-
Title
-
Memo setting up a task force to Recruit Chicano and Indian students for the Evergreen State College, 1972
-
Identifier
-
1976-16_000034
-
Date
-
1972
-
extracted text
-
I
January 6. 1972
MEMO
A
DUM
To•
Froa:
Charles McCa
Aide-
@
d •
I agre d o aet up a
th
t
p.robl · of Chicano a
k fore• this we k to look into aya to sol e
Indian reeruiti
d eouu li
..
nt n b d t and it waa underatood tha
po1utaenta,
wo 14 e t
re p sib1ltty of Dave rown, Lany St
erg.
d.
Joe Shob , ut u turally y would con ult to make aure p ople appotnt d
r acee ta.bl to Chic oa and Indiana ..
if
any~
This sro p will furnia
the ta t orce.
I
I! I
ME M0 R A N D U M
I
To: -r
-
From:
Dave Brmvrl..:..t
Les EJdr:.iJzc-111
Cruz Esquive.lJesse F-ri."J C'· -11
\tJall er fil:::.~ibl>.H: -11 11
DDn:cll Phar c• -11
Jus Rodrig•.Jcr·-1111. /
Larry Stenh cr :- Lilli
f
(c:JJ
I~MAN)
Fr:anc.Lsco Tel.l-\111
A
G41~-l
Charles lkC,tmt
\tMI't.P V~OC>-1
I apprC'c i :etc your 1:-1i.lljngness to .'E:r rc on a DTF to n:Hk<:: reconunencLtior's
for the ir.iprcvemcnt of Chicano ard .indian student recruitir1g and
counse1·i ng.
I 1wuJ tl take the report, " A Prot•oscd Cl1~ cano- Indio Pecruitment l'i:ogr<"•TI'
Suhmi · L~d to The Evergreen S!:<'f -. C0ll0;:'.2 11 dated :lonum·y , 1972," a.~
outl: .. ~_ng -~ays re21:i si·icalJ y c!c-:-d ra'ole at some tiu:e . I wou.l.d like to
sec i.:l:e DTF 'Wt repeat that gJ~P'Id 1 but ulthPr to mal~e rcc::nmnendati.ons
for \.Jbat He c~n~ <lcJ-_ ~~~, l~<:JTv. You should kec1• in toucb wi tl thP adtHissions DT1? >vh.ich Don Hur1phrey got together, uhich (·tf 1 1 m nut lllist.::tken)
is modcrDtcd by Cr~z Esquivel.
PleAse choose your mm chairmc..;t.
Fvc U1e purposes of getting started,
I'm asld ng J ar ry S'....cnbcrg to cnlJ. your fir[_~t meeting.
Since admis~'ions J s gotting j_nLo ful J sH:i ng, 1 th.:_nk s cude11t recruiting
and counseling should be yout m:d.n ccnl e··n,
I ' d apJHCcia~ e, hO\•TE:ver,
whrttever concrete arises fron• your discussiorl \vith regard l..o recru:Ltmt--:n.t
of Chic.1no and Indian staff.
c :
RQ NichoJs
DG Humphrey
i::J ShohPn
·-.;
·,
{~
/" ....
:l
-'
.·.·
~:
\, .'.,t'
•·',.
..
·· .i: ·
·~-'
',·'
-l
.''
'•
··'I
:·
'•'' ! '
,. I
•
.
. :
' ., '
~ ..
,,·,·.·; : .
·~·
-'~. t
;,
~-
·.,
·'>
., ',•
.
·~·
.
.
·'
I
. •. ~ ... !'' •.... • .•
,:I
··'
,,.
.... ,
. ... ·.
.·..
,..
A PROPOSED
CHICANO-INDIO RECRUITMENT PROGRAM
SUBMITTED TO
THE EVERGREEN STATE COLLEGE
JANUARY, 1972
i •
. !.
~. I
,.
.
·,
•
,.
'
#'
'·•
:.
~~ .
•
·:
t
...
t•
I
•
,' .1
...
.
.
~ ~·
<;;.···
·:
'
.
''
..
~
..
