; providing (Appendix 3.4) The Americans with information; and enforcing parking and Disabilities Act Compliance Officer traffic regulations. (Exhibit 3.16) Campus moderates a Student Advisory Committee security officers realize only citizens’ arrest composed entirely of students with powers. The Vancouver Police Department disabilities. (3.B.2) Faculty members are is prepared to deal with significant crimes involved in developing policies for student committed on campus, via CCSS referrals. programs and services in areas such as The CCSS Department maintains a positive Service Learning, Cooperative Education, working relationship with the Washington Finance Committee, Academic Standards, State Patrol, the Clark County Sheriff’s and College Council. (Exhibit 3.14) The Office, and the Vancouver Police registrar consults with the Instructional Department for information sharing, report Planning Team and Instructional Council on transferring and staff training. During policy changes impacting student special events on campus, the College enrollment. (3.B.2) employs off-duty law enforcement officers to provide additional security. (3.B.4) A Students’ Rights and Responsibilities record is generated each time a security Students’ rights and responsibilities are situation is reported to the CCSS clearly and consistently articulated in Department, and appropriate campus various publications, including the Clark departments and law enforcement agencies College Catalog (F2–18), student handbook, receive copies of case reports. The College College website and the Student Code of complies with Section 28B.10.569 of the Conduct. (Exhibits 3.10; 3.15) The Revised Code of Washington and the Crime disciplinary process is stated clearly and Awareness and Campus Security Act of the implemented in a fair and consistent Federal Government. (Exhibit 3.17) The manner. Course syllabi encompass course- Security/Information Desk provides crime specific rights and responsibilities including statistics and security/safety information and attendance, lab safety/health, and available procedures. The College website and support services. Student Affairs and intranet list annual crime statistics. (Exhibit Instruction share oversight responsibilities 3.18) Timely crime alert warning bulletins

Clark College 3-5 Students Standard Three are distributed campuswide through email other items relative to attending or when emergency situations require withdrawing from the institution. (3.B.5) immediate notification or when multiple The quarterly schedule of classes, Clark similar incidences occur. (3.B.4) College Connections, contains quarterly Each quarter, the Director of Security/Safety class offerings, enrollment policies and participates in special and general student, tuition and fee schedules. Clark College staff, and faculty orientations to present Connections is available on campus and is information on personal safety, crime mailed to a large resident population in the prevention, reporting, and campus College service district. This information is regulations. The College President also available on the College website. appointed the Security Assessment Task (Exhibit 3.19) (3.B.5) Force to assess all aspects of security In 2006–2007, the institution published a procedures on campus, which resulted in the small quantity of student handbooks College making multiple modes of primarily for a College Spark Washington communication available in emergency grant project. For 2007–2008, the institution situations. In fall 2007, Clark College revised the content and funded the reactivated phone paging and computer publication of a larger quantity for all first- messaging features. Additions to the time students. (Appendix 3.2) (3.B.5) emergency communication system include FlashAlert, allowing reception of important Evaluation of Student Affairs information via cell phone as a text page and/or via email. The Office of Instruction The College evaluates Student Affairs to requests that faculty include standard ensure program adequacy in meeting language on College-specific emergency identified student needs, and results information in all course syllabi. (3.B.4) demonstrate their services contribute to the achievement of student success. The College College Catalog, Schedule, and uses division-specific evaluations; results of Student Handbook these evaluations are used as the basis for improvement. Surveys include The College provides its constituencies the Community College Student various publications with precise, accurate, Experiences Questionnaire (CCSEQ), last and current information. The Clark College administered in 2003 and now replaced by Catalog, typically published biennially, is the Noel-Levitz Student Satisfaction free to all new students. Available in hard Inventory, administered spring quarters copy at the Bookstore, the Catalog is also every other year; published on the College website. The Disability Support Services Student and 2007–2008 Clark College Catalog remains Faculty Satisfaction Survey administered in effect only for one year to facilitate annually; Student Athlete Satisfaction incorporation of a statewide common course Survey, which is administered after each numbering system; this way, students will season; User Satisfaction Survey of Career not have to wait for the standard, two-year and Employment Services’ online job rotation. (Exhibit 3.10) (3.B.5) All catalogs database system (NextJob); comment cards include admission requirements and for immediate feedback, available in Student procedures, students’ rights and Affairs offices; Running Start Exit Survey, responsibilities, academic regulations, administered every other year; and the degree-completion requirements, credit Annual Job Fair Exhibitor and Attendee courses and descriptions, refund policy and

Clark College 3-6 Students Standard Three

Survey. (Exhibits 3.20.1 – 3.20.9) (3.B.6) transcript, a comprehensive record, includes developmental and college-level credit Academic Credit and Records courses in which a student remains enrolled beyond the tenth day for fall, winter, and Evaluation of Student Learning spring quarters and the eighth day for The Washington State Board for summer quarter. Each quarter, the College Community and Technical Colleges posts grades or withdrawals, credits (SBCTC) outlines the criteria for evaluating attempted and completed, quarterly grade student performance and the awarding of point average, cumulative Clark College credit based on policies in Chapter Four of credits, and cumulative Clark College grade the SBCTC Policies & Procedures Manual. point average. Student transcripts do not Appropriate campus committees review and note the credits transferred for the awarding approve these criteria. The Registrar of degrees/certificates; however, the transfer participates in campus committees that college or university name is noted on the determine policy regarding the awarding and transcript once the degree/certificate recording of credit. The Clark College completion is confirmed. (3.C.1) Catalog contains clear guidelines relating to grades and student records. (3.C.1) Criteria for Evaluation The evaluation of student learning leading to Requirements of the Associate in Arts and college credit begins with the individual Associate in Science transfer degrees are class syllabus containing the grading criteria evaluated against criteria established by the and student learning objectives for the Intercollege Relations Commission (ICRC), course. Instructors keep an updated syllabus a body overseeing transfer of credit among for each class, which is kept on record by all colleges and universities in the state of each division. (Exhibits 3.21.1 – 3.21.3) The Washington. Criteria established by the Curriculum Committee reviews and College and approved by the SBCTC approves new courses and revisions to determine requirements for other degrees existing courses, including contact hours and and certificate programs. The Instructional credit values, course prerequisites, and the Planning Team reviews and recommends applicability of the course toward degrees approval of new degree and certificate and certificates. (3.C.1) programs and significant changes to existing programs. (Exhibit 3.22) (3.C.2) In response to the 1998 accreditation evaluation, the Office of Instruction Degree and Non-degree Credits implemented the Instructional Planning Graded credit courses, including those Team (IPT) whose purpose is to institute and below college level, may apply toward oversee the instructional planning process; certain degrees and certificates. The Catalog oversee program reviews; and make and the College website publish the recommendations to the Vice President of requirements of each degree and certificate Instruction regarding academic policies such and the application of credit, including as distribution, transfer, and degree courses applied toward each degree and/or requirements and regarding the approval of certificate. The transcript separates Clark new programs and changes to and deletions College total credits and total college-level of current programs. (3.C.1) credits in the summary of credits at the end Academic records are accurate, secure, and of the transcript record. (Exhibit 3.23) comprehensive. An official Clark College (3.C.3)

Clark College 3-7 Students Standard Three

Clark College’s Department of Corporate applicability. Credential evaluators consult and Continuing Education offers select with faculty on transfer applicability, with programs and classes for continuing the most significant input coming from education units (CEUs). The department program faculty in the professional technical also works with outside organizations and areas. While most accepted transfer course associations to sponsor CEUs for noncredit work requires a grade of D or better, many workshops, training events and conferences. College programs require a course grade of Continuing education units provide a C or better. The Clark College Catalog permanent record of the educational states specific requirements for each degree accomplishments of students completing a and certificate program. The College significant number of hours in noncredit provides DegreeWorks, a degree audit courses, professional workshops, system for faculty, advisor and student use, customized trainings, seminars, and containing information regarding applicable conferences. (Exhibit 3.24) (3.C.3) transfer-in credits available after a credential evaluator’s review of a student’s A partnership between Clark College and transcript(s) from other college(s). participating area high schools, the Tech Evaluation of transcripts from another Prep Program allows students to earn high institution takes place only after a currently school and college credits simultaneously enrolled student has earned fifteen Clark through a formal articulation agreement. The College credits. The Academic Standards Tech Prep Program follows state guidelines, Committee reviews transfer decision and transcripts show the indicator T#P on appeals. (Exhibit 3.27) (3.C.4) the student transcript to indicate Tech Prep. (Exhibit 3.25) (3.C.3) Recent co-admission options with Portland State University, Washington State The official student transcript suppresses University, Concordia College, and Adult Basic Education/English as a Second Marylhurst University allow students to Language non-degree credit courses. formulate academic plans for both Associate Progress is indicated by the submission of and Bachelor’s degrees at the beginning of S/U grades in accordance with the their educational careers. Eastern Washington Adult Basic Education Washington University (EWU) and Clark Reporting System (WABERS) guidelines. College teamed to offer bachelor’s degrees (3.C.3) in computer technology and dental hygiene Transfer Credits through EWU on the Clark College campus. (3.C.4) It is the College’s established policy to accept credits only from an official Security of Student Records transcript from regionally accredited The Registrar takes responsibility to institutions. The College uses Accredited maintain student academic records Institutions of Postsecondary Education, permanently, securely, and confidentially on published by the American Council on site. Student Management System (SMS) Education, as the reference guide to securely stores student records electronically determine accreditation qualifications. from fall 1976 to the present and nightly (Exhibit 3.26) Transferable credit posted on backs up the information on tape. Locally another college’s transcript is not stored tapes rotate weekly to an offsite automatically accepted. Credential location. A locked storage room located evaluators determine transfer credit within the Registration Office contains

Clark College 3-8 Students Standard Three

paper transcripts from 1933 through 1976. identification number (PIN). Student Affairs The room is equipped with a sprinkler staff encourage students to change global system, and access is limited to staff in PINs to reduce the possibility of others Admissions, Registration, and Credential illegally accessing records. Registration Evaluations. A separate storage room in the Office personnel require students to present lower level of Scarpelli Hall houses picture ID before discussing student records microfiche of transcripts from 1933 through in person. (3.C.5) 1983. Registration staff is currently scanning the paper transcripts from 1933 to 1976 into Student Services ImageNow, an electronic scanning system, as a more reliable back-up source. (3.C.5) Admissions Policy In compliance with the Family Educational Clark College has published and fully Rights and Privacy Act (FERPA), the implemented admissions policies that dissemination of student information is support open access. The Clark College tightly guarded. Information regarding Catalog (A2-3), Clark College Connections, student records is released only to students and the Clark College website list or authorized representatives upon admissions requirements for general presentation of appropriate and satisfactory admission, limited and/or competitive-entry credentials/identification. All staff, faculty, programs, and exceptions to the general and administrators with access to student admission policy. (Appendix 3.5 and Exhibit information sign a FERPA Confidentiality 3.31) The College website publishes the Statement before obtaining electronic access selection point system and selection criteria to student records. The College FERPA for the Nursing program. Selection criteria policy appears in each quarterly student for all other limited-entry health occupation schedule, online, and in the Clark College programs are published on the Clark College Catalog. (Exhibit 3.28) Access to student website and within the 2007–2008 Clark records is limited to those employees who College Catalog. Clark College fully require this information to complete implemented its web admissions application assigned duties. No student data, other than process in April 2006. (Exhibit 3.32) (3.D.1) student directory information, is released to Information for international student a third party unless specified in the FERPA admission is located on the Clark College policy as printed in the Clark College website and in the International Programs Catalog. (F16-18) Students may request that brochure. (Exhibit 3.33) The College does directory information not be released. In not require a score on the Test of English as these instances, “DO NOT RELEASE” a Foreign Language for admissions, but all appears in the student’s address field in incoming international students must take SMS. (Exhibit 3.10; 3.29) (3.C.5) the English as a Second Language (ESL) COMPASS test. Test scores determine The State Board for Community and placement into appropriate English as a non- Technical Colleges’ retention schedule native language or English classes. (3.D.1) determines the maintenance of records. A secured-document-shredding company, Student Needs and Characteristics CINTAS, destroys records no longer Students with diverse, unique, and specific needed. (Exhibits 3.30.1 – 3.30.3) (3.C.5) needs may be served from a variety of Students can access records using a perspectives and programs. Students who randomly assigned student identification self-identify as having a disability are number (SID) and global personal

Clark College 3-9 Students Standard Three

referred to the Disability Support Services growing International Club, one of the Office for assistance with academic largest clubs on campus with over 200 adjustments and auxiliary aids. The members. Club activities have included The Disability Support Services Office presents Books for Africa fundraiser, potlucks, disability awareness activities that have overnight camping trips, and weekly included panels of students who are deaf and conversation circles. (3.D.2) students who are blind. (3.D.2) Student Assessment Clark College also makes important contributions to the programs, practices, and The intent of the assessment process is to services that support and enhance student assist with appropriate course placement for understanding and appreciation of diversity. students. Placement testing is available for To this end, each year the Office of Student students wishing to enroll in English and/or Affairs coordinates various activities that mathematics courses and is recommended honor diversity. These include International for all new students. Clark College uses the Education Week, Martin Luther King COMPASS test to place students. The Clark Tribute, Asian New Year, Cinco de Mayo, College Catalog (A6-7) and website Hispanic Heritage Month and Native describe placement-testing policies. Prior to American Heritage Month. (3.D.2) Financial spring 2004, policy prohibited the retaking Aid staff members provide information of the placement exam until twelve months sessions to a diverse group of interested had passed. At that time a new policy was students, such as displaced homemakers, implemented allowing students the right to single parent organizations, and Fort retest individual modules once every three Vancouver High School Parent/Student months. (Exhibit 3.35) (3.D.3) In 2005, Night attendees where all information is Clark College converted from administering presented in Spanish. Internal printed the ASSET test to COMPASS, a product of financial aid information is available in ACT, as the primary means of placement Spanish and, if requested, presentations are testing into English, mathematics and also provided in Russian. (Exhibit 3.34) reading courses. Technology trends in (3.D.2) placement testing and the desire to improve service to students motivated this change. In 2006–2007, as a component of the COMPASS testing is offered on a walk-in institutional Enrollment Management Plan, basis and is not timed, in contrast with Student Affairs created an Operational ASSET testing, making it more schedule- Recruitment Plan with strategies intended to friendly and less stressful for students. realize institutional enrollment goals. This Widely used throughout Washington State, plan relies on statistical evidence to identify COMPASS enables students to use test for recruitment various target populations scores from other colleges when transferring including high school students, adult to Clark College. As of spring 2006, the learners, students of color and international ESL COMPASS is available to all students students. (3.D.2) International student who wish to enroll in English as a Non- enrollment has increased substantially over native Language courses. ESL COMPASS the past several years, marking a ten-year follows the same procedures as the standard high of 77 students enrolled in spring COMPASS test. (Exhibit 3.36) (3.D.3) quarter 2006. The International Programs Office hosted several events, including the Student Affairs staff and faculty members first International Education Week from the English, Mathematics, and Reading celebration in conjunction with the ever- Departments collaborate in developing

Clark College 3-10 Students Standard Three

placement-testing policies and procedures. certificate requirements, as well as Student Periodic evaluations, based on student Right-to-Know Act disclosures. Credential success in the courses into which students evaluators follow these program, degree, placed, determine placement test score and certificate requirements for verifying ranges. (Exhibit 3.37) (3.D.3) completion. (Appendices 3.6; 3.7 and Students without high school or General Exhibit 3.42) (3.D.5) Educational Development (GED) diplomas To ensure immediate and consistent can follow the “ability to benefit” policies application of program requirements, and procedures to determine financial aid DegreeWorks software allows access to eligibility. (Exhibit 3.38) (3.D.3) Foreign students as well as faculty and advisors. language professors use placement testing When the system is re-hosted, a new degree services for students with a background in audit system supported at the state level and Spanish, French, or German. Faculty integrated with the Student Management members evaluate placement test range System will replace it. The Credentials scores using a pre-test and post-test format department will continue to issue official for students enrolled in foreign language verification of program completion courses. (Exhibit 3.39) (3.D.3) requirements. (3.D.5)

Continuation and Termination Financial Aid The Clark College Catalog and website The primary purpose of the Financial Aid outline academic probation, suspension, Office is to promote continued enrollment petition process for immediate by providing financial assistance to all reinstatement, returning from suspension, eligible students who could not pursue their and academic standards for educational goals without such aid. (Exhibit professional/technical programs (A18). The 3.43) Clark College exited the Quality Academic Standards Committee reviews all Assurance program and the Perkins Loan petitions for immediate reinstatement program in February 2004, because of following academic suspension. (Exhibits program constraints and limited application. 3.40.1 – 3.40.5) (3.D.4) The Financial Aid Office and Accounting Services contracted with the National The Financial Aid Office complies with Association of Student Financial Aid federal and state regulations regarding the Administrators in 2004 to conduct a satisfactory progress of each student who “Standards of Excellence” review to assure receives financial aid, and disbursement of compliance with federal regulations. The funds follows a quarterly review of Financial Aid Office addressed and academic records by staff. The Clark implemented all recommendations. (3.D.6) College Catalog and website outline the Satisfactory Academic Progress policy The Financial Aid Office processes all (A13-14). The Financial Aid Appeal money received by students from outside Committee reviews all petitions for scholarships, Title IV funds, state funds, and suspension and for regaining eligibility. institutional funds while coordinating with (Exhibit 3.41) (3.D.4) Veteran’s Affairs and Sponsored Programs offices to ensure students receive all Graduation Requirements possible gift aid without being over- The Clark College Catalog (Section B) awarded. The College hired an information clearly states program, degree, and technology specialist to address the specific

Clark College 3-11 Students Standard Three financial aid computer software and institutional loan default rate. (Exhibit 3.49) hardware needs to ensure federal and state At the end of each quarter, the office compliance. (3.D.6) monitors enrollment of all loan recipients. (3.D.8) The Financial Aid Office has responded to the electronic nature of most processes as Students who leave the institution, graduate, recommended in the 1998 self-study. In or transfer must complete an exit interview 2002–2003, 79% of all applicants applied as required by federal law. The interview is electronically for financial aid on the federal available online, and data is sent website; in 2006–2007, over 90% of all automatically to the guarantee agency. If no applicants applied online. All Clark College, exit interview is completed, the Financial federal, and state reporting requirements Aid Office mails the required consumer occur electronically and in web-based information. (Exhibit 3.50) The National environments. (Exhibits 3.3 – Financial Aid Student Loan Data System and guarantee Notebook; 3.44) (3.D.6) agencies identify students who have defaulted on loans and alert the College. The Printed and electronic information about FFEL program default rate for 2005 was financial aid is readily available from a 8.3%, comparable to the national average. number of sources, including The Guide to (Exhibit 3.51) (3.D.8) Federal Student Aid prepared by the U.S. Department of Education; consumer Student Orientations information developed by the Financial Aid Office; on-campus computer information The Student Affairs program contributes to kiosks; and College website, catalog, and student access and student success by quarterly schedules. The Financial Aid providing quality services and information Office makes Internet-accessible computers to prospective students, enrolled students, available to students and parents for instructors, and others within the College scholarship research as well as direct community. Orientations serve as a welcome submissions of financial aid data to the to Clark College and provide vital federal processor. (Exhibits 3.10; 3.45; 3.46; information regarding services available, 3.47) (3.D.7) including course enrollment processes. Clark College provides an array of The Outreach and Scholarships program orientations for new students and special coordinator works closely with the populations: Step Ahead, a general Admissions/Recruitment team and various orientation including resource fair, advising, high school and agency representatives in and registration for first-time new students the Clark College service district, providing who apply early for fall quarter; New information to parents and students about Student Welcome Day, a general orientation financial literacy and state and federal for new students and their parents; New student aid programs. Additional scholarship Student Seminar (HDEV 102), a one-credit information is posted publicly in the orientation course; academic advising online Financial Aid Office and online. (Exhibit orientation; athletics orientation, a program 3.48) (3.D.7) geared for student athletes before classes Clark College participates in the subsidized begin in fall quarter; health occupations and unsubsidized Federal Family Education specialty orientations, a program-specific Loan (FFEL) programs (including Stafford orientation and information for Dental Loans). The Financial Aid Office regularly Hygiene, Nursing, Medical Radiography, monitors its student loan programs and the Phlebotomy, and Pharmacy Technician

Clark College 3-12 Students Standard Three

programs; Running Start program-specific services and resources to local area orientation for high school sophomores, employers, such as a job posting service and juniors, and seniors who wish to dual-enroll on-campus recruiting. The Career and at Clark College; co-op orientation, Employment Services Center provides the providing general information about finding following services and resources to students: a co-op/internship and requirements for an online job database system, NextJob; job credits; Running Start Bookstore open search assistance; job and internship house, where students and their parents learn development assistance; career resource about buying textbooks and other bookstore room and computer terminals for student services; and International Programs use; annual, community-wide job fair and Orientation for international students other targeted job fairs on campus; website studying on a student visa, offered prior to resources including career exploration and the start of classes each quarter. (Exhibit job search; classroom presentations and 3.52) (3.D.9) workshops to professional/technical classes and the Employer Guest Speaker Series. Advising and Counseling (3.D.11) In the last ten years, the Advising and Career counseling is provided free of charge Counseling Department has experienced to students, with career assessments significant changes in leadership with six available in the Career Lab. Faculty different directors. Many of these directors counselors meet with students to discuss have made changes to the advising career goals and to identify career processes, including the change from directions. Counselors encourage students to mandatory advising to establishing criteria enroll in career exploration classes offered for categories of students who may self- through the Human Development advise. The current advising model and Department. Additionally, counselors often staffing level limit most advisors to provide presentations regarding the Career prescriptive scheduling. The new Director of Exploration process to other classes and Advising and Counseling was hired in fall campus/community groups. (Exhibits 3.3 – 2007 and recommends implementing a Career and Employment Services Notebook; developmental advising approach. A draft 3.54; 3.55) (3.D.11) comprehensive Advising Plan, developed with the assistance of a newly formed Health Services and Counseling Advising Task Force, includes annual action Health services and psychological plans and is further referenced in the counseling are made available to students to Challenges section of this Standard. (Exhibit ensure positive emotional and physical 3.53) (3.D.10) health for successful pursuit of goals. Clark Career and Employment Services College is the only community college in the The Career and Employment Services State of Washington and in the Portland area Department offers comprehensive career and offering health services for students. Health job search information and services to Services is staffed with adult nurse students, graduates, and the general public. practitioners licensed by the state of Additionally, it develops strategies to retain Washington to diagnose and treat illness and students until graduation and improve their injuries, and to provide preventative transition from the classroom to the care. Nurse practitioners provide low-cost workplace. Finally, the department serves and no-cost care, lab and diagnostic tests, community needs by providing a range of vaccinations, and prescriptions to enrolled

Clark College 3-13 Students Standard Three students, faculty, and staff. For students operates a bakery, faculty/staff dining room unable to afford medications, Health and cafeteria and also caters campus events. Services makes all attempts to find a Reasonably priced food is prepared by pharmaceutical patient assistance program. cooking and baking students. Chefs work During 2005–2006, Health with the College’s Restaurant Management Services obtained over $120,000 worth of students and the Oregon Health and Science medication for uninsured or under-insured University’s Dietary Program interns to students. In addition, Health Services has develop menus that follow nutritional many community partners to whom they can guidelines. Facilities undergo regular health refer students who present complex health inspections, and one recent inspection found care needs. Mental health counseling by structural violations which were corrected. master’s level counselors and a consulting (Exhibit 3.57) (3.D.14) psychologist are provided at no cost to Other food service vendors on campus students. Mental health counselors are include Anderson’s Courtyard Grill; Darla’s available both in Health Services and the Deli; and the Bookstore, which offers drinks Counseling Center. This team of mental and snacks. The campus also provides health professionals also partners with vending machines located in high-traffic outside agencies to facilitate students’ entry buildings. (Exhibit 3.58) (3.D.14) to agencies providing more intensive care for issues such as drug and/or alcohol In response to earlier surveys, a Food dependence or significant psychiatric Services Task Force provided information to illnesses. The Counseling/Human management for use in the decision-making Development Department faculty sponsors a process. The Task Force found a need for series of weekly talks related to mental more readily available food services and health concerns through their Mental Health high-quality healthy food options; in Mondays program. They also teach classes addition, they determined that space for focusing on psychological health through growth was limited in the current facilities. the Human Development Department. In response to the findings, the cafeteria (3.D.12) expanded operating hours and selections, and the Bookstore and other service vendors Nurse practitioners also provide one-on-one also expanded food offerings. (Exhibit 3.59) health education, and students employed as (3.D.14) prevention educators provide health information to the campus community with Co-curricular Activities a special emphasis on drug and alcohol abuse prevention. Annually, prevention The Office of Student Life and Multicultural educators host the Great American Student Affairs assists students with Smokeout activities and have sponsored establishing clubs and organizations that activities relating to domestic violence and provide a rich and multicultural dimension drunk driving prevention. Finally, Clark to college life. Students can participate in a College has established itself as the first wide range of co-curricular clubs, programs, completely tobacco-free campus in the and events. Opportunities provide for Pacific Northwest. (Exhibit 3.56) (3.D.12) interaction with artists, lecturers, and governmental and educational leaders. Food Services Regularly scheduled Club Fairs give opportunities for students to visit various Award-winning and certified instructors club representatives and for clubs to gain supervise the Culinary Arts program, which

Clark College 3-14 Students Standard Three new members. Students lead activities, and College recreation facilities include locker event organizers consult with the Disability rooms, gym, and a state-of-the-art weight Support Services Office and the room and fitness center. Students currently Security/Safety Department to ensure enrolled in a physical education course can accessible and safe activities and programs. use the facilities without charge. (3.D.15) Students are welcome to create a Students pay a $15 quarterly use fee unless program or club to represent additional enrolled in a physical education course. activities or interests. (Exhibit 3.60) The (3.D.17) Associated Students of Clark College (ASCC) Constitution and Bylaws clearly The Health and Physical Education detail this process. (Exhibit 3.61) Clark Department offers a wide variety of physical College Administrative Procedures Manual, education courses, including aquatics, section 715.00, defines the policies and dance, fitness, individual sports (bowling, procedures for co-curricular programs, fencing, tennis, hiking, yoga), and martial student organizations and publications. arts. A special emphasis on wellness Further delineation exists in the Clark generates offerings such as exercise contests College Student Programs Office Policies (“Fall into Fitness” and “Take a Trip”) and and Procedures manual, ASCC Financial participation in community events, such as Code, and the Student Club Advisors the Hood-to-Coast Walk and Run and manual. (Exhibit 3.62) (3.D.15, 3.D.16) Annual Kalani Rodrigues Memorial Scholarship 5K Run/Walk. Outreach to the Student clubs and programs have the right to community by the Health and Physical use accessible facilities. Students with Education Department in support of disabilities needing accommodation can Wellness 2010 should result in a greater contact the Disability Support Services number of wellness activities. (Exhibit 3.63) Office for assistance. Several clubs have (3.D.17) adjusted meeting times in order to provide opportunities to day or evening students Bookstore with different class schedules. (3.D.15) The Clark College Bookstore reports to the In 2001, through the efforts of the ASCC Vice President of Administrative Services Student Government, the students approved and is owned and operated by the College as and implemented a student union fee an auxiliary service. The Bookstore strives designated to construct a student union to support student learning by providing new building. Students participated actively in and used textbooks at competitive prices, decision making through the design and textbook buyback, class-required supplies, construction process. The completion of the reference books, and a complete e- Penguin Union Building in winter 2004 commerce and informational website. provided a centralized area housing ASCC Additional services offered include financial staff and support personnel. Interested aid textbook holds, special orders, students can go now to one location to computers and educational software sales, contact student representatives and gather personal shipping and document faxing, information on upcoming events and printing, and notaries. The textbook activities. (3.D.15) department works with faculty to provide custom textbooks. (Exhibits 3.64; 3.65) Student Recreation (3.D.18) Located in the O’Connell Sports Center, Bookstore staff members participate in

Clark College 3-15 Students Standard Three campus, regional, and national training and student publications to students and committees. The store forms buying groups therefore assumes no responsibility for the with other college bookstores and negotiates content of the publications.” (Exhibit 3.68) contracts with businesses to provide better (3.D.19) services to the College community. The Phoenix, a student literary and art magazine Discovery Book Club, established by and an ASCC program, is published Bookstore staff, encourages faculty and staff annually in the spring. The Phoenix staff to “discover the world around them” by dedicates itself to giving Clark College participating in a book club. (Exhibit 3.66) students an opportunity to publish their work (3.D.18) in a nationally award-winning publication. The Bookstore seeks consistent input from One of the few Washington community students, staff, and faculty to assist in college literary and art magazines publishing determining the services offered by the only student work, Phoenix has earned Bookstore. Information is gathered through awards from the Washington Community a continuous online survey, in-store and Technical Colleges Humanities suggestion box, and the Bookstore Advisory Association, the Pacific-Western Division of Committee. (Exhibit 3.67) (3.D.18) the National Community College Humanities Association, and the American Student Media Scholastic Press Association. The latter The student newspaper, Clark College awarded the magazine First Place with Independent, has increased its publication Special Merit in 2001, 2004, and 2007. In frequency during the academic year from 2006, Phoenix won second place in the biweekly to weekly. The Independent is a Pacific-Western division of the National student activity and an academic endeavor. Community College Humanities It values watchdog and social advocacy Association’s Literary Magazine journalism, as well as the diverse Competition. (Exhibit 3.69) (3.D.19) community journalism attracts. (3.D.19) Intercollegiate Athletics The Independent Staff Manual is a comprehensive document that contains a The primary role of the Athletic Department variety of information, such as the mission is to promote the development of of the paper, job descriptions, and ethics students who participate in competitive code. The staff of the Independent consists sports. Clark College offers women’s of student personnel and a full-time, salaried volleyball, women’s and men’s cross Clark College advisor. The advisor’s main country, women’s and men’s soccer, job is to provide guidance and advice to women’s and men’s basketball, women’s students in all newspaper departments, with softball, and women’s and men’s track and particular emphasis on the newsroom. The field. (3.E.5) advisor is neither editor nor censor. While The Athletic Department maintains a high advising and teaching necessary skills, the level of student participation and advisor defends and respects the student demonstrates its commitment to student staff’s right to make all final decisions academic performance by monitoring regarding content and staffing. The Clark faculty-prepared progress reports College Administrative Procedures Manual, semimonthly. The department also requires 715.010 Student Publications, states, “Clark that each student athlete spend a minimum College delegates editorial responsibility for of two hours per week in study hall. Each

Clark College 3-16 Students Standard Three quarter, staff reviews student academic available to all coaches. (Exhibit 3.71) records and verifies eligibility; at quarter’s (3.E.2) end, the staff reviews student progress Attendance at athletic events has greatly toward degree completion, and the student increased in 2006–2007. The Independent athlete academic advisor meets with student and The Columbian send sports reporters to athletes to review individual progress. Each many of the events to provide the College athlete creates an educational plan at the and civic community coverage of Clark start of his or her first year. (3.E.1) College’s teams and athletes. A new Student Student athletes follow the same admission, Athletic Booster Club has enhanced the degree, financial aid requirements, and collegiality and spirit of Clark College College policies and procedures as all other athletics. students. Academic standards for athletes The Athletic Department demonstrates fair meet the Northwest Athletic Association of and equitable treatment of all student Community Colleges (NWAACC) athletes and complies with Title IX requirements published in both the requirements. For example, 2005–2006 saw NWAACC Code Book and National the addition of women’s softball. Currently, Collegiate Athletic Association (NCAA) the College is upgrading facilities for Transfer Guide. Scheduled sports practices student athletes in such areas as team locker- strive to provide the least amount of conflict room enhancements, training room access, with students’ academic schedules, and and a softball game field. The Athletic game schedules are published before the Director monitors equity issues. (3.E.5) start of each season. (Exhibit 3.70) (3.E.3, 3.E.6) The Athletic Director works in conjunction with the Penguin Athletic Club and the The Athletic Director attends sporting Clark College Foundation to raise funds for events to support coaches and student scholarships and program enhancements. athletes, meets regularly with each coach to The Clark College Foundation receives review team progress, compliance, deposits and handles disbursements for all recruitment, and overall departmental issues. funds raised for Clark College’s Athletic The Athletic Director and Dean of Student Department. The Business Office monitors Success and Retention meet with all coaches all operations budgets allocated to athletics. at least quarterly to review program The Athletic Director and the Dean of priorities and goals, evaluate each sports Student Success and Retention monitor the program, review policies, discuss monthly athletic budgets. (Exhibit 3.72) departmental business, train coaches as (3.E.4) needed, and ensure program integrity. (3.E.1) Institutional Advertising, Student All department staff, including coaches, Recruitment, and Representation of have complete job descriptions on file; many Accredited Status position responsibilities and duties are Clark College complies with Policy 3.1 on documented in the NWAACC Code Book. Institutional Advertising, Student Yearly coaching certification issued by Recruitment, and Representation of NWAACC is required of all coaches. Each Accredited Status. Advertising, publications, coach must pass a certification exam, and promotional literature showcase the ensuring policy and rule review. A Clark College’s educational service and programs. College Penguins coaches’ manual is made Care is taken to ensure all statements and

Clark College 3-17 Students Standard Three

representations in publications are clear, accurate, and current with supporting The Clark College Catalog and website information available on request. Available accurately represent the accreditation status in hard copy and on the Internet, the Clark of Clark College, using language supplied College Catalog and Clark College by the Northwest Commission on Colleges Connections accurately depict the College’s and Universities (NWCCU). The catalog Mission and goals; entrance requirements also presents the accreditation status of and procedures; programs and courses; individual programs, as appropriate. degree and program completion requirements; faculty; facilities; rules and regulations for conduct; tuition, fees, and Strengths other program costs; opportunities for • Student Affairs has moved into the new financial aid; policies and procedures for Gaiser Hall to provide services to refunding fees and charges upon withdrawal students through a “one stop-shop” from enrollment; and the academic calendar. model venue. Publications are updated regularly. Successful certification and licensure by • A new Welcome Center has been opened third parties (e.g., the health industry) is not as the “front door” of the College to guaranteed in College publications, and the welcome prospective and new students. institution’s materials list such requirements. • Several plans have been developed and Student recruitment has expanded over the implemented to increase student last several years. Ten years ago, the enrollment and retention. College employed only one full-time • Student Affairs continually evaluates recruiter. Currently, the department employs and improves services to meet the needs two full-time Associate Directors of Student of students. The question “how will this Recruitment, one full-time Program impact students?” is in the forefront of Coordinator, and a number of Student all decision making. Ambassadors. A formal Operational Recruitment Plan began in fall 2007 and • In an effort to accommodate the growth formal view books were also published. in student population, the number of (Exhibit 3.73) Student Affairs staff has increased over the last five years. The College does not promise employment or placement opportunities, and College • Student Affairs actively pilots new publications accurately represent program programs and provides needed services costs. Advisors may discuss with students to students to improve access and the current employment statistics in the field retention. or for graduates of a particular program, but • New Student Welcome Day has now neither they nor administrators offer become an annual event to improve guarantees of job placement. retention of students. The College does not use independent • Student Affairs has increased the contractors or agents for recruiting purposes, number of such online services as online except in the case of international students, advising to support students who take where agents are hired overseas to provide eLearning classes. (Exhibit 3.74) information to students interested in attending Clark College.

