Summaries from the Graduate Programs, Public Service Centers and the Library
Summaries from the Graduate Programs, Public Service Centers, and the Library
( From Budget Information Packet handed out at the Faculty Retreat 2002)
The Agenda Committee sent out requests to each of the directors of the public service centers and graduate programs and to the Library, asking them to write a summary of what they do and how they would be affected by budget cuts. Our goal was to provide the faculty with a better understanding of some of the other components of Academics and introduce these centers and programs to those who may not be familiar with them.
Contributed by Lee Lyttle, Dean of the Library
This library is built and structured to support interdisciplinary team taught coordinated studies programs. We purchase books and non-print materials, and subscribe to journals that not only support all of our disciplines and three graduate areas of studies, but also respond to the needs of our ever-changing curriculum. Our reference librarians are full members of the faculty and periodically cycle into the curriculum to teach full time which leads to a strong understanding of the college's academics and gives other faculty the opportunity to come into the library. This makes their daily program liaison and reference desk teaching work relevant and meaningful. We own and circulate over 245,000 items and make available for easy access to millions more through our association with the State's other 4-year public colleges (the CASCADE agreement). We also serve the regional community and expand our resources through our association with St. Martin's college and the Washington State Library (the CLIO agreement). We just instituted an online, web-based interlibrary loan service.
Our Media Services staff members are teachers as well and work not only with the Expressive Arts faculty but also provide workshops and classroom instruction. They support the multimedia labs across the campus and help establish the college's multimedia equipment needs. Media Loan makes sure that faculty and staff can reserve and check out over 5000 items in our inventory.
The library has now absorbed 3 consecutive years of budget cuts totaling over $269,000. Another major cut, anything over about 2% without the identification of possible new revenue sources, would force us to consider significant losses in service (reduced hours, reduce work with academic programs, etc..). If the college continues to grow and library resources continue to shrink the library's accreditation will be at risk.
Graduate Program in Environmental Studies (MES)
Contributed by John Perkins, Director
MES started in 1984. It is intensely interdisciplinary and fully infused with a liberal-arts stance toward learning. Faculty have come from the natural and social sciences and the humanities. Students complete core programs, electives, and a thesis. MES electives regularly serve substantial numbers of undergraduates.
About half attend full time for two years, and the part-time students are here for three. MES draws about 25% of its students from other states and countries. Many MES alumni are employed in the public sector. Others are engaged with non-profits or work in the private sector.
Students, faculty, and staff in MES have contributed actively to the College. Recent examples include:
- Close collaboration with state and local government
- Sponsorship of the annual Rachel Carson Forum since 1987
- MES students assist faculty teaching undergraduate programs
- MES students work as research assistants to faculty
- MES organized a symposium on environmental science and policy for 8th and 9th graders and their parents
- Significant service to local residents of greater Olympia
- Many out-of-state students have paid the out-of-state graduate tuition rates
Almost all expenses for MES are in salaries. If MES reduces its faculty and students, those faculty are still on the College payroll. Staff reductions will diminish the ability to recruit new students and provide services to current ones. MES tuition income currently pays for all direct faculty and staff salaries, plus the goods, services, and travel needed.
Graduate Program in Public Administration (MPA)
Contributed by Larry Geri, Coordinator
We believe that we embody the college’s mission to "help students realize their potential through innovative, interdisciplinary educational programs" through offering public affairs education at the master’s level using a learning community model that emphasizes issues of social justice and social change. Our goal for the program is to enable students to learn the skills and knowledge needed to transform themselves, their organizations and their communities. The MPA program provides an important link between the College and the community, through its hundreds of graduates and our faculty and student collaborations with state government and nonprofit organizations. We have a yearly enrollment of about 75 students.
This year the MPA faculty revised the program’s curriculum and structure. We decreased the number of required credits in the core program, created concentrations in public policy, tribal governance, and public and nonprofit administration, and will offer many more electives. The concentration in Tribal Governance provides members of Northwest Indian tribes with the opportunity to complete an MPA tailored to their interests and needs. This is a two-year pilot program that we hope will obtain state funding in the next biennium. Our concentration and elective courses in nonprofit management, health care, public policy and other topics will be open to undergraduates. Overall, the revised program will be more accessible to full-time workers, give students more choices, and should ultimately increase our enrollments. To make this model viable, MPA faculty increased their teaching loads from 24 to 28 credits per year. MPA faculty also sponsor many undergraduate student contracts, and rotate into the undergraduate curriculum.