'
'
"·,•
..
•. A
·,
.·.. ,
'. .
, I , ••
.~'
I
''
... ,
,. !_
'.·
...
• •.
:: ·'
,.
"'
~:.:t. {_t
.. ,.,
••• • •....
;
. •.:.
4 ..
.J
..
,
~ ~·
~
-· ..
··-
-----·- --·-----· ·-·
:
....
·~ . :'. '
BUDGET
for
CHICANO-INDIO RECRUITMENT PROGRAM
4·Full Time Positions --------------------------------- $40,000,00
2 Recruiters@ $10,000.00
2 Counselors@ $10,000.00
2 Secretaries@ $5,000.00
----------------------------- 10,000.00
14 Part Time Student Recruiter Helpers
Maximum of 15 hrs./week for each student
at $1. 85/hr:
14 students/one week ------$388.50
·
14 students/50 weeks ------------------------------- 19,425.00
Supplies r$300.00 per full time position ----------------- 1,200,00
Equipment
® Travel .
)•
'
------------------------------------~-~--------
1,000,00
---~~------------------------------~-----~----- 2,200.00
TOTAL COST PER YEAR
$73,825.00
. ..
~
-.
FUTURE RECOMMENDATIONS
.>
It is recommended that a task force, to consist of MECHA, UNA
and TESC decision-making individuals, be .developed for the implementation of Chicano-Indio affairs.
'
. .
., .
.
.
···
. ,.
''
·'
,•
,t
:J.. . .-·:·
.... ~ .../,.
\
• .,·
..
..
·.
;.•
.::
....
·. ~
""'{
.
......
.' .. -;·
·,
'
-~·
~-
•.t(
<
I
THE
EVERGR..~
STATE COLLEGE
February 3 9 1972
®
TO:
President's Council
FROM:
Dave Brown
Les Eldridge
CrUz Esquivel
Jesse Farias
tfalter Fitzgibbon
Darrell Phare
SUBJECT:
Proposal for Chicano-Native American Student Recruiting
Jas Rodrigues
Larry Stenberg
Francisco Tello
Arturo Gonzales
Medard Delgado
The following recommendations are submitted to the President's Council from
the Chicano-Indio DTF. The DTF has met on several occasions, and after
various arguments and several deviances from our plan of action, ve arrived
at a general consensus regarding what should be done to implement the proposal. Members of the IYI'F urge the President's Council to look at our recommendations favorably. These recommendations should be given serious
thought, as in the past we have received from other sources just a nod of
heads followed by the statement, "We understand the problem." We recommend,
nay we urge, that the President's Council do whatever necessary to put these
recommendations into effect as soon as possible.
It is most evident that The Evergreen State College's minority representation
in staff positions as well as student body has been primaril.v limited to one
minori ty--Bla.ck. Few Chicanos , Indians and Orientals are represented at the
present time. To compensate for this gross lack of planning on the part of
Evergreen, the following recommendations a~resented to the President's
Council. These recommendations are supported by t.r.E.C.H.A. and United Native
Americans of Evergreen.
1.
We recommend that a Chicano or Native American be hired as an
admissions counselor and that this position be filled within
30 days after presentation of these recommendations to the
President's Council. The salary for the remainder of this year
should be pro-rated on the basis of a minimmn. $10,00 annually.
This person should be aware of the socio-economic situation of' the
people he or she is to serve. Anyone hired for this position
should hold a. bachelor's degree and preferably have had previous
experience in :Financial Aid and Admissions • vork. The person hired
should be a full-time staff member and receive the aforementioned
minimum salary. Sinee this individual may need to serve as a recruiter and counselor, he or she may need to be administratively
responsible to the Admissions and Counseling offices. Besides
performing the usual functions of an admissions counselor, this
person vill place special emphasis on recruiting and advising Chicano
and Native American students.
Pre3ident's Council
February 3:. 1972
Page 2
2.
We recommend that three student recruiters be hired through workstu~ f'undls to assist in minority recruiting.