Clark College 3-18 Students Standard Three

Challenges Actions Taken • Develop a cohesive advising model to • An Advising Task Force was appointed adequately serve students. that has evaluated the purpose and scope of the advising process and developed an • Acquire sufficient funding to accommodate students with disabilities. Advising Plan based on a developmental advising model. • The ability to serve students due to the growth of facilities at other locations and • Specific changes have been identified the increase in students registering for that will help students navigate the eLearning courses. website more easily. Online services have been added to increase accessibility • Increase institutional services to foster and support to eLearning students. student retention. (Exhibit 3.75) • Improve partnerships with local feeder • Student Affairs representatives have met high schools. with the institutional Columbia Tech Recommendations Center (CTC) work group to identify methods for service delivery at CTC. • Implement new Advising Plan and address current staffing levels and • A College-wide Retention Committee funding through the budget and planning was formed in fall 2007 and has process. completed a new Retention Plan to improve student retention and enhance • Identify resources to adequately fund the overall student experience. (Exhibit accommodations for students with 3.76) disabilities. • Student Affairs representatives have met • Implement and continually review, with local area high school evaluate, and modify the Retention Plan superintendents and principals to to meet the College’s needs. develop partnership agreements that • Student Affairs representatives will include provisions of services, and to continue to meet with institutional task ensure high school students are college- forces to identify methods for service ready. In addition, the Clark College delivery as the college continues to Board of Trustees has begun to meet expand to additional locations. with boards of various school districts. • Institutional representatives will continue to meet with superintendents, principals and board members of local area high schools to improve communication and services.

Clark College 3-19 Students Standard Three

Supporting Documentation for Standard Three

Appendices Appendix 3.1 Student Affairs Staff Profile Appendix 3.2 Student Handbook Appendix 3.3 Fall Student Fact Sheets; Fall-to-Fall Comparison Student Fact Sheets; Fall Quick Facts Card Appendix 3.4 Clark College Committees – Student Participation Appendix 3.5 Student Affairs Admissions Report Appendix 3.6 Graduation Rates – Student Right to Know Appendix 3.7 Retention/Graduation Rates

Supporting Documentation in Team Room Exhibit 3.1 Student Services July 2001 Alignment Team Report Exhibit 3.2 Pre-Design Study for Gaiser Hall Renovation - Notebook Exhibit 3.3 Student Affairs Department Notebooks ƒ Admissions and Welcome Center ƒ Advising/Counseling ƒ Assessment ƒ Athletics ƒ Career and Employment Services ƒ Credential Evaluations ƒ Disability Support Services ƒ Financial Aid ƒ Health Services ƒ International Programs ƒ Registration ƒ Running Start Eligibility Programs ƒ Student Life Multicultural Affairs ƒ Student Recruitment ƒ Vice President’s Office/Dean of Enrollment Services/Dean of Student Success and Retention Exhibit 3.4 WA State HECB Job Classifications Exhibit 3.5 Student Affairs Strategic Initiatives 2006–2007 Final Report

Clark College 3-20 Students Standard Three

Exhibit 3.6 Administrative Procedures Manual, Section 662.000 – Evaluations Exhibit 3.7 2004-2009 Strategic Plan Exhibit 3.8 Funding Request Forms and Procedures Exhibit 3.9 Policies and Procedures Impacting Students Exhibit 3.10 2007–2008 Clark College Catalog Exhibit 3.11 Admissions and Registration Information/Forms Exhibit 3.12 Transfer Study Exhibit 3.13 Counseling Brochure Exhibit 3.14 Strategic Planning Worksheet for Service Learning Exhibit 3.15 Students’ Rights and Responsibilities Exhibit 3.16 Safety and Security Organizational Chart and Information Exhibit 3.17 Clark College Connections – Security Information Page Exhibit 3.18 Crime Reports on the Web Exhibit 3.19 Clark College Connections Exhibit 3.20 Evaluation of Student Affairs 3.20.1 Noel-Levitz Student Satisfaction Survey 2004, 2006 3.20.2 Community College Student Experiences Questionnaire (CCSEQ), 2003 3.20.3 Office of Planning and Advancements Project Timeline 3.20.4 Strategic Plan Implementation Cycle 3.20.5 Student Affairs Operational Plan Year 3 Mid-Year Status Report 3.20.6 Career & Technical Student Follow up Report, 2005–2006 3.20.7 High School Graduate One-year Follow-up Report, 2004 3.20.8 Survey of High School Seniors in Running Start, 2004, 2006, 2008; Running Start Exit Survey; Running Start Comment Card Results 3.20.9 Job Fair Survey Results, 2007 Exhibit 3.21 Evidence of Student Learning 3.21.1 Clark College Catalog – College-wide Abilities 3.21.2 Clark College Catalog – Grades and Records 3.21.3 2007–2008 Faculty Handbook, Pages 37–51 – Student Assessment/ Syllabi Exhibit 3.22 Criteria for Evaluation Exhibit 3.23 Degree and Non-degree Credit Information Exhibit 3.24 Continuing Education Units Policies and Procedures Web Page Exhibit 3.25 Tech Prep Web Page Exhibit 3.26 Accredited Institutions of Postsecondary Education book Exhibit 3.27 Transfer Credit Policy and General Information Exhibit 3.28 Staff’s Pledge of Confidentiality

Clark College 3-21 Students Standard Three

Exhibit 3.29 Security of Student Records Release Authorization and Restriction Request Exhibit 3.30 Maintenance of Student Records 3.30.1 WA State Board for Community and Technical Colleges Retention Schedule 3.30.2 Registar’s Narrative Regarding Security of Records 3.30.3 IT Security Standards for the Student Management System (SMS) Exhibit 3.31 Admissions Information and Forms Exhibit 3.32 Health Occupations Admissions and Application Information Exhibit 3.33 International Programs Admissions and Application Information Exhibit 3.34 Financial Aid Packet in Spanish Exhibit 3.35 Placement Testing Policies Exhibit 3.36 ESL COMPASS Testing Web Page Exhibit 3.37 COMPASS Placement Score Sheet Exhibit 3.38 Ability to Benefit Policy Exhibit 3.39 Foreign Language Placement Web Page Exhibit 3.40 Academic Standards Policies 3.40.1 Academic Standards Committee – Administrative Procedures 803.00 3.40.2 Clark College Catalog – Academic Suspension and Probation 3.40.3 Running Start Academic Probation/Suspension Policy 3.40.4 Dental Hygiene Academic Standards 3.40.5 Nursing Academic Standards Exhibit 3.41 Satisfactory Academic Progress Policy, Reinstatement Form, Maximum Time Frame Appeal Information and Form Exhibit 3.42 Students Right to Know Web and Clark College Connections Pages, Degree Requirements – Catalog, Section B, Petition for Exception Form Exhibit 3.43 Fiscal Operations Report and Application to Participate (FISAP) Exhibit 3.44 Financial Aid End of Year Reporting Requirements; Financial Aid Statistics Exhibit 3.45 U.S. Department of Education – Guide to Federal Student Aid Exhibit 3.46 Clark College Financial Aid Handouts and Web Pages Exhibit 3.47 Higher Education Coordinating Board Financial Aid Report Exhibit 3.48 Scholarship Information Web Pages Exhibit 3.49 Northwest Education Loan Association (NELA) Loan Application; Stafford Loan Information Exhibit 3.50 Online Loan Counseling and Information Exhibit 3.51 NELA E-News for Default Rate; Department of Education Cohort Default Rate Exhibit 3.52 New Student Orientation Materials Exhibit 3.53 Advising Plan; Advising/Registration Web Pages and Handouts

Clark College 3-22 Students Standard Three

Exhibit 3.54 NextJob Online Job Posting and Recruitment Site; Pathways to Your Future Job Fair Information; Career Counseling Brochure Exhibit 3.55 Career and Employment Services Survey Results and Annual Report Exhibit 3.56 Health Services and Counseling Brochure and Information; Health Services Flyer; Alcohol/Drug Policy Exhibit 3.57 awards, professional certifications, sample menus, Culinary Arts Program Information; Administrative Procedures Section 415.023 Exhibit 3.58 Campus Food Services Vendors Exhibit 3.59 Food Service Task Force Report, April 2004 Exhibit 3.60 Program/Club Information and Application Exhibit 3.61 Associated Students of Clark College (ASCC) Constitution and Bylaws Exhibit 3.62 Administrative Procedures Section 715.00 – Student Organizations and Publications Exhibit 3.63 Fitness Center Flyers and Information Exhibit 3.64 Bookstore Policies/Procedures Manual Exhibit 3.65 Bookstore and Textbook Information for Students and Faculty Exhibit 3.66 Discovery Book Club Information Exhibit 3.67 Bookstore Online Survey Exhibit 3.68 The Independent, April 16, 2008; The Independent Staff Manual 2006–2007; Administrative Procedures Manual Section 715.000 – Student Organizations and Publications Exhibit 3.69 Phoenix, Volume 25 and 26 Exhibit 3.70 Athletics General Information and Eligibility Requirements; Clark College Penguins Media Guide Exhibit 3.71 Coach’s Manual; Athletics Job Descriptions Exhibit 3.72 Penguin Athletic Club General and Scholarship Information Exhibit 3.73 Clark College Viewbook Exhibit 3.74 Student Affairs Online Services Report Exhibit 3.75 Standard Three Sub-committee Meeting Notes and Recommendations Exhibit 3.76 Retention Plan

Clark College 3-23 Standard Four 4 STANDARD Faculty Faculty Standard Four

Standard Four Faculty

Introduction unit, to regularly examine issues ranging from salaries and benefits for full-time and Clark College faculty members are a group adjunct faculty to faculty involvement in of dedicated scholars and professionals who governance in order to strengthen our are committed to delivering responsive, existing faculty and attract the best possible high-quality, up-to-date instruction to the applicants for new faculty positions; these College’s diverse student body. Since 1998, accords are formalized in the faculty when the College was last accredited, contract, called the CCAHE Agreement. faculty involvement in the key instructional (Exhibits 4.1; 4.2) committees has increased significantly, and faculty members have welcomed Faculty Qualifications opportunities to positively impact the overall quality of instruction and services that Clark Clark College faculty are professionally College offers. Faculty members also qualified and committed to the institution. contribute their expertise to the community Each department or program identifies the beyond the classroom through involvement specific expertise and numbers of instructors in numerous outside activities. The first needed to meet its instructional goals and priority for Clark College faculty remains develops the criteria for recruiting and student learning and success. (Appendices selecting faculty accordingly. Tenure 4.1; 4.2) committee members evaluate and mentor new faculty to ascertain both the expertise Clark College faculty members make a and competence of instructors before tenure significant impact on their students, as is granted. Strict guidelines stand in place shown by this year’s nomination list for the for the recruitment, selection, and post- Faculty Excellence Award. For the first employment evaluation processes in order to time, the award was announced to the comply with the CCAHE Agreement and to broader Clark College community via the address the needs of individual departments. College website. In typical years, about a In general, as the Standard Two department half-dozen faculty members are nominated notebooks demonstrate, the competence and for this award. This year, with increased commitment of Clark College faculty is publicity, over 80 nominations were exemplary. The collective educational received. achievements of the Clark College faculty Because faculty members have primary include associate, bachelor’s, master’s, and responsibility for the quality of the doctoral degrees from both national and educational programs offered at Clark international institutions. (Appendix 4.3) College, the selection, development, and (4.A.1) retention of competent instructors is of When short-term needs arise or where the paramount importance to the institution. The skills, knowledge, or numbers of available College works in collaboration with the full-time tenured or tenure-track faculty are Clark College Association of Higher insufficient to meet the needs of the Education (CCAHE), the faculty bargaining program, temporary full-time and/or adjunct

Clark College 4-1 Faculty Standard Four instructors augment the department’s academic planning. Within their instructional capability or capacity. In a rare departments, faculty members maintain a instance, the College may grant a program central role in curriculum planning and the authority to seek a full-time instructor, modification. In career and technical and yet the program may need to hire programs, Advisory Committee members adjunct instructors because no full-time advise the program on curriculum revisions instructor can be located. For example, in as well as regarding advances in their the Nursing Program, competition for respective occupational fields. Faculty qualified personnel has led to at least one members ensure the curricula of these such instance. In other areas, such as the Art programs meet national standards, including Department, adjunct instructors are hired to professional accreditation in some cases, as provide a highly specialized expertise well as the Washington State Skill necessary only for a single course. (4.A.1) Standards. (Exhibit 4.3) (4.A.2) In departments where neither situation In an effort to increase faculty participation, exists, however, the extent to which the several college committees have been College depends upon adjunct instructors reorganized since the last accreditation. The poses a significant challenge to the criteria Vice President of Instruction and the outlined in Standard 4.A.1, which calls for CCAHE President now make key committee faculty whose “primary commitment” is to appointments (Professional Placement and the institution. The coordination and Advancement Committee, Instructional consistency of instructional delivery may be Planning Team, and Curriculum Committee) hampered by the large numbers of faculty jointly. Descriptions of campus committees who lack both time and opportunity to where faculty serve, and the role of those engage fully with the institution or even committees, indicate increased involvement. with the department. Many do not and (4.A.2) cannot participate unpaid in the activities The Instructional Planning Team (IPT), vital to maintaining course integrity. By and whose responsibilities are defined in the large, however, faculty members at Clark CCAHE Agreement, institutes and monitors College possess the needed professional the instructional planning process. The IPT qualifications and expertise in their makes recommendations to the Vice respective instructional delivery areas and, President of Instruction regarding academic in most cases, full-time and adjunct policies, such as distribution requirements, instructors display dedication of which the transfer and degree requirements, program College can feel justifiably proud. (4.A.1) reviews, and the approval of new programs. Since 1998, membership on the IPT has Faculty in Governance increased from five faculty members, Faculty serve the institution outside the including at least one division chair, to classroom, as well. In fact in recent years, eleven tenured faculty members, the College faculty increased their representing all instructional units as well as participation in academic planning, the CCAHE. In addition, the process for curriculum development and review, selecting the committee’s chair has changed. academic advising, and institutional Previously, the Vice President of Instruction governance. Since the last accreditation served as committee chair, and now the visit, the College community has worked to membership elects the chair. (Exhibit 4.1 - strengthen the faculty’s role and voice in Article I.H) (4.A.2)

Clark College 4-2 Faculty Standard Four

In accordance with its description in the receives 25% release time. (Exhibit 4.1 - CCAHE Agreement, the Curriculum Article I.I) (4.A.1) Committee reviews the appropriateness and Faculty are involved in institutional policy integrity of course offerings. In addition, the making at various levels of College Curriculum Committee approves new governance, through standing and ad hoc courses, course revisions, and the committee work, department/division work, elimination of individual courses when and participation in the CCAHE, as departments and programs propose such established in the College’s Administrative changes. Since 1998, the faculty Procedures Manual. Faculty members serve membership of the Curriculum Committee in both decision-making and advisory roles. increased from four tenured faculty Opportunities for this involvement are members to 10. Those 10 faculty include available on any of the 21 standing two members from each of the institution’s committees with faculty representatives. In five instructional units. The membership addition, the Curriculum Committee and the now elects the chair of the Curriculum College administration have agreed to a Committee. The faculty member who serves philosophy of shared governance and as the chair of the Curriculum Committee interest-based bargaining. (Table 3 Exhibits 4.4; 4.5) (4.A.2)

Table 3 Standing Committees with Faculty Membership Academic Standards Bookstore Advisory Calendar Clark College Council Clark II Curriculum Cultural Pluralism eLearning Employee Development and Training Advisory Environmental Health/Safety Faculty Excellence Awards Finance Committee for ASCC Financial Aid Advisory Foundation Funds Allocation Information Technology Council Instructional Planning Team Outcomes Assessment Professional Placement and Advancement Public Relations Scholarship Security/Parking Advisory Student Conduct Technology Fee

Faculty participation in other areas of the individual faculty members, especially in institution is both less consistent and less career and technical programs. The strength well-defined than in the committees noted of academic advising at Clark varies by above. Although the CCAHE Agreement department, with some departments addresses academic advising, at the present engaging in extensive recruitment and time, the College does not offer a clear individual as well as group advising. Other policy on advising, and faculty involvement departments do little advising, mostly in this area is uneven. Each faculty member because of a lack of “majors” at the participates in academic advising at his/her community college level. Academic discretion. Advising is completed by general advising remains an area of concern that advisors, special program advisors, and Clark College is currently addressing via an

Clark College 4-3 Faculty Standard Four

Advising Task Force that includes faculty, little preparation by the faculty member. staff and administrators from Instruction and These perceptions led to establishing Student Affairs. (Exhibit 4.1 - Article VI.I) different workloads. (Exhibit 4.2 - Article (4.A.2) VI.F) (4.A.3) Changes in classroom pedagogy and Faculty Workload assessment requirements at all levels call for The College faces another challenge in the reconsideration of these perceptions. The area of faculty workloads. To maximize College has responded to various curricular institutional effectiveness, faculty workloads directives, such as “writing across the should reflect the Mission and goals of the curriculum” and “authentic assessment” of institution and the talents and competencies acquired knowledge and skills. Thus, many of faculty, allowing sufficient time and non-English composition classes (including support for professional growth and renewal. certain professional/technical classes) now Achieving equity in workloads, however, require significant writing in the form of continues to pose a particularly challenging essays, research papers, lab reports and the issue for the College. Workloads within like. In addition, many classes outside departments range from 12 to 35 contact traditional professional or technical fields hours. The typical loads for most classes are require students to demonstrate skills 15 contact hours for “all lecture” and 18 learned in course areas such as public contact hours for a combination of lecture speaking, English composition and and lab. Faculty librarians and counselors chemistry. The lines between academic and are assigned 35-hour loads, though they are professional/technical classes as well as generally not in traditional classroom those between lecture and lab classes have settings. The lowest loads of contact hours blurred; hence, the College needs to revisit (12 to 13) are contracted for classes the workloads derived from earlier models. considered to be writing-intensive (English (4.A.3) composition, journalism and theater). Those One method allowing this review is outlined departments with higher loads of contact in the CCAHE Agreement, addressing the hours (20 to 24) are typically seen in career potential problem of unequal workloads and technical education classes. Differences among full-time faculty members. The in contact hours are based on traditional agreement states that a faculty member who notions about how academic and vocational thinks her or his workload is excessive may classes are taught, as well as traditional request a temporary or permanent notions about the differences in preparation adjustment. (Exhibit 4.2 - Article VI.F.5) time for lecture classes versus laboratory (4.A.3). classes. In the past, it was common for Workload pressures are mitigated by the fact academic classes to be defined as that full-time faculty members enjoy the exclusively lecture format and opportunity to request time for professional professional/technical classes as “all growth and renewal in the form of sabbatical demonstration.” It was assumed that classes and “mini-sabbatical” leaves. In addition, considered “all lecture” or “purely the college calendar designates academic” required extensive preparation by approximately 13 “faculty work days” (with the faculty member. Conversely, the most during fall orientation) during the assumption was that “all demonstration academic year, although these days classes” or laboratory and generally focus on work for which professional/technical classes demanded

Clark College 4-4 Faculty Standard Four insufficient time exists otherwise, such as remuneration rates have improved. Within lesson planning, grading, and administrative the immediate region, Clark College’s salary tasks or meetings. (Exhibit 4.2 - Article levels are more than competitive. For V.N) (4.A.3) instance, the salary range for full-time faculty at Portland Community College Salary and Benefits during the 2007 Agreement year was $43,913–$73,569, though the 9% Oregon Adequate salaries are necessary to attract income tax complicates the comparison, and retain a competent faculty. (4.A.4) The since Washington has none. Since the 1998 College has achieved mixed success in this accreditation, salaries have increased regard, with faculty salaries and benefits substantially for both full and adjunct proving adequate in some departments but faculty. (Appendix 4.4) (4.A.4) not in others. For certain career and technical education areas, the College The College has revised the salary structure, continues to struggle to locate sufficient as well. In 1998, the full-time salary qualified applicants for faculty openings. schedule showed two columns, one for non- Industry-level salaries in areas such as tenured faculty and one for tenured faculty. nursing and computer science, for example, In 2000, the CCAHE bargained for a single far exceed the top salaries paid to faculty at salary schedule for all full-time faculty Clark College. In other departments, such as members, regardless of tenure status. Since English and History, the College may 1998, entry-level salaries increased by receive more than 100 applications when it $13,715. Top salary levels increased by advertises a full-time faculty position. $17,427. Tables 4 and 5 below illustrate the Although the College pays faculty less than changes in salary from 1998 to 2007. (4.A.4) instructors at other area colleges,

Table 4 Full-Time Faculty Salary Schedule Contract Entry Salary Top Salary Vocational Earned Year Certificate Doctorate Stipend Stipend 1998 28,365 46,765 165 747 2000 34,500 54,200 250 900 2004 37,700 58,960 250 900 2006 40, 73362,400 250 900 2007 42,080 64,192 250 900 (4.A.4) The College has also increased salaries for based on the total number of classes taught adjunct instructors. In the 2004 CCAHE over the course of employment at the Agreement, the adjunct faculty salary College. This change provides incentive for schedule was amended to provide for two adjunct faculty to continue teaching at categories or levels of part-time faculty Clark.

Clark College 4-5 Faculty Standard Four

Table 5 Adjunct Faculty Salary Schedule Contract Hourly Hourly Pay for Part-time Year Lecture Lab Final Exam Status 1998 35.60 31.50 None All the same 2004* 45.40 38.90 88.00 Adjunct 50.80 44.30 100.00 Affiliate 2006 50.50 43.20 98.00 Adjunct 56.40 49.10 111.00 Affiliate 2007 55.10 47.10 106.00 Adjunct 61.50 53.50 120.00 Affiliate *As of the 2004 CCAHE Agreement, part-time faculty members were assigned either to adjunct or affiliate status, depending on years of experience at Clark College. The CCAHE Agreement, details definitions and requirements for attaining affiliate status. (Exhibit 4.2 - Appendix B) (4.A.4)

College policies on salaries and benefits, compensated with either release time or summarized below, are available in print stipends. All additional compensation is and online in the Administrative Procedures governed by the appropriate sections of the Manual as well as the CCAHE Agreement. CCAHE Agreement. Rates for adjunct and affiliate faculty are Policies for granting benefits are also also made public via the CCAHE publicly available. All full-time faculty Agreement. (Exhibits 4.2 - Appendix B; 4.6 members are eligible for benefits as outlined - Section 600.000) (4.A.4) in the CCAHE Agreement. Adjuncts/ Full-time faculty members are paid affiliates are eligible for medical insurance if according to the schedule in the CCAHE their workload exceeds 50% FTEF over two Agreement, Appendix A. When full-time consecutive quarters, with both spring/fall faculty members teach “moonlight” or and summer/fall counted as such. Adjuncts summer classes, they are compensated in this status may also accrue sick leave according to the adjunct faculty rate. Faculty according to Washington State guidelines. members, especially those who teach full- (Exhibit 4.2 - Articles III, IV, V) (4.A.4) time in the summer quarter, have requested that summer teaching be paid according to Faculty Evaluation and Tenure the salary schedule that applies in fall, Review winter, and spring quarters, since the adjunct rate discourages full-time faculty members The College provides for regular and from teaching during the summer term. systematic evaluation of faculty (Exhibit 4.2 - Appendix A) performance. The specific process for evaluating an individual faculty member is Additional compensation is provided for determined by his/her employment status as non-teaching activities, special projects full-time tenured, tenure-track probationary (course number 290) classes, large advising or full-time temporary. The CCAHE loads (in excess of 20 students), and for Agreement outlines the procedures for each activities funded by the Associated Students case. (Appendix 4.5) (4.A.5) of Clark College (ASCC). Faculty members who serve as division chairs are

Clark College 4-6 Faculty Standard Four

Except for the tenure probation process, Clark College, full-time temporary and which involves a collaborative evaluation special programs faculty undergo the post- performed by a tenure committee, tenure evaluation process. (Exhibit 4.8) differences among other faculty evaluation (4.A.5) processes are limited to the frequency and number of reviews, not type. All faculty Recruitment and Selection of members, on schedules according to the New Faculty employment status of each, must undergo classroom observations and student To recruit and select full-time faculty, the evaluations. A committee composed of three College developed and follows the orderly faculty members and three administrators process described in the Administrative has recently revised classroom observation Procedures Manual. As required, that forms, used for both peer and tenure review process, as well as other institutional committees. Student evaluation forms, personnel policies and procedures, is defined which were revised in October 2007, do not and publicized on the College intranet and differentiate according to full-time or defined in the CCAHE Agreement. (Exhibits adjunct status. Additional student evaluation 4.2 - Article III.L; 4.6) (4.A.6) forms may be used when gathering In establishing minimum faculty information from non-native speakers of qualifications, the College adheres to the English or for learners with developing Washington Administrative Code (WAC), learning skills who may have difficulty Chapter 131-16. For academic transfer and understanding and using standard forms. In basic skills departments and programs, the these cases the department may provide a College requires a master’s degree as a simplified or translated version. Mode of minimum requirement and complies with delivery may also affect the evaluation personnel standards in WAC 131-16-091. format employed, as in an eLearning class. To be qualified to teach in their area of (Exhibit 4.7) (4.A.5) specialization, professional/technical The three-year faculty tenure process program faculty must have sufficient broad includes self-evaluations, tenure review and comprehensive training, industry- committee evaluations, student evaluations, recognized certification when available, and supervisory evaluations. Post-tenure current applicable vocational certification evaluations are conducted on a five-year and relevant work experience or relevant schedule and include, in the fifth year of current teaching experience in their fields. employment, one self-evaluation, one (4.A.6) supervisory, and one peer evaluation. Faculty positions are advertised locally and Tenured faculty members are also evaluated nationally through various media, including through student evaluations conducted in online and print forms of publications such one course per year. (4.A.5) as The Chronicle of Higher Education, During the first three years of employment, Diverse Issues in Higher Education, non-tenured faculty, including full-time Hispanic Outlook, and Women in Higher temporary and special programs faculty, Education. Recruiting processes also include undergo three evaluations per year, one each local newspapers, listserves of professional from three different sources: a classroom of and academic societies, and Craigslist. students, a peer, and a supervisor (this Screening committees, made up mostly of typically includes a classroom observation full-time faculty, are responsible for by a peer). After three academic years with selecting a final roster of full-time

Clark College 4-7 Faculty Standard Four candidates. Human Resources staff train involves the authority of the instructor to screening committees and provide each grade student work. The article grants that member with a faculty recruitment and “faculty members have the exclusive right selection notebook to ensure a fair and and responsibility to determine grades and thorough screening process. Most committee other academic evaluations of students.” members belong to the discipline for which (Exhibit 4.2 - Article VI.A.6) A process the new employee is sought, but the exists for cases where students wish to committee also generally includes one dispute the instructor’s assessment. The member from outside the discipline. The 2005–2007 Clark College Catalog details committee screens applicants prequalified the College’s Grade Change/Academic by HR staff, interviews a qualified group, Appeal Policy. “Students having complaints and recommends three finalists to the relative to academic performance President and Vice President of Instruction. evaluation” follow the three steps listed in (Exhibit 4.9) (4.A.6) the catalog. If a student complaint is not resolved with the instructor or the Academic Freedom and College appropriate division chair, the complaint Climate transfers to the instructional dean or supervisor, who meets with the student and As part of its commitment to foster and instructor. The dean or supervisor makes a protect the academic freedom of faculty, decision in regard to the appeal within 15 Clark College subscribes to the 1940 days of the meeting. According to the Clark Statement on Academic Freedom and College Catalog, “The decision by the dean Tenure issued by the American Association or supervisor will be final and cannot be of University Professors and the Association appealed further.” That statement reappears of American Colleges. This statement is unchanged in the 2007–2008 version of the endorsed by the American Association of catalog. A conflict exists, however, in the Colleges for Teacher Education, the difference between step three in the Grade Association for Higher Education, the Change/Academic Appeal Policy and the National Education Association, and other CCAHE Agreement language on academic professional groups. Academic freedom for freedom; those differences are evident in the faculty has been a component of the statements quoted above. This apparent CCAHE Agreement since it was first conflict should be addressed in the future to adopted in 1990. Academic freedom is clarify who holds final decision-making guaranteed in the current CCAHE authority on student grades. (Exhibits 4.10; Agreement. (Exhibit 4.2 - Article VI.A) 4.11) (4.A.7) (4.A.7, 4.B.7) The 2007 Accreditation Survey asked The College and the faculty union added faculty about their experience in expressing new language to the section on academic their points of view outside of the freedom in the 2000 CCAHE Agreement. classroom. This new language states that “all members Survey respondents, a mix of faculty, of the college community are to be treated administrators, and staff, assessed the with respect and with sensitivity to the validity of the following statement: “The impact of words and opinions.” (Exhibit 4.2 College encourages the expression and - Article VI.A.5) discussion of different ideas and points of Another component of academic freedom, view.” The results are summarized in Table also addressed in the CCAHE Agreement, 6. (4.A.7)

Clark College 4-8 Faculty Standard Four

Table 6 “The College encourages the expression and discussion of different ideas and points of view.” Response Frequency Percentage Fully Agree 92 30.7 Somewhat Agree 142 47.3 Somewhat Disagree 58 19.3 Completely Disagree 8 2.7 Total 300 100.0 Missing 15 Total 315 Source: 2007 Accreditation Survey Response Details

Among the 315 employee respondents, 44% engagement with the College at every level. of whom were faculty, only 31% agreed In every office on campus, faculty, staff, and fully that the College encourages open administrators strive to welcome adjunct expression of ideas. Overall, 78% of faculty with the hospitality, collegiality, and respondents indicated agreement and 22% information vital to the adjuncts’ success at indicated disagreement. Almost two-thirds Clark College. In most departments, division of the respondents chose “somewhat agree” chairs hire adjunct faculty members. In the or “somewhat disagree,” indicating their English and Mathematics Departments sense that the College’s climate does not where large numbers of adjunct faculty are clearly support and encourage “the needed, that responsibility is performed by expression and discussion of different ideas or shared with a faculty member who does and points of view.” In the survey, several not serve as chair, but who receives release people commented that following the time. In the English Department, for College’s recent change in leadership this example, where 43 adjunct instructors were aspect of the campus climate has improved, employed in fall 2007, the CCAHE whereas others thought it continued to pose Agreement lists a release of 25% for a a problem. (4.A.7) composition coordinator. Assisted by clerical staff, that person is also expected to Adjunct Faculty Recruitment orient and evaluate adjunct faculty. In most and Resources other departments, the division chair or a designated faculty member mentors the Like the full-time faculty at the College, adjunct to orient her or him to the temporary and adjunct faculty are qualified department and provide information needed to teach in their departments. A list of the for success at Clark College. In some degrees attained by temporary full-time departments, faculty, or support staff have faculty is presented in Appendix 4.3. (4.A.8) developed orientation handbooks that they To develop and retain the adjunct faculty provide to all new faculty, including who teach many of the classes, the College adjuncts. works to provide a comprehensive (Exhibits 4.12.1 – 4.12.4) (4.A.9) orientation to the institution, both to support In addition to the department-specific adjunct faculty and to encourage their orientation materials, the Office of

Clark College 4-9 Faculty Standard Four

Instruction provides adjunct faculty faculty. A report issued by the SBCTC for members the Annual Faculty Handbook, an the academic year 2006–2007cites that annually revised handbook of general Clark College employed 174 full-time information about the College. The faculty FTEF (47%) and 175 adjunct faculty Teaching and Learning Center schedules FTEF (48%), expressed in terms of full-time new faculty orientation sessions quarterly equivalent faculty (FTEF). Full-time faculty and now prints an Annual Clark College taught the remaining courses (5% FTEF) on Faculty Resource Guide. Adjunct faculty a “moonlight” basis. As of January 2008, receive a Clark College email account, and full-time faculty FTEF has remained at 47%. Computing Services provides a brochure (4.A.10) detailing their services. Adjunct faculty also The Washington State system average receive a mailbox for communication (mean) for full-time faculty FTEF is 51%, purposes, located in the offices of their placing Clark below the average. The respective departments. (Exhibit 4.13; 4.14) Washington State system average for (4.A.9) adjunct faculty FTEF is 44%, placing Clark College above the average. Full-time faculty Use of Adjunct Faculty FTEF for Washington State ranges from While the faculty and staff are keenly aware 29% at Seattle Vocational Institute to a high of the need to facilitate the adjuncts’ entry of 89% at Bates Technical College. Of the into the College community, it is equally 34 community and technical colleges in the important that the College periodically state of Washington, 13 schools have full- assesses institutional policies concerning the time faculty FTEF at or in excess of 50%. use of adjunct faculty. Clark College does Of the five comparably sized colleges not have written policies governing part- (measured in total teaching FTEF), Clark time/full-time ratio or indicating which ranks in fourth place. (Table 7) (4.A.10) classes are taught by adjunct or full-time

Table 7 Selected Washington Community College FTEF College Total Teaching Percentage FTEF Full-time Faculty Spokane 306 67% Spokane Falls 327 52% Green River 308 49% Clark 368 47% Bellevue 381 39% Source: SBCTC 2006-2007 Academic Year Report

In analyzing the College’s progress in percentages stem from the number of full- improving the full/adjunct FTEF ratio for time faculty who teach on a moonlighting faculty since the last accreditation in 1998, basis). use of adjunct faculty has increased by Aggregated numbers, however, do not almost 7%, and use of full-time faculty has reveal the entire story. Some faculty dropped almost 2%. (Discrepancies in total

Clark College 4-10 Faculty Standard Four recognize the essential need in certain assess student learning are a key way faculty departments to employ adjunct faculty, to members conduct research in this primary acquire instructors equipped with particular area of responsibility. The College and skills and knowledge. The Art Department faculty have formally acknowledged the employs an adjunct instructor for its importance of this kind of research by calligraphy course, for example. In other including responsibility for assessment in departments, however, the proportion of the faculty job description in the CCAHE part-time faculty exceeds 50%, and they Agreement. teach the same classes as the full-time The faculty job description also requires faculty. In such cases, the department uses faculty to “keep current in the discipline” adjuncts solely to increase that department’s and to “renew skills and maintain currency capacity, not its capability. For instance, in by involvement in professional development fall 2006 the English Department employed activities.” For some faculty, complying more than 40 adjunct faculty and 17 full- with this charge includes engagement in time faculty. In spite of recent full-time original scholarship, research, and/or artistic hires, the English department remains creation within their disciplines. In addition unbalanced in this aspect. This creates a to keeping current, faculty members at Clark stressful workload situation for the person College are involved in various forms of assigned to recruit, hire, and supervise such scholarship, research, and artistic creation a large a group of adjunct faculty members. that add scope and depth to the College There is a financial cost to recruiting as well community. Examples of these activities are as a cost in hours that full-time faculty found in the Standard Two Department spend in locating, orienting, and evaluating notebooks. (Appendix 4.6; Exhibits 4.2 - adjunct faculty. Particularly in departments Appendix C.A; 4.16.1 - 4.16.4; Standard with high proportions of adjunct instructors, Two Exhibit 2.1- Faculty Vitae) (4.B.1) it is difficult to ensure continuity in sequential courses and consistency between The College clearly communicates its instructors teaching multi-section classes. In policies and procedures concerning addition, adjunct faculty typically do not scholarship, research, and artistic creation. hold office hours (for which they are not The CCAHE Agreement addresses compensated), are not as available to intellectual property rights and copyrights. students, and cannot be expected to make The agreement lays out the conditions under Clark College their “primary” commitment which faculty members retain ownership of as mandated by Standard 4.A.1. (Exhibit materials they develop and when those 4.15) (4.A.10) materials are considered the property of the College. This policy remains unchanged Faculty Scholarship and since the 1998 Agreement. (Exhibits 4.2 - Research Article VII.F; 4.17) (4.B.2) Although Clark College faculty members To maintain and further the competence and conduct limited research, the principles and effectiveness of faculty, Clark College spirit addressed above govern the research encourages and supports the scholarship, that occurs. Faculty help shape the policies research, and artistic creation of the faculty. that guide research at Clark College. For As is true at any community college, the instance, some College employees (faculty Clark College faculty members are involved and staff) conduct research that involves primarily in direct teaching. Projects that human subjects, and such proposed research

Clark College 4-11 Faculty Standard Four

is reviewed by the Clark College activities through Clark II and Research and Institutional Review Board, established in Performance (RAP). In addition, faculty December 1998. The Review Board includes may apply for release time from teaching to a chairperson, a research analyst from the work on research, scholarship, and artistic Planning and Advancement Department; the creation through the traditional sabbatical Executive Dean of Planning and leave as well as through the Faculty Advancement; the Registrar; one science Excellence Release Time Award. Program- faculty; one non-science faculty; and one specific funding sources exist for faculty member from the civic community. (Exhibit development, as well, such as the Murdock 4.18) (4.B.3) monies for the Sciences and Health Sciences and Carl Perkins funding for career and Faculty Professional technical programs. (Exhibit 4.19) (4.B.3 Development and 4.B.4) Like full-time faculty, adjuncts can receive The College takes seriously its commitment Murdock funding. Adjunct faculty do not to provide opportunities for all faculty to receive Individual Faculty Development engage in professional development, as Funds, but they may use Perkins (if they are expressed in the CCAHE Agreement. That involved with professional or technical agreement states, “the participation of programs), Foundation Faculty College faculty in such development Development, RAP, and General Faculty activities as workshops, professional Development funds allocated to the meetings, continuing education, curriculum instructional units. Specified professional development, and research is essential for development funds also exist for adjunct the maintenance and growth of a quality faculty. An annual fund of $15,000 is educational environment at the College.” prescribed in the CCAHE Agreement for To fulfill this commitment, the College adjunct faculty professional development provides faculty professional development activities. The use of the fund requires both directly—through trainings and approval from the division chair and workshops coordinated by the new Teaching authorization by the dean, within the and Learning Center—and in the forms of following guidelines: the maximum financial support, release time from teaching individual expenditure is $500 and duties, and sabbaticals. (Appendix 4.6; maximum unit expenditure is $5000. The Exhibit 4.2 - Article VII.A) (4.B.4, 4.B.5) Faculty Coordinator from the Teaching and Learning Center monitors and disperses Funding Sources these funds. (Exhibit 4.2 - Article VII.E) Faculty members may look to a variety of (4.B.3, 4.B.4) funding sources for professional development. The College allots $400 to Salary Advancement every full-time faculty member each year Faculty professional development can help a through Individual Faculty Development faculty member advance in salary. Through Funds for book purchases, journal the Professional Placement and subscriptions, professional organization Advancement Committee (PPAC), faculty dues, conference registrations, and travel to may apply for and receive credit equivalents support development activities. Full-time for advancement on the salary schedule for faculty may also request funding for engaging in research, fieldwork, focused scholarship, research, and artistic creation

Clark College 4-12 Faculty Standard Four reading, writing and publishing, professional College services and professional work experience, and/or attendance at development. conferences, workshops, and seminars. • The College increased access to Guidelines and procedures for PPAC credit professional development opportunities are located in the Clark College and support. Administrative Procedures Manual. (Exhibit 4.20) (4.B.5) Challenges Grants and Contracts • A fragmented system of academic advising with varying levels of faculty As Clark College is a community college, involvement. faculty members are not routinely involved in academic research. In some programs, • Lack of alignment between policies for faculty members solicit support for program faculty assignment of grades and the enhancement through funding from grants, procedure for student challenges of consistent with the College goals. Each grades. grant is linked directly to one of the College • Concerns by faculty that they may risk Mission Imperatives. Many College negative consequences in voicing their departments take part in grant writing and ideas and points of view. procurement of funds to expand and improve programs. The State Board for • Rates of pay for “moonlight” and Community and Technical Colleges awards summer teaching for full-time faculty many grants to the College community for remain at the adjunct rate, rather than at program growth and development. the rate the full-time person earns during Collectively, grant writers have secured the traditional academic year. grants from a wide variety of granting • High numbers of adjunct faculty in some bodies over the last several years. A departments continues to be an issue. summary of College grants can be viewed on the College website and is included in the exhibits for Standard Four. (Exhibit 4.21) Recommendations • Collaborate with Student Affairs in the Strengths development of an effective academic advising system. • Clark College benefits from increased involvement of faculty in academic • Review the policies that are in conflict planning, curriculum review and regarding the final decisions on grades. development, and a variety of other • Address the high number of adjunct College-wide committees. faculty in departments with adverse • The College developed two categories adjunct/full-time ratios. for adjunct faculty members, which • Address moonlight and summer pay acknowledge and reward more fully the through collective bargaining. contributions of long-time adjunct faculty members. Actions Taken • The College significantly increased support for adjunct faculty members in • An Advising Task Force, established in areas including salary, benefits, access to 2007, proposed a new advising model

Clark College 4-13 Faculty Standard Four

along with specific budget requests to • The 2008-2009 Operational Plan provide staffing for the model. This includes an Instructional goal to assess budget request has received partial Washington community colleges funding for the 2008-2009 year. comparable to Clark College to identify best practices in part-time faculty use • A funded goal from Instruction for the and to draft a policy with budget and 2008-2009 Operational Plan proposes to goal implications for submission in the increase the number of full-time faculty 2009-2010 goal and budget request at the College by 2%. cycle.

