1976-16_000038

Media

Part of Memoranda from the Non-White Disappearing Task Force, 1974-75

Title

1976-16_000038

extracted text

~')
AU{

:1/11 -/ .

ty / ru/f
!

VA/,

'--/

THE EVERGREEN STATE COLLEGE
March 12, 1975

ME M0 R A N D U M
TO:

President McCann
Vice President Clabaugh
Deans and Directors

FROM:

Ed Kormondy

SUBJECT:

Non-White Programs DTF

In January 1974 I constituted a DTF to undertake a wide ranging review of nonwhite concerns at Evergreen. The report of that DTF was submitted June 6, 1974
and by agreement, because of its timing with respect to the end of the academic
year, responses were received through late October. A substantial number of
responses, received from a wide spectrum of people, were collated and submitted
to the DTF on November 25 for its consideration. The members of the DTF reviewed
these responses and on February 5, the chairman, Rudy Martin, forwarded an assessment of the responses to me; the responses themselves were returned on February
25 and were again reviewed by me over the past few days. Other demands precluded
a more prompt response.
In his memorandum of February 5, speaking on behalf of the DTF, Rudy noted:
"Though I'm sure you're aware of it, other readers of this report may
not understand a salient conception that permeated our work and the
writing of the report. We saw, and still see, the work of the DTF
and the college's Affirmative Action Policy, thus the Third World
Coalition and the Affirmative Action Office, as separate entities.
The entire Affirmative Action thrust (as I'm sure many in this college
will attest) is external to Evergreen; it results from societal/governmental action and rests on that authority. The DTF and the Coalition,
however, represent Evergreen's own internal efforts to realize itself
in a manner consistent with at least its rhetorical ideals. The con~
fusion of these things, then, comes through some of the responses to
the DTF report, a confusion I hope will not exist for those responsible
to enact the recommendations we made.
"In response to your memorandum of November 25, 1974 we believe action,
rather than modification of our report, is now in order. We think
those persons charged with supervising the college's budget units
should themselves take action to (1) clear up what they perceive as
ambiguities in the report, (2) prioritize the recommendations in light
of what they honestly judge to be the order of their importance, (3)
do everything they do in accordance with college policy, state and
federal law. This approach seems to be in line with Evergreen's
notions of locatability and accountability. Moreover, we think enough
care was taken in the writing of the report to temper its tone into
one between hostile confrontation and fawning conciliation. ~e see
the language and implications of the report as matter-of-fact, str~i~ht­
forward. So to change it at this time would be contrary to the sp1r1t

-2-

of our work and our report.

It would be out of character.

"To prevent the reconunendations from forever being as it were
"locked in conunittee," we suggest the following course of
action to you:

1.

Accept the report in its present form as final.

2.

Collaborate with Administrative Vice President
Dean Clabaugh in instructing budget heads responsible to you to implement those DTF recommendations
that they can afford now and find to be legal and
to begin seeking outside funding (where necessary)
to implement those which cost more than present
operating funds can support.

3.

Urge budget heads to take counsel with the Nonwhite Coalition (even in its present unsettled
state) when and where necessary on an individual
basis.

4.

Call for "progress" or "position" statements from
each budget head at the end of each of the next
three (3) years, much like those papers suggested
in the responses of the library staff.

5.

Ask the Coalition to review the papers and respond
to the two Vice Presidents annually."

With regard to the first of the five suggestions above, I am prepared to accept
the initial report with modification of initial recommendation 2, namely that,
"All vacancies in employment that occur on the campus in the next two years be
filled by non-whites, especially women." While the spirit of this recommendation
I regard as intentionally proper, I do see it as counter to the Equal Opportunity
section of our Human Rights policy, and according to recent Federal interpretations,
also contrary to law; and importantly, rigid adherence to such a recommendation
might well preclude our filling critical vacancies and hence impede proper functioning of the College. By the same token, lest these comments be misconstrued,
it is imperative to underscore the fact that institutionally, by action of the
Board of Trustees, we have established certain temporal geals on hiring, shortand long-term. I argued for these and supported them before the Board. I
support and work towards their achievement now.
With regard to the other suggestions in the February 5 response from the DTF, I
ask that each major budget head implement as appropriate suggestions 2 and 3.
And, implementing suggestions 4 and 5, I ask those responsible for the major areas
identified beginning on page 3 of the original (6/6/74) DTF report to prepare a
progress/position statement relative to the recommendations pertaining to their
unit; I anticipate receiving these statements by April 30, 1975.
EJK:jk
cc:

Non-White programs DTF
Faculty
Cooper Point Journal
Information Center
KAOS
Sounding Board
ATTACHMENT: Non-White Programs DTF Report of June 6, 1974
It

J

I I ill

I I

.j

1 •I

•·

.j,,~,,ll·lllll

i l l •Ill!•

111•1

•IM

II

•jl

I

~

•••l•1•1111

I~

I

~1111•1••1•1•

I•

"

Ill

·•11101

/
THE EVERGREEN STATE COLLEGE
June 6, 1974
MEMORANDUM
---------TO:

Vice President &Provost Edward Kormondy

.

-

FROM:

Non-white Programs DTF

SUBJECT:

Report and Recommendations

When Vice-President and Provost Ed Kormondy constituted this DTF in late
!anuary of 1974, it seems likely that neither he nor its membership imagined
~he job would be so formidable or broad in scope. Made up primarily, but not
exclusively, of Third World members of the Evergreen community, this group
began its process with a note to the total campus from its chairman. In a
charged atmosphere caused in part by the completion and Board acceptance
of the college's plan for Affirmative Action and Equal Opportunity, by some
campus-wide confusion and uncertainty about what the committee was up to,
and by the kind of hypersensitivity always attendant on open discussion of;
race relations in America, the DTF did its work. Not everyone among th,e
campus budgetary heads and faculty sub~itted the written material requested
by the committee, nor did everyone come to the meetings when invited. But a
lot of people cooperated with the DTF. And the group itself spent three
uduous rnonths reading reports, attending meetings, talking with people, an,d
pondering over directions to follow. The result is this report, which we
think should have both immediate and long-range influence on how TESC deals
with non-whites over the next three to five years.
We recognize that these recommendations have serious budgetary implicationq
for Evergreen, indeed some serious enough to require outside funding h.elp.
At the same time, many of them can he realized hy some internal reallocations
of existing funds, and many of them require no money at all. Honesty, serious
commitment to affirmative action and good will should suffice to make action
on many of our recommendations possible today. In addition, some of our
recommendations represent long-range goals to he achieved over the next few
years of the college's life. However, some of them are already in the first
stages of implementation and should be encouraged and supported. Oth_ers a.re
immediately achievable and should therefore be put into practi.ce.
In our view, the irrefutable evidence that makes up the history of Third World
lpeople in this country is too abundant and obvious to reiterate here. But it
looms as the strongest mute justification of the intellectual and philosophical
positions out of which these suggestions rise. Our history in America, then,
validates the claims we make here. Moreover, our comprehensive approach to
the questions we have studied presupposes and emphasizes the kind of crosscampus, interbudgetary unit, interpersonal cooperation this school is built
on, and which is still in its embryonic stage of development and many of them
will benefit the entire ccmmunity. ·.::hus we see our report and its recommendations
lS being unifying.
It speciiies and clarifies, in concrete action terms, the
·~eeds a£ Non-whites on this campus,
This report will synthesize the disparate

