Schools & Programs:
Academic Support Services
Enrollment and Student Affairs
Office of Academic Affairs
Academic Affairs Overview
Susan Jeffords, Vice Chancellor for Academic Affairs
The Vice Chancellor for Academic Affairs is responsible for the academic components that contribute to fulfilling the University of Washington Bothell’s mission to “provide access to excellence in higher education through innovative and creative curricula, interdisciplinary teaching and research, and a dynamic community of multicultural learning.”
Since launching The 21 Century Campus Plan in 2007, academic affairs units, whose total budgets now come to over $30,000,000, have accomplished the following:
- Grown campus enrollment from 1,545 to the expected 4,000 FTE in the fall of 2014.
- Added 20 new academic degrees (15 undergraduate, 5 graduate); five additional degrees are in planning stages
- Increased the faculty size from 81 to 165
- Increased funded research from $500,000 to $10,000,000 in fiscal 2013
- Formed the new School of Science, Technology, Engineering and Mathematics
- Increased diversity of student body to become the most diverse four-year campus in Washington State
- Increased visibility both nationally and internationally of the academic work UWB faculty, students, and staff.
The Office of Academic Affairs is designed to support the goals, needs, and aspirations of all units involved in the academic enterprise through providing timely, precise, and thoughtful information regarding institutional policies, practices, and strategies. This is accomplished through the work of individuals and teams, including the Vice Chancellor for Academic Affairs, the Associate Vice Chancellor for Undergraduate Learning, the Assistant Vice Chancellor for Research, the Director of Institutional Research, the Faculty Affairs Director, the Director of Strategic Initiatives, and the Curriculum Development Director.
Significant challenges await as we continue to fulfill the academic goals we have set as a community. Chief among them are:
- Insuring that the successes in recruitment of our diverse student population are accompanied by the successful retention and completion of those students.
- Stabilizing academic budgets to insure that we have the resources needed to sustain the high-quality instructional and research environment as we approach the goal of 5,000 student enrollment.
- Providing high-quality data to enable academic units to understand and improve their performance on key measures of quality and value.
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School of Business
Sandeep Krishnamurthy, Dean
To become a top 25 business school in the country.
Our mission is to be a nationally-reputed and influential AACSB-accredited School of Business affiliated with the PRME initiative (www.unprme.org). We will aim for and reward excellence in faculty research and educational programs. Our school shall have a transformative influence on the region through our community engagement and thought leadership.
Inspiring Business Excellence.
We will achieve our mission by-
- A distinguished faculty recognized for its excellence in research and teaching.
- Exceptional academic services, and support staff.
- A talented, motivated, diverse, and select student body.
- Collaboration with the business community.
We are an undepartmentalized business school with undergraduate and MBA programs in two locations east of Seattle, WA (Bothell and Bellevue). The school includes a BA, MBA, and executive education programs.
Strong Research Culture
- High level of faculty research productivity in top-ranked national journals such as Production and Operations Management, Research Policy, International Journal of Game Theory, Strategic Management Journal, and, Journal of Applied Psychology.
Business Community Engagement
- Recently expanded School of Business advisory board to include influential leaders.
- Established the Nintex Leadership Breakfast Series.
- Rotella art donation at Eastside Leadership Center.
- Business and Organizational Leadership Development (BOLD) program.
- Vertafore Executive Education Program.
- Strategic engagement with Lion Air is under discussion.
- Retail program.
- Annual community outreach events:
- Ethics in Accounting conference
- Icons of Retail celebration
- Women+Business conference
- Accounting banquet
- MBA students go on Study Abroad programs that include destinations such as Brazil, Ghana, SE Asia and Indonesia.
- Business and Organization Development (BOLD) initiative is a student-led activity that has had phenomenal undergraduate student engagement across the campus.
- Beta Alpha Psi (accounting honor society) students have won nationals and participate in volunteer income tax programs for the poor.
- Our FMA chapter is vibrant with students participating in various regional and national events.
Points of Differentiation
- Community collaboration
- Undepartmentalized school structure.
- Commitment to non-traditional students and diversity in a broader sense (e.g., Evening classes, Business and Retail minors).
- Student leadership.
Top Strategic Priorities for Next Five Years
- Community collaboration
- Undepartmentalized school structure.
- Commitment to non-traditional students and diversity in a broader sense (e.g., Evening classes, Business and Retail minors).
- Student leadership.
Top Strategic Priorities for Next Five Years
- Ensure that we are prepared for AACSB reaccreditation.
- Demonstrably strengthen our research culture.
- Build deep emphasis on responsible management through our work with PRME.
- Collaborate with campus stakeholders to identify Bellevue strategy.
- Emphasize growth in graduate degrees.
- Strengthen MBA program.
- Build global partnerships.
- Introduce two specialized masters programs.
- Integrated Masters in Accounting.
- Masters in Sustainable Business.
- Expand executive education programs.
- Naming the School of Business.
- Finding a physical location (including office space and classrooms) that is identified with the School of Business.
- Finding resources to support faculty research including reduced teaching load, travel to conferences, teaching assistants, research assistants etc.
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School of Interdisciplinary Arts and Sciences
Bruce Burgett, Dean
The School of Interdisciplinary Arts and Sciences provides a rigorous liberal arts education that draws connections across academic disciplines and links classroom learning to practical experience across diverse fields. As a faculty and staff, we inspire our students to engage creatively and ethically with the concerns of the region and the world. We dedicate ourselves to integrative research, innovative and effective pedagogy, and dynamic curricula that prepare students for careers and lives in complex and changing environments. As part of a public university, we provide access to this unique educational experience for an inclusive community of students, staff, and faculty. – IAS Mission Statement
As the founding academic unit at the University of Washington Bothell, the School of Interdisciplinary Arts and Sciences (IAS) benefits from two-and-a-half decades of experience and experimentation with interdisciplinary and engaged forms of research, teaching, and institution-building. Our undergraduate curriculum provides the arts and sciences core of the campus, with degrees ranging from a Bachelor of Science in Environmental Science to a Bachelor of Arts in Interdisciplinary Arts. Our structure as a non-departmentalized school of interdisciplinary arts and sciences allows us to deliver our curricula in flexible and innovative ways. We house nearly one-third of the campus’s full-time faculty and account for one-third of the student FTE, while our budget represents one-tenth of campus resources.
The IAS faculty and staff develop, teach, and oversee interdisciplinary curricula that encourage all UW Bothell students to connect academic disciplines and to hone their learning in non-classroom settings ranging from environmental restoration sites to performance venues. We are unique among arts and sciences units nationally in that all of our undergraduate and graduate degrees stress the integration of academic disciplines, while linking learning to experience across diverse fields. This integration of interdisciplinary and practice-based education allows our students to create new knowledge about the world as they make a difference in it. It also allows us to hire and promote faculty members who want to research and teach in ways that are meaningful to debates within the university and beyond its walls.
Points of Excellence
- We are nationally unique. Our structure as a non-departmentalized School of Interdisciplinary Arts and Sciences makes real our commitment to interdisciplinary and engaged scholarship.
- We are knowledge makers. In 2010-12, our 50 full-time faculty members published 12 books and over 100 articles in scholarly journals; delivered over 40 keynote addresses; received over $3,000,000 in research grants from organizations ranging from the Bill and Melinda Gates Foundation to the Urban Institute; and displayed or performed their creative work at sites ranging from the Stockholm Independent Art Fair to the Northwest Film Forum.
- We are leaders and change agents. In 2010-12, our faculty edited or served on the editorial boards of scholarly journals ranging from Conservation Biology to Rethinking Marxism; provided national leadership for higher education organizations such as the Carnegie Foundation and Imagining America: Artists and Scholars in Public Life; and served on boards of organizations outside of higher education such as 911 Seattle Media Arts and Friends of North Creek Forest.
- We are engaged scholars. Since 2006-07, 24 IAS faculty members have been Fellows in UW Bothell’s Institute for Community-Based Learning and Research, working collaboratively to develop innovative models for scholarship that integrates research, teaching, and engagement.
- Our faculty members have won the UW Bothell Distinguished Teaching Award 8 times, while our students have received national awards such as Fulbright and Coro Fellowships, along with UW honors such as Mary Gates Fellowships and the Carlson Center Leadership Award.
- Our graduate programs in Policy Studies, Cultural Studies, and Creative Writing & Poetics have national reputations for their innovative curricula and hands-on learning, as does our Project for Interdisciplinary Pedagogy for its work with UW Seattle doctoral students.
- Our undergraduate degrees integrate theory and practice through IAS’s common portfolio-based curriculum, developed in collaboration with the UW Bothell Career Center, and our emphasis on high-impact educational practices for all students.
- We house signature initiatives in environmental restoration (our Restoration Ecology Network and Restoration Ecology minor), human rights (our annual Washington DC Seminar and Human Rights minor), and creative writing (our “Writing for their Lives” reading series and new MFA).
Current Strategic Goals and Benchmarks
Beginning in 2008, the growth of UW Bothell has been guided by the 21st Century Campus Initiative: UW Bothell Priorities Plan: 2008-2020. Since the adoption of the 21st Century Campus Initiative, IAS has contributed to this growth by achieving the following key benchmarks:
- Transitioned in 2012-13 from being an IAS Program overseen by a Director to being a School of Interdisciplinary Arts and Sciences overseen by a Dean.
- Completed an “IAS 2020” strategic planning process in 2011-13 that maps a future with 6 new undergraduate majors, totaling 18, and one new graduate degree, totaling 4, and projects an overall undergraduate/graduate student FTE of approximately 2000, with a faculty of 90-100.
- Expanded our undergraduate degree offerings from 2 majors and 6 options in 2007-08 to 12 majors in 2013-14. This expansion included new degrees in high demand areas such as Media and Communication Studies (MCS) and Law, Economic, and Public Policy (LEPP).
- Expanded our graduate degree offerings from 1 in 2007 to 3 in 2013 by adding to our existing Master of Arts in Policy Studies 2 new degrees: a Master of Arts in Cultural Studies in 2008 and a fee-based Master of Fine Arts in Creative Writing & Poetics in 2012.
- Increased student FTE from 590 in fall 2007 to 1115 FTE in fall 2012, with a projected FTE of nearly 1300 in fall 2013.
- Expanded our full-time faculty from approximately 35 in 2007 to nearly 60 in 2013 by conducting multiple successful searches annually and retaining faculty members we have hired.
- Tenured or promoted 10 faculty members between 2007 and 2013, with 5 cases in the pipeline for 2013-14, and crafted a Public Statement on Tenure and Promotion in 2010, with a follow-up document of Guidelines for individual cases developed in 2012-13.
- Created an IAS Diversity Committee in 2011-12, and partnered with the Education program to develop a cross-campus Minor in Diversity Studies to be launched in 2014-15.
Challenges Facing IAS
Full achievement of the mission and strategic goals for the unit is constrained by several factors, all of which are exacerbated by the need to enhance educational quality in the context of rapid growth, severe budget constraints, and short-term planning/budget cycles. These factors include issues related to staffing, facilities, funding for students, and support for faculty scholarship.