These recruiters
should be Chicano and ative .Americans as recommended in the original Chicano-Indio propo al. Th y should be paid at a rate of
1. 85 an hour and be assured a minimum ot 10 hours per week.
3.
We reco
nd that a Chicano or Native American be hired as a
financial aid counse.lor beginning with the second year of this
biennium. This person should be hired vi th
minimum salary of
10,.000 per year. This additional stai"f member should also be
aware of the socio-economic situation of the people he or she is
to erve. Anyone hired tor this position should bold a bachelor's
degree and h ;ve bad previous xperience in financial aid.
4.
The Chicano and Native American embers of the Evergreen conmnmity
should be involved in the selection and hiring or the abovementioned positions.
This proposal will only repre ent an institutional. commiti!lent if identifying,
recruiting and enrolling more Chicano and Native American students is matched
by hiring more faculty and staff members of similar backgrounds and further
·developing such support! ve services as the Learning Resources Group. If you
would like to have any further clarification rega.r ing these recommendations.
ve will
pl.ea.sed to
et vi th you :t any time.
@
LRS:sglt
\See
cc:
Atta.e~nts
Dave Brown, Admissions
Les Eldridge • Fina.noia.l Aid
{
l!l~CRUITING
SETJl~ CTICH
hND
n.~~e
Bei.ng tha t the t wo concepts
discus~;i on .
b .tercor:ne cted e.s well as divers e, I have
b~-,~
them conjointly j_n the title,
w:Ll1 treat them a::; separate in my
:i.~uportant
Each i<> ext r c!'le ly
OP S'rU DET ~:S
vd.thin its own right, since each
inYolv es the hopes and future of students ns well as t he en tire at!l1osphere
f 1YJnd wi t!Jin the stud ent body o:t The EverGreen State
~~ollege .
Above these ,
t his in thP. student 1s first contnr; t wi th EvergrE:en and thruugh t his eo:1tact
he
e.;;;ta~)lishes
-~hC
his ldeas Of
11
System 11 Vlhich f>.' ergreen is to represent .
Also students prese::"ltly enrolled on cam pus ha':e feeling s on these t wo c oncepts
f :rom .,. ; ,·,,,:;_·e ·Lhey c 1me.
All
to ,sc~ ·:j1er
trw rocrui b ng a:!'ld final select i on of
studeut.':.; iz lJ.ltiru.;:_ti..el? in·-rolv•::fl in some Bo rt of L:.s epa rable
mation cull.ed in
co~1junc tio n
my:::~ti 'm e
amalga-
wj_-t,h th e faculty e..r.d staff nThe E>,·e r green
Recrui t:i.l1t, ean be d:lviciod :into f our ma j c. GE'c tions whi C'h are aga} n int e rr.1i:r~2d
.vet sspo.rate.
~Ci1 e d •J.l:i.n[,,
~u-e
the
First wCJu1c1 be proc ess whic-h involv"S
timi ng, &nd visi tCttions to high scllools.
!;::~ _'?..!.:~
free~
Jl10clerJ) ,
ol(~~
_bc;?;X to be fo u·r d in the s•.: :-wol and i .:.
Second ly to be consj_dered
'f'hir-d vroul.d l.w ·1;he
}:artj_ct~lar
aU on Ymuld be t hai; of
Wa ~3h ing t on
{TE! CJ2_~~J2.!-:..:i. s:,~:~.:. e~:._c2_
~~
SJ.f _stud el}-_i
the n:tc.J c:~l roi:.( of the
which includE s Asia::J 1 lndi<:.u, Black, Chica no and wh ite.
·i/estern~
contacting,
_sch?_<?ls visited v-vhich inc) ude t he concepts of r ..1ral, urban,
SJJ'J.all, lt:trge, st.ri ct 1
Eastern~
selectin~ ,
c~wo l
Tile fourth c ons ider-·
covered. wl1ich can be divided into
Nort;1w2st , Northeast, SOi.l.tfl\?Cs t, Southeast and Cent1:al
or more speci:>.. ca lly a:1d e~:plai1 a tur;y in
trave linD; along the Coast, to
th ~::
0 1J r
~;ta-te
would be
Bo.s in, i.n the Vall e-y, in Seattlet around
I
the Palouse, on the Isl:J.nds, a r-ounll the Peni nsula, i.n God 's country 1 around.