Non-Hhite DTF Report and R,e,commendati.on,&
June 6, 1974
Page 2
elements comprising the lifebLood o~ thi,s institution,
~ve believe that these recormnendations offer rational suggestions that are the resul~
'f ltmg and careful deliberation, We think they should become college pol:tcy~

This report is in three parts. The first contains our recommendations, some
of which are general enough to require a good deal of eross~campu& work for
their implementation, Others are focussed on specific. areas. of the college~s
operation, The second is our assessment of particular components of the
academic program, and it will be made into a guide to th~ curriculum for Non~
white students, It will be completed during summer, 1974, appended to this
report, and distributed to incoming students. The third part is comprised of
unedited, complete tape-recorded transcripts made of the meetings of this DTF
and its invited guests. Tho~transcripts will be submitted as soon as their
preparation is complete.
General Recommendations
This DTF recommends t!hatr

I

1.

Campus':'"'wide in, . . . servic;~ t;r a,ini.n,g in cul ~ur a,l awa,re..ne.:aS- 1 !nvol.ying f acu~ ty,,
staff, and students be instituted on, a regular, at least yearly, basis,

2.

All vacancies in employment that occur on the campu.s in the next two years be filled
by non-whites and women. We think the hiring order should be non-white women first,
non-white men second and white women third.
Faculty and staff hiring be prioritized to bring a .t'aciai.tse.xual balance of
qualified Asians, Chicanos, Native Americans, and Bl,ack.s to the ca,mpus
according to established criteria,

3.

4,

Upward mobility, promotional opport;un,it:ie.s, ba,sed an, i:mproved ip,~erv:i,ce
training where it already exists, and based on new in~ervi<ce training
where it does not exist, be established an,d(or ma,de clear i'tl, campus
employment positions,

5,

All budgetary unit head self~evaluations, and the±r staff evaluations,
should reflect the relationships of the employee being evaluated with th~
TESC non-white community,

6.

Automatic payroll deductions be estabJ,i:sh~d and the available optionSmade clear for those wishing to contribute to non~ite actiyities,

7,

The necessary research be carried forward to establ.ish an Educatio11al,
Opportunities Program at Evergreen.

8!

The Academic area, Student Services, Auxilliary Services, the Non~Wh±t;e
Coalition, the Admissions office, the Library, and an>" others who so
choose should co-sponsor and fund a regular summer ~rientation program
of at least two weeks' duration for prospective non~white students.

9.

All budgetary units, in conjunction with the Acade~ic area, should help
educate non-white students about and in career opp.;Htunities related to
their respective roles and missions. This may include the offering of
contracts, work-study job~, internships, and career learning programs, etc,

,f

I

Non-White Dl'F Report and Recommendati_qns
June 6, 1974
Page 3
10.

AU insti.tutional studE;nt jobs, whe~e, poS:s~~b-le, s00t1~d, b~ ofh,re.d as
paid internships, maintaining at le,ast th,e same. le.ve.1 of pay as established
in current job descriptions.

11.

TESC provide support (e.g. information, ma,terials~ resources, etc.) to off
campus non-white enterprises offering educat:lonal, career, and other
benefits to non~whites.

This DTF recommends

that~

Campus Security

~·

-·-~n-----~

~-~- ·~---·

_

1.

Seek LEEP funds to be used in conjunction with the Academic Program as
career development resources for non-white students.

2.

Maintain communication with the Non-white Coalition regarding trends
in security matters involving non-whites,

Auxilliary Services

~

Director

1.

Take the steps necessary to implement this DTF'·s recommendations,

2.

Help to bring about acceptance of the recommendations of the S and A
Fee Review Board to the S and A DTF. (See attached)

Auxilliary Services

~

Housing
short~:"term

1.

Set aside a reasonable percentage of total units for
conference) housing.

2.

Hold at least 11% of housing spaces for incoming non-white students for
1974-75, and increase that percentage according to Affirmative Action
goals for successive years thereafter,

3,

Hold separate adjoining spaces for Academic Program groups wh..o ·wish.. to
use them.

4.

Lower the deductible on liability insurance and clearly explain
prior to requiring student signatures on occupancy agreements,

Auxilliary Services '""

~

Offer at least one daily serving of nonvwh,it;e eth,ni.c fqod,

2.

Stock non-white ethnic condiments a,t food coun,ters (soy,
chili sauce, etc,)

1.

polici:e~

Service

1.

Au~illiary

(e,g,

s~uce..,

hot sauce,

Services - Bookstore

Expand its non-book (e,.g. sundries) inventory to include more
ethnic items,

non~white

I,

I

/

I

Non-White DTF Report and Recommendations
June 6, 1974
Page 4
2,

Seek out Third World publishers and invite their representatives to
campus to do business ,i

3,

Establish a line of credit on books for non-white students,

Campus Recreation
1. Factor all non-white program and organizational needs into budget planning,
2,

Factor all non-white program and organizational needs into facilities
assignments.

3.

Based on information supplied by the Non-white Coalition, give priority
to the acquisition of non-white. recreational equipment over replacement
of lost or damaged equipment for the next biennium.

4.

Eliminate fees for the use of recreational equipment.

Campus Activities
o~

1,

Recognize non-whi.te student organizat:i,ons as capable
own needs, priorities, and expenditures,

dete:x:min,ing their

2,

Free, uncensored, space in the Cooper Point Journal and air time on KAOS
be allotted to non-white student use;
that fund& be allocated for
separate non~white communications media,

3,

Institute an outreach program to attract
facilities for their activities,

4.

Set aside a percentage of total S and A fees, commensurate with Affirmative
Action goals, for non-white needs exclusive of other services,

5.

Insure that all non-white ethnic groups are represented Qn the S and
Board,

or

non~white

groups to

~~

campus

A

Student Services - Dean
DTF~s reco~endations,

1.

Take the steps necessary to implement this

2.

Work with the Non-white Coalition and other interested parties to provide
adequate orientation for incoming non~white students at the beginning
of each quarter.

Student Services - Counseling
1.

Provide adequate professional and paraprofessional resources to interpret
and respond to non-white needs in mutually acceptable ways,

2.

Provide in-service training for paraprofessionals hired to meet non-white
needs.

3,

Hire non-white counselors to work in counseling and

ad~~ss±ons.

I

Non-White DTF Report and

R,econnnendaUon~

June 6, 1974

Page 5

5. Emphasize career
6,

~

coun~el:tng

Expand the career counseling
ment workshops,

as

a funcch:m for the.

funct~Qn,

ent~re.

couf\se.l:i:ng staff.

to include personal budget

manage~

Student ServiceS-Financial Aid and'Placement
-.~.

\

1. Give top priority to placing non~white students on workvstudy and institutional
jobs. Pay students on work~study jobs according t0 the max±mum pay scale
placement that their skills warrant,
2,

Describe all available on.-.campus jobs before recruitment o~ student~ beg;Lns,

3.