Clark College 4-14 Faculty Standard Four

Supporting Documentation for Standard Four

Appendices Appendix 4.1 Faculty and Administration Demographics Appendix 4.2 Institutional Faculty Profile Appendix 4.3 Number and Source of Terminal Degrees of Faculty Appendix 4.4 Full-time Faculty Salary Schedule History 1998 – 2006 Appendix 4.5 Clark College Association for Higher Education Agreement, Articles III.C and III.D Appendix 4.6 List of Faculty Professional Development and Contributions Outside of the Classroom

Supporting Documentation in Team Room Exhibit 4.1 Clark College Association for Higher Education Agreement 2004

Exhibit 4.2 Clark College Association for Higher Education Agreement 2006 Exhibit 4.3 Curriculum Development Handbook Exhibit 4.4 Administrative Procedures Manual, Section 800.000 Exhibit 4.5 Clark College Committee Roster Exhibit 4.6 Administrative Procedures Manual, Section 600.000 Exhibit 4.7 Tenure Review Committee and Process Handbook 2007 – 2008 Exhibit 4.8 Evaluation Procedure for Tenured Faculty and Sample Evaluation Forms Exhibit 4.9 Human Resources Sample Recruitment/Selection Process and Responsibilities Notebook (Adult Basic Education Faculty) Exhibit 4.10 Clark College Catalog 2005 – 2007, pg. A22 Exhibit 4.11 Clark College Catalog 2007 – 2008, pg. A17 Exhibit 4.12 Faculty Handbooks 4.12.1 Nursing 4.12.2 Medical Radiography 4.12.3 Music 4.12.4 Clark Center at WSUV Exhibit 4.13 Faculty Handbook 2007 – 2008

Clark College 4-15 Faculty Standard Four

Exhibit 4.14 Faculty Resource Guide 2006 – 2007 Exhibit 4.15 Non-Tenure Track Adjunct Faculty Employment Contract Exhibit 4.16 Phoenix – art and literary work by Clark College students 4.16.1 Phoenix 2003 4.16.2 Phoenix 2004 4.16.3 Phoenix 2005 4.16.4 Phoenix 2006 Exhibit 4.17 Administrative Procedures Manual, Section 710.065.4 Exhibit 4.18 Human Subject Review Exhibit 4.19 Clark College Funding Sources Exhibit 4.20 Administrative Procedures Manual, Section 335.000 Exhibit 4.21 Clark College Grants and Status

Clark College 4-16

STANDARD 5

Library and Information Resources Library Information and Standard Five Standard Library and Information Resources Standard Five

Standard Five Library and Information Resources

Introduction web page is the electronic gateway to this vast collection of licensed scholarly Cannell Library’s mission to support the electronic information and to online educational mission of Clark College clearly instruction for using that information defines the library’s traditional role in effectively. The physical library and the fostering the teaching and learning activities digital library work together to support that help students find success in their learning at Clark College. The Vision studies and become lifelong learners. Statement that concerns both library (Exhibit 5L.1) concepts is posted on the library website. Although that mission remains constant, the (Exhibit 5L.3) (5.A.2 AND 5.A.3) means to achieve it have changed profoundly. The information landscape that Library Collections, Resources, supports teaching and learning has altered as and Services electronic library collections and the Cannell Library provides authoritative and ubiquitous information environment of the up-to-date resources to support the College’s Internet are quickly supplanting information curriculum with information students need stored on paper in printed volumes. As a for papers, essays, presentations, projects, result, the library strives to teach and to and intellectual growth. Librarians share encourage information literacy skills for its responsibility for selecting library resources students. (Exhibit 5L.2) (5.A.1) in assigned areas of the curriculum and Cannell Library maintains access to encourage faculty members to develop the essential print library collections; provides collection by submitting requests in their access to licensed electronic collections; academic fields. The Cannell Library mediates the vast potential of the Internet; Collection Development Policy defines and provides traditional, value-added library selection criteria and outlines procedures services for students and faculty in creative with respect to purchases, gifts, and new ways. At the beginning of the twenty- weeding. (Exhibit 5L.4.1) (5.B.1, 5.B.2, first century, Clark College finds itself with 5.B.4) two libraries, “brick” and “click,” coexisting Traditional books and media materials are in a symbiotic relationship for the integrated in a single collection arranged by foreseeable future as the information the Library of Congress classification landscape and cyber-infrastructure continue system. Special collections include a to evolve. The brick Cannell Library is a Washington State Documents collection, an human-centered space, a handsome building ESL/ENL browsing collection, and the where Clark College librarians and library Renaissance Kids collection of children’s staff assist students, where students find books intended to support students who comfortable places to study and collaborate want to foster literacy by reading to their on course assignments, and where students children. The Reference and Periodicals can access paper and electronic collections. collections reside on the first floor of the The click library is the online library on the library close to the Reference Desk. Current World Wide Web, and the Cannell Library

Clark College 5-1 Library and Information Resources Standard Five periodicals and the New Books Collection Pro, Oxford Reference Online, and Access are shelved in a nearby reading area. Science. In fact, Cannell Library added its Videocassettes, DVDs, and CDs in high 10,000th e-book in 2007. As of early 2008, demand for classes reside behind the Cannell owns over 11,500 e-books. (Exhibit Circulation desk along with the Reserve 5L.6) (5.B.5) collection that supports faculty course Librarians evaluate print and electronic objectives. periodical subscriptions annually and are The print reference collection currently currently engaged in a project to migrate contains over 9,000 volumes. Reference from print to electronic formats whenever librarians work to keep the reference possible. Librarians have canceled some collection current, having carried out a print serials in recent years, partly in major weeding project that began in 2005. response to increasing serial prices and static During the project, librarians removed serials budgets and partly in favor of approximately 1,700 reference volumes. electronic journals. For the last three years, (Exhibit 5L.5) (5.B.1) librarians have assessed the print collection in view of student demand, looking at usage Students expect to complete college work statistics for print, expense, and availability when it is convenient for them; as a result, of content online. An increasing portion of collection development increasingly focuses the periodical titles is included in on electronic resources. Migrating to publishers’ and vendors’ aggregated electronic access via the digital library electronic journal databases. Data, anecdotal requires shifts in both funding and staffing evidence, and usage statistics point to a to manage the growing collection of licensed continuing and growing preference for electronic resources. When available, the electronic information both on and off library licenses online reference tools such campus. (Table 1 and Table 2; Exhibit 5L.7) as the Gale Virtual Reference Library, CQ (5.B.1) Researcher, Encyclopedia Britannica, IT

Table 1 Annual Searches in Aggregated Journal Databases 2004–2005 2005–2006 2006–2007 EBSCO 14,550 26,690 163,949 Thompson/GALE 202,177 195,263 27,213 ProQuest 465,772 786,632 1,003,516 Total 682,499 1,008,585 1,194,678 Source: Cannell Library Database Usage Statistics 2004–2007 (Exhibit 5L.7) [Note: EBSCO databases were expanded in 2006—2007 and Gale databases were scaled back.]

Table 2 Proxy Server Access to Electronic Resources from On and Off Campus 2004–2005 2005–2006 2006–2007 On-Campus 45.7% 49.4% 51.4% Off-Campus 54.3% 50.6% 48.6% Source: Cannell Library Database Usage Statistics 2004–2007 (Exhibit 5L.7)

Clark College 5-2 Library and Information Resources Standard Five

In 2004, Cannell Library joined the Orbis support for learner-focused education to Cascade Alliance, a resource-sharing library encourage members of the College consortium composed of public and private community to become information-literate colleges, community colleges, and citizens able to access, organize, evaluate, universities in Oregon and Washington (35 document, and present information ethically in the winter of 2008). Created in 2003 using electronic, print, and human resources. through the merger of two strong regional For several years, Clark College has consortia, Orbis and Cascade, the Alliance included an Information/Technology demonstrates the power, influence, and Ability. (Exhibits 5L.8; 5L.9) (5.B.2) extraordinary benefits of innovative The active and well-developed information- collaboration among private and public literacy program is staffed by a team of academic libraries. Sustained development librarians with excellent teaching skills and of Clark College’s unique collection geared a history of strong cooperation and to the needs of community college collaboration with classroom faculty to vocational and transfer students is expected develop classes and tools to support student for continued membership in the Alliance. learning. Table 3 reflects steady growth in (5.C.2) instructional sessions.(Exhibit 5L.10) In 2007–2008, Cannell Library embarked on its first project to create its own digital collections. The library partnered with the Table 3 Art Department to initiate a project to Library Instruction Sessions Held at digitize the collection of art slides. With Cannell Library: 2000–2006 funds from the Clark College Foundation, Academic Year Number of Cannell Library purchased digitization Classes software and ContentDM. An Art 2000–01 217 Department Foundation grant hired one staff 2001–02 287 member to scan the slides and create 2002–03 365 retrieval data. (5.B.5) 2003–04 364 Library Services 2004–05 434 2005–06 461 Cannell Library is a teaching library, and 2006–07 496 librarians influence student learning via Source: Library Instruction Sessions (Exhibit 5L.19) three primary services: classroom

instruction, reference services, and the Growth numbers coincide with the hiring of library website. Students extend their additional librarians and are limited only by learning beyond the boundaries of staffing and classroom space. The College disciplinary classrooms using each of these installed smart classroom technology in the access points. The reference and instruction Cannell Library instruction lab. When program at Cannell Library supports the appropriate, librarians travel to classrooms Clark College Mission and Mission outside the library for instruction. Librarians Imperatives. (5.B.2) also educate faculty and staff by offering Instruction one-hour workshops on timely topics such as new databases, plagiarism, Wikipedia, In 2007, Information was added as a Clark and Really Simple Syndication (RSS) feeds. College-wide Student Learning Outcome. (Exhibit 5L.11) Library faculty provide leadership and

Clark College 5-3 Library and Information Resources Standard Five

Librarians at Clark College participated in a course, LIB 105, is being re-written and four-year, $160,000 federal grant from combined with CTEC 105, Introduction to Library Services and Technology Act the Internet. The intention is to offer a (LSTA) funds. Three librarians attended the combined two-credit course in fall 2008. Association of College and Research Curriculum Committee has approved the Library (ACRL) Information Literacy course, and it will be taught by both Library Immersion program during June 2005. and Computer Technology faculty. Subsequently, all library faculty developed (Exhibit 5L.17) (5.B.2) program and assessment plans in order to Currently, the most pressing instructional strengthen information literacy pedagogies. challenge is to integrate course-related (5.D.3) library instruction into eLearning courses. The guiding document for librarians is the New course-integration software to enhance Reference Department Action Plan, which the library presence on the Blackboard® details outcomes teaching librarians identify system, purchased in 2007, will help with as critical components for promoting and this effort, as will new links to eReserves assessing information literacy for Clark embedded within Blackboard® course College students. The plan includes the shells. (5.C.1). following outcomes: Reference Service • Teach innovatively and collaboratively in order to increase student learning and Reference desk personnel focus on teaching success. students to locate and recognize authoritative information of all types, • Provide quality point-of-need reference including licensed web-based library instruction. information, free Internet sites, and • Provide leadership and support faculty traditional print tools. Librarians covered the excellence by sharing with faculty new reference desk for 65 of the library’s 69.5 innovations, tools, techniques, and open hours per week during the 2006–2007 resources. academic year, an improvement over the 58.5 hours of coverage at the time of the last • Assess information outcomes established accreditation report. The library used salary by the Reference Department in order to savings in 2006–2007 to improve coverage. achieve teaching excellence. The College used permanent budget dollars (Exhibits 5L.12; 5L.13) during 2007–2008 to continue this coverage. Librarians documented session-based and During summer quarter, the library is open course-embedded assessment of Information only 34 hours per week. During the eight- Literacy outcomes. The Reference week summer term, a full-time librarian, Department developed departmental who transfers hours from his or her outcomes in 2000. A library instruction academic year contract, staffs the reference policy is also in place. (Exhibits 5L.14; desk four days a week. Funding permitting, 5L.15; 5L.16) an adjunct librarian works an additional During spring term 2005 the librarians sixteen hours per week for four weeks of the introduced a one-credit course, Research in summer quarter to accommodate both the Information Age. The College has reference desk needs and classroom offered this course fall, winter and spring instruction. Consequently, coverage of the terms, but it proves a challenge to fill. The reference desk during summer quarter is

Clark College 5-4 Library and Information Resources Standard Five inconsistent. (Exhibits 5L.18; 5L.19; 5L.20) Library Website as an (5.D.1 and 5.D.6) Instruction Tool To accommodate student needs, in 2006 Reference librarians maintain the Cannell implemented a digital reference instruction-focused Cannell Library website, service, Ask a Librarian. During 2006–2007 using Dreamweaver. All library handouts, librarians answered 114 questions via this class links, user guides, continuing new service. In addition, the library education links and other instructional implemented an instant messaging reference materials are available on the website. A service in late 2007. (5.B.5) number of online tutorials, including four Cannell librarians also provide reference and modules adapted from the Texas instruction services to students in the Information Literacy Tutorials (TILT) and a Eastern Washington University Dental Plagiarism module developed in-house, are Hygiene, Social Work, and Business available and heavily used. Each of these Technology distance programs located on modules offers a quiz to allow faculty to the Clark College campus. track usage and scores.

Table 4 TILT Sessions completed in 2006–2007 with Average Score 2006–2007 Students completed Average Score TILT Module 1 608 86.7% TILT Module 2 669 84.8% TILT Module 3 579 87.3% Plagiarism 776 84.2% Source: LSTA Grant Reporting Assessment – Spring 2006 (Exhibit 5L.14)

The website also includes a “For and distance learners. Funding and technical Faculty/Staff” section, which includes links training, however, remain ongoing to presentations by librarians for classroom challenges. During 2006–2007, in faculty, an online library faculty handbook, partnership with librarians at Whatcom and and instruction policies. The Cannell Shoreline Community Colleges, Cannell Library Chimes, a newsletter published Library received a $14,990 Distributed every quarter during the academic year since Learning Development grant. Librarians 2000, is an effective tool for communicating used the funds to collaborate on developing with faculty and staff. In May 2007, the new web-based tutorials for information- librarians implemented Cannell Library: The literacy skills. In accordance with the grant, Blog. The link to the blog resides on the these modules will be distributed to other main library website and is intended as colleges in the Washington State another access point for students, faculty, Community and Technical College system. and staff to receive current library updates (5.B.2) without using campus email. RSS feeds to Librarians continue to explore additional this blog are available. (Exhibit 5L.4.2) ways to extend information to students, Reference librarians commit to the faculty, and staff and to adapt services to continued development of web-based incorporate Web 2.0 technologies. Because learning tools to support both on-campus of the time involved, upkeep on the website

Clark College 5-5 Library and Information Resources Standard Five continues to prove a challenge for librarians. Summit Borrowing The library’s information technology (IT) Specialist has helped to move the site In 2004, Clark College became a full partner toward dynamically generated content, in the Orbis Cascade Alliance and thereby easing the upkeep load. Even with implemented Summit borrowing (online the change, librarians will continue working access to collections of institutions in Orbis with the faculty and students in Interface Cascade Alliance). Students and faculty Design and Interactivity (GRCP 210) to seem enthusiastic about the wealth of perform usability testing on the website. available resources, easy patron-initiated This highly successful and rewarding requesting service, and speedy delivery of partnership has yielded annual books and media. Summit requests have improvements to the library’s website since grown steadily. The system makes 2002. (Exhibit 5L.22) (5.B.4) adjustments for equitable borrowing and lending among libraries, so periodic load Circulation balancing has increased the number of items the library lends. Summit processing is Staff at the Check Out Desk are on duty all timed with courier pickups to optimize open hours and assist library users to locate delivery speed. (Exhibit 5L.23) (5.C.2) and use resources and equipment. The integrated library system, Millennium, Interlibrary Loan includes an excellent public access catalog that tracks collection use and serves the Via interlibrary loan, students and faculty library well. Since upgrading to the new may borrow books and media inaccessible system: through Summit. Journal articles are delivered to the desktop via an email link, • Staff can issue library cards more and an authenticated, web-based interlibrary quickly and easily. loan form makes requesting simple and • Patrons can renew eligible items online rapid. (Exhibit 5L.24) as well as track the progress of pending Audiovisual Media requests via their library record. Faculty and staff schedule media for the • Patrons receive notices faster via email classroom using an authenticated, web- to pick up books on hold and to renew based video/DVD booking request form and materials. retrieve items at the library or have them • Staff members send courtesy reminders delivered to their offices. Faculty may also shortly before checked-out materials are renew their media items online. Computing due. Technology Department grants have purchased many new DVD recordings. • Collection of fines for overdue and lost Some titles circulate for 21 days either books is more efficient. locally or via Summit. Frequently used titles With some success, the library now uses a circulate either for three days or are “library collection agency to recover overdue use only.” materials; as a result, the number of delinquent borrowers has declined. In 2008, Reserves the library will implement a system upgrade Course reserves have evolved with changing to allow payment of fines and lost book needs and technology. In 2001, electronic charges by credit card. (5.C.1) reserves were introduced using Docutek

Clark College 5-6 Library and Information Resources Standard Five software, bringing students uninterrupted scripting languages, the IT Specialist has access to supplemental course materials. implemented numerous interactive forms on Circulation staff members work closely with the library website. This position is also the eLearning Office to provide alternative responsible for installing, configuring, and access to videos integral to online and tele- maintaining blogging (WordPress) and wiki web classes. Pass-through authentication (DokuWiki) software engines, an issue- was arranged between Docutek and tracking system (Mantis), and Google Blackboard® software to simplify access to Analytics service for website usage course reserves for eLearning students. statistics. Reference maintains both a public Circulation staff help faculty and staff and a private blog, and other library staff submit materials, make links for retrieval, members use the wiki to publish and share and advise faculty on copyright guidelines. documentation, policies, and procedures. No budget exists to obtain permission or Currently, the IT Specialist is researching make payment for materials outside fair use. content management systems with a goal of (Exhibit 5L.25) (5.A.3 and 5.B.5) implementing a dynamic website with content management distributed library- Technical Services and Library wide. Systems The impact of rapid growth in e-journals, In addition to purchasing, processing, and from 8,460 in 2004–2005 to 13,888 in cataloging all library materials and 2007–2008, has been felt by every staff monitoring library budgets, Technical member in Technical Services and has Services staff manage or coordinate library focused attention on improving management systems, including Millennium, the of licensed resources. In late 2007, Innovative Interfaces’ integrated library Technical Services staff implemented an system (ILS), Serials Solutions 360 Link, an Electronic Resources Management System OpenURL link resolver, and Serials (ERMS). Solutions AMS for managing full-text journal content available from multiple Service Challenges abstracting and indexing aggregators. The Student requests for additional evening and ILS includes a proxy server for enabling weekend hours are a recurring theme of remote access to electronic resources. The student surveys. As funding permits, staffing Technical Services Librarian coordinates is extended in attempts to meet these ILS support, but responsibilities are expressed needs. Schedule changes include distributed to appropriate staff in Technical later Saturday hours, earlier weekday Services and Circulation. Circulation staff openings, and later Friday closings. members manage and maintain Docutek Additional summer hours were added in ERes electronic reserves system and Clio for 2002, 2003, and 2005, but funding no longer managing interlibrary loan transactions. exists to sustain them. As well, funding and ContentDM digital asset management availability of temporary, part-time staff software was added in September 2007. remains inconsistent. Although student (Exhibit 5L.26) (5.D.2) staffing is essential, funding and student The College added an IT Specialist position availability often prove unpredictable. in 2005 to support the web online public Library staff expend a great deal of effort access catalog (OPAC) and assist with arranging a workable schedule to maintain systems administration. With a skill set that library open hours. (Exhibit 5L.27) (5.E.3, includes relational databases and web 5.A.1, and 5.A.3)

Clark College 5-7 Library and Information Resources Standard Five

Stable funding for adjunct reference 2007) and a microform reader/printer librarians is necessary to staff the reference (2001). A Rotary grant enabled purchase of desk fully, especially during summer new video-viewing equipment stations to quarter, and to provide full-time librarians accommodate DVDs and videocassettes sufficient free time for other duties including (2005). In 2007–2008, another Foundation webpage maintenance, information-literacy grant funded seven laptop computers for instruction in-person and online, and student checkout. Reliable photocopiers are committee obligations. For Technical available, and Computing Services upgrades Services and Systems staff, ongoing training some computers in the instruction lab and in a rapidly changing technological reference area every three years. (5.A.1) environment remains largely unfunded; The library building is heavily used, and securing a substantial investment for the seating often nears capacity. Gate counts next-generation catalog interface will be grew steadily until the last two years, when challenging. (5.B.2, 5.B.5, 5.C.1, 5.D.3 and they declined as shown in Table 5. Until that 5.E) time, traffic increased steadily, reflecting Facilities and Access enrollment growth at Clark College, the effect of the information-literacy Cannell Library is a beautiful 48,250- instructional program, and increased use of square-foot building built in 1990 with library and computer resources in the seating for 290, seven group study rooms, academic programs. The staff attributes the one quiet study room, a library instruction current dip to program moves to Clark lab recently upgraded as a smart classroom, College at WSU Vancouver and to the 31 hard-wired public access computers, 14 popularity of using the digital library from VCR and/or DVD stations, eight audio computers elsewhere. As noted above, stations, a wireless network, and JAWS almost half the use of electronic resources software for the sight-impaired. Foundation originates outside the walls of the library. grants funded new task chairs (2003 and (5.A.3)

Table 5 Cannell Library Gate Count Year 2002–2003 2003–2004 2004–2005 2005–2006 2006–2007 Annual Total 313,102 329,818 355,570 324,516 275,172 Source: Cannell Library gate count (Exhibit 5L.28)

Several areas within the library building are (circulating and serials) should create more assigned to non-library services: a 70-seat student workspace, which the library’s computer lab run by Computing Services annual student survey clearly indicates is occupies about 1700 square feet; the needed. Cannell Library needs remodeling eLearning department uses about 1000 and updating for continuing functionality in square feet; a large meeting room with the next decade. (Exhibit 5L.29) seating for 25 is one of two Clark College students, faculty, and staff are videoconferencing facilities on campus and well supported when they use the digital is often booked for conferences and library from off-campus. Remote access to meetings. Space is a continuing concern, electronic collections, library catalogs, with office as well as student workspace at electronic reserves, online media booking, premium use. Weeding the print collections

Clark College 5-8 Library and Information Resources Standard Five

reference help, and interlibrary loan are total hits to the website were from off- available through the Cannell Library campus, compared with 27% in 2002. This website and the proxy server. An is attributable to a growing eLearning examination of library website statistics program; students attending classes at the reveals website usage has increased 187% Clark Center at WSU Vancouver (CCW); on average over the last five years, with the and perhaps a general shift in how, when, largest growth, 452%, coming from off and where students research. (5.B.5, 5.C.1) campus. During fall quarter 2007, 52% of

TABLE 5.6 Average Successful Log-ons to Website per Day (Access to licensed electronic resources through the website counted in Library Collection) 2002 2007 Average requests per day % increase (Winter qtr) (Winter qtr) On-and-off campus 860 2473 187% Off-campus only 232 1281 452% Source: Web Server Statistics for Winter 2007 and Winter 2002 (Exhibit 5L.21)

Cannell staff work collaboratively with the and maintains membership and committee WSU Vancouver library staff to ensure presence in this organization. Currently, Clark College students enrolled at CCW feel PORTALS provides continuing education welcomed and well served by the WSU opportunities for library staff in the local library where Clark College maintains a Portland area. Cannell Library serves reserve collection. (5.C.2) students from neighboring institutions who signed articulation agreements with Clark Planning is currently underway for an 1,800- College as well as the community patrons square-foot Information Commons in the who live in the service district. Until 2004, new Clark College at Columbia Tech Cannell partnered successfully with the Fort Center. Opening in summer 2009, this Vancouver Regional Library System for facility will offer mostly digital services in cataloging and joint borrowing. This the brick building. In addition to computer partnership was dissolved in order to access to online collections, the Information accommodate joining the Orbis Cascade Commons will provide some support for Alliance in the fall of 2004. (5.C.2) reference and instruction as well as pickup and delivery services for materials delivered Since the Alliance online union catalog runs from Cannell Library, Summit, and on Innovative Interfaces software, it was interlibrary loan. Because classes offered necessary to purchase a new online will support an Associate of Arts degree, integrated library system, Millennium, from reference librarians as well as support staff Innovative Interfaces, Inc. (III). Initial will be needed for the new facility. (5.D.1) funding for Clark College’s membership in the Alliance came from the Foundation. Cannell Library has formed partnerships Alliance membership provides resources with other libraries to enhance collections otherwise difficult or impossible to obtain available to Clark College students and for Clark College students and faculty in a faculty. In 1992, Cannell Library joined the Portland Area Library System (PORTALS)

Clark College 5-9 Library and Information Resources Standard Five timely and cost-effective manner. The support. Many full-time staff members have benefits of Alliance membership include: a lengthy record of service in the library. In 2007, two part-time positions in Circulation • A shared union catalog, Summit: and Serials were combined into a new full- http://summit.orbiscascade.org/search/ time, classified position. Making this a • Patron-initiated borrowing via Summit permanent position avoids some of the frequent turnover in part-time staffing. All • Fast and reliable delivery services staff members are evaluated on a regular • Collaborative purchasing of electronic schedule in accordance with their written resources at more favorable prices position descriptions and College policies. (Exhibit 5L.31) (5.D.2) • Cooperative collection development There are five full-time faculty librarians • Staff development activities and three adjunct librarians (about half of • Participation in new service initiatives. one FTE) on staff. Faculty librarians work an academic schedule of 173 days per year. The Alliance union catalog includes over 9 Four librarians are tenured and the fifth million titles representing 27 million items, progresses toward tenure. Four of the faculty 67% of which are owned by only one librarians provide reference and instruction member library. Clark College students, services. The adjunct librarians help with faculty, and staff may borrow materials reference desk coverage. One faculty directly from this vast collection, with an librarian oversees technical services and average delivery time of two business days. library systems. All full-time faculty Developing collections through the members select resources for the collection. consortium strengthens the individual as (Exhibits 5L.32; 5L.33) (5.D.2) well as the joint collections. (See consortial agreements) (Exhibits 5L.30.1 – 5L.30.11) All library staff enjoy opportunities for (5.C.2) professional growth. Every position in the library has changed dramatically, and staff The library’s physical facility and access must upgrade their skills to keep pace with points are currently adequate. Future the dynamic technological changes in challenges are generally tied to the rapidly academic libraries. The Teaching and changing information environment, the Learning Center offers on-campus training expansion to additional locations, and the opportunities for library faculty. All staff continuing need to fund technology take advantage of teleconferences, webinars, innovations and upgrades. and local training opportunities provided by Personnel and Management PORTALS, Online Computer Library Center, WebJunction, the Northwest The library staff includes eight full-time Innovative Interface Users’ Group, and classified staff, two part-time classified staff conferences like Online Northwest, the (about half of one FTE), 15–20 student Pacific Northwest Teaching & Learning workers (about four FTEs), and a full-time Conference, and Northwest Inter Library librarian with an administrative appointment Loan. Although the library travel budget of who serves as Director. Classified staff $250 is modest, it is supplemented by members support circulation, reserves, video faculty and staff development funds. booking, interlibrary loan, acquisitions, Washington State Library Services cataloging, serials, preservation, library Technology Act grant funding is often systems, IT support, and administrative requested; however, funding for national

Clark College 5-10 Library and Information Resources Standard Five participation is limited. (Exhibit 5L.34) the campus. Human Resources coordinates (5.D.3) the hiring process for staff and faculty, and The transition from the brick to the click Plant Services maintains the library facility. library has created a number of staffing (5.E.2) challenges. In Technical Services, the issues The Director of Library Services reports to surrounding acquiring, maintaining, and the Vice President of Instruction (VPI) and organizing electronic resources are attends meetings of the Instructional Council extremely time-intensive. While demand for (IC). Good communication exists among the print materials is declining for both library, the VPI, and the academic deans and monographs and serials, the growth in directors. During the past three academic electronic resources, including e-books, years, Cannell has had three different electronic databases, and e-journals, creates interim Library Directors. In April 2008, the new workloads for purchasing, managing College hired a permanent Library Director. trials, licensing, registering IP addresses (Exhibit 5L.36) with publishers and vendors, managing Although a faculty librarian serves on the authentication via the proxy server, Curriculum Committee, no organized maintaining the serials A–Z list, and mechanism exists to solicit library input in managing the link resolver. Although curriculum planning. For example, no staffing has increased modestly in the last library representative serves on the decade, employees struggle to keep skills Instructional Planning Team. An advisory current and manage the workload. (Exhibit committee for the library does not exist. 5L.35) Despite these organizational gaps, the A variety of linkages to campus agencies library staff is alert to curricular also support library services. Computing developments and follows through to Services administers the student computer support new programs when funds permit. lab located on the second floor of Cannell (Exhibit 5L.37) (5.D.5.) Library, and this department also supports Library resources are well maintained, and the computer hardware in the library offices, processing and housing the paper collections library instruction lab, and the library meet national standards. The Online reference area. The Foundation helps in Computer Library Center is the source of offsetting the cost of equipment and bibliographic and holdings information for software since the library’s budget it is cataloging and interlibrary loan. Electronic currently inadequate to replace staff collections are well managed and readily computers, printers, scanners, software, and accessible both on and off campus via a equipment to support library systems. The proxy server. (5.B.1) integrated library system runs on an HP Alpha server physically located with all One-time library purchases are generally other campus servers in the Baird easier to fund than recurring expenses Administration Building. Staff members in largely due to grant support from the Clark Computing Services maintain system College Foundation. In 2003, Cannell backup tapes. The Technical Services Library implemented Millennium, its new Librarian serves as systems administrator for state-of-the art integrated library system. the integrated library system, and library Initial purchase was funded by the staff handle systems and library software Foundation. Recently, a link resolver, again support. Media Services administers funded with a Foundation grant, enhanced hardware support and teleconferencing for the system by providing one-click access

Clark College 5-11 Library and Information Resources Standard Five

from citations to full-text articles. for library resources do not provide Foundation funds are allocated to purchase sufficient resources to support the diverse the Innovative Interface Electronic curricular offerings at Clark College. Resources Management System (ERMS), a (Exhibit 5L.38) (5.D.6) software upgrade to manage the thousands For books, the budget has remained virtually of titles included in aggregated journal flat the last seven years and even lost ground packages and e-book collections. End-of- due to inflation. The small budget increase year funds purchased an e-commerce noted in Figure 1 below for 2007–2008 is module so students can pay bills online with the result of an internal library reallocation: a credit card and courseware integration $500 was moved from the small-media software that makes library access from budget into the book budget. Both the Clark Blackboard® courses transparent. College Foundation and the College Council Annual updating and renewal of library have given Cannell sizeable one-time grants resources require stable and sustained for e-books. funding year after year. The budgeted funds

Figure 1 Comparison of Cannell Library Book Budget with Book Price Inflation

Book Inflation

$70,000 $60,000 $50,000 $40,000 $30,000 $20,000 $10,000 $0 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 Budget $53,595 $53,595 $53,625 $53,625 $53,625 $53,625 $54,125 Inflated $55,104 $53,892 $55,778 $60,631 $62,753 $64,636 $66,575

Source: “Annual Book Price Update,” http://www.ybp.com/book_price_update.html and Cannell Library Budget reports.

