Transcript
Page 1: Student Affairs Staff Orientation Tuesday, December 16 Wednesday, December 17

Student Affairs Staff Orientation

Tuesday, December 16Wednesday, December 17

Page 2: Student Affairs Staff Orientation Tuesday, December 16 Wednesday, December 17

AgendaTuesday Morning 8:30 a.m. Introductions 9:00 a.m. Transitions 10:00 break 10:15 a.m. History 10:45 a.m. Campus Ecology Noon Lunch-Make Yourself

Known

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AgendaTuesday Afternoon 12:45 p.m. Tour 1:45 p.m. Theory Anyone? 2:45 p.m. break 3:00 p.m. Social Contract 4:30 p.m. Principles of Good Practice

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AgendaWednesday 10:30 a.m. Words of Wisdom 11:30 a.m. Ethics Noon Lunch – Our Students 12:45 p.m. Ethics 1:30 p.m. Multicultural Competence 2:15 p.m. break 2:30 p.m. Principles of Good Practice 3:30 p.m. Closure

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Introductions Name Department Favorite Food

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Learning Outcomes Increase understanding of the field of

Student Affairs Increase understanding of engaging in

Student Affairs work at Evergreen Enhance capacity to effectively serve

students Increase familiarity with colleagues

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Ground Rules Take some risks Respect confidences shared If you need clarification, ask Have fun

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Transitions TheoryWilliam Bridges (1980) Transitions: Making Sense of Life’s

Changes William Bridges & Associates

wmbridges.com/index.html

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Transitions Integrates and builds on a number of

theorists who studied human development, grieving, etc.

“Rites of passage” found in ancient or other cultures as studied by Van Gennep (1960) are also frequently referenced.

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Rites of PassageTransitions

Planned transitions Structured Understood transitions as the way to

personal growth Regardless of culture always include:

Separation Transition Incorporation

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Three StagesTransitions

Ending Neutral Zone New Beginning

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Transition Transition is different from change Transitions are impacted by life stage Often parallel milestones of same-sex

parent Transition begins when one lets go of what

s/he has been Often repeat patterns from childhood and

young adult experiences Not linear

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EndingTransitions

“Almost everything is easier to get into than out of.”

-- Agnes Allen, American Writer

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EndingTransitions

Modern Western society handles endings poorly

Must be dealt with if we are to move on to what comes next

Termination process violates our belief that development has nothing to do with loss; only gain

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EndingTransitions

Disengagement Disidentification Disenchantment Disorienation

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Neutral ZoneTransitions

“One doesn’t discover new lands without consenting to lose sight of the shore for a very long time.”

– Andre Gide

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Neutral ZoneTransitions Loss of relatedness, purpose, reality, motivation Empty, lost Old weaknesses reemerge Old reality looks transparent Nothing feels solid; often get mixed signals Tend to seek solitude and distance from

distractions Fosters creativity and self-awareness Can be traced in the great figures of our world

(e.g. Buddha, Muhammad, St. Paul, Dante, etc.)

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New BeginningTransitions

“The world fears a new experience more than it fears anything. Because a new experience displaces so many old experiences. … The world doesn’t fear a new idea. It can pigeon-hole any idea. But it can’t pigeon-hole a real new experience.”

-- D.H. Lawrence, British Novelist

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New BeginningTransitions

Come to the beginning only at the end Can be indirect and unimpressive We resist new beginnings; we fear real

change Genuine beginnings begin within us Accessible to everyone and everyone

struggles with them Can bring fear and conflict

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Top 10 Tips for Navigating Transitions (according to Bridges)

1. Expect and accept grieving 2. Define what’s over and what isn’t 3. Treat the past with respect 4. Seek support 5. Don’t act for the sake of action 6. Recognize why you are uncomfortable 7. Seek solitude 8. Persevere 9. Revisit the purpose for the new beginning 10. Begin to identify yourself with the final result

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History QUIZ

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History1. The first college in the U.S. was Harvard

University founded in 1636.2. The early colleges were founded to

educate white men to serve as clergy and community leaders.