Expand the existing computerized skills/job bank through joint action with
the Non-white Coalition and the Personnel office to assist both the
placement and the hiring of faculty, staff, and students, All applications
for employment in the college should be channeled through the skills/job
bank.

4.

Ease placement of non~~hit.~ ~t~d~t~- ~ gra~u~~efprof~~si~n,~l scnoo~& b~
cooperating with the Library and the Admissions offi~e to (a) prqyide
easy and prompt access to and instruction in- the use of ·relevant information
and materials; (b) establish relations with instituti~ns which actively
recruit non-.white students for post.,..baccaluareate work; (c) acquire the
services of the College Development office to help identify and locate
scholarships and financial aid opportunities available to non":"white
students for graduate work; and (d) maintain contact with non-white
students through the Non ....white Coalition to insure their access to info!'lllati,on,
and services that will help them enter graduate studyt

5.

Prioritize financial aid programs sa that awards
first, work-study second, and loan& third,

6.

Make financial aid awards to non-white students an, the basis of 75% grant
and 25% work-study or loan when the non-white student populat~on :1-;s lower
than 25% of the student body, and on a basis of 50% grant and 50% work~
study or loan after the non~white population is 25% or more,

7,

Establish a communications link, with the, Non-.white Coal,±tion ~Q proy~<le
quarterly mutual input regarding student funding and awarding patterns,

8,

Disseminate up-to-date information about the nature and quant~ty of
financial aid available to prospective and incoming students prior to
their arrival on campus.

9.

Conduct quarterly workshops on financial aid policies, procedures, and
adjustments in individual awards.

10,

Work with the Business Manager to reduce the time lag in reciprocal reporting of student aid adjustments.

11.

Adjust financial aid awards upward to cover health insurance costs and
to provide a quarterly allowance for medication and us~ of the women's
clinic.

ar~ compr~s~d o~ grant~

/

Non-White DTF Report and Recommendations
6, 1974
Page 6

June

12. Work with Admissions, the Registrar,• and Computer Services to research
and publish a geographic, social, educational, and economic profile
of the TESC student tody on a quarterly basis.
Student Services
1. Hire a

~

Health Services

full~time

doctor.
t~rough

2,

Schedule full service during the 8l00 to 5!00 Mon,day
period.

3.

Research and procure a student health insurance policy with better coverage
and lower rates than the present plan offers, and one th_at covers
emergency medical services.

4.

Continue sending information about free health care thrqugh_
packets and throughout the school year,

5.

Provide ongoing health care instruction, (perhaps through_ student interns
in housing facilities and academic programs),

6,

Provide free physical examinations for needy students (need to be determined
in conjunction with the financial aid office),

7,

During health analyses, pay particular attention to detecting ailments and
conditions prevalent among non-whites (e,g, diabetes, tuberculosis, hypertension, sickle cell anemia, pesticide poisoning, etc,) and publicize
trends in campus health problems.

Friday time

adrqi·~$iOP.&·

Library
1.

Drop the "six request'' requirement as a criterion for the purch_ase of non":'
white materials.

2,

Inventory the present collection of non-white materials and meet with the
Non-white Coalition to determine what gaps exist and how best to fill them,

3,

In the process of improving access to materials (cf. Library
develop an outreach program to serve off~campus students.

4.

As part of the orientation process, provide workshops in the use of th.e
TESC Library as an educational tool.

5.

Establish ongoing relationships with non-white publishing an,d mec\ia
distributors.

DT~

Report),

Personnel
1.

Cooperate with Financial Aid and Placement and the Non ...wntte Coalition ±n
the operation and use of the computerized skills/job bank~

2.

Work with appropri~te campus offices and off-campus agencies to develop
and maintain a comprehensive non-white mai~ing list to r.eceive announcements
of vacant classified campus positions.

Non-White DTF Report and Recommendations
June 6, 1974
Page 7
3.

' Opportut'\ity ofU~e and Computer
Work with the Affirmative Action/Equal
Services to develop a computerized system of moni'tor±ng non-::'wh±te
employment practices at TESC,

Business

Manag~r

1.

In conjunction with Facilities and Plant Operation~, mee_t w±th represen~ati.:ve~
of non...,white contractors associations, advise them of the scope~ nature,
and frequency of all contracting and vending opportuni.t:±es- on campus 1 and
encourage them to submit bids~

2.

Implement a less cumbersome procedure for managing multiple7source funded
activities of S and A groups.

3.

Work with Financial Aid to reduce the time lag ±n reciprocal reporting
of student aid adjustments,

4,

Student accounts should give students receipts for all moni.es pai-d,

Facilities and Plant Operations
1.

In conjunction with the Business Manager, meet with representatives of
non-white contractors associations, advise them of the scope, nature,
and frequency of all contracting and vending opportunities on campus, and
encourage them to submit bids~

Admissions
1.

Expand the professional admissions counselor staff from two (2) to four (4)
positions by fall, 1974.

2.

Expand the responsibilities of admissions counselors to include on~campus
counseling as part of the follow up on admitted non-white students,

3.

Establish a full-time paraprofessional staff of four (4)
admissions counselor interns by fall, 1974,

4,

In cooperation with Cooperative Education ~.s Career Learni-ng Program and
the Academic program, develop a program that will tra±q, ~nstruct~ and
supervise the student admissions counselor interns,

5.

Work to award these interns full academic credit for work_ i11 the admissions
counselor internship program,

6,

Establish the scale of pay for admissions counselor interns on the same
level as that used to pay Student Services interns.

7,

Work with Financial Aid and Placement to disseminate information about all
available on-campus jobs and internships to prospective non-white students,

8.

As a matter of standard nrocedure, forward information on the admissions
status of non-white students by quarter to the Non-white Coalition and
the Affirmative Action/Equal Opportunity office, These reports should
include name, address, phone number and race.

non~white

student

I

Non-White DTF Report and Recommendations
June 6, 1974
Page 8
9.

In conjunction with Financial Aid antl Placement, the ~egistrar, and
Computer Services, research, and publish a geographic, social, educational,
and economic profile of the TESC student body on a quarterly basis,

10, In cooperation with the Public Information office, the. Academic Deans,
the Affirmative Action office, and the Non-white Coalition, design a~d
disburse a brochure on social and academic attractions at TESC for non~
white students,
11. As a standard procedure, buy advertising space/time in/on non-white media
servicing the Pacific Northwest.
Registrar
1.

Report to the Non-white Coalition the enrollment status of all admitted
non-white students by quarter as a regular procedure. Reports should
include name, address, phone number, and race of admitted students.

2,

Cooperate with Admissions, Financial Aid, and Computer Services in researching and publishing a geographic, social, educational, and economic
profile of the TESC student body on a quarterly basis,

3.

Work with the Academic Deans in publishing a quarterly up-date of academic
offerings.

4,

Publish a quarterly breakdown of non-white enrollments in academic programs
and contracts.

5,

Give students a receipt when registration is completed,

6.

Evaluate transfer credit and inform students of the dec±sio.n, within, one.
(1) month.

