University of Washington Bothell. Report to the. Washington State Legislature. for. Substitute House Bill 2707

Transcription

1 University of Washington Bothell Report to the Washington State Legislature for Substitute House Bill

2 Table of Contents Executive Summary I. Context and Background 1. Introduction A. UW Bothell s Self-assessment and Planning Process B. Context for Planning C. UW Bothell s Regional Responsibility 2. Foundations for Distinction A. Legal Foundations o State-prescribed role and mission o Development as a University of Washington campus o Co-location with Cascadia Community College B. Institutional Foundations II. UW Bothell s Accomplishments and Character 1. Accomplishments and Outcomes ( ) A. Building Program Capacity B. Growth in Student Enrollment C. Expanding Access for Non-traditional Students D. Student Success and Degree Completion E. Succeeding With Co-location and Other Community College Partnerships F. Contributing to Regional Economic Development 2. UW Bothell s Distinctive Character A. Excellence in Teaching and Learning B. A Distinctive Interdisciplinary Curriculum C. Scholarship Integrated with Teaching and Engaged with the Region D. Special Support for Student Access and Success E. Intertwined with the University of Washington Seattle III. Unique Regional Needs for Higher Education 1. Regional Needs for Access to Baccalaureate Degrees A. Washington s Higher Education Pipeline B. Regional Need for College Access New Freshmen C. Regional Need for College Access Transfers from Community and Technical Colleges D. Regional Need for College Access Other Direct and Postponed Transfers E. A Continuing Commitment to Non-traditional Students F. Blending in the Middle Needs for College Access Beginning at the Sophomore Level 2. Regional Economic Development and the Demand for Graduates A. The State Context Shifting Needs for Workforce Preparation B. Regional Needs for Workforce Preparation at the Baccalaureate Level and Higher C. Leadership for the Region s Civic, Educational, Social, Cultural and Health Care Infrastructure D. Support for Development through University-Community Partnerships E. Specific Areas of Need for Graduate and Professional Programs 2

3 3. Bringing the Region s Higher Education Needs into Focus IV. Responding to Regional Needs: UW Bothell s Proposals Regarding Role, Mission, and Continued Development 1. Role and Mission 2 Continue Developing as a University of Washington Campus 3. Expand Upper-Division Undergraduate Programs 4. Establish a Targeted Lower-Division Program 5. Expand Graduate Programs and Research to Meet Emerging Regional Needs 6. Implications: Growth Projections and Costs A. Growth Projections B. Capital Expansion C. Growth Phases D. Budget Forecast for Enrollment Growth E. Economic Impact F. Planning Notes G. Alternative Plans Appendix A: Supporting Documents Exhibit 1.1. UW Bothell Self-Assessment, Regional Analysis and Planning Process: Selected Bibliography Exhibit 1.2 Participants in UW Bothell s SHB 2707 Planning Process Exhibit 1.3 Regional Demographics Exhibit 1.4 Co-Location with Cascadia Community College: Areas of Agreement and Cooperation Exhibit 1.5 Mission and Goals of the University of Washington, Bothell Exhibit 1.6 Vision and Core Values for the University of Washington, Bothell Exhibit 1.7 Faculty, Staff, Alumni, and regional Households Preferences for UW Bothell s Teaching and Learning Environment Exhibit 2.1 FTE and Headcount for UW Bothell Programs by Year Exhibit 2.2 UWB Transfer Agreements Supporting Student Success in a Two-Plus-Two Model Exhibit 2.3 Examples of Administrative Interdependence between UW Bothell and UW Seattle Exhibit 3.1 Running Start Students from Regional Community Colleges Exhibit 3.2 Workforce Implications of Regional Economic Development Exhibit 4.1 Recommended Growth Model (Scenario 2) Including Tuition Contribution Exhibit 4.2 Recommended Growth Model Excluding Tuition Contribution Exhibit 4.3 Enrollment, Operations Budget, and Capital Requirements Forecast, Scenario 1 Exhibit 4.4 Enrollment, Operations Budget, and Capital Requirements Forecast, Scenario 3 Exhibit 4.5 Costs per Student FTE End Notes and References 3

4 Executive Summary This report responds to the Washington State Legislature s directive for the University of Washington Bothell (UW Bothell) to appraise its current status, evaluate regional needs relative to state goals for higher education, and propose a responsive mission and developmental pathway. The self-study and proposals for future development come as the state faces expanding demand for access to higher education and workforce needs for more graduates with bachelor and graduate degrees. Our response focuses on unique needs of our region for access to and completion of University of Washington degrees, continuing our historical partnerships with community colleges, and creating new pathways for degree completion. Successful Accomplishment of Initial Legislative Goals The UW Bothell s accomplishments closely match original legislative goals for our campus: Successful service to place-bound and non-traditional students Greater access to baccalaureate and graduate degrees Collaboration with community colleges in responding to regional needs Developing regional higher education capacity that reflects the standards of the University of Washington The profile and achievement of UW Bothell students demonstrates success with these expectations: In 2003, 42% of students were enrolled part-time, 32% depend on evening classes, 57% were 26 years of age or older, and 77% worked full or part time. While a high percentage of the students attending UW Bothell reflect many of the characteristics associated with being non-traditional, their rate of success with respect to degree attainment is high. Of all students who were admitted in autumn of 1998 as baccalaureateseeking transfers new to the University and who completed at least two quarters of study, 93% earned UWB degrees. Since our programs began in 1990, UW Bothell has graduated a total of 4670 students, 90% of whom continue to live in King and Snohomish counties, bringing additional wage-earning capacity and other benefits to the immediate region surrounding. In addition to contributions of its graduates, UW Bothell supports regional development through numerous faculty-community partnerships, start-up businesses and externally funded grants. A Campus with Distinctive Character While achieving these impressive outcomes, UW Bothell has also emerged as a campus with a distinctive character. The academic standards of the University of Washington have provided a solid foundation for the qualities expected in both faculty and students, while proximity to the Seattle campus has enabled our campus to develop its unique approach and identity. We are known, first of all, as an innovative, interdisciplinary campus where faculty-student relationships matter, and where each student receives the support needed to succeed. A flexible curriculum and careful attention to teaching and learning complement this personal attention, ensuring that students develop broad understandings and specific skills in inquiry, critical thinking, writing, speaking and teamwork. Our students look for education that prepares them for both work and further education. Their records after graduation and their evaluations of their campus experiences indicate that these expectations are more than met. UW Bothell built this successful record and distinctive character while working in close partnership with regional community and technical colleges as well as the University of Washington s Seattle campus. Strong transfer agreements with six community colleges complement co-location with Cascadia Community College to create smooth pathways for students into UW Bothell programs. At the same time, development as a University of Washington campus and proximity to the University s Seattle campus have 4