!.
tr:e Sound , in the Tri-ciUec, or
I
i~l
the Banana belt .
Each of the above will be discus se d in some lenc;th or brevity , but
wi t ~wut real sta.tistic a:L va:t idetiou ,,f the impcrtance of each in relationship
t o thE. ot he r I will begin wHh one of the mos! diffi cult to ex:_;] "'cir:, yet
t he camp us L"tnd .
By t hi s I am t :J.lki.nr; of a re c-1. three and in particular the
aspe ct of reaching the minority population within tli.i.s
state~
1
2
RECRUirriNG IHNORITY STUDEN'.rS
.
'
Until recently most colleges , except those colleges and universities set
11
aside" by the dor:1inant society in the Uni tecl States to handle "such " s.tudents,
have totally neglected the racial minority and disadvantaged student.
Now
with the availability of governmE:ntal funds there has been the advent of
so many "special" efforts to obtai.n or attract minority and disadvantaged
students to their campuses t;roups of youn.g people l ook with a slmptical eye
at the supposed "good " vrill and help to be found within the various special
programs "just for them. "
This i s
evide~
t in many verbalizations and wrj.tten
papers such as t he quote from a recent article written by Jim. Breil.er of our
school for the Indian Culture Club publication SmoJw Signals pr·inted at IJakc
Roosevelt High School.
You wil l get many pe ople from many di:f: :ferent colleges trying to pursuade
you t o t heir college. Think of them as you want, but chances are they
want Indian 2tudent8 in t he ir school :for more federal funding or to be
used as statvs symbols or even political pawns such as "Vie have 22%
minority students enrolled ••• "
I am an India.n student from Colville Heserve.tj.on of the Okanogan and
Fl a thead 'rribes attendinG Evergreen. Of all the sal8 pitches I have
h eard to attend someone ' s college, Evergreen was t he only one that
was sincere in its interests • • ~
We a re lucky to have Jim l1ere and even more luck;y t h<-':.t h e believed us,
for there are many other minority students w!1o do not n.nd wi ll not until they
have h eard directly from one of t heir brothers what i.s happ:ening here.
Remarks
:from Handy Tulee l ike "Your concept of education sounds fan t as t ic, really
exciting ••• but I just don 1 t believe it ., •• " or Kanie St. P'dul as:dng if we
can have an Indtan fa cul ty member or student attend Chief Jos eph days or a
council meeting or an open tribal meeting so students and parents can bave
conta ct with an Indian brother even thouGh he is so i nterest ed i n Evergreen
he is planning on attending hirr..self through the use of contract s becaus e he
is presently the Indian counselor at Lapwaii.
Washington ha s a small racial minority population but we are lucky to
have a diverse population with substantial
n~mbe rs
in all major groups.
But
in ord er to obtain students out of each group we must maintain steady and
belle:vable con u,~,e;i., 'ai th prospe ctive students until such time as this is no
longer necessary .
'l'his in turn means involvement of minori tj.es in the
r ecruiting process, and especially in the pre and post periods.
3
UsinB minority students in admi ss i ons
Prerecruitment involves many conta cts and knowledges of minority
groups and public re lations work t hat is best done by minority students
with their o':m people .
Before vi siting an area or high school with a
significant mino r ity popul at ion, organizations , minority counselors and
students must have advance notice of the proposed
Yisitation. Thi s
do es
not necessarily happen and in most instan ces when only the head counselor
is contacted the minoriti es are 11 no t 11 present a t t he meeting .
Exampl es a r e
when talking to I<'ranlclin, a school with a l arge minority population only
t v10 minority students were in our meeting, or at Omak Lake, not a Chicano at our meeting.
be done.
~
and at Mos es
Therefore more prec onta ct work must
And as stated bef ore this is best done by minority personnel.
The coordination of all these ef forts must be done f rom the Offi ce of
Admissions, which is the tmi t respons ible for reaching and selecting pros pective students .