To execute our unit goals, we will need to continue to hire and retain faculty and to develop new degrees at a steady pace. This growth will require multi-year academic planning and budgetary commitments.
To achieve this growth, we will need additional specialized instructional and research space on or off campus. This need is most pressing in curricular areas related to media production, environmental science, and the arts.
To ensure that growth does not come at the expense of quality, we will need to enhance resources and staff support for faculty scholarship and student learning across the areas of research, teaching, and engagement. This initiative will require staffing for constituency relations and advancement activities.
To maintain our campus commitment to interdisciplinary and engaged scholarship, we will need to develop mechanisms to catalyze cross-unit collaboration and coordination as the campus grows.
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School of Science, Technology, Engineering and Mathematics
Elaine Scott, Dean
Our vision is to be a focal point for innovative STEM education and research that promotes responsible engagement with our world and society - School of STEM Vision Statement
While the Puget Sound region boasts of numerous aerospace, biotech, and computing companies, there is a shortage of skilled professionals within Washington State to fill the employment demands of these industries, prompting many companies to recruit from outside the region or move elsewhere. We aim to address these needs by increasing access and capacity for critical STEM degrees and by engaging in research that addresses important issues of our society. We seek to create opportunities for students from a variety of backgrounds to succeed in completing STEM degrees through engagement in experiential learning within a collaborative environment that promotes reflection of the impact of their work on society and the environment. Building on a strong foundation in computer science, biology, and electrical engineering, we are in the process of increasing our facilities through the completion of UW3 and developing and implementing new degree programs in areas such as mathematics, cyber security, integrated media design, mechanical engineering, computer engineering, chemistry, consciousness, neuroscience, and physics.
We continue to build our programs through our four core values of collaboration, opportunity, relevance, and engagement. We promote collaboration among our students, faculty and community partners, provide opportunity for students to succeed in STEM fields and become responsible citizens, reflect on the relevance of our research efforts on our students and society, and stimulate student engagement through innovative education experiences in and out of the classroom.
Approved by the Board of Regents in March 2013, the School of Science, Technology, Engineering, and Mathematics was formed from a merger of the Computing and Software Systems (CSS) and the Science and Technology (S&T) Programs. The CSS program was formed in 1996 with degrees in Computer Science and Software Engineering (B.S., M.S.) and Applied Computing (B.A.), along with a graduate certificate in Software Design and Development. S&T was formed in 2009 with degrees in Biology (B.S.), Climate Science (B.S.) and Electrical Engineering (B.S.). Once these two programs were joined, four Divisions (Biological Sciences, Computing and Software Systems, Engineering and Mathematics, and Physical Sciences) were formed within the School with responsibilities for curricula, faculty recruitment, tenure and promotion. By the fall of 2013, the School will have 40 full-time faculty members and eight degree programs, including new degree programs in Cyber Security Engineering (M.S.), Integrated Media Design (B.A.), and Mathematics (B.S.).
By integrating most of the campus’s STEM faculty into a single unit, the School will
• Strategically orient the campus’s STEM activities around a common set of goals, priorities, and values.
• Increase the visibility and availability of STEM curricula and research at UWB for future students and academic stakeholders.
• Efficiently support future campus growth.
• Encourage and reward collaboration among STEM faculty within and across disciplines.
• Enhance capacity for interdisciplinary, collaborative research endeavors for faculty and students.
• Create opportunities for innovation in curriculum that optimizes efficiency and student access.
Current Strategic Goals for 2013-14
The goals for the School stem from the campus mission and strategic plan, which focuses on Growth, Resourcefulness, Diversity, Student-Centeredness, Community, Innovation, and Sustainability. Efforts for 2013-14 will focus on the following areas:
- Increase enrollment from 574 FTE (2012-13) to 710 FTE in 2013-14. Steady-state target is 2,000 FTE.
- Launch new undergraduate degree programs in Interdisciplinary Media Design and Mathematics and a new graduate degree program in Cyber Security Engineering.
- Develop and obtain approval for undergraduate degree programs in Chemistry, Mechanical Engineering, and Physics, with minors in Biochemistry, Consciousness/Neuroscience, and Physics, and a graduate fee-based degree program in Electrical Engineering.
- Develop core curriculum for all STEM students that include an interdisciplinary experience, open-ended projects, professional development, communication, and impacts of science and technology on society.
- Improve access for students from diverse backgrounds to STEM majors by creating a pathway for success, particularly in the freshman level courses.
- Actively recruit innovative, interdisciplinary minded, student-focused faculty members in key areas from diverse backgrounds to support the degree programs, core curriculum, and research focus areas.
- Target our research activities by identifying interdisciplinary key areas for future faculty hires.
- Increase our level of sponsored research for tenured/tenure track faculty to an average of $40,000 per year.
- Secure funding for equipment to be housed in the new Science and Technology building (UW3), and set up laboratories to open in the fall of 2014.
- Engage and leverage the School of STEM Advisory Board to support the School through their time, influence, and financial support, and actively support the UW Campaign through continuous and deliberate interactions with community partners.
Challenges Facing the School of STEM
The chief challenges facing the School of STEM first include inadequate funding equipment in UW3. We estimate that it will cost over 2.5 million to fully equip the labs, and the State did not include equipment costs when providing funding when the building. Another concern is the lack of sufficient tenure-track faculty to support our degree programs despite our rapid growth. This is not only important to ensure the quality of our programs; it is an important safety concern as well. A third challenge is the lack of sufficient staff to support the goals of the School. Our programs have been growing rapidly, and our staff is struggling to keep up with the increasing demands. It is possible that morale will fade if this is not addressed. A final concern is the lack of research space. Although UW3 will greatly improve our classroom capabilities, it lacks in sufficient laboratory research space to support our growing faculty.
Division of Biological Sciences, School of STEM
Marc Servetnick, Chair and Associate Professor, Division of Biological Sciences
The Division of Biological Sciences was formed as part of the School of STEM in March 2013. The Biology degree program is only three years old, but we have grown significantly in this short time. We have a broad curriculum, with a focus on hands-on undergraduate research that prepares students across a range of areas in biology. Our goal is to train students for post-baccalaureate studies in the health professions (medicine, dentistry, etc.) or graduate school, or to work in a broad range of biology-related careers, from biotechnology, lab research and field work to secondary school teaching. Enrollments have increased rapidly, as have graduates: we graduated 5 students in Spring/Summer ’11, and only two years later, we expect to have approximately 60 graduates in Spring/Summer ’13.
To address this growth, we have rapidly added courses and lecturers, but we have a pressing need for more research-active faculty. One of our faculty members has been able to get NSF funding, and we aim to build a much stronger research presence.
We also hope to expand degree offerings with a minor in Neuroscience, a minor in Consciousness, and a program in Biotechnology. We need to improve collaboration with local industry – especially given that we are part of the Biomedical Manufacturing Innovation Zone – to better meet their needs, and to find meaningful internship opportunities for our students. And, we need to assess our progress thus far to be sure we are meeting our goals.
The Biology Bachelor of Science Curriculum
- We offer courses across biology, and plan to offer >20 distinct courses in 2013-14.
- We have a strong focus on hands-on experience. A centerpiece of the program is a required course, Investigative Biology. In this course, students (no more than 12 per section) carry out research projects under the supervision of a faculty member. Our goal is to offer several different sections of the course every year, so that students may conduct research in an area of interest to them (for example, molecular biology, animal behavior, evolution, plant growth, etc.) This model enables us to offer research experiences to students in the context of a public university, where it is not feasible to offer one-on-one faculty-student research experiences to a large number of undergraduates.
- The curriculum includes required courses in Bioethics and a required course on the impacts of Biology on society, in keeping with UW Bothell’s commitment to social justice.
- Our rapid growth has been seen increases in the numbers of students, courses, and faculty, though four of the six Biology faculty members are Lecturers or Senior Lecturers.
- We have a pressing need for more research-active faculty; of the six full-time faculty in Biology for 2013-14, only two are tenure-track. Hiring tenure-track faculty will require additional space for research labs, as well as infrastructure and resources to support research-active faculty.
- Several faculty have a strong interest in science pedagogy, which improves teaching within the Division and complements the Education Program’s Teaching and Learning Minor, which is designed for students who wish to follow careers in secondary education
We would like to expand our curricular offerings into several areas:
- Biochemistry (the Division of Physical Sciences, which includes Chemistry, will take the lead on this, but we expect that the Division of Biological Sciences will be involved.)
- Neuroscience minor: we hope to build on existing expertise to develop upper-level courses and a minor in Neuroscience
- Biotechnology: we will develop courses in computational biology and bioinformatics, as well as lab courses in biotechnology, to prepare students for careers in these areas.
- Research: We need more research-active faculty, to provide first-rate instruction to students, and to expand research opportunities for our undergraduates. To hire more tenure-track faculty, we will need additional research space and infrastructure to support research activities.
- Assessment: Our rapid growth has not allowed time for reflection or even assessment of whether our students are leaving with the skills and knowledge we aim to instill. We need to assess the effectiveness of the program to determine whether we are on the right path and what needs to be changed.
- One faculty member, Dr. Kathleen Noble, teaches a suite of courses in Consciousness Studies. A minor in Consciousness has been approved by the faculty, but the minor is not a campus priority at this time, given the pressure to develop curricula and degree programs in core science areas such as Chemistry and Physics. Nevertheless, UWB is distinctive in offering courses in Consciousness, which challenge students to think in new ways, to think about the nature of science, and to reflect on the assumptions of scientists and the limits of scientific knowledge.
- Rapidly growing enrollments
- Expanding number of courses available to students
- Focus on hands-on undergraduate research
The biggest challenges that face the Division are
- The need for more research-active faculty,
- The lack of space and infrastructure to support research, including undergraduate research
- The need to expand minors (Neuroscience, Biotechnology, Consciousness)
- The lack of a mechanism and implementation strategy and support to assess student outcomes upon graduation.
Division of Computing & Software Systems (CSS), School of STEM
Michael Stiber, Assoicate Dean, School of Science, Technology, Engineering, and Mathematics, Interim Chair and Professor, Division of Computing and Software Systems
We believe that computing is an increasingly essential element across all aspects of society, that it is an enfine for economic growth and social change, and that broad access to a computing education is a matter of social justice. Towards this end, we are committed to maintaining a faculty who lead the state of the art in the profession and play a unique and important role in the university's academic mission.
CSS was founded in 1996 as only the second academic unit at any UW campus producing computing graduates. Our initial degree offering was what is now named the B.S. in Computer Science and Software Engineering (B.S. CSSE). We proposed a career transition M.S. degree in 2003; it was approved then by the UW Regents but did not have any UW Bothell resources assigned to it and therefore did not admit any students. It was eventually started as the M.S. in Computer Science and Software Engineering (M.S. CSSE) in fall 2011 as a self-sustaining degree. The CSS Program initiated a second bachelor degree, a B.A. in Applied Computing (B.A. AC) in 2007.