3. The original colleges in the United States were run by faculty.

4. The original colleges in the United States followed a model of college-student interaction inherited from England.

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History5. In the early 1890s the first deans of

men/women were appointed.6. Enhanced access to higher education in

the U.S. occurred after the Civil War and again after WWII.

7. In the 1960s and 1970s colleges in the U.S. shifted away from in loco parentis.

8. The first gathering of student affairs professionals occurred in 1903.

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History9. Art Costantino is Vice President of the

regional part of the National Association of Student Personnel Administrators (NASPA).

10. The first senior student affairs position at Evergreen filled by John C. Finley in 1970 was titled Dean of Developmental Services.

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Campus Ecology Dynamic interaction of persons with the

physical and natural factors and dimensions of the campus environment

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Ecological Perspective Concern for individual change Incorporates systemic import of

environment Focus on the transactional relationship

between students and their environment Assumes environmental change as well as

individual change

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What conceptual tools do we use?Campus Ecology

Behavior= f (S X E)

Cognitive development

Sex Physical

Aesthetic development

Race Social

Identity formation Age Climate

Physical health Intelligence Residence

Moral reasoning Aptitude Opportunities

Interpersonal development

Interest Incentives

Etc. Etc. Supports

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AssumptionsCampus Ecology Campus environment consists of all the stimuli that impinge

upon the students’ sensory modalities and includes physical, chemical, biological, and social stimuli

Students shape the environment and are shaped by it. Every student possess capacity for a wide spectrum of

possible behaviors. A given campus may facilitate or inhibit any one or more of these behaviors.

The campus should be intentionally designed to offer opportunities, incentives and reinforcements for growth and development.

For purposes of environmental design, the shaping properties of the campus environment are focused upon; however, the students are still viewed as active, choice making agents who may resist, transform, or nullify environmental influences.

Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39.

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Key Components of Human Environments Physical features Aggregate characteristics of their

inhabitants Organizational designs Perceptions or constructions of those who

participate in the environmentStrange & Banning

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StepsCampus EcologyThe ecosystem design process is the design or engineering component of the

campus ecology perspective. There are seven basic ecosystem design processes. These are as follows:

Step 1. Designers, in conjunction with community members, select values.

Step 2. Values are then translated into specific goals. Step 3. Environments are designed which contain mechanisms to

reach the stated goals. Step 4. Environments are fitted to the participants in the

environment. Step 5. Participant perceptions of the environment are measured. Step 6. Participant behavior resulting from environmental

perceptions is monitored. Step 7. Data on the environmental designs’ success and failures, as

indicated by the participant perception and behavior, is fed back to the designers in order that they may continue to learn about person/environment fit and design better environments.

Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designing campus environments. Boulder, CO: Western Interstate Commission for Higher Education.

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ReferencesCampus Ecology Aulepp, L., & Delworth, U. (1976). Training manual for an ecosystem model: Assessing and designingcampus environments. Boulder, CO: Western Interstate Commission for Higher Education. Astin, A.W. (1993). An Empirical typology of college students. Journal of College StudentDevelopment, 34, 36-46. Astin, A.W., & Holland, J.L. (1961). The environmental assessment technique: A way to measure college environments. Journal of Educational Psychology, 52, 308-316. Banning, J.H. (Ed.). (1978). Campus ecology: A perspective for student affairs. Cincinnati, OH:NASPA Monograph. Banning, J.H., & Kaiser, L. (1974). An ecological perspective and model for campus design. Personnel and Guidance Journal, 52(6), 370-375. Clark, B., & Trow, M. (1966). The organizational context. In T. Newcomb & E. Wilson (Eds.), College peer groups: Problems and prospects for research (pp. 17-70). Chicago: Aldine. Costantino, A.A., & Nemeth, D.J. (1993). Enhancing the Built Environment to Promote Multiculturalism: A Collaborative Project.