Clark College 5-12 Library and Information Resources Standard Five

The budget for serials also has not kept pace encyclopedia becomes an annual with inflation as shown in Figure 2, despite subscription requiring payment every year. a one-time increase in 2006–2007. In the Without reasonable annual increases in the migration to the click library, more serials budget, titles continue to be resources require annual licensing. In the eliminated and new resources to support brick library an encyclopedia may sit on a student learning are not available.(5.A.1 and shelf with a useful life of several years. In 5.D.6) the digital library, the electronic text of that

Figure 2 Comparison of Cannell Library Serials Budget with Serials Price Inflation

Serials Inflation

$120,000

$100,000

$80,000

$60,000

$40,000

$20,000

$0 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 Budget $54,700 $60,200 $54,200 $54,200 $55,500 $71,225 $71,225 Inflated $61,906 $67,739 $74,122 $81,107 $88,750 $97,113 $106,260

Source: EBSCO Information Services and Cannell Library Budget reports. Note: [According to EBSCO, the library serials vendor, the Clark College subscription list represents an annual 9.423% average inflation rate in recent years.]

Comparing per student expenditures for group. This National Center for Education library resources at 12 Washington and Statistics (NCES) data includes expenditures Oregon institutions, the median and average from gifts and grants as well as budgeted per student FTE expenditure for these funds, so the Clark College figures reflect institutions was $27 in 2003–2004. Clark spending from the endowed funds allocated College average expenditures were $16 per annually to Cannell Library from the student, placing it near the bottom of the Foundation. (Exhibits 5L.39; 5L.40)

Clark College 5-13 Library and Information Resources Standard Five

The current appropriation for 2007–2008 is apply for funding from the Clark College $193,583, including the one-time end-of- Foundation. Each year, Cannell Library year funds and the annual Foundation receives income from a library endowment endowment interest. At the current student managed by the Foundation for library FTE, the budgeted per student figure is now resources. In addition, the library has $26, unequal to the 2003–2004 average. requested and received significant funding Given inflation in print and electronic books for one-time purchases through the and subscriptions since then, the comparable Foundation Funds Allocation Program. median expenditure would be approximately Recent successful grant requests include: $39 per FTE. At $39 per FTE, the Clark • Partial funding for Innovative Interfaces’ College resources budget would total about integrated library system, Millennium $289,000. In 2007–2008 Cannell received an additional $35,000 in permanent funds. • Joining fees for the Orbis Cascade Even with this much appreciated capital, the Alliance Cannell resources budget is still $95,000 • Open URL link resolver below the average for this group. (5.D.6) • Allied health e-books, licensed for one The Vice President for Instruction (VPI), year members of Instructional Council (IC), and the library administration agree • Ergonomic task chairs for students improvements are needed. The library • Electronic Resource Management budget request for an increase in the System (ERMS) resources allocation was ranked as the fourth priority in the Instruction budget request for • Laptop computers for student checkout. 2007–2008. With a plan clearly needed for Library staff meets with student leaders continued improvement, the VPI and occasionally to seek input on library policies members of IC commit to placing the library and services. Recently, a trial database page resources budget on an improved trajectory was added to the library website to improve over the next few years. communication and invite comments. The Planning and Evaluation library conducts an annual user satisfaction survey, and the results help guide library Clark College designs Strategic Initiatives planning. The Nursing Department added every year, and library faculty, staff, and three library questions to their annual administrators participate in this process. student survey. Results confirm the library The Director conveys library program and staff is correct in purchasing more electronic budget needs to IC and the VPI for full-text health books and journals. The consideration by the academic deans and entire College community has opportunities directors and, ultimately, by the Executive to comment on library services through Cabinet. Recommendations to IC from the surveys such as the Noel-Levitz Student library focus on the six college Mission Satisfaction Inventory, which is conducted Imperatives. The library staff engages in every two years. (Exhibits 5L.29; 5L.43; annual goal setting and review. Successful 5L.44.1; 5L.44.2) (5.E.3) completion is often dependent on funding. (Exhibits 5L.41; 5L.42) (5.E.1) Library units, Reference, Circulation and Technical Services, meet every week. Cross- To augment funding each year, the library unit meetings occur both formally and plans for and responds to opportunities to informally as needed. The library

Clark College 5-14 Library and Information Resources Standard Five management team meets weekly to provide For PORTALS: oversight and direction for collections and • Continuing Education Committee services, and the full staff meets quarterly. In addition, the Library Director meets • Council of Librarians regularly with the VPI. A process exists for regular evaluation of Strengths staff, faculty, and administrators. Classified staff are evaluated annually. Tenure track • Cannell Library is a well-organized and faculty evaluations are conducted each term well-run library. during the three-year process. Post-tenure • Cannell Library has an excellent staff faculty evaluations are conducted on a five- that is committed to student success. year rotating schedule. All faculty evaluations are conducted in accordance • Cannell Library offers a wide range of with the Clark College Association for services to support student learning. Higher Education/WEA/NEA agreement. • Cannell Library provides an exemplary The Library Director is evaluated according library instruction program. to the administrative/exempt schedule. • Cannell Library has a state-of-the-art The library reports statistics to the National technology infrastructure. Center for Educational Statistics and the Association for College and Research Challenges Libraries on a regular schedule. These summaries are used to monitor progress and • Inadequate funding to support growing to chart new directions. (Exhibits 5L.45; enrollments, online and onsite resources, 5L.46) (5.E.3) and staff development. Cannell Library staff and faculty participate • Lack of staff to support multiple needs. in a variety of committees both on and off • Lack of stable equipment budget. campus. On-campus committees assist in setting the institutional agenda. These • Need for additional space. committees include Assessment, College • Lack of adequate representation on Council, Curriculum, eLearning, Health & major instructional decision-making Safety, Information/Technology Council and bodies. Instructional Council. As a condition of membership in the Orbis Cascade Alliance • Lack of a library advisory committee. and PORTALS consortia, Cannell faculty and staff contribute by serving on a variety Recommendations of committees. (5.E.2) • Improve funding to create a stable and For the Orbis Cascade Alliance: sustained allocation for library resources to better support student learning • Summit Borrowing Committee and through increased access to online and Steering Team onsite scholarly information. • Collection Development & Management • Increase adjunct faculty funding for the Committee Reference Desk during the academic • Committee on Electronic Resources year and during summer term to free full-time faculty librarians for • Council of Librarians

Clark College 5-15 Library and Information Resources Standard Five

instructional design, teaching, web resources budget through the following development and other professional steps: responsibilities. • Funding for library resources will be • Establish a stable equipment budget for placed on the Foundation priority list for replacing and upgrading library ongoing funding. equipment. • Instructional Council appointed a task • Hire sufficient staff for Clark College at force to examine Instruction budgets and Columbia Tech Center. expenditure patterns to determine whether continuing funds can be • Add circulation staff to provide more transferred among instructional units to open evening and weekend hours and to support the unfunded inflationary decrease constant training of student increases in goods and services, workers. including library resources. • Reconfigure physical layout to provide • Since stable, sustained funding is needed adequate office space for all library staff. yearly, as new state funding is allocated • Plan for a library remodel to reflect the to Clark College for new FTEs and other changing information environment. initiatives, a percentage of the new funding will be allocated permanently to • Improve student workspaces, especially the library resources budget. In 2007– by creating more technology-equipped 2008 Cannell received $4000 from high- group study rooms. demand grant funds for nursing. • Recapture space lost to non-library • The Library Director has requested ex- services as that space becomes available. officio status on the Instructional • Secure funding for ongoing technical Planning Team and is attending all staff training and the next-generation meetings. catalog interface. • The Library Director has identified the • Work with the administration, the Clark creation of a Library Advisory Board as College Association for Higher a goal for 2008–2009. Recruitment will Education, and the Association of occur during the fall quarter of 2008. Students of Clark College to develop • The Library Director has submitted an better mechanisms for library input into official request for the return of the curricular development. library space currently occupied by • Pursue gaining permanent ex-officio eLearning, should that unit vacate the librarian membership on the Curriculum space. The library has regained Committee, Information/Technology occupancy of two rooms that had housed Council and the Instructional Planning the Teaching and Learning Center until Team. recently. Plans are to use it as additional study or meeting space for the college • Create library advisory committee with community and additional office space faculty and student representatives. for library staff. Actions Taken • The Vice President of Instruction has committed to improving the library

Clark College 5-16 Library and Information Resources Standard Five

Supporting Documentation for Standard Five - Library Exhibit 5L.1 Library Bill of Rights (ALA) Exhibit 5L.2 Cannell Library Brochure, Bookmark, Information/Contact Sheet Exhibit 5L.3 The Brick Library and the Click Library Vision Statement Exhibit 5L.4 Cannell Library Website 5L.4.1 General Policies 5L.4.2 Cannell Library, The Blog Exhibit 5L.5 Acquisitions Activity Report for 2006–2007 Exhibit 5L.6 List of All Databases A-Z Exhibit 5L.7 Cannell Library Database Usage Statistics 2004–2007 Exhibit 5L.8 College-Wide Student Learning Outcomes Exhibit 5L.9 Clark College Abilities / Information Technology Ability Exhibit 5L.10 Vitae of Professional Library Staff Exhibit 5L.11 Cannell Library Organization Chart Exhibit 5L.12 Reference and Instruction Department Action Plan 2007 Exhibit 5L.13 Assessment Projects Report for Library 105—Fall 2006 Exhibit 5L.14 LSTA Grant Reporting Assessment—Spring 2006 Exhibit 5L.15 Cannell Library Information Literacy Outcomes 2007 Exhibit 5L.16 Library Instruction Policy Exhibit 5L.17 Library 105: Research in the Information Age Syllabus Exhibit 5L.18 Reference Statistics (Fall 2003–2006) Exhibit 5L.19 Library Instruction Sessions 2000–2007 Exhibit 5L.20 Cannell Library Summer Hours Survey—September 2005 Exhibit 5L.21 Web Server Statistics for Winter 2007 and Winter 2002 (off campus / on and off campus) Exhibit 5L.22 Cannell Library Website Usability Testing Powerpoint Presentation—2007 Exhibit 5L.23 Summit Usage Statistics 2004–2007 Exhibit 5L.24 ILL Borrowing Statistics 2003–2006 and ILL Lending Statistics 2003–2007 Exhibit 5L.25 Reserve and Video Booking Annual Report Statistics 2003–2007 Exhibit 5L.26 Overview of III Millennium INN-Reach System Responsibilities Exhibit 5L.27 Clark College Accreditation Survey Summary Report—April 2007 Exhibit 5L.28 Cannell Library Gate Count 1985–2007

Clark College 5-17 Library and Information Resources Standard Five

Exhibit 5L.29 Cannell Library Student Survey—2007, 2005, 2004 Exhibit 5L.30 Formal Written Agreements from Other Libraries 5L.30.1 Concordia University 5L.30.2 Eastern Washington University 5L.30.3 Library Media Directors Council (LMDC)—Distance Learning (Washington State Community & Technical Colleges) 5L.30.4 Library Media Directors Council (LMDC) Reciprocal Borrowing Statement 5L.30.5 Marylhurst University 5L.30.6 Orbis Cascade Alliance 5L.30.7 Orbis Cascade Accreditation Document Task Force Report & Recommendation 5L.30.8 PORTALS 5L.30.9 Portland State University 5L.30.10 Washington State University Vancouver Addendum for Clark Center 5L.30.11 WSUV Library Services for Clark College Nursing Students—2006 Exhibit 5L.31 Classified Staff Job Descriptions from Washington State Department of Personnel Exhibit 5L.32 Librarian Position Description from CCAHE Agreement—Appendix C, Page 74 Exhibit 5L.33 Collection Development Responsibility List—2007 Exhibit 5L.34 Article VIID from CCAHE Agreement—Individual Professional Development Allowance, page 50 Exhibit 5L.35 NSF Faculty Participation Survey in Using Digital Resource Collection Exhibit 5L.36 Library Task Force Report—August 2005 Exhibit 5L.37 SBCTC Library Advisory Committee Summary of Responses—May 2007 Exhibit 5L.38 Budget Status Reports for Library—July 2007 Exhibit 5L.39 Library Program Expenditures in Washington State Exhibit 5L.40 Comparative Library Resources Budget Data from 2003–2004 Exhibit 5L.41 Strategic Initiatives for Cannell Library—2008–2009, 2006–2007 Exhibit 5L.42 Cannell Library List of Accomplishments—2006–2007 Exhibit 5L.43 Cannell Library Nursing Survey—May 2007

Clark College 5-18 Library and Information Resources Standard Five

Exhibit 5L.44 Student Surveys 5L.44.1 Noel-Levitz Student Satisfaction Inventory 2006, 2004, 2006 and 2004 Comparison 5L.44.2 Clark College CCSEQ (Community College Student Experiences Questionnaire) —Spring 2003 Exhibit 5L.45 ALS / NCES Survey 2004, 2006 Exhibit 5L.46 ACRL Survey (2004–2005, 2005–2006)

Clark College 5-19 Library and Information Resources Standard Five

Library and Information Resources – Computing Services

Introduction Specialized IT services including web development and the Blackboard® Learning Information technology (IT) resources and Management System are administered by services at Clark College are principally other College departments. administered by the Computing Services Department, a centralized IT service Focus on Teaching and organization that furthers the mission of the Learning College by providing access to modern computer hardware, software applications, The work of the College is guided by the instructional media, and network services 2004-2009 Strategic Plan, the broad goals of including internal and external databases, which are focused on student success. Major online library services, wireless access, IT initiatives and investments at the College email, and the Internet. In addition, the are, in turn, driven by the Clark College IT department provides a variety of technical Plan, which is aligned with the institution’s support services that promote teaching and Strategic Plan. The IT Plan provides a learning. Support services include the technology roadmap that helps Clark following: College fulfill its Mission and realize its Vision. To that end, Clark College has made • Design, installation, maintenance, and significant investments in information staffing of instructional computer labs technology resources and services in the past • Installation and maintenance of 10 years to promote and support teaching computer hardware and software for and learning. faculty and staff Clark College’s IT plans have guided Computing Services operations and those of • Instructional media design and support other departments supporting information • Network planning, design, and security technologies at Clark College for over 10 years. The Computing Services Department • Systems administration including provides direct services to students in the applications servers, file and print form of computer labs, media equipment, servers, web server, email and enterprise and network access to College services and storage the Internet. The department also provides • Technical consultation and guidance to indirect services to students by supporting faculty and staff on computer resources the faculty and staff in their efforts to ensure planning and hardware and software student success. In all, the department serves selection over 12,000 students, approximately 1000 full-time and part-time employees, and over • Telecommunications services including 2000 computers at three locations. private branch exchange (PBX) administration, station equipment, voice mail, and cable plant maintenance • Facilities planning for IT • IT training for faculty and staff

Clark College 5-20 Library and Information Resources Standard Five

• Credit card payment of tuition and fees Information Resources and In addition, the Clark College Bookstore Services operates a complete e-commerce site that Resources for Students allows students to purchase textbooks at the time they register online. The bookstore also Computers for Student Use offers a variety of supplies and merchandise Clark College supports 43 computer labs for that can be ordered online. student use. Using a combination of The Clark College Cannell Library has made Windows and Macintosh computers, the labs great strides transitioning from a brick to offer popular Microsoft applications as well click library. Online services offered by the as specialized software to support specific library include the following: instructional programs. Computer labs are provided at the main campus and at • Online library catalog additional facilities as follows. • Research databases Main campus: • Full-text databases of books journals and • Five open-access labs periodicals • 30 dedicated instructional labs • eBooks Clark College at WSU Vancouver (CCW): • Summit (online access to collections of institutions in Orbis Cascade Alliance) • One open-access lab • Online request for interlibrary loan • Four dedicated instructional labs Town Plaza Center: Public Website • Three dedicated instructional labs The Clark College website provides a wealth of information about the College and its Wireless Network Access programs to current and prospective students, including information on computer Clark College provides wireless Internet labs, lab schedules, policies and other IT access for all enrolled students in every services. Website content is developed and major building on the main campus and at maintained for the majority of College CCW. Wi-Fi is also available outdoors in departments by technical and design the ground at the center of the main campus. professionals in the College’s Online Services Communications and Marketing Department. (Exhibits 5CS.1; 5CS.2; 5CS.3) A web interface to the Student Management System provides students with the following Email online capabilities: To improve communications between the • Advising College and students, beginning in the fall of • Registration 2008 all students will receive automatically generated email accounts using the • Financial aid status clark.edu domain name. The College will • Class schedule and information also pilot a web portal in 2008–2009 to • Degree audit increase the timeliness and relevance of information it provides to students. Students • Unofficial transcript

Clark College 5-21 Library and Information Resources Standard Five will be able to customize content in the Employee Computer Replacement Plan portal to suit their individual preferences. (ECRP). Adjunct faculty members are not generally provided with a computer, eLearning although many departments maintain one or The Clark College eLearning department more computers in a pool for adjunct faculty supports an enterprise learning management use. Adjunct faculty computers are not system hosted by Blackboard®. Course funded through the ECRP but are instead shells generate automatically for every class, purchased using departmental/unit and individual access accounts are created equipment funds or by the relocation of automatically for each class in which the surplus computers from computer lab student is registered. A college-provided replacements. email account facilitates communications The College employs approximately 382 between students. eLearning supports a classified staff and administrators. All full- mixture of fully online courses, and hybrid time administrative and support staff are and blended formats. provided computers that are replaced on a four-year cycle under the ECRP. Part-time Technology Support staff members are provided a computer Computing Services creates and manages when required to perform their job duties. student computer accounts. A network Part-time staff computers are not replaced account is automatically generated for all under the ECRP, and funding replacements students, providing access to the Internet, is the responsibility of the hiring printing, specific class documents and department. folders, email, and wireless computing. The Computing Services Department manages Email and Voicemail approximately 12,000 student accounts. Email and voicemail services are available Lab assistants help students use computer to full-time and part-time faculty alike. All hardware and software in the open-access full-time staff members are provided with computer labs. Application support is email and voicemail accounts. Part-time provided by the student lab assistants and by staff may request an email and/or voicemail students manning a student help desk in account. fulfillment of graduation requirements in the Computer Support Specialist program. Online Services Online services available to faculty and staff (5.B.2) The lab assistants work from a lab include the following: manual to help them execute their duties and to assist students in a thorough and uniform • Instructor Briefcase (faculty online grade fashion. (Exhibit 5CS.4) (5.D.2, 5.D.3) submittal)

• Blackboard® Learning Management Resources for Faculty and Staff System • DegreeWorks (degree audit) Computers for Faculty and Staff • Resource 25 (room and event scheduling Clark College employs approximately 180 system) full-time faculty and nearly 400 adjunct • ImageNow (document lookup) faculty. All full-time faculty members are • Megamation (Plant Services online work supplied with a computer that is replaced on order system) a four-year cycle under the centralized • Intranet

Clark College 5-22 Library and Information Resources Standard Five

Intranet Training participants are asked to evaluate The College maintains an intranet for training activities to assess quality, employee use. This College website relevancy, and future directions. (Exhibits provides useful information about College 5CS.6; 5CS.7) departments and services, publications, The eLearning department has an policies and procedures, College reports, instructional designer and an instructional committee meeting minutes, online forms technologist to assist faculty in the and applications, and links to online development of eLearning curricula or the services. conversion of standard curricula to the eLearning format. In addition, eLearning Technology Support staff offers instruction in the use of the Computing Services staff members assist Blackboard® learning management system. College employees with hardware and For employees who prefer self-paced software selection, and with the preparation instruction, online courses are available for of purchasing documents. Department popular Microsoft applications. Staff technicians install and configure hardware development funds are also available for and software, provide basic training, employees who require specialized perform routine upgrades, troubleshoot technology training beyond what the problems, and repair defective equipment. College offers. (5.B.2) Media technicians provide media support for instructional activities and events, and Policies and Standards support smart classroom technologies. In addition, Computing Services staff members In 10 years, Clark College has progressed serve as consultants to faculty and staff for from an institution with almost no written technical planning and design. policies governing IT to one with a comprehensive list of policy documents, Computing Services posts information including the following: regarding IT services, policies, and procedures both on the College intranet and • Student and Employee Acceptable Use in printed material, including brochures and Policies the faculty handbook. (Exhibit 5CS.5) • Network Security Policy • Email policy Training • Data Retention Policy Computing Services, in collaboration with • Hardware and Software Policies the Teaching and Learning Center, provides a number of technology training • Application Services Provider (hosted opportunities for faculty and staff, including services) Policy the following: In addition, Computing Services staff members have developed an IT security • Use of application software program that includes a comprehensive set • General computing and networking of IT security standards that govern IT skills operations at the College. (5.B.3) • “Smart” classroom instruction Increasingly, legal and policy issues are • Telephone and voicemail use consuming staff time. State mandates to • Webpage development develop policies related to emergency • Instruction on IT policies communications, risk management, email

Clark College 5-23 Library and Information Resources Standard Five

retention intervals, and eDiscovery require Facilities and Access focused attention. Watchdog groups such as the Recording Industry Association of Infrastructure America are demanding that colleges step up Networks efforts to thwart illegal peer-to-peer file In 2007, the College completed a major sharing and educate students on intellectual upgrade of the network infrastructure. This property law. $500,000 project involved replacing the core External Networks and network switch and the majority of the edge Resources switches in buildings on the main campus. This modern switch infrastructure provides Clark College is connected to other colleges gigabit bandwidth, at a minimum, to every and state agencies and the Internet through building to accommodate increased demand the Washington K-20 network. Not only for high-speed connectivity by students and does this connectivity allow students and instructional programs. The upgrade also employees to reach out to world-wide sets the stage for converting the College resources, but it allows students from telephone system to a Voice-over-Internet anywhere in the world to access Clark Protocol (VoIP) solution. (Exhibit 5CS.9) College classes and programs via the Computing Services administers the wide- College’s eLearning program. (5.B.5) area networks linking the College to its The College provides access to numerous other facilities and the Washington K-20 services via the Internet, including online network (Internet). The College’s facilities library services and databases, web-enabled at CCW and Town Plaza Center (TPC) are administrative applications, the currently served by multiple T-1 circuits for Blackboard® learning management system, a total of 3 Mbps connectivity to each site. and numerous instructional applications. As These circuits do not provide adequate the demand for network bandwidth increases bandwidth to these facilities, and planning is each year, the College responds by underway to upgrade the circuits when a supplying higher-capacity circuits to the K- third facility, Clark College at Columbia 20 network. (Exhibit 5CS.8) Tech Center (CTC), comes online in the fall of 2009. A 45 Mbps fiber-optic link, which In 2007, the College’s connection to the K- has capacity to grow in the future, provides 20 network was upgraded to a 45 Mbps connectivity to the Internet via the K-20 fiber-optic link with additional capacity to network. (5.A.1) accommodate faster data rates in the years ahead. Beginning with a single 1.5Mbps Wireless Networks circuit, the College has experienced a 30- fold increase in Internet circuit capacity in The recent network equipment upgrade also the past 10 years. With the rapid adoption of included the provision of wireless network web-hosted services, online library access to all buildings and the outdoor area databases and streaming audio and video in the center of the main campus. The programming, continued investment in system is easily scaled to provide greater Internet circuit capacity is imperative in coverage or load sharing. Students at CCW order for the College to fulfill its Mission in also enjoy wireless access. Currently the years ahead. wireless access is not provided at the College’s nearby leased facility at TPC. (5.A.1)

Clark College 5-24 Library and Information Resources Standard Five

Telecommunications implementation and backup functions, and Telephone service on the main campus and oversees production report printing, at Town Plaza Center is provided by a document preparation, and delivery. (5.D.1) traditional private branch exchange (PBX) switch. Service to the Clark College IT Security Foundation and to CCW is provided by The College employs a number of standard VoIP phones that are integrated with the security practices including routers, firewall, main campus PBX. This was done to lower and packet shaper on the hardware side and cost and make more efficient use of virtual local area networks (VLANs), anti- available wide-area network (WAN) virus, and anti-spam solutions on the bandwidth. software side. The institution has no intrusion detection/prevention system, The main campus PBX is dated and primarily because these systems are staff- approaching its service capacity. The intensive to monitor. Despite this, network College will need to evaluate a modern support personnel do an excellent job of VoIP solution for the advantages such a protecting the network from threats by system offers in terms of voice/data adhering to best practices in systems integration or application convergence administration, aggressively patching before committing to further investments to systems, and thoroughly monitoring system expand the existing PBX platform. logs. Telecommunications and network staff will gain valuable experience in this area by Computing Services staff has developed a implementing a smaller-scale VoIP solution comprehensive IT Security Program with at CTC in east Vancouver that is scheduled written policies and standards governing the to open in the fall of 2009. (5.A.1) operation of Computing Services and the use of information technologies by College Systems Administration employees. The College IT operation Computing Services staff members provide undergoes a comprehensive IT security audit system administration functions for the performed by an outside auditor every three College’s administrative applications server, years as mandated by the state Department web server, file and print servers, email of Information Systems. For the past two server, purchasing system, library system, years, the College has also engaged the bookstore system, and document services of a network security firm to management system. The department perform penetration testing on the College administers 30 Microsoft Windows servers, network. (Exhibit 5CS.10) four Linux hosts, and one Apple X server. In The security of the IT infrastructure remains addition to servers, Network Systems staff an ongoing challenge as new threats are administers an enterprise storage area identified frequently. The College must network and a comprehensive disk-to-disk continue to implement new security and tape backup solution. Computing safeguards as they become available and be Services also provides remote access to the more proactive in elevating employee College network using virtual private awareness of IT security issues. network technology. In support of administrative data processing, Emergency Communications the department provides a part-time machine The College currently supports three operator who performs software methods of communicating emergency information to students and employees: 1)

Clark College 5-25 Library and Information Resources Standard Five

Flashalert.net, a web-based program capable Access to open computer labs is available to of sending emergency information in the any currently enrolled Clark College form of a text page to cell phones and email, student. Students enrolled in particular 2) computer messaging to employee classes or programs have access to dedicated computers, 3) and desk telephone page. The instructional computer labs used to support use of the text messaging service is the curriculum. Computer labs with open voluntary and currently has a relatively low hours are staffed by student lab assistants participation rate by students. College- who are selected, trained, and supervised by provided email service will be made Computing Services staff. Lab assistants available to all students beginning in the help students with application questions, summer of 2008. printing, accessing network resources, and Despite these measures, the College is troubleshooting, and maintain cleanliness challenged to provide a sufficiently diverse and order in the lab. Lab assistants are paid and robust emergency communications with revenue generated by a student system to successfully weather a campus- technology fee. Technology fee revenues are wide emergency incident. The College will also used to purchase replacement investigate individual classroom notification equipment, application software, and technology as a more comprehensive consumable supplies such as paper and toner solution. This option may be addressed by cartridges. converting the telecommunications Computer labs are equipped with Microsoft infrastructure to a VoIP solution with IP Windows-based machines or Apple speakerphones in each classroom. Macintosh computers, and most have the Microsoft Office suite of office productivity Computer Labs software installed. Specialized software used The College has continually invested by instructional programs, including resources to provide computing resources graphics applications, CADD applications, and services to support the institution’s software development tools, statistical educational programs and to support the packages, and discipline-specific tutorials, is general computing needs of students. The installed in specific labs. To support the current inventory of student computer after-hours needs of students in specialized resources is adequate to meet the needs of programs, Computing Services will equip a most instructional programs number of stations in the open lab facilities with specialized application programs. All Clark College operates 43 computer labs on laboratory facilities are connected to the the main campus, CCW and TPC. Of these, campus network and provide access to the seven labs are open to all students without Internet. need to schedule; the remaining are dedicated labs used to support specific Each computer lab is equipped with one or vocational, academic transfer, and more Americans with Disabilities Act- developmental education programs and are compliant workstations. These workstations scheduled accordingly. Computers in open include appropriate furniture to permit and instructional labs are replaced under the wheelchair access and assistive technologies centralized Instructional Computer for hearing- and sight-impaired students. Replacement Plan on a four-year rotation. (Exhibit 5CS.13) (5.C.1) (Exhibits 5CS.1; 5CS.11; 5CS.12) The demand for additional computing facilities, particularly from disciplines that

Clark College 5-26 Library and Information Resources Standard Five

traditionally have not been heavy users of Computing Services, collaborating with the computer technology, is an ongoing faculty and Plant Services staff, has challenge for the College. Statistical data on developed a set of equipment and lab usage is captured to anticipate needs and construction standards for smart classroom to justify the reallocation of resources if installations. These standards were necessary. (Exhibit 5CS.14) developed to provide a uniform experience for faculty as they are assigned to different It is clear that computing resources cannot classrooms, and to simplify procurement and be expanded at a rate sufficient to satisfy maintenance practices. (Exhibit 5CS.15) demand. The College will need to explore (5.B.3) creative approaches to satisfy the technology needs of students. One alternative to explore Teaching and Learning Center is supplying a notebook computer to Clark College students, or the students in select The Teaching and Learning Center (TLC) programs. While this is a relatively common serves as a learning resource for faculty and practice at four-year colleges and staff to explore pedagogical issues and universities, the diverse and transient student trends, including the effective use of population attending a community college information technologies in teaching and makes implementing such a program more learning. The TLC, in collaboration with challenging. Still, with the price of portable Computing Services, provides faculty computers falling at a steady pace, this may training on the use of smart classroom be a viable solution in the years ahead. In equipment, and faculty and staff training on that event, it will be possible to redirect the use of application software, and other some equipment replacement dollars to computing topics. (5.B.2) support other instructional technologies. (5.A.1, 5.B.1) Administrative Computing The Center for Information Services (CIS), a Smart Classrooms state agency administered by the “Smart” classroom technology refers to a Washington State Board for Community and standardized suite of multimedia tools where Technical Colleges (SBCTC) on behalf of LCD projectors, interactive displays, digital the community and technical college system, presenters, DVD players, and computers are develops, maintains, and administers a core integrated with sophisticated control and suite of administrative applications for the monitoring systems to provide a system, including the following: comprehensive, easy-to-use multimedia • Student Management System environment for teachers, students, and support personnel. The College incorporates • Financial Management System smart classroom technology in all new • Personnel and Payroll Management facilities and has completed the first two System phases of a three-year $1.8 million project to retrofit 90 existing classrooms on the main • Financial Aid System campus with smart classroom technology. • Degree Audit System When the project is completed in 2009, the College will have 125 state-of-the-art • Reporting tools technology-enhanced classrooms. (5.A.1, • Web interfaces and e-commerce 5.B.1) functions for the above applications.

Clark College 5-27 Library and Information Resources Standard Five

These legacy applications have been highly technical college system to develop tailored to the Washington Community and applications that extend or enhance the Technical College system, but the functionality of the core administrative computing platform and underlying software systems. Chief information officers at each architecture are antiquated and difficult to of the colleges meet quarterly to work on adapt. In 2003, the CIS undertook the first of projects taken on by the Information a two-phase project to “re-host” the legacy Technology Commission. Software applications by migrating the software to a developed by one institution may be used at modern database and hardware platform and another, depending on the needs of each ultimately recoding the applications in a college. Some of these programs involve modern programming language. documented agreements. (5.C.2) Currently, the College is implementing several Unfortunately, the re-hosting project has auxiliary applications that were either been abandoned after a five-year developed at other colleges, or by third- development effort. The lost time and party application developers to augment the financial resources represent a major setback legacy systems. These include the following: for the community and technical college system in Washington. Moreover, a virtual • Enrollment Management System 100% code freeze lasting the duration of the • Ed Plan (education planning tool for project has resulted in few enhancements to students) the legacy applications, despite great demand from users within the system. • Academic Early Warning System Beginning in the summer of 2008, it is (identifies students with performance estimated to take between six and twelve problems) months to analyze the project failure and • Public Degree Display (online catalog determine an alternative course of action. tool for advisors) It is apparent that Washington community • Health Occupations Advising colleges will need to rely on the legacy Application administrative applications for some time to • Portal Project. come at the cost of modern functionality and system availability. Because the Another project that will likely be pursued administrative applications for the college in collaboration with the CIS and other system are funded, developed and colleges is a data warehouse which would maintained at the state level, Clark College provide much-needed institutional research has neither the authority nor the necessary and decision support data. The College resources to pursue a local alternative. approved the addition of a database Colleges, including Clark, will rely administrator/developer to the Computing increasingly on collaboratively developed or Services staff in 2008. This new hire will third-party bolt-on applications to extend the allow Clark College to help develop and functional limitations of the legacy system implement a data warehouse and other until a long-term solution is found. (5.A.1, software applications in collaboration with 5.C.2) other colleges in the system.

Collaborative Development Additional Facilities Clark College collaborates with the CIS and The College is careful to ensure that other colleges in the community and operations have adequate resources to service the educational programs offered at

Clark College 5-28 Library and Information Resources Standard Five its various sites. Clark College’s two major maintaining College open computer labs and facilities beyond the main campus, CCW supervising student lab assistants. (Exhibit and TPC, generally have IT resources on par 5CS.16) with those provided on the main campus. The College also hires technical personnel Both facilities have adequate computing outside of Computing Services to support equipment and technical support services. specialized IT functions such as web Neither facility has adequate network development, eLearning, the TLC, the bandwidth to meet current needs. This Cannell Library, and the Financial Aid problem will be addressed during the WAN department. planning and implementation for the College’s new building in the Columbia Recognizing the convergence of computing Tech Center in east Vancouver. The TPC and media technologies, the College moved facility lacks smart classroom equipment the Media Services under the umbrella of and wireless access. Several classrooms at Computing Services in 2006 to better TPC will be equipped with smart classroom coordinate the delivery of services and to equipment during the third phase of the make more efficient use of technical smart classroom project to be completed in personnel in both departments. As a result of 2009. Wireless access at TPC is currently this reorganization, Computing Services is impracticable because of limited network now able to provide support for evening and bandwidth. This deficiency will be resolved weekend classes and events. (5.E.2) when the WAN link is upgraded. (5.A.3) Technical Staff Personnel and Management Computing Services employs IT specialists who are assigned one or more instructional and Organizational Structure administrative units that are their primary areas The Computing Services Department is a of responsibility. Each of these skilled IT centralized IT service organization that specialists is trained on the hardware, provides desktop computer support, software, and systems used in their areas of computer lab support, media support, responsibility. network services and training for the Besides the technical support offered by the College community. In some cases, desktop support team, Computing Services Computing Services provides customized employs a network systems team skilled in end-user support for areas with a high network administration and security, concentration of technology. In this unique telephone and wireless communication, and model, technicians have offices in the operation of the HP 3000 mainframe. These departments in which they work but report individuals are experienced professionals to Computing Services. This allows the capable of handling the requirements and technician to work closely with the customer challenges of a multi-server-switched while receiving backup support and training environment. from Computing Services. This arrangement also promotes more uniform service and The department also retains outside adherence to technical standards. consultants, when needed, to help analyze, design, and implement IT initiatives such as The department personnel report to different major network upgrades or the deployment managers depending on whether they of wireless network access across campus. provide direct end-user support or network Security consultants also perform IT services. A lab manager is responsible for

Clark College 5-29 Library and Information Resources Standard Five security program audits and network Staff Qualifications and penetration testing for the College. Responsibilities Staffing levels in Computing Services are Job responsibilities and required generally sufficient to support the College’s competencies are clearly spelled out in instructional programs and related detailed job descriptions and performance administrative support services. The expectations. Candidates for technical department has been sorely understaffed in support positions are carefully screened the database administration/ application during the application and interview process. development area. The demand for The Computing Services staff does an telecommunications services has grown excellent job of providing a high level of beyond the department’s sole service to computer and network users at telecommunications technician’s ability to Clark. The staff works in a highly complex handle the workload. The College provided and demanding computing environment funding in 2008 for a database consisting of multiple hardware platforms, administrator/developer and an additional operating systems, and networking telecommunications specialist. (5.D.1 and protocols. Moreover, the staff must cope 5.D.2) with an ever-changing computing To stay abreast of the growing demand for environment, and the technical problems IT services at the same time that staffing that inevitably arise with change, to satisfy resources are becoming scarcer; Computing the instructional and administrative goals of Services recognizes that it must leverage the college. Amid all this activity, the staff technology to increase the productivity of must find time to perform planning tasks the support staff. To this end, the College and update their technical skills. This allocated funds in 2007 for an enterprise challenge requires a high degree of skill, remote client-management system allowing dedication, and perseverance. (Exhibit speedier resolution of desktop computer 5CS.17) problems, and the automated distribution and installation of software patches and Staff Development updates. The IT Plan recommended the use Human Resources provides ongoing training of remote management technology, and the opportunities and staff development funds implementation of this system satisfies that for College employees. Computing Services goal. Technicians will resolve more employees frequently use these funds for problems at their desks than they would by specialized classes to assist in staying traveling to each system or user. As the current with the latest technology. When College expands, especially at additional possible, Computing Services employees sites, this improvement strategy is crucial to expand their areas of expertise by rotating the success of the Computing Services’ work assignments to different areas on mission. The department will also take campus that require new skills and advantage of the remote tools that allow us responsibilities. Examples of recent training to monitor the smart classrooms and the activities include Apple Macintosh support, condition and status of the technology Windows XP administration, Microsoft installed in those rooms. Again, these tools Office 2007 and Vista training, Microsoft will allow the department to provide Office SharePoint Server, and remote tools solutions remotely with less down time for administration training. (5.D.3) both the equipment and the technician.