CSS and its faculty were heavily involved in campus discussions surrounding broader UWB STEM education. We developed a proposal for a B.S. in Electrical Engineering that was approved in early 2009 within a newly created Science and Technology Program. Conversations commenced shortly thereafter about campus-level reorganization and a merger of CSS and S&T, which culminated in spring 2013 with the creation of the new School of STEM and CSS becoming a Division within that school.
Points of Excellence, Strategic Goals, and Progress
Degrees: We currently have students enrolled in two undergraduate degrees (B.S. CSSE and B.A. AC), one graduate degree (M.S. CSSE), and one transcripted graduate certificate (Graduate Certificate in Software Design and Development). We are participating in the start-up of two new degrees for fall 2013: our M.S. in Cyber Security Engineering (M.S.CSE, a self-sustaining degree) and a joint (with the School of IAS) B.A. in Interactive Media Design. CSS is collaborating with the Engineering and Mathematics Division on the creation of a B.S. in Computer Engineering, which we believe will finish its approval process in late 2013 or early 2014.
Research: For fall 2013, CSS will have 15 full-time faculty, including 10 tenure-track faculty. Research areas span the breadth of computer science and software engineering, including software traceability, eScience, social computing, parallel and distributing computing, computational biology, cyber security, pervasive systems, knowledge management, computer vision, human and social aspects of software development, computational neuroscience, computer graphics, sensor networks, and computer science education.
Enrollment: UWB CSS has consistently been among the largest producers of bachelor’s degrees in computing fields in Washington State since its founding. As the figure illustrates, since recovering from the dot-com bust around 2003–06, our graduation numbers have grown at a dizzying pace, and we are on track to become the largest producer of such degrees. As IMD and computer engineering come on line, this trend could accelerate even beyond its current pace.
Challenges and Opportunities
CSS faces a unique opportunity to capitalize on chronic underinvestment in public higher education — computing education in particular — in Washington. With our location in the heart of a high technology corridor that combines virtually every aspect of the technology industry, we can become the premier program in this area for undergraduate education and career transition in computer science related fields. Moreover, given the relatively small size of other computing units and UWB’s support of interdisciplinary and community-engaged scholarship, we have a realistic prospect of becoming a center of strength in carefully selected research fields. Specific initiatives in planning include:
- Continuing to grow our undergraduate and graduate enrollment. We would like to produce at least 200 computing bachelor degrees and 50 master degrees per year by 2018.
- Greatly expanding K-12 outreach and CSS student diversity. We believe that we can leverage UWB’s small size to our advantage in all phases of the student recruitment, admissions, and education process.
- Creation of SPEAR Cloud (Security, Policy, Education, And Research) as a community resource for cyber- security education, training, competitions, and research. SPEAR Cloud is a virtualized environment, built on Microsoft technologies thanks to a generous grant, which supports education and research environments, including work on live malware.
To achieve these goals, we will need to secure sufficient resources. Specifically, we will need significant growth in faculty numbers. While we have hired faculty steadily over the last few years, we have also lost two faculty to retirements and one faculty member to STEM expansion (a CSS faculty member who went on to coordinate the electrical engineering start-up). Four of our recent hires have been dedicated to, and supported by, CSS self-sustaining graduate degrees and one has been dedicated to the B.A. in IMD. Thus, though there are 15 full-time CSS faculty, we have experienced a net gain of only one faculty member during the massive increase in undergraduate enrollment — and all of the recent tenure-track hires have been devoted to the new degrees. As a result, we project that substantially more than half of our courses during 2013–14 will be taught by part-time faculty. Not only is this unsustainable, but it has adversely and noticeably impacted student learning and we are on the verge of having word of poor student experiences interfere with our student recruitment efforts. Moreover, because of the extreme difficulty of finding qualified computing professionals to teach part-time, it is clear that we cannot offer enough classes to support further enrollment growth using contingent faculty.
We believe that SPEAR Cloud has the potential to grow beyond the bounds of supporting the MSCSE (which funds its baseline operations). We have already been actively using it in training exercises with the WA Army National Guard and the Hawaii National Guard and to support the Pacific Rim Collegiate Cyber Defense Competition. There is strong interest in using SPEAR Cloud by other UW academic units for teaching and research. Here, we primarily need assistance with start-up expenses to enable us to build and run an externally-facing operation that can secure sufficient community support to become self-sustaining.
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Center for University Studies and Programs (CUSP)
Leslie Ashbaugh, Director
The Center for University Studies and Programs (CUSP) supports the successful transition to college of the most diverse student body in Washington State. Our unit provides the foundation on which First Year and Pre-Major transfer students develop personal, scholarly, and professional growth. In just seven years, and in keeping with UW Bothell’s mission, we have significantly increased access for first-generation college students and underrepresented groups.
The Center for University Studies and Programs (CUSP) supports innovations in curriculum, teaching, assessment and student support and ensures the overall academic experience at UW Bothell achieves the goals of a broad liberal education as students fulfill general education requirements. CUSP is intended to serve as a support system for individual students and a focal point for collaboration among the faculty of the various academic programs and the staff of student and academic services. The CUSP curriculum reflects our campus mission, emphasizing close student-faculty interaction, collaboration among students, high-impact experiential learning opportunities, diverse course offerings and assessment of student learning and best teaching practices.
Points of Excellence
The Discovery Core:
The Discovery Core, a foundational seminar of sequenced courses, defines the first year undergraduate experience. The sequence is designed specifically for first year students and is intended to increase a student's capacity for active learning, critical and creative inquiry, encountering diversity (of perspectives, of people, of world views and of ideas), quantitative and writing skills, interdisciplinary practices, and communication across different media platforms. The Discovery Core are interdisciplinary, team taught, small learning communities with a faculty-student ratio of no more than 1:30.
Through the Discovery Core, students begin to fulfill General Education Requirements, improve academic skills and gain a sense of belonging to peers and to the university. Faculty from across the campus are invited to teach Discovery Core courses through a Call for Proposals intended to encourage innovative curriculum design that speaks to faculty research and interest while guided by a set of First Year Learning.
Student Success, the Academic Transition Program and Diversity:
Student Success Services support all First Year and Pre-Major students by helping them enroll, succeed, stay in the university and complete a degree. Many students, particularly students of color, first-generation and low-income students, may require additional support to make the transition to university. Workshops, Boot Camps, Early Fall math support courses, faculty/staff mentoring, as well as a cohort model for provisionally accepted students are part of the Student Success Unit and Academic Transition Program’s offerings.
Current Strategic Goals and Challenges
While proud of our successful drive to increase access to higher education for underrepresented populations, our current priority is to promote the timely and successful completion of a degree in one of our growing number of majors at UW Bothell.
Retention and Student Success Initiative:
An immediate priority is implementing a comprehensive and integrated retention plan to address our second year retention numbers (65%). Autumn Quarter sees the adoption of an online resource, Campus Labs, as a tool designed to more efficiently connect and mobilize campus resources that will support students’ social, academic and financial well being. As this resource is being piloted in CUSP, we are dedicating significant human resources to tailoring the program to our campus by training advising staff, faculty and students with a goal of 100% participation in the program for incoming first year students.
Student Success Center and Advising Development:
To prepare to accommodate the growth in student numbers, we are undergoing an organizational move to a Student Success Center model where coordinated advising for First Year and Pre-Major students will take place. We are developing an advising standard based on best practices for developmental advising that includes the creation of a set of shared policies and procedures, an Advising Manual, an Advising syllabus for students, and a Student Handbook. We will be implementing a peer advising “moment” during Fall First Year Advising (Required) that delegates the sharing of a set of talking points to student workers as a way to accommodate larger numbers of students. Our goal is to have a lead advisor in CUSP.
Following a first year of discovery, and to enhance the second year and pre-major experience, CUSP is in our inaugural year of promoting a Sophomore Select-a-Quest experiential learning opportunity (Internships, Community Based Learning, Study Abroad, Undergraduate Research, Student Journalism, Debate, etc.). Intended to support student exploration and opportunity prior to declaring a major, we advise students to engage in academically rigorous extracurricular offerings as a means of exploring a variety of fields of interest as they approach declaring a major.
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Brad Portin, Director
Washington’s K12 schools currently serve over one million students. Since its establishment, the Education Program has prepared over 900 teachers and principals for these schools across the region and supported other educators with their continuing professional growth (e.g., adding content area expertise, National Board Certification, and leadership development). Education is the state’s largest financial commitment and the key to both economic growth and a civil society.
The Education program faculty and staff take this mission seriously and are attending to a persistent “canary in our education coal mine.” Washington lags nationally in educational attainment and despite our efforts, nearly a quarter of the students in Washington still do not complete high school. While this is a problem with deep roots in social conditions and poverty, educators and our schools have to rise to a new challenge. This means that educators need to be well prepared to support the learning needs of an increasingly diverse student population and lead schools as both safe and engaging environments that support learning. To meet that end, we are focusing on the following:
- Ensuring that every teacher has a state endorsement to teach students with special learning needs and/or to teach English language learners.
- Continuing to build our one-of-a-kind principal preparation program (LEDE) around its performance-based model of prioritizing leading learning improvement.
- Building a pipeline for future teachers that involves engagement with diverse communities through our new undergraduate minors in Teaching and Learning and Education and Society.
There are four interrelated areas of program strength and strategy. We see these as also forming a foundation for our transition to a school.
Evolving Professional Preparation
Preparation and licensure for teachers and principals is a rapidly changing field. What formerly tended to divide the knowledge of our field from the practical realities of schools is now oriented around a seamless connection between deep content and learning in context. The next steps for us include an undergraduate teacher licensure program and implementing a residency model of our LEDE program in partnership with a high-needs school district.
Social Justice Engagement and Leadership
As noted earlier, we’ve committed ourselves to pursuing state approval and building the resources necessary to ensure that our graduates have expertise in working across cultural and language groups and with students with special educational learning needs. In addition, two other elements of engagement are vital for us. One is learning that occurs outside of school, and the second is partnering with the schools and community based organizations that bridge school and homes. An example of the former is the “Backpack Project” led by Prof. Carrie Tzou that brings science learning to families in some of the least served communities in South Seattle, and the latter is our community-based partnership with our local school district (Northshore) that includes such activities as extended learning for middle school students known as “Hang Time.”
Developed Partnerships in Learning
We can’t imagine doing our work in Education without a hand-in-hand partnership with our communities, schools districts, and affiliated organizations. The Education Program works with three boards that advise, guide, and partner in our work. These boards include UWB graduates and current students, school district leaders, and broad professional representation. Another vital partnership for us is with the Technology Access Foundation, a local non-profit that is a leader in our region, which has established a public school designed to address barriers to STEM learning that are often experienced by students of color.
Leadership in STEM Learning
UW Bothel has an impressive collection of scholars in the STEM disciplines and a unique culture of cross-unit collaboration. The Education Program is proposing and planning to launch the UW Bothell Consortium in STEM Learning. The consortium is a coalescing agent to bring together the scholarship of our faculty in STEM learning, cross-unit innovation and collaboration for STEM learning, and to act as a support structure for research and program development such as with the UW Bothell Digital Future Lab and the Technology Access Foundation.
