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Identifier
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1989-30_Re-Accreditation_Report_1979
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Title
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Accreditation Report of the Evaluation Committee (1979)
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Date
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26 October 1979
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Creator
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Northwest Association of Schools and Colleges, Commission on Colleges
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extracted text
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REPORT TO THE
NORTHWEST ASSOCIATION OF SCHOOLS AND COLLEGES
AND THE COMMISSION ON COLLEGES
.~1ASTER COPY
Do not remove from file
Dean E. Cfab'augti
Administrative Vice President
The Evergreen State Colle
Olympia, Washington
98Sg;
EVALUATION COMMITTEE REPORT
THE EVERGREEN STATE COLLEGE
OLYMPIA, WASHINGTON
October 23 - 26, 1979
A confidential report prepared for the Commission
on Colleges that represents the
views of the Evaluation Committee
REPORT TO THE
NORTHWEST ASSOCIATION OF SCHOOLS AND COLLEGES
AND THE COMMISSION ON COLLEGES
EVALUATION COMMITTEE REPORT
THE EVERGREEN STATE COLLEGE
OLYMPIA, WASHINGTON
October 23 - 26, 1979
A confidential report prepared for the Commission
on Colleges that represents the
views of the Evaluation Committee
TABLE OF CONTENTS
Page
1.
EVALUATION COMMITTEE ·
2.
INTRODUCTION ·
3.
PRELIMINARY STATEMENT·
4.
LIBERAL ARTS AND SCIENCE CURRICULUM·
5.
EUROPEAN AND AMERICAN STUDIES·
6.
HUMAN DEVELOPMENT AND HEALTH ·
7.
EXPRESSIVE ARTS·
. 11
8.
NATURAL SCIENCES ·
. 15
9.
POLITICAL ECONOMY.
• 22
10.
MANAGEMENT AND THE PUBLIC INTEREST ·
• 25
11.
LIBRARY-MEDIA SERVICES
12.
STUDENT AND ENROLLMENT SERVICES·
• 34
13.
OUTREACH PROGRAMS·
• 37
14.
CONCLUSION AND RECOMMENDATIONS
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3
4
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7
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39
1
EVALUATION
CO~~ITTEE
THE EVERGREEN STATE COLLEGE, OLYMPIA, WASHINGTON
October 23 - 26, 1979
Name
Mr. Paul E. Bragdon
Chairman
Address
President, Reed College
Portland, Oregon 97202
Dr. Aldon D. Bell
Associate Dean, Continuing
Education
322 Lewis, DW-20
University of Washington
Seattle, Washington 98195
Dr. Eli Bower
Professor of Psychology
School of Education
University of California
Berkeley, California 94720
Dr. A. Carter Broad
Professor of Biology
Western Washington University
Bellingham, Washington 98225
Dr. Brock Dixon
Vice President for Administration
University of Nevada, Las Vegas
Las Vegas, ~evada 89145
Dr. Robert Jarecke
Director of Instructional
Materials
California State University
Sacramento, California 95819
Mr. John R. Maestas
Assistant Professor of American
Indian Education
Brigham Young University
Provo, Utah 84601
Dr. Arnold D. Pickar
Professor of Physics
Portland State University
Portland, Oregon 97207
Sister Kathleen Ross
Vice President for Academic
Affairs
Fort Wright College
W. 4000 Randolph Road
Spokane, Washington 99204
3
2
Dr. David W. Savage
Associate Dean of Faculty
Lewis and Clark College
Portland, Oregon 97219
Dr. Jean B. Walton
Dean of Students
Pomona College
Claremont, California
INTRODUCTION
91711
The Evaluation Committee arrived at Olympia, Washington,
on Tuesday, October 23.
(Earlier in the day designated
members of the Evaluation Committee had visited sites of
the outreach programs of The Evergreen State College in
Port Angeles and Vancouver, Washington.)
On Tuesday evening President Evans and Vice President
and Provost Youtz were invited to be present for the first
part of the organizational meeting of the Committee to
explain the distinctive features of the Evergreen program.
Their presence and presentation were invaluable in preparing
the Committee to frame its approach to the accreditation
review.
On Wednesday, October 24, the Committee began its work
on the campus, participating jointly in meetings and programs
and separately in carrying out specific assignments.
This
process continued on Thursday, October 25, and on the morning of Friday, October 26.
The Committee met at the end
of each day's work, and on Friday morning, at which time it
voted on and accepted general recommendations.
At noon on
Friday the Committee met with the President, Vice President
and Provost and other members of the administration, staff
and faculty to present the general recommendations.
The Committee is indebted to President Evans and Vice
President and Provost Youtz for their preliminary work to
help assure a constructive visit and for their cooperation
and assistance throughout the stay of the team.
The candor,
openness and frankness of The Evergreen State College Community -- faculty, administration, staff -- were much appreciated.
Finally, the Committee is appreciative of the
warmth and hospitality extended to it by President Evans,
Vice President and Provost Youtz and the entire Evergreen
Community.
4
5
GENERAL LIBERAL ARTS AND SCIENCE CURRICULUM
PRELIMINARY STATEMENT
It should be noted at the outset that the institutional
self-study put in the hands of the Committee prior to its
visit was helpful, informative and indeed excellent.
The
report was useful to the Committee, but it also clearly
demonstrates that The Evergreen State College is a community which knows what its mission is, knows where it stands
in all respects and has identified and is attacking its
significant problems.
The faculty at the College is made up of highly qualified individuals and has a sense of commitment.
The administration of the College continues to be able, dedicated,
and competent.
The staffing in student services is inadequate, and the use of rotating deans at the lower ranks of
the deans continues to pose questions with respect to lack of
continuity, experience and expertise.
Finances follow.
generally applicable State formulae.
The internal buslness
operation of the College remains excellent.
~hysica~ plant,
facilities and equipment are superb, outstandlng. Wlth
respect to the latter problems of care, maintenance and
replacement over the longer term are a concern.
The Board
of Trustees meets regularly and is deeply involved in policy
matters affecting the College.
With all of its character, strength and capacity for
constructive change in the context of basic purposes and
mission, The Evergreen State College faces one fundamen~a~
problem:
it is a public institution with plant and faclllties capable presently of serving 4,000 students with an
enrollment of 2,000 to 2,500 students.
Demographic trends
for the traditional college-age population are decidedly
unfavorable, community acceptance has not been fully s~cured
and continuing legislative support is subject to questlon.
The administration, faculty and staff of the College are
fully aware of these problems, of course, a~d have moved
to meet them with efforts to attract part-tlme and older
students with outreach programs, with vigorous recruiting
' with the introduction of programs, e.g., lnter.
efforts
collegi~te athletics, designed to attract community interest
and support and with effective work with the Legislature.
Such efforts should be continued, intensified, coordinated
and be placed under control of the very top of the administration.
Without any doubt whatsoever, the Evergreen Community
Faculty, administrators, students -- have committed themselves deeply to liberal education.
That dedication pervades the life of the college at every perceivable level
to an extent virtually unknown in any academic community
in the entire United States.
We must emphasize that the
stated commitment is not unsubstantiated rhetoric; in every
action and reaction we could observe and assess, members of
the college community know their commitment.
They take
nothing, however, for granted, and recognize that constant
renewal must sustain the vigorous intellectual life of the
community.
We would commend the college on several counts:
l.
For bringing together and supporting an intensely
committed faculty which is remarkably homogeneous,
intellectually vigorous, and hard-working.
2.
For encouraging in recent years extensive curricular planning which has led to .detailed, integrated
syllabi which clearly tell students what is
expected and for what reasons.
3.
For building in eight years through hard work plus
inevitable trial-and-error a rigorous, solid curriculum with a very high level of intellectual
content.
4.
For developing out of the excitement and educational tumult of 1971-79 a curricular grid which
gives structure and continuity, still encourages
innovation and intellectual ferment, and explains
to the students the potential of the Evergreen
program.
5.
For emphasizing again in every curricular format
the importance of writing and language.
6.