Clark College 5-30 Library and Information Resources Standard Five

Despite the progress that has been made, annual College-wide goal and budget limited staff development funds and high development process. (5.E.1, 5.E.2) workloads among Computing Services staff members create challenges to keeping IT Funding employee skills current. Clark College understands the strategic importance of information technology in Evaluation and Assessment fulfilling its educational mission. The Employee performance is evaluated College’s IT Plan has provided a roadmap annually using standardized College for IT investments with specific employee evaluation instruments. In 2007, recommendations and implementation the department developed detailed timelines. Despite the limited availability of performance standards to aid end-user new operating revenues, the College has support personnel in achieving department aggressively pursued the fulfillment of the goals and to establish clear evaluation IT Plan goals. Each year the institution benchmarks. (Exhibit 5CS.18) (5.E.3) makes additional investments in IT equipment, personnel and services to keep Planning and Assessment abreast of technology requirements. (Exhibit 5CS.20) IT Planning The College has done an admirable job of Strategic IT planning at the College is developing and funding replacement plans undertaken periodically by convening an IT for student and employee computers. planning task force comprised of faculty, However, the Instructional Computer students, staff and administrators. An Replacement Plan (ICRP) was funded only outside consultant is generally retained to for the number of computers identified at the coordinate and guide the planning effort. plan’s inception, and does not accommodate Planning efforts are aligned with the growth in instructional computing facilities. Mission Imperatives identified in the At the recommendation of the Tech Fee College’s 2004-2009 Strategic Plan. The Committee, the College recently lengthened work of the task force is informed by the the replacement interval for instructional ongoing work of the Information computers from three to four years. The Technology Council, Technology Fee funds made available by this adjustment are Committee, IT staff, and other College sufficient to add the previously unsupported committees and stakeholders. The work of computers at CCW to the ICRP. As new the task force culminates in the development facilities are built, including CTC in the fall of a three- to five-year IT plan with specific of 2009, new permanent funding will need goals, implementation guidelines, and to be identified to add these facilities to the proposed funding strategies. The Executive ICRP. (Exhibit 5CS.21) Cabinet of the College reviews and approves the plan. (Exhibit 5CS.19) (5.E.1) The College’s three-year $1.8 million project to retrofit 90 existing classrooms Operational planning efforts are conducted with smart technology will create additional by the IT Council, Tech Fee Committee and funding challenges in the future, as no Computing Services staff, and major IT equipment replacement funds have been initiatives are aligned with the broad goals identified. In all, the equipment in of the IT Plan. Operational Plans for IT are approximately 125 smart classrooms located developed and submitted by Computing in new and existing buildings on the main Services and other departments during the

Clark College 5-31 Library and Information Resources Standard Five campus and at its other facilities will Council, whose members solicit feedback eventually need to be replaced. from their constituent groups. The College does not have established plans The Information Technology Council, to routinely replace IT infrastructure composed of faculty members, students, including wiring, network equipment, administration, and classified employees, telecommunications equipment, and servers, meets monthly and provides an opportunity although the institution has done an for employees to actively participate in the acceptable job of funding these activities as planning and development of the needed with budget surpluses, cash reserves, information resources used on campus. or other one-time funds. (Exhibit 5CS.22) Funding for new IT staff positions is The Technology Fee Committee oversees requested through the annual College goal the use of the student technology fee and budget development process. New revenues. Composed of students, faculty permanent funding to support staff increases members, administrators, and classified or new program development is scarce and employees, this committee meets regularly never sufficient to satisfy the demand. Even to review and develop the technology fee so, the College will need to commit to budget, consider requests for one-time funding additional IT staff positions as the funding of special IT initiatives, and discuss institution grows. relevant issues. (Exhibit 5CS.23) The College is fortunate to have a Although all of these committees discuss Foundation with assets in excess of $60 information resources and services, the IT million. The Clark College Foundation Council serves as the principle annually allocates between $500,000 and recommending body to the Executive $1.2 million (depending on investment Cabinet on IT matters. Therefore, it plays a returns) to fund equipment and innovative significant role in IT planning and decision- programs. This allocation includes making on campus. Even so, the IT Council approximately $175,000 in permanent determined that it needs more input and funding for IT equipment replacement, participation from the College community which goes a long way toward maintaining related to IT issues. As a result, the IT high-quality instructional programs at the Council made it a priority for the 2008–2009 College. As the Foundation embarks on a academic year to increase its visibility major fundraising campaign in the next two across campus and encourage more years, the College will have an opportunity participation from the various campus to identify additional IT investments that the groups. Institutionalizing active participation Foundation could potentially underwrite. in planning and governance is an ongoing (5.D.6) challenge facing the College. (5.B.4, 5.E.1)

IT Governance Evaluation and Assessment IT governance at Clark College is vested is Computing Services currently uses surveys several committees. The College Council, and informal meetings with department the primary shared governance committee at heads and users to assess the adequacy and the College, deliberates on issues that affect quality of information resources at the the entire institution. Major IT policies and College. Typically, services are evaluated on initiatives are presented to the College an informal basis during routine meetings between College departments and

Clark College 5-32 Library and Information Resources Standard Five

Computing Services staff. In 2007, the technical support services. To do so, the College conducted a more formal survey of department is developing a webpage to faculty, staff, and students on the adequacy enable the campus community to address of the computing facilities across campus. their ongoing concerns or satisfaction level The survey results indicate that, on the after every service call. Users will be able to whole, the campus community is satisfied access this service electronically by email or with available computing resources. (Exhibit through the webpage after a service call for 5CS.24) (5.C.1) technical assistance. This will give the College and the department immediate While the College has done a good job in feedback on completed work for every the area of IT planning, measuring the individual. (5.E.3) adequacy and effectiveness of IT investments and support services is an Strengths ongoing challenge at the College. The Clark College IT Plan recommends the • The College has developed and development of a thorough and regular implemented an IT Plan that is linked to process to assess IT at the College. Current the institution’s 2004-2009 Strategic assessment practices include the Plan and has the buy-in of the Executive identification of outcome measures Cabinet and the Board of Trustees. associated with each goal in the annual goal • The College has made significant and budget development process. A Key investments in instructional technologies Performance Indicator for the institution is (computers labs, smart classroom the annual progress the College is making equipment, Blackboard® LMS) to implementing the recommendations of the enhance teaching and learning. IT Plan. Other IT assessment instruments include IT security audit, penetration testing, • The College has created an effective annual performance evaluations of IT staff, Teaching and Learning Center equipped and an IT component in the annual Pace with state-of-the-art instructional student satisfaction survey. technology. To ensure that high-quality and efficient • Capital project planning focuses on IT technical support services are delivered to infrastructure and services that support the College community, the Computing teaching and learning Services Department developed and • The College has established permanently instituted employee performance standards funded instructional and employee in 2007. These standards will allow the computer replacement plans. department to measure technician response times, quality of services, network issues • Computing Services has a well-trained and how they impact users, technicians’ and dedicated technical support staff and workloads, and user satisfaction. As well, a creative and effective service model. the standards will provide data to determine staffing requirements and outside technical Challenges consultant needs. • Lack of a comprehensive disaster recovery/business continuity plan for IT The Computing Services Department needs services. to focus more effort on obtaining regular feedback from the campus community to • Providing adequate funding for IT measure the adequacy and efficiency of staffing, software systems, equipment,

Clark College 5-33 Library and Information Resources Standard Five

and services to meet the increasing Actions Taken demand for technology. • The College is serving as a pilot • Providing adequate administrative institution for a collaboratively systems and decision support tools to developed web portal. meet current and emerging needs. • A student email system has been • Addressing increasing regulatory implemented to improve requirements related to IT (risk communications and support eLearning. management, eDiscovery, peer-to-peer file sharing, security). • The College has thoroughly upgraded its network infrastructure (including • Providing collaborative and effective IT pervasive wireless access) to support governance at the College. new technologies and improve access. • Keeping abreast of the ever-changing • The College has added needed IT staff in threats and requirements related to IT the areas of telecommunications support security. and application development/database Recommendations administration. • Computing Services employee • Identify funding mechanism to add new performance measures have been instructional technology to the implemented. Instructional Computer Replacement Plan. • The College has made significant investments in hardware, software, and • Develop and implement a services to improve network security. comprehensive disaster recovery/business continuity plan. • Computing Services has implemented an enterprise-class suite of desktop • Develop/purchase applications that computer management tools to improve extend/enhance the features and service and employee productivity. The capabilities of the legacy administrative College has regularly increased Internet systems to improve services to students bandwidth to keep pace with demand. and enhanced capabilities for employees. • Computing Services has implemented an • Augment/improve existing emergency enterprise data storage solution (storage communications systems. area network) to increase capacity, • Improve communications with students efficiency, and reliability of networked and employees related to available storage. services, policies, and procedures.

Clark College 5-34 Library and Information Resources Standard Five

Supporting Documentation for Standard Five – Computing Services Exhibit 5CS.1 Computer Lab Schedules

Exhibit 5CS.2 Web Pages for IT Services

Exhibit 5CS.3 Clark College Student Computing Resources Policy and Clark College Employee Computing Resources Policy

Exhibit 5CS.4 Lab Assistant Handbook

Exhibit 5CS.5 Printed Information Describing User Services

Exhibit 5CS.6 Statistical Data on Training Classes for Faculty and Staff

Exhibit 5CS.7 Training Evaluations

Exhibit 5CS.8 Internet Usage Charts

Exhibit 5CS.9 Network Design and Layout

Exhibit 5CS.10 IT Security Standards and Guidelines

Exhibit 5CS.11 Computer Lab Inventory

Exhibit 5CS.12 Instructional Computer Lab Replacement Schedule

Exhibit 5CS.13 Clark College Computer Software Policy and Standard Supported Computer Software at Clark College

Exhibit 5CS.14 Computer Lab Statistical Data

Exhibit 5CS.15 Smart Classroom Standards

Exhibit 5CS.16 Organizational Charts

Exhibit 5CS.17 IT Staff Qualifications and Experience

Exhibit 5CS.18 Computer Service Standards of Performance

Exhibit 5CS.19 Information Technology Plan for Clark College, 2006-2009

Exhibit 5CS.20 IT Budget Information

Clark College 5-35 Library and Information Resources Standard Five

Exhibit 5CS.21 Clark College Information Technology Hardware Policy (includes Employee and Instructional Computer Replacement Plans)

Exhibit 5CS.22 Clark College Administrative Procedure 862.000—Information Technology Council

Exhibit 5CS.23 Technology Fee Committee Bylaws and Meeting Minutes

Exhibit 5CS.24 Computer Resource and Technology Employee and Student Survey

Clark College 5-36 Standard Six 6 STANDARD Governance and Administration Governance and Administration Standard Six

Standard Six Governance and Administration

Introduction improvement, and actions taken that emerged from this comprehensive analysis of College The College has undergone significant governance. governance changes in recent years, with College leadership changing most The Governance System at Clark dramatically. The College President, two Vice Presidents, and most of the Deans in Documentation of Governance Instruction and Student Affairs have been Relationships hired within the past three years. In addition The governance relationships among the to integrating this new leadership, the College students, classified staff, faculty, has implemented substantive policy and administrators, Board of Trustees, and the procedural changes including (a) the Washington State Board of Community and development of the College’s first Strategic Technical Colleges (SBCTC) are detailed in Plan, (b) alignment of budget processes with the following governance documents. the Strategic Plan, (c) coordination of College 1. Organizational charts accessible on the and Foundation activities, and (d) substantial College intranet depict the authority revisions to the College Council bylaws. Not relationships and job titles of personnel in surprisingly, these governance changes have each of the College units. (Appendix 6.1) been accompanied by various conflicts among and within College stakeholder groups. 2. The Administrative Procedures Manual Perhaps the most dramatic illustration of the documents a wide range of institutional conflict related to these governance changes procedures, including administrative job titles is the Board of Trustees’ decision not to and duties, employee evaluation processes, renew the former College President’s contract student rights and responsibilities, and in August 2006. protocols for the use of facilities. (Exhibit 6.1) Given this recent history of substantial 3. The Board Policies and Procedures Manual institutional change, the accreditation self- specifies the Board of Trustees’ duties and study provided a fortuitous opportunity to responsibilities, Board meeting procedures, systematically document and evaluate the the selection of Board Chair and Vice Chair, College’s governance policies and and the governance relationship between the procedures. The first seven sections of this Board of Trustees and the College President. chapter assess each of the following crucial (Exhibit 6.2) aspects of governance and administration at 4. The Washington Public Employees the College: (a) the governance system, (b) Association (WPEA) and Clark College the governing board, (c) leadership and Association of Higher Education (CCAHE) management, (d) faculty role in governance, collective bargaining agreements specify job (e) students’ role in governance, (f) responsibilities, working conditions, and affirmative action policies and procedures, compensation for classified staff and faculty, and (g) the impact of collective bargaining. respectively. (Exhibits 6.3; 6.4; 6.5; 6.6) The chapter concludes with a discussion of strengths, challenges, specific strategies for

Clark College 6-1 Governance and Administration Standard Six

5. The Constitution and Bylaws of the documents lead, at times, to confusion and Associated Students of Clark College (ASCC) inefficient operations. College leadership has describe the structure and scope of student responded to this issue by initiating a government and the governance relationship comprehensive review and revision of the between ASCC and the College. (Exhibit 6.7 Administrative Procedures Manual. The and Standard 6 section “Student Role in revisions of the manual are scheduled for Governance”) completion in August 2008. (6.A.1., 6.A.4) 6. The Policy Manual of the Washington State Compliance with Governance Board of Community and Technical Colleges (SBCTC) and supporting governance Documents documents at the SBCTC website identify The identified governance documents SBCTC responsibilities and the governance frequently guide College activities. For relationship between the SBCTC and the instance, the Board of Trustees operates state’s community and technical colleges, consistently in compliance with the Open including Clark College. (Exhibit 6.8) Public Meetings Act (RCW 42.30); the College consistently complies with the faculty 7. The Revised Code of Washington (RCW) tenure procedures outlined in RCW section 28B.50 (Community and Technical 28B.50.850-869 (Faculty Tenure); and the Colleges) specifies the laws guiding the Human Resources Department ensures that operations of community and technical employee search processes are consistent with colleges in the state of Washington (e.g., both state statutes and local bargaining distinct boundaries, SBCTC authority, part- agreements. time faculty health-care benefit eligibility, and the full-time faculty tenure process). Notwithstanding the institution’s general (Exhibit 6.9) These RCWs are available at the compliance with governance standards, at Washington Legislature website, times practices are out of alignment with http://apps.leg.wa.gov/RCW/default.aspx?cite College governance documents. Examples =28B.50. follow. Although these diverse governance 1. Deletion of programs. According to the documents explicitly describe governance Administrative Procedures Manual, the authority, roles, and responsibilities at the Instructional Planning Team (IPT) is charged College, governance documents are not with making recommendations to the Vice consistently and effectively aligned. For President of Instruction concerning all example, WPEA job representatives substantive program additions, revisions, and documented a number of significant deletions. (Exhibit 6.1 - Section 865.000) discrepancies between the College However, in the past four years, three Administrative Procedures Manual and the instructional programs—Manufacturing current WPEA collective bargaining Technology, Scientific-Technical agreement. (Exhibit 6.10) Similarly, the Communications, and Graphic currently available version of the Communications/Printing—were deleted Administrative Procedures Manual includes without formal action by the Instructional an evaluation schedule for administrative/ Planning Team (IPT). Efforts are underway to exempt staff inconsistent with the schedule better inform the College community about posted on the Human Resources section of the the governance role of IPT at the College. College intranet. (Exhibit 6.11) The various 2. Employee evaluations. College governance inconsistencies among these governance documents stipulate annual evaluations for

Clark College 6-2 Governance and Administration Standard Six

College administrators and classified staff. widely representative of College stakeholder (Exhibit 6.1 - Section 665.000; Exhibit 6.3 - groups is responsible for conducting the Article 3.2) During the data collection period presidential search process and forwarding for this accreditation self-study, annual finalists to the Board for consideration. evaluations were completed for only about (Exhibit 6.13 - Section 610.025) Given this 25% of administrative/exempt staff and 50% well-defined and inclusive procedure, some of classified staff. The College has identified stakeholder groups at the College (most this as significant issue, and the President and notably the faculty union) contended that the all members of the Executive Cabinet hiring process was inconsistent with (a) identified a goal for timely evaluation of all established College policies and (b) the College employees in their 2007–2008 College’s documented commitment to shared Operational Plans. governance. (Exhibit 6.14) From the perspective of the Board and their supporters, 3. Stakeholder meetings with the Board of the hiring process was appropriate, given the Trustees. As stated in the Clark College 1998 Board’s formal authority as the body Accreditation Self Study, the Board of responsible for hiring and evaluating the Trustees established a regular meeting College President. As of the date of this schedule with internal and external College accreditation report, these differing stakeholder groups. The goal of these perspectives on the presidential hiring process meetings was to improve communication persist. (6.A.2) about important College-wide issues. This practice was discontinued without notice to Opportunities for Meaningful Input the College community about two years after the initial meetings. The College governance system provides the College community with various 4. Presidential hiring process. At the April opportunities to provide input about important 2007 Board meeting, the Board of Trustees issues. announced that they were bringing forward the current interim College President as a 1. Board meetings are open to the public, and viable candidate for the permanent College the monthly agenda consistently includes time President position. A number of public for public statements to the Board. Moreover, forums with the candidate were held to gather the Board agenda includes reports from feedback from the College community about diverse stakeholder groups at the College, the Board’s proposal. At its May 2007 including the College President, all members meeting, the Board formally appointed the of the Executive Cabinet, the College interim President as permanent College Foundation, student government, and the President. classified and faculty unions. (Exhibit 6.15) The College community’s response to this 2. Over 30 standing College committees make decision was mixed. (Exhibit 6.12) recommendations and/or decisions about a variety of important aspects of College On one hand, the College was united in operations. (Exhibits 6.1; 6.16) For instance, support of the newly appointed President, and College Council is a broadly representative it was recognized that the Board’s decision committee that “makes recommendations to circumvented a long and potentially costly the President on matters that impact a search process. On the other hand, concerns significant majority of the College lingered about the hiring process itself. community. The Council provides a According to the Board Policies in effect in mechanism for meaningful input through April 2007, a presidential hiring committee

Clark College 6-3 Governance and Administration Standard Six shared governance, ensuring that committees and their responsibilities are communication flows in all directions.” presented in Table 1. (Exhibit 6.17) Some examples of College

Table 1 Examples of College Committees

Committee Responsibilities

Clark II Recommendations on funding priorities for projects designed to encourage innovative instructional techniques

College Council Oversight of institutional planning, budget development, and institutional effectiveness systems

Cultural Pluralism Development of strategies to create a learning environment in Committee which students of all diverse backgrounds and perspectives can achieve their personal, academic, and career goals

Curriculum Committee Approval of new courses, course revisions, and course deletions

Foundation Funds Recommendations on funding priorities for annual allocation of Allocation Committee Foundation funds

Instructional Planning Oversight of instructional planning process and program review Team process; recommendations about new programs, program revisions

Outcomes Assessment Discussion and planning that improve student learning via Committee assessment

Professional Placement Recommendations concerning professional advancement credits and Advancement for full-time faculty Committee

Clark College 6-4 Governance and Administration Standard Six

3. The College periodically convenes the work performance of classified staff, temporary task forces and committees to faculty, exempt staff, and administrative staff. develop specific recommendations about These various opportunities notwithstanding, important issues. Examples of recent some employees voice dissatisfaction about temporary task forces include the Retention the governance process at the College. At Committee, the College Climate Committee, times, faculty, staff, and administrators doubt the Advising Task Force, and the Facilities their recommendations exert any meaningful Master Plan Task Force. These temporary effect on important College decisions. This task forces typically include a mix of faculty, concern about College decision-making classified staff, and administrators. processes is reflected in recent Personal 4. The College President and Vice President Assessment of College Environment (PACE) of Instruction hold regular open forums to survey results. As displayed in Figure 1, discuss College initiatives, answer questions College employees surveyed in 2006 tended and gather input from the College community. to be dissatisfied with the extent to which they were able to appropriately influence the 5. Screening committees for open positions at direction of the institution, the extent to which the College typically include employees most decisions were made at the appropriate level, directly impacted by the hire. For instance, and the extent to which the institution is screening committees for open classified staff appropriately organized. In comparison, positions typically include classified staff following the change in presidential from a related area; screening committees for leadership, the 2007 and 2008 responses to administrative positions normally include these governance items improved representatives from various areas of the dramatically; mean satisfaction scores are College that would work with the position; now comparable with PACE norms for two- and screening committees for open faculty year colleges. However, it should be noted positions typically include faculty from the that the PACE consultants have consistently same department or program. (Exhibit 6.4 - identified these three governance-related Article III.L.) items among the “areas in need of 6. Union representatives hold regular improvement” at the College in each of the meetings with representatives of the College past three years. (Exhibit 6.19) administration to communicate classified staff Governance concerns are also reflected in and faculty concerns and interests. divergent perceptions of shared governance at 7. The Goal and Budget Development the College. In December 2004, College procedure, initiated in fall 2005, provides Council approved the following definition of faculty, classified staff, and administrators shared governance: with a formal, documented means to request Shared governance at Clark College is a funds in support of the College’s Mission decision-making framework in which Imperatives and Strategic Priorities. (Exhibit institutional policies and priorities are 6.18) determined in collaboration with those 8. The Administrative Procedures Manual, the affected. Roles and responsibilities of WPEA collective bargaining agreement, and students, faculty, staff, administrators, and the CCAHE collective bargaining agreement trustees are clearly defined and communicated describe employee evaluation procedures to ensure accountability. Effective shared including formal opportunities for peers governance requires all members of the and/or supervisors to provide feedback about College community to contribute to an

Clark College 6-5 Governance and Administration Standard Six environment of mutual respect and trust. then policies and priorities at the College are (Exhibit 6.20) not genuinely “determined in collaboration with those affected,” and this decision- This philosophical statement has been making process is not an example of shared interpreted in at least two ways in the College governance. In contrast, committees such as community. According to the “recommending Curriculum Committee, in which members body” perspective, if a committee such as actively make decisions rather than provide College Council makes recommendations to recommendations to a higher authority, the President about a specific course of genuinely embody the College’s shared action, and the President makes the final governance principles. As of the date of this decision, then the decision making process is accreditation report, the College has not shared governance as defined above. reached a consensus about which model of According to the “participatory decision- shared governance described above will help making body” perspective, if a committee the College most effectively fulfill its makes a recommendation and is not actively mission. (6.A.3) involved in the final decision-making process,

Figure 1 College Employee Satisfaction with College Governance System

3.5

3 Spr 2006 Spr 2007 2.5 Spr 2008 2008 PACE norm

2

1.5

1

0.5 mean satisfactionmean rating very (5 satisfied) =

0 decisions are made at I am able to appropriately institution is appropriately appropriate level influence direction of organized institution

Source: PACE 2006 (n = 198), PACE 2007 (n = 182), and PACE 2008 (n = 291) survey results

Clark College 6-6 Governance and Administration Standard Six

reside in the College district and are Governing Board qualified electors. No Board member is an employee of the College. As specified in Board Representation RCW 28B.50.100 (Boards of trustees— The Clark College Board of Trustees is Generally), the Governor appoints Clark composed of five members appointed by the College Trustees to five-year terms, thus Governor of the state of Washington and ensuring continuity and change in Board confirmed by members of the Washington membership. In addition, Board leadership State Senate. As shown in Table 2, the responsibilities are rotated among the current Board of Trustees represents various trustees via the annual election of the Chair stakeholder groups in the local community and Vice Chair. (6.B.1) and has a substantial record of public service. (Appendix 6.2) All Board members

Table 2 Clark College Board of Trustees, 2007–2008 Board Member Appointment End of Term Occupation

Kim Peery 1998, 2003 2008 Public Affairs and Governmental Lobbyist

Addison Jacobs 2000, 2005 2010 Public Affairs Director, Port of Vancouver

Rhona Sen Hoss 2002, 2007 2012 Community Partnerships Manager for The Columbian

Sherry Parker 2004, 2005 2009 Clark County Clerk

John White 2006 2010 Vice President, BERGER/ABAM Engineers

Board Policies and Procedures 1. The Board consistently functions as a committee of the whole, as specified in its The Clark College Board Policies and policies. (Exhibit 6.2) During the June 2004 Procedures Manual and RCW 28B.50.100- to June 2007 accreditation data collection 140 (Board of Trustees) codify the period, the Board consistently reached responsibilities, organizational structure, and decisions in open Board meetings that operating procedures of the Board. (Exhibit satisfied quorum rules. (Exhibit 6.15) 6.2) Critical Board practices aligned with these governance documents are enumerated 2. The Board appoints and regularly below. evaluates the College President as

Clark College 6-7 Governance and Administration Standard Six prescribed in the Board Policies and resolve the issues identified in the report. Procedures Manual. Presidential reviews (Exhibit 6.21) have been conducted by the Board in Although the Board practices described executive session each year since 2004. above are laudable, one concern should be (Exhibit 6.2 - Section 100.B70) noted. In the accreditation data collection 3. The Board regularly reviews and period from June 2004 to June 2007, the approves the mission of the College and the Board did not conduct formal self- academic and administrative structure. As evaluations. (Exhibit 6.15) However, part of the 2004–2009 strategic planning informal discussions and self-review of process, the Strategic Planning Task Force effectiveness were undertaken. The Board recommended, and the Board approved, the recognized the importance of conducting reaffirmation of the College Mission formal self-evaluations and has now statement adopted in 1998. The Board will approved the use of a standardized self- review the Mission again as part of the evaluation tool. ( Exhibit 6.2 - Section development of the 2009–2014 Strategic 100.B70; Exhibit 6.22) The Board used this Plan. New programs of study, and degrees tool to conduct self-evaluations during work and certificates are approved by the Board sessions February 28, 2008, and March 10, and documented in its minutes. For example, 2008. the Board approved a Paramedicine program in 2005 and a Field Survey Technician Involvement in Accreditation program in 2006. (Exhibit 6.15) Board members have conscientiously 4. In alignment with its policies, the Board monitored the institution’s accreditation consistently delegates College operations to status, and the Board approved the interim the President. (Exhibit 6.2 - Section reports submitted to the Northwest 100.C61) Commission on Colleges. As the College prepared for full-scale accreditation, the 5. The Board exercises diligent budgetary Board received monthly progress updates and fiscal oversight of the College in a and periodic updates at Board meetings. One variety of ways. First, at monthly Board Board member has actively served as a meetings, the Vice President of member of the Standard Six committee. Administrative Services provides written (6.B.9) financial reports to the Board. Second, Board work sessions are scheduled during Leadership and Management the capital budget development process and prior to approval of the annual operating Effectiveness of Administration budget of the College. Third, the Board The role of the College administration in formally approves the annual operating support of the Mission and goals of the budget of the College at its June meeting. College is multifarious. Some important Fourth, the Board receives and reviews the indicators of effective administrative annual audit report prepared by the state policies, procedures, and activities are auditors. The Board’s fiscal oversight is also described below. vividly illustrated by its authorization of a Moss Adams external assessment of College 1. The College President provides financial operations. The Board has received administrative leadership in accordance with regular updates about College efforts to the College’s Mission, Vision, Statement of Beliefs, and Strategic Plan. The President’s

Clark College 6-8 Governance and Administration Standard Six full-time responsibility is the organization administrative/exempt employees, and the and administration of the College, including CCAHE collective bargaining agreement rules, regulations, policies, and programs, as describes personnel procedures for faculty. well as goals and strategic initiatives (Exhibits 6.1; 6.4) The WPEA agreement, adopted by the Board of Trustees. (Exhibit the Washington Administrative Code 6.1 - Section 215.001) Specific information (WAC) 357-19 (Appointment and about the current President and Reemployment), and the Washington State documentation of his full-time responsibility Department of Personnel govern classified to the College is provided. (Exhibit 6.23) staff personnel procedures. (Exhibit 6.3) (6.C.1) The Washington State Department of 2. Broadly accessible College governance Personnel website, at www.dop.wa.gov, documents guide administrative practices in provides easy access to personnel a number of significant ways. First, ethical information for employees. conduct requirements are stipulated in All of these personnel procedures are section 415.030 of the Administrative periodically reviewed and revised. For Procedures Manual and as an element of the instance, the administrative/exempt job duties for all College administrators. employee evaluation procedure was most (Exhibit 6.1 - Sections 415.030 and recently updated in December 2006, and the 200.000) Administrators routinely comply classified staff evaluation procedure was with and help enforce these ethical significantly changed through WPEA standards. Second, Section 610.000 of the bargaining at the statewide level in 2005. As Administrative Procedures Manual and noted in section 215.001 of the Washington Administrative Code (WAC) Administrative Procedures Manual, the 131-16-080 and 131-16-191 specify the College President is responsible for ensuring Board and the College will establish the implementation of the personnel appropriate employee selection criteria to procedures referenced above. (Exhibit 6.1) ensure a highly qualified College workforce. (6.C.2, 6.C.3, 6.C.8) Screening committees play an important 3. Administrators at the College typically practical role in establishing specific facilitate cooperative working relationships desirable qualifications for a particular and encourage open communication. As position, evaluating the applicant pool and documented in the spring 2007 ensuring finalists possess exemplary Accreditation Survey results, a significant qualifications. Third, appointment, majority of the employees and students evaluation, promotion, retention, and surveyed agree the College actively termination procedures for College encourages open communication. (Figure 2) personnel are clearly codified. Section 600 (6.C.6) of the Administrative Procedures Manual describes personnel procedures for

Clark College 6-9 Governance and Administration Standard Six

Figure 2 Spring 2007 Accreditation Survey: Perception of Open Communication at the College

100 90 employees (n = 315) 80 students (n = 760) 70 60 50 40 30

Percentage agreement Percentage 20 10 0 The college actively encourages civil The actions of college trustees, and open discussion of matters administrators, classified staff, and pertaining to institutional processes and faculty are consistent with the College's decisions. responsibility to be open with the community and responsive to its needs Source: Spring 2007 Accreditation survey and interests.

