- Page 1 and 2: Self-Study Report Prepared for the
- Page 3 and 4: Table of Contents Preface - Process
- Page 5 and 6: Standard Eight: Physical Resources
- Page 7 and 8: MEMBERSHIP� Steering�Committee
- Page 9 and 10: Standard�Three� Gina�Huston,
- Page 11 and 12: Accreditation�Host�Committee�
- Page 13: activities form an integrated and c
- Page 17 and 18: SLT� Strategic Leadership Team -
- Page 19 and 20: {Standard�One}� Institutional
- Page 21 and 22: � Figure�1.2��Vision�Stat
- Page 23 and 24: familiarity with the College’s Mi
- Page 25 and 26: Currently, each Strategic Plan has
- Page 27 and 28: commitment, it helps to ensure that
- Page 29 and 30: Another complexity with culture and
- Page 31 and 32: Statewide budget shortfalls will ha
- Page 33 and 34: Each of the Strategic Initiatives h
- Page 35 and 36: While the ties between strategic pl
- Page 37 and 38: ASSESSMENT�&�EFFECTIVENESS� B
- Page 39 and 40: Services Program Review process)�
- Page 41 and 42: Figure�1.11��Excerpted�Exam
- Page 43 and 44: learning has increased as evidenced
- Page 45 and 46: a variety of assessment methods. Fo
- Page 47 and 48: {Appendix} Supporting�Documentati
- Page 49 and 50: Appendix�1.1��The�Planning
- Page 51 and 52: {Standard�Two} Educational�Prog
- Page 53 and 54: with one more technical position be
- Page 55 and 56: Figure�2.1.��Olympic�Colleg
- Page 57 and 58: Instructional�Organization�and
- Page 59 and 60: The Instructional Policies Council
- Page 61 and 62: Analysis. The College has made a de
- Page 63 and 64: Course/Program designations are ass
- Page 65 and 66:
Program�Design�and�Student�
- Page 67 and 68:
face to face or via interactive tel
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• The�BSN�program: In 2006, t
- Page 71 and 72:
outcomes. More importantly these bo
- Page 73 and 74:
their programs. In essence, it is a
- Page 75 and 76:
Figure�2.15.��Results�of�
- Page 77 and 78:
include numbers of students enrolle
- Page 79 and 80:
achieved—i.e., only six percent a
- Page 81 and 82:
learning outcomes. As a result of t
- Page 83 and 84:
Figure�2.19.��Core�Abilitie
- Page 85 and 86:
After the Core Abilities assessment
- Page 87 and 88:
Core�Abilities�� Core Abiliti
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Tipping�Point�Research�� In
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1,400 1,200 1,000 800 600 400 200 -
- Page 93 and 94:
that the research and document sour
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Figure�2.25.��Community�Col
- Page 97 and 98:
Analysis. Legislative authority for
- Page 99 and 100:
Certificates� Olympic College als
- Page 101 and 102:
comparable to its own courses in a
- Page 103 and 104:
have changed as well to better meet
- Page 105 and 106:
Figure�2.29.��ADN/TADN�Coho
- Page 107 and 108:
Figure�2.32.��Off�Campus�
- Page 109 and 110:
Student success rates are significa
- Page 111 and 112:
program operates alongside its seco
- Page 113 and 114:
Welding�(Shelton)� Description.
- Page 115 and 116:
Enrollment in VHS telecourses betwe
- Page 117 and 118:
theory. Additionally, group trainin
- Page 119 and 120:
Prior to spring 2008, Olympic Colle
- Page 121 and 122:
Individual requests must be reviewe
- Page 123 and 124:
Analysis. As noted in Figure 2.43,
- Page 125 and 126:
{Appendix} Supporting�Documentati
- Page 127 and 128:
Appendix�2.2.��Faculty�Cont
- Page 129 and 130:
Discipline� EXT�� NAME� EMA
- Page 131 and 132:
Appendix�2.3.��Inventory�of
- Page 133 and 134:
Appendix�2.4.��Number�of�
- Page 135 and 136:
{Standard�Three} Students Standar
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Figure�3.1.�Student�Services
- Page 139 and 140:
In addition to a focus on enrollmen
- Page 141 and 142:
Analysis.��Since the last Self-
- Page 143 and 144:
Publications�for�Students��
- Page 145 and 146:
personnel. The CCSSE was administer
- Page 147 and 148:
Figure�3.7.��Selected�Examp
- Page 149 and 150:
Analysis. Before 2001, applications
- Page 151 and 152:
Grades are submitted to the Office
- Page 153 and 154:
Analysis.��The security of stud
- Page 155 and 156:
The demographics of students attend
- Page 157 and 158:
As noted in Figure 3.12, specific s
- Page 159 and 160:
Two of the successes of the diversi
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(SEAC) and also at off-campus sites
- Page 163 and 164:
�� Figure�3.14.��Satisfac
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member who indicated “Very Satisf