There must also be a continual flow of i nformation
between all groups within and outside the college to assure maximum contact
with future students .
The recruj_ting process involving high school or cormmmi ty college :Visitations where t he r e are large numbers of minority students in attendance s hould
be attended by minority students within t he Offi ce of Admissions or an
appropriate substitute for that student s hould go when
or maximal contact necessitates.
geographical
locatio~
Al s o for one day t r i ps t o schools like
Tacoma Community College or Fr anklin several minority students s hould become
involved.
However, again all of t his s hould be coordinated by t he students
working in t he Office of Admissions.
Post visitation involves continual f ollow-up and contact work with
counselors and students we have seen who s howed an int eres t in E\rergreeno
Thi s means
hea~J
correspondence ru1d phoning as well as articles to be wri tten
for student publica tions.
Other activities that definitely involve minority students or faculty
would be basketball trounrunents for I ndians , regional meetings for minority
couns elors 1 tribal meetings, educati on conferences and many other t oo
numerous to mention.
In
fi~al
o.nal ysj.s it jilst D<::. :ws more sense to have some one name s Al fons o
Santos write or call Jesus nioreno, head of MEGHA, concerning contacting Chicano
4
students within his school rather than Lester Smith making the
cont~ct.
It makes more sense in t erms of immediacy of r espons e, openess and cooperation.
And it makes more sense in terms of reaching students.
These are only a few of the ideas to be considered in minority recruitment
and are certainly open for criticism and change; however, below I would like
to formulat e a more exacting description of a program involving minorities
in recruiting.
Tentative program
After pondering on the number of students tha t should be involve, I have
se lected the number five for the future
~Dd
three or four for the present.
The five figure wou.ld mean one rep re sentative each who is Black, Indian, Chicano
Oriental, Filipino.
Indian.
For the present we should have one Black, Chicano aDd
The l ast t wo I did not necessarily include or exclude because I
do not know the availability of appropriate students from the latter two groups.
More than five becomes unwieldly and inneffective and communication faltars.
The working time in the office would be approxtmately 15 hours per week
divided into the five wor:dng days.
The students selected should definitely have skills in writing and
speaking.
This also means speaking to students and counselors who are not
of his culture.
The Office of Admissions should actively seek names from
among the minority students on campus for these positions.
A realization
It should be realized t hat actual visitations to high schools and community
colleges is the shortest part of the recruiting schedule when talking of
minority students, though the time during this period far exceeds the 15
hours per Vleek.
will be spent and
It is in the pre and post contact phases where most time
t~1 is
is where we will gain and loose the students we want.
Facultr Involvement in Minority Recruiting
F3.culty should be involved in the recruiting process and should be
urged to accompany admissjnns personnel or
[!,O
on t heir own when coordinated
throur;h the Office of Admiss ions, whether this be for a day or several.
is especially true in the recruiting of minority
This
st~dents where·identif~cation
plays a definite role in the process of college selection by the prospective
stndent.
5
Another ad vantage of having a facul ty member is that he i s involved
in the academic planning--past, present a.nd future and has at his dis·posal
an entire repertoire of knowledee derived from meetings where admissions
personnel are normally not in attendance,
And yet another benefit is for
the faculty member since he will gain a better understanding of the operation
of the Office of Admissions within the Evergreen Comm\).nity.
As for funds, I personally suggest t hat e.ach program use some of its
own for the specific purpose of recruiting or t hat a general fund be creat ed
from which expense money can be drawn.
One such idea might be tha t each pro-
gram would place 1% of its budget in a common account for this purpose since
this benefits all.
Full time nersonnel for
minor._~_!y
recrui ti~
The Office of Admissions presently ha s two whites and one black working
full time as either the director or as admissions counselors .
expands, it is my
Indian or Chicano.
st~g estion
As the office
that the next admissions counselor be either
Having a staff consisting of representatives from several
racial minority groups creates the balance necessary for a broad program of
recruitment and facilitates maximal dissemination of information to all
sectors in the State of Washington.
