The mission of the community college is to provide an “open door”to those who are able to benefit from higher education. Clark College is honored to be your community college providing access for those seeking assistance in acquiring basic education skills as adults, academic transfer options for those wishing to access four-year institutions, and workplace readiness skills for job seekers who want to meet the employment standards of business and industry.

During the past two years, the Clark College Board of Trustees has developed a strategic direction for the College known as Results Policies. These long-range, broad-based statements detail the difference the College will make within the region it serves. Our Report to the Community provides an overview of each of the Results Policies followed by a section detailing information, activities, and progress achieved.

Another important objective for the College is the assessment of how we’re doing—what things are working well and what things need improvement. Through a series of community focus groups held this spring we have identified areas of concentration. The final section of this publication provides information about the suggested actions the College should consider in order to ensure public accountability and quality service.

We appreciate the opportunity to share our report with you and trust you will find it to be both educational in nature as well as a commitment to action. After all, we are your community college!

Tana L. Hasart, Ed.D.,  President             Sue Fratt , Chair Clark College Board of Trustees

Clark College provides opportunities for individuals from diverse backgrounds to pursue their educational goals. The College offers accessible, comprehensive education; provides services to support student success; and fosters community partnerships that enhance student learning. The College focuses on professional/technical training, academic transfer, pre-college and basic skills, personal development, and cultural enrichment.

Clark College strives to offer high-quality, flexible, and relevant education to meet the lifelong learning needs of the community. The College responds to the changing needs of the people it serves by encouraging the use of innovative instructional methods and technologies.

In support of our mission and vision, Clark College affirms the following values:

Learner-focused education
To demonstrate our commitment, we will:

• Focus on learning as the foundation for decision making with respect to planning, technology, location, instructional methods, and successful outcomes.
• Clearly articulate and continually assess learning outcomes.
• Support students as active participants in their education.

Excellence
To demonstrate our commitment, we will:

• Support efforts of faculty, staff, and students to set, achieve, and maintain high standards.
• Regularly evaluate goals and be accountable for achieving them.
• Give recognition to individuals and programs that demonstrate excellence.

A positive campus environment
To demonstrate our commitment, we will:

• Foster open communication and shared decision- making at all levels.
• Show honesty, fairness, compassion, integrity, and accountability in all interactions.
• Demonstrate respect for differences.
• Maintain safe, functional, and adaptive facilities that are aesthetically pleasing and meet the changing demands of technology.

Broad-based partnerships
To demonstrate our commitment, we will:

• Establish internal and external partnerships that support student learning, shared community resources, increased educational opportunities, and shared governance.

Program improvement and results-oriented decision-making
To demonstrate our commitment, we will:

• Foster innovation and creativity.
• Promote experimentation and interdisciplinary exchange of ideas.
• Establish accountability for decisions through goal setting, due process, and meaningful evaluation.

Approved by the Clark College Board of Trustees on June 25, 1997
Affirmative Action/Equal Opportunity Institution

Citizens of Southwest Washington and others who rely upon Clark College will be provided a comprehensive education and services that are affordable and accessible.

As the third largest community college in the Washington State system, Clark College served 11,978 full-time and part-time students each quarter during the 1998-99 academic year, equivalent to a full-time student population of 6,058.

Over 32% of high school graduates in our region begin their college experience at Clark College. A majority, 93% of the student body, comes from the College's service area that includes Clark, Skamania and west Klickitat counties.

More than 1,000 area residents over the age of 55 enrolled in courses offered by the Mature Learning Program in 1998-99. Some 144 classes are offered each year for seniors—a growing population in this region—on topics ranging from Watercolors to Windows to Study Tours in the Olympic Rainforest.

Annual tuition and fees of $1,809 in the 2000- 2001 academic year will provide a substantial savings for students who choose to complete their first years of college while living at home, compared to an average of $3,100 at a four-year public college or university in Washington. In 1998-99, 53% of full-time students received aid. A total of $8,497,027 in grants, loans, tuition waivers, work-study funds, and scholarships was awarded.

The College offers comprehensive programs including options for students to prepare for transfer to a four-year college, acquire knowledge and skills for employment, improve basic skills, and enrich their personal and cultural lives.

Based on Spring 1999 headcount:

47%	Age 18 - 29
39%	Age 30 - 59
8%	Age 60+
6%	Through age 17

Based on 1998-99 Annual Student Enrollment in State Supported Courses:

45%	Academic Transfer & Vocational Support
28%	Vocational
14%	Developmental Education
13%	Basic Skills (GED, ABE, ESL)

Source: SBCTC

Students will experience high quality, innovative education and services that foster student success.

Classroom teaching is the first priority for Clark's 150 full-time faculty, who preside over their own conference and lab sessions as well as lectures. With a median of 24 years of teaching experience, 32 have earned doctorates. Many Clark College professors conduct research in their respective fields and are published authors.

