Legislature(2009 - 2010)CAPITOL 106
03/04/2009 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview(s): University of Alaska Regional Campus Overviews | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 4, 2009
8:02 a.m.
MEMBERS PRESENT
Representative Paul Seaton, Chair
Representative Wes Keller
MEMBERS ABSENT
Representative Cathy Engstrom Munoz, Vice Chair
Representative Bryce Edgmon
Representative Peggy Wilson
Representative Robert L. "Bob" Buch
Representative Berta Gardner
OTHER MEMBERS PRESENT
Representative John Harris
COMMITTEE CALENDAR
OVERVIEW(S): UNIVERSITY OF ALASKA REGIONAL CAMPUS OVERVIEWS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous committee action to report
WITNESS REGISTER
JENNIFER CARROLL, Acting Vice Chancellor
College of Rural and Community Development (CRCD)
University of Alaska Fairbanks (UAF)
Fairbanks, Alaska
POSITION STATEMENT: Reviewed the College of Rural and Community
Development, University of Alaska Fairbanks.
RICK CAULFIELD, Director
Tanana Valley Campus
University of Alaska Fairbanks
Fairbanks, Alaska
POSITION STATEMENT: Reviewed the Tanana Valley Campus in
Fairbanks.
CLARA JOHNSON, Director
Interior-Aleutians Campus
University of Alaska Fairbanks
Fairbanks, Alaska
POSITION STATEMENT: Reviewed the Interior Aleutians Campus in
Fairbanks.
LINCOLN SAITO, Director
Chukchi Campus
University of Alaska Fairbanks
Kotzebue, Alaska
POSITION STATEMENT: Provided an overview of the Chukchi Campus.
DEBORAH MCLEAN-NELSON, Director
Bristol Bay Campus
University of Alaska Fairbanks
Dillingham, Alaska
POSITION STATEMENT: Provided a review of the Bristol Bay Campus
in Dillingham.
SUSAN BAIRD, Assistant Director
Kuskokwim Campus
University of Alaska Fairbanks
Bethel, Alaska
POSITION STATEMENT: Provided an overview of the Kuskokwim
Campus.
LEE HAUGEN, Director
Northwest Campus
University of Alaska Fairbanks
Nome, Alaska
POSITION STATEMENT: Provided an overview of the Northwest
Campus in Nome.
JEFF JOHNSTON, Director
Sitka Campus
University of Alaska Southeast (UAS)
Sitka, Alaska
POSITION STATEMENT: Provided an overview of the Sitka Campus.
CATHY LECOMPTE, Director
Ketchikan Campus
University of Alaska Southeast
Ketchikan, Alaska
POSITION STATEMENT: Provided an overview of the Ketchikan
Campus.
BARBARA BOLSON, Director
Kodiak College
University of Alaska Anchorage
Kodiak, Alaska
POSITION STATEMENT: Provided an overview of the Kodiak College.
DENNIS CLARK, Director
Matanuska-Susitna College
University of Alaska Anchorage
Palmer, Alaska
POSITION STATEMENT: Provided an overview of the Matanuska-
Susitna College.
DOUG DESORCIE, President
Prince William Sound Community College
University of Alaska Anchorage
Valdez, Alaska
POSITION STATEMENT: Provided an overview of the Prince William
Sound Community College (PWSCC).
GARY TURNER, Director
Kenai Peninsula College
University of Alaska Anchorage
Soldotna, Alaska
POSITION STATEMENT: Provided an overview of the Kenai Peninsula
College.
CAROL SWARTZ, Director
Kachemak Bay Campus
Kenai Peninsula College
University of Alaska Anchorage
Homer, Alaska
POSITION STATEMENT: Provided additional information regarding
regional campuses.
ACTION NARRATIVE
8:02:05 AM
CHAIR PAUL SEATON called the House Education Standing Committee
meeting to order at 8:02 a.m. Representatives Seaton and Keller
were present at the call to order. Representatives Buch,
Edgmon, Wilson, Gardner, and Munoz were excused. Also in
attendance was Representative Harris.
^OVERVIEW(S): UNIVERSITY OF ALASKA REGIONAL CAMPUS OVERVIEWS
8:02:50 AM
CHAIR SEATON announced that the only order of business would be
an overview of the University of Alaska regional campuses. He
directed the regents to address the student needs, as understood
on the regional campuses, and what the legislature might do to
assist in their educational process and the university in
attaining their mission to serve them. Additionally, he
expressed interest in hearing about the integration of local
high school and K-12 into the university's programs. Chair
Seaton also expressed interest in hearing the ways in which
regional campuses address education in Alaska, including
workforce development. He concluded by encouraging those
interested to provide public testimony on the operating budget,
which is being held in the House Finance Committee today.