Budg et - present and future
For a full description of the breakdovm of hours in various areas
of res ponsibility with the estimation of cost you should see the first
two pages in the Appendix.
Since it would be an i wnediate benefit to utilyze students in the
admissions area this year for post contact work and further communication
wj_th minority groups around the state setting up relationships for next
year, this has a lso been projected in a budget addition for this year. 1
t~ny
aspects have not been included such as the differe nces in
recruiting at Garfield in Seattle vs. recruiting in the Valley vs. recruiting
at Inchelium, and is it better to have a member of the Yakima nation visit
Vhutc
~ v1a.n
tnan the pa rticular student working in admissions from another tribe .
lsee page two in the appendix
!:
l
6
These are detail questions that cannot be answered outside of meetiogs with
the selected people to aid in reaching minority and disadvantaged students
around the state.
The important de cis ion now is how to implement 'this
program and where to obtai n the resources for salaries,
It is my belief that with the coordination of efforts we will be able to
locat e, contact and recruH minority Md disadvantaged students appropriate
for our system of education.
It is also my belief that with saturaUon of the
minority communities in the state we willnever have to do what so many other
institutions do--recruit minorities for sheer numbers or political or status
games giving no regard as to the suitability of student to the institution
and vic e versa.
To recruit sheer numbers or for status is gro ss and totally
indefensible.
PROCESS OF RECRUITING
As stated earlier 9 this involves sel.eeting , contacting , scheduling,
timing and t he actual visitation to the high schools within the state.
From the experience v1e have had this year, tLis is a part of the admissions
procedure tha t works efficiently and with little confusion.
Contacting
The schools are contact ed by a letter sent to them approximately one
month before the planned date of the visit. 1 The purpose of the letter
is for general introduction and indication of the planned visit.
Timing
Enclosed in this letter is a card givin.g the time and date of the
proposed visit,2
The school then has the option of granting us the date
and time suggested on the card or suggesting another which is more appropriate for t heir schedule.
They also have the option of denying us the
opportunity of entering their school , which a few schools did.
Scheduling
The school is considered scheduled when we rece:i.ve the card back in the
1see the exmnp le copy in the appen<lix .
2see t he example copy in the append ix .
I
7
If there is a change, the school is then contacted and the new date
mail.
and time confirmed,
Th:Ls is printed on
e. calendar and distributed to all
interested pa rties , 1
This i s t he most difficult and this year has oeen done on an
choice of the person visiting a given area ,
individt~al
Some schools were not visited
which should have been n.nd othe r s 'that we re should have not.
Some schools
are only necessa ry to contact once eve r.t two years and others twice a year.
Some schools will need practi cally an entire morning to insure adequate
contact with the students and still others can be handled by a phone call,
and should
be~
All of this vvill be further discussed in the reports handed in on each
school contacted, which will also contain suggestions on how to improve·
coverage of the schools selected in a given area.
This report will be
available in March.
Visitation
~ben
visiting high schools I have found some meetings advantageous and
others not so.
The type of meeting is important since it is here that all
the preplanning will either work or
fail~
Anoth er aspect of the visitation
is many students and schools have aslced about their students at Evergreen.
I believe tha t many times it would be best to have students accompany
admissi ons personnel on the trip.
t
These two concepts are discussed below.
The modular _schedule is a very poor schedule to try and hold mee t ings
around.
t
ft
Students come and go and many leave with only partial information.
One finds himself repeating and repeating as new students arrive and then not
covering many aspects in full enough detail before others l eave e
When scheduling
a school with a modular system, we should ask for a set time when all students
will come and leave.
The luncheon meeting is
best r esultse
anothe~
type that generally does not produce the
Students held up in l unch line or students forgetting as they
1see smnple calendar copies in the appendix.
fi
i
8
become i nvolved in l unchroom converzations as well as slow eaters a r e all
interferring fa ctors .
Also many +unch hours are not hours but half hours
which do not afford appropriate time for dis cussion and questions,
The activities period
meeti~
is anothe r less preferred type due to
other "required " activities during t heir "free " time.