Diversity and the Costs of Education
The rapid escalation of UW tuition is affecting the students we recruit. It is not uncommon for an Education graduate who completes with up to $30,000 in student loans for a job that starts as low as $34,000. This has the greatest negative effect on those we most need in teaching–those from diverse and underrepresented backgrounds. To meet this challenge, the Education Program is developing diversity scholarship resources to ensure that costs don’t crush the dreams of those who we most need. As a starting place, the Education Program is partnering with The Martinez Foundation who provides three scholarships each year to future teachers of color who will work in some of our most diverse schools and communities.
Leading in Education Reform
There is no shortage of those in legislative, policy, and business circles who believe that they have the answer for “fixing” schools. Our core commitment is to excellent and equitable public education. To retain our position of leadership in educational reform, our strategy is to remain engaged with the wide range of constituents in our field, including: The Legislature and state agencies, business interests such as Washington STEM, philanthropy such as the Martinez and Gates Foundations; and non-profits and community-based organizations ranging from the Northshore Schools Foundation to the South East Seattle Education Coalition.
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Nursing and Health Studies Program
David Allen, Director
The Nursing and Health Studies Program is committed to addressing key workforce demands of a rapidly changing health care environment for Washington State within a global, multi-disciplinary framework. We are distinguished by a thorough integration of social justice and ethics in our curricula. The Affordable Care Act (ACA) and recent reports by the Institute of Medicine dramatically underscore the needs for advanced academic preparation for nurses and inter-professional education. Our new Health Studies major will enable students to move into professional health care graduate education and/or work in the many para-professional roles required by the ACA and global health challenges. The quality of our programs was evidenced by one of our BSN students, Chris Nelson, being awarded a Fulbright this spring.
NHS is a leader in creating flexible, accessible but rigorous advancement of nurses from Associate Degree Nursing programs into Bachelor of Science and Masters of Nursing Science degrees. Our partnerships with community colleges, and willingness to offer programs around the region (Mount Vernon, Everett and, soon Seattle) lead to our having one of UWB’s most diverse student groups. By maintaining close collaborations with key employers and stakeholders, we can balance responsiveness to current needs with projected employer preferences. This leads to NHS being one of the most thoroughly “community engaged” units on campus with dozens of students learning from and contributing to our communities.
Key Initiatives to actualize this commitment:
Development and rapid build-out of new Health Studies (HS) degree—admitting 30 FTE in 2013 and moving to 80 in 2014. We provide both a Pre-Health Advising for students in any major heading toward a health career as well as an HS-specialist.
Moving from being accredited under the UWS School of Nursing to independent accreditation allows us to be more flexible and responsive as we revise both our MN and BSN program. Those revisions are fundamentally shaped by dialogues with employers and policy experts as well as national accreditation demands. By 2014 we anticipate becoming the School of Nursing and Health Studies.
Examples of community partnerships include basing our BSN community health clinical courses within two regional networks: The Verdant Health Commission and the Snohomish Human Services department. As a result, nursing students will be working with their agencies for 9 consecutive months, creating stability and efficiency for NHS and a greater community impact. We anticipate creating a tight collaboration between employers and MN students for year-long projects meeting institutional needs and developing nurses’ advanced competencies.
Expanded and innovative educational partnerships allowed us to double enrollment at Everett Community College while moving toward dual enrollment and a unique 1+2+1 nursing major where students enter UWB as freshmen, meet all requirements for the community college, transfer for a 2 year ADN and return to NHS for their BSN. By Autumn 2014, we will have a site in Seattle to respond to an enormous demand for RN-B education as hospitals pursue Magnet Status requiring 80% of nurses at the BSN level.
NHS has always led the campus in innovation. We have largest number of hybrid courses and are exploring an on-line degree completion program for an enormous pool of citizens who are working in or heading toward health care employment but have not completed a Bachelor’s degree.
To increase our capacity for meeting these commitments, we carried out a stunning recruitment season. In a highly competitive search environment—with many failed searches at other nursing schools—our program attracted more than two dozen qualified applicants. We hired four tenure line faculty with expertise in public health, cultural/medical anthropology, global health, occupational health and inter-professional education. Our tradition of interdisciplinary inquiry has been greatly enhanced through these hires. We also recruited an extremely accomplished administrator from a local community college to serve as advisor and program developer (at EVCC). Meanwhile, we have systematically developed current staff to meet the assessment and evaluation requirements expected of a data-driven program.
NHS shares many of the challenges of other units related to infrastructure: insufficient classroom and office space, technology development (e.g. on line admission process); managing growth while maintaining student relationships, etc… But in addition, as we become a School with independent accreditation, our data management and evaluation needs increase significantly. Like most Schools of Nursing, we have an aging faculty and expect significant recruitment challenges. Faculty with greater research desires and expectations will require greater research support (e.g. grants, intramural funding).
NHS is unique in offering our programs at so many different locations. This creates significant logistical challenges for our faculty and staff. Each location is a separate cohort requiring curricular coordination, advising and integration with campus resources such as the library and writing centers.
We are poised to make even greater contributions to a well-educated, culturally competent health care workforce that is prepared not just for their next job, but the one they have five years down the line!
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Sarah Leadley, Library Director and Associate Dean of Libraries
The Library serves the students, faculty and staff of the University of Washington Bothell and Cascadia Community College. Our students experience the benefits of small classes, taught by world class faculty, while having access to the collections of a major research university library and the Orbis-Casade Alliance of 37 academic libraries in the region. The University of Washington Libraries, which operates as one library serving three campuses, has long been recognized for the exceptional quality of its staff, services and collections. UW Bothell Library staff are leaders in user-centered services, assessment, collaboration, online learning, and innovative pedagogies.
Teaching and Learning.
Our focus is on teaching research as a creative and iterative process, shaped by analytical and technology skills. Librarians work closely with faculty to identify courses within each Program and School for intensive hands-on or online information literacy instruction. These courses form our "Information Literacy Core" Curricula, and include hands-on workshops, team-taught with faculty, and designed to be highly interactive, often with homework and tutorials that support "flipped classroom" pedagogy. To support our "Information Across the Curriculum" initiative, librarians also develop stand-alone and course-specific online tutorials and research guides, and are available to consult with faculty on designing assignments and assessing student learning.
Librarians engage in assessment of student learning outcomes at the class, course, and program level. As a result of our assessment activities, librarians have been able to improve their teaching, and contribute significantly to conversations with faculty about pedagogy, assignment design, and curriculum development. Assessment activities in 2012-13 included an intensive focus on BCUSP 135 Research Writing and the development of rubrics for our information literacy learning outcomes. In addition to the assessment of student learning, the Library also utilizes surveys and other methods to gather feedback from users. Every three years the UW Libraries undertakes a major survey of all faculty, graduate, and undergraduate users. The results of the survey provide valuable feedback about user satisfaction with Library services, spaces, and resources, and enable us to identify areas for improvement in our support for research, teaching, and learning.
The Library is a learning space where students can read, explore, research, collaborate and create. Students make significant use of our quiet and group study areas, our 75 computers and 26 laptops. On our 2013 survey, students rated the importance of quiet study space 4.35, group study space 4.42, and access to Library Computers 4.02 on a 5 point importance scale. Research librarians are available in-person at our Reference Desk and by appointment, and virtually through our 24/7 chat service; they also practice "roving reference" in our Information Commons. Student Technology Consultants work side-by-side with librarians, answering quick questions and serving as peer tutors when more in-depth assistance is needed.
The Library maintains an interdisciplinary, curriculum-focused collection, acquiring print and electronic materials that directly support student learning, research, and classroom activities. As programs grow and expand, it is assumed that the local collection will need to respond to these shifts in focus and population. Students' research needs that exceed the current strengths of the local collection, as well as the specialized research needs of our faculty, are met through access to the extensive research collections of the UW Libraries and via our resource sharing arrangements with regional and national partners. Our circulation statistics are consistently the 4th highest among all UW Libraries units and electronic reserves are heavily used.
Organizational and Financial Structure
The UW Libraries operates as one library serving 3 campuses.
The Library Director reports to the Dean of Libraries, with dotted communication lines to the UWB Vice Chancellor of Academic Affairs and the Cascadia Community College Vice President for Student Learning and Student Success.
The Library receives funding from UW Bothell and Cascadia Community College.
Cascadia Community College contracts with the UW Libraries for library services. The Library, UWB and Cascadia negotiate this contract on a biennial basis, with opportunities to review increases in fixed costs on an annual basis.
The Library is part of Academic Services, a unit within Academic Affairs that includes Information Technologies and the Teaching and Learning Center.
Keeping pace with growth
Space - Student use of Library space continues to increase with growth in FTE. The Campus Master plan includes a Library addition of 22,500 asf and the repurposing of space currently used by UWB and CCC to serve the 10,000 student FTE projected at campus buildout. Our ability to provide students with the individual and groups study space they need to be successful in their coursework will be challenging given the cost of new capital projects.
Teaching and Learning Program - the number of research intensive courses continues to increase with growth in FTE and new degrees. Additional instruction librarians will be needed to meet faculty demand for course-integrated information literacy instruction and to provide individual student research assistance. Additionally, librarian salaries are not competitive locally and nationally. We are at risk of losing talented individuals unless we address this serious salary gap.
Support for online learning and off-site programs
Librarians are actively involved in supporting hybrid/online and off-site programs. This valuable but sometimes resource intensive work may be challenging to sustain, particularly if we don't move quickly to develop a campus-wide strategic plan and robust infrastructure for this work.
Increased costs of electronic and print resources
Tri-campus purchasing and consortial agreements create opportunities to leverage our collective purchasing power, but continued publisher driven cost increases, challenges to fair use, and barriers to open access publishing represent significant challenges for research libraries nationally.
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Betsy Tippens, Assistant Vice Chancellor for Information Technologies
Information Technologies is driven by the University’s academic mission and by our partnerships with academic schools and programs and administrative departments. Our collaborative team is made up of 30 staff members and 20 student employees, who provide
- Desktop computer support and maintenance
- Digital media classrooms, labs, and support
- Classroom A/V and presentation technologies
- Instructional and learning technologies
- Faculty development and training in teaching and learning with technology
- Staff liaisons to tech-heavy academic units
- Database administration and support
- Local data center
- Development, maintenance, and support of the campus website
- Networked services that include email, calendaring, file server, printing, learning management system, and other enterprise services
IT is part of Academic Services, which also includes the Library and the Teaching and Learning Center. We work closely with UW Seattle’s department of Information Technology, who provides the backbone of our network infrastructure and telephony along with many of the enterprise administrative services required to run a large institution. Our relationship with UW Seattle means that we can focus more of our own technology efforts on direct support for teaching, learning, and research.
Current Strategic Goals
Information Technology’s strategic plan describes initiatives in these areas
- Online Learning. Formalize hybrid and online teaching and learning, develop effective support resources, and coordinate services and support with other campus units.
- Active Learning Classrooms. Develop plans for new classrooms that highlight interactivity, shared experiences, and teamwork, replacing the traditional instructor-focused model.
- Bring Your Own Device (BYOD). Design support services for consumer technology–phones, tablets, and laptops—taking into account security and privacy risks, legal and policy issues, and resource constraints.