Journal of College Student Development, 34, 310-311. Heilweill, M. (1973). The influence of dormitory architecture on resident behavior. Environment and Behavior, 5, 337-412. Huebner, L.A., & Lawson, J.M. (1990). Understanding and assessing college environments. In D.G. Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s (pp. 127-151). Alexandria, VA: American College Personnel Association. Kaiser, L.R. (1975). Designing campus environments. NASPA Journal, 13, 33-39. Moos, R.H., & Gerst, M. (1988). The university residence environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. Pascarella, E.T. (1985). College environmental influences on learning cognitive development: A critical review and synthesis. In J.C. Smart (Ed.), Higher Education: Vol. 1. Handbook of theory and research (pp. 1-61). New York: Agathon Press. Rodgers, R.F. (1990a). An integration of campus ecology and student development: The Olentangy project. In D.G. Creamer & Associates (Eds.), College student development: Theory and practice for the 1990s (pp. 155-180). Alexandria, VA: American College Personnel Association. Strange, C.C., & Banning, J.H. (2001). Educating by Design: Creating Campus Environments that Work. San Francisco, CA: Jossey-Bass. Walsh, W.B. (1973). Theories of person-environment interaction: Implications for the college student. Iowa City, IA: American College Testing Program.

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Lunch Make Yourself Known

Round 1 Make Yourself Known

Round 2 Omit any reference to yourself professionally

(e.g. where you work, what your job title is, what you like/dislike about your job)

Round 3 Omit any mention of your social history (e.g.

where you are from, single/partnered, family, friends)

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Tour 20 minute tour Mission of Student Affairs Student Affairs Organization Chart

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Student Affairs’ MissionThe Student Affairs division of The Evergreen State College supports the institution’s

mission by providing programs and services that assist students in achieving important learning outcomes. We do so by:

Helping students to become critical thinkers who are aware of what they know, how they learn and how to apply what they know. We support students as they learn to work in an environment that is collaborative and interdisciplinary.

Providing efficient student-centered delivery of services. Creating and maintaining a secure campus environment which offers a rich array

of intellectual, cultural, social and recreational activities. Encouraging healthy behaviors and the development of interpersonal skills. Increasing student appreciation for human diversity including consideration of

ethnicity, culture, gender, age, sexual orientation, disability, nation of origin, economic and social background.

Promoting responsible citizenship within the Evergreen community and in our global society.

Serving as an advocate for student needs and concerns and helping ensure that students have input into decisions that directly affect their lives. In addition, we share our knowledge of students gained through contacts, research and assessment.

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Student Affairs Organization Chart

Vice President for Student AffairsArt Costantino

Executive AssociateWendy Endress

Assistant for Student Conduct

Andrea Seabert Olsen

Dean, SASSPhyllis Lane

Academic AdvisingAccess Services

Career DevelopmentFirst Peoples

Health & CounselingStudent Activities

GEAR UPUpward BoundKEY & WATEP

AVP for Enrollment ServicesSteve HunterAdmissions

Financial AidRegistration & RecordsStudent Employment

Director, Residential & Dining Services

Sharon Goodman

Director of Recreation & Athletics

Dave Weber

Director of Police Services & Parking

Ed SorgerTelephone Operations

Administrative SecretaryTracey Johnson

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Theory Anyone? Theory is a hypothesis which explains

behavior or relationships. It suggests how, why and when something happens.

Student development theories include suppositions from a variety of disciplines which offer models for how students grown and learn, what prompts them to change, and when it is likely to happen.

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Self-awarenessTheory Anyone?

In order to understand and use theories student affairs professionals must examine who we are and what we believe.

Identify an experience you had in junior or senior high school that you think helped define you as an adult. What was it? What happened? What’s your informal theory about it?

Identify a recent experience in which a student or colleagues did something you did not expect. How did you come to understand it or explain it to yourself?

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Why use theory? To understand what we are really hearing

from students It provides a framework for understanding

students’ concerns, attitudes, and thought processes

It suggests questions to ask, avenues to explore, and hypotheses to test

It provides direction in contributing to student learning, advocating on students’ behalf, or providing appropriate support

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Student Development About becoming a more complex

individual Increasing the differentiation and

integration of the self Qualitative enhancement of the self

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Types of Theory Human development Psycho-social Identity (race, gender, ethnicity) Cognitive Typological

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Challenge and SupportTheory Anyone?