Cooperative Education
1.

Forward on receipt all information on paid internships and internships
geared specifically toward non-whites to the Non-white Coalition and the
non-white programs and faculty,

2,

Expand the professional staff to include at least one

3,

Provide travel funds for non-white faculty to help develop internship
opportunities for non-white students,

4,

Work with Admissions, the Academic area, and Student Services to develop
the admissions counselor internship program, and with other bugetary
units to convert institutional jobs into paid internships,

non~white,

Office of Public Information

1.

In cooperation with Admissions, the Academic Deans, the Affirmative Action
office, and the Non-white Coalition, design and disburse a brochure on
social and academic attractions at TESC for non-white students.

I

/
Non-White DTF Report and Recommendations
June 6, 1974
Page 9

2, Establish working relationships with• and send all press releases to nonwhite media servicing the Pacific Northwest.

3. Design and distribute a public relations folder directed at potential
non-white job applicants emphas:tz:tng the attractiveness of
and the Puget Sound region,

4,

TESC,

Olympia,

Accurately portray non-whites and the:i:r roles :tn pri,nted an,d p~~torta~
publications of information about the college,

5. On the initiative of the Non':"'white Coalition and w.i:th th.e. consent of th.e.
parties concerned, prepare and publish periodic in-depth feature
stories about non-white particiJ?ants i·n significant college activities 1
Computer Services
1,

Where data processing is required, work with. respect~ve. budgetary
to implement the recommendations of th,is DTF,

un~t~

2.

Work with Personnel and the Affirmative Action office to develop a
computerized system of monitoring non-white employment practices at TESC,

3,

Cooperate with Financial Aid and Placement, Personnel, and the Non~white
Coalition in expanding the existing computerized skills/job bank. to ass:j:_st
both the placement and hiring of faculty, staff and student~,

Academic Deans
iJD.pl,~ent

Take all steps necessary to

2,

Place non-verbal expressions of competence on a par w±.th. th.e. wri.tt;en
essay as a major criterion in faculty hiring.

3,

Establish the G.E.D. granting function within the

4,

Cooperate with the Non-white Coalition in sponsoring the publ±:cati'On
non-white research,

5,

Step up the hiring of qualified non-white faculty to read~. the 25%
Affirmative Action goals as soon as possible, regardless of studen~ enro~lv
ments. Emphasize hiring Asians, Chicanos, Native Americans a and Bl.ack.s~

6.

Develop more and even better non':"'white curriculum, particularly Asian
and Chicano offerings.

7,

Take effective steps to insure that all coordinat~d studi~s programs and
group contracts, basic and advanced, build into their structure. those
skills development components necessary to enable students to achieve the
goals of the program or contract.

8,

Select only those
input.

academ~c

the

re.corQ!Ilenda,tion~ o~

l,

th.±.s.-. D'l;·F,

academi~ progra~,

offerings developed with substantive

o~

non~white

I

I

i.

Non-White DTF Report and Recommendations
June 6, 1974
Page 10

9. Publi,sh gui_de,line_~ gov~rning ~h~ ~r·~nd~~ur~ o~ ~~bl±~ ~vep,_~~·mo~~'
10. Give highest funding priority to those academi'C programs with components
serving off':"'campus non...white communities,
11. Staff and fund the External Credit and the Learning Services Centers at
operationally effective levels,
12. Rotate white faculty into the non...white continuing area of study,
13,

Initiate the establishment of an External Programs

Pean~s de~k

charged to

develop off':"'campus academic satellites,
14.

Insure that program histories detail the relationshlps betwe.en
offerings and non-white students, facu~ty and staff,

aca,de,m~

College Development Office
proposa~

1.

Conduct workshops on grant

writing,

2.

Identify and assist in developing

3.

Assist in implementing these recoimllendations wherever

fund~ng

for

non~w~ite activ~ties!

possi.b~e.. and a.ppro)?ri_a~e,

Assistant to the President "" Legislative
Liaison
,<
-~-

1.

Assist in ii!Ullementing these recoimllendat±ons wherever

Assistant i£_ the President'"' Affirmative_ Action/Equal

poss~b~e

and appra_priate,,

O~port~n±ty ~ffic~

1.

Provide leadership in monitoring the college '·s implementati.on of its
Affirmative Action/Equal Opportunity Program,

2,

Take all steps necessary to implement the recoimllendatiop,s of this DTF,

Administrative Vice-President
1.

Take all the steps necessary to implement the recommendations of this DTF,

Vice-President and Provost
1,

Take all steps necessary to implement the recommendations of this

PT~,

,
President
1.

Take all steps necessary to implement the recommendations of this PTF,

2.

Take steps to assure funding the Non-white Coalition's budget request
(1974-75) and to assure the Coalitian~s receiving help in preparing future
budget requests.

3.

Begin establishing mutually supportive relationships with non-white

4. Continue providing strong Affirmative Action leadership.

~chools,

,..
I

I

I

Non-White DTF Report and Recommendations
June 6, 1974
Page 11
•
5. Take steps to assure that future institutional
self-studies measure the
college~s progress against the recommendations of this DTF.
~

We urge the Vice~resident and Provost to give the recommendations in this
report broad circulation and to set about putting them into action in every
area possible. We are available to discuss our report with those interested
in talking about it, and we are i·nterested in, helping to e.nact the programs
and plans we have offered here, We belteve we have carried out our charge,
and we consider ourselves disbanded,
~ep1be_rs

of the Non 7' W11ite_ Program

Sally Fixico
Mary Hillaire
Alan Karganilla
Maxine Mi'IDllls
Will:te Parson
Dave Carnahan

I

DT~:

Elena Perez
Jacob Romero
Marian Williams
York Wong
Tomas Ybarra
Rudy Martin, Chairman

..

·

The Evergreen State College
May 28, 197/r

ME M0 R A N ll U H
To:

College Activities Fund DTF

From:

The Services and Activities Fees

Subject:

Proposal To Redistribute The Authority/Responsibility For Allocation
of Services and Activities Fees

P~vir~

Roard

This recommendation is made with the re-'llization th:lt (a) the legal responsibility for overall purposes and directions of The Evergre~n St-'lte College
and all of its components rests with the Board of Trustees, and (b) the intent of the legislature in regards to the allocation of Services and Activities
Fees (S & A Fees) is that it relate to a decision made by the students to
fund 11 student activities and programs".
We feel that the present process excludes students from providiPg input into
decisions regarding the use of S & A Fees. Thus "'(~ suggest the following
procedure, Hhich vie feel would provide adequate n.ciiTlinistrative checks and
balances and yet allow students to make the decisions concerning thei·r money.
The essential elements of the proposal are as fo.llo•·•s:
I.

II.

The Services and Activities Fees Review noard (S & A Board) is directly •
responsible for all allocations of Ser~iccs and Activities Fees and any
revenue derived from the use of S & A Fees.
A.

On a yearly basis, consistent with TESC huJgeting procedures, the
S & A Board will prepare a budget itemizing the use of all projected
S & A Fees for that budget period and any revenue derived from the
use of S & A ~ees for the Board of Trustees for their approv-3.1.

B.