For sustaining the intellectual engagement of
students and faculty, faculty and faculty, and
students and students beyond limits of all but a
few academic communities.
7.
For continuing to emphasize the essential truth
that each individual has primary and vital responsibility for his or her own intellectual development.
Such powerfully appealing intellectual commitment and
purpose, together with the supporting curricular structure,
6
deserve high praise. We also identify a few questions which
are not really criticisms, but to which we could not find
satisfactory answers:
1.
Is the faculty in natural sciences and mathematics
gradually pulling away from coordinated studies
programs with faculty in the humanities and expressive arts especially, but perhaps even with faculty
in social sciences?
2.
Is the non-Western component weak even beyond the
understandable limitations of a smaller liberal
college?
3.
Would it be to the benefit of individual faculty
and the college alike to pursue contacts with
faculty at other institutions, now that some of
the toughest, most time-consuming initial curricular work has been accomplished successfully?
4.
Could more be done to encourage and promote individual student initiative in self-paced learning,
exploratory research, independent study, etc.?
In summary, Evergreen has since 1974 created a praisemix of curricular predictability, clarity of purpose,
lntellectual ferment, innovation, profound engagement of
minds a~d creat~ve tension among basic studies, specialty
areas, lnternshlps and the variety of curricular modes.
The quality of the general arts and sciences curriculum, a
remarkable achievement against fiscal, demographic and
political odds, should now give the College the wholesome
self-esteem to know its full worth, its limitations and its
future, far more so than most arts and sciences institutions
(colleges or universities) in 1979.
~orthy
7
EUROPEAN AND AMERICAN STUDIES
Encompassing most of the humanities faculty, European
and American Studies powerfully represent the best aspects
of Evergreen's program:
intense commitment to shared
learning, alert curricular planning, concern for the use of
the language, devotion to interdisciplinary study (see section on "General Liberal Arts and Science").
The faculty
give themselves generously to the program, probably beyond
any other subject group. We commend them and their acknowledged place at Evergreen, the more so because of failing or
dying humanities at so many institutions.
We observe that the humanities faculty may, in spite of
student interest and faculty commitment to many programs, be
relatively numerous compared especially to expressive arts
and physical sciences faculty.
The humanities may, consequently, find themselves under some tension in the future
if vacant positions are shifted elsewhere.
Such attrition
can be devastating to morale, though the small, open Evergreen faculty seems to sustain and invigorate itself across
disciplinary lines. That speaks to the present success of
the College's purpose.
8
HUMAN DEVELOPMENT & HEALTH
Basic Programs, Annual Programs
and Individual Contracts
In the first meeting with faculty responsible for
instruction in the Human Development Specialty area and
later with students of this specialty, four basic questions
were posed:
1.
In what ways are students advantaged and disadvantaged by the interdisciplinary nature of the
curriculum in Human Development?
2.
Has the marriage of "Human Development" and "Life
and Health" produced a viable "Human Development
and Health" offspring?
3.
Does the emphasis on relating course content and
readings to the personal-social development of
individual students place concepts too much inside
the learner and not enough in the structure of the
science?
4.
Are there significant topics covered in the
psychological sciences ordinarily available in
small liberal arts colleges which need consideration and/or additional faculty?
The ten or more faculty of the Human Development and
Health specialty presented the strengths and advantages
of the interdisciplinary nature of their program vigorously
and with little or no dissent.
They stated unequivocally
that none of the basic science concepts were given short
shrift and that students emerged from the basic courses
in this specialty with well-flexed conceptual muscles.
In
addition, the conceptual strengths were reinforced by content
and processes which encouraged students to seek ways of
integrating concepts.
In some cases entering students were
unprepared to deal with learning in this manner.
However,
it was suggested that such exceptions are rare and can in
some cases do well in other types of learning.
Although the sample was small and somewhat skewed, talks
were held with students in two coordinated study courses
which were most enthusiastic about their experiences and felt
9
free to answer some direct questions applicable to straight
social psychology as it applied to their coordinated studies.
Other students, more interested in Health Careers such as
medicine, were somewhat more restrained in their enthusiasm
but suggested in the end that there would be medical schools
or are medical schools which follow the Evergreen pattern.
(This may be more of a hope than a reality.)
Several faculty raised the question addressed in the
self study (p. 104) about aims.
Is there an overemphasis on
getting career and job skills and concepts into the curriculum with the consequent loss of academic and scientific
training? In the rush to make learning meaningful and
attract students, have the needs of the real world squeezed
out theoretical, conceptual and academic pursuits? Both
faculty and students are aware of the potential for such
imbalance which suggests an open dialectic and scholarly
confrontation of the issue.
Concern seems warranted with respect to the marriage of
the Psychological-Behavioral Sciences with Health. The fear
is that Health needs and problems may be so comprehensive
and overwhelming in their intensity and immediacy that basic
theory and readings in developmental, social and cognitive
psychology, to name a few, may have to struggle to get into
the picture.
The coordinated studies in the human behavior
areas are exciting interdisciplinary topics and provide
ample opportunity for students to read, reflect and study
the human sciences in context.
If the several exposures
to lectures and seminars are a true reflection of the entire
experience, it would appear that the quality of the learning
is first rate.
In addition to the content it was impressive
to see faculty leadership in seminars as catalytic participants, and students who were not only able to think ably
and creatively but were sensitive to each other in a friendly
and respectful manner.
There are some dangers in marrying the psychological
and behavioral sciences to a professionally oriented area
like health and health services, and close monitoring of the
post-honeymoon living arrangements is suggested.
To answer question 3, a number of students were asked to
differentiate what we thought we knew about human behavior as
common sense and what we knew as valid science.
There is
some risk in teaching human behavior with heavy emphasis on
self study and introspection.
There is also some gain.
The
faculty and students are aware of both.
A student in a seminar on Catch 22 volunteered that she didn't like the book
because it made her laugh.
Somehow she didn't feel it
11
10
appropriate or desirable to laugh at insanity. This provided some opportunity for the seminar leader and participants to review clinical and research data on the defusing
function of laughter and tears. It is impressive to note
the staff and their sensitivity to this and related issues.
Students are helped to share their common sense notions,
examine them in light of known psychological knowledge,
replace them if need be, modify them or keep them as is.
But they are highly motivated to question, to question
themselves and to look to themselves with some objectivity
and continued respect.
There may be some topics of significance in the psychological sciences which could be covered in contract or
coordinated experiences. One mentioned by the faculty is
physiological . psychology which requires laboratory equipment and measurement expertise used in some psychological
professions. Related to this is animal psychology which
could be worked into a coordinated program if an animal
psychologist were available. These are, however, not significant omissions.
In summation, the program in the psychological sciences
is high quality, exciting in their formulation, comprehensive in their reading lists and course outlines, with heavy
emphasis on learning to read with understanding, to write
clearly and interestingly, to speak meaningfully and to
listen to oneself and others respectfully. That such skills
and goals are integrated into and learned in other programs
as well suggests that Human Behavior at TESC is indeed a
coordinated and living experience.
EXPRESSIVE ARTS
Introductory Remarks
.
Integrating professional performing and visual arts
truly liberal education constitutes one of the more
~1ff1cul~ challeng~s ~n ~ndergraduate education.
The faculty
l~ the F1ne Arts dlSClpllnes are meeting this challenge
w1th remarkable success.
Their persistence in articulating
to ~ach other and to students -- the inter-relatedness of
~ar1ous art forms with each other and with "the history of
1deas, past and current social issues, and the physical and
natura~ ~ciences"
(~atal?g 1979 / 81, p. 46) makes this possible.
In add1t~on, there ~s ev1dence that those individual students
who are 1nterested 1n developing advanced skills in a particular art form generally are able to do so.
w~th.a
Objectives and Purposes
The three objectives for the Expressive Arts, as stated
on page 30 ?f.the 1979/80 Catalog Supplement, relate directly
to th~ spec1f1c programs now being offered by the area.