Nevitt Sanford (1966) Built on Erikson (1959) … a new stage

occurs when there is a developmental crisis or turning point

A balance of challenge and support must be present for development to occur.

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Social ContractAndrea Seabert Olsen

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Principles of Good Practice1. Engages students in active learning.2. Helps students develop coherent values and

ethical standards.3. Sets and communicates high expectations for

student learning.4. Uses systematic inquiry to improve student and

institutional performance.5. Uses resources effectively to achieve

institutional missions and goals.6. Forges educational partnerships that advance

student learning.7. Builds supportive and inclusive communities.

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Review

Introductions Transitions History Campus Ecology Tour Theory Anyone? Social Contract Principles of Good Practice

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AgendaWednesday 10:30 a.m. Words of Wisdom 11:30 a.m. An Ethic for the Profession Noon Lunch – Our Students 12:45 p.m. An Ethic for the Profession 1:30 p.m. Multicultural Identity 2:15 p.m. break 2:30 p.m. Principles of Good Practice 3:30 p.m. Closure

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Words of Wisdom“Hidden Rules of the Workplace” Andrea Coker-Anderson, Registration &

Records Andy Corn, Student Activities Mary Craven, Student Activities Terry Ford, Faculty Wendy Freeman, Career Development Steve Hunter, Enrollment Services Sabine Riggins, Police Services Julie Slone, Provost’s Office

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An Ethic for the Profession Ethic is the ultimate values or principles

that one holds.…it defines an individual’s character.…revealed in a person’s decisions,

actions, and behaviors.

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An Ethic for the Profession Contexts contribute to professional ethic

Personal Institutional Professional Legal

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An Ethic for the Profession Be informed

Self-knowledge Institutional knowledge

Maintain integrity Respect individuality of students Honesty and truthfulness Confidentiality and trustworthiness Discretion

Practice justice Equity and impartiality

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An Ethic for the Profession ACPA Statement of Ethical Principals &

Standards Dedicated to enhancing the worth, dignity,

potential, and uniqueness of each individual within post-secondary educational institutions and, thus to the service of society.

Committed to contributing to the comprehensive education of students, protecting human rights, advancing knowledge of student grown and development, and promoting the effectiveness of institutional programs, services, and organizational units.

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An Ethic for the Profession ACPA Statement of Ethical Principals &

Standards Professional Responsibility and Competence Student Learning and Development Responsibility to the Institution Responsibility to Society

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An Ethic for the Profession Ethical Foundations

Act to benefit others Promote justice Respect autonomy Be faithful Do no harm

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An Ethic for the Profession Nash’s 12 Questions

Have you defined the problem accurately? How would you define the problem if you stood on the other side of the

fence? How did the situation occur in the first place? To whom and to what do you give your loyalties as a person or group

and as a member of the organization? What is your intention in making this decision? How does our intention compare with the likely results? Whom could your decision or action injure? Can you engage the affected parties in a discussion of the problem

before you make your decision? Are you confident that your position will be as valid for a long period as

it seems now? Could you disclose without qualm your decision or action to your boss,

the college president, the board of trustees, your family, or the CPJ? What is the symbolic potential of your action if understood?

Misunderstood? Under what conditions would you allow exceptions to your stand?

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Evergreen StudentsLunch

1. 4,586 students enrolled in Fall 20072. 89% of undergraduate students are full-

time3. 304 graduate students were enrolled in

Fall 20074. 77% of undergraduate students are

Washington residents5. 18% of students are students of color

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Evergreen StudentsLunch

6. 42% of transfer students identify as first-generation

7. The undergraduate retention rate is 78%8. 1,233 students received degrees from

Evergreen in 2006-079. The median age of all students is 2210. 7% percent of undergraduate students

have a disability

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Multicultural IdentityArt Costantino

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Principles of Good Practice Means to conducting learning-oriented

student affairs work, based on extensive research about the impact of college on educational outcomes.