Within that S & A Fees budget, the S & A H0ard will make sub-allocations
as it deems necessary to support student ~ctivities a11d programs.

The Executive Secretary of the S & A Board is re~ponsihlc for facilitating
S & A Board actions, moderatin~ and recotdln~ S & A Board meetings, and
assisting individuals or organizations snbmllting propos<1ls to the S & A
Board.

t

--

I

l

I,

College Activities Fund DTr
May 28, 1974

Page 2

•
III.

A full-time admit 1 ist:nftive positi.on ;., !ll'~c>c:s:1ry to insure that funding
requests based on continuity and/or longevity :1 re presented to the s· & A
Board (along with a thorough assessment of the implications of such requests),·
to facilitate S & A Bo.1rd decisions, :~nd to a~sist in the init.i.ation,
implementation and evaluation of budgets ·usi11g S &A fees.
·
A..

This person will provide programnti r :mel fiscal advic.e ·to nll organizations
using S & A Fees and maintain sign;ltflre rcsponsibillty for all S & A

Fees.
B.

This position wiil be continp.ent upon the funding support of the S & A
Board and the individunl 111ill r12port 'Ji.n•r 1·lv to the S [,A Board.

C.

This person will provide inform.1tion on is~:ur~; and .Procedures related
to the S & A Board's function in the context of the C0llcg~ as well as
the impact of its decision on student or~anJzCltions.

IV.

Any grievances regarding an S & A Board t:'l'.:'einion ~.orill be processed according
to the procedures outlined in the COG 11 Document.

V.

The Director of Recreation and Campus Activities Hill b.wc the responsibility
to "freeze" any allocation tbe S & A P.oatd m;~kcs Hhich. i.n his/hcti view,
may be potentially illegal.
A.

After formally notifying the S [, A 13oard o( .:J. "freez:", every attempt
should be made to informally find an equi.t=1ble solution.

B.

If, after a reasonable amount of tim0, =1 qclutlon·is not rc~ched, the
procedures outlined in the COG II Document Hill he fnlloll'l'.:'cL
·

C.

If this does not pr.ove satisfactory, The Board of Trustees will provide
a final decision.

We are fully a\.rare that the success of this prop0s:1l is contingent upon ad-.
ministrative and accounting support, Bo.:J.rd of Trustees s~pport and above all,
responsible decision-making by the S & A Board.
·
w~

believe, however, that given the intent of the legisl:Jture

jn

regards to the

S & A Fees, this proposal is a legitimate and nccC'ssary appronch to S & A Fees
budgeting.
We believe that tlds proposal i.s clcnrly pcrti.ne11t to the cltnrt;c: of the DTF.
give this pr•lposal c.:~rcful ccn!';idr.r.Hlon and
will either affirm it as p<lrt of your rep(rrl. or t·!i 1.1 reject lt with stated
reasons.
\.Je anticipate that the DTF will

AR/me •

---

-:-

.....

--

THE EVERGREEN STATE COLLEGE

May 15, 1975

MEMORANDUM

TO:
FROM:

SUBJECT:

Ed Kormondy
Rudy Martin~
Willie Parson
Lynn Patterson
Charles Teske
An Assessment of What We've Done:

The Nonwhite Programs DTF Report

In reply to your memo asking for responses to the specific recommendations made
by the Nonwhite Programs DTF, we submit the following assessments (and attachments
to support these assessments):
1.
The steps specifically requested in the DTF Report are those numbered below.
Responses to these should indicate whether or not number 1 is being dealt with:
Take all steps necessary to implement the recommendations of this DTF.
2.
Place nonverbal expressions of competence on a par with the written essay as
a major criterion in faculty hiring. The essay is still a crucial part of a faculty
candidate's portfolio. It is requested and is carefully read. We believe it is
important, but is not sole criterion used in evluating candidates. Lynn Patterson's
memorandum of June 27, 1974 {attached) indicates her personal response to this
request, written at the end of her first year as dean in charge of faculty hiring.
The essay is only one hurdle in attracting and evaluating nonwhite candidates. The
first hurdle is in identifying and beginning correspondence with nonwhite candidates.
We can easily document the lack of response to enormous special efforts made this
past year in recruiting nonwhite faculty applicants. This includes ads placed in
a number of important journals, the Affirmative Action Register, calling names
listed in the Affirmative Action Directory, and a special two-week trip taken by
Rudy Martin. All of that effort resulted in two potential hires. Our sense is
that the payoff might come much later--that the idea of Evergreen is in circulation.
In any case, we feel we can take care of the essay problem (if it is a problem at
all) once we attract good candidates here to take a first-hand look at the College.
3.
Establish the G.E.D. granting function within the academic program. We have
taken no steps to establish a General Educational Equivalency granting function
as part of the curricular offerings. Perhaps we need to assign a dean the desk
responsibility of checking this one out and going to work on it if it seems to be
the kind of thing that will fit into the academic offerings for 1975-76.

Page Two

4.

Cooperate with the Nonwhite Coalitton in sponsoring the publication of nonwhite
research. We are not aware of any specific requests for the publication of nonwhite
research. We feel sure, that within some reasonable budget constraints, that any
of us could help support such efforts from contingency funds--or support the request
in other areas. And perhaps we need to openly solicit research to publish.
5. Step up the hiring of qualified nonwhite faculty to reach the 25% Affirmative
Action goals as soon as possible, regardless of student enrollments. Emphasize
hiring Asians, Chicanos, Native Americans, and Blacks. The answer to this question
is implicit in the answer to number 2. There is no doubt that specific additional
efforts have been made, and that if we had the candidates, they would receive first
consideration in final selections. We are not being successful in attracting top
candidates. We are aware of at least a few of our current nonwhite faculty who for
one reason or another may seriously consider leaving us in the next year or two. We
have made offers to two additional nonwhite faculty for next year. Our projected
actual percentage of nonwhite faculty for fall of 1975 is 17%. There were a greater
number of nonwhite faculty involved in screening candidates this year (as compared
to last) but their impact is negligible given the status of recruiting efforts--that
is to say, if there are no complete files to evaluate, there is little that a faculty
member reviewing the files can do. Lynn's efforts to do much more telephoning of
nonwhite candidates this year, attempting to urge that files be built, attempting to
explain Evergreen, attempting to attract the person for a visit--all efforts in the
right direction, but much more needs to be done.
6.
Develop more and even better nonwhite curriculum, particularly Asian and Chicano
offerings. While the deans have been attentive to the need to develop more nonwhite
curriculum, in fact there is little evidence of that attention. We have a number
of Native Americans enrolled, but Mary Ellen Hillaire's notion of a "parallel" system
has never gotten the serious attention it merits. So that even while some "success"
is apparent in terms of the number of Native Americans attracted to Evergreen, the
status of "Native American Studies" is shakey at best. About fifteen Native Americans
have graduated since TESC began; five of them are in graduate school.
As dean of curriculum planning, Rudy has spent a good deal of time with Thi.rd World
faculty members trying to develop program offerings that would be attractive to
Third World students. Under the rubric of "continuing areas of study," the curriculum
for 1974075 included the following offerings: Native American Studies, Minority
Economic Development, Life Styles and Occupations, Chinese Civilization, Public Information and Minority Affairs, and Marx and the Third World. To date, these
offerings have been markedly unsatisfactory. The Native American Studies program
has been tenuously held together, but for all that is has attracted a number of
Native Americans to Evergreen, though the majority of them have chosen to work off
campus. The Public Information and Minority Affairs group contract started out
with bold intentions, but they were never realized for a variety of reasons, and
the group disbanded. The China program fell to pieces because of internal confusion
and dissention. How well it could have served Asian students was never determined.
Marx and the Third World held together but lost its Third World Students. Minority
Economic Development was an overwhelming success. The offerings planned for 1975-76
that seem to have some promise are Africa and the United States, Native American
Life Experinence, and Mexico. Nepal and Yu Tao Li: Chinese Philosophy, Religion
and Society may surprise us by attracting Third World students and meeting their
needs, but it seems doubtful. lt seems likely that such programs as Contempora~y
American Minorities will be repeated at some time in the future. Beyond all th~s,