5 led to myriad interconnections between UW Bothell and UW Seattle. This relationship has created beneficial opportunities for students and faculty as well as important regional resources that would have been impossible to duplicate through either the expansion of the Seattle campus or the development of a new independent institution. A Dynamic and Growing Region The core region served by UW Bothell encompasses the metropolitan area comprised of North and East King County and Snohomish County. Given that our students commute to UW Bothell, their residences in the zip codes surrounding the Bothell campus affirm this core regional focus. The majority of our students come from this core area, but other students from throughout the rest of King County, the Northern Puget Sound Basin and into Skagit County attend as well. UW Bothell s region encompasses diverse communities and populations, but overall can be characterized as a very dynamic, well-educated region experiencing successful economic and community development. The region s economic development plans emphasize growth and retention of new and current businesses in key sectors, as well as building the density of intellectual and creative capital needed to sustain its information-intensive commercial base. In this context, developing leaders for the educational, health, social and cultural infrastructure of the region is just as important to economic development as is preparing workers for technical occupations in primary industries. Business expansion in the region requires managers and leaders for both primary industries and the supporting service businesses. The region also includes many of the state s leading school districts and community colleges. It produces a disproportionately large number of academically well-prepared students who seek access to baccalaureate degrees. Distinct Regional Needs for Higher Education The region has two unique characteristics with particular importance for the state s higher education goals and UW Bothell s plans. First, a high-quality educational pipeline in the region has consistently produced exceptionally large demand for access to the University of Washington. For example, in Fall 2004, 60% of Table S.1: Projected Unmet Need for University of Washington Degrees: New Freshmen and Transfers New Transfers New Freshmen For supporting data analysis, see Tables 3.1 and

6 new in-state freshmen at UW Seattle came from King and Snohomish Counties, as did 60% of those who qualified but were denied due to space limitations. 1 A similar level of unmet need for UW degrees exists among potential transfer students from regional community colleges, where 55% have historically transferred to a UW campus and 57% indicate that this is their intent. Combining freshmen and transfer applicants, the region will produce between 1600 and 2200 students during each of the next six years who have taken the difficult courses and done the work to qualify for University of Washington admission, but who cannot be accommodated either on the Seattle campus because of space constraints or on the Bothell campus at its current level of FTE funding (see Table S-1). Second, the region served by UW Bothell has historically been a leader in the state in job creation and economic development. While about one-third of Washington s jobs now require a baccalaureate degree or higher, jobs requiring this level of education have grown very quickly in our specific region. The result is that companies have depended heavily on out-of-state hiring. In order to meet the needs of the region s economy as it recovers from the recent downturn, a significant increase is needed in baccalaureate and graduate degrees. The center of gravity for workforce preparation in this region has shifted to education at the baccalaureate level and above, and has led to an emphasis on broadly-based, life-long learning for leadership roles in the region s civic, cultural, health, and educational infrastructure. UW Bothell s Plan to Address Regional Needs. In response to the state s higher education goals and the distinctive needs of our region, UW Bothell proposes four priorities for future development: Grow as a University of Washington campus. First, to best serve our region UW Bothell should remain a critical component of the University of Washington with the same expectations for excellence in teaching, learning and scholarship that have shaped campus development to date. This will ensure that we can respond to the demand for access to high-quality baccalaureate degrees in the region from an exceptionally large number of academically well-prepared and highly-motivated students and their families. While the region s needs for baccalaureate-level education include access to a full array of comprehensive regional institutions and center programs, high demand for a University of Washington degree from students and their families creates a unique and distinctive need in our region. Our remaining three priorities assume UW Bothell s continuing role as part of the University of Washington and reflect the University s commitment to enhancing access to bachelor and graduate degrees for academically qualified traditional and non-traditional students. Expand upper-division programs in partnership with community colleges. Second, we propose to continue and enhance our current success with community and technical colleges to provide access to baccalaureate education through a two-plus-two model. We propose to strengthen community college partnerships through co-admission and co-enrollment models that give students who intend to transfer clearer pathways to a bachelor s degree and more flexibility in combining opportunities at community colleges and UW Bothell. Implementing this priority will require additional state funding, so that the campus can accommodate a rapidly expanding transfer population that already exceeds capacity. Establish a small, targeted lower-division program. Third, we propose that UW Bothell receive legislative authority to offer lower-division programs. What we have learned in our fifteen years is that unanticipated blockages develop in the two-plus-two model. Lower-division authority will allow us to create several alternative pathways to baccalaureate degrees that address these blockages by responding to students individual needs. For example, many students find it difficult to complete a full 90 hours of lower-division courses before beginning their upperdivision work. Others need only a few courses before beginning upper-division studies and find it disruptive to attend two separate institutions. Still others seek an alternative to existing lowerdivision programs. Our proposals include a targeted effort to address these difficulties while continuing to focus on the two-plus-two model as our primary approach. To address these needs, 6