Es~ec1ally noteworthy are the recent curricular changes
wh1ch provide specific and carefully constructed avenues
~or students to progress from beginning to advanced skills
1~ several art forms, in grasping the commonalities and
d1fferences amon9 several art forms, and in relating art
to ?th~r exp:ess1ons of the human mind.
If the excellent
~eg1~n1ng wh~ch ~as been made in establishing this sequence
lS f1rmly.ma1~ta1ne~ over the next several years, the
stated obJeCtlves w1ll undoubtedly be achieved by most
students in the program.
Facilities, Materials, Equipment and Financial Support
It would be.d~fficult to find enough superlatives
capable of descr1b1ng the equipment and facilities available
to the Expressive Arts area in the new Communications
Build~ng .. The s~ace for rehearsing and performing is outstandlng ln qua~1ty an~ more than adequate in quantity; the
most advanced Vldeo, f1lm, and audio equipment is readily
available.
Less adequate are the spaces used for studio
wo:k ~n painting, drawing, design, and ceramics in the Lab
bu1l~1ngs.
Faculty are aware of tne problems here and expressed 1ntent to devise solutions. Undoubtedly their efforts
to analyze present space usage and allocation will bring
to light some workable solutions.
12
Financial support for the physical resources becomes a
concern only in terms of maintenance and replacement of
equipment in the future.
(See section of the Committee's
report on the Library and Media Resources.)
Financial
support for the human resources necessary to take advantage
of the extensive physical resources presents a problem which
is mentioned below under Instructional Staff.
Faculty, staff and students are to be commended for
the excellent physical condition of the Communications
building. Even rooms in which a rehearsal had just been
completed were clean and orderly.
Educational Programs and Instructional Staff
The aspects of the educational program which apparently
have received the most attention from faculty are the Coordinated studies at the ertry and advanced levels.
The
results of this intense work are eminently praiseworthy:
faculty teams which teach very effectively together;
syllabi which are exciting, extensive, rigorous; and student
sessions which evidence critical thinking, personal growth,
and strong motivation.
Faculty identified their most pressing problems to be in the area of advanced skill development.
They see this problem as a lack of adequate faculty numbers,
particularly in the visual arts, and particularly in the
last two years when enrollment in the arts courses has
increased irrespective of institution-wide enrollment decline.
A careful analysis of the enrollment data in the arts
areas (to determine the kind of student enrolling in programs
and courses-- e.g., major interest, skill level, future
educational plans --)will be needed to determine possible
alternative solutions to the staffing problem. While the
addition of several new faculty positions might provide the
ideal solution, other solutions may also have to be examined
in light of fiscal pressures.
These may include careful
planning of advanced course offerings in skill development
on a rotational basis, exploration of new internship placements where additional skills may be developed, and careful
choices of the advanced skill specialities which are offered.
The Admissions Office should continue to be kept updated
on what professional skills in the arts are not available
at TESC in order to lessen student pressure for instructional
services which the faculty cannot provide due to its limited
size and specialties.
A minor curricular
faculty as time permits
western material in the
Aspects of Far Eastern,
Eastern art (visual and
point which might be examined by the
is the inclusion of more nonhistory and theory of the arts.
South Asian, African, and Middle
performing) would enrich the curricu-
13
lum if included at appropriate points in the development of
various concepts.
Faculty.dedicatio~ ~nd leadership within the faculty
d~serve spec1al recogn1t1on.
This probably accounts for the
h1gh level of student and faculty morale in a situation of
very tight staffing.
Students
Dynamic.and.creat~ve participation in the learning
process are 1n h1gh ev1dence among students.
Their enthusiasm is reflected in the kind of individual projects undertaken.
~aculty ~dvisors should find the new advising system
h~lpful 1n assur1ng that each student receives the balanced
l~beral arts education espoused in the college's mission.
S1nce most ~tudents are transfers, advisers need to study
carefully w1th the student his/her previous educational
record a~d a~hievements before a program of study is mapped
out.
~h1s Wlll assure that the present emphasis on a B.A.
educat1on continues without drifting toward a quasi-B.F.A.
education.
"Research"/Arts Performance and Production
~he Ex~ressiv~ Ar~s faculty appear to be highly competent 1n the1r spec1alt1es; some appear to be active in the
professional practice of their arts.
However the main
emphasis is obviously on teaching.
In the mu~ic area the
limited number of faculty in performance areas requir~s that
s~me students take private lessons from Olympia-area musiClans.
Long-term planning by the faculty in the fine arts
s~o~ld ~ont~in provisions for their own professional partl~lp~tlon.ln the production of art; for many of the faculty,
t~1s 1s ~v1dently a reality now.
Over the long-term, this
~111 be ~mportant in maintaining the very high quality of
1nstruct1o~.
The presence of two attractive and well-kept
art galler1es on campus are helpful in this regard.
Conclusion
.
The art~ at TESC are blessed with outstanding facilitles and equ1pment.
Faculty are dedicated and effective,
and ~tudents appear to be achieving the objectives of the
spec1alty area.
Future attention needs to be devoted to
problems of inadequate staffing to meet the demands of
studen~s.and the potential of the facilities and equipment.
In add1t1on, long-range budget plans need to begin immediately to take care of maintenance and replacement of the
extensive and expensive equipment. Careful and consistent
15
14
NATURAL SCIENCES
use of the new advising system will be necessary to help
each student achieve the multiple goals of this specialty
area in a balanced educational experience.
Introduction
At the Evergreen State College the Natural Sciences
are offered through Basic Programs, as annual programs, in
coordinated studies and group contracts and as courses or
modules.
Most of these programs include planning and
instructional contributions made by members of the faculty
who affiliate with four interdisciplinary specialty areas:
Environmental Studies, Human Development and Health, Marine
Science and Crafts, and Scientific Knowledge and Inquiry.
The latter specialty was not included in the original Long
Range Curriculum Plan (1976) but grew from a need felt by
members of the faculty for a program-sponsoring area within
which fundamental work in Mathmatics, Physics, Chemistry
and some kinds of Biology might be offered.
Other scientific
programs which are essentially disciplinary (e.g., Entomology, Ornithology, Marine Biology, Cell Biology -- offered
as "Molecule to Organism", etc.) are offered as group contracts through the three other interdisciplinary specialties
that include science components.
Thus, among their programs
and individual contracts, which may be written to include
any scientific topic or study, TESC offers a full and rather
wide spectrum of undergraduate science programs, components
of which can be equated with courses usually offered in
Departments of Mathematics, Physics, Chemistry, Biology,
and others.
The 1978/81 catalogue lists among the Natural
Science Faculty 33 members whose identified specialties are
Biology, Mathematics, Chemistry, Physics, Applied and
Physical Sciences, Oceanography, Geology, and History of
Science.
In the general area of natural science the philosophy
and expectations of the institution stand the test of our
scrutiny.
To the extent that the demands for a certain
amount of sequential learning in the sciences will permit,
subject matter is handled in an interdisciplinary context.
Thus the teaching permits the exploration of important connections, not only among the traditional disciplines within
the sciences, but also with areas which traditionally lie
in the realms of social science and humanities.
Collaboration
among the faculty is positive and productive, equipment and
facilities are first-rate, and among the students the arts
of communication, dedication to learning, and an appreciation for problem solving skills are developed to a surprisingly
17
16
high degree. There seems to be no doubt that the students
who have graduated with degrees which would correspond
roughly to some more traditional majors in the natura~
sciences have received a thoroughly adequate preparatlon,
though often owing to some heroic teaching commitments of
individual faculty members. Moreover, TESC has had extraordinary success in placing graduates in various medical
colleges.
Despite these commendable successes, w~ perceive t~at
problems of several sorts in the area of sclence educatlon
remain, the most important of which we hav~ felt it of
value to enumerate in the following narratlve.
l.
2.