This alone eliminates
some of t he best students from t he meeting ,
The
!i~n-~~~ne -period-captive -audience meeting
ie
one of the better ones,
The students are there by choice and have some interest in what is being
discus sed .
It is true there are some who do not sign up or do not hear about
us coming , yet the students are there and for an adequate length of time.
The main fa ilure of this type of meeUng rests in the prepublication of our
visitation.
Probably the bes t me eting is one where it has been well advertised,
not only t hat day but for several days with some pre information given, then
have a sign-up audienc e for one meettng and a follow-up meeting immediately
afterwards with those s tudents specifically interes ted in Eve rgreen.
This
same procedure works with a small high school where one talks to juniors
and seniors and then separates the seniors for additional information and
then a fi nal separ ation for the most interested students .
Again t his is true
when talking to a group and then s eparating t hem into a special purpose group
such as Indian students after the generd.l meettng .
Gene ral student i nvolvement
Taking students with me has proven to be a valuable aid and this should
be expanded.
Wh en going for one day vis i t a.tions students from the schools
visit ed on a given day should be allowed to a ccompany admissions personnel
to their fanner hi gh school and in the case of visiting high schools where
the minority populat ion is g reat several minority students should be used.
The benefit is fourfold .
First is t hat the student gains knowledge of
the admis sions off ice and its operation, thus becoming more sensitive to the
aspects of precollege gllidance .
Se cond is that the stlldents in the high
school see and j_dentif y with their former schoolmate.
Third is that the
student gains fu r t her pride in oeing part of The Evergreen Community.
And
This can be done by posting a schedule where students can see what days
and wh<J.t schools thfly cAn visit Anr1 th en come see the 'Derson eoing .
Students partaking in t his priviledge should be responsible for t heir ovm
l unch ru1d snacks .
Also students going should make t hemselves available
to the person wfuth whom they are traveling for a short discussi on of admissions
procedures and policies,
TYPES OH1 SCHOOLS
This is
a ~s
them~
varied as there are administrators to run
and it is
diffmcul t i f not i.J:y.possibl e f or me to judge whether a school vrill be a good
one to contact based on smallness or largeness, openess , rurality, or any
other detennining factor in its makeup.
Spe B~fically,
~
.t.. u,n \ ~ \x.. ~ ....~ "-"- ~~
aiscu~sed i n
t his has been
school~ contacted
rep or~made
the
af ter each
and is best obtained from that report; however, generally
these things stand out.
Vfuen a school exhibits silence and little wall
work or posters, few students i n the hall, fast routines in pas s ing between
classes, the m8eting for Evergreen will many t imes be stilted.
the~rI\J~~selor
who has
11
hadd picked 11 the best students for
t he s tudents will be closed and not aslt many questions,
I have gained.,
Als o when
Evergreext'~ains,~<\-l~)
These are impressions
~
l<'o r a full discussi.on, one should read the report on school
~{..t> ..... ~&.. ~ • .t .
it\ •
Mrs~ . ~ ~
visitations i-u
(\
1v\C>->-{)L.. ,
GEOGRAPHICAL AREA
~ s cheduling cf>recrui ting trips~
poses a probl em in t .i.lis stq.te.
Nearly
3/4 of all the land area lie s in Eastern Washington and the i..llympi 4. Eeninsula,
yet almost 3/5 of a ll the people in the state live in King and Pierce County.
This becomes a dmmned if you do and don 1 t si t ua t i.on since it takes a larger
amount of time to cover t he area of Eastern Washington for f ewer students
per ac re of visitation
~recruiting~~ the
Puge t Shund for .the maximum amount of s tudent
a+s c hools . ~
l et+'"'the~.... ~
~i
te fend for
met ropol itan a reas a r ound
res p~nse
themsel ves·~
v~
in the largest high
the schools in King
and Peirce County are pretty knowledgable about Evergreen and its concept s
i n the first place .