7 we propose to establish: (a) co-admission and co-enrollment models with community college partners that allow students to register simultaneously in lower- and upper-division courses; (b) access to critical prerequisite courses that allow non-traditional students to enter UW Bothell before fully achieving junior standing; and (c) a full lower-division program for a small leadership class of new freshmen who qualify for UW admission and are more likely to succeed in the small personal environment offered by UW Bothell. Because of our commitment to access for all applicant groups, we also expect to include non-traditional students in this leadership class. While our plan envisions this lower-division program to remain small as a reflection of the Legislature s emphasis on collaboration with community colleges and co-location with Cascadia Community College, the plan is not intended to preclude eventual transition into a full four-year program that responds more directly to the region s needs for UW degrees. Expand graduate and professional programs that address regional needs. Fourth, UW Bothell s proposal for the future anticipates a continuing need for graduate and professional programs to support the region s continued development. Current master s programs in nursing, education, business and applied policy studies address continuing regional needs. New programs will be added as additional areas of need are identified through regularly scheduled regional assessments. Further program growth will allow UW Bothell to sustain its close connections to regional organizations and employers, and to contribute to regional advancement through both its graduates and its scholarship. UW Bothell will meet these goals while remaining a commuter campus without residence halls and athletic teams. While we propose to continue our collaborations with UW Seattle in doctoral programs, we do not request authority for locally conferred doctoral degrees or envision development of major research programs that would limit our signature focus on excellence in teaching and learning. While faculty responsibility for scholarship will continue, we plan for selected and limited development of research structures like those supported at UW Seattle. Support for our four priorities and approval of UW Bothell s plan will lead to outcomes relating directly to the state s goals for higher education and the region s needs. We expect to increase the number of baccalaureate degrees awarded to the region s residents, and through those graduates to contribute directly and substantially to both economic and community development, as well as to the individual wage-earning potential and the broader well being of our citizens. By establishing additional pathways to baccalaureate degrees, we expect to help local communities develop opportunities for place-bound and place-valued students who can support the region s continued development. Further, we expect that both our community partnerships and our focus on preparing students for leadership roles will continue making the valuable impact on our region s infrastructure so vital to its continuing economic success. By studying local issues through the lenses of global and disciplinary perspectives, we will continue and expand the scholarly interactions that already contribute to business and infrastructure development in the region. UW Bothell s plan offers a cost-effective means of increasing bachelor s and graduate degrees. Our specific focus on expanding opportunities for academically well-qualified students supports the efforts of communities in our region to give place-bound and place-valued students more local options for higher education. And, our record of on-time graduation for all students, both traditional and non-traditional, complements reasonable expansion costs to make UW Bothell a particularly reasonable investment in increasing degree production. Further, because UW Bothell already has built capacity for an additional 400 students, the initial phase of our plan is particularly efficient in its use of state funds. 7

8 I. Context and Background 1. Introduction This report by the University of Washington, Bothell responds to the Washington State Legislature s request in Substitute House Bill 2707 (SHB2707) that each newer campus in our state assess its development and recommend pathways for future evolution. The bill requires each branch campus to examine its instructional programs, costs, research initiatives, student enrollment characteristics, programs offered in partnership with community and technical colleges, and regional context. Subsequent recommendations must address: a. The education model that best suits the campus (e.g., two- plus-two model, four-year institution or another alternative) b. The mission that best suits the campus (e.g., upper-division baccalaureate education, instruction and research targeted to support regional economic growth or another alternative) c. Data and analysis that illustrate how the model will increase baccalaureate and master s degree production d. An estimate of the costs to implement the recommendation [RCW 28B.80. and RCW 28B.45] A. UW Bothell s Self-Assessment and Planning Process To respond to the requirements of SHB 2707, UW Bothell formally and informally engaged a wide range of regional and community stakeholders. This report also draws upon a decade of rigorous research on the needs and preferences for higher education in our region, including: and multi-dimensional needs assessments Annual or semi-annual student, alumni and community surveys Interviews and focus groups that guide the development and implementation of programs and services at UW Bothell Biennial strategic planning and goal-setting processes (See bibliography in Appendix A, Exhibit 1.1; results from these studies appear throughout this document.) Planning and analysis to prepare this report began with a UW Bothell faculty retreat in Spring 2004, which provided the foundations and general guidance for our efforts. Chancellor Warren Buck appointed two committees to develop and review UW Bothell s report in response to the requirements of SHB 2707: a representative Core Group responsible for compiling relevant data and developing the report, and an External Advisory Committee to review major themes and conclusions proposed for the report by the Core Group. These committees worked in tandem to bring detail and focus to the self-study and to ensure that our plans align with external needs. As the report s primary themes and developmental goals became clear, formal and informal briefings occurred with additional regional constituents, including our educational partners, local businesses, government and civic leaders, and professional and service organizations. These meetings brought clearer focus to important issues associated with access to baccalaureate degrees and regional economic development. UW Bothell has sought to give particular voice to our partners in community colleges and at UW Seattle as well as to leaders concerned with our region s economic future. Appendix A, Exhibit 1.2 lists the participants in our regional consultations. 8