Objectives and Purpose: The academic.program~ at TESC
that include natural science are conslstent Wlth the
institutional statements of objectives and purpose
set forth on pages 1 and 2 of the Self Study Report,
but also provide disciplinary specializations in ll
areas identified on page 21 and 21 courses found on
page 26 of the current catalogue .. There i~ a fundamental dichotomy between a colleglate commltment to
interdisciplinary study (centered on problems of "real"
rather than "just academic signi~icance") an~ the.recognition that many students, especlally those consldering eventual graduate or professional school.work ~ft~r
graduation", want "advanced study concentratlons.wlthln
a number of specific disciplines." The problem lS by
no means unique to this institution, although~ b~cause.
of the intensity of the commitment to pedagoglc lntegrlty
at Evergreen, it seems unusually intense . here. We
found no reason to believe that the quallty of the
academic programs has been seriously debilitated by
the continuing discussion of curricular goals and academic purpose.
The duality of objectives, however,
contributes to the instructional work load of a very
fully occupied faculty.
Financial Support: Requests for operational funds to
support specific academic programs are made to ~he
appropriate Dean by the convener, sponsor or prlncipally concerned faculty member. Funds for program
support are then allocated by the Dean and administered
at the individual program level.
In the absence of a
Departmental or Divisional structure, there is no level
of allocation of support below the Dean and the system
is soundly administered. Although in many i~stances
the available money is tight, we found no evldence of
institutional inability to provide for the programs
offered.
There is little or no money for activities not included
in academic programs, and this has implications for
faculty development considered elsewhere in our report.
3.
Physical Facilities, Materials, and Equipment
(Natural Science): The facilities and equipment which
are available on a day to day basis in support of the
undergraduate instructional program are superior to
that which can be found in any institution of which we
have knowledge.
Equipment is modern and of the highest
quality and includes a variety of spectrametric and
other analytic equipment, with computer systems, and
superb optical equipment with microscopes varying in
quality from Nikon to Wild and Zeiss. The past five
years have seen a considerable increase in the number of
microscopes and other equipment items without sacrifice of quality.
Students in the natural sciences at
Evergreen do not use instruments traditionally considered
student grade, a claim made in the self-study we found
borne out by the facts.
Clearly the equipment needs of the .undergraduate program
are more than adequately met at the present time.
In
fact the potential for "hands on" experience appears to
be, for one reason or another, sadly underrealized.
Of
course, as one would expect in any institution with
good facilities and no competing graduate research
programs, undergraduates are very free to utilize the
equipment for projects and advanced study.
However
we observed only a small amount of this activity actually
taking place.
It was noted, both on a class-free Wednesday, as well as on a day when seminars and lectures were
in progress, that a surprisingly large percentage of
the laboratory and workshop space was not being used.
Moreover, it is recognized by staff members that a large
amount of very advanced equipment is, because of lack of
research activity, almost totally unused.
The scanning
electronic microscope, an exception to this generalization, continues to be well-used.
Equipment which is actively used seems well~maintained.
This is done to some large extent by contract with outside firms which is, unfortunately, an expensive alternative to proper in-house repair facilities.
Moreover,
because much of the equipment dates back to the early
days of the institution, much of it is coming close to
the age at which scientific instruments become obsolete
and/or unrepairable. As there a~e no plans for equipment replacement there is a grave potential risk for
18
the science areas not to be able to uphold the Evergreen goal of teaching for relevance and "real life"
application. At the present time, however, the major
deficiency appears to be some recurring difficulty
in obtaining expendable material.
4.
Educational Program (Natural Science)
There are no
"majors" per se in the Evergreen system.
Hence there are
no specific program requirements.
Catalog offerings
may vary from year to year though a certain number of key
programs have been more or less stabilized in recent years,
albeit with some fundamental changes which permit increased flexibility.
As an example of the latter, the
coordinated study Matter and Motion now accommodates
students who have already had certain segments of the
subject matter and wish to complete work only in limited
areas, such as general chemistry.
There is also a
growing sentiment for increasing the use of special
modules in science, instead of contracts, for advanced
topics, such as in mathematics.
Some of this evolution
towards more traditional forms of education may indicate
that the "pure" Evergreen model may not be as fully applicable in natural science as in other areas.
This model,
however, seems to function extremely well in the context
of introductory studies.
Programs are usually generated by ad hoc groups of
faculty in the year preceding their-introduction into
the catalog.
(Provision is made for student-generated
programs.)
These are then assembled by the appropriate
Dean who, after examination for duplication, appropriateness, etc., selects a slate of future offerings in
consultation with the faculty.
There appears to be some
dissatisfaction with the way this procedure operates
in a few cases.
Revision of programs is also handled
in this manner.
There is a provision for regular program evaluation by
the students in the program.
These are given to the
faculty members involved, and the opportunity for review is not always accepted.
On the other hand, evaluations of faculty performance in each program are a
regular component of the overall student/faculty evaluation process.
These are given to the appropriate
Dean and comprise a continuing evaluation of program
as offered by particular faculty members.
There as
elsewhere in the overall process of evaluations at
Evergreen, there is unusual thoroughness and attention
to detail.
19
5.
Students (Natural Science): Despite a lack of a formal
advising system in the past, fairly balanced program
undertakings seem to be the rule in science.
The laying
out of prerequisites in the catalog has been of help in
this case.
The use of student portfolios as an aid to
informal advising by faculty members has broken down in
many cases, due to inadequate maintenance of these portfolios on the part of students.
The main guarantee for
reasonable balance between narrow specialization and
superficiality owes itself to the attentiveness of
faculty in accepting contracts.
As for student performance, the major leverage against
totally inadequate performance is the withholding of
credit.
Faculty seem to feel this approach works well.
Faculty appear to be aware of the placement and future
fortunes of their graduates, mainly through informal
contact.
6.
Instructional Staff:
The instructional staff in the
natural sciences includes 33 persons, all but one of
whom holds the Ph.D. degree.
Five (5) members have
their highest degrees from the same institution (Oregon
State University), but the total number of institutions
represented by Ph.D. degree holders (20) is impressive
and includes many of the most prestigious universities.
This faculty has published widely and some continue to
do so, despite the overwhelming institutional commitment
to and the heavy demands made by undergraduate instructional programs.
Staff additions are, at the moment, a moot item, for
none areimmediately contemplated in the natural sciences.
From an administrative point of view, allocation of
faculty positions and selection of faculty are the
responsibility of one of the senior Deans.
The Evergreen faculty has rejected academic rank and
tenure in favor of three-year, renewable contracts.
There is adequate or even excessive evaluation to keep
members well informed of their status.
Faculty salaries
generally are higher at TESC than at the regional State
or private universities in Washington (although, not at
the highest professional levels).
Salary increments
based on length of service have been made regularly.
We found morale in the natural sciences to be high,
but problems evidently unrelated to personnel policies
or security exist.
20
At the time of our last visit to TESC in 1974, there
were 34 faculty members in the division now called
natural sciences, and 62 in other areas (self-study,
page 163).
There now are 33 natural scientists ~nd 94
others (1979-81 catalogue). What had been perce1ved as
an excess number of scientists, especially biologists,
has become, instead, a deficiency.
Because of the
popularity of programs with entire or major bio~ogical
components, Biology is now an impacted area.
S1nce
·
programs must be offered, however, facult~ members ha~e
been pressed into service to an inappropr1~te extent 1n
areas for which their training does not su1t them. We
found evidence in records and in interviews of entomologists teaching botany, physicists teaching mathematics, oceanographers teaching marine biol~gy, and
other less-than-ideal assignments.
Both b1ology and
mathe~atics seem to us understaffed in relation to
current program demands of students (also see s~lf
study, pages 158, 159).
Faculty who accept ass1gnments
for which they do not feel fully qualified (and, in one
instance, of very short notice, was not even adequ~tely
prepared) are justifiably concerned.
In a system 1n
which their faculty lack the assurance of tenure and
are evaluated regularly by students, accepting such
assignments amounts also to jeopardizing positions.
This, however, is our assessment, not that of any TESC
faculty person.
Their concern is that they_poorly
serve students by teaching in areas of marg1nal expertise.
7.
Administration: At TESC the Interdisciplinary Specialty
Areas have Conveners who are elected on a rotating
basis by the Dean.