Although the above examples suggest completed a formal evaluation since 2003. administrative practices often facilitate the The College recognizes this is a significant Mission and strategic goals of the College, lapse in procedure, and the President and three governance concerns should be noted. members of the Executive Cabinet included First, formal job descriptions are not timely implementation of employee documented for 24 of the 75 current performance plans and evaluations in all administrative/exempt positions at the units as goals in their 2007–2008 College. Coordination of administrative Operational Plans. (6.C.3) employees and effective management of Third, the College’s record of facilitating College operations are challenging when timely decisions is mixed. In some cases, this important information is not available. strict timelines are set and followed (e.g., Documentation is currently underway to tenure approval, Curriculum Committee ensure the accessibility of all job course additions and deletions, the Office of descriptions to the College community. Planning and Advancement’s regular (6.C.2) distribution of program data). In other cases, Second, as noted earlier, many however, decisions and actions are administrators have not been evaluated significantly delayed. For instance, one of regularly as specified in the current the Instruction Unit goals for 2006–2007 administrative/exempt evaluation was to develop a comprehensive plan for the procedures. (Exhibit 6.11) As of the date of recruitment of diverse candidate pools for this accreditation report, only 25% of the open faculty positions. As of the date of this administrators at the College have

Clark College 6-10 Governance and Administration Standard Six accreditation report, this goal is not yet immediate instructional needs. This outreach completed. (6.C.5) led to timely instructional support for a number of programs. In addition, the Institutional Advancement Activities College and the Foundation are exploring The Clark College Foundation coordinates a strategies to better align the Foundation’s variety of institutional advancement fundraising activities with the College’s activities in partnership with the Clark strategic and operational plans. College Penguin Athletic Club and the Clark In addition to these Foundation efforts, the College Alumni Association. (This may be College’s Office of Planning and seen at the Foundation website at Advancement has contributed to institutional http://www.clarkcollegefoundation.org.) As advancement in two distinct ways. First, in shown in Exhibit 6.24, the mission support of grant development activities, the statements for all three organizations office added a Director of Grants emphasize support of the College Mission. Development position in 2004. Grant Moreover, the activities of the organizations proposals are linked to the College Mission systematically reflect a commitment to the Imperatives and support the goals in the College’s Mission in two notable ways. annual Operational Plans. In 2006–2007, the First, in support of the Focus on Learning College received over $2,750,477 in grant Mission Imperative, the Foundation funding. Second, the Executive Dean of provided $1.1 million to academic programs Planning and Advancement maintains and departments during the 2006–2007 regular communications with local, state, academic year to fund faculty and staff and federal elected officials to provide professional development, student learning information on legislative issues that support resources, and state-of-the-art instructional the College Mission and Mission equipment. Second, in support of the Access Imperatives. (6.C.4) to Education Mission Imperative, the Foundation allocated $361,000 in Institutional Research scholarships to Clark College students The Office of Planning and Advancement during the 2006–2007 academic year. conducts institutional research, including In addition to providing financial support, production of regularly scheduled reports, the Foundation is committed to close special projects and surveys; support for the coordination of Foundation and College development of College grants; annual initiatives and priorities. The 2006–2007 and instructional program data; support for 2007–2008 College Operational Plans College planning efforts; and responses to formally document the commitment to individual faculty requests related to “strengthen [the] relationship between teaching and learning. College and Foundation” and describe The Office of Planning and Advancement strategies to achieve this goal. (Exhibits distributes annual program data to the 6.25; 6.26) Throughout the 2006–2007 instructional department chairs and program academic year, a number of action steps heads each August for use in planning and were implemented to increase decision making. The annual data includes communication between the Foundation and three-year comparisons on courses, student the College. For example, Foundation faculty ratios, teaching by faculty type, representatives attended meetings with completions, career and technical program various small groups of faculty and enrollments, demographics, and transfer administrators across the College to identify

Clark College 6-11 Governance and Administration Standard Six history. Faculty engaged in annual program for salaries by 11.1%. The recommended review and enhancement projects confer structure included four broad pay groups: with College research analysts to develop leadership, senior management, project frameworks and collect data that will management/supervision, and program result in program improvement. The Office coordination. Each pay group included of Planning and Advancement provides point-value levels based on knowledge, regular assistance to faculty who conduct skills, abilities, and accountability for the research projects to assess student learning position, and each position was assigned a and improve the teaching-learning process. point value. During the last three years, the College With the new salary structure established in completed several major planning efforts. 2003, the College has made some strides in The Office of Planning and Advancement maintaining competitive salaries; however, provided data and research design assistance challenges remain in attracting and retaining to support development of the Enrollment administrative/exempt employees. The Management Plan, Recruitment Plan, Washington State Board for Community and Marketing Plan, Retention Plan, Master Technical Colleges conducts a salary survey Facilities Plan, Diversity Plan and each year to compare college administrative Instructional Plan. Results of major research salaries. According to the 2007 survey, 15 activities are distributed through the College comparable administrative positions at Clark email, posted on the College intranet and/or fall below the Washington state average, College website, and shared with members ranging from 1% to 22% below the average. of College leadership groups, including the Of significant concern are the eight positions Instructional Council, Student Affairs that are more than 10% below the state Leadership Team, the Executive Cabinet and average. The salaries for the other 13 Board of Trustees. Although the research comparable positions range from 1% to 15% area makes available an abundance of above the state average. (Exhibit 6.27) reports and related data, it continues to look Although not large, recruitment pools for for ways to encourage College employees to administrative positions are typically make use of the data for continuous adequate. For 2006–2007, applicant pools improvement. (6.C.7) for seven positions ranged from 9 to 49 applicants per position, with an average of Administrative/Exempt and Classified 38.8 applicants. From 2004 to fall of 2007, Staff Salaries and Benefits the College received nine refusals to Prior to 2003, administrative/exempt salaries position offers, predominantly based on were identified by position based on job salary. This is significant, considering the duties and level of responsibility in the time and effort expended to conduct organization. The structure lacked formal recruitment and the College’s desire to hire classification or salary structure, and in quality employees. Colleges in the Portland many areas, the College was not salary- metropolitan area provide strong competitive with the market. The Human competition when recruiting, given the Resources Planning Group conducted a higher salaries in Oregon community review and analysis, and the Board of colleges. Balancing salary competitiveness trustees approved a recommended salary for new hires and maintaining equity with schedule and structure on October 16, 2003. current employees is a challenge for the The consultant’s report noted that the College. College trailed the local and regional market

Clark College 6-12 Governance and Administration Standard Six

Classified staff positions at the College positions resulted in applications received include office support, instructional support, ranging from 2 to 89 per position, with an facilities and maintenance, security, average of 27.5. The existence of 276 information technology, research analysts, classified positions at the College provides interpreters, receiving, printing, child care, many opportunities for promotions. In and student support services. Classifications 2006–2007, 22 out of 49 classified hires are designated through bargaining were promotions. Additional information on agreements and the state Department of classified staff compensation and Personnel, and positions are assigned a classifications is available at the Washington particular range based on their job State Department of Personnel website and classification. Employees automatically in the WPEA collective bargaining move on the salary schedule at the end of agreement. (Exhibit 6.3) their six-month probationary period and The comprehensive benefits package every year after until they reach the top of increases the attractiveness of the job the salary schedule (approximately five positions at the College. Benefits for years). Classified employees may also be administrative/exempt as well as classified promoted or reallocated if they are assigned employees include retirement, medical additional duties at a higher classification. insurance, dental and vision coverage, long- Any general cost-of-living increases the term disability, life insurance, annual and legislature allocates are in addition to these sick leave, paid holidays, tuition waiver, position moves. flexible medical expense plan, and a sick Classified employees experienced leave buyout plan upon retirement. The significant changes in position classification College contributes to retirement plans, and compensation over the last two years. medical insurance and basic plans for long- Changes stemmed from a number of term disability and life insurance. (6.C.9) statewide initiatives, including expansion of collective bargaining, class consolidation Faculty Role in Governance between general government and higher education positions, and corrections based As documented in the Administrative on salary surveys in which salaries for some Procedures Manual (Exhibit 6.1) and the positions were deemed to fall short of Clark College Association of Higher salaries in similar positions in the private Education collective bargaining agreement sector by over 25%. In addition to salary (Exhibit 6.4), the institution involves faculty increases resulting from class consolidation, in governance in five major ways. First, classified employees received regular cost- faculty members serve on a wide variety of of-living increases in recent years (2005: standing committees and participate in many 3.2%; 2006: 2.6%; 2007: 3.2%; and 2008: significant decision-making processes at the 2.0%). College, from new course approval to instructional planning. (Table 1) Second, as The College attracts qualified candidates for documented in the CCAHE agreement, the majority of the open classified positions, faculty are integrally involved in both and salaries are fairly competitive. Salaries faculty hiring and the tenure approval are very competitive in such areas as process for new faculty. (Exhibit 6.4 - technology and child care. When the Articles III.C. and III.L.) Third, faculty unemployment rate is low, recruitment pools members are typically included in screening are smaller; however, pools are typically committees for administrative personnel. adequate. In 2006–2007, recruitments for 49

Clark College 6-13 Governance and Administration Standard Six

Fourth, task forces affecting instruction serve on committees. At present, part-time consistently involve faculty. For instance, faculty representation is only mandated on the recently convened Retention Committee one committee, College Council, and includes faculty from both career/technical committee work is not included in the part- programs and academic departments. Fifth, time faculty job description. (Exhibit 6.4 - the faculty use interest-based bargaining p. 77) As the proportion of part-time faculty (IBB) to reach consensus with the College grows at the College, meaningful faculty concerning faculty working conditions and participation in shared governance becomes wages (see “Impact of Collective more challenging. Bargaining” below). The third and perhaps most significant Although the scope of faculty input in governance concern is faculty frustration College governance is substantial, three about what they perceive as the limited concerns should be highlighted. One scope of their decision-making authority in significant practical problem is recruiting matters affecting them. This frustration is full-time faculty to serve on committees and documented in the 2008 PACE survey scheduling meetings when all faculty results. As shown in Figure 3, faculty are members can attend. Given full-time faculty less satisfied than administrative/exempt members’ varying work schedules and employees concerning their opportunities to teaching duties, scheduling committee influence the direction of the institution and meetings at times when all members can the extent to which open and ethical attend is often difficult. In addition, limited communication is practiced. opportunities exist for part-time faculty to

Figure 3 2008 PACE Survey Results Comparison, Administrative/exempt Staff (n = 54) and full-time faculty (n = 73)

3.6 Admin/exempt 3.4 Faculty 3.2

3

2.8

2.6

2.4

2.2

2 I am able to appropriately influence open and ethical communication is mean satisfactionmean satisfied) very rating (5 = direction of institution practiced

Clark College 6-14 Governance and Administration Standard Six

One major source of this faculty frustration committees. (Exhibit 6.28) These various is the governance relationship between the committees make recommendations and College administration and College decisions about a variety of College matters committees. Often, committees are charged directly impacting students. For instance, the to provide recommendations to the President construction of the student union, now or Executive Cabinet; thus, faculty are not known as the Penguin Union Building directly involved in the final decision (PUB), was a student government initiative making process. For instance, the CCAHE funded by an ASCC-approved increase in agreement specifies that tenure-track student fees. screening committees submit three unranked In addition to these ASCC governance candidates to the Vice President of committees, students also participate in Instruction and the College President for the College governance by serving on tenure final hiring decision. (Exhibit 6.4 - Article review committees, screening committees, III.L.) From the perspective of many faculty, and a wide variety of standing College given the significant impact of tenure-track committees ranging from College Council to hiring decisions on departmental working the Student Conduct Committee. (Exhibit relationships, goals and initiatives, faculty 6.1 - Section 800.000) The ASCC recruits should be actively involved in the final and assigns students to these committees. decision-making process. In contrast, the College administration considers faculty Although the ASCC governance structure hiring decisions a management right clearly and committee appointments provide consistent with the CCAHE agreement. As a students with meaningful opportunities for result of these differing perspectives, participation in College governance, one administrative decisions incongruent with important governance issue should be noted. the recommendations of affected faculty ASCC formally represents all credit course result in frustration and low morale. (6.D) students at the College; however, typically less than 5 percent of eligible students vote Student Role in Governance in ASCC elections. This low turnout raises a significant governance question: if so few The Associated Students of Clark College students participate in student government (ASCC) formally represents students at the elections, to what extent do ASCC decisions College. As documented in the ASCC and priorities reflect the perspective of Clark Bylaws and Constitution, students elect students as a whole? ASCC is aware of this three ASCC officers: the President, the Vice issue, and ASCC officers have implemented President, and the Club Coordinator. a number of strategies for increasing turnout (Exhibit 6.7) These three elected officers (e.g., election announcements in classes, and four appointed student officers comprise mobilization of student club members, and the ASCC Executive Council, the governing distribution of election materials at ASCC- body of ASCC. As described in the ASCC sponsored events). (6.E) Bylaws, the purpose of the ASCC executive

council “is to manage, direct, and to monitor all of the activities, policies, and procedures of the ASCC, and to act as a voice for the students of Clark College.” (Exhibit 6.7) In addition to this executive body, the ASCC governance system includes boards and

Clark College 6-15 Governance and Administration Standard Six

Affirmative Action Policies and Clark’s Queer Penguin Student Club, which Procedures is chartered to create a safe and fun community for lesbian, gay, bisexual, Philosophically, Clark College is committed transgender, and straight students. The to diversity as evidenced in its Strategic inclusion of gender identity and gender Plan. The Respect for Differences Mission expression and the previous inclusion of Imperative is one of six priorities put forth sexual orientation preceded the posting of in the 2004–2009 Strategic Plan for Clark state guidelines, putting Clark College on College. In addition, the College is working the forefront of this movement in the state of to institutionalize that philosophical Washington. The College also submits commitment into daily practice and affirmative action statistics and an operations. While the College has made Affirmative Action Plan as required by the strides toward this integration, work remains state of Washington. (Exhibit 6.29) in this area. With respect to federal guidelines, Clark One tangible sign of progress is the College participated in a routine compliance appointment of a Director for Equity and visit of its institutional policies and practices Diversity in January 2006. This Director by the Office of Civil Rights (OCR) in July serves on the President’s Executive Cabinet 2006. The College awaits the OCR’s official and convenes the Clark College Cultural letter of finding, but an oral report from the Pluralism Committee. That committee is Washington State Board of Community and currently developing a diversity plan that Technical Colleges, working on behalf of will provide strategies for creating and OCR, provided feedback. Best practices supporting a diverse college community. were noted in the College’s selected The Director provides individualized admissions process, the College Catalog, consultation, support to work teams, and financial aid, Disability Support Services dialogue sessions on the many facets of and the Recruitment Plan. The oral report diversity. The Director also assists the also commended the College for translating Associate Director of Human Resources in its discrimination and harassment grievance diversity recruitment and serves as the procedures into Spanish and Russian. Areas College’s AA/EEO officer investigating noted for improvement included signage, allegations of discrimination and accessibility at O’Connell Sports Center, harassment. and the placement of the non-discrimination Clark College remains in compliance with notice. The OCR representatives noted the Washington state laws regarding College already identified these concerns discrimination and harassment. The and planned to address them prior to OCR’S Teaching and Learning Center and visit. The recent remodeling of the Employee Development hold quarterly O’Connell Sports Center and new campus training sessions for the College community signage in 2007–2008 are evidence of the regarding the Discrimination and College’s commitment in this area. (Policy Harassment policies of the College. In 2006, 6.1) the Discrimination and Harassment Grievance Procedure was updated to include protection in the area of gender identity and gender expression. This revision was motivated by a discussion between the Director for Equity and Diversity and

Clark College 6-16 Governance and Administration Standard Six

Impact of Collective Bargaining Faculty The Clark College Association of Higher Two employee groups, faculty and classified Education (CCAHE) represents faculty staff, have entered into collective bargaining members locally and affiliates with the agreements with the College. Given the Washington Education Association (WEA) distinctions between the union affiliations at the statewide level and the National for each group, the impact of each of the two Education Association (NEA) at the national bargaining agreements on institutional level. Although union membership is effectiveness will be considered separately. optional for faculty and no agency fees are currently charged to nonmembers, about Classified Staff 85% of the full-time faculty belongs to The Washington Public Employees CCAHE. In contrast, fewer than 10% of Association (WPEA) represents classified part-time faculty are union members. Given staff, and in 2003, the WPEA approved that part-time faculty outnumber full-time affiliation with the United Food and faculty by more than two to one and Commercial Workers International Union currently teach nearly 50% of the class (UFCW). The Washington Public sections at the College, CCAHE is Employees Association represents two committed to increasing part-time faculty distinct bargaining units at the College: non- representation in the union. supervisory classified staff and supervisory classified staff. The faculty union functions with a “weak executive” model of governance. The Although the WPEA collective bargaining CCAHE President holds limited formal agreement is currently bargained at the authority; the CCAHE Senate, a statewide level, local WPEA job representative body that includes faculty representatives play an important role from each instructional unit and two part- working with the College administration to time faculty members, must approve ensure that College practices and policies significant union actions such as proposed align with the statewide agreement. As grievances and bargaining proposals. In the specified in Article 33 of the current WPEA absence of an academic faculty senate at the agreement, Labor Management College, the CCAHE Senate widely Communication Committee (LMCC) represents the interests and concerns of all meetings are conducted regularly to resolve faculty, not only CCAHE members. issues at the local level as appropriate. (Exhibit 6.3) During the 2005–2006 Unlike the Washington Public Employees academic year, three LMCC meetings were Association, CCAHE bargains a contract at held, and beginning in 2006–2007 LMCC the local level. The contract bargaining team meetings occurred monthly. These meetings typically consists of four to five CCAHE provide an important forum for the classified faculty representatives and four to five staff to present concerns about contract College administrators. One significant issues and work conditions without change in the bargaining process since the immediately resorting to the formal College’s 1998 accreditation self-study is grievance process. They also serve as an the use of interest-based bargaining (IBB) in opportunity for better communication the place of traditional positional bargaining. between staff and administration. The distinctions between these two bargaining approaches are summarized in Table 3.

Clark College 6-17 Governance and Administration Standard Six

Table 3 Comparison of Positional Bargaining and Interest-Based Bargaining Positional bargaining Interest-based bargaining

Present preferred solution and information Explore all interests to define issue under supporting the position consideration

Insist on own preconceived position Be open to creative possibilities

Act in own interest Help satisfy shared interests

Use power and pressure to force others to Mutually define a good solution and reach own position; compromise if necessary consensus

Moving from traditional positional description. In recognition of the additional bargaining to interest-based bargaining workload, the IBB team also agreed to a (IBB) has proved a slow and challenging $2,000 annual salary increase for full-time process for the College. Interest-based faculty. CCAHE-affiliated faculty and the bargaining, however, has generated a Board of Trustees ratified this agreement in number of important decisions that have June 2006. As a result, faculty participation improved College operations and provide in program review and enhancement and opportunities for collaboration between the assessment activities has increased faculty and the administration. significantly. One notable example of a successful IBB Although not all IBB sessions produce such outcome is the program review and successful outcomes, IBB shows significant enhancement procedure bargained in 2006. promise as an institutional problem-solving Prior to this time, program review was process. By identifying common interests formally identified in all governance and generating consensually agreed-upon documents as the responsibility of solutions, the IBB process points the way instructional deans; it was not formally toward a more positive, trusting, and included in the faculty job description. In inclusive governance relationship between IBB sessions, faculty and administration faculty and administration. agreed program review was an important College activity that should be faculty- Benefits of Collective driven. After exploring potential solutions, Bargaining the IBB team reached agreement on a proposal to add program review and The impact of collective bargaining on assessment activities to the faculty job institutional effectiveness is manifold. Most

Clark College 6-18 Governance and Administration Standard Six

important, union representation ensures the Challenges active involvement of both faculty and classified staff in decisions regarding their • The most notable governance challenge wages, hours, and working conditions. Thus is lack of compliance with documented collective bargaining is a compelling governance documents and procedures. example of shared governance at the • Lack of consensus among the College College. In addition, union bargaining community about which philosophy of contributes to attractive compensation and shared governance should guide College working conditions that help the College operations. recruit qualified applicants for job openings, retain experienced and effective employees, • Lack of formal and regular evaluation and maintain faculty morale. Finally, union processes for all employee groups. representatives play an important role in • Lack of opportunities for meaningful formally and publicly voicing concerns input to the Board of Trustees from about important College issues. Given the College stakeholders. non-retaliation safeguards in the WPEA and CCAHE collective bargaining agreements, • High levels of administrative turnover union representatives can speak openly and resulting lack of institutional about controversial issues and represent the memory among administrators. concerns of less protected employee groups. • Lack of timely communications of (Policy 6.2) decisions impacting college employees. Strengths • Ineffective conflict resolution practices result in mistrust, hostility and Based upon an analysis of the data resentment. summarized above, a number of governance practices and policies should be Recommendations commended. • Transparency of College communication • Implement a regular schedule for review has improved significantly. and revision of all major policy documents. • College employees report positive and collaborative working relations with • Reach consensus on the definition of their immediate supervisors. A spirit of shared governance and align College cooperation exists in their workteams. practices accordingly. • A number of inclusive formal and • Ensure that all College constituent informal decision-making processes groups are regularly and formally provide faculty, staff, and students with evaluated. opportunities for direct involvement in • Re-establish opportunities for College decisions that affect them. meaningful input between the Board and • The College and the Clark College the internal and external College Foundation have increased coordination stakeholders. of activities and are thoughtfully • Improve the way important decisions are coordinating their Strategic Plans and communicated by sharing decision- fundraising priorities to more effectively making timelines for committees and serve the community. task forces with the College community

Clark College 6-19 Governance and Administration Standard Six

and identifying the parties responsible Actions Taken for communicating results promptly and effectively to all stakeholders. • The primary governance document for the Board of Trustees, the Board Policies • Interweave interest-based bargaining and Procedures Manual, has undergone a principles into College operations and comprehensive review and revision. The procedures by embedding IBB revised manual was approved in April procedures in College governance 2008. documents. Include IBB training in professional development plans for • Clark College’s primary administrative classified staff, faculty, and document, the Administrative administrators, and systematically Procedures Manual, is undergoing expand conflict resolution training and review and revision; target date for services to foster collaboration and completion is August 2008. creative problem solving among all • Scheduled evaluations for all employees College stakeholder groups. have been included in the annual

Operational Plans of all members of the

Executive Cabinet.

• The change in College leadership has been accompanied by a reduction in administrative turnover.

Clark College 6-20 Governance and Administration Standard Six

Supporting Documentation for Standard Six

Appendices Appendix 6.1 Organizational Charts 1998 and 2008

Appendix 6.2 Board Membership

Supporting Documentation in Team Room Exhibit 6.1 Administrative Procedures Manual

Exhibit 6.2 Board Policies and Procedures Manual

Exhibit 6.3 Collective Bargaining Agreement By and Between the State of Washington and Washington Public Employees Association of Higher Education (WPEA HE)

Exhibit 6.4 Agreement By and Between Clark College and Clark College Association for Higher Education/WFA/NEA

Exhibit 6.5 Faculty Handbook

Exhibit 6.6 N.E.S.T. New Employee Success Training

Exhibit 6.7 Associated Students of Clark College ASCC Constitution and ASCC Bylaws

Exhibit 6.8 SBCTC Policy Manual and General SBCTC Information

Exhibit 6.9 RCW 28B.50 Community and Technical Colleges

Exhibit 6.10 Discrepancies Between the WPEA Collective Bargaining Agreement and the Administrative Procedures Manual

Exhibit 6.11 Administrative Procedures Manual, Section 660.000 and Human Resources Administrative/Exempt Evaluation Process

Exhibit 6.12 Accreditation 2008 Responses to Celebrations and Challenges

Exhibit 6.13 Board Policies in Effect in April 2007

Exhibit 6.14 CCAHE Letter to Board Concerning Presidential Hiring Process, June 2007

Exhibit 6.15 Clark College Board of Trustees Agendas and Minutes

Clark College 6-21 Governance and Administration Standard Six

Exhibit 6.16 Clark College Committee Roster 2007-2008

Exhibit 6.17 Clark College Council Bylaws

Exhibit 6.18 Clark College New Goal and Budget Development Request; Strategic Plan and Budget Development: 2007-2008

Exhibit 6.19 PACE – Personal Assessment of the College Environment 2006, 2007, 2008

Exhibit 6.20 Clark College Council, December 8 2004 [minutes]

Exhibit 6.21 Memo: Moss Adams Audit: Progress Report and Moss Adams Fiscal Analysis Study November 2006 Matrix of Responsibilities

Exhibit 6.22 Clark College Board of Trustees Self-Evaluation

Exhibit 6.23 President’s Biographical Information

Exhibit 6.24 Mission Statements for the Foundation and Related Organizations

Exhibit 6.25 Clark College Foundation Accreditation Handbook

Exhibit 6.26 Clark College Operational Plan – Year Three Final Report 2006–2007 and Clark College Strategic Initiatives 2007-2008 Mid-Year Status Report

Exhibit 6.27 Administrative/Exempt Salaries in Comparison to Washington Community and Technical Colleges Statewide Average

Exhibit 6.28 ASCC Boards and Committees

Exhibit 6.29 Clark College 2005 Affirmative Action Plan Narrative

Clark College 6-22 STANDARD 7 STANDARD Standard Seven Finance Finance Standard Seven

Standard Seven Finance

other boards and state agencies exercise Introduction authority over specific financial management Since its last accreditation visit, Clark College requirements. (7.A.1) has grown from 5,633 FTES in fall quarter 1996 to 7,259 FTES in fall quarter 2006 and The State Board for Community and has experienced a commensurate increase in Technical Colleges establishes policies and expenditures and revenues to support this procedures for the system regarding budget growth. Clark’s long-term stable financial planning and submission, and financial history has allowed it to use accumulated management and reporting. (Exhibits 7.2.1; resources to expand course offerings as well 7.2.2) These policies and procedures, which as to fund new and remodeled facilities and establish the budget and accounting structure, improve equipment resources. Student comply with the basic principles required by technology fees support general and dedicated the Governor’s administrative financial and computer lab access, and an employee budget office, the Office of Financial computer replacement program funds regular Management, as well as additional criteria upgrading of desktop computing resources. developed by SBCTC to support management The substantial assets of the Clark College of the community and technical college Foundation provide resources to purchase system. The State Department of General property for the College as well as continue Administration also governs many fiscally support for equipment, vocational education, related matters, such as purchasing and risk and faculty and staff development. Increased management. The Office of the Attorney resources from the state as well as the General and the State Auditor’s Office issue College’s commitment to hiring and retaining rulings, opinions and procedures that apply to a high-quality faculty resulted in progress the fiscal operations of the College. toward a competitive salary scale. Locally, the College Board of Trustees has Collaborative goal development and budget the authority to adopt an annual budget to request processes provide the means to finance the operation of the College. (Exhibit allocate resources to fulfill the College’s 7.3) The Board of Trustees has delegated the Mission and move its Vision forward through responsibility for preparing, submitting to the clearly prioritized goals. Strong financial Board, and administering the annual budget to management and controls have resulted in the President. (Exhibit 7.4) New directions, audits without findings. initiatives and partnerships developed by the College must comply with all requirements Financial Planning established by the legislature, the SBCTC and all other state agencies and boards with Authority authority over colleges and state agencies. Clark College, however, holds the ability to The Washington State Legislature grants exercise significant initiative and creativity in overall authority for financial management of the development of programs and services to the community and technical colleges to the fulfill its Mission. State Board for Community and Technical Colleges (SBCTC ). (Exhibit 7.1) In addition,

Clark College 7-1 Finance Standard Seven

External Capital and Operating Budget Internal Capital and Operating Budget Processes Processes The planning and allocation process for Mission Imperatives identified in the capital budgets is distinctly different from that College’s Strategic Plan drive the planning used for the operating budget. The capital and budget development process. In addition, budget planning process includes an eight- other plans such as the Instructional Plan, year moving structure for major facilities and Enrollment Management Plan, Facilities consists of Facilities Master Plan updates, Master Plan and Information Technology Plan pre-design, design, and construction phases. provide direction as the institution develops Each college within the Washington strategic goals and related resource Community and Technical College system requirements. (7.A.2) develops a Capital Plan reviewed biennially by an inter-institutional committee composed Capital Budget of representative Presidents, administrative Capital budget requests develop from the Vice Presidents, facilities directors, and College’s Strategic Plan and the Facilities others. The committee reviews each proposal Master Plan. The College periodically and develops prioritized recommendations for reviews and updates the Facilities Master Plan the SBCTC. Once approved, the request is to reflect the latest data on population and submitted as part of the SBCTC capital educational trends. Each biennium, the budget for inclusion in the governor’s budget College identifies and prioritizes facility proposal to the legislature. Renovations and needs and requests for capital construction for building replacements are included in a four- the ensuing six years and submits them to the year process of design and construction; all SBCTC. Requests are justified by the other elements of the capital budget, repairs, Strategic Plan and the Facilities Master Plan, minor improvements, and minor buildings which includes a 10-year proposed schedule (less than $1,000,000) operate on a two-year for capital projects. (Standard 8 addresses this planning cycle. The College has also process in greater detail.) (7.A.2) accumulated local funds that it allocates to specific capital projects upon approval by the Operating Budget Board of Trustees. Each fall, the President communicates goals A significant component of Clark College’s for the subsequent fiscal year. In January, operating budget comes from the legislative each major unit of the College engages its processes and a biennial allocation to the constituents in a process of developing goals State Board for Community and Technical and budget requests that support the Mission Colleges. The Washington Community and Imperatives. (Exhibit 7.5) Analysis of the Technical College System budget is submitted currently allocated budget as well as external as a combined request to the Governor. challenges and opportunities are included in Through the Presidents’ Association this process. Revenues and expenditures are Operating Budget Committee, each estimated for all units and expense categories institution, however, has an opportunity to based on proposed initiatives, enrollment address needs from the perspective of their projections, and cost increases. All College own local college and provide input into employees, as well as student leaders, enjoy systemwide priorities. Once the SBCTC the opportunity to participate in the process. receives the biennial appropriation, Leadership in each major unit reviews the allocations are made to colleges in the system goals and related budget requests before annually.

Clark College 7-2 Finance Standard Seven submitting the requests to the President and operating units along with revenue and Executive Cabinet for analysis and decision. expenditure detail. Revenue and expenditures are monitored carefully during the year and The College works closely with the SBCTC adjusted as necessary to assure sound use of and the legislature to anticipate fluctuations in resources to support the College’s Mission state appropriations, growth allocations, Imperatives. (7.A.3) tuition rates, and expenditure levels. College staff monitor expenditure levels and Institutional Debt anticipated salary and benefit changes to identify trends that impact the budget for The Revised Code of Washington (RCW subsequent years. Strategies to cover 28B.50.140) authorizes the Board of Trustees unfunded mandated increases have been to “borrow money and issue and sell revenue implemented. Operations costs for new bonds or other evidences of indebtedness” programs and facilities are identified and with the approval of the State Board for included in budget allocation processes well Community and Technical Colleges. (Exhibit in advance of implementation. The College 7.9) The College has rarely used debt. The monitors a Financial Health Indicators report College incurred a small, no-interest debt to provided by the SBCTC and maintains a secure a community development block grant reserve policy that provides flexibility during to fund a major renovation of the Child Care times of decreasing state support and revenue. Play Space. A small balance of less than (Exhibit 7.6) (7.A.2) $4,000 remains and will be paid in 2009. In addition, the College borrowed $5.7 million In April, the Executive Cabinet reviews and to fund the Penguin Union Building after prioritizes the budget requests and drafts a students voted to tax themselves to repay the balanced budget in preparation for receiving loan. Student fees provide adequate funding an allocation from the State Board for each year for repayment. (Appendix 7.2) Community and Technical Colleges. The (7.A.4, 7.B.2) SBCTC allocates the legislative appropriation among 34 institutions according to formulas Adequacy of Financial related to items such as base budget Resources allocations and enrollment history. Once the College receives an allocation, the Executive Source and Use of Funds Cabinet develops final recommendations to The College uses a variety of funding sources submit to the College Board of Trustees for to support its programs and services. State approval. (Appendix 7.1) Once the Executive allocations appropriated by the legislature, Cabinet approves the budget, members tuition revenue, and user and course fees communicate budget decisions to the College provide the primary operational support for community; budget documents, including the College. The SBCTC makes final state historical data, are finalized and made allocations based on legislative available and necessary budget entries appropriations. It also sets tuition levels and recorded in the Financial Management earmarks portions of the allocation for System (FMS). (Exhibits 7.7; 7.8) (7.A.3) specific programs. The Office of the Administrators may initiate changes to the Superintendent for Public Instruction sets currently allocated budget based on updated tuition reimbursements rates for Running revenue projections during the fiscal year. Start students. The College sets use and The changes are recorded in FMS and course fees. The Clark College Foundation reflected on monthly reports distributed to provides additional significant resources to

Clark College 7-3 Finance Standard Seven support the College and its students. As of and it provides the opportunity for campus December 31, 2007, the value of scholarship, constituencies to identify and communicate unrestricted, and program-specific program needs. While program funding endowments held by the Foundation exceeded requests typically exceed available resources, $57 million. Distributions for College and funds are allocated annually to address the Foundation support from these endowments, most urgent priorities. (Exhibit 7.13) (7.B.5) enhanced by gifts from the community, The College seeks and maintains active permit the Foundation to be self-supporting partnerships with its local community to while providing $6.2 million in FY2007 for provide students with quality program College program, capital, and scholarship support, including instructional equipment, support. (7.B.1) student scholarships, and advisory board Over the past five years, the College has seen activities. The Clark College Foundation a slight increase in the level of state funding provides extraordinary support for students as a percentage of the total operating budget. through funding for scholarships and for In the 2007-2008 fiscal year, the SBCTC College activities. The Foundation provides allocated new funding to support the growth more than $300,000 each year for student in student FTEs at the College, which scholarships, and it grants between $500,000 increased the state-allocated portion to an and $1 million annually to College-generated average level of 65%. During the years where proposals for faculty and staff development, the proportion of the state allocation equipment, and one-time projects. A College decreased as a percentage of the entire committee, composed of students, faculty, operating budget, the reliance on tuition staff, administrators and Foundation Board of dollars increased slightly. Directors members, recommends funding decisions. The Foundation also provides In recent years, the College has estimated funding for property acquisition. (Exhibits revenue more precisely in its annual budget 7.14; 7.15) planning process. Refined analysis of enrollment trends to tighten tuition estimates, The Associated Students of Clark College along with inclusion of Running Start and allocate more than $1.4 million per year for International Education revenue, assures programs, clubs, and activities, many of prudent use of available funds. These changes which directly support the College’s have been implemented carefully in order to instructional programs. (Exhibit 7.16) The maintain the College’s long-term financial College has recently funded a full-time strength. Director of Grants Development to seek added resources from external funding Transfers of monies between funds are in sources to support the institution. (7.B.1) compliance with SBCTC policies and College policy. Board of Trustees policy delegates The College experiences challenges in some authority for inter-fund borrowing to avoid areas. Technological changes require a negative cash balances in local operating significant investment of resources to funds at the close of a biennium. (Exhibits maintain equipment, training, and staffing 7.10; 7.11; 7.12) (7.B.4) support at quality levels. Inadequate funding for adjunct faculty salaries and medical The College engages in numerous activities to benefits continues to impact the College’s identify needs and locate sources of revenues ability to attract and retain quality part-time to address them. The operating budget process faculty. Although the SBCTC allocates funds involves faculty, staff, and student leaders in quarterly to support students with disabilities, the development of goals and budget requests,

Clark College 7-4 Finance Standard Seven current costs exceed allocations and the million in Stafford loans. The default rate for institution must absorb them. The College’s FY2006, the most recent available, is 9.0%. proximity to the Washington School for the (Exhibit 7.17) Deaf and the Washington State School for the State law and the SBCTC establish mandatory Blind contribute to the need for additional and non-mandatory tuition and fee waivers. support in these areas. As the College The College regularly reviews non-mandatory expands to additional locations, resources to waivers to balance student access with coordinate services between the sites and institutional financial needs and makes serve a large number of students must be adjustments as necessary. In 2007, the Board identified. of Trustees approved changes to specific waivers to support student access and Financial Aid approved a newly established athletic tuition The College actively seeks all sources of waiver program. In the 2007–2008 academic financial aid for its students. (Table 4 and year, the College implemented a mandated additional information in Standard 3) The waiver for children and spouses of fallen or College allocates 3.5% of the tuition revenue disabled veterans. The Foundation worked annually to financial aid for students and with the College’s Financial Aid office to seeks supplements to initial state allocations award $344,700 to over 310 students in 2006– of financial aid from the Higher Education 2007. (Exhibits 7.18; 7.19) (7.B.6) Coordinating Board and annual federal allocations from the Department of Financial Reserves Education. The College has opportunities to request supplemental state aid through The College updated its reserves policy in multiple avenues. The College submits 2004. The current policy requires a minimum quarterly interim reports and requests for both of 5% and a maximum of 10% of its general the Washington State Need Grant and operating budget as reserves to allow for Washington State Work Study programs. fluctuation in revenue and/or expenditure Further, annual allocations are based on year- amounts in a given fiscal year. Since the end reports for each respective program as College implemented this policy, reserves well as a comprehensive report referred to as have been maintained at 10%. In addition, the the Unit Record Report to the Higher College carefully analyzes and prioritizes Education Coordinating Board. A mechanism requests for one-time funds and approves does not exist for supplemental requests to the allocations for these items out of cash federal aid programs. balances exceeding the 10% reserve requirement. The administration reviews a The Washington State Need Grant fund fund balance report monthly with the Board allocation to Clark College increased from of Trustees, detailing reserve requirements $1,338,707 in 1998 to $3,301,267 in 2007. and approved allocations. (Exhibit 7.20) The Washington State Work Study also (7.B.7) increased funding from $234,017 in 2002 to $433,935 in 2007. The College may waive Income Stability student tuition for needy students up to 3% of The College has demonstrated strong the projected revenue in a fiscal year. financial stability over the last five years. The College participates in the Federal Although significant improvements in Family Education Loan Program. In fiscal technology and facilities have been financed year 2006–2007 the College processed $6.4 from accumulated fund balances, the College continues to operate in the positive, allowing

Clark College 7-5 Finance Standard Seven continued improvements in these areas. purchasing. This increase provides adequate (Exhibit 7.21) (7.B.3) staffing for the financial management of the College. The Internal Auditor, reporting Auxiliary Enterprise Accounts directly to the President, provides auditing The College uses auxiliary enterprise units services to the College. (Exhibit 7.25) (7.C.2) (Bookstore, Copy and Printing Services, The Vice President for Administrative Events and Food/Vending Services) to Services provides monthly and year-end provide necessary services to the College; reports to the Board of Trustees. (Appendix each pay overhead as appropriate. The 7.1) The Board also meets with the Executive College does not use enterprise income to Cabinet as annual goals and related budgets balance education and general operations, and are developed and finalized. (7.C.1) it does not use education and general revenue to subsidize enterprises. Inter-fund loans The Center for Information Services (CIS), within the auxiliary enterprise accounts cover which supports Washington State’s negative cash balances at year end. In total, community and technical colleges, furnishes auxiliary enterprise funds maintain a healthy the budgeting, accounting, and payroll fund balance, although copy machines and software for Clark College Information printing services currently operate in the Services. For the past twenty-five years, CIS deficit. (Exhibit 7.22) (7.B.8) has processed the administrative data with HP3000 computer systems. When Hewlett- Financial Management Packard announced in early 2000 it would no longer manufacture and support these The Vice President of Administrative computers, CIS initiated a re-hosting project Services assumes responsibility for the to migrate all applications (financial business, facilities, IT, security, and management system, payroll personnel operations services of the College and reports management system, facilities and equipment, directly to the College President. (Exhibit financial aid system, and database 7.23) The Vice President of Administrative management system) to a new computer Services manages the fiscal resources and environment. Following recent review of related services to ensure compliance with progress by an outside consultant/ auditor, the federal, state, district, and College policies, SBCTC has recently halted the re-hosting procedures, laws, regulations and employee project. Over the next several months, union agreements. As a member of the planning and analysis will determine how to Executive Cabinet, the Vice President of modernize the system’s technology Administrative Services provides a monthly environment. financial report to the Clark College Board of Trustees and serves as the contracting officer The College hosts a version of the e-Plus for the institution. (7.C.2) purchasing software for procurement functions and has recently issued a purchase Budgeting and controllership functions are order to upgrade the application software. assigned to the Director of Business Services, Work will continue over the summer to assure who reports to the Vice President of full implementation by winter quarter. Administrative Services. (Exhibit 7.24) Excluding these two positions, staff numbers The College controls all income and increased by 40% in the last 10 years to 21 expenditures and includes all incomes and permanent staff positions in the Business expenditures in the biennial audit as well as in Services departments, including accounting, the monthly financial reports provided to the budgeting, cashiering, payroll, and Board of Trustees. “Other fund” budgets,