In the event of major budget reductions, our goal would be to focus on ways of generating additional revenues, through certificate programs and other means. Should spending cuts be necessary, we would need to consider reductions in administrative support and in support for our academic program. Reductions in faculty lines would require us to consider reducing enrollments and consider eliminating at least one of our concentrations. It would also be very difficult for the faculty to rotate out of the program into undergraduate programs. Major cuts would ultimately have a substantial impact on the community.
Master in Teaching Program
Contributed by Scott Coleman, Director
The Master in Teaching Program extends the college’s mission of providing innovative, integrated educational programs into the realm of K-12 pre-service teacher preparation. Through the Master in Teaching Program, the college is able to promote TESC educational principles and provide excellent teachers for K-12 schools, while building positive community relations through its interns, graduates and faculty.
The MIT program is a two-year, full time teacher education program that admits a cohort of approximately 45 students each fall. Academically, the MIT program is highly demanding, challenging its students to think deeply about the issues of anti-bias and multicultural education, democracy and learning, and developmentally appropriate teaching and learning. At the same time, the program has a strong field component that includes two quarters of full time student teaching.
Faculty members regularly move between undergraduate programs and the MIT program. Typically, regular ("core") MIT faculty members teach in the undergraduate curriculum one year of every three; and each three-member MIT cohort includes one regular undergraduate faculty member. Approximately half of the students in each MIT entering class are TESC graduates.
The graduate programs are important for helping the college meet its enrollment needs with high quality students. To that end, the MIT program as a full-time graduate level program has accounted for approximately 50% of the graduate program total FTE (full-time student "equivalent") for the past several years.
As a professional program with the attendant necessity of meeting extensive state requirements surrounding teacher certification, the MIT program would be particularly sensitive to any budget cuts. The major budget items are faculty and staff salaries and support for student teaching internships. Loss of resources would likely impact the program’s ability to provide services at the level required for continuing state accreditation.
Public Service Centers
Labor Education & Research Center
Contributed by Peter Kardas, Director
The Labor Center’s primary mission is to help union members and community residents develop skills and confidence that will enable them to be more capable and inspired rank and file and grassroots activists. We are Washington state’s only statewide higher education outreach program providing direct educational and research services to unions and union members. Since our creation in 1987 we’ve offered 13 Summer Schools for Union Women, a conference on Labor and the Environment, a Popular Education Conference, a Women of Color in Labor and Community Struggles Conference, several New Schools for Union Organizing, Rank and File Organizing Schools, labor history programs for apprentices, as well as many other programs, workshops, etc. In line with Evergreen’s mission statement and the five foci, we link theories about unions’ strengths and weaknesses with practical efforts to encourage change; our teaching (in programs, workshops, etc.) is interdisciplinary and collaborative; as we teach we encourage participants to be aware of what they know and how to apply their knowledge, whether in the workplace, in their unions, or in the community; and we work with a rich mix of program participants (for instance, women attending the Summer School for Union Women come from all kinds of unions, everything from the Plumbers’ Union to the Society of Professional Engineering Employees in Aerospace). We support academics through serving as resource staff to programs, providing internship opportunities for students, bringing speakers to campus, consulting with students and faculty, and maintaining a rich library of films, books, newsletters, etc. Further budget cuts would be devastating. Currently we receive only $139,000 from the college, and supplement that with between $30,000 and $50,000 in income to increase our 2.5 FTEs (divided among 4 people) up to 3.5 and to provide ourselves with a goods and services budget.
The Evergreen Center for Educational Improvement (ECEI)
Contributed by Magda Costantino, Director
The ECEI is a collaborative resource for teachers and teacher educators interested in improving the culture of K-12 schools. Established in 1993, the ECEI has become well respected for its collaborative approach to finding ways to make school work for ALL children, particularly those from underserved populations.