Professional development of TESC faculty, particularly
those in the natural sciences where recognition is
maintained primarily through research, publication and
participation in national and regional meetings, is a
matter of concern to the committee treated more fully
elsewhere. We found the institutional limitation of
support for research to be, in our minds, an ~speci~lly
serious deterrent to faculty development and lnconslstent with published statements of involvement ~f students in research (see catalogue, page 40). W1thout
institutional support and seed money, activities not
directly related to instructional ~r~grams can~ot
continue and without continued act1v1ty, there lS no
"faculty research'' in which students may participate.
21
8.
Conclusions: The ultimate assessment of an academic
program must be found in its students and graduates.
We found, after talking to Evergreen students, after
examining summaries of the academic careers of graduates
after sitting in seminars, attending lectures, and
'
visiting in laboratories, after reviewing records of
the success of prior Evergreen students in medical,
dental, other professional and graduate schools -precisely what we should have:
that the combination
of superb facilities, a superior and extraordinarily
dedicated faculty, and possibly the most coherent and
best understood educational philosophy in our experience had, indeed, attracted and nurtured bright, articulate, scientifically literate, professionally competent, liberally educated young men and women who reflect favorably on their institution and on the environment of enlightenment in which they and The Evergreen
State College grew.
22
POLITICAL ECONOMY
The Political Economy faculty have admirably met the
goal set forth in the Long Range Curriculum Report of p:oviding a "coherent, well-advertise~, stab~e set of currlcular offerings." There is ample evldence ln the Sel~-Study
in program announcements and syllabi, and from testlmony of
faculty and students of careful ~lanning done with an ~ye
to balancing interdisciplinary alms and fre~dom ~f.cholce
with a need to provide some curricular predlctablllty to
students.
The most impressive sign of the success.of the Poli~ical
Economy Specialty Area Program is the enthuslasm and dedlcation of the faculty teaching in the area programs and the
nearly universal acclaim of the students .. The lectures and
seminars were lively and conducted, sometlmes b~ faculty
and sometimes by students, at a high level of dlscourse.
An outsider begins with an initial skepticism.about the
ability of so thoroughly an interdisciplinary currlculu~
to provide adequate preparation in the disciplines . . Thls
skepticism is reinforced somewhat by the statement ln the
self-Study that the faculty seek to help students "mc:ster
the disciplines of economics, political science, soclolo~y,
and history" in addition to other goc:ls:
Conversation Wlth
faculty reveals a somewhat more reallstlc goal.-- that ~f
preparing students for a variety of career optl~n~ req~lr-.
ing disciplinary preparation in a contex~ of crltlcal lnqulry.
What measures are available indicate a hlgh rate of s~ccess.
career Planning and Placement reports show a very satlsfactory employment record and record.of further study . for
all college graduates with a proportlonc:l.representatlon of
students placed in areas related to Polltlcal Economy -especially the law and graduate work in Economics.
Current
records do not permit the measurement of the succ~ss . of .
Political Economy students per ~ because no speclal~zatlon
is indicated on a transcript.
The Self-Study recognlzes the
need to know more about how well the specialty area.p:epares
students for future educational and career opportunltles.
(Recommended:
That the faculty in the Political Eco~omy
Specialty Area, in cooperation with the Career Plannlng and
Placement Office, systematically collect data on students
23
they identify as Political Economy specialists with regard
to performance on standardized tests and with regard to
further education and employment.
This information would be
useful not only to satisfy skeptical outsiders but to serve
as a measurement of their own efforts.)
The self-study alludes to a shortage of staff, particularly of a radical political economist, as one reason why
the curriculum is as limited as it is.
It is not appropriate here to venture a recommendation as to the allocation
of additional faculty to this segment of the faculty nor to
suggest what kind of appointment should be made were it possible to make one.
It might be appropriate, however, to
point out an area of the curriculum that is inadequately
represented given the stated goals of the specialty area.
That area is non-western political economy.
The desired
"cross-cultural milieu" has not yet been achieved.
There
also seems to be small enrollment in the Third World Studies
group contracts and coordinated studies when offered.
One
solution to this problem might be to integrate some of this
material into the advanced coordinated programs.
Another stated goal of the specialty area is to provide students with some insight into the application of
theory to contemporary problems.
One way in which that is
done at the Evergreen State College is through internships.
The Career Planning and Placement office estimates that more
than half of the students identifiable as specialists -Political Economy and related areas -- have an internship as
part of their educational experience.
Neither the SelfStudy nor the Catalog Supplement 1979/80, however, indicate
that internships are a planned part of the Political Economy
curriculum.
(Recommendation:
that the specialty area planning group bring this element of the Evergreen experience
into focus as it affects students in the program.
However
planned and administered, this element of the Political
Economy curriculum is a natural fit, particularly given the
proximity and easy access of Evergreen to state and local
government.)
Basic Programs
The institutional self-study report recognizes the
centrality of Basic Programs to the mission of the college.
It also acknowledges some current difficulty in finding
"enough faculty who want to teach in basic programs."
Several explanations for this problem have been given.
One of them -- that faculty energy in the last three years
has gone into the development of specialty areas and that
24
25
MANAGEMENT AND THE PUBLIC INTEREST
basic programs have consequently suffered -- may well correct itself with a renewed commitment in the years ahead.
Another explanation -- that spe~ialty areas and annua~ programs tend to be planned first -- suggests that careful
attention needs to be given to the simultaneous planning
of all parts of the curriculum.
The "Summary of Problems Facing Basic Programs" found
in the self-study provides a very full agenda for some group
in the year or two ahead. Faculty in all parts of the college
confirmed the concern stated there that Basic Programs need
a further concentration of planning effort.
Faculty also
felt that considerable progress was being made.
(Recommendation:
that the recognition of this problem now pres~nt be
turned into careful planning so that Basic Programs lndeed
be central to the mission of the college.)
The program in Management and the Public Interest at
The Evergreen State College appears to be soundly conceptualized and realized.
The self study (p. 114) reports
goals which were found to be alive and well in the minds
of both students and faculty who were interviewed.
~ curso:y rev~ew of papers by students revealed very
practlcal orlentatlons (e.g ., workmen's compensation, public
school funding, and an office personnel problem) and the
interdisciplinary element in practice. These were the first
two goals.
It is harder to generalize about the achievement
of secondary goals such as communication, analytical, and
critical skills but conservatively speaking no deficiencies
were observable.
The offerings of the task group were perfectly consistent with stated goals and with the all-college curricular
plan.
A "half-time" evening module recognizes the overall
needs of the community and the need of the college to appeal
to more students.
Planning for an M.P.A. program which, if
approved, will be available next fall continues this evolution.
The faculty is convinced that it is a continuing and natural
evolution or extension and not something which will threaten
"the Evergreen way" of doing business.
The MPI faculty is a well educated, competent group of
teacher-scholars.
They represent disciplines appropriate
to the focused but still general topic with whic h they
are working.
Good graduate schools are found on their
vitae and numerous publications -- this in spite of a
dedication to the teaching function whic h would seem to
exclude all else.
A chapter signed by members of the faculty to be effective
1979-80 lists twelve topics to be treated. They are:
American Business , Government, and Society
Studies in Political Economy of the Late 19th and
20th Century
Principles of Microeconomics
Principles of Macroeconomics
Financial Accounting
Managerial Accounting
Corporate Strategy and Policy
Organization Theory
Public Finance
Organizational Behavior
Managerial Finance
Marketing
26
27
Topics like these -- all from the lower division program -- are developed with greater depth at the upper division level.
That they are treated at both levels is not to
be doubted, but the extent, breadth, and depth of coverage
cannot be measured adequately at any given moment and certainly not as a product of an accreditation visit.
(Perhaps
more attention could be given to the assessment of outcomes
by the faculty).
The syllabi which were examined seemed to
be entirely suitable and adequate.
This is a teaching institution and one would expect to
find sound pedagogy.
One does.