Should be incorporated into everyday tasks and interactions.

Shape how we think about our responsibilities, communicate our purposes to others, and engage students.

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Principles of Good Practice1. Engages students in active learning.2. Helps students develop coherent values and

ethical standards.3. Sets and communicates high expectations for

student learning.4. Uses systematic inquiry to improve student and

institutional performance.5. Uses resources effectively to achieve

institutional missions and goals.6. Forges educational partnerships that advance

student learning.7. Builds supportive and inclusive communities.

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Additional Resources National Association of Student Personnel Administrators (naspa.org) American College Counseling Association (collegecounseling.org) American College Health Association (acha.org) American Association of Collegiate Registrars and Admissions Officers

(aacrao.org) Association of College & University Housing Officers-International (acuho-i.org) International Association of Chiefs of Police –University/College Police Section

(theiacp.org) Association of College Unions International (acui.org) National Academic Advising Association (nacada.ksu.edu) National Association for College Admission Counseling (nacacnet.org) National Campus and Community Radio Association (ncra.ca) National Career Development Association (ncda.org) National Association of Student Financial Aid Administrators (nasfaa.org) National Coalition for Campus Children’s Centers (campuschildren.org) National Intramural-Recreational Sports Association (nirsa.org) National Orientation Directors Association (nodaweb.org) Northwest Parking Association (nwparking.org)

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12 Questions that CountClosure

1. Do I know what is expected of me at work?2. Do I have the materials and equipment I need to

do my work properly?3. At work do I have the opportunity to do what I do

best every day?4. In the last seven days have I received recognition

or praise for good work?5. Does my supervisor or someone at work seem to

care about me as a person?6. Is there someone at work who encourages my

development?

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12 Questions that CountClosure

7. At work do my opinions seem to count?8. Does the mission of my organization

make me feel like my work is important?9. Are my coworkers committed to doing

quality work?10. Do I have a best friend at work?11. In the last six months have I talked with

someone about my progress?12. This last year have I had opportunities at

work to learn and grow?

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Closure What tools do you have in your toolbox

that you didn’t have on Monday? What does it mean to be a member of the

Student Affairs division? What’s the link to your job responsibilities?

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EvaluationClosureEvaluation

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ParticipantsFall 2008 Courtney Bailey, Student Activities Alyise Bernardino, RAD Casey Birdsall, Children’s Center Mindi Bliss, Children’s Center Talcott Broadhead, OSAP Ruth Brownstein, KAOS Sarah Carlyle, Admissions Anne Carpenter, Access Services M’Liss DeWald, RAD Amber Evans, Athletics Katherine Fehnsenfeld, Health Center Tyson Forrest, Police Services Jessie Fries-Kraemer, Admissions Julian Genette, Admissions Trina Griffiths, Financial Aid Linda Horn, Police Services Olga Inglebritzen, Tacoma Program Tami Johnson, Financial Aid Kitty Jones, Academic Advising Abby Kelso, Admissions Nashira Knight, First Peoples/Career Development

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ParticipantsFall 2008 Rashida Love, Academic Advising Tim Marron, Police Services Katherine McGee, Academic Advising April Meyers, Police Services Dwight Monohon, Police Services Arvin Mosley, KEY/WATEP Dalya Perez, Academic Advising John Purtteman, Athletics JeNais Radabaugh, Registration Liza Rendon, RAD Maxime Rene, Admissions Helen Ross, Financial Aid Avis Russell, Children’s Center Kristi Rychener, Children’s Center Sally Schwartz, Admissions Michael Sledge, RAD Leonard Treanton, Upward Bound Tara Trimmell, Registration Melissa Turkington, RAD Sandra Warren, Financial Aid

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Facilitators Art Costantino

Vice President for Student Affairs Wendy Endress

Executive Associate to the VPSA Andrea Seabert Olsen

Assistant to the VPSA for Student Conduct

Library 3009 360.867.6296


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