If you don ' t go to either one you are
loosin~
a valuable
input into Evergreen a."ld it makes me feel sad to know we have obtai ned appli ca ti ons
from little schools like TwistF
no one has even gone
there..:.~ <f.o~ ~ ~
One solut ion ms to evolve a teletape or slide show which can be coordinated
with a tape f or viewing in the smaller out-of-the ·way _1igh scho ols with a
follo w-up phone call from t he office of Admissi ,ms .
:-:ext ;/c::>.r.
(i~ ~ ~~
cj pC_
1'his s ho ;lld be done be f or e
~ ~-
10
IN SUM.Mf\.RY
In the preceding l have attempted to outline some vi
and concerns for the future and of the presen·t.
about Evergreen to the l argest number of people
way
t:n~ pl\)C~Il
1·e
Presen·ting informa+,ion
~~d
in t he most accurate
is of prime concern for the Office of Admissions ,
It is hoped that gr eat er student 1nvolvement will lead to an even more
meaningful relationship with the various schools and communities around the
state and a creation of a better understanding .an,d more viable community
·-c-t. ''- f <dlt.r-
at Evergreen by sharing responsibilities .....,~ ..£:..~rutili zation of the resources
available w:Lthin our insitution,
I~~~o~~~~_n:3;ae-trt..'d:::-&-'1--m~~-
~:e-~~~
# /---;!--/
/ /
~;:;u:/'ih· /.:; ~--/,...::..c-" :. .
'
t../
?
"} f . ;!
/ /l
,£c~r:;?'~"'-z.../!--t 0~~-l-"1(..,./~~-v"17U'2-"'...,._..J2-cr'
1£~/1(# ~ ;/ /,M?1<4~cns,
"Jt£d'
~,f
tfntb-t-,u/7 ~&_~ ~~~
~ "'?<?~( ,_,£ ~~<?7 ~~ --d
~~?
.i'
I
~
f;
"foU'-t
I~-:
Breakdown of Student Time Based on a
15 Hour Week
- - 5 hours average per week
Precontact work - - -
A, Writing articles for school and student organization papers.
B. Phone contact wi.th leaders of Chica.>1ot Bl ack aiJ.d Indian organhations
at school8.
'
c.
Wdtten correspondence with MECHAS , NASAS and BSU's.
D, Contact with minority counselors in
r~ spe ctive
schools.
Postcontact work - - - ·• - - 5 hours average per week
A, Follow-up on slow applications and student questions.
B. Co-ordinat ion of field trips to Evergreen f rom high schools visited.
c.
Co-ordinat ion with financi a l aides on students in need.
D. Talkin.g with parents about Evergreen
Inservice training and staff meetings - - 2 hours average per weelc
A, Discussion of past, new and present polic i es.
B. Discussions about changes within Evergreen that change admissions procedures
c.
Sharing informa tion concerning minority recruiting with other staff members
Field recruiting
- - - - 3 hours average per week
A. Traveling to and from high schools.
B. Talking to various organizations about Evergreen
*
Most of the tlmes above will be done in seements of concentration rather
that true averages.
Thus precontact work might entail 12 hours per week before
a field recruiting trip.
The trip might entail up to 40 hours of time and
then post contact work will be concentrated on after the trip.
points to the fact that
This also
some weeks will entail more than 15 hours while
others less.
Cost breakdown based on 22 working weeks between October and April.
hours
pay rate
per week
per year
1
15
1. 85
27.75
610. 50
2~
15
1. 85
27.75
610. 50
1221.00
3
15
1.85
27.7 5
610.50
1831.50
4
15
1.85
27.75
610.50
24Ll2 . 00
5
15
1. 85
27.75
610.50
3052.50
cwnulative
Needs for this Year
For post contact work wi t h students and correspondence with student organizationsf it would be very helpful to employ three students for eithe r a
12 or 8 week period . beginning in February .
The cost based on the former rate of pay and time :per week would be 222,00
dollars per student f or an 8 week period or 333, 00 for a 12 week period .
This would necessitate a total expenditure of 666,00 to 999.00 dollars for
t his yeare
The f unds should be sought from other sources such as programs and devel opmental
services s:i.nce additional funds for salaries are not avail able within the
already too tight budg et of the Offi ce of Admissions
I
1976-16_000034