Clark College 7-6 Finance Standard Seven such as grants and contracts, corporate and Management (OFM) as well as by the State continuing education, internal support Board for Community and Technical services, Associated Students of Clark Colleges. (Exhibit 7.32) The Washington College, parking, auxiliary enterprises, Community and Technical Colleges statewide student financial aid, and capital projects are Budget, Accounting and Report Council, and included in the budget development and ultimately the Business Affairs Commission, approval process. (Exhibit 7.8) (7.C.3) establishes additional accounting rules the College follows. The state auditor’s review Cash Management and Investing and the SBCTC Performance Review assure The College follows investment guidelines compliance with the established accounting provided by the Office of the State Treasurer, rules and procedures. Washington State Office of Financial Financial statements published by OFM are Management, state of Washington law and its the official statements for the colleges, since own investment policy. (Exhibits 7.26; 7.27; individual colleges do not prepare audited 7.28) Cash management is an ongoing financial statements. The College completes function addressed by the College accounting the IPEDS reports annually. (Exhibit 7.33) In staff and the state auditors. The College’s accordance with RCW43.88.037, OFM adopts Internal Auditor performs periodic risk generally accepted accounting principles assessments and subjects higher-risk areas to (GAAP) as applicable to state government. further review. (Exhibit 7.29) (7.C.4) (Exhibit 7.34) Clark College is in compliance The College follows specific policies on cash with GAAP. (Appendix 7.3) As a state management and investing. (Exhibit 7.30) By agency, the College is audited on a biennial resolution, the Board of Trustees authorizes basis by the Office of the State Auditor. That use of the Local Government Investment office may use its own audit staff or contract Pool, but the College uses other allowable with independent audit firms for support of investment vehicles when rates are favorable. specialized audits. At the completion of the The administration monitors the source of biennial audit, an exit conference is held with investment, earnings, and distribution of the auditors, College staff and administrators, earnings on a monthly basis. (Exhibit 7.31) and a member of the College Board of (7.C.4) Trustees. In Washington, audit reports are public documents and released to the press. Accounting Systems The Vice President of Administrative The accounting system used by the College is Services presents the audit report to the Clark systemwide software developed and College Board of Trustees. (Exhibit 7.35) supported by CIS. This software performs the (7.C.5) basic accounting, payroll, financial aid, The state auditors discuss identified audit cashiering, inventory and human resource concerns with College staff. The state auditors processes. Although the current system does may address significant issues in a not provide sufficient management reports, “management letter” to the College Board of many needs can be satisfied with reports Trustees. Significant issues not corrected in a readily prepared with data extraction timely fashion may be included in the next software. formal audit report as a “finding.” In that The College must follow extensive event, the College must publicly respond to accounting rules established by the the finding with corrective action. In turn, the Washington State Office of Financial state auditor comments on the appropriateness of the College’s response. (7.C.12)

Clark College 7-7 Finance Standard Seven

The College’s biennial audit by the Office of College staff. In exchange for providing the State Auditors includes all College- development services to the College, the administered financial aid. The Clark College Foundation receives computing and telephone Foundation is subject to an independent audit support, meeting room space, and other each year as a separate 501(c)(3) entity. services valued at less than $200,000 per year College audit reports are available for review from the College. (7.D.3) in the office of the Vice President for The Clark College Foundation has 501(c)(3) Administration Services, and Foundation status with the Internal Revenue Service and audit reports are available for review at the annually files Form 990 and required Foundation office. (7.C.13) schedules. The Foundation was incorporated in the state of Washington in 1973 and Internal Controls registered with the Washington Secretary of The College uses controls wherever State pursuant to the Charitable Solicitations appropriate and attainable, but risk of the loss Act. The Washington State Office of the of assets exists due to the size and Insurance Commissioner authorizes the decentralized nature of the institution. Foundation to issue charitable gift annuities. Recommendations from the state auditors and The College Board of Trustees must approve College staff are implemented whenever any changes to the Foundation’s articles of possible. The College internal audit office incorporation. Changes to the Foundation’s conducts risk and internal control evaluations governing documents are submitted to the to ensure compliance with established Washington secretary of state and the Internal accounting procedures, state statues and Revenue Service. (Exhibit 7.39.1) (7.D.1) regulations, and College policies and procedures. (7.C.11) The College President and two trustees serve as ex-officio members of the Clark College Fundraising and Development Foundation Board of Directors. The College President or designee and a trustee also serve Clark College Foundation on the Foundation Executive Committee and The Clark College Board Policies and may attend other committee meetings in order Procedures Manual and Administrative to monitor Foundation activities. The Procedures Manual designate the Clark Foundation President serves as a member of College Foundation as a separate, nonprofit the College’s Executive Cabinet to ensure a corporation whose primary mission is to clear and complete understanding of the obtain financial and other direct support and institution’s priorities and to understand benefit for the College. (Exhibits 7.36.1; where private resources might be used to meet 7.36.2) The College and the Foundation College needs. Two trustees and two define their relationship and govern their Foundation Board of Directors members meet work through an operating agreement dated informally on a regular basis throughout the September 25, 1998, with amendments dated year to promote understanding of the issues March 19, 2001, and August 6, 2001. facing the two organizations and to maintain (Exhibits 7.37.1; 7.31.2; 7.37.3) A policy open communication and productive working dated December 14, 1999, details the role of relationships. (7.D.3) the Foundation to the College. (Exhibit 7.38) Bylaws of the Clark College Foundation These agreements emphasize the subordinate govern its internal affairs. In addition, an role of the Foundation, with the College extensive policy manual guides activities of determining fundraising priorities and the Foundation Board of Directors, made up Foundation staff working cooperatively with

Clark College 7-8 Finance Standard Seven

of 24 directors plus the Foundation President, Foundation monitors expenditures of funds College President and two College Trustees regarding adherence to donor intent. who serve as ex-officio members. (Exhibit Scholarship funds and endowments are 7.40) The Clark College Foundation is administered in accordance with the reviewing and updating its bylaws and Board contractual agreements between the Policy manual in fiscal year 2007–2008 as the Foundation and individual donors or donor organization revitalizes its fundraising entities. (Exhibit 7.39.3) (7.D.2) functions. The Foundation subscribes to the Donor Bill of Rights and to the basic College Fundraising Policies principles and recommendations of the The Clark College Administrative Procedures Council for Advancement and Support of Manual includes fundraising direction for the Education regarding ethics and confidentiality College. The Administrative Procedures in development research. The Foundation Manual section 415.005, Gift and Donation executive team holds the following Acceptance, outlines the general gift professional designations and adheres to the acceptance policy. Section 415.007, professional codes of ethics of the awarding Fundraising, provides policy governance for organizations: (7.D.2) fundraising by College employees. (Exhibits • President/CEO: Certified Public 7.36.2; 7.41) Associated Students of Clark Accountant (CPA), certified fund-raising College (ASCC) and student fundraising executive (CFRE) follow College guidelines per the ASCC Financial Code. (Exhibit 7.42) (7.D.1) • Vice President of Development: CFRE • Chief financial officer: certified financial Strengths planner (CFP), certified trust and financial • The College has historically experienced a advisor (CTFA) stable financial condition. (Table 7.3) Endowment, Life Income Funds and • The College has entered into minimal Investments debt. (Appendix 7.2) The Foundation Board of Directors oversees • The College maintains strong financial the management of endowment and life management and controls. income funds and Foundation investments, with daily responsibility placed with the • The College has experienced clean audits Foundation’s Chief Financial Officer. without findings over the last 10 years. (Appendix 7.4) The Foundation undergoes an (Exhibit 7.35) annual independent audit to assure • The College facilitates collaborative compliance with applicable legal budget development processes linking requirements. The audit includes a separate budget development with Strategic Plan audit of the Title III funds held by the Mission Imperatives. (Exhibit 7.5) Foundation as a result of a 1992 campaign for federal matching funds. (Exhibit 7.39.2) • The College receives consistent support (7.D.2) from the Clark College Foundation. (Exhibits 7.14; 7.15) The Foundation maintains complete records for all of these funds in its own accounting • The College has made significant progress system. Accounting standards conform to in implementation of the Information generally accepted accounting practices. The Technology Plan (Standard 5 data)

Clark College 7-9 Finance Standard Seven

• The College has continued to increase • Place support for and replacement of salaries and medical benefits for adjunct technology in the forefront of College faculty over the last several years. budgetary planning. Challenges • Identify additional resources to fund fully adjunct faculty medical benefits. • Lack of fully implemented Information Technology Plan • Analyze fully the costs of providing services to students with disabilities, and • Lack of resources to recruit and retain budget adequate funds to cover these adjunct faculty costs. • Due to close proximity to the Washington • Complete development of a consistent State School for the Blind and the policy to charge College departments for Washington School for the Deaf, Clark service beyond a standard level. College serves a large population of

students who are blind and/or deaf. • Complete policy to guide decisions in response to external groups’ requests for Expenditures to provide academic sponsorship and access to space for adjustments and auxiliary aids for students community events. with disabilities significantly exceed allocations. • Clarify and increase awareness of College policies regarding fundraising activities • Lack of resources to continue historical level of services in areas of media organized by College employees and services, security and plant operations students. Clarify with more precision fundraising • Increase in external requests for use of • College facilities policies in Music, Athletics, Child and Family Studies, and ASCC clubs. • The copy machine function has operated

at a loss for the last four years, with the • Provide clearer direction to the Clark College Foundation regarding the 2006–2007 loss equaling $46,715. College’s fundraising priorities. In • The printing function has operated at a updating its Strategic Plan, the College loss for the last six years, with the 2006– has begun this priority-setting exercise, 2007 loss equaling $44,783. but additional detail will be required. • Lack of clarity and awareness of College • Identify and fund resources to provide policies regarding fundraising activities coordination between additional facilities organized by College employees and at Clark College at WSU Vancouver and students Clark College at Columbia Center and the main campus. • Lack of clarity regarding fundraising priorities Actions Taken • Lack of resources to provide for alternate • Several items recommended in the location coordination Information Technology Plan have been Recommendations implemented, including (a) Installation of Smart technology in • Complete implementation of the classrooms Information Technology Plan.

Clark College 7-10 Finance Standard Seven

(b) Upgrading of network infrastructure • A financial analysis is in progress of the and completion of wireless network Printing function and its relationship to access to all campus buildings the Instructional program. (c) Implementation of an automatic • The Internal Auditor has worked with software distribution and desktop faculty and staff in several departments to management system and a storage area ensure proper controls are in place when network donations and entrance fees are accepted. (d) Initiation of a process to develop an Information Technology disaster/recovery • The Foundation and the College are and business continuity plan working collaboratively to confirm • The College has recently increased fundraising priorities and to integrate resources to provide medical benefits for donated funds into the College’s budget additional adjunct faculty. process. • The College has negotiated with Clark • The Foundation has made the integration College Association for Higher Education of donated funds into the College’s budget to increase adjunct faculty rate of pay. process one of its mid-range goals. • The College has reduced expenses and increased rates in the Copy Machine function to assure break-even financial activity.

Clark College 7-11 Finance Standard Seven

Table 1 Standard Seven – Finance Table 1 Current Funds Revenues – Clark College Accounting

Clark College 7-12 Finance Standard Seven

Table 2 Standard Seven – Finance Table 2 Current Funds Expenditures and Mandatory Transfers – Clark College Accounting

Clark College 7-13 Finance Standard Seven

Table 3 Standard Seven – Finance Table 3 Summary Report of Revenues and Expenditures – Clark College Accounting

Clark College 7-14 Finance Standard Seven

Table 4 Standard Seven – Finance Table 4 Sources of Financial Aid – Clark College Accounting

Clark College 7-15 Finance Standard Seven

Table 9 Standard Seven – Finance Table 9 Operating gifts and Endowments – Public and Private Institutions (If Applicable) Clark College Accounting

Clark College 7-16 Finance Standard Seven

Table 10 Standard Seven – Finance Table 10 Capital Investments

Clark College 7-17 Finance Standard Seven

Supporting Documentation for Standard 7 Appendices Appendix 7.1 List of Financial and Management Reports Provided to the Board Appendix 7.2 Debt Service Schedule Appendix 7.3 Accrual Data Appendix 7.4 Endowment and Life Income Fund Report

Supporting Documentation in Team Room Exhibit 7.1 Revised Code of Washington 28B.50.090 Exhibit 7.2 State Board for Community and Technical Colleges Manuals 7.2.1 SBCTC Fiscal Affairs Manual 7.2.2 SBCTC Policy Manual Exhibit 7.3 Board Policies and Procedures Manual 100.B70 Exhibit 7.4 Board Policies and Procedures Manual 100.C65 Exhibit 7.5 New Goal and Budget Development Request Packet for 2007–2008 Exhibit 7.6 Financial Health Indicators Report Exhibit 7.7 Current Operating Budget Exhibit 7.8 Operating Budget Books for 2006–2007 and 2007–2008 Exhibit 7.9 Revised Code of Washington 28B.50.140 Exhibit 7.10 SBCTC Fiscal Affairs Manual 50.10.10 Exhibit 7.11 Administrative Procedures Manual 450.050 Exhibit 7.12 Board Policies and Procedures Manual 100.B70 Exhibit 7.13 Requests for Permanent and One-time Funding for 2007–2008 Exhibit 7.14 Foundation Funds Allocations Recommendations for 2007–2008 Exhibit 7.15 Projects Funded by the Foundation over the Last 10 Years Exhibit 7.16 ASCC Allocations, 2006–2007 and 2007–2008 Exhibit 7.17 Default Rate Exhibit 7.18 Community College Tuition and Fee Waivers and Residency, 2006–2007 Exhibit 7.19 2006–2007 SBCTC Tuition Waiver Report

Clark College 7-18 Finance Standard Seven

Exhibit 7.20 Administrative Procedures Manual 450.070 Exhibit 7.21 College Balance Sheet, 2002–2003 through 2006–2007 Exhibit 7.22 Auxiliary Services Financial Statements, June 30, 2007 Exhibit 7.23 Administrative Procedures Manual 215.005 and Resume for Vice President for Administrative Services Exhibit 7.24 Administrative Procedures Manual 215.075 and Resume for Director of Business Services Exhibit 7.25 List of Business Services Positions and Administrative Services Organization Chart Exhibit 7.26 State Administrative and Accounting Manual 85.52 Exhibit 7.27 Revised Code of Washington 19.230.210 Exhibit 7.28 Administrative Procedures Manual 450.033 Exhibit 7.29 Internal Audit Plan for 2007-2009 Exhibit 7.30 Administrative Procedures Manual 450.035 and 450.038 Exhibit 7.31 Daily Cash Flow Worksheet Exhibit 7.32 State Administrative and Accounting Manual, http://www.ofm.wa.gov/policy/default.asp Exhibit 7.33 IPEDS Reports Exhibit 7.34 Revised Code of Washington 43.88.037 Exhibit 7.35 Audit Information Exhibit 7.36 Policies and Procedures 7.36.1 Board Policies and Procedures Manual 100.G00 7.36.2 Administrative Procedures Manual 415.007 Exhibit 7.37 College and Foundation Operating Agreements 7.37.1 September 25, 1998 7.37.2 Amendment - March 19, 2001 7.37.3 Amendment - August 6, 2001 Exhibit 7.38 Policy Statement for Role of the Foundation to the College, December 14, 1999 Exhibit 7.39 Foundation Financial Information 7.39.1 Annual Report 7.39.2 Audit Report 7.39.3 Foundation Operating Budget

Clark College 7-19 Finance Standard Seven

Exhibit 7.40 Clark College Foundation Board Policies Manual Exhibit 7.41 Administrative Procedures Manual 415.005 Exhibit 7.42 Associated Students of Clark College Financial Code Article IX and ASCC Fundraising Document

Clark College 7-20 STANDARD 8 STANDARD Standard Eight Physical Resources Physical Resources Standard Eight

Standard Eight Physical Resources

additional facility on the Salmon Creek Introduction campus of Washington State University at Clark College has made great strides toward Vancouver (WSU Vancouver). Another fulfilling its Management Excellence major facility, Clark College at Columbia Mission Imperative to “provide high-quality Tech Center, will open in the fall of 2009. facilities and equipment and a healthy There the College will offer general technology infrastructure.” The 101-acre education classes, professional and technical main campus with 31 buildings totaling training, basic skills classes, workforce 613,900 square feet is located in the heart of development, and personal enrichment Vancouver’s Central Park District. The courses to the growing population in east College also operates several additional Clark County. The College also leases facilities to serve the growing population in 26,000 square feet of space at Town Plaza the north and east of the College’s service Center, conveniently located near mass district. (Appendix 8.1) transit and the Department of Health and For the past 19 years, the College has Human Services, where the College offers effectively used a Facilities Master Plan to classes in English as a Second Language, guide the development of campus facilities. Adult Basic Education and community Updated periodically, the Facilities Master education. (8.A.1, 8.C.3) Plan ensures consistency with the College’s Facilities staff members do an exceptional Mission and Strategic Plan, and conformity job of maintaining College facilities and with other government agency requirements, grounds and are responsive to the facilities including the City of Vancouver’s Central needs of the instructional programs. The Park Plan. Over the past 10 years, the College has increased staffing levels in the College has used the Facilities Master Plan Plant Services, Security, and Environmental to successfully compete for state capital Health and Safety departments to keep pace funds sufficient to construct four new with the growth in the student population, buildings, complete five major renovations, the addition of new facilities and new and build several smaller additions. In regulations. In addition, appropriate addition, the College has leveraged the automation has been implemented in these resources of the Clark College Foundation to areas to improve the efficiency and secure properties to support growth and to effectiveness of facilities operation and provide ongoing support for instructional management. equipment replacement. Lastly, the College implemented a major To further Clark College’s Mission to upgrade to the core network infrastructure in provide “accessible, comprehensive 2007 and now provides wireless network education,” the College has built or acquired access throughout the main campus and the off-campus sites to accommodate the facility at WSU Vancouver. In the same continued population growth in the northern year, a high-capacity fiber optic circuit was and eastern parts of its service district. In installed that substantially increased Internet 2006, Clark College opened its first major bandwidth to the College.

Clark College 8-1 Physical Resources Standard Eight

Current Facilities legislative delegation. To date, the College operates sufficient institutional facilities for Providing sufficient instructional and the overall delivery of programs and support facilities for an institution that services, and it accommodates an ever- continues to grow at an accelerated rate is an increasing number of students and programs. ongoing challenge, requiring the combined Over the past 10 years, state capital funds, efforts and initiative of the College local funds and grants provided the community, Washington State Board for resources to build 198,524 square feet of Community and Technical College new and renovated space. These facilities (SBCTC) staff, and the College district’s are listed in Table 1. (8.A.1, 8.A.2)

Table 1 New and Renovated Facilities Facility Date Sq. Ft. Athletic Annex 1999 1,604 AA4 Renovation 2001 11,998 Child Care Addition 2002 1,400 Music Building Addition 2004 3,685 AA5 Renovation 2005 10,397 Penguin Union Building 2005 33,030 Clark College at WSU Vancouver 2005 63,334 Joan Stout Hall Replacement 2006 6,411 T-Building Renovation 2007 30,000 Gaiser Hall Renovation 2008 27,345 O’Connell Sports Center Addition 2008 9,320 TOTAL 198,524

Other facilities improvements include facilities on the main campus. By addressing expansion and improvement of parking lots infrastructure requirements, the College can and sidewalks, new signage and wayfinding increase future capacity, especially on the aids, and landscaping and enhancements to recently acquired Triangle property. Any bring facilities in compliance with the additional development on the main campus Americans with Disabilities Act. Also must satisfy the City of Vancouver underway are outdoor lighting requirement to preserve open space in the improvements affecting safety and aesthetics central campus corridor in conformance for students, staff, and faculty. with the recently updated Vancouver Central The capacity of the current infrastructure, Park Plan. (Exhibit 8.1) Aside from any such as parking and utilities, limits the significant facilities additions on the College’s ability to construct major new Triangle property, the College will also propose minor building additions and infills

Clark College 8-2 Physical Resources Standard Eight of less than 5,000 square feet each over the invested $152,000 in general classroom next 10 years to complete facilities furniture replacement in the 2007–2008 development on the campus. (8.A.1, 8.A.2) academic year. (8.A.5) New instructional technologies have led to demand for In general, College facilities are adequate specialized furnishings such as computer for the effective operation of the assigned stations, laboratory stations, and smart activity. Construction of new facilities and classroom podia. The specialized nature of the remodel and repair of existing buildings this furniture, including some custom-built allow the College to continue to make pieces, has placed an additional strain on significant improvement in this area. operating and capital budgets in recent However, the growth in the number of years. students and programs, evolving pedagogical requirements, and increasing Office furnishings are not eligible for demand for technology solutions will funding through the institutional furniture continue to impact facility adequacy. process, which focuses on general purpose (Exhibits 8.2; 8.3; 8.4) (8.A.2) classroom and public area furniture. Unless included in a capital project budget, office Furnishings furniture funding is the responsibility of the requesting department. Nonetheless, over The College has made a deliberate effort the past five years, departmental over the past 10 years to update and expand expenditures and other funding identified for furnishings in campus facilities. The overall this purpose have produced considerable status is excellent due to a consistent progress in updating existing office dedicated funding of institutional furniture furnishings. Standardizing modular office replacement. furniture has improved space utilization and The Vice President of Administrative operational efficiency. (8.A.3) Services is responsible for identifying funds for furnishings and directing the assessment, Facilities Maintenance allocation, and purchase of institutional furnishings. During fall quarter of each year, The management, maintenance and the Vice President of Administrative operation of College facilities are adequate Services accepts requests for the acquisition to ensure the continued quality and safety of furnishings from all departments and necessary to support the College’s programs divisions. Plant Services staff develops cost and support services. As reflected in the estimates for each request, and the College’s Mission and Vision statements Executive Cabinet prioritizes and approves and in the Mission Imperatives, providing a requests. The highest-priority requests focus safe, quality campus environment is critical on classrooms, laboratories, and public area to the campus community. (Exhibit 8.5) furnishings. The College has provided adequate Trends in pedagogy and changing student resources over the past 20 years to make preferences have favored the replacement of significant improvements in facilities fixed-tablet armchairs in classrooms with management and operations. As a result, the tables and individual chairs or more College is recognized as one of the most commodious tablet armchairs to attractive and well-maintained campuses in accommodate left-handed students, students the state. Even though the Clark College of larger stature, and those with disabilities. campus is one of the oldest campuses in In response to this demand, the College Washington, the dedicated work of the Plant

Clark College 8-3 Physical Resources Standard Eight

Services staff has ensured a relatively low correct deficiencies that lack a severity score level of deferred maintenance and capital sufficient to qualify for state capital repair repairs needs. funds. (8.A.4) Facilities deficiencies are identified and Recently, the Plant Services staff began documented in the College’s Facilities implementing a Computerized Maintenance Condition Survey. (Exhibit 8.6) The SBCTC Management System (CMMS). When fully employs a consulting firm to perform a deployed, the system will significantly biennial evaluation of the facilities on each improve the process for requesting services campus, and a severity score is identified for and enhance the department’s efficiency and each deficiency. The Facilities Condition effectiveness by providing automated tools Survey serves as the basis of each college’s to track projects, schedule preventative capital repair funding request. Compared maintenance, monitor inventory, and with other institutions in the community and generate management reports. (8.A.4) technical college system, Clark has relatively few high-severity score facilities Parking and Traffic Flow deficiencies. A negative impact of the institution’s strong commitment to facilities The College has an adequate number of maintenance is that the College receives a parking spaces to serve the current student disproportionately low number of dollars for and employee population, although students capital repairs relative to other community often cite the lack of convenient parking. and technical colleges in the state. (Exhibit 8.7) The main campus offers a total of 2,806 parking spaces, many of which The facilities deficiencies rated in the 2007 were constructed in the past 15 years to survey generally relate to repair or accommodate growth. (Table 2) Parking on replacement of building systems that have the main campus is used fully during prime outlived their useful life, such as 25-year-old daytime hours when the College operates at roofs and 50-year-old mechanical systems. maximum capacity. The City of Vancouver The College will request capital repair funds will require the College to provide for known deficiencies and will continue to additional parking for all new building pursue alternative funding opportunities to projects that increase daytime capacity.

Table 2 Vehicle Parking Spaces Parking Space Number Faculty and Staff 309 Disabled 65 Visitors 7 Service 16 Dental Patients 8 Motor Pool 5 Motorcycles 18 (not included in total) Open (Student) 2, 396 TOTAL 2,806

Clark College 8-4 Physical Resources Standard Eight

With new construction and the redesign of Facilities Staffing existing facilities, the College has added 233 parking spaces for a 9% increase over the The College has increased staffing levels in past nine years. Opportunities for the Plant Services, Security, and constructing additional surface parking on Environmental Health and Safety campus are limited due to site, policy, and departments to keep pace with the growth in regulatory constraints. The addition of major the student population, the addition of new new buildings on the main campus will facilities, and new regulations. (Exhibit 8.8) likely require a structured parking solution A journey-level staff is able to make to satisfy City of Vancouver code facilities repairs and improvements in- requirements. house, resulting in considerable savings to the institution. The College has also made The College has taken an active role in significant investments in specialized encouraging the campus community to equipment for the maintenance of facilities choose alternative transportation. This effort and grounds to increase the efficiency and has included participation in the state’s productivity of the staff. Commute Trip Reduction Program, low-cost student and no-cost employee bus passes, Facilities staff at all levels are encouraged to incentives for faculty and staff to walk or participate in decision making and in the bike to work, as well as other benefits identification and development of described in the College’s Commute Trip operational improvements. Effective project Reduction Program. administration and construction management have resulted in a competitive Staff members from Plant Services and the public bid climate with public works Security and Safety department review projects completed successfully, on time and campus parking quarterly and make within budget. The construction of Clark adjustments based on input from faculty and College’s building at WSU Vancouver staff numbers, the needs of persons with resulted in one of the lowest change-order disabilities, and the impact of construction percentages of all capital construction projects. projects in the state of Washington. In the Fort Vancouver Way, a four-lane minor past 20 years, the College has had no arterial road bisecting the campus, creates a construction disputes that resulted in growing concern for pedestrian circulation arbitration or litigation. (8.A.4) and safety. The City of Vancouver recognizes these safety concerns and to Technological Demands reduce the hazard has taken steps, including Technology places increasing demands on reducing the speed limit on Fort Vancouver available space and building systems and Way and installing high-visibility signs and services such as electrical, heating, signals at crosswalks and intersections. ventilation and air conditioning (HVAC), Despite these measures, pedestrian safety and telecommunications. The College has remains a concern. A more effective made significant progress in upgrading solution, such as an elevated pedestrian facility systems capacity to serve both crossing, will be necessary as the College technology and program growth. The develops the Triangle property on the west campus electrical distribution and side of Fort Vancouver Way. (8.A.1) telecommunication systems are adequate but reaching capacity. Over the last 10 years, many buildings have been updated with

Clark College 8-5 Physical Resources Standard Eight higher-capacity data and phone cable. High- well, health and safety remain the highest- capacity fiber optic cable links all buildings priority factors in any request for capital on the main campus, and recent upgrades to funding. network switch gear have helped satisfy The College has developed policies and increasing demand for network and Internet procedures to regulate the purchase, use, bandwidth. In addition, the use of Internet storage, and disposal of chemicals and Protocol (VoIP) telephones at additional products with the potential to create hazards facilities simplifies cabling requirements and and has implemented policies and permits more efficient use of digital wide- procedures to control exposure to hazards. area network circuits connecting the remote (Exhibit 8.8) Clark has developed the locations to the main campus. following EHS programs, which include an A three-year project to retrofit 90 existing instructional component: Fall Protection, classrooms with smart classroom technology Respiratory Protection, Chemical Hygiene, has required a $1.8 million investment in Confined Spaces, Lockout, Drug-Free classroom and system design, infrastructure Workplace, Blood-borne Pathogens, and upgrades, construction, and equipment Hearing Protection. College policies and purchases. In 2008, the College’s data center procedures conform to state and federal was upgraded to provide more space, regulations and “best practices” improved electrical power and air recommended by regulatory agencies. conditioning, and a state-of-the-art fire The 2004 - 2009 Strategic Plan includes suppression system. Overall, connectivity goals relating to enhancing environmental requirements continue to change and protection and safety and health, and recent generate a growing workload for the operational goals address a wide variety of telecommunications/data technicians and these concerns. (Exhibit 8.2) A electrical staff. (8.B.1) comprehensive training assessment for all employees exposed to occupational hazards, Healthy and Safe Environment and a hazardous materials accountability and Hazardous Materials program have been developed. To support Maintaining a healthy and safe physical this effort more fully and to improve access environment with adequate access for all to safety information, material safety data students, employees, and members of the sheets are available online. This multiyear community is critical to fulfilling the project includes a comprehensive hazardous College’s mission. The College endeavors to material inventory, standardized labeling of construct and maintain facilities that meet all hazardous materials, and hazardous these requirements, using a comprehensive material storage and disposal planning as an approach to manage environmental health integral part of the purchasing process. and safety. During the facilities design The need for a centralized secured process, the Environmental Health and hazardous waste storage facility has been Safety Manager reviews plans to address identified and funded through the budget possible safety and health concerns prior to process. Additional staffing to support construction. Staff members from Plant environmental health and safety Services, Health Services, Environmental management has also been funded. Health and Safety (EHS), and Security To facilitate the delivery of services from consider the mitigation of health and safety worker compensation programs, the College concerns the first priority for response. As retained a contractor to manage worker

Clark College 8-6 Physical Resources Standard Eight

compensation claims. To address increasing multiple medical/surgical treatment suites injury rates, the Safety Committee is with advanced teaching and learning currently reviewing rules and will revise technologies including interactive, simulated them to increase the level of EHS audits patients. In addition, Liberal Arts transfer; throughout College facilities. Science, Mathematics and Engineering disciplines create a total capacity of 1,100 The College removed barriers to disabled FTES. The building houses 13 classrooms, persons, and capital appropriations and four science labs, six computer labs, a grants from the Office of Financial multipurpose physical education space, Management funded projects to improve study spaces, offices, and support areas. overall accessibility throughout campus. All Great care was taken in the design to new construction complies with the produce an innovative facility with the Americans with Disabilities Act (ADA) flexibility to accommodate a variety of guidelines. (8.A.5, 8.B.3) curricula and changing program offerings. The College prioritized expansion of the Located in east Clark County, Clark College recycling program, which now includes at Columbia Tech Center is scheduled to paper recycling in all classrooms as well as open in the summer of 2009 and is designed aluminum and plastic container recycling to support general education classes, throughout all of the buildings. professional and technical training, basic skills classes and Corporate and Continuing Additional Facilities Education. In response to the rapid growth Most additional facilities appropriately serve in the northern part of the county, the the College’s programs. Facilities owned by College is actively investigating prospective other public agencies, such as school properties for future sites. (8.A.6) districts, and used by the College are At 26,095 square feet, Town Plaza Center is generally constructed and maintained to a the largest off-campus leased site within the high standard. These facilities usually College’s three-county service district. present few problems for instructional Other off-campus sites include facilities program access and suitability, and pose few owned by the City of Vancouver, the local concerns related to health, safety and access school districts, private churches, WSU for the physically disabled. Nonetheless, Vancouver, Larch Corrections Center, and they do not always meet the same standards area hospitals. In addition, physical as the facilities on the main campus. In these education and athletic programs use off- cases, some of the issues include a lack of or campus athletic fields and recreational limited access to instructional and facilities. administrative support services, libraries, food services, student common areas, and other related student support functions. Equipment and Materials (8.A.4, 8.A.5, 8.A.6) Providing the resources to acquire and maintain state-of-the-art equipment for To accommodate continued population College programs and operations is one of growth in the northern part of Clark County, the greatest challenges facing Clark College the College partnered with WSU Vancouver in the decades ahead. Rapidly advancing to build a freestanding facility on their technology not only results in the Salmon Creek campus. This state-of-the-art, development of new equipment but also in 70,000-square-foot facility houses the College’s Nursing Program, featuring

Clark College 8-7 Physical Resources Standard Eight the rapid obsolescence of existing technology into classrooms dramatically technology. improves the ways students and faculty experience teaching and learning. Many The College has established and provided disciplines, including chemistry, stable funding for computer replacement mathematics and physics, use online help plans for instructional programs and and homework programs. Online, chemistry employees. Since the College’s Information classes use a virtual lab. Wireless Technology (IT) Plan was updated in 2006, technology allows for real-time research and the leadership of the institution has been rapid information retrieval. Learner-based deliberate in executing the recommendations pedagogical trends call for incorporating identified in the plan, bringing significant more informal or social instructional spaces investments in IT infrastructure, classroom and accentuate the need for pervasive technologies, and automation. (See Standard wireless network access. Five: Library and Information Resources for more detailed information) Approximately 70% of all College classes The Clark College Foundation, with assets use the Blackboard™ Learning System to in excess of $80 million, provides additional enhance teaching and learning by providing support to the College. The Foundation content management and sharing, online annually allocates between $500,000 and assessments, student tracking, assignment $1.2 million (depending on investment management, and virtual collaboration. An returns) to fund equipment, including instructor can develop course sites without science laboratories and vocational knowing any HTML code. Courses using equipment, and innovative programs. This Blackboard have a similar look and feel, and allocation supplements limited state funding they diminish the learning curve for students for equipment and goes a long way toward using this course modality. This figure is maintaining high-quality instructional impressive because the number of “pure” programs at the College. eLearning classes compose only 23% of instructional offerings. Technology is now a driving force in the twenty-first century classroom. Students and newer instructors expect “smart” classroom Equipment Maintenance technology, where LCD projectors, In terms of the maintenance, inventory interactive displays, digital presenters, DVD control, and replacement of equipment, the players and computers are integrated with College performs at an acceptable level. sophisticated control systems to provide a The responsibility for maintaining College- comprehensive, easy-to-use multimedia owned equipment generally resides with the environment for teachers and students. The department using or controlling the piece of College incorporates smart classroom equipment. Instructional departments technology in all new facilities and has employ technicians to maintain equipment completed the first two phases of a three- in vocational, computer, and science labs. year $1.8 million project to retrofit 90 Computing Services installs and maintains existing classrooms with smart classroom computing and telecommunication technology. When the project is completed equipment, and Media Services is in 2009, the College will have 125 state-of- responsible for audiovisual equipment. The the-art technology enhanced classrooms. College hires specialists to service and Wi-Fi is used extensively throughout the maintain equipment when it lacks the main campus, and integrating wireless