9 B. Context for Planning Substitute House Bill 2707 and our subsequent proposals for UW Bothell s future development coincide with several state higher education challenges. The proportion of state citizens who earn a baccalaureate degree is low in comparison to other states. In 1987, 42 states enrolled more students per capita in upper-division classes than Washington. 2 For complex reasons, including lower levels of Full Time Equivalent (FTE) funding in Washington, our competitive position has improved slightly: we currently rank 33rd in baccalaureate production among states. 3 Low baccalaureate degree production contrasts sharply with the state s labor market trends, in which jobs increasingly require at least a bachelor s degree. It is compounded by a forecasted increase in the state s college-age population that will create greater demand for access to affordable, high quality higher education in the next six to 10 years. At the same time, Washington is a national leader in awarding associate degrees and has invested extensively in community and technical colleges. While these institutions make the first two years of college more affordable for many students, nationally the discontinuities between community colleges and baccalaureate campuses have meant that fewer students who start their education in associate degree programs actually go on to receive bachelor s degrees. In order to produce more bachelor s degrees, the state depends on creative collaborative models between baccalaureate institutions and community colleges, and needs alternative education pathways that help students complete their degrees. In response, Washington s Higher Education Coordinating Board (HECB) established two key goals in its 2004 Strategic Master Plan for Higher Education: 1) Increase opportunities for students to earn degrees, including associate, baccalaureate and graduate degrees 2) Respond to the state s economic needs by increasing the number of students who earn degrees in high-demand fields, as well as the numbers who complete job-training programs and those whose gain enhanced basic skills 4 These themes provide the backbone for UW Bothell s response to SHB Our report begins with an overview of our campus development and discusses our accomplishments to date. We then consider UW Bothell s future through an appraisal of our region s needs, and propose a development pathway with specific results we believe address the state s key priorities. C. UW Bothell s Regional Responsibility The region served by the University of Washington Bothell was originally defined through location studies undertaken by the UW at the recommendation of the HECB. 5 The results of these studies, which emphasized the importance of minimizing commuting distance for place-bound students, was a recommendation to locate the UWB campus in the Bothell-Woodinville area and to emphasize service to North King Counties and Snohomish Counties. This primary service region is shown in Figure 2.1. While a great majority of UW Bothell students come from this originally-defined region, actual attendance is determined by students choices to commute to campus. UW Bothell students actually come from a wider area, leading us to enlarge the definition of our region for this report. While several students commute from as far as Wenatchee, Port Angeles, and Winthrop, the vast majority still come from immediately surrounding counties. Consequently, our analysis of regional characteristics and needs encompasses all of King and Snohomish Counties and, where appropriate, draws on data related to the Seattle-Bellevue-Everett Standard Metropolitan Statistical Area. This focus on King and Snohomish Counties has meant that UWB serves many distinct communities with different social and economic priorities and varying needs for student access to higher education and 9

10 Figure 2.1. UW Bothell Student Residence in Source: UW Bothell, Office of Academic Affairs internal analysis 10

11 support from higher education for economic development. 6 The region is quite diverse and generalizations are difficult. Nevertheless, the region as a whole is characterized by innovation, dynamism and growth. It is home to vital economic sectors and occupations that constitute critical components of both future successful economic growth and quality employment in the State of Washington. Most importantly for UWB, our region s arenas of economic innovation, expansion and employment are notably dependent upon an increasingly highly educated workforce for both their past and future success. Economically, King and Snohomish Counties are among the most dynamic and successful economic areas of the state. While the region suffered during the recent recession, these two counties remain comparatively robust and major keys to regional and state-wide economic development and well-being into the future. These two counties are among the two most populous counties in the state, the four fastest growing in the state and the three counties with the highest per capita income in the state. 7 Overall, the Puget Sound Region and UW Bothell s primary service region are home to dynamic, relatively prosperous citizens with above state average levels of education, economic security, amenities and cultural and recreational opportunities. Yet, the socio-economic and cultural geographies in our region are both complex and diverse within the larger framework of growth that benefits many but not all residents. In keeping with its mission to serve non-traditional as well as traditional students, UW Bothell s goal is to work with our partners in regional school districts and higher education to make it feasible for all who live here to acquire the high quality educations critical for individual futures as well as collective economic, social service and civic futures of our region. Demographic data for the region are presented in Appendix A, Exhibit 1.3, with tables comparing King and Snohomish Counties as well as the three major cities in our region Seattle, Bellevue, and Everett. The Appendix also provides information on educational attainment in the region. Noteworthy are the large percentage of first-generation immigrants (17% of the Seattle population, 25% of Bellevue, and 12% of Everett), the relatively high percentage of the population who are of working age, and the relatively large percentage of residents who have achieved a baccalaureate degree or higher, although this seems to be partly the result of in-migration rather than an indication of educational attainment by native residents. 2. Foundations for Distinction A. Legal Foundations State-prescribed Role and Mission. In 1987, the HECB included branch campuses in its Master Plan for Higher Education. Noting that much of the state s population... has insufficient and inequitable access to upper-division baccalaureate education, the plan proposed developing branch campuses to increase educational opportunities in the state s urban centers. The University of Washington was asked to develop plans for branch campuses in the Puget Sound region. 8 Based on these recommendations, the Washington State Legislature formally authorized branch campuses in The legislative findings provided clear direction for branch campus development and are summarized as follows: The benefits of higher education should be more widely available to the citizens of the State of Washington, and a citizen's place of residence can restrict his or her access to educational opportunity at the upper-division and graduate level Because most state-supported baccalaureate universities are not located in major metropolitan areas, those citizens living in the central Puget Sound area, the Tri-Cities, Spokane, Vancouver, and Yakima, have insufficient and inequitable access to upper-division baccalaureate and graduate education 11