- Untethered Teaching. Explore how faculty can use mobile devices to connect wirelessly to classroom audio and video projection systems for teaching.
- Mobile Services. Develop a long term strategy to support the backend technologies that leverage mobile devices to enhance the student, faculty, and staff experience.
- Analytics. Develop resources and relationships that support the role of data and analytics in campus decision making, student retention, assessment, accreditation, and learning.
- Data Security. Develop formal data security resources, including training related to confidential or private information, in partnership with the Chief Information Security Officer at UW Seattle.
- Blackboard to Canvas Migration. Transition the campus from Blackboard to the UW-provided Canvas learning management system, terminating our Blackboard contract at the end of FY14.
A selection of recent accomplishments
- Hybrid Course Development Institute. Designed and implemented a nationally renowned faculty institute to improve and expand effective hybrid and online teaching.
- Digital Media. Partnered with faculty and students to design, fund, and create the innovative Digital Media Lab with associated tutoring services and a faculty governance model.
- E-Portfolios. Launched an electronic portfolio initiative using Google Sites as the platform for all IAS and CUSP students.
- Lecture capture. Implemented UW-supported Tegrity by equipping every classroom with webcams and developing an array of faculty development and support services for the effective use of lecture capture.
- Liaisons. Provided services to tech-heavy academic schools and programs through dedicated IT staff liaisons, offering specialized technology support while minimizing costs through centralized services.
- Mobile classroom. Designed and implemented a mobile technology classroom that provides computer-based instruction from any classroom on campus, allowing the CSS program to increase enrollment and providing more flexibility for use of classroom space.
- Data Center and Cloud Strategy. Developed and began implementation of an enterprise services 5-year strategic plan that uses a multi-sourcing approach to guide decision-making and planning for the use of UW Seattle resources, hosted and managed cloud services, and in-house data centers.
- Technology Advisory Committee. Established a cross-campus committee composed of faculty, student, and staff representatives to participate in IT governance.
- Wireless upgrade and expansion. Partnered with UW Bothell students to upgrade and expand our wireless network to improve access and speed in all academic spaces and expand coverage for social and outdoor spaces.
- Email upgrade. Completed an upgrade to our Microsoft Exchange email service that increased email space by more than 2,500% and improved access and performance. The upgrade was a necessary step for an eventual migration to cloud services.
- Technology for new facilities. Provided consultation and expertise for design of technology in UWB3, Husky Hall, and the Sarah Simonds Green Conservatory.
- Resource constraints concurrent with fast-paced technology change: Technology is evolving quickly, and it is challenging to continue evolving our own services in response while resources are tight.
- Increasing complexity of UW Bothell: As our academic offerings become more complex, and as faculty, staff, and students use technology with more complexity, IT needs to be flexible and innovative enough to continue to provide strategic technology leadership.
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Teaching and Learning Center
David Goldstein, Director
The Teaching and Learning Center fosters learning in the UW Bothell community by supporting learner-educators in the enrichment of pedagogical knowledge, skills, and practices. By "learner-educators," we mean faculty members, academic librarians, peer consultants (tutors), and any other personnel whose work includes a significant teaching component.
The Teaching and Learning Center will be a vibrant hub of learner-educators working on transformative pedagogy in service of diverse students and comprehensive learning at UW Bothell.
Long-Range Goal 1: Create and deepen transformative pedagogies with learner-educators that include high-impact practices, intellectual risk-taking, and play.
Long-Range Goal 2: Develop learner-educators to reflect on, assess, and share teaching practices and resources.
The Teaching and Learning Center enhances student learning through faculty development activities and curricular consultation for academic Programs and Schools. The Director, David Goldstein, Ph.D., a senior lecturer in the School of Interdisciplinary Arts and Sciences who has served UW Bothell for more than fifteen years, also serves the Vice Chancellor for Academic Affairs as a member of her Academic Council, and works closely with the Associate Vice Chancellor for Undergraduate Learning. We greatly value our deep collaboration with the two other units in Academic Services, the Campus Library and Information Technologies. In fact, the Learning Technologies team, part of IT, has a “dotted line” relationship with the TLC, signifying its role in faculty development.
The TLC proper includes the Director and a Program Coordinator. The Writing and Communication Center (WaCC; http://www.uwb.edu/wacc/) and the Quantitative Skills Center (QSC; http://www.uwb.edu/qsc/) also fall under the TLC umbrella, and their Directors, Drs. Karen Rosenberg and Erin Hill, respectively, also are Associate Directors of the TLC, signaling their primary responsibility as faculty developers with special expertise. Each has an assistant director or manager who oversees day-to-day operations of their Centers, including the hiring, ongoing training, and supervision of the peer consultants (tutors).
The Writing and Communication Center (WaCC) supports students of all abilities, at any stage of the reading, writing, or presentation process. Our goal is to help each student to become a stronger, more confident writer and communicator.
The mission of the Quantitative Skills Center (QSC) is to support students, faculty and staff in any area that requires quantitative reasoning. This center was created in order to facilitate the UWB mission to develop critical and analytical thinking as well as problem solving skills.
- Orientation for new faculty
- Ongoing workshops for new faculty (Seminar for New Faculty) for first year at UW Bothell
- Individual consultations with faculty and librarians
- Co-sponsor annual Teaching and Learning Symposium
- Co-sponsor annual Undergraduate Research Symposium
- Co-sponsor intensive, sustained faculty development opportunities such as the Hybrid Course Development Institute (http://www.uwb.edu/learningtech/hybrid-learning/faculty-hybrid/hybrid-course-development-institute)
- Organize year-long teaching circles (learning communities)
- Contribute to faculty travel to teaching-related conferences
- Provide Small-Group Instructional Diagnostics (SGIDs)—structured, confidential, mid-quarter feedback for instructors by request
- Flat operating budget (approx. $60,000 per annum) for six years despite doubling of faculty members on campus, mostly at junior ranks
- Lack of staffing for strategic functions such as resource development, web site development and maintenance, and social media expansion
- With the Office of Community-Based Learning and Research (CBLR) moving from the current TLC suite (UW2-134) into the Student Success Center in UW1 this summer, our space can be dedicated to faculty development workshops and other opportunities for formal and informal peer interaction among faculty and other teaching professionals.
- The TLC might move to the Truly House, which might enhance even further our potential for fostering faculty member relationships and pedagogical support across all academic Schools and Programs, and in particular support our part-time lecturer corps, who might share the space.
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Division of Enrollment Management and Student Affairs
Hung Dang, Assoicate Vice Chancellor for Enrollment Services and Student Affairs
Overview of the Division
Enrollment Management and Student Affairs makes a difference in the current and future of the university by attracting, matriculating, developing, and retaining a diverse group of engaged learners who wish to benefit from and contribute to the life of the University of Washington Bothell. In doing so, the division integrates services and streamlines processes that support student development and success—from point of contact through graduation—in four operating departments: Admissions, Student and Residential Life, Enrollment Services, and Student Services.
The Office of Admissions consists of undergraduate recruiting, application processing, and transfer credit evaluation and articulation. The Office of Admissions has successfully reduced barriers for students by building and maintaining a relationship with the Executive Faculty Committee and have partnered with many academic programs to share resources, expertise, and streamline business procedures for admission of transfer students.
- Recruited, admitted, and enrolled a record number of first-year and transfer students each of the last five years. Met enrollment targets and moved UW Bothell to the honor of the largest branch campus in the State which is also important politically. UW Bothell is the fastest growing institution in the State. Enrollment has grown from 1,589 FTE in Fall 2007 to 3,788 FTE in Fall 2012.
- Increased the diversity of the incoming classes. UW Bothell is one of the most diverse public institutions in the State. Implemented great diversity events like RAIN, BOLD, PIPE, DALE, and hosted an HB1079 Conference.
- Increased international student enrollment from 48 in 2008 to 287 in 2013.
- Increased domestic non-resident enrollment from 31 in 2008 to 99 in 2012.
- Continue to increase the quality of incoming first-year classes while growing from 136 FTE in Fall 2006 to 552 FTE in Fall 2012.
- Continued to increase the image and awareness of UW Bothell to affect prospects, applicants and enrolled student numbers and increase the number of community partners.
- Continued to provide access to a UW education for first-generation students, foster children, Veteran’s, etc.
- Continued to build and maintain relationships with high school counselors, community college advisors, and community organizations which are critical in increasing enrollment.
- Continued to market and fill University housing.
- Innovative and sustainable recruiting practices. Embedded Admissions Advisors in high schools in Snohomish County with a highly diverse, low-income, high numbers of first-generation, and at-risk student populations. Early outreach to middle schools. Utilization of technology to reach prospective students.
- Continued to build partnerships with academic programs to increase service to students while co-funding staff positions to increase recruiting efforts, admissions application processing efficiency, consistency, and communication.
- Continued to review admissions policies and procedures for efficiency, effectiveness, and best practices to increase yield rates.
Top three goals or priorities:
- Meet enrollment targets set by the University.
- Continue to enroll highly qualified students while competing with UW Seattle with a shared first-year application pool of 54 percent.
- Continue to build the prospect pool by building awareness and image of UW Bothell through the use of technology and relationships with high schools, community colleges, and community partners to enable us to meet University enrollment targets.
- To continue to motivate staff without pay increases for the past five years.
- To continue to build awareness with academic programs to streamline and improve admissions processes to enroll academically talented students whom will contribute to the campus community.
- Continue to meet enrollment targets with a limited number of degree programs and lack of student amenities (food, housing, and student union building), etc.
- Lack of direct pathways and direct transfer agreements for transfer students with academic programs.
Student and Residential Life
The Office of Student Life cultivates a student-centered, holistic and inclusive environment which fosters personal growth and a sense of community in support of the University of Washington Bothell mission. We provide comprehensive curricular and co-curricular opportunities in a collaborative manner which promotes diversity, social justice, global citizenship and the overall development of students. The unit consists of Orientation and Transition Programs, Residential Life, Recreation and Wellness, and Student Activities and engagement; which includes the Services and Activities Fee Committee, Student Technology Fee Committee (STF), Title IX, and Residential Conduct.
Orientation and Transition Programs (OTP):
OTP collaborates with all university departments and offices to support the successful transition and ultimate retention of new undergraduates to UW Bothell. We do this by assigning every first year student a student mentor, conducting Advising and Orientation Programs for all new students and creating specific social and academic programs for new students that will help give them the skills and confidence needed to be an active participant in their educational experience. In addition, we publish the UW Bothell Student Planner, coordinate Welcome Week and Parent and Family Orientations, Convocation, and advise the First Year Council, and Tau Sigma, the national honor society for transfer students. We also work with CUSP and Residential Life to coordinate the Living-Learning Communities in Campus Housing. Our area also runs the award winning (2013 NODA Innovative Program Award) Husky Leadership Camp that introduces leadership skills to incoming first year students and helps them get quickly involved in student life.