Clark College 8-8 Physical Resources Standard Eight expertise or specialized equipment to group workshops, and College and perform the work. community forums to garner and communicate information relevant to the Inventory Control Facilities Master Plan. In compliance with state regulations and The Facilities Master Planning process was guidelines, the College inventories and tags designed to achieve the following all state-owned equipment valued at $300 or objectives: greater with a unique inventory number. • To ensure that facilities support the Purchasing Services, Computing Services, College Strategic Plan and Central Services initiate the process by assigning inventory numbers, recording and • To create a shared vision within the tagging equipment when it arrives. In the institution past, storage and disposal of surplus state • To create facilities that continue to meet property proved a significant problem; the instructional needs of the College however, the recent practice of using Washington State Surplus for removal of • To efficiently use existing sites and surplus property works well. When the facilities College relocates or designates equipment as • To anticipate future sites and facilities surplus, the initiator completes an inventory needs record to keep the database accurate. Annually, each department conducts a • To avoid waste and disruption resulting physical inventory to verify the accuracy of from piecemeal projects the inventory database. (Exhibits 8.3; 8.4) • To establish a realistic schedule and (8.B.2) capital budgeting plan Physical Resources Planning • To preserve the aesthetic values of Clark College Facilities development at Clark College is guided by a Facilities Master Plan that is • To enhance the credibility of the College updated periodically to reflect emerging with the community, governing bodies, needs, facilities condition, changes in and the legislature service district demographics, availability of • To develop campus maps and building capital funding, and regulatory plans for facilities management requirements. • To enhance fundraising and In the fall of 2006, the College convened a development opportunities Facilities Master Plan Update Steering Committee, comprised of faculty, staff, The planning process directly relates to students, and College architects, and present and future demands of College charged the Committee with evaluating, resources for the delivery of educational researching, analyzing, planning, and services. (Exhibit 8.9) (8.C.1) recommending implementation of an updated Facilities Master Plan to address a Facilities Planning Process 12-year timeframe. Committee members The campus community is involved in served as liaisons to their respective facility planning through periodic processes constituents in the College. The Steering to update the College Strategic Plan, the Committee held planning meetings, focus Facilities Master Plan, and during the

Clark College 8-9 Physical Resources Standard Eight

detailed design of specific capital projects. Long-range Facilities Planning Stakeholders representing Instruction, Student Affairs, employees and others Clark Community College District Fourteen affected by the design or renovation of a serves the people and communities of Clark building actively participate in the design County, Skamania County and the western activities. Plant Services, collaborating with portion of Klickitat County. During the past the architectural firm contracted by the two decades, Clark County experienced an College, coordinates and manages planning. extraordinary rate of population growth, They follow a discussion and sign-off increasing by 34% from 1990 to 2000. The process to ensure clear communication and State of Washington Office of Financial expectation by future users of the proposed Management population growth projections new space. The degree of constituent predict that the College’s service district involvement depends on the project type and population will continue to increase by 30% scope. between 2005 and 2020 to a total of 509,876. On small projects, the Dean, Division Chair or Department Manager assembles a The SB defines the level of service the IT planning committee to work with a Council a college delivers as the ratio of consultant team throughout the design state-funded FTE enrollment slots to the process. The Space Allocation Committee service district population in the 15-44 age also plays a role in determining how new or group. This metric, used in conjunction with renovated spaces will be used. On larger population growth projections, is useful not projects, the Vice Presidents recruit only for predicting growth in student FTEs members of the campus community to assist but also for planning future facilities in the programming and planning process. requirements. (Exhibit 8.12) A detailed On major projects, the College Executive facilities requirements analysis is presented Cabinet and the Board of Trustees review in the 2007 Clark College Facilities Master and approve the project design at crucial Plan. The Plan concludes that the College points during the design process and prior to will need to acquire an additional 250,000 advertising for bid. The design team also square feet of facilities space to serve an uses the expertise of College staff to ensure anticipated enrollment of 8,500 student the design will produce a durable and FTEs in the year 2020. This capacity is efficient outcome. College departments required to simply maintain the College’s routinely involved in the facilities planning current service level of 3.9%. In order to effort include Computing Services, increase the district service level to the state Telecommunications Services, Media average of 4.5%, the College will need to Services, Central Receiving and Mail Room, acquire 315,000 square feet of facilities Custodial, Grounds, Maintenance, Security, space by 2020. and Disability Support Services. To help satisfy this facilities requirement, College committees with a role in facility the College has secured funding through the planning include the Information State capital budgeting process for two new Technology (IT) Council and 70,000-square-foot buildings. One of these, Security/Parking and Environmental Health Clark College at Columbia Tech Center, is and Safety committees. (Exhibits 8.10; 8.11) an additional facility under construction that (8.C.1, 8.C.4) will be ready for occupancy in the fall of 2009. The other building, designed to serve the science, technology, engineering and

Clark College 8-10 Physical Resources Standard Eight mathematics (STEM) disciplines, will be estimated costs. The SBCTC submits capital located on the main campus and will be funding requests to the state legislature in ready to occupy in 2013. With funding for several categories including repair and these facilities secured, the College must minor improvements (RMI), minor capital, aggressively plan and pursue funding for repairs, renovations, and major projects. between 110,000 and 175,000 square feet of The legislature allocates RMI and minor additional facilities space to fulfill the capital funds to each college using a remaining requirement by the year 2020. formula-based approach. Based on The need for additional facilities will be documented need, requests for repairs, partially offset by an increase in eLearning renovations, and major projects are awarded course offerings and by the shared use of competitively. Major capital projects are facilities owned by other educational developed over a three-biennium, six-year institutions or businesses. (8.A.1) schedule. Programming and preplanning is funded during the first biennium, while Operational Plans design documents are funded during the second biennium. Construction is funded in Every year, the College develops an the third biennium. operational plan in support of each of the six Mission Imperatives as identified in the Over the past 10 years, the College College’s 2004 – 2009 Strategic Plan. The successfully documented the need for operational plans include goals, timelines, several major capital projects and potential funding sources, and measurable subsequently secured funding for outcomes. The College recently completed construction. New buildings include Clark its Operational Plan for 2007–2008. Its goals College at WSU Vancouver, Penguin Union for physical resources include software, Building, Joan Stout Hall, and Clark College hardware, licenses, personnel, and support at Columbia Tech Center. Major renovations for emergency management planning, which include AA2, AA4, AA5, Gaiser Hall, and are achieved as initiatives are funded. the T-Building. In addition to the normal (Exhibit 8.13) (8.C.1, 8.C.4) capital budget process, the College has been successful in obtaining capital funds and Capital and Operating Funds grants from additional sources. (Table 3) (8.C.2) As a state-supported community college, Clark College requests capital and operating funds through the SBCTC. Each biennium and with the help of professional consultants, the College submits a capital budget request. This process ensures that the staff adequately identifies project scope and

Clark College 8-11 Physical Resources Standard Eight

Table 3 Alternate Funding of Facilities and Maintenance Energy Conservation Grants (Bonneville Power Administration and Clark Public Utilities) Seismic Improvements (Office of Financial Management) Parking and Site Development (Dedicated Fees) Penguin Union Building (Student Funds) Triangle Property Acquisition (Clark College Foundation)

Facilities Access Strengths Administrative Services staff members have • The user-focused design planning the primary responsibility for addressing process for new buildings and facility access for special constituencies, renovations projects has resulted in including the physically impaired, and for greater functionality and flexibility for providing appropriate security arrangements. learners, faculty and staff, extended The College provides adequate staffing and useful life of facilities, and decreased resources to ensure acceptable performance costs in change orders. in this area. (Exhibits 8.14; 8.15) • The condition of the Clark College The College community includes numerous grounds is a striking trademark and a special constituencies for whom access must concrete contribution to student success. be adequately addressed. These include a • The Clark College Foundation provided significant population of physically disabled $1.3 million in campus program support persons, including blind and hearing- and $4.5 million in capital program impaired persons associated with the nearby support for the acquisition of the Washington State School for the Blind and Triangle property. Washington State School for the Deaf, senior citizens, and children in the Child and • The successful leverage of automation Family Studies–Early Intervention, Family has improved management and control Life Department and Child Care programs. of facilities operation. Plant Services staff members are • A highly experienced group of in-house knowledgeable about access requirements project managers has contributed to for special constituencies and seek the successful capital projects. involvement of Disability Support Services • Experienced and dedicated journey-level staff in facility planning. The College staff in key trades allow the College to requires design consultants to evaluate and perform work in-house that would incorporate required furniture access and normally be hired out. security features in facility design. The Security Department remains responsive to • A supportive business partnership with a the needs of campus occupants by providing local architectural firm fosters an appropriate security measures to ensure their efficient and creative working safety and well being. (8.C.3, 8.A.5)

Clark College 8-12 Physical Resources Standard Eight

relationship and has resulted in many • Need for planning for access and highly successful capital projects. security needs of special constituencies to include: ADA improvements, staff, Challenges and children in the Parent Education, Pride and Child Care programs as well • Lack of adequate space, correct spatial as planning for physical security needs arrangement, or design for some in response to acts of violence and the programs and activities in existing incorporation of technology to improve College facilities to accommodate security. (Exhibit 8.16) (8.C.1, 8.C.3) current and evolving needs. • Code changes in Vancouver Central Recommendations Park Plan limiting College ability to expand on-grade parking. • Include flexibility in facility design for complete support of eLearning. • Concern for pedestrian safety across Fort • Seek alternative solutions to address the Vancouver Way. lack of parking on the main campus, • Maintaining adequate levels of staffing including: alternative funding to finance in Plant Services, Security and Safety, a parking structure or development of and telecommunications support is an additional facilities or campuses outside ongoing challenge. the Central Park area; a shared parking structure with other Central Park • Appropriateness of additional facilities agencies and businesses, or expanded and impact on instructional programs mass transit options that may reduce the offered at these sites (e.g., Town Plaza number of parking stalls required by the Center). city. • Deficiencies in expansion and design of • Actively negotiate with federal, state, the overall management of needs in the and city government agencies to mitigate Information Technology area. risks and to address pedestrian safety • Lack of a comprehensive emergency through funding the construction of an management plan and disaster recovery elevated bridge or pedestrian plaza over plan. Fort Vancouver Way. • Equipment shortages for non-vocational • Provide adequate resources to support transfer programs in liberal arts, social increased staffing in HVAC, security sciences, and STEM disciplines unable and telecommunications. Provide on- to benefit from Foundation endowments. going training to educate employees about technological developments, • Lack of replacement plan for smart changing regulatory requirements with a classroom equipment and computing particular emphasis on safety and the equipment in new additional facilities. maintenance of increasingly complex • Lack of telephone and cabling facility systems. (8.A.4) equipment replacement plan in addition • Conduct regular monitoring to ensure to the evaluation of a modern voice over that the facilities are adequately Internet Protocol (VoIP) solution. maintained in accordance with the lease • Limited facility growth on campus and agreement. the need for evaluation of opportunities • Consider impact on partnerships with for future expansion public agencies (Department of Social Clark College 8-13 Physical Resources Standard Eight

and Health Services) and the impact to Actions Taken students when weighing options for a new location for programs currently at • The 2007 Facilities Master Plan Town Plaza Center identifies recommended corrective actions in future capital projects for • Expand instructional technology inadequacies identified in the Facilities capabilities and consider facilities Demands section, such as lack of large requirements for digital music, computer teaching and gather spaces, insufficient graphic design, time-based art, library support space, and limited office interactive art, and other fine arts. space for adjunct faculty. • Integrate art-based technologies with • In recent years the College has used new “traditional” art spaces. maintenance and operation funds to hire • Identify additional funding for the future additional facilities and security staff. replacement of smart classroom • To address telecommunication support equipment and computing equipment in services staffing level, the 2008–2009 new additional facilities. goal and budget development process • Secure additional equipment to enhance funded an additional staff position. emergency communications on campus, • College staff attended several training in the form of outdoor broadcast sessions dealing with emergency systems, classroom public address preparedness and response. systems, or speakerphones in every classroom. (8.A.4, 8.A.3) • In the spring of 2008, the College began efforts to update the College Emergency • Continue efforts to develop a systematic Management Plan, developed a approach to emergency management that framework for enterprise risk includes response planning at all levels, management and lockdown procedure, roles and responsibilities, and has taken steps to build an communication strategies and resource emergency communication plan. identification. • College leadership and staff are • Continue to assess and analyze health partnering to advocate for the inclusion and safety concerns and accident reports of Learning Centered College concepts routinely to ensure appropriate and emerging technologies that influence corrective action has been taken. and shape instructional space design. • Reconsider the space requirements of the • The Board of Trustees adopted library as traditional print collections Resolution #111, directing the College to give way to online databases and other develop additional facilities to electronic resources. accommodate future growth to in the • Plan for access and security needs of northern and eastern portions of the special constituencies and College’s service district. circumstances, including students with • The College continues to pursue and disabilities, children, and needs for explore opportunities for developing off- access and security to respond to acts of campus sites. violence. • The College plans to consider an alternative site for programs currently

Clark College 8-14 Physical Resources Standard Eight

housed at Town Plaza Center at the end as the addition of three means to of the lease period in 2012. communicate emergency information. • Responding to state mandates, the • The College has allocated resources to College launched parallel efforts to update lock mechanisms on classroom update the College Emergency and office doors to enable occupants to Management Plan and develop a lock doors from the interior without a framework for enterprise risk key in the event of an emergency. A management in the spring of 2008. recently developed lockdown procedure and posters describing the procedure will • The College has begun to address be mounted in classrooms and offices emergency communication needs by once the door hardware upgrade is including standard language for complete. emergency response in all syllabi as well

Clark College 8-15 Physical Resources Standard Eight

Supporting Documentation for Standard Eight

Appendices

Appendix 8.1 Clark College Campus Map

Supporting Documentation in Team Room Exhibit 8.1 Vancouver Central Park Plan Exhibit 8.2 Environmental Health and Safety Related Operational Goals 2007 – 2008 and 2008 - 2009 Exhibit 8.3 Equipment Inventory Unit-by-Unit Exhibit 8.4 Facilities & Equipment Inventory Exhibit 8.5 2004 – 2009 Strategic Plan Exhibit 8.6 Facilities Condition Survey Exhibit 8.7 Noel-Levitz Student Satisfaction Inventory, Spring 2006 Compared to Spring 2004 Exhibit 8.8 Administrative Procedures Manual, Section 500.000 Exhibit 8.9 Facilities Master Plan Exhibit 8.10 Space Utilization Study Exhibit 8.11 Space Allocation Committee Meeting Minutes Exhibit 8.12 Capital Analysis Model Exhibit 8.13 Operational Plan 2007 – 2008 Exhibit 8.14 Security Website and Visitor Information Exhibit 8.15 Disability Support Services Website Exhibit 8.16 Accreditation Survey 2007 - Standard 8 Survey Results

Clark College 8-16 Standard Nine 9 STANDARD Institutional Integrity Institutional Integrity Standard Nine

Standard Nine Institutional Integrity

Introduction Survey; and the Community College Student Experiences Questionnaire (CCSEQ) Clark College adheres to federal, state, and conducted in 2003. Principal findings local law regarding ethics for educational indicate Clark College generally complies institutions, and these laws are incorporated with Standard Nine requirements, although into its administrative policies and challenges exist both in compliance and in procedures. In addition, the College’s the availability of data necessary to Mission Statement, Statement of Beliefs, document compliance. and Mission Imperatives provide a strong basis for high ethical standards and Subscribing to High Ethical institutional integrity. While Standard One Standards addresses some aspects of the College’s self- definition more comprehensively, these Mission, Policies, and Actions aspects also form a strong basis for ethical Clark College advocates integrity and sound conduct for all representatives of Clark ethics through its Mission and policies. College in their work with each other and Three consecutive years of climate surveys their interactions with students and the indicate both Clark’s recent improvements public. These policies and belief statements and ongoing challenges. For example, on a require the institution to reflect its Mission, scale of 1 to 5 (1 = “very dissatisfied”; 5 = stated policies, commitment to diversity and “very satisfied”) the results of the 2008 accessibility, and attention to the needs of PACE survey (N = 291) showed students and the community. In addition to improvement, over a two-year span, in areas subscribing to these general values for high relating to putting the College’s Mission and ethical standards, Clark College strives for its policies into action. In 2008, the success in four more specific indicators statements “the actions of this institution established by Northwest Commission on reflect on its mission” and “the extent to Colleges and Universities: Evaluating and which institution-wide policies guide my Revising Policies and Procedures, work” received average scores of 3.76 and Representing the College Accurately, 3.50 respectively, which were very similar Defining and Prohibiting Conflict of to the results from the 2007 PACE survey Interest, and Demonstrating a Commitment (N = 182; 3.72 and 3.51 respectively). The to the Exchange of Ideas and Academic improvement against the 2006 PACE data Freedom. (9.A.2-5) (N = 203) is striking; average scores to these Several surveys document the College’s statements were 2.77 and 3.12 respectively. degree of alignment with these standards: (9.A.1) The Personal Assessment of College Similarly, a marked improvement has been Environment (PACE) conducted in 2006, seen over the past three years in employee 2007, and 2008; the 2007 Accreditation response to the PACE survey statement that Survey; the 2004 and 2006 Noel-Levitz “student needs are central to what we do.” In Student Satisfaction Inventory (Noel-Levitz 2008, the response was 3.86, an increase SSI); the 2005 Employer Satisfaction

Clark College 9-1 Institutional Integrity Standard Nine

from 3.77 in 2007 and 2.88 in 2006. (Exhibit feedback from the civil rights compliance 9.1) visit indicated a need for improvement in areas such as College signage, accessibility According to the 2007 Accreditation Survey, at O’Connell Sports Center, and the responses by both employees and students to placement of non-discrimination notices in the following two statements were appropriate publications, these changes have overwhelmingly positive. For employees (N now been implemented. The College has = 315), 89% agreed (33% fully and 56% completed the first two phases of its somewhat) that “the actions of the College wayfinding project. The first phase provided trustees, administrators, classified staff and new signs for the entrances of the parking faculty are consistent with the College’s lots on the main campus. The second phase responsibility to support student success and included new building identification, access” and 85% agreed (29% fully and reflecting both the building name and 56% somewhat) that the actions of College acronym, installation of campus directories, representatives are “consistent with the and additional parking and building entrance College’s responsibility to be open with the placards. Subsequent phases will include community and responsive to its needs and new “gateway” signs at the main corners of interests.” Students’ responses (N = 760) to the campus and, pending regulatory identical statements were remarkably similar approval, a reader board sign near the to employees’ responses: 91% agreed (49% Penguin Union Building and Welcome strongly and 42% somewhat;) that the Center. The College completed renovation actions of the College “support student of the O’Connell Sports Center in spring success and access”; 91% agreed (53% 2008, addressing concerns over its strongly and 38% somewhat) that the actions accessibility. (Exhibit 9.3) (9.A.1) of College representatives are “consistent with responsibility to be open with the In January 2007, the Clark College Cultural community and responsive to its needs and Pluralism Committee developed and interests.” (Exhibit 9.2) (9.A.1) distributed a College-wide survey in order to gather more detailed demographic Diversity and Accessibility information and to assess the climate of diversity among Clark College students and In terms of commitment to diversity, Clark employees. This information is now being College is making progress toward meeting used to create a comprehensive College its stated goals. In 2006, the Washington Diversity Plan. (Exhibit 9.4) State Board for Community and Technical Colleges (SBCTC) conducted a civil rights According to data obtained from the 2008 compliance visit to Clark College on behalf PACE survey, the average satisfaction of the Office of Civil Rights. The SBCTC response to the statement that “the extent to team noted some best practices in several which the institution effectively promotes areas, including the College’s selected diversity in the workplace” was 3.61 (N = admissions process, the College Catalog, 291) on a scale of 1 to 5. This result is diversity initiatives in financial aid, the draft similar to the value observed in the 2007 Recruitment Plan, Disability Support survey (3.63; N = 182). Both of these values Services and the translation of the grievance are higher than that reported in the 2006 procedure into Spanish and Russian. (9.A.1) survey, indicating improvement (2.93; N = 203). It is important to note that varying The College is also making progress in demographic representation in the three terms of accessibility. Although preliminary years of the PACE survey makes

Clark College 9-2 Institutional Integrity Standard Nine

interpretation of data somewhat problematic. responsibility to support student success and In response to the question, “would you access,” and 91% believe (53% strongly and recommend Clark College as a place to 38% somewhat) this college and its work?” Caucasian respondents were more representatives are “open with the than twice as likely to say yes (68%) than community and responsive to its needs and people of color (32%), according to PACE interests.” (9.A.1) 2006. Neither the 2007 or 2008 PACE surveys correlated race to that question. This Needs of the Community clearly warrants attention in future college surveys. The College has conducted community surveys and focus groups on a variety of Student satisfaction with the commitment to issues and topics but has generated little data diversity and accessibility is somewhat relevant to Standard Nine. The end of this higher. The 2006 Noel-Levitz SSI uses a 7 chapter addresses the need for more surveys point scale (1 = not satisfied; 7 = fully of the community; surveys of enrolled satisfied). According to the 2006 Noel- students, however, provide some insight on Levitz SSI, “satisfaction with how well the College meets the needs of the responsiveness to diverse populations” community. The 2006 Noel-Levitz SSI (N = received a score of 5.09 (N = 2,100), close 2,100) suggests the College is comparable to to the national mean, but still in the other colleges in response to the statement moderate range. According to the 2003 that “this institution has a good reputation CCSEQ (N = 951), when students were within the community” (5.48 = Clark asked “to what extent do you feel this College; 5.44 = national mean). This value college is a comfortable environment for all was proportionally comparable to PACE students—free of harassment of any kind?” survey results of responses to the statement, half reported Clark College provides a “very “the extent to which the college offers comfortable” environment, and 41% report a programs and services that are accessible to “comfortable” environment. (Exhibits 9.5; the community” (3.71 in 2006 and 3.91 in 9.6) (9.A.1) 2007 and 2008). Data gathered from surveys of area employers indicate satisfaction with Needs of Students how well we prepare students for jobs in their fields. In a 2005 Employer Satisfaction Student satisfaction remains relatively high Survey (N = 150), 94% of employers of despite some of the more moderately Clark College graduates were “satisfied” or satisfied results described in the previous “very satisfied,” and 95% of those who had section. The 2006 Noel-Levitz SSI (N = hired graduates in the past would consider a 2,100) student respondents rated Clark Clark College graduate for another position. College somewhat lower than the national (Exhibit 9.7) mean on the statement “This college shows concern for students as individuals” (4.69 Three years of consecutive PACE surveys versus 5.03). However, the 2007 indicate both a point of concern and recent Accreditation Survey (N = 760) indicates improvement in the satisfaction of Clark that 91% of students surveyed believe (49% College employees with how well Clark strongly and 42% somewhat) that the College meets the needs of the community. “actions of the College trustees, The average employee respondent administrators, classified staff, and faculty satisfaction to the statement that “the college are consistent with the College’s establishes and maintains external

Clark College 9-3 Institutional Integrity Standard Nine

partnerships” was 2.99 in 2006. The average during employee contract negotiations. rose over the next two years (3.67 in 2007 Otherwise, conflicts may lead to inconsistent and 3.70 in 2008), however, indicating a interpretation. Recently, the Chief Job broader range of agreement with the Representative of the Clark College Chapter statement. (9.A.1) of the Washington Public Employees Association (WPEA) evaluated the state’s Evaluating and Revising master employee contract and the WPEA Policies and Procedures contract and noted several discrepancies. A Labor Management Committee addressed The degree and frequency of review, the issues between the WPEA and College evaluation, and revision of the College’s administration, and the Director of Human policies and procedures can be viewed as a Resources was assigned the task of measure of institutional integrity. (9.A.2) In rectifying the discrepancies. The Executive prior years, the Board of Trustees and Cabinet is aware of the WPEA’s concerns administrative policies and procedures were and defers to their contract language when compiled into one comprehensive document the administration and classified staff raise identified as the Clark College Policies and questions or concerns. Additional Procedures Manual. This document has now documentation of the specific articles of the been separated into two separate documents, WPEA contract in conflict with the the Board Policies and Procedures Manual College’s policies and procedures are posted and the Administrative Procedures Manual. in the documentation section of Standard The Board of Trustees completed and Six. (Standard Six Exhibit 6.10) (9.A.2) approved a comprehensive update of the Board Policies and Procedures Manual in Representing the College April 2008. A review and revision of the Accurately Administrative Procedures Manual is scheduled for completion by the end of Clark College’s official communications and summer 2008. In order to expedite this publications should reflect accurate revision, Administrative Services staff information about classes, programs, members have identified departments whose educational opportunities, and partnerships, daily functions best correlate to the as well as information relating to financial procedures of each specific section of the aid, tuition and fees, registration processes, document. Suggested updates will be FERPA, non-discrimination policies, the forwarded to Executive Cabinet for final student code of conduct, and safety and approval. Prior to finalizing proposed security. In addition, College changes, the Executive Cabinet may seek communications should reflect and support further feedback from the Clark College the Mission, Vision and Values of the Council, a broadly representative College College in pursuit of excellence and student committee. The process seeks feedback from success. (9.A.3) the operational experts in the institution, Several surveys contribute to our separate from the operational decision understanding of how well the College makers, the Executive Cabinet, and separate complies with the ethical standard of from the authorizing body, the Board of accurate representation of the College in Trustees. print and web-based materials. The 2006 It is important for the College’s policies and Noel-Levitz SSI (N = 2,100) posed the procedures to reflect agreements reached statement, “this institution has a good

Clark College 9-4 Institutional Integrity Standard Nine

reputation within the community.” While the Portland Information Network, a this general statement seems equally regional electronic news distribution system. applicable to many indicators of Standard (Exhibits 9.8.1; 9.8.2; 9.8.3; 9.8.4; 9.8.5) Nine, it suggests students see no In 2005, Clark College began revisions of its disconnection between the College’s web page to improve content, organization, representation of itself and students’ and accessibility and complement new experience at Clark. On the seven-point design standards. Phase one of the Clark scale (1 = not satisfied; 7 = very satisfied), College website redesign project was the mean satisfaction was 5.48, which is completed in October 2006 when the comparable to the national mean of 5.44. College’s new website went online Data from the 2007 Accreditation Survey smoothly. Phase two continued throughout support this conclusion. In response to the the 2006–2007 academic year, as additional statement that “college publications present pages from the old site/domain were an accurate image of the College, its migrated to the new one. The third phase of programs and its services,” 90% of the the project, including conversion of the final students agreed (55% fully and 35% pages from the old site, was completed in somewhat; N = 760) and 84% of the faculty the 2007–2008 academic year. These agreed (39% strongly and 45% somewhat; N changes are part of the College’s ongoing = 315). efforts to make its website comprehensive, The positive data on the accuracy of College organized, and accessible. (9.A.3) publications suggests successful processes Information relating to academic offerings for maintaining the currency, accuracy, and and programs are reviewed and edited by relevance of all publications and extending Office of Instruction staff, the chair of the their audience to all stakeholders in the Instructional Planning Team, Registration community. The College develops major staff, and faculty members, division chairs publications including quarterly schedules, and deans. Multiple reviews may be the Clark College Catalog, a Report to the conducted, as in the case of the quarterly Community, program sheets and newsletters class schedule, catalog, and program sheets. in partnership with individuals and Although some inaccuracies have occurred departments to ensure accurate information when class schedules were posted on the for the benefit of students, employees, and web prior to final review and approval by the general public. Editors develop featured Instruction, efforts are now in place to stories in the Clark 24/7, The Clark Journal clarify that early schedules may be subject and Clark College Connections through to revision. The two units responsible for interviews with relevant parties or release of schedule information (Student submissions from participating individuals; Affairs and Instruction) are working these same individuals are often asked to together to establish a College-wide best review and approve articles prior to practice to determine when to publish publication to ensure accuracy. The schedule information on the website. (9.A.3) Communications Office routes news releases to appropriate individuals and units for review before issuing the releases to Defining and Prohibiting regional and national media. These news Conflict of Interest releases are shared with the College Clark College’s Ethics in Public Service community and the greater community section of its Administrative Procedures through the College’s website and through addresses conflict of interest definitions and

Clark College 9-5 Institutional Integrity Standard Nine

standards for faculty, staff and incorporated into the College’s Supervisory administrators. The Board Policy Statement Boot Camp and Leadership Academy. directs ethics in public service for the (9.A.4) governing Board of Trustees. (Exhibit 9.9) Policy and procedure in this arena are Demonstrating a Commitment dictated by Chapter 42.52RCW, the Ethics to the Exchange of Ideas, in Public Service Act. A conflict of interest Ethical Communication, and code assesses institutional integrity, notification to employees regarding Academic Freedom expectations of conduct, and accountability The fifth and final indicator of institutional measures relating to that code. Conflict of integrity requires Clark College to interest is generally characterized by demonstrate, through its policies and circumstances where an employee or practices, its commitment to the exchange of associates personally gain from ideas characterized by openness and civility employment-related activity, or the as well as the free pursuit and dissemination employee is influenced in a way that of knowledge. (9.A.5) Ethical interferes with the appropriate performance communication is addressed in the College of job responsibilities. The Clark College Administrative Procedures Manual and in Administrative Procedures clearly state such the Clark College 2004–2009 Strategic Plan. standards. (Exhibit 9.10) (9.A.4) The Strategic Plan includes a Statement of While clear standards exist, no current data Beliefs referring to the importance of a exists indicating the number of conflict of campus environment that “fosters open interest violations occurring at the College. communication and shared decision-making Anecdotal evidence indicates conflicts of at all levels.” (Exhibit 9.11) Perhaps less interest arose in the past. For example, well-recognized is the statement in the faculty members who received examination CCAHE Agreement that all members of the copies of textbooks at no cost from College community should be treated with publishers have reportedly sold those respect and with sensitivity to the impact of textbooks to independent buyers. While this words and opinions. is common practice on many college The CCAHE Agreement statement on campuses, the impact on textbook prices for academic freedom aligns with other national students and the apparent impropriety of bodies, including the National Education profiting from faculty examination copies Association and the American Association led to a well-communicated prohibition of University Professors. Faculty members against such practices. This issue has been are entitled to full freedom to do research resolved, and the example indicates that the and to publish results as well as freedom in College intervenes to prohibit such practices the classroom to discuss subjects that relate when they occur. to what they teach. Thus, for the purposes of The College employs an internal auditor. this discussion, all interactive college One of the auditor’s duties is to investigate communication has been included under this alleged violations of ethics in public service. heading. (Exhibit 9.12) (9.A.5) Additionally, Clark’s Human Resources The College’s performance in the area of department developed new employee ethical communication is more difficult to orientation training, which contains a document. In the 2008 PACE survey, the component on ethics in government mean satisfaction with the statement that employment. This subject has also been

Clark College 9-6 Institutional Integrity Standard Nine

“open and ethical communication is CCAHE Agreement allows for a three-tiered practiced” was 3.18. This demonstrates a grievance process in all matters, including marked improvement from the 2006 PACE those pertaining to academic freedom. survey in which the mean satisfaction rate Anecdotal information indicates five was just 1.93. By 2007, the mean score had grievances arose in this area in the past 10 risen to a more respectable 3.16. In 2006, years, and most were resolved prior to the despite the low score for ethical third tier. (9.A.5) communication College-wide, the statement that “there is an opportunity for all ideas to Strengths be exchanged within my work team” scored 3.53. Scores for this statement have • The College advocates high ethical continued to rise slightly in the 2007 (3.67) standards through its publication and and 2008 (3.71) PACE surveys. distribution of all applicable federal, Furthermore, the 2007 Accreditation Survey state and local laws as well as its (N = 315) indicates 77% of employees administrative policies. believe (30% fully and 47% somewhat) the • The College engages in regular College “actively encourages civil and open evaluation and revision of administrative discussion of matters pertaining to policies and procedures. institutional processes and decisions.” In response to the statement that “the College • The College represents itself accurately encourages the expression and discussion of in its publications and official different ideas and points of view,” 78% of communications. the employees fully or somewhat agreed. • The College has clear standards While these percentages represent a clear regarding Conflict of Interest in the majority, they also indicate that over 20% of Ethics in Public Service section of surveyed employees do not believe the Administrative Procedures. College encourages discussion and explores • The College employs an internal auditor different points of view on these matters. who monitors the institution, Based on results from the same survey, investigates alleged violations, and students are much more satisfied than compiles data. employees with the College’s ability to encourage discussions related to institutional • The College developed a comprehensive processes and decisions. In the statement internal communication plan designed to pertaining to this issue, 87% of the students address concerns regarding open agreed (48% fully and 37% somewhat; N = communication. 760) compared with 77% of the employees. (9.A.5) Challenges In terms of academic freedom, the • The College has not consistently Accreditation Survey results indicate provided an environment in which the students also appear to be more satisfied majority of employees feel confident with the College’s commitment to that ethical communication and shared encouraging the expression and discussion governance form an integral part of of different ideas and points of view. In institutional practice. regard to the statement pertaining to this issue, 53% of students fully agreed • The College lacks sufficient data to compared with only 31% of employees. The assess differential satisfaction levels

Clark College 9-7 Institutional Integrity Standard Nine

among diverse student and employee regarding conflict of interest and groups. academic freedom. • The College lacks sufficient data to assess community perceptions of Actions Taken institutional integrity. • The President appointed a College • The College surveys lack the capability Climate Task Force in 2007 to develop a to assess the integrity of specific series of recommendations related to a employee groups. healthy college climate and work environment. The committee completed • The College does not generate its work and forwarded its quantitative data on grievances, recommendations to the President in infractions and actions taken when spring 2008. policies related to conflict of interest and academic freedom are not followed. • The timeline for a PACE survey every two years had been put in place at the Recommendations request of the Board of Trustees. • As part of the development of the 2009– • Continue to assess the degree to which 2014 Strategic Plan, the College held a employees feel confident that ethical series of eight facilitated communication and shared governance focus/discussion groups with form an integral part of institutional stakeholders. A total of 164 individuals practice. discussed satisfaction with and • Provide ethics and conflict of interest confidence in Clark College’s training sessions to all College performance, programs, and employees. responsiveness in meeting community needs. A full report of these discussions • Identify or develop survey instruments is currently available on the College to measure community, trustees, intranet, and comments have been employee, student and external agency integrated into the draft of the 2009– satisfaction and confidence in Clark 2014 Strategic Plan update. College’s performance and programs, responsiveness in meeting community • The Cultural Pluralism Committee needs, and ethics and integrity. These completed a comprehensive survey of surveys, to be completed at regular College employees and students in 2007 intervals, should permit differing and initiated focus groups in 2008 to responses about specific employee further refine the data. Plans are in place groups. to develop a comprehensive Diversity Plan during 2008–2009. • Identify ways to regularly assess the College’s climate from the perspective of diverse groups, including those traditionally under-represented or socially disadvantaged. • Generate quantitative data on grievances, infractions, and actions taken

Clark College 9-8 Institutional Integrity Standard Nine

Supporting Documentation for Standard Nine

Supporting Documentation in Team Room

Exhibit 9.1 Personal Assessment of College Environment (PACE) Survey Reports 9.1.1 PACE 2006 9.1.2 PACE 2007 9.1.3 PACE 2008 Exhibit 9.2 Accreditation Survey 2007 9.2.1 Standard 9 – College Climate and College Catalog Results 9.2.2 Accreditation Survey 2007 Summary Exhibit 9.3 Fair Treatment Policies 9.3.1 Student Code of Conduct, Section 132N-120-050 9.3.2 Administrative Procedures, Sections 615.000 and 620.000 Exhibit 9.4 Cultural Pluralism and Diversity Evaluation 2007 Exhibit 9.5 Noel-Levitz Student Satisfaction Inventory (Noel-Levitz SSI) 9.5.1 Noel-Levitz SSI 2004 9.5.2 Noel-Levitz SSI 2006 Exhibit 9.6 Community College Student Experiences Questionnaire (CCSEQ) 2003 Exhibit 9.7 Employer Satisfaction Survey 2005 Exhibit 9.8 Clark College Publications 9.8.1 Clark College Connections (Quarterly Class Schedules) 9.8.2 Clark College Catalog 2007 – 2008 9.8.3 Reports to the Community 2005, 2006, 2007 9.8.4 Clark 24/7 9.8.5 The Clark Journal Exhibit 9.9 Board Policies and Procedures Manual, Section 100.B30 Exhibit 9.10 Administrative Procedures Manual, Section 415.030 Exhibit 9.11 2004 – 2009 Strategic Plan Exhibit 9.12 Agreement by and between Clark College and the Clark College Association for Higher Education/WEA/NEA

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