12 It is difficult or impossible for place-bound individuals who are unable to relocate to complete a baccalaureate or graduate degree. It also restricts financially needy students ability to attend school, since many of those students must work, and work is not always available in communities where four-year universities are located Insufficient educational opportunities in metropolitan areas affect the economies of the underserved communities. Businesses benefit from access to the research and teaching capabilities of institutions of higher education The HECB recognizes a need to expand upper-division and graduate educational opportunities in the state's large urban centers, and has attempted to provide a means for meeting future educational demand through a system of branch campuses The legislature endorsed the creation of branch campuses for the University of Washington and Washington State University stipulating that community colleges and four-year institutions are to share responsibility of providing the first two years of a baccalaureate education. Community colleges and fouryear institutions are to cooperate to successfully and efficiently operate the state's higher education system, and to employ a two plus two educational model at branch campuses. 9 These legislative priorities are reflected in the HECB s original mission statement for branch campuses adopted in the 1990 Master Plan for Higher Education: Provide degree-granting programs at the upper-division and master s levels Serve primarily place-bound individuals in the area surrounding each branch campus Support scholarly activity by faculty and students, ensure the intellectual vitality of the institution, maintain high quality instruction and provide opportunities for professional growth Encourage and support public service activities which strengthen the local community and enhance the educational experience of students 10 In 1994, the Legislature reiterated the focus of branch campuses and specified that the UW Bothell locate its permanent campus with Cascadia Community College. 11 These state actions created a founding role and mission for UW Bothell that focused on upper-division and graduate programs, required collaboration with community and technical colleges and emphasized serving place-bound students in urban North Puget Sound. By establishing the campus as a component of the University of Washington and requiring co-location with Cascadia Community College, the Legislature also created a unique framework within which the campus would develop. These two features have had a pervasive influence on UW Bothell s evolution. First, the campus emerged as an integral part of the University of Washington, sharing expectations for excellence in teaching and scholarship, benefiting from well-developed faculty governance infrastructure, and sharing services for academic and administrative support. Second, co-location with Cascadia Community College has shaped a distinct evolutionary path in the organization of campus programs and services. Development as a University of Washington campus. UW Bothell developed under the auspices of the University of Washington s Board of Regents and existing laws and policies of the university. Maintaining the academic quality associated with the University of Washington was a central tenet of the original plans for the campus. As noted in the University of Washington s 1988 Report to the HECB, each branch campus would report to the Board of Regents through the University President. The Regents retained authority to review and approve degree programs and appointments and to confer degrees. The university s administrative and faculty standards, rules and governance mechanisms are central to branch campus governance structure and are codified in the University of Washington Handbook. 12 The faculty have major responsibility for: 12

13 Educational policy and general welfare Policy for regulating student conduct and activities Scholastic policy, including requirements for admission, graduation, and honors and approval of candidates for degrees Criteria for faculty appointment, tenure and promotion Recommendations concerning campus and university budgets Formulating procedures to carry out established policies and regulations Today, the faculty of all three University of Washington campuses function as a single faculty insofar as there is a single UW Handbook that defines academic standards, conditions and procedures for governance and employment. The handbook is safeguarded and amended only through a single Faculty Senate, to which all faculty belong. The campus faculties remain separate, however, insofar as the faculty at each campus is responsible for that campus programs, curriculum, promotion and tenure. Administratively, evolution of the UW Bothell campus was facilitated through many shared services within the larger university, including a single library system, and support from budget, institutional research, personnel, sponsored programs, student affairs, computing services and other offices. With time and growth, UW Bothell has begun directly implementing more of these services while still relying on support from Seattle in a variety of specialized fields and skilled trades. We also developed special administrative services suited to our campus and student needs. Development as a part of the University of Washington ensured vital integration of teaching, scholarship, and service and a central concern with excellence in teaching and learning. At the same time, UW Bothell has had the flexibility and support to evolve in ways that respond to unique regional educational needs, and to focus on questions and challenges that arise in the region s economic development. Co-location with Cascadia Community College. Co-location over the last four years has stimulated wideranging cooperation between UW Bothell and Cascadia Community College in areas of campus administration, student services and academic planning. A series of Co-location Agreements formally document these relationships in areas such as building and grounds maintenance, utilities, library and media services, security, student newspaper and university bookstore. In most of these agreements, UW Bothell provides services for both institutions and is reimbursed by Cascadia Community College for its share of the costs. Consequently, these co-location agreements have led UW Bothell to develop an administrative, academic and student services infrastructure that would support a larger physical facility and more students and faculty than UW Bothell programs would require by themselves. A complete list of these agreements is included as Appendix A, Exhibit 1.4 Co-location with Cascadia Community College helped UW Bothell develop unique opportunities for our central teaching and learning mission, and to engage surrounding communities. Two excellent examples may be found in our Library and Media Services, on the one hand, and in our Campus Wetlands Restoration Project. For example, the shared campus was built to share key academic resources offered by our Library and Media Services. Our library is an integral part of the UW Library System with whom Casacadia directly contracts for services. UW Bothell and Cascadia students (uniquely among community colleges in this state) both have direct access to the substantial resources of the UW Libraries, including more than 52,000 books and learning resources here, over 6,000,000 across the UW Libraries, and 52,000,000 through the Summit System in which UW participates. Further shared access and service are provided through Media Services, which offers a broad spectrum of resources, facilities and assistance to students and faculty. Through a co-location agreement, Cascadia faculty and students share in these resources, both in classrooms that have broad technology and media support and in our shared facilities such as the multi-media lab. 13