Students, at the upper
division level at least, know and use standard and sophisticated sources.
The case method and, of course, the seminar
are standard vehicles for instruction and learning as are
papers and projects.
(One group project involved analysis
of a major personnel problem in a giant corporation with
nearb y headquarters and turned out to be one of professional
caliber offering real solutions.)
Competent and dedicated teachers though they are, the
facult y lives professionally in a precarious position sometimes or in some cases unable because of the pressure of
teaching to maintain themselves as produ.cing "marketable"
scholars.
They feel relieved of pressure to publish but
a partial deprivation of opportunity to publish is a reciprocal.
Some hold that relief from this pressure enables
them to concentrate in a long run scheme on si g nificant
publication instead of padding vitae with trivia.
Encountering a faculty composed of representatives from
several different traditional disciplines, the visitor is
inclined to wonder how specialized scholars feel about teaching
outside their areas of primary preparation.
To some extent
they are challenged by it and enjoy the learning from colleagues in quite remarkable faculty seminars.
Another
answer lies in the contention that they are rarely found to
be working in areas of lesser competency.
The professors
contend that they are normally teaching selected topics from
their own fields in juxtaposition with related topics from
related disciplines.
The composition of the resulting
"package" may be unconventional, but the several parts have
the same validity as if they were found in their conv entional
academic array.
This is a very persuasive interpretation.
NATIVE AMERICAN STUDIES
(AND RELATED AREAS)
From the self-study p
od d
E
rov 1 e ' we understood that programs
~
ver~reenoS~ate College would be different from those
at ot eroun 1 vers1t1e~.
Certainly the Native American Studies
program 1s no except1on.
at Th
Philosophy
T~e ~ative American Studies program is di v ided into t wo
v ery d1~t1nct o parts. One part (incidentall y , the more structured~ 1s des1gned for non-natives who are interested in
learn1r:g more about "Indians." The other part is designed
~~fass1st the Native American students. The t wo parts address
1 ferent needs and have been separated for some ti me.
T~e Native American program is like unto an "Indian
Educat1on Program" ~n that it seeks to pro v ide an alternative
to the more convent1onal methods of learning found on this
( T~S~) ca~pus. The program is individualized for each student
an 1~ bu1lt around the needs of the student, supported by a
teach 1 ng te~m .
Because of the nature of the pro g ram it is
e xtremelyod1ff1cult to pre-plan any programs for stud ents.
The plann1ng develops as the st ud ent and the teachin g team
agree u~on c~rtain learnir:g e x periences and the desired skills.
From th1s po1nt the learn1ng experiences are then developed.
0
Evaluation
~here is no question but that the College is able to do
what 1t professes in its philosophy to do.
The program has
been very succe~sful in providing the learning e x periences
for students wh1ch were basic to good learning but has also
be~n succ~ssful in bridging the g ap between th~or y and practice,
wh1le mak1ngogood use of the student's prior knowledge
The
pro g ram requ1res much individualized planning and work. but
has proven to be most successful.
'
Nati v e American Program
The "off-campus" experience has proven to be most benef1c1al to the development of the Native American students in
theop~o~ram. The tragedy is that much of the stren g th, the
f~c1l1t1es and the development of the "on-campus" program is
m~ssedob~ these s~udents.
In addition, the life-learning/
1 1 fe-1 1 V1ng exper1ences in inter-race relations is weakened by
the loss of interaction by these students.
It seems that it
would,.be mutual~yoadvantageous for all students if there were
more on-campus 1nvolvement on the part of Native Americans.
0
The validity and integrity of the whole MPI program is
observed in other wa y s.
A deeply committed, enthusiastic
faculty exhibiting joy and collegiality in their work with
a "turned on" intellectually exciting group of students is,
when observed, a most compelling demonstration.
It would
appear that where there are problems in this enterprise they
have been identified and are getting proper attention.
Accord ingly, there are no specific recommendations here.
0
29
28
LIBRARY-MEDIA SERVICES
Race Relations
.
an area where tension is most evident . . Much
ThlS can be .
ave been cleared up followlng
of the past turmoll seems.to h 't filed by members of the
settlement of a c~ass actlon =~~m to be a few issues still
faculty.
There dld, however
.
d
The minority faculty
. .
h' h ay need to be revlewe ·
remalnlng w lC m
d
'th the direction of the col 1 ege
seem to be generally ~l~ase .wl eneral
They expressed a
and with working condltlons l~ g to s~rive to achieve their
hope that the.TES~ wou~di~ontl~~eother issues presented, there
goal of 25% mlnorlty h~r g.th t could not be resolved. We
~~~g~~~ ~e~~n~~n~:da~i~~~~~e w~th
minority faculty.
There has been much positive change in Library-Media
Services in the last five years.
The Library meets or exceeds
all basic standards, except for professional personnel. One
notes marked improvement in many areas of Library Services,
and the College and the Library staff are to be highly commended in many phases of operation. To give context to our
comments, it should be noted at the outset that the library
receives better support than that given elsewhere in the
State of Washington, and that the number of volumes acquired
for the library is up to national standards.
A.
Commendations
l.
There is marked impro v ement in administrati v e
areas which were formerly causing concern.
a.
A Management Team Concept has been implemented and is functioning well.
b.
Technical Services, operating with minimum
personnel and under budgetary restraints,
processes, catalogs, and shelves new acquisition in 3-5 days, ~- a process which
formerly took 3-6 weeks.
c.
Circulation and Media Loan, to cite specific examples, ha v e initiated computer
controlled procedures which have vastl y
improved all operations.
2.
The entire Library Staff has done and continues
to do a magnificent job, with a minimum of personnel, in meeting user needs and demands.
3.
The entire book collection continues at a satisfactory level, despite budget cuts.
4.
The Library is an attracti v e p lace to which both
students and faculty come. All reports indicate
that patrons receive satisfactory service.
For the most part, the Library has satisfactory facilities,
sufficient holdings, adequate accessiblity for clients. Budget
and Staff could be better. Our observation is that the
Library meets all requirements for accreditation.
There are, however, some areas in which we express concern, areas which should be brought to the attention of the
Administration for future consideration.
B.
Concerns
l.
Budget
30
31
•
a.
The Library budgeted allocations were cut
5%.
This, coupled with inflated costs of
materials, salary increases, and unfilled
positions, has created some rather difficult situations budgetarily.
b.
There are also serious professional per sonnel shortages in both User Services
and Technical Services.
Each of these
departments needs at least one additional
professional person.
b.
The largest percentage of the Library budget is devoted to Salaries, and Benefits.
Only 21.5% of the total budget is actually
spent for new materials ($247,000).
c.
T~ere appea~s to be erosion of the joint
L1brary-Med1a concept; a concept whi ch was
excellent at the start, but which now
appears to be in danger.
c.
Acquisition of new volumes has steadily
decreased the last three year s
from
11,000 to 8400, to 5400.
This is dis turbing.
d.
e.
3.
In the last three years, an average of
$7800 per year has been spent for rental
of films for Academic programs.
Perhaps
this $24,000 could have been spent for
purchase of films?
There is an alarming decrease in the
dollars expended for media materials.
This year only 3% of the $247,000 spent.
for materials is being spent for non-prlnt
materials.
This appears to be a dangerous
trend which is only furthering an already
somewhat imbalanced collection in terms
of print vs. non-print materials.
4.
f.
g.
h.
2.
Nearly 11% of the total budget is spent for
Administration of Library Services.
This
appears to be a comparatively high percentage.
Facilities
a.
Although the facilities, nearly 80,000 sq.
ft. are by and large quite adequate for
the size of the College, there are some
concerns about Space Utilization.
b.
Quarters for Media Loan are severely cramped.
c.
Periodicals, and Circulation are cramped.
d.
There is a need for a Listening Center.
e.
All of these conditions, along with some
others, are creating a security problem,
a loss factor (in both materials and equipment) and a subsequent Inventory Control
Problem.
Equipment
The great majority of all equipment was
acquired under Capitol Fund expenditures nearly
ten years ago.