Page Three

it is obvious that the deans must take a more active role in urging faculty to meld
Third World conceptions into all programs in which they are appropriate and to
develop specific programs aimed at Third World students. They must then find ways
to support such programs once they are developed.

Our involvement with the Chicano population in the Yakima valley, though admittedly
new, has been full of mixed messages and has created an awkward situation for at
least three students this quarter.

7.

Take effective steps to insure that all coordinated studies programs and group
contracts, basic and advanced, build into their structure those skills development
components necessary to enable students to achieve the goals of the program or group
contract. The Quinault II Report recommendations are a step in the right direction.
Skills development certainly must be considered in program planning, but much of this
work will be done through LSC and in modules. The work has just begun.
8.
Select only those academic offerings developed with substantive nonwhite input.
This recommendation was not followed in the selection of programs to be offered for
next year. If this recommendation is to be implemented, the dean holding the curriculum
planning desk will no doubt have to set up a mechanism for this input, and monitor it.
9.
Publish guidelines governing the expenditure of public events money Please see
the attached October 14, 1974 statement and procedures developed by Charles Teske,
who holds the public events desk.
10. Give highest funding priority to those academic programs with components serving
off-campus nonwhite communities. The deans have not given highest funding priority
to those academic programs with components serving off-campus nonwhite communities.
Some programs, including some of those aimed specifically at Third World students,
have off-campus components, and some of those field-oriented efforts could serve
Third World communities, though few, if any, of them actually do. Some programs
have been awarded bigger budgets than others, but none based on their Third World
community service options.
11. Staff and fund the External Credit and the Learning Services Center at operationally
effective levels. External credit is working well with rotating faculty and a staff
person assigned to provide initial screening and intake. The same can be said of
Learning Services Center. Although the final evaluation of its first year is not
yet complete, both of these efforts were funded at an adequate level for 1974-75
and that level should be provided from the academic budget for the next two years.
These efforts are definitely serving a sizeable number of the nonwhite student populations both on and off campus through the development of tutoring programs, special
skill workshops, coordination of one off-campus program (in Tacoma) and providing
counseling for adult nonwhite students who wish to receive credit for experiential
learning. In the brief time that external credit petitions have been submitted for
credit, a half-dozen credit awards have been made to students of color, and there
will be more after the spring quarter evaluations of those petitions are made.
The LSC effort, including their extensive efforts made in helping students write
and submit external credit work, should continue at the same level of funding and
should be supported in their efforts to meet needs of adults and expecially nonwhite adults off-campus or new to Evergreen, as well as the t~aining of faculty

Page Four

in skills development.

12.

Rotate white faculty into the nonwhite continuing area of study. The deans
have made no special efforts to rotate faculty into the continuing areas of study,
but white faculty members have made such offerings as Marx and the Third World,
Public Information and Minority Affairs, and Chinese Civilization. Implementation
of the Quinault II recommendations should result in our eliminating the category
tl
•
•
con tinu1ng
areas o f stu dyII f rom our curriculum
and help us move to offer Third
World studies on a consistent basis. It is also a fact that the deans have made
special efforts to rotate Third World faculty into other than Third World programs
and Third World fauclty members have expressed a preference for such assignments.
The deans should work harder to urge both Third World (and white) faculty members
to offer Third World programs, and to influence the content of other programs as
well. There is still much to do.

13. Initiate the establishment of an External Programs desk charged to develop
off-campus academic satellites. There is a dean's desk charged with the development
and monitoring of external programs. There is a proposal from that desk (attached)
and the Quinault II group made recommendations supporting that proposal.
14. Insure that program histories detail the relationships between academic offerings
and nonwhite students, faculty and staff. Program histories were not called for at
the end of the 1973-74 academic year; instead the faculty went on retreat to Fort
Worden and wrote position papers on various aspects of the teaching climate at Evergreen. Program histories will be called for this year, in advance of the faculty
retreat, and the dean charged with this desk assignment should certainly call for
this kind of assessment to be present in the histories written for 1974-75.
That ends the list of specific requests made of the deans by the DTF (it should be
noted that two of the academic deans served on that group). As always, there are
some peripheral issues we still need to deal with in the coming months. A glance
at the most recent affirmative action workforce profile (attached) shows a real
lack of nonwhite academic support staff. While some of these staff members are enrolled part-time at Evergreen, there is no serious effort being made toward establishing training programs. And in the area of student hires, we again fall short--we
employ some 70 students at any given time; winter quarter, only four of those students
were of color. We need to continue to strengthen our ties to the Admissions and
Registration areas, both in the sense of recruiting and in the development of
registration policies. Rindetta Jones has recently approached the deans on the
subject of including some affirmative action workshops in academic programs next
year, and we intend to support this effort. And the deans as individuals have made
other supportive stands: Rudy Martin has worked closely with the Coalition on a
number of issues; Lynn Patterson took a stand as one of the petitioners in a recent
affirmative action dispute.
We will continue to monitor and assess our commitment to the nonwhite community
in the most realistic ways possible.

\

\

•

YB EVJ!!ll.lRml STATZ COUmE

June Zl, 1974

I.