14 Coordination between Cascadia Community College and UW Bothell also includes efforts to define curriculum pathways to support a smooth transition from Cascadia s lower-division programs to UW Bothell s upperdivision programs. We are pleased with our shared progress constructing these pathways and advising students. In , we are partnering with Cascadia as well as with Shoreline Community College to develop a pilot co-admission, co-enrollment program. Cascadia currently ranks fifth among state institutions from which our students transfer, although it has had only three graduating classes to date. As Cascadia continues to develop its programs, we expect an increasing number of students to transfer directly to UW Bothell. Co-Located Wetlands Restoration Project A unique success for our region and our students is the UWB/CCC co-located Wetlands Restoration Project on approximately 58 acres of the old North Creek flood plain. Comprising half the territory of our shared campus, this project constitutes one of the largest wetlands restoration efforts in the Northwest. It began on our campus during the early phases of design and construction; restoration continues today even as it grows more integrated into community and campus life. Our Wetlands quickly grew into a major community resource as well as a living laboratory for UWB and Cascadia classes and for students visiting from surrounding school districts. It serves as a centerpiece for the UW three-campus Wetlands Restoration Ecology Network. Boardwalks connect the Campus Wetlands to the regionally popular Sammamish River Trail while new signposts designed by Cascadia students guide visitors. Today UWB and Cascadia continue to work jointly to guide the project through our UWB/CCC Wetlands Oversight Committee. B. Institutional Foundations From the opening of its Liberal Studies program in Fall 1990, through the addition of new programs and expanding opportunities for students in following years, faculty and staff in UW Bothell s academic programs and services strongly identified with the legislature s fundamental reasons for creating new branch campuses in Washington state. As noted above, these goals include: serving place-bound students in urban and metropolitan areas, working cooperatively with community college partners to provide regional access to baccalaureate and graduate degrees, and supporting regional development through both education and research. At UW Bothell, faculty, staff and administrative commitment to expanding regional access to the benefits of high quality, relevant higher education took immediate root and proved successful and enduring. These central goals quickly became enshrined in our first-- and still very much living--motto that encapsulates our commitment to both students and community constituents: "UW Bothell: Access to Excellence." Our commitment to educational excellence for regional students, their families and community stakeholders is expressed in two key formal UW Bothell documents as well as in the living history of The University of Washington, Bothell holds the student-faculty relationship to be paramount. We provide access to excellence in higher education through innovative and creative curricula, interdisciplinary teaching and research, and a dynamic community of multicultural learning. the campus. In 1996, the General Faculty Organization (GFO) formally adopted our statement of Mission and Goals for the University of Washington, Bothell. "The University of Washington, Bothell holds the student-faculty relationship to be paramount. We provide access to excellence in higher education through innovative and creative curricula, interdisciplinary teaching and research, and a dynamic community of multicultural learning." Nine central goals consistently guide UW Bothell's academic and institutional planning and development: 14

15 Serve college-age and established adult students as well as the community at large by providing access to a premier institution of higher education Emphasize and develop critical thinking, writing, and information literacy, in order to graduate students with life-long learning skills Actively recruit and support outstanding faculty scholars with a passion for communication Build an inclusive and supportive community of learning, and incorporate multicultural content and diverse perspectives on ethnic and racial groups, gender, sexual orientation, social class, and special needs Encourage and support collaborative, interdisciplinary, and cross-program initiatives Provide quality curricula by making use of the best of educational technology in support of teaching and learning Attract an internationally diverse student body and a nationally recognized faculty and staff Support excellence in student services, academic services, such as library, writing center, computing services and physical facilities Foster productive relationships with the employment community and promote a strong public service commitment (Mission and Goals of the University of Washington, adopted by the General Faculty Organization June See Appendix A, Exhibit 1.5 for full text.) UW Bothell's fundamental commitments to its mission are further affirmed by our Vision and Core Values Statement for the University of Washington, Bothell. This document was formally approved by the Chancellor's Cabinet in April 2002 after lengthy organizational review. The Vision Statement reads: The University of Washington, Bothell will be a transformational learning community. We will serve as a catalyst to enhance quality of life throughout our region. Our culture of learning, committed to disciplined inquiry and responsible service, will be woven into our organizational and operational life. We will be noted for relevant, discipline-bridging scholarship valued in the community and respected in the academy. Our success will attract a highly motivated and diverse student population and a faculty and staff of exceptional ability and dedication. Three principal values underlie UW Bothell s identity and signature strength as an institution of higher learning. They are crucial to realizing our mission and to accomplishing our vision for the future: transformational learning; engaged scholarship; and inclusive culture. Our core documents form the foundation for our continuing academic and regional success. Further, they shape our ongoing organizational assessment and development as we plan for both near and long-term futures. (See Appendix A, Exhibit 1.6 for these and related documents.) Our fundamental mission and the values, practices and priorities to which it gives rise are affirmed by ongoing performance assessment and input from our constituent communities. Our priority commitments are broadly shared and we are evaluated highly for our efforts to implement these goals. (See Table: Preferences for UWB Teaching and Learning Environment in Appendix A, Exhibit 1.7 for related data. The distinctive character and academic environment of UW Bothell both emerge from and inform the fulfillment of our mission, goals, vision and strategic priorities. As noted, these in turn derive from the Legislature's initial mandate that we should provide excellent baccalaureate and graduate education for the residents of this region and the communities, businesses and organizations in which they live and work. As the next sections show, these foundational documents have had pervasive influence on the development of the UW Bothell culture and programs. They have resulted in impressive accomplishments related to the original legislative goals and a distinctive campus character that reflects the unique needs and opportunities of our region. Turning to the future, the commitments detailed in these foundational documents provide an excellent foundation for addressing new regional needs. 15