Much of it is wearing out or has
exceeded its useful life.
Costs continue to rise; user demands
continue to increase; yet adequate support
is not forth coming.
Media Services does not appear to be adequately funded in proportion to the total
program.
a.
There is a heavy need for Equipment Replace ment Funds, especially in the Media Area.
b.
T~ere does not appear to be adequate technlcal help to maintain and repair all
media equipment on campus, and there is
the danger that preventive maintenance
will give way to crisis repair.
Staff
a.
The most urgent concern is that there is
not now a single professional media person
on the staff.
The Associate Dean work s
almost entirely with Budget, Inventory,
and other College assignments.
The paraprofessionals and technicians must fun~tion
without the leadership of a person tra1ned
and prepared in Media Services.
5.
General
a.
The "Faculty Burnout Syndrome" is evident
in the Graphics Department.
At least
two Graphic Artists have left because the
heavy workload, (largely devoted to administration rather than instructional or
academic tasks and projects) has been
impossible to handle satisfactorily.
32
Graphic Artists tend to be creative
persons who get job satisfaction from
creative work rather than producing
posters.
It appears that this problem
will continue so long as this area is
required to do the printing type jobs for
the College.
b.
C.
There are little or no funds available
for professional development, or "renewaltype activities."
Recommendations
1.
The Library Staff, the Dean, and the Management
Team, should review the internal allocation of
funds.
Administrative costs should be reduced.
a.
In view of the fact that the Coordinator of
Media Services will next year return to
Library (Print) duties, a professional
Media Person should be hired to fill that
position and head that unit.
b.
More funds should be allocated to the
purchase of Media software in an attempt
to restore a better balance to the overall
collection.
2.
The Administration, in its allocation of funds
for Library Services, should be aware of the
eroding purchas in g power which inflation
causes and the subsequent negative effects
this has on the entire operation.
3.
The Dean of Library Services should investigate
more efficient ways of Space utilization.
It is
our understanding that a study is underway.
This should be prepared and presented as soon as
possible.
4.
If new positions are not possible, some examination should be made to shift personnel for
more efficiency.
5.
Equipment Replacement funds must be made available to prevent serious operational problems
with equipment.
Adequate repair and mainte nance help must be available to provide regular
preventive maintenance.
33
6.
7.
Th~ G:aphics section should devote th
maJOrlty ~f its time, resources, and ~ great
to academlc and instructional
alents
·
programs and
proJects, and a minimum to administrat'
lve copy.
The concept of merged Library-Media Se
.
should be . re-examined in terms of the rv~ce~
and em~rglng objectives of the Collegeex~stlng
0
determlne whether it is still a Vl.ab l '
e concept.
35
34
STUDENT AND ENROLLMENT SERVICES
The College is fortunate in its Student Services Staff.
We found them to be an extremely competent, hard-working
group.
They showed understanding and appreciation of the
educational goals of the institution and a high degree of
commitment to work in their area to support these goals .
There has clearly been a belief in the importance of an
integrated staff with a sense of shared purpose, who will
work together to provide the best possible service for students . We saw much evidence of cooperation, good will, and
mutual assistance among the Staff, and we saw evidence also
of positive response from students.
We visited almost all the Student Services offices:
The Dean's office, Academic Advising, Career
Planning, and Placement, Counseling and Health
Services, Recreation and Campus Activities,
Financial Aid, Third World Coalition, Admissions,
Registrar, Housing -- and found the locations
attractive, the people friendly, the spirit
good . We will not comment on each individually,
but want to emphasize our pleasure in the visits
and our respect for the group .
The Staff believes, and we support this belief, that
their work is of vita l importance to the College as it faces
the challenges of the immediate future.
They have always
been deeply involved in the implementation of the Colle ge's
goal to foster the unity of the personality, to devel op whole
persons . Now, more specifically, the Admissions Office is
clearly in a key position in the drive to increase and sustain
enrollment, and has already taken major steps to work with
faculty and students toward this end; the Academic Advising
office is giving important leadership and direction to the
new all-college Faculty Advising program and should monitor
it in the future; the office of Career Planning and Placement
is responding to the requests of many members of the College
Community to increase their understanding of the career
opportunities made possible by the Evergreen program and has
been developing new workshops and program to demonstrate this
potential; the Director of Recreation and Campus Activities
is almost fully absorbed in the attempt to build the new
intercollegiate program.
To do their work in these and other areas effectively,
the Staff needs the respect of, and must work closely with,
members of the faculty and other members of the administration.
The present staff has, on the whole, achieved good
relationships with these groups.
It has developed valuable
interaction in the facult
f
.
.
Academic Advising Office ~~d ~~ee~~~~le, ln proJects of the
and Placement
Th
lee of Career Plannin
doe s not indi;ate
or encourage the necessar
1
.
.
e staff
the need for visibility y re a~l?nshlps.
We underscore '
Student Services Staff 'a~~c?gnltlo~, and sup~ort of the
for the College to con~ider ~ns~~~~l~ular ~e~leve ~t important
ture wh ich would place the Off'
f n admlnlstratlve strucServices in a position ref
~ce ? Student and Enrollment
Furthermore, some offices l:~;~ng l~S p~esent respo~siblities.
C~mpus Activities, and Third Wor~~ Cou~~~~' Recreatlon and
Clally isolated in th
oa l lon, feel artifiServices offices withew~~e~e~~ structure from the Student
i~ over-all structure co~~d in~lu~~r~ ~?~~ closely. A change
tnese offices.
l
erent placement of
~h~r~=~~1 ~~m;~~~~~!i~r~i~ytr~~t~~e, how~ver,
We have
impressed with creatl've and responsible
way the
St ff been
h
the last f:w ye!~sres~~nde~ to the budg~t limitations in
and have continued-to p~;vi~~e ad~pted ~n a variety of ways
however the Staff .
goo servlce.
In our view
tial se;vice areas lSFnowthstretched very thin in some
.
ur er cuts would be v
·
t~e existing need should be clearl
. ery.serlous, and
dlscu ssions in the future
Th
fi recognl~ed ln budget
ment are of course adding -tot~ e orts to ~ncrease enrolland can only make the probl
e pressures ln these offices,
em even more urgent.
es~en-
.A few other comments may be hel f 1
.
the lmpression that there h
b
P.u ~
Flrst, we are under
menting the Academic Standl~ve e~n dlf~lcu~ties in impleinsure that students who faii ;alley
whlch ls.designed to
0
credit will after due
.
complete thelr work for
warnlng lose their
· .1
registration.
We think 't .
prlVl ege of
studied the
l
lmportant that the matter be
'
reasons for the d'ff'
1 .
necessary steps taken to c~rr l
leu tles ~nderstood,.an d
The Dean of Student and E
ll out the ~Olley as outllned.
both in the selection of ~~~sem~ntbSe~vlces sh?uld be involved,
and in the implementatl'on proce doures.
e lncluded ln the study,
Difficulties
of and
thisf ki
d are of concern because of the
importance
of clear
. nt
also impinge on other mat~~~ r~a~ment of students, but they
The College is now mak '
.s 0
lmportance to the College.
enr 11 o
.
lng Vlgorous efforts to increase
o m~ nt, and lt should be remembered that ~ his can be
accompllshed
reducing
't'
the number of by
new
st d t att rlhlon
as well as - by increasing
would be in a
. . u en s.
T e Student Services Staff
difficult if posltlon to be helpful to some students in
initial f~ilur~~~y had adequate and timely knowledge of the
Veter~~~t~~~~~~e~r~o~~d~~e legal
Financial Aid Office and the
obligation to report promptly
36
any change of status of a student who is receiving financial
aid.
Delays in filing evaluations or progress reports, or
delays in transmitting information to the Financial Aid Office,
may mean that a student will receive aid when he or she is no
longer eligible. Many instances of this kind place all
institutional funds in jeopardy.
In any case, the general
problem of internal communication of these matters merits
some detailed study.