An additional 321 adjunct (part-time) faculty bring to the classroom specialized skills from academic studies and professional careers in business and industry. An average class size of 21 means students can expect one-on-one interaction with faculty who also provide academic counseling in their fields of expertise and serve as advisors for extracurricular clubs and programs.

Preparing students to transfer to four-year colleges and universities is a major part of our College mission. The provisions of the Community College Block Transfer Agreement allow Clark graduates to transfer into four-year institutions with full junior status.

During 1998-99, 620 students earned a transfer degree—the Associate in Arts (AA) degree at Clark. An additional 1,852 students reached the midpoint of being "transfer-ready"—completing 45 credits in a transfer program with a 2.0 GPA or higher.

Over 450 Clark students successfully transferred to Washington four-year public colleges and universities. Others took advantage of tuition agreements with Oregon to attend nearby Portland State University. Clark College students are successful after transfer to four-year colleges, earning an average GPAof 3.09 at their transfer institutions, compared to the all-student GPA of 2.96.

Basic skills programs at Clark include:

• Adult Basic Education (ABE) classes to serve the needs of adults with literacy skills below the 9th grade level.
• English as a Second Language (ESL) classes to provide training for those with limited English.
• Classes to prepare adults to complete their high school education by passing the General Education Development (GED) certificate exam or earn a high school diploma.

In 1998-99, 46.9% of the Clark students enrolled in ABE, ESL and GED classes reached their goal; 10% more than the state average of 36.8%.

Citizens will have access to educational services that facilitate gainful and meaningful employment.

Preparing students for entry-level employment and retraining workers for new jobs are core elements of our mission. In 1999-2000, 301 students earned Associate in Applied Science degrees and 197 completed certificates in professional/ technical programs.

The 1998-99 Vocational Follow-up Study of former students in professional/technical programs documents a high level of success for students who received workforce education and training at Clark. Of those students who completed programs in 1998-99, 87% found jobs within six months. When surveyed about the relevance of their coursework at the College, 88% of program leavers agreed that their training at Clark was adequate preparation for related employment.

The average wage for Clark College program completers in 1998-99 was $12.09/hour.
(SBCTC Data Linking for Outcomes Assessment)

Recent programs developed to meet needs of high tech companies include:

• MicroComputer Support Specialist
• Computer Network Administration
• Data Networks and Telecommunications
• Manufacturing Technologies

The College will model a spirit of collaboration in establishing and accomplishing community goals.

Through partnerships with business, public service agencies and other education providers, Clark College ensures that programs meet the needs of students and the local workforce.>

Clark plays a major role in WorkSource which links the College with the Washington State Employment Security Department, the Private Industry Council, and the Department of Social and Health Services, to provide employment support and services for area residents. Clark serves as a WorkSource Affiliate site where students and agency clients can access job training services, testing and career resources, and unemployment insurance information. The campus Employment Services Center made over 7,884 job referrals in 1998-99.

The College links academics and skill training through a network of internships in local businesses and community agencies. Through the Cooperative Education program over 380 students applied their classroom skills in a"real-world" setting during 1998-99. An additional 200 students participated in apprenticeship programs.

Over 4,317 clients from such companies as WaferTech, Hewlett-Packard, MicroPump, and Clark United Providers received customized training in the 1999-2000 year, an 18% increase over the previous year.

Faculty and staff work together through the Cooperative Advising for Transfer (CAT) Program to provide a smooth transition from Clark College to WSU Vancouver. Advisors help students develop a four-year plan that minimizes potential problems with credit transfer. In Fall 1999, 139 students were enrolled in the CAT Program.

Partnerships with local K-12 school districts include development of a new seamless program in Art/Graphics, College in the High School in White Salmon, and the Running Start program that allows high school students to jointly enroll in high school and college classes.

Students and citizens will learn in a safe and supportive campus environment.

A recently-completed 10-year master facilities plan for Clark College strives to serve the anticipated increase in students as Southwest Washington's population continues to grow.

Pre-design work has begun for the Clark Center on the WSU Vancouver campus in Salmon Creek to serve North County residents and students completing a degree at WSU Vancouver. A major remodel in the Applied Arts Complex on the main campus will provide state- of-the-art learning labs for high demand training in data networking and telecommunications, electronics, automated manufacturing and robotics.

Beginning in the year 2000, all students have access to an e-mail account and Internet service through the College. The campus has 27 computer labs housing a total of 620 work stations available for classroom instruction and for open lab use by students.

An array of supportive services is provided to help students overcome obstacles in attaining their educational goals. The Health Services Center provides low-cost routine medical treatment and promotes preventative care. Returning students, displaced homemakers and retraining workers receive personal support and mentoring. A visible Security presence assists students and provides safety during all hours of College operations.

Faculty are encouraged to pursue professional development opportunities that increase their ability to deliver high quality instruction and services. College support enables faculty to keep abreast of developments in technology and advances in their respective disciplines through academic conferences, industry training and field research. Instructors share their expanded knowledge in the classroom, through publications, and in community presentations.