Support of college mission: The ECEI supports the college’s mission through its engagement with the community and by extending the principles that guide Evergreen’s educational programs to the K-12 administrators and teachers who are teaching the next generation of Evergreen’s students. In the last three years, ECEI staff have conducted 110 workshops, impacting thousands of Washington teachers.
Support of academics: The ECEI actively collaborates with faculty and staff and routinely:
- Serves as resource faculty, lending expertise to programs through guest lectures, thesis committees, workshops, and information dissemination.
- Sponsors student contracts and internships, and provides professional development and employment opportunities for TESC students.
- Hires TESC faculty as consultants for ECEI-supported institutes and workshops throughout the year.
- Provides assistance with grant proposals to other divisions (i.e. GEAR Up grant).
- Participates in DTFs and other campus work.
- Publishes research.
In addition, the ECEI has attracted over $2.5 million in grant awards in the past three years, contributing over $290,000 to the college for academic program and staff support and equipment purchases.
Effect of budget cuts: Our operating budget of $15,055 represents 7.5% of our overall budget of $198,734. A budget cut of 10% would wipe out our operating budget and require us to reduce FTEs.
Washington Center for Improving the Quality of Undergraduate Education
Contributed by Emily Decker, Co-Director
The primary focus of Washington Center’s work is faculty development at Evergreen, statewide, and nationally. The Washington State legislature funded Washington Center in 1987 as an informal consortium of two- and four-year, public and private colleges, aimed at improving undergraduate education by creating forums for faculty to develop and share good practices.
Supporting TESC as a whole: WC directors are in contact with educators across the state and nationally (in 2001-2002 we worked with faculty, staff and administrators from over 35 colleges in WA state). We host national summer institutes for colleges interested in developing and strengthening learning community programs and TESC faculty and staff serve as resources. We frequently present at national conferences in collaboration with TESC faculty and administrators. We share information about TESC statewide and nationally.
Supporting academics: WC directors work with the faculty development dean on summer institutes and other projects that support teaching and learning. We served on the general education DTF and the Assessment study group. Last year, we worked with faculty on a project aimed at assessing complex knowing. The project will continue through the national learning community conference WC is hosting in 2004, expected to draw over 900 educators. TESC faculty also attend the annual curriculum planning retreats and participate in WC’s annual conference.
Affect of major budget cuts: We have already eliminated one full-time staff position as a result of previous budget cuts. A major budget cut (over 5%) would lead us to reorganize again, probably eliminating an additional position.
"House of Welcome"
Longhouse Education and Cultural Center
Contributed by Tina Kuckkahn, Director
Enhances TESC’s mission and national reputation:
- First building of its kind on a public campus in the United States
- Public relations: has successfully served as a bridge between the campus and the surrounding Native communities since opening in 1995.
- The multipurpose facility serves a variety of educational and cultural functions for people from all cultural backgrounds.
- Serves as the site for the comprehensive set of programs found within the Center for Native American and World Indigenous Peoples Studies
- Hosted an international gathering for Pacific Rim indigenous artists (2001), raising hundreds of thousands of dollars from new and continuing donors
- Serves as a catalyst and project base for new educational initiatives and collaborative endeavors with Northwest tribal communities.
- The Longhouse physically represents TESC’s commitment to serving the educational needs of underrepresented groups (including the region’s indigenous people).
Currently, the primary public service work of the Longhouse is to administer the Native Economic Development Arts Program (NEDAP). NEDAP promotes education, cultural preservation and economic development (see www.evergreen.edu/longhouse for more information.)
Relationship to academics:
- With the faculty of the Native American and World Indigenous Peoples Studies (NAWIPS) planning unit, provides support to the various on- and off-campus Native American curricular initiatives
- Provides internship opportunities for students
- Assists with the recruitment of Native American students.
- Writes grants and seeks funding to support educational initiatives.
- Plans and co-sponsors multicultural events with campus and off-campus groups
Budget Cut Effects:
- Longhouse staff would spend most of their time raising money to stay employed instead of delivering programs that serve both external and internal communities, disabling its mission.
- Longhouse would become a glamorous shell with the connection to community taken out of it.
- Negative public relations: Tribes, who historically and currently have contributed money, time and resources (timber posts, etc.) would view this as yet another broken promise by a government entity.