- Page 167 and 168:
A new Financial Aid Management (FAM
- Page 169 and 170:
Counseling�and�Wellness� Desc
- Page 171 and 172:
Housing� Description.��Studen
- Page 173 and 174:
Student�Programs�and�Leadersh
- Page 175 and 176:
Participation in Northwest Athletic
- Page 177 and 178:
Catalogs and other official publica
- Page 179 and 180:
{Appendix}� Supporting�Document
- Page 181 and 182:
{Standard�Four}� Faculty� FAC
- Page 183 and 184:
Figure�4.3.��Faculty�Table
- Page 185 and 186:
in a related field from an accredit
- Page 187 and 188:
Faculty�Participation�in�Acad
- Page 189 and 190:
and workshops. �There is also a s
- Page 191 and 192:
seventeenth and to fourteenth one y
- Page 193 and 194:
The SBCTC is currently conducting a
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an extension of the faculty selecti
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Figure�4.10.��Comparison�of
- Page 199 and 200:
The Diversity Advisory Committee (D
- Page 201 and 202:
Olympic College faculty also share
- Page 203 and 204:
{Appendix} Supporting�Documentati
- Page 205 and 206:
DIGBY,�Susan,�Professor�of�
- Page 207 and 208:
PLEVIN,�Arlene,�Professor�of
- Page 209 and 210:
{Standard�Five}� Library�and
- Page 211 and 212:
Item�Type� Figure�5.3.��C
- Page 213 and 214:
Figure�5.5.��eReserves�Stat
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General Studies classes, including
- Page 217 and 218:
Statistics from January through Jun
- Page 219 and 220:
costs are realized through this mem
- Page 221 and 222:
Quarter� Figure�5.12.��Hase
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materials will be available through
- Page 225 and 226:
Access to the facility and to media
- Page 227 and 228:
� Figure�5.14.��Student�S
- Page 229 and 230:
and development. In the near future
- Page 231 and 232:
the enterprise flow of data and net
- Page 233 and 234:
PERSONNEL�AND�MANAGEMENT� Sta
- Page 235 and 236:
Information Technology sets institu
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{Appendix} Supporting�Documentati
- Page 239 and 240:
Appendix�5.2.��Sample�Libra
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{Standard�Six} Governance�and
- Page 243 and 244:
Figure 6.1 Olympic College Organiza
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� Figure�6.2��Engagement�
- Page 247 and 248:
Analysis.��The functioning of t
- Page 249 and 250:
The 2008 Personal Assessment of the
- Page 251 and 252:
PACE�Survey�Question� The�e
- Page 253 and 254:
�Classified�Staff�Role�in
- Page 255 and 256:
and�respect�the�identity�an
- Page 257 and 258:
STANDARD�SIX:��STRENGTHS�AN
- Page 259 and 260:
{Appendix} Supporting�Documentati
- Page 261 and 262:
Board�of�Trustees�Biographica
- Page 263 and 264:
Board�of�Trustees�Biographica
- Page 265 and 266:
{Standard�Seven}� Financial�P
- Page 267 and 268:
At the end of each budget cycle, th
- Page 269 and 270:
They strive to be self supporting,
- Page 271 and 272:
The institution has sufficient fina
- Page 273 and 274:
At the March 2009 Board of Trustees
- Page 275 and 276:
In addition to the formal policies
- Page 277 and 278:
will help mitigate some of the impa
- Page 279 and 280:
{Appendix}� Supporting�Document
- Page 281 and 282:
Guidelines�(Cont.)� � 3.�Ma
- Page 283 and 284:
Source�(IPEDS�Report)� Tuitio
- Page 285 and 286:
Annual Private Contributions Govern
- Page 287 and 288:
DO�NOT�INCLUDE� DEPRECIATION
- Page 289 and 290:
� Appendix�7.8.��Table�13
- Page 291 and 292:
ENDOWMENT�� ENDOWMENT� DISTRI
- Page 293 and 294:
90.20.25.a� Governmental fund typ
- Page 295 and 296:
{Standard�Eight}� Physical�Re
- Page 297 and 298:
What is not apparent from Figure 8.
- Page 299 and 300:
Renovations are intended to improve
- Page 301 and 302:
The quality of the Shelton and Poul
- Page 303 and 304:
Certain systems, such as elevators,
- Page 305 and 306:
Analysis.��Of the off-site loca
- Page 307 and 308:
At�the�outset�of�the�camp
- Page 309 and 310:
Recommendations:� • Develop a p
- Page 311 and 312:
{Appendix}� Supporting�Document
- Page 313 and 314:
Appendix�8.3.��Shelton�Camp
- Page 315 and 316:
{Standard�Nine}� Institutional
- Page 317 and 318:
The College advocates high ethical
- Page 319 and 320:
Since that report, the College has
- Page 321 and 322:
In addition to these new processes
- Page 323 and 324:
Analysis. Examples of academic free
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Accreditation Contact Points [Area