16 II. UW Bothell s Accomplishments and Character Working within established legal and institutional frameworks, UW Bothell achieved remarkable success meeting the legislature s initial goals for branch campuses. This section summarizes UW Bothell's principal accomplishments since the institution s formation including developing programs to serve the region, providing access to non-traditional students, ensuring degree completion and supporting regional development. As the campus has reached these accomplishments, it has also developed a distinctive character that simultaneously matches the academic quality of the University of Washington and responds to the particular needs of students, communities, and businesses in our region. This chapter concludes with a description of characteristics that uniquely position our campus for successful future development. 1. UWB Accomplishments and Outcomes ( ) A. Building Program Capacity The first challenge for a new institution is to develop a set of programs that matches students aspirations and regional needs. This occurred at UW Bothell in conjunction with a rigorous planning process with indepth study of regional needs. Each new program emerged from thorough analysis of academic, economic Table 2.1 Program/Degree History Summary UWB Degree Year of HECB/Regents Approval Year Funded and Initiated Bachelor of Arts in Liberal Studies (Now BA in Interdisciplinary Arts and Sciences) Bachelor of Science in Nursing Master of Education BS in Business Administration Post-baccalaureate Teacher Certification 1996* 1996 BS in Computing and Software Systems Master of Management/now Master of Business Administration Master of Arts in Policy Studies Bachelor of Science in Environmental Science Master of Science in Nursing Master of Science in Computing and 2002 Not yet funded Software Systems Master of Arts in Cultural Studies Expected 2005 *did not require HECB approval. Source: UW Bothell, Office of Academic Affairs internal analysis 16

17 and community needs. The results provide information related to potential regional higher education needs, along with an overview of regional perceptions about UW Bothell and constituents' preferences for future development. Our ongoing academic planning and research also includes annual surveys of current students, regular analyses of demand for skills, abilities, and fields of study, and special quantitative and qualitative institutional research associated with the evaluation of current programs and development of new offerings. The result of this careful program development process is that, at the undergraduate level, UW Bothell currently offers five baccalaureate degrees (many with optional concentrations) and five minors in various fields. At the graduate level, we offer five master's programs and one post-baccalaureate certification program. Table 2.1below lists UW Bothell undergraduate and graduate degrees, the year each was approved, and the year the degree was funded and initiated. The total number of programs and degrees reflects a commitment to interdisciplinary preparation of undergraduate students and serves the region's needs for broadly prepared leaders in business and civic arenas. Many of UW Bothell's current undergraduate degrees can easily expand to meet currently known and anticipated future demand. While we anticipate development of new degree programs at a measured pace, particularly as facilities appropriate to more technical, artistic or laboratory studies become available, our interdisciplinary focus is a distinctive and successful alternative to the more specialized degrees available at other institutions in the region. We expect to sustain and build on this interdisciplinary foundation as new degree programs are added. B. Growth in Student Enrollment After a brief start-up period in the 1990s, UW Bothell s student enrollment closely matched annual funded FTE targets. Our campus experienced solid growth in all program areas and has successfully met enrollment targets for both undergraduate and graduate programs. Figure 2.1 compares UW Bothell's actual and funded enrollments since 1990 and shows FTE distribution across upper-division and graduate programs. As with other state higher education institutions, these FTE levels do not include students participating in the state's tuition exemption program. UW Bothell contributes disproportionately to this program, particularly in high demand fields such as nursing and education. Figure 2.2 shows enrollment by program. Figure 2.1 Funded and Actual Enrollment History Year Funded FTE Actual FTE Source: UW Bothell, Office of Student Affairs internal analysis of enrollment data 17

18 Figure 2.2 Program Degree History BA Business Administration Year Med BA Interdisciplinary Studies MA P ublic P olicy BS Nursing MBA Teacher Certification BS Environmental Science BS Computing & Software Systems MN Source: UW Bothell, Office of Student Affairs internal analysis of enrollment data. Source data can be found in Appendix A, Exhibit 2.1 UW Bothell enrollments are always affected by admissions policies and decisions at UW Seattle. Enrollment levels between the campuses appear to interplay. For example, except during 1990, the first year of operations for UW Bothell (and UW Tacoma), in each year that UW Bothell enrolled fewer students than were funded by the state, UW Seattle enrolled more than the state supported. Thus the University as a whole always exceeded funded enrollments in the Puget Sound region. C. Expanding Access for Non-traditional Students When UW Bothell first opened its doors, our students were almost entirely non-traditional (e.g., they were older than 24 years, most of them worked, they tended to be time-bound and placebound, and many had not been enrolled at a college or university for some time). Once enrolled, these nontraditional students generally went to school part-time during the evenings and occasionally on Saturdays. In subsequent years, we have seen a gradual change towards a student body comprised of both non-traditional students and BEN STERCIUC NURSING Graduate RN BSN 2000/MN 2004 Owner of Adult Family Homes Washington State Business Man of the Year 2003 Ben Sterciuc is a husband, father, nurse and businessman. He emigrated to the U.S. from Romania in 1990 and has since earned an Associate Degree in Nursing from Bellevue Community College, a Bachelor of Science in Nursing degree from UW Bothell, and a Master of Nursing degree as a member of UW Bothell s first MN class. While getting advanced training in geriatric nursing, he owned and operated two adult residential care homes on Seattle s eastside as well as a successful referral service for seniors needing long-term care. To enhance senior care in the community, he also founded the Romanian Adult Family Home Network, sharing his expertise with others. In 2003, the Washington Small Business Advisory Council named Sterciuc Businessman of the Year. He wrote of his baccalaureate and master s nursing education at UW Bothell: Three words come to mind when I think of my experience in the UW Bothell Nursing program: respect, encouragement and success! The faculty and staff in this well-run program, plus the application of theory to practice, have prepared me well for my work in geriatric nursing. 18