Residential Life offers a comprehensive campus housing experience for 270 students by providing developmental, hands on resident education in two apartment style complexes. Residents are involved in a robust calendar of events, regular one-on-one meetings with their RA, academic living learning communities, and leadership opportunities through RHA. The staff is responsible for 24-hour duty coverage, facility management, and crisis management and support year-round for residents. Violations of the Housing Agreement are adjudicated through a Residential Life conduct process in conjunction with the University conduct process.
Student Activities and Engagement:
Student Engagement & Equity focuses on creating an unforgettable co-curricular student experience focused on student learning and involvement opportunities. Students get connected with leadership opportunities, clubs & organizations, campus events, alternative spring break, community engagement and service opportunities, diversity programs, social justice training, international student engagement, cultural awareness, and supporting student led initiatives. The unit is inclusive of, Campus Events Board (CEB), Clubs and Organizations, Diversity Programs, Leadership Development, Student Government, International Student Facilitators (ISF), and Student Space (Commons, Food for Thoughts, etc.).
Recreation and Wellness:
Recreation and Wellness is committed to making a positive difference in the well-being of the UW Bothell community by promoting healthy, active, and sustainable lifestyle choices. We do this by offering programming and spaces for wellness, fitness, and recreation activities including: Intramurals, Outdoor Adventures, Peer Educators (Health Educators Reaching Out), Fitness Classes, Fitness Center, Sports and Recreation Complex. Recreation and Wellness meets the diverse needs and interests of the UW Bothell community by providing programs and facilities that are current, inclusive, and exceptional in quality.
Top Three Goals or Priorities:
Develop opportunities and programs that connect students to UW Bothell and assist in retention.
To continue developing a Student Life/Affairs Master plan (reaching milestones, but also continuing to assess the plan and add future initiatives); which are inclusive of a Student Center, variety of food options, Health Services, Residence Life, etc.
Continue to advocate for student needs and provide high quality, developmentally appropriate services to students.
Top Three Accomplishments
Coordinated and advised students in planning and implementing 855 events and programs; and sponsored over 55 intramural teams with total attendance of approximately 19,750 students.
Successfully implemented learning outcomes into daily interactions with students.
All areas recognized by their professional associations for having cutting edge programs and recognized staff members for their accomplishments.
Top Three Challenges
As Student Affairs (Student Life and Student Services) is a relatively young and developing area, there is a lack of understanding regarding the pivotal role and function we play on campus.
Serving the increasingly diverse student body with increased needs (low income, first generation, limited resources, etc.).
Lack of consistent interpretation of University policies and procedures in regard to spending, reconciliation, and food policies.
30 Second Commercial:
The Student Life Staff is a very hardworking and dedicated staff. We utilize a student centered philosophy to develop leadership opportunities, events, services, and programs that aid in the development of co-curricular experiences that enhance the student connectedness to the University. We are committed to developing experiences that increase student success and retention.
Enrollment Services: Registration, Financial Aid, International Student Services
Goals/Challenges for 2013-14
- To provide excellent customer service (as we have always done) while attending to an increased population of students.
- To focus on improving program offerings (activities) to International Students while making sure to maintain the same quality of immigration guidance and support to the growing number of students we serve.
- To gain more independence from the central UW Seattle Financial Aid Office (this will be dependent on them giving us more system access) and make our UW Bothell students more aware that they can take care of their Financial Aid needs here at UW Bothell.
Major Accomplishments for 2012-13
Graduation- officially granted over 800 degrees for 2012-2013. Each quarter, all degrees were granted and all honors posted within three weeks of the end of that quarter.
Room Assignments- used Resource 25/Schedule 25 to assign classrooms every quarter, while accommodating faculty/department specific room requests. Reserved over 300 extra room requests, including computer labs. A regular meeting with the Program Time Schedule Coordinators was held.
Measles Immunization- processed measles immunization paperwork for 2,000 students, which involved collecting forms, logging forms on Excel, corresponding with students to get all required records, coordinating review schedule with off-campus nurse, granting temporary waivers, removing student holds, and working with Hall Health at UW Seattle to keep up with continuously changing processes.
FERPA Training- conducted multiple FERPA training sessions for different groups, i.e. program office staff meetings, New Employee Orientations, New Freshman Parent Orientations, and one-on-one for new employees.
Student Employment/Chancellor’s Fund- took over the management of the Chancellor’s Fund for Work Study students. This involved much coordination with the hiring managers on campus as well as the Payroll Office. It greatly increased the amount of students working on campus.
Students that are Alumni of Foster Care- took over management of funds for alumni of foster care. (Named it UWB Reach Program) Our office became the first point of contact and resource for these students.
Workshops for Financial Aid/Scholarships- in coordination with Merit Office, held multiple successful Scholarship Workshops. The office also held first Tax Workshop for students in coordination with UW Seattle Student Fiscal Services.
Growth in International Student Population- increase from 196 international students in spring 2012 to 279 students in spring 2013. (An increase of 42%)
Matriculation Rate for International Students from A-IEP (Intensive English Language Program) to a UW Bothell Degree Program- The office has had a successful matriculation rate since the start of the A-IEP, averaging about 80% and nearly 99% of the students who matriculated are still enrolled at UW Bothell, as of spring 2013.
Optional Practical Training (OPT) Students- Significant increase in the number of students pursuing OPT and getting H-1B approval.
Hosted Ehime University Students- Organized and facilitated two week short-term programming with Ehime University. This was the 1st annual program for 10 UWB students at Ehime University (September) and 2nd annual "What is Diversity?" program for 10 Ehime students at UWB (March).
The Office of Student Services serves as a consultant and partner to provide high quality, customized services, resources, and support that empower students to realize their potential academically, personally, and professionally. The unit consists of Career Services, Counseling Services, CARE Team, Disability Resources for Students, Merit Scholarships Fellowships and Awards, and Veterans Services.
Career Services offers a wide range of services and events to help students explore academic and career options, build marketable experiences and job search skills, and connect to the employment community.
The UW Bothell CARE Team is a confidential resource for the entire campus community when there are concerns about a student’s well-being. Our purpose is to provide proactive and supportive consultation, assessment, response, and education regarding students who may be at risk or in distress.
Counseling Services fosters student learning and development by promoting the understanding of personal and educational values and goals, and assists students with personal problems causing distress or interfering with their academic progress. Issues requiring longer-term or more intensive treatment are referred to outside services. Typical issues that students seek counseling for include: adjustment issues, anxiety, depression, relationships, and stress.
Disability Resources for Students:
DRS ensures equal access to all opportunities offered by the institution via high quality support, services, and leadership allowing students to fulfill their academic, personal, and professional goals by providing fair, reasonable, and appropriate accommodations for students with documented disabilities.
Merit Scholarships Fellowships and Awards:
Merit Scholarships, Fellowships and Awards promotes competitive, merit-based scholarship opportunities and mentors qualified students through the application process.
Veterans Services provides service and support of the highest quality to student veterans utilizing educational entitlements offered by the US Veterans Administration and the State of Washington.
Achievements/Accomplishments in 2012-2013:
- Successfully mentored 7 students to apply for the Fulbright program, 2 were selected in 2013
- Counseling Services launched a depression and anxiety support group with measurable student learning and growth
- Staff in Veterans Services and Career Services presented at regional conferences and are seen as best practice leaders
- Serving an increasingly diverse student body with high demand needs (i.e. complex mental health concerns, financially naive, low income, first generation)
- Staffing does not meet national averages or CAS Standards
- Office space that is not designed for the specific functional areas or in alignment with best practices
Goals or Priorities:
- Successful launch and integration of the Student Success Center to better serve students in a central location while providing more private space for Counseling Services
- Continue to advocate for student needs and provide high quality, developmentally appropriate services to students
- Continue to create strategic partnerships with academic departments and collaborate on programming
This is an immensely dedicated and creative staff who are committed to retention and student success; they go above and beyond and problem solve to serve the diverse students, each with unique needs.
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Cross-campus Undergraduate Learning
Gray Kochhar-Lindgren, Associate Vice Chancellor for Undergraduate Learning
The Associate Vice Chancellor for Undergraduate Learning, a position created in January 2012, develops programmatic infrastructure that serves the educational goals of students across all campus programs and across all four years of their undergraduate experience. This office works in close collaboration with the Vice Chancellors, Academic Schools & Programs, Student and Residential Life, Admissions and Enrollment Management, the Office of Research, the Office of Advancement, and faculty, staff, and students from across campus.
Student Success Center: Co-Director Leadership Model
This is a new initiative on campus and will bring together a number of services for a “one-stop shopping” experience for students. These include CUSP, the Career Center, Global Initiatives, Community Based Learning & Research; Disability Services and Testing; a Diversity Center for student projects; a Drop-In Advising Center for Peer Advisors; a liaison center for School & Program advisors; and links with the Writing and Communications Center and the Quantitative Skills Center.
Natalia Dyba, Director
Building on UW Bothell’s commitment to multicultural learning, Global Initiatives was launched in Fall 2012 to develop and implement an internationalization strategy for UW Bothell, including the Global-Close-to-Home-Program, Study Abroad, greater visibility for language learning, and highlighting the global dimensions of diversity. Global Initiatives actively collaborates with the academic and co-curricular units at UW Bothell, as well as the Offices of Global Affairs and International Programs & Exchanges at UW Seattle and International Programs at UW Tacoma.
Community-Based Learning & Research:
Paul Markham, Director
CBLR, supported for the first time with permanent funds, works to translate a set of desirable outcomes across campus and beyond. Broadly understood, CBLR fulfills three key aims: (1) provide high impact learning experiences for students, (2) contribute to positive community impact, and (3) serve as a creative outlet for faculty teaching and research.
Denise Vaughn, Director of Forensics
This past year was the first year that the office served as the administrative support system for Debate. The team has done extremely well and now ranks 49th in the country.
Assessment and Campus Learning Goals
Developed by the GFO, the next task is to link CLGs to School/Program Learning Goals; articulate with High Impact Learning Practices; and to continue to educate faculty and staff. Linda Watts, IAS, will be serving as Faculty Coordinator of Assessment this year and a Working Group is now being shaped.
Diversity and Engagement
MATCH (Making Access to College Happen); Leadership, Diversity, and Engagement Curriculum (via CUSP and IAS); Diversity and Engagement Campus Team Project from an Institute at USC; thematize diversity events with Global Initiatives; Diversity Center in Student Success Center.
Grants have been submitted this year to: 1) the NSF for developing a program to give college-credit for badges earned at local community centers of education such as the Seattle Aquarium, Mercer Slough, and Future of Flight; 2) CIEE for hosting 75 Fulbright Scholars in March 2014 around the development of Social Enterprises.
New Faculty Seminar
With David Goldstein, the Director of the TLC, I will be developing the seminar for incoming faculty. This will be a series of three sessions to help them become more oriented to the UW Bothell culture and to deepen the conversation around collegiality, cross-programmatic projects, teaching, and research.
Support the Office of Research; increase size and range of undergraduate research opportunities for students; expand UR Symposium; include presence in Student Success Center.
Campus Honors Discussion
Concluded exploratory task force in 2012; consultations with Executive Council of GFO and Academic Council in 2013; questionnaire to incoming first year students; and, ongoing consultations with faculty and students. A recommendation will be forthcoming by the end of fall quarter.