We should mention also the reports we have received
that many Third World students feel considerable alienation
and isolation within the College. We were not able to talk
with many minority students ourselves, but if the reports
are correct, the problem is a serious one which needs attention.
The lack of adequate support staff for Third World
students is evident.
The limited staff which does exist
feels isolated and therefore ineffective. Furthermore, we
understand that the Learning Resource Center, which has
potential to be very helpful to many students, is limited
now in its capacity because of scarcity of funds with which
to provide tutors. We stress the need for serious consideration of these questions.
Students we saw on the campus and in the dining halls
were a joy to meet.
They show an enthusiasm for the College
which is heartening, and discuss the education they are
obtaining in terms which make vivid the College's stated
goals.
37
OUTREACH PROGRAMS
Vancouver
Programs like TESC's at Vancouver have inherent difficulties.
They have generally appealed to a student body
fully committed elsewhere, to work, to family, and to
pre-existing patterns of existence.
They operate with
either temporary full-time or part-time faculty.
Their
library resources are thin at best. The courses come and
go at the will of the marketplace. Competition is tough.
The commitment of the "home campus" to make the programs
work is frequently in doubt.
All of these characteristics
except the last Evergreen's Vancouver outreach shares.
In
spite of this, the program has dramatically affected a
goodly number of students whose baccalaureates are finished
or are in progress.
That solid liberal education can happen
under these circumstances is a tribute to the students, to
the administration and faculty, and to what might be called
"the Evergreen way."
The Vancouver students, by unanimous testimony, have
been willing to exceed and excell.
They have worked at
forced draft and probably can do so only because the intense
experience is of limited duration.
The faculty, too, has operated "above and beyond."
Driving 4,000 miles between Olympia and Vancouver is one
small example. Students press into territory not quite
their own, or even their own state's, in search of the
books they need.
One two-year topical program has ended and
another is beginning.
The alumni of the former turned out
in significant numbers to tell the evaluators how important
the program had been to them and what a change it had made
in their lives. Their sincerity was not to be doubted.
In another sense, the faculty press into territory not
quite their own, but this is the Evergreen way.
Looking
at Vancouver's 1979-81 program, we see a "management and
the public interest" venture offered without the personnel
resources of the home campus behind it. This is challenging to all hands, but it would seem that they are
rising to meet it.
"Management and the public interest" calls up images
of M.B.A. and M.P.A. programs and their undergraduate
counterparts offered in professional schools.
If one looks
at the Vancouver outreach, it must be remembered that these
image3 are inappropriate. Vancouver outreach is really
liberal education with a topical focus and it is that focus
38
which makes it possible to do the job with a handful of
unspecialized or underspecialized faculty.
That focus,
more thoroughly developed at the M.P.A. or M.B.A. level,
would call the program into question unless it were buttressed with appropriately specialized faculty members.
Port Angeles
TESC initiated the "outreach" degree program in
Port Angeles only in October, 1979.
College personnel,
obviously learning from their experience at Vancouver,
planned the program with utmost care.
Administrators at
Peninsula Community College encouraged the new program,
and surveyed the population base regarding interest and
possible degree emphasis.
In addition, TESC vigorously
cultivated local support through organized groups, alumni,
and an energetic program assistant located on the site.
39
CONCLUSION AND RECOMMENDATIONS
It is evi?ent t? t~e.Committee that the Evergreen
State College 1s a s1gn1f1cant educational resource a d
offers a.valuable option in undergraduate education f~r
pros~ect1ve students.
No report of this kind could include
ment1on of all the commendable aspects of the institution
but we offer the following as indicative of what we found;
Faculty, administration and students have made
a different educational system work well.
Institutional goals are clear, and constructive
adaptation has been made and continues without
losing sight of them.
The spirit, commitment and excellent collegial
relationships of the faculty are obvious and
outstanding.
The entire effort, at so early a stage, is to be commended.
The faculty (two regular TESC faculty and two adjunct faculty)
teach what appears to be a half-unit coordinated studies
(8 credits) plus workshop, tutorial and seminar options
which make possible a total of 16 credits.
Certainly the
curriculum initiated by regular faculty seems the equivalent
of curriculum at TESC:
interdisciplinary with intense
faculty-student engagement; a rigorous format which includes
reading, writ in g, analysis, discussion .
Students are able to discuss the institution and
its objectives and program clearly and demonstrate
that the institution in practice is consistent with
catalogue rhetoric and description.
The administration of the College has been strengthened and is obviously accountable.
The Committee
is impressed that the Evergreen spirit touches
everyone, including all levels of the administration and staff.
For example, the efforts of the
student services personnel are heroic.
The two assigned faculty in 1979-80 have committed
ample time to teaching and advising.
They and Peninsula
Community College officials recognize eventual difficulties
about adequate library resources, and have planned accordingly.
With the profound commitment evident in faculty,
administrators, students, and hosts at P.C.C. the program
should be successful.
The development of specialty programs has improved
the articulation of the educational program and
has made it more predictable for students.
TESC has wisely committed itself only to a two-year
program, and plans to admit in 1979-80 only those fulltime students who could reasonably finish the B.A. program
by 1981.
Early in the 1980-81 Academic year the college
officials will evaluate the program and make a decision
about 1981-83.
Thus, TESC will not raise too many expectations locally, and will not expend its scarce resources on
futile commitments beyond Olympia .
The College has wisely and cautiously extended itself
to a fairly distant portion of its region by initiating the
Program at Port Angeles, though the feasibility of the program cannot be known so early.
The quality and enthusiasm of student participation in classes are remarkable.
The commitment of faculty and students to mutual
learning and the successful realization of the
process are apparent.
The plant and facilities are excellent, and are
excellently maintained.
The cleanliness and
absence of litter on campus and in campus buildings bear testimony to a sense of community.
The committee would also make the following comments
and recommendations for consideration:
1.
The time and intensity of teaching obligations
cause problems in professional development, i.e.,
40
keeping current with developments in the basic
discipline that members of the faculty contribute
to the interdisciplinary efforts.
It is recommended that discipline-based or interdisciplinary
research be encouraged, and that contacts with
colleagues elsewhere and participation in professional meetings also be encouraged.
In view of
the limitations imposed on the sabbatical program
by State law and regulation, it is recommended
that unpaid leaves or exchanges for faculty be
encouraged where possible and appropriate.
2.
Staffing of the faculty is out of balance, with
shortages in some areas, e.g., the sciences, and
excessive in others, e.g., the Humanities. The
problem cannot be solved in the foreseeable future
by expansion, and mobility between fields and the
use of temporary appointments are not an adequate
response to the problem.
It is recommended that
a planning process be undertaken to lead to a
better balance in staffing to meet the demands
of the future.
3.
Plant and equipment are excellent, but there are
problems in the care and maintenance of the latter.
It is recommended that the program for care, maintenance and repair of equipment be improved.
4.
There is presently a severe strain on student
services and on the highly motivated and competent personnel in student services, a strain which
would be exacerbated by further cuts, and could
well be compounded with higher enrollments.
It
is recommended that the administration acknowledge
existing strains and prepare to take remedial
action upon the availability of funding.
5.
In the lower ranks of academic deanships, a
rotating system with short terms has been maintained. Considerable dissatisfaction has been
expressed by faculty with respect to this system,
and it is recommended that the practice be reviewed
in conjunction with a survey of faculty opinion
and experiences.
6.
The institution places its hopes for a stronger
future on increased enrollments.
It is recommended that planning with priorities for the contingency be undertaken.
The imperative of such
planning is dramatized by the increase in parttime enrollment.
41
7.
As noted, the future of the College depends
heavily on increasing enrollments, the prospects
for which would be greatly enhanced by improved
and more accurate perceptions of the College in
the Legislature, in the surrounding communities,
in the secondary schools, and among the general
public. Continuous, systematic and coordinated
programs in these areas are essential, and it
is recommended that consideration be given to the
regrouping of these functions with direct leadership from the highest levels of the administration.
The College has an excellent story to
tell to all of its constituencies, and it is
recommended that it proceed to do so positively
and aggressively.