19 increasing numbers of more traditional college-age students. Because UW Bothell has remained upperdivision and graduate, our student body does not yet resemble a conventional four-year undergraduate student profile that is found at UW Seattle, Evergreen State College or Western Washington University. Several programs continue to serve non-traditional students as a primary focus. In the Master of Nursing program, for example, students average age is 47. The overwhelming majority of UW Bothell's students have come to the University of Washington from the same surrounding zip codes that continue to be the heart of our primary service region. We remain committed to providing "access to excellence" for regional residents, and particularly to serving older, working and part-time "non-traditional" students. Indeed, students, graduates and faculty at UW Bothell comment about the advantages of our campus teaching and learning environment derived from the diverse mix of traditional and non-traditional students. A glance at basic demographic and enrollment characteristics of our student body in Autumn 2003 underscores UW Bothell's continuing engagement with non-traditional students: 13 Part-time/Full-time Enrollment: 42% of our students are enrolled part-time while 58% are now enrolled full-time. The average undergraduate today takes 11.9 credit hours; the average graduate student is enrolled for 8.2 credits. Day/Evening Enrollment: The majority of our students are enrolled during the day. However, 32% continue to enroll in the evenings and this pattern varies considerably among programs. Age: Our student body has grown younger on average, but remains diversified by age: 43% are between 18 to 25 years old, 32% are between 26 and 35 years old, and the remaining 25% are 36 or older. Work: Our students continue to work while pursuing their degrees: 44% work full-time and 33% work part-time. This distribution is not significantly different than in 1998 when 83% were employed either full or part-time. Residence: 64% of students enrolled in Autumn 2003 live in King County, while an additional 27% live in Snohomish County. The remaining 9% are scattered. Interrupted Education: 49.5% graduated from high school more than ten years ago. First Generation Students: 44.5% are first generation college students. Attendance at Multiple Institutions: 50% transferred from regional community college partners, while 30% transferred from non-regional and out-of state community colleges and universities; 20% transferred from UW Seattle. UW Bothell students believe that the campus should serve non-traditional students, but also recognize the need for more "traditional" student support. On a 7-point scale, more than two-thirds of surveyed students rank UW Bothell s services for non-traditional students a 6 or 7 on a seven point scale, where 7 equals extremely well. Roughly half of those surveyed give the campus this rating for its service to traditional students. Our students and faculty believe there are substantial benefits to mixing traditional and nontraditional students in the teaching and learning environment. Students encounter many perspectives and are enriched by differences in skills, abilities, fields of knowledge and experience. 14 While reaching out to non-traditional students, UW Bothell has also attended to the racial and ethnic diversity of the campus and the opportunities it creates for all members of a diverse population to attain University of Washington degrees. As the campus attended primarily to Northern King and Snohomish Counties, diversity of students was similar to diversity in the population at large. As we focused on all of King and Snohomish Counties for this report, and as we studied population changes that are evident in the demographics of K-12 schools in the region, it is apparent that challenges remain in this area. Table 2.2 compares the ethnic and racial diversity of the campus with that of the general population and K-12 students in King and Snohomish Counties. 19

20 Table 2.2. Ethnic and Racial Diversity among UWB Students, K-12 Students, and the General Population in King and Snohomish Counties Regional Population Regional K-12 Population UWB Students Total Population 2,400, ,527 1,613 White 78.3% 70.4% 57.0% African American 4.4% 7.6% 2.0% Hispanic 5.3% 7.2% 2.0% Asian 9.5% 13.2% 14.0% American Indian 1.0% 1.7% 1.0% Other n/a n/a 24.0% Source: 2000 Census Data downloaded 10/12/04 from K-12 data from Office of the Superintendent of Public Instruction downloaded 10/12/04 from D. Student Success and Degree Completion While UW Bothell's students come to the campus with varied academic backgrounds, they are remarkably persistent in earning timely UW Bothell baccalaureate degrees. Of all students who were admitted in autumn of 1998 as baccalaureate-seeking transfers new to the University and who completed at least two quarters of study, 93% earned UWB degrees. A total of 4670 students have earned bachelor or advanced degrees from UW Bothell since Figure 2.3 shows how the number of degrees awarded has grown systematically over time. Of these graduates, 3762 still reside in Washington State according to alumni survey information, and over 90% of Washington residents live in King and Snohomish Counties. Graduates are highly satisfied with their UW Bothell educational experiences. The most recent alumni survey focused on UW Bothell and UW Seattle graduates who live and work in the region served by our campus. Of those surveyed, 61% of UW Bothell alumni and 60% of UW Seattle alumni rated their UW educations a 6 or a 7 on a 7 point scale that asked: "To what extent has your education at the University of Washington helped you in your career or profession?" 15 Figure 2.3 UW Bothell Degrees Produced Number of Degrees Year Undergraduate Graduate Source: UW, Bothell. Office of Student Affairs internal analysis 20