Chancellor’s Executive Committee; Chancellor’s Cabinet; Academic Council; Undergraduate Learning Advisory Council; Assessment and Retention Working Group; Alliance for Analytics, Assessment, and Data Governance; Global Working Group; Student Success Leadership Group; Chancellor’s Community Engagement Council: Academic Advisors Council; Academic Services.
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Office of Research
Carolyn Brennan, Assistant Vice Chancellor for Research
To promote, support and build research capacity and expertise at UW Bothell leading to enrichment of learning and continual intellectual revitalization of the campus environment for students, faculty and staff.
A unit within the Office of the Vice Chancellor for Academic Affairs, the Office of Research is dedicated to enhancing the intellectual vitality of the campus and broader community by facilitating the procurement of external support for research; providing consistent and compliant research administration support and partnering to engage the UW Bothell community in the process of innovation, collaboration, discovery and transformation. Although UW Bothell faculty come here primarily to teach, as members of an academic community they continue to pursue their research to stay up to date and engaged in their disciplines. Our efforts have enhanced awareness of research opportunities, sparked interdisciplinary collaborations and broadened the scope of community engagement and research partnerships.
In the past year the volume of external grants and contracts received by faculty at UW Bothell has increased by 250% from $4.146 million to an all time high of $10,246,173 million (FY13 to date). The Center on Reinventing Public Education (CRPE) migrated from the UW Evans School of Public Affairs in July 2008 and accounts for 63% of this volume. This fact overshadows the important strides in research productivity made by our School of STEM faculty, who account for 64% of the “non-CRPE” volume. We have seeded the research of both students and faculty with endowment funds in an annual competition.
Our office is pleased to be a part of the mature research administration infrastructure developed by UW Seattle to support $1.471 billion in research funding. A key member of the team, Cindy Shirley, is a Certified Research Administrator with a dotted line responsibility to the Office of Sponsored Programs in Seattle. She has delegated authority to submit all UW Bothell proposals and negotiate all UW Bothell awards. The budget analyst on our team is responsible for the administration of the entire grant lifecycle (pre & post).
Undergraduate research at UW Bothell has become increasingly visible over the past 2-3 years. In the 2011-2012 academic year, two undergraduates won the first ever Mary Gates Research Scholarships awarded to UW Bothell students. Three students won this prestigious award in the 2012-2013 academic year. Our partners at the Undergraduate Research Program in Seattle have made their resources available to us as we strive to enhance the undergraduate research offerings on our campus.
Current Strategic Goals and Progress
Our efforts are data-driven with an emphasis on collecting and using data not only as a way to improve our internal programs, but also to unite collaborators around research initiatives. Examples of UW Bothell data initiatives include the current effort to map the wetlands, the Washington Achievement Data Explorer (http://www.cedr.us/WADE.html) and a data visualization project around environmental justice using the EPA’s Toxics Release Inventory. It is expected that this type of applied research will both attract collaborators who will add to the richness of the data sets and provide easy access points for students wishing to participate in the work.
Technology is a common element of strategic plans and ours is no different. We will use technology to propel faculty interactions by partnering with the library to offer a type of “speed-dating” for researchers with a website backup (photos included!). Husky SciVal Experts is another tool in our technology arsenal (http://www.experts.scival.com/uwashington). In addition, we have found ourselves with 27 iPads, a surface table and a large format printer funded through Student Technology Funds for the exclusive use of undergraduates doing research.
The UW Bothell Office of Research has three foci: 1) faculty research; 2) institutional program grants (e.g., Federal TRIO programs); and 3) student success through undergraduate research. The following accomplishments illustrate our progress:
Faculty research is supported by:
- Research administration services spanning the entire grant lifecycle from research idea development through close out and ultimate renewal.
- Weekly Research in Progress seminars (http://www.uwb.edu/research/rip-rig/research-in-progress) during the academic year culminate at the end of May at Discourse, a three course progressive dinner in which 15 faculty gave 5-minute TED-style talks.
- Research Interest Groups (http://www.uwb.edu/research/rip-rig/research-interest-groups) inform the Research in Progress schedule.
- Professional development opportunities provided include workshops and webinars on all aspects of the research process from grant writing to manuscript submission.
Because of the diversity of the student population it attracts, this campus can be a leader in developing, implementing and disseminating programs for minorities, veterans and first generation students. UW Bothell has built a solid foundation that can be enhanced by identifying and pursuing more institutional program grants.
Undergraduate Research is supported by:
- Inaugural Research Fair and Building Undergraduate Research Capacity pilot project this spring resulted in the hiring of 19 undergraduate students to work with UW Bothell faculty.
- Third annual Undergraduate Research Symposium held on May 10th, the Friday before the UW Seattle Undergraduate Research Symposium in which we doubled the work being presented.
Challenges Facing UW Bothell’s Office of Research
These challenges all relate to ensuring UW Bothell reaches the full achievement of our research potential:
- Advocate for a more representative process in the tri-campus system when limited submission opportunities arise, making sure our faculty compete in the right pool. We share a DUNS number with UW Seattle, which limits our ability to apply for the federal, institutional funding we need.
- Making sure our new faculty can hit the ground running in terms of research space. Lab user groups can facilitate efficient use of labs. Promote the notion that safety is everyone’s responsibility.
- Integration of the mature research happening at off-campus centers will benefit junior investigators who can see how it can be done here. Undergraduate research can invigorate a research agenda, adding a pair (or two, or three) of extra hands, especially if there is infrastructure to support it.
- Connect the dots and make the introductions to external partners and academic colleagues (both local and national) to enhance the competitiveness of external proposals.
Who doesn’t want money to support their research agenda?
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Center on Reinventing Public Education
Robin Lake, Director
Improving education through transformative, evidence-based ideas
Theory of Action
Through research and policy analysis CRPE seeks ways to make public education more effective, especially for America’s disadvantaged students. We start from the premise that, too often, the structure of today’s public education system makes it difficult, if not impossible, for every family to have access to a school that meets the needs of their child, and for teachers and other adults to achieve the goal of providing an outstanding public education for every student.
The gaps we have to close—between privileged and disadvantaged students in our nation and between U.S. students and their peers in other advanced countries—require bold changes in how we provide public education. Policymakers, philanthropists, and civic leaders must take significant action so that those overseeing public schools become active managers of performance and improvement, rather than passive arbiters of compliance. School systems must become active problem solvers, encouraging innovation rather than just tolerating limited examples of success. Public education should attract and develop talented teachers and leaders. Public funds need to flow equitably to students and align with performance goals. Families should have a wide range of high-quality public school options to meet their students’ unique needs.
To address these needs, we help redesign governance, oversight, and dynamic education delivery systems to make it possible for great educators and programs to do their best work with students. Our work emphasizes evidence over posture and confronts hard truths. We search outside the traditional boundaries of education to find pragmatic, equitable, and promising approaches to address the complex challenges facing public education. Our goal is to create new possibilities for the parents, educators, and public officials who strive to improve America's schools.
CRPE is a self-sustaining organization affiliated with the University of Washington Bothell. Our work is funded entirely through private philanthropic dollars, federal grants, and contracts.
Our Work and Its Impact
CRPE is at the forefront of studying urban school district reform initiatives throughout the country. We strive to transform the way people think about problems and solutions in public education through research and analysis based on high standards and common sense. In particular, we contribute important new ideas and research in the following areas:
Re-missioning states and school districts: CRPE is a leading thinker on governance for the school systems of the future. CRPE developed the "portfolio" strategy for district management that is now being adopted by more than 40 cities across the country. Twice-yearly Portfolio School District Network meetings bring together superintendents, mayors’ staff, foundations and businesses, nonprofits, and others to learn from national experts and from each other to address their most complex challenges. New funding in 2013 will support analytic capacity and thought leadership on a broader conception of governance options, and provide impact on the ground in the form of pragmatic solutions for cities across the country undergoing education governance transformation.
Charter schools and innovation: CRPE is a recognized leader in high-quality research and analysis within the charter school movement. We provide balanced evidence to policymakers and practitioners. We routinely bring together the best minds in the field to share ideas and craft new solutions to emerging problems. In partnership with Mathematica, CRPE conducted the first national longitudinal study of the impact of charter management organizations on student outcomes. We published a book that takes a pioneering look at the role of charter schools in meeting the needs of students with disabilities, and are now studying research and policy issues around special education identification, assessment, and enrollment in charter schools. Locally, our Washington Education Innovation Forum brings together a group of top education and private sector entrepreneurs in an effort to help our state’s schools dramatically accelerate student achievement through innovation and new instructional technologies.
Finance and productivity: CRPE’s strong ideas and practical strategies have helped leaders at the federal, state, local, and school level to understand costs and to direct money where it is most needed. Our school finance research broke new ground with its focus on how money is used within districts and how different uses of money could permit innovation and increase children’s learning opportunities. Our work played an important role in informing the decisions of national policymakers during the economic crisis: U.S. Education Secretary Arne Duncan relied on analysis by CRPE to bolster the case for education stimulus funding in the states. As a partner in the federally funded Building State Capacity and Productivity Center, CRPE brings nationally recognized research and technical assistance experience to support state education agencies in their efforts to become more active managers of school performance.
Our ideas and research results are transforming school districts, opening up new approaches to instruction, and helping educators make more thoughtful and effective uses of public funds. We work closely with city and state leaders who are trying to improve their urban public school systems. CRPE researchers have testified as expert witnesses before Congress and state legislatures; have served as advisors to local and national organizations and as reviewers on Race to the Top applications; and regularly present at national and international meetings and conferences. CRPE’s work is widely covered by local and national media, and our researchers frequently provide interviews and written commentary on complex or emerging issues.
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Center for Education & Research (CEDR)
Dan Goldhaber, Director
CEDR’s mission is to conduct high quality independent research that advances the state of knowledge in education and aids policymakers in decision-making so as to improve educational outcomes for all students.
The ultimate goal is to help move the education enterprise toward being a continuously evolving system where learning from policy variation and adjusting policies is based on what is learned is the norm, not the exception.
The Center for Education Data & Research (CEDR) is a unit of the University of Washington Bothell reporting to the Vice Chancellor for Academic Affairs. CEDR focuses on studying the complex relationships between K-12 education policies and practices, social services geared toward children, and student outcomes. Much of CEDR’s work is connected to the quality of the teacher workforce, a key ingredient to educational improvement.
CEDR is directed by Dr. Dan Goldhaber, Research Professor and co-editor of Education Finance and Policy. Goldhaber has an extensive record of published work focusing on issues of educational productivity and reform at the K-12 level and the links between K-12 and higher education. He is joined by several Affiliate Researchers – Jerald Hertig (University of Washington), John Krieg (Western Washington University), Lesley Lavery (Macalester College), Mark Long (University of Washington), Mike Puma (Chesapeake Research Associates) – as well as a team of graduate research assistants.
Collectively the CEDR research team brings a wide range of disciplinary and analytic approaches to problems. Diverse approaches to answering policy questions allow CEDR to investigate issues from many different angles, digging deep into the reasons a particular educational practice, policy, or intervention appears effective or ineffective in changing the lives of students.
