Glossary of Terms Specific to Evergreen, Assessment, and Institutional Research
The following are terms often used in describing teaching and learning at Evergreen and in reporting of student demographics and institutional characteristics.
These terms appear as blue links in the content of the Institutional Research web pages.
Note: if you are using Netscape and have followed a link to a particular word, it may not have taken you to the definition. We apologize for any inconvenience.
A process of recognizing educational institutions for meeting standards of performance, integrity, and quality. In the United States, regional accreditation is administered by nongovernmental, voluntary institutional or professional associations. The Evergreen State College is accredited by the Northwest Commission on Colleges and Universities.
A variety of educational approaches involving joint intellectual effort by students or students and teachers together; usually in groups of two or more students mutually search for understanding, meaning, solutions, or in the creation of a product.
Consortium (pl. Consortia)
An association between institutions based on similarities and/or common interests. See the links page for more information about Evergreen's involvement in particular consortia.
Coordinated Study Program
A learning community model using a team-taught, multidisciplinary program of study. Students and a team of faculty drawn from different disciplines use a block of time (from 1 to 3 quarters) to examine a central theme. Within a program, learning activities can take a variety of formats including lecture, lab, workshop, seminar, field trips, etc.
DTF (Disappearing Task Force)
A collaborative work group created to study various topics and make recommendations to the campus community. The group disbands when the group's work is done. Several DTFs are active each academic year, and students are encouraged to participate.
Evergreen Social Contract
Written by founding faculty members, the Social Contract contains guidelines for social ethics and working together that help Evergreen function as a community.
Expectations of an Evergreen Graduate
A set of broad standards that Evergreen students are expected to have accomplished by the time they have earned an Evergreen degree. The Expectations of an Evergreen Graduate are used to assess student learning (see Teaching and Learning at Evergreen).
First-Time, First-Year Student
First college attendance since high school graduation. Includes students with college credits earned prior to high school graduation, such as Running Start, Advanced Placement (AP), International Baccalaureate (IB), and College in the High School.
The Five Foci
The five underlying principles of the Evergreen educational experience: Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, Linking Theory with Practical Applications. Read more about the The Five Foci.
Refers to either faculty or student load, and is used to calculate enrollment and budget figures. One FTE represents a full-time unit load. Per State of Washington standards, one undergraduate FTE = 15 credits per quarter and one graduate FTE = 10 credits per quarter.
A full-time undergraduate student is enrolled in 12-20 credits per quarter in any combination of programs, courses, contracts, or internships. (Full-time students are not limited to those students enrolled in the full-time curriculum.)
A full-time graduate student is enrolled in 10-16 credits per quarter.
Higher Education Coordinating Board (HECB) (See Washington Student Achievement Council (WSAC))
Integrated Postsecondary Education Data System (IPEDS)
A system of surveys to gather information from all institutions and educational organizations whose primary purpose is to provide post secondary education. Data includes information about enrollments, program completions, faculty, staff, and finances. The surveys are administered by the National Center for Educational Statistics.
Evergreen's grading system consists of a narrative evaluation of a student's academic work at the end of each quarter. Faculty members write evaluations of each student's work and progress (see Faculty Evaluation of Student Achievement), and each student writes a self-evaluation (see Student Self-Evaluation). These become official documents, making up the permanent transcript. Students also write evaluations of faculty members, which become part of the faculty member's official portfolio (see Student Evaluation of Faculty). The Student Summative Self-Evaluation is a final evaluation written by a senior that provides a summary and overview of his or her undergraduate educational experience.
A part-time undergraduate student is enrolled in less than 12 credits per quarter, in any combination of programs, courses, contracts, or internships. Part-time students are not limited to those students enrolled in Evening/Weekend Studies offerings.
A part-time graduate student is enrolled in less than 10 credits per quarter.
Faculty affiliations for the purposes of curricular planning. Planning units include: Consciousness Studies; Culture, Text and Language; Environmental Studies; Expressive Arts; Scientific Inquiry; Society, Politics, Behavior and Change; and Sustainability and Justice.
Refers to a student's persistence at Evergreen from one term to another. Often calculated as a fall quarter to fall quarter measurement, i.e. of students enrolled in a particular fall quarter how many are still enrolled the subsequent fall.
A student who has not been formally admitted to the college and is enrolled in a maximum of 8 credits per quarter; also referred to as a non-matriculated or non-degree seeking student.
Students' evaluations of their academic work as measured against their objectives for the quarter and the requirements of their program, course, contract, or internship. Self-evaluations are part of students' formal academic records.
Student Summative Self-Evaluation
A final evaluation written by a senior that provides a summary and overview of his or her undergraduate educational experience. Faculty encourage and support it. (See Student Summative Self-Evaluation.)
Tribal Reservation-Based/Community-Determined Program
Coordinated studies program primarily designed for upper-division students. The Tribal Program emphasizes community building within Native American communities. There are currently five sites at different reservations in Washington State.
Washington Student Achievement Council (WSAC) (formerly Higher Education Coordinating Board (HECB))
A state agency governed by a 9-member citizen council that provides strategic planning, oversight, and advocacy to support increased student success and higher overall levels of educational attainment in Washington State. The Council was established on July 1, 2012 to replace the Higher Education Coordinating Board (HECB). The following link leads outside this site to the WSAC website.