I vas quoted in tho Junct 27 issue a.., disagreeing with a section or the
!ton-Vhit& Progra:J .DTF report. S:9~i!ieally I waa quoted as ciisagreeing
tdth tha auggaation that oral. int;.,rviewm for faculty candidates be atrcssed
O'Y'Or tho 'bTitten eaaay. Since I vas intervie'<led by Stan Shore and the article
vas vri tten by Tom Gr~. it is :nDt ~Surpriain;s that the naturo ot rrry concern
t:dth thi:.: aeetion o! the lll'F report vas not at all repreeonted in the article.
I could 1!,"'0 on at length about the purpose and fUnction of the 11 eSBa.Y 11 which
w m.Bk b& a~ ( and a 11:part 11 cml:'f) of' a candidate's file.. It has ~n
'U8Cd to demonstrate tho candidau~• a kno\tlttdge of Evo~_,n, ta illuntrnto
the candidate's teachi~ philoeopb.y, and to demonatrata an ability to
ctesign coordinated study progT3!!1fl~ It ia handy and u.sedu.l to have aueh rut
emu~ b-scnuse it allow a people o·tr--er than those vho interview tlllt candidat.fll
to law'i.f ao~thing about th0 canci:i.d.ato \r/hich could not bo glr.'lan&d :from a
typicnl real.~. It ia only incieentally that the ear:3;1 ha:ppen.a to dereonmtrats to tl13 ree.cWx- hov well th® candidate puta "WOrd.a on paper. I believe
the easay ia important because i t tellD ua things l:f0 need to know about a
eed.idt:.tc and because it all.m<a uz to kno·;~ enough abou.t a candidatG t.o judgfl
whether or not we should invi't-3 t.hti candidate to CO'lW to campus for t.m
interrlcv.
~point

/
~tan,

that to focus on tbc eas!l)... in any way eitbG>r
'tt~. in rcy opinicu, in.ap:proprlate, given
the ko:; problem points in faculty recruiting. I, aa academic dean for
faculty recr.rl ting, must find bei.':'ter woy;a to identify potential candid:ltess
&oorl~ our progrW"'...s in det-<dl t~ thosey cand.idatea, and encourage th~ ~~
'btdld tile!!~ a.nd corne to-tha ca::rpu.a.. I 'Will need help in doing these tllinga
~nd ""'uld lib;, to sa~ that the Non-\ll'hi te Program DTi' ackno•.>~ledga those
problems and support come aolution.B I have in t:ri.nd. All in ~' I think
t.l.l3 r"porl nnd ita recor:1tlenda:tio%::3 are good, I support it, and I velcoma it
D~ th® quslitativ~ compon6nt nec~aaary to support a real aff~1ative action
progn'l!-a on thi...a eumpus. That I a:.Liso aaid. when intcrrlcii~t!:d •

in

th:~

•

to

ho-.te--rer,

bfa.l3

Nport or in the a...-ticle

_._ .

THE EVERGREEN STATE COLLEGE
-"1.:·

October 14, 1974

Public Events and Exhibitions
The "Public Events and Exhibitions" budget helps to provide informational and
cultural presentations to audiences and participants beyond the student enrollment of the college. These include public lectures, sy~posia, workshops, master
classes, art exhibits, informational displays, theatrical and musical performances,
films, and other presentntions -- either held on campus and publicized to the
citizens of the region or taken off campus to general audiences.
Subsidies do not duplicate the funding of lectures, ~orkshops, performances, or
exhibits within academic programs, nor are they used to support activities
designed for enrolled students alone. Rather, they are used to extend the
potential value of visiting resource people and our own producing groups to
audiences beyond the student body and beyond the campus. (Examples: A visiting
expert would hold a workshop for an academic program in the afternoon, compensated
by the program; in the evening, the person would hold a public lecture open to all
citizens and supported by this budget. In 1973-74, the Theater/Dance group contract developed theatrical productions using instructional funds; funds from this
budget allowed the group to mount two of these productions for the general public
and to take another production out into the Olympia area.)

.

Subsidies are not used to fund events and exhibitions wholly or to separate them
from campus interests. Rather, they are used to raatch academic-program, servicesand-activities, or other interest-group funds to extend the range of college
activities to bring the campus and the larger community together.
(Examples in
1973-74 included the Chile Symposium, the Women in the Arts Festival, the Nuclear
Energy Symposium, and perfonnances off-campus by Evergreen musical groups.)
Subsidies are not used to fund events and exhibitions simply as recreational
pastimes. Rather, only those activities or only those parts of complex enterprises
are funded which are consistent with the infonnational and cultural purposes of the
academic budget. (Examples: Student interest groups have brought folk-music or
jazz performers to the campus and funded their conc~:rts; the "Public Events and
Exhibitions" budget provided the additional funds nec:essa;:-y to support open workshops publicly advertised and addressed to a.ll citizens of the region. Though
it did not support the showing of films as rec~eational diversions alone in
1973-74, it helped to mount the First Internacional Corr,puter Film Festival and
to send films by Evergreen filrrilllakers to festivals well beyond the campus.)
Just as in 1973-74, this budget contains a relatively small sum of money which
should be used to provide modest but perhaps crucial amounts of assistance to
ventures which have already received support from academic programs or student
interest-groups. Having paid expenses carried from l;;~st year, supported a few
surmner and orientation-period activitie;:;, and mad,, o:..:r cmnual contribution to
bring Eye-S events to the c2mpus, we have Rbou! $10,000 l~ft for the whole academic
year. Five thousand dollars of this i.s eanr.arkc:d tn support the exhibitions to
be provided by the Exhibit~> Coordinator, Lynn Rohb, as sponsored in the Gallery
and other all-campus spaces by the Visual Environment Group.
(Any program or

I

II

--2-

group wishing to mount art exhibits for the general public shouJd get in touch
with Lynn at 866-6577.)
Five thousand dollars remains to assist programs and other interest-groups to
present public events. It isn't very much; but used effectively, it can go
a long way, as it did last year.
If you wish to apply for "Public Events" funding, please submit a proposal in
writing to Dean Charles Teske, I.ah 1013. Please provide the following information:
names of organizers and group(s) they represent
proposed title and brief description of event
appeal and value to the general public
estimated size and make-up of potential audience
amount of support requested
amounts of support already committf'd from academic pror,rams and other
interest groups (with signatures of coordinators, faculty sponsors,
or other budget signatories)
date(s) and time(s) of proposed event (PJease check the all-college
calendar at the Information Center to make sure that you're not
competing with other nmjor events which would split your potential
audience and lessen the effect of what you propose. In general,
the more funding you will require, the longer lead-time you should
allow for organization and publicity.)
proposed location and equipment needed (Please check with Facilities
Planning or others responsible for scheduling on-campus areas to see
that facilities will be available. Please do the same for any equipment necessary.)
'VJays of publicizing the event
admissions fees to be charged, if any, nnd method by which such income
will be used to defray total expenses
letters of support, if it is a large-scale venture, from those who are
helping to sponsor the event or who represent the general audience
for it
proposed budget for all applicable expenses, in this format:

-3Support from other
sources (identify)

Requested from "Public
Events & Exhibitions"

Total

Performers' fees
or honoria:

Supplies:

Corrununications:

Rentals:

Travel:

Other (specify) :

Totals:

This may seem like a good deal of work to make something happen. Rut experience demonstrates that detailed planning, the gathering of financial support and enthusiasm on a
broad base, careful scheduling, and energetic publicity will result in events valuable
to all concerned.
Charles B. Teske
Lab 1013

CBT/eh

I
i

I

::t!

1
2E2 rur:tently O')ete.:~::;_nr:·.
(R-i,.
'h1;-Jna
_
_ th:~ee '\''xtc1·n
... ~ ----.1. ,, prog-r"·n~
t..~L.. n
...:...t~;.,i_c
...u. , y· cak1'r::~
·"---~~ck,
1 , ••..,

Prob]- -'"~--.S
,.,.,_-',1:1·,
OUI" ...
"'·i'J...(:U.l'·t;::
't-.0 2-1 "'•... -.e~•
!;
..
::;

_'I)

..