Key Research Areas
Both at the state and national level, there is a need for greater capacity to conduct high-quality, policy-relevant research that will yield findings that can be used to make smart investments in our youth. CEDR addresses this need through a focused program of study on the complex relationships between education and social service policies or practices and key education outcomes. Outcomes-based research, particularly student outcomes, is a hallmark of CEDR’s work.
CEDR maintains close ties to those on the ground, such as school district officials, teachers, and the legislature, who understand and deal with the day-to-day operations of schools and the laws and regulations that govern them. Such connections ensure that we are aware of ongoing policy debates and pending issues, and that our research is focused on truly pressing matters.
School and Teacher Effectiveness
Teacher-student links have allowed for direct, value-added measures of teacher quality and effectiveness. The use of value-added information is, however, relatively new. There is much to be learned about whether these teacher effect estimates provide accurate information on true teacher performance, how stable these measures are over time, and the degree to which they are useful in predicting student achievement. More importantly, we need to understand how these measures can impact schools, teachers, and students.
Educational Accountability and Governance
Individual states began adopting school accountability policies in the 1980s and 1990s and the movement reached the federal level with the passage of the No Child Left Behind Act (NCLB) in 2001. As a part of accountability, a number of states (and NCLB itself) require that schools that are chronically failing students must adopt various types of reform initiatives, from wholesale restructuring to the implementation of specific comprehensive school reform models. CEDR’s research assesses the impact of these reform initiatives on the success of students and schools in general.
Teacher Labor Markets
Understanding the occupational and job choices that teachers make in their careers and the role of institutional factors in determining the allocation of teachers across schools is fundamental to crafting policies to improve the quality and distribution of teachers in the workforce.
To answer questions about whether public schools are keeping their best teachers and what conditions predict who stays and who goes, CEDR has tracked the early career paths of teachers, including transfers from one teaching position to another, both within and between school districts, as well as exits out of the public school system. CEDR has also evaluated how career transitions are related to value-added estimates of teacher effectiveness.
Strategic District Partnership Initiative
In this era of accountability Washington State school districts collect an unprecedented amount of data about their schools, teachers, and students. These efforts are consistent with current trends in state and federal policy, but it is not always clear exactly how district and school leaders can use these data to improve policy and practice in order to enhance student learning.
To address this problem, CEDR has created partnerships with Washington State school districts to support the productive use of data. The Strategic District Partnerships Initiative (SDPI) is designed to provide school districts with additional analytic capacity and to assist them with implementing evidence-based practice.
Focus on Washington State
Building on the notion that policy makers are more likely to take research seriously if it is based on data that is “close to home,” CEDR focuses particular attention on Washington State. We have a number of recent or ongoing studies that focus on Washington, utilize state data, and contribute to debates over Washington’s educational policies or the use of its educational resources.
We seek to continue building capacity in the state so that we can respond in a timely manner to evolving education policy questions. We believe our research and data analysis can help Washington reach the goal of improving achievement levels of all students in the state.
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Selected Milestones and Current Initiatives
Overview – 21st Century Campus Initiative
In 2008, UW Bothell completed a year-long planning process involving faculty, staff, advisory board members, alumni, students and external partners, resulting in the 21st Century Campus Initiative strategic plan. The plan outlined seven priorities to guide campus growth in size and excellence: growth, resourcefulness, diversity, student-centered, community, innovation, and sustainability.
The development, implementation and monitoring of this institutional plan is led by the Vice Chancellor for Academic Affairs (VCAA) and managed by the Strategic Initiatives Director in collaboration with the campus community. The 21st Century Campus Initiative has been the catalyst and guide for a period of extraordinary growth, during which enrollment doubled, the number of degrees tripled, student housing was established, industry and community collaboration deepened, and campus facilities expanded. The pace of implementation has been rapid, and by the end of the 2012-13 academic year the campus community had reached key milestones in each of its priorities and had plans and processes in place to realize the vision outlined in the plan.
- Enrollment and faculty growth – Increased enrollment from 1,589 in 2007 to 3,535 FTE from Autumn 2007 to Autumn 2012, with 3,900 FTE anticipated in Autumn 2013. Full-time faculty increased from 85 in 2007 to 175 for Autumn 2013.
- New academic opportunities – Added 22 new degrees from Fall 2007 to Fall 2013, including seven new STEM degrees. Launched degree programs in new locations and piloted new e-learning initiatives, including two hybrid degree programs.
- Organizational growth – Created the Science and Technology Program (S & T) in 2009 to increase opportunities in STEM fields and formed a new School of STEM through consolidation of S & T and the Computing and Software Systems Program in 2013. Initiated a transition to Schools as primary academic units and established first three Schools. The School of Business received independent accreditation from the American Association of Collegiate Schools of Business in 2011.
- Current growth initiatives – New degrees, including Mechanical Engineering, Cybersecurity Engineering, Chemistry, Diversity, and Teaching and Learning, are in approval stages for launch within the next two years. Implementation of the transition to Schools is underway. A strategic plan to enhance arts education and engagement was recommended by VCAA’s Arts Task Force and endorsed through a campus-wide review process completed in June 2013.
- Facilities expansion and organizational efficiencies – Secured funding and began construction for UW3 Science and Academic Building, due to open in Autumn 2014. Purchased and opened Husky Village student housing complex and leased academic, lab and research space in the Beardslee Building, as well as multi-use space now known as Husky Hall and due to open in late 2013. Completed $2.2 million in energy savings projects, supported by $745,000 in state grand funding.
- External funding and funded research – Expanded private support from $300,000 in 2007 to a record $10.5 million thus far in the 2012-13 fiscal year. Received funding for the nearly completed Sarah Simonds Green Conservatory, which will serve as a working education lab for the campus. Increased research funding from $1.5 million in 2007 to a record of over $6 million for the first three quarters of the current fiscal year.
- Self-sustaining programs – Launched three fee-based and two self-sustaining degrees, as well as a graduate certificate and four Professional and Continuing Education certificates. Built and opened student-funded Sports and Recreation Complex. Implemented campus amenities, auxiliary services and sustainable transportation practices.
- Current resourcefulness initiatives – Manage building projects, including UW3 Science and Academic Building, and prepare for their use. Continue the successful growth of private giving and funded research initiatives.
- Campus diversity, culture and outreach - Became one of the most ethnically diverse four-year public universities in Washington; 43 percent of all students are students of color. Established the Diversity Council, which developed a speaker series, conducted a student experience survey, and supported development of a diversity minor and expansion of multicultural student life activities.
- Academic services and outreach - Launched the Academic Transition Program, Student Success Services, Accelerated Intensive English Program, and International Student Services. Launched Making Access to College Happen (MATCH), a student mentorship program involving UW Bothell student mentors and high school students from four partner schools.
- Current diversity initiatives – Launched a series of global initiatives supporting more robust programs, including study abroad, academic connections worldwide, international students, and opportunities for global engagement close to home.
- Academic experiences and support – Adopted campus-wide undergraduate learning goals to shape, assess, and enhance teaching and learning in 2012. Appointed an Associate Vice Chancellor for Undergraduate Learning to enhance cross-campus initiatives to enrich and enliven undergraduate student experiences and success. Launched an undergraduate research initiative. Expanded the Teaching and Learning Center (TLC), the Writing and Communication Center and the Quantitative Skills Center and opened the Campus Multimedia Studio for students.
- Student life experiences – Opened Husky Village student housing and created a residence life program with living-learning communities. Expanded co-curricular events, orientation programs, community service opportunities, leadership development, and recreational activities. Expanded food services, including the new Food for Thought Café and Lounge. Opened a new Sports and Recreation complex and a student fitness center.
- Current student-centered initiatives – Assessment efforts include institutional data development and assessment strategies related to campus learning goals, learning technologies, assessment of high impact practices and undergraduate research data. A student success center is in development to enhance student learning, retention, and time-to-degree.
- Local to global connections – Launched an annual Innovation Forum designed to bring the campus and the community together to experience, and contribute to, intellectual, artistic and entrepreneurial events. Partnered with industry professionals to create a Wetlands restoration game through the Center for Serious Play.
- Curricular initiatives – Developed international partnerships with universities in Bejing and Dubai, and with SMARTlab at University College Dublin. Launched professional education certificate programs in Game Design and Creation, Nonprofit Management, and Social Enterprise Leadership to serve regional continuing-education needs. Increased community-based learning courses to more than 45 in 2010-2011, up from 34 in 2009-10.
- Current community initiatives – A Director of Community-based learning and Research was appointed in 2012 and a new Chancellor’s Community Engagement Council was formed to lead development of a vision to deepen and broaden community engagement. Schools, Programs and Centers are focusing on strengthening partnerships, including through advisory boards. The Advancement team continues to build sustainable relationships within the community in support of the university.
- Interdisciplinary initiatives – Added eight new interdisciplinary degrees within School of Interdisciplinary Arts and Sciences and developed two cross-program degrees, a BA in Interactive Media Technology and Diversity Minor. Launched the Innovation Forum with the theme of creativity and innovation.
- Teaching and learning initiatives – Launched the undergraduate research initiative and other high impact practices, and established an annual TLC Scholarship of Teaching and Learning Symposium.
- Technology-enhanced teaching and learning – Installed Tegrity lecture-capture in all classrooms to support hybrid learning, flipped classes, and other innovative teaching approaches. Academic units have adopted e-portfolios and other technology-enhanced learning experiences. Opened the Digital Media Lab/Classroom to support multimedia.
- Current innovation initiatives – Launched the VCAA’s Worthington Innovation Fellows Program, supporting innovative uses of technology across campus. The undergraduate research program for students and the Hybrid Course Development Institute for faculty are continuing to expand and develop. Undergraduate Learning is expanding opportunities and assessment for use of high impact practices to enhance student learning and engagement.
- Green campus – Completed an ESCO energy savings project anticipated to reduce UW Bothell’s carbon footprint by 922 tons and create energy savings of 22 percent. Installed solar panels and electric vehicle charging stations. Incorporated sustainable design and universal access principles into the UWB3 design and Campus Master Plan Update
- Wetland as centerpiece – The campus achieved Salmon Safe certification and was recognized for the most successful wetlands restoration in the state. The Sarah Simonds Green Conservatory and wetlands education center will open this summer. Created the UWB Wetlands game, with a percentage of proceeds designated for wetland restoration projects.
- Teaching and research – Launched new degrees, including BS in Environmental Science, BA in Environmental Studies, BS in Climate Science & Policy, and tri-campus Minor in Ecological Restoration. Participated in the Restoration Ecology Network and other service-learning partnerships to foster stewardship.
- Current sustainability initiatives – The Chancellor’s Committee on Environmental Sustainability provides leadership in campus sustainability and the School of IAS is currently involved in strategic planning to develop a comprehensive environmental initiative.
Since 2008, UW Bothell has been guided by the 21st Century Campus Initiative, outlining a strategic plan for growth. As the campus matures and approaches its anticipated build out, the challenge and opportunity will shift from planning for growth to planning for a sustainable future when the campus is substantially complete.
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