The College will model a respect for differences and an appreciation of multiple perspectives.

Clark College is committed to fostering programs and services that support diverse populations and strives to integrate multiple perspectives into the curriculum.

Clark students gain a global perspective by sharing with students from other countries in the classroom and in extracurricular activities including Conversation Partners, International Coffee Houses, and the International Student Club.

Fall term:

1995	1996	1997	1998	1999
72	108	79	63	57

Study abroad programs in 1998-99 allowed students and faculty to experience life and learning opportunities in Germany, Spain, Switzerland and Ireland.>

Through the Peer Mentor program, students from differing ethnic backgrounds receive assistance in adjusting to college life from experienced students of various cultures.

	96-97	97-98	98-99
Asian/Pacific Islander	609	590	578
African American	219	225	225
Native American	112	123	136
Hispanic	295	377	396
White	9,171	9,256	10,427
International	108	79	62
Other Races	27	25	41

The citizens of Southwest Washington will enjoy opportunities for cultural, environmental, and social enrichment related to the process of life long learning.

Clark College offers opportunities for personal development and cultural enrichment through sponsorship of community events and forums, non-credit classes offered by Community Education and a variety of student clubs and organization.

Clark serves as co-host and sponsor of events and activities that provide opportunities for civic participation, awareness of current issues, entertainment, and education for the campus and the community.

• Candidates' Forums and Election Returns
• Dinner Theater, Jazz Festival and Band, Orchestra, and Choir concerts
• Columbia Writers Series and Apsler Lectures
• Earth Night, International Week and Martin Luther King Jr. observance events
• Women of Achievement and Forum at the Library

Students enhance their classroom studies by participation in more than 30 clubs and activities related to specific fields of study or personal interests. A sampling includes:

• Academic: Engineering Club, Student Nurses, Dental Hygiene Students, Phi Theta Kappa, Aspiring Bakers & Chefs' Club
• Athletics: Basketball, Soccer, Dance, Fencing, Track, Skiing, Intramural Team Sports
• Cultural: Band, Orchestra, Chorale Ensemble, International Club, Theater
• Political: Black Student Union, Campus Democrats, National Organization for Women (NOW), Reef Dwellers

Community Education offers non-credit classes, workshops, and excursions in areas of interest to community residents of all ages. Topics include the arts, computers, crafts, dance and music, garden and home, health and wellness, languages, sports and recreation, and summer camps for children. The scope of classes changes from season to season and consistently appeals to a wide range of residents.

Year	Number of Classes	Number Enrolled
1997-98	794	8,816
1998-99	839	10,967
1999-2000	905	12,156

Students at Clark College develop knowledge and skills in six critical areas that reflect expectations of employers and transfer institutions alike. Students are given continuous opportunities to practice and improve their skills in these college-wide abilities:

• Communication
• Critical Thinking/Problem Solving
• Information/Technology
• Global/Multicultural Perspectives
• Effective Citizenship
• Life-long Learning

The Clark College Board of Trustees convened a series of community focus groups in June 2000 to help evaluate College priorities and performance. Local leaders from K-12, WSU Vancouver, business, labor, social service agencies, faculty, staff and alumni shared their views on the effectiveness of the College in the key areas of the Board's Results Policies. Highlights from focus group discussions include the following list of strengths and suggestions for action.

• Continue providing affordable, accessible, quality education.
  Group participants agree that affordability and accessibility are major strengths of the College. They also agree that individuals pursuing education to build skills or achieve a degree are well served by Clark College's "quality of education."
• Link academia and skill training.
  The community views "basic skills," "job skills," and "academic transfer" as critical pieces of a puzzle. Basic skills and the ability to learn, communicate, and think critically are considered as important as specific skill training. Incorporating workplace skills and college-wide abilities in an outcome-based curriculum will produce a more well-rounded graduate.
• Pursue smoother transfer mechanisms with WSU Vancouver.
  A renewed partnership should be dedicated to developing tangible incentives for making the transfer process work effectively. Administration, classified staff and faculty should all be involved in the process.
• Capitalize on existing community relationships.
  Partnering with business and the community-at-large reinforces the students' academic experience. Clark should capitalize on the resources business and industry has to offer, including resource sharing-human, financial, and facilities.
• Commit to faculty development and establish outcomes-focused expectations.
  Participants recognized the need for ongoing cross-discipline curriculum development and planning collaboration. Acknowledging this valuable human resource, Clark College should invest in the on-going development of its faculty.
• Increase visibility.
  Group members encourage Clark College to increase its visibility in the community and make public its successes by showcasing student achievements, recognizing faculty, and highlighting its collaboration with business and industry.
• Acknowledge community expectations: Clark College prepares people to contribute to the workplace and their community.
  The Results Policies should be reviewed to ensure that this important statement of purpose reflects the same goals as the community Clark College serves. Students should be exposed to a well-rounded curriculum, developing learning and communication skills, job specific skills, as well as basic work skills.