• ..

··1.,..
·- no s n. ong
i...:e:
. . c ~r.;
'·A

•
r.· ·•
:tr~
-·~L

es t· 0•11 '·I1.. 11;:!

pz·.r.t of LlOSt fa.culty to br=c.ome <.nvoJ.\'2(. in e:~ternal r:rog!"airl.e. dtoe? ~t.n part:· to too

cor:un.itme:::J.ts

to e}:terr ~1J. p!:og:!.·a" ::: :i.r: tm rns of budgetircg such o~·0re tior!s ore the

Sc.JJ1C oasis as ue de cur re~:_::~la:c or.-e<::rr:p:.s pL: [.ran:s.

I believe that eny

efforts vi2 Eount off cc-.. rrpus oug ,t to JJE: co;.np;crable. tc ~-7he.t

\·:2

do on tha ce.mpt'.S.

,.
mc::m1:e:;~ .::•.ssigr-.cc. to

it cc be tt .. th r: '-' h<1L'-·U.me b<·.:3iE;, >:r:i.t:h

redt•ct.ion i'fl or::.-·c.2.mpt:s .Lc:a: <>.
lectttrei"S,

~3E:.Il~i.nar

le.~dcrs 2.. l~··.

('~::

c:c .:=:lcul y shouJ.(: br; im:J1\eC:: rs occ<.:.E;:i.onal

v:.-~,)i.l-::.J::·.cl:)

leL (e"[S ~

like ':.:o see us viork tm·I::'.Y.d t-;·;•· ur t'br.t:.e: -re::tJc.r
ecadEcJdc :r;!a.r, bl.lt

~d.th

prog~:e_n.

£:llti 1·eso1!·::~~c: pQj~son.s.

e:L:i·ern<:~l p:c:~;rc:mE:

T_: il.
-

in any gi.VC:.!!l

cJ.ear ;y ctc-,tEC1 pos:· tions :i_n teras of whom v:z ce.r:

e.erve, uhat ue cao. ofrel', a:J.d hoH Jo11g \o:e
any particular

<~F1J1.·opriate

-·s:..~.

cou:n:.it Evergr"'cm's resourees tc

FOR PERIOD BEGIID~ING 1-2-75, AND
ENDING 3.....14-75.

TESC WORKFORCE PROFILE

WINTER
QUARTER 1975

Academic/Kormondy

unit manager/director/supervisor
h1resJ
•

WHITE EMPLOYEES

r

k

acuity
s ervice workers
fficials &mgrs.
0 ffice &clerical
rademir. deans
rofessionals
echnicians
peratives
[' rafts

r

TOTAL

WHITE
MALE

WHITE
FEMALE

94

69

25

classified
P.ermanent o 17
full time 0
P.art. time 0

tf{lt~H9.fei~lciry:

date

J~~RW'flryo 4

-

MALE
BLACK
ASIAN
AMER
AMER
5

SPANISH
NATIVE SURNAMED
AMER
AMER

2

2

FEMALE
BLACK
ASIAN
AMER
AMER

TOTAL
12

3

SPANISH
SURNAMED
AMER

NATIVE
AI.\ER

3

TOTAL

2

"

')

I

18

2

1

16

1
I

2

1

1

1

2

2

I

1
l

6

5

'
'

1

I

i

I
121

78
. .. . .

43
.

. . -·.

7

2

2

3

14

-

WHITE EMPLUYtt~
new hires
pas
ter
1-2-75
beg
WHITE WHITE
3-14-75 TOTAL
end
FEMALE
MALE
2
1
1
fac il ty
ser 1ice workers
off cials &mgrs.
off ce & clerical
2
2
acad ernie deans
I
pro essionals
i
te.0 nicians
L
ope atives
l
era ts

f

3

1

1

6-i

2

.....,

~F.ANISH

NATIVE SURNAMED
AER
AMER

TOTAL

FEMALE
ASIAN NATIVE
BLACK
AMER AMER
AMER
1

•

SPANISH
SURNAMED
AMER

I

TOTAL
1

!
I
I

l

I

I

I

I

_i_
I

I
I

I
I

I

I

4

11

NON-WHITE EMPLOYEES

MALE
r BLACK
ASIAN
AMER
AMER

I

TOTAL

exempt
P.ermanento 1
full timeo
P.art timeo

NON-WHITE EMPLOYEES

0

TOTAL

faculty: 111

'

I

i

I

I

3

!""~.,~-~";.n;=;t'fiU!FNVft'f"'m:t7':::?'78"2V?'XS'QtS";~~mzr.f:·#:'ii. t

·t·"et;:rrrrg;$±#} t:et4'*lffi·+¢f-'3j; §ifi%1

j'fu~

iJ:#fij'(]iifijj}'t 4 ·§ "Cliti 8"'f·j·iM¢fi'#

I

l

ctm~J

::mt

i:'ti=-=-

TESC WORKSTUOY,STUOENT INSTITUJIONAL,·
CO-OPERATIVE EDUCATION PROFILE

Academic /Korrnondy

hlR

unit manager/di rector/supervisor

PE.~IOD

•'"'-".Y.•y,.:·,,:.-:~..y-f .. Ui~ol!i'->'

BEGINNING 1-2-75; ENDING 3-14-75

_..:.;~-~'""~:";-'_~:;:~c't\•<)t't~·

~"-·,..,lt':';

~-~·-

I'

TOTAL
see attached
list of names
and job titles

.,
J

65

WHITE
MALE
30

WHITE
FEMALE
35

BLACK

AMER

~--··-·

•·

'> ,....,

..,_,

o: "-'·--...~ ·•• ··-·,-: ·•-·-- ,.~.-,..:c-·•;.~ h: P;'C.,....•.:,-'f;;>

.:·:: .• · •

~-~:>'1j't"'~!Oo~;-·_

NON-WHITE EMPLOYEES
FEMALE

MALE

*NAME OF STUDENT

8work study
student institutional
co-operative education

date

~-·w;:»-~:?r<'·-•h'i'.~-.>o;;~:-~''f.l~~!f:<>.~¥...,_. .• ~_ -~::.-.:;.."\,:• ...,.,,.,_,._;,.·:.•--r·•-'1~ ->~~~---~""'·~··~-·f'"~~~-;,"!o"':<;:.~-~,·..-.~<C'"''·.- ,;..•_J_;,J.if""~ ::•·,2:.,....,~.w-~-• •..1 -·:-<-• -:;.- ..,.~- •. ~-""'"' :'--f<~>>~-.~:-<>.~"'""-'''"--1-',.,.-

WHITE EMPLOYEES

33
36

WINTER
QUARTER 1975

ASIAN
AMER
1

NATIVE

At.-'.ER

SPANISH
SURNAMED
AMER

1

......,

I'

BLACK

AMER

TOTAl
2

ASIAN
A~R

NATIVE
AMER
-

1

SPANISH
SURNAMED
AMER

TOTAL
2

1

(
..

.

I

·-·

.

.
•
\.

,.

*description of the kind o.f work being performed where applicable name of agency
(use a seperate sheet of paper if needed}

'

~(