8:10:21 AM
JENNIFER CARROLL, Acting Vice Chancellor, College of Rural and
Community Development (CRCD), University of Alaska Fairbanks
(UAF), began by explaining that for UAF, all of its community
campuses are organized under CRCD. Within CRCD, a number of
units serve a statewide, broader mission or an Alaska Native-
Serving [Institute] mission. For instance, the Center for
Distance Education and Independent Learning provides all the
web-based correspondence, independent learning courses, and
course design for distance education.
8:11:13 AM
CHAIR SEATON asked if that is a central function at UAF.
MS. CARROLL answered, "It's within our college, and yes, it's a
central function. This center is a centralized function within
our college." In further response to Chair Seaton, Ms. Carroll
clarified that the regional campuses each offer their own set of
distance courses, both independently and in cooperation with one
another.
8:12:02 AM
MS. CARROLL then informed the committee that CRCD also houses
the Department of Alaska Native and Rural Development, which
offers a Bachelor's and Master's degree program throughout the
state. The Distance Early Childhood Education program allows
students to earn certificates, Associate's degrees, and
Bachelor's degrees and is offered statewide. The Rural Health
Programs uses the Allied Health coding and billing; the program
is offered throughout rural Alaska. The Department of
Developmental Studies serves all campuses in Fairbanks.
Although each campus has faculty in the area of [developmental
studies], the department is held within CRCD. The CRCD holds
Rural Student Services, which serves all rural and Alaska Native
students who attend the Fairbanks campus. The CRCD also holds
the Rural Alaska Honors Institute. All of these [non-campus
based units and programs] are part of CRCD in addition to the
six campuses, which share certain parts of a similar mission.
8:13:27 AM
CHAIR SEATON inquired as to how that's different from the main
campus.
MS. CARROLL explained that the Fairbanks campus has its own
colleges, including the college of liberal arts, the college of
natural sciences, etcetera. There are degrees and programs held
within those colleges that are primarily offered on the
Fairbanks campus. However, some of those [degrees and programs]
extend through CRCD, such as English. Ms. Carroll clarified
that CRCD is a separate college within the university.
8:14:19 AM
MS. CARROLL, continuing her presentation, noted that CRCD
provides administrative support to the aforementioned [non-
campus units and programs] and the [community] campuses. The
CRCD is located in the Brooks building on the UAF campus. Ms.
Carroll explained that the headcount and credit hours generally
accrue to the campus [from which the class is offered].
However, a large number of courses accrue to the "rural
college." Any Center for Distance Education course will accrue
to the rural college. For instance, the [headcount and credit
hours] for those Distance Early Childhood Education courses not
offered from a specific campus, but rather through the overall
program would accrue to the rural college. The Rural Health
programs try to push as much of the [headcount and credit hours]
to the campuses, although some still accrue to the rural
college. The credits earned under the Department of Alaska
Native and Rural Development accrues to the rural college. The
statewide total headcount for rural college was 2,300. The
Center for Distance Education is a large part of those credits
because of the demand in rural areas and the Fairbanks campus
for independent learning and web-based courses. In fact, 87
percent of the students taking these rural college courses are
seeking degrees either in another college or in CRDC.
MS. CARROLL then informed the committee that the Department of
Alaska Native and Rural Development program has 12 full-time
Bachelor's students, 23 part-time Bachelor's students, and 22
students not enrolled for spring. She pointed out that her
document entitled "UA Community Campus Profile Prepared for
House Education Committee" also includes the numbers for those
seeking a Master's degree as well. She said that the campuses
will talk with the committee about dual credit courses.
However, she noted that her document specifies that there are
some Rural Health Programs, in the form of camps, for which high
school students receive credits. These camps have an
outstanding completion rate and are very successful. She
related that those students who participate in the Rural Alaska
Honors Institute receive dual credit. She also said that adult
basic education/GED services are best addressed by the
individual campuses. In conclusion, Ms. Carroll opined that all
of the community campuses are the workforce development engine
for the state. It's a challenge to ensure people understand
that the university system is performing workforce development.
The rural campuses face the challenge of being heavily dependent
on federal grant funds since all of the rural campuses serve
greater than 20 percent Alaska Native students. In fact, most
of the rural campuses serve greater than 50 percent Alaska
Native students. She specified that it's problematic when
essential services are dependent upon federal funds.
8:20:00 AM
CHAIR SEATON recalled that in an effort to stem the turn over
rate there has been a push to attain more teachers from rural
Alaska to train and return to the Bush. Therefore, he
questioned whether there is a targeted effort to recruit more
rural Alaskans and Native Alaskans into elementary and secondary
teaching.
MS. CARROLL responded that the aforementioned would fall under
the "School of Ed," which is a separate college for those
degrees. She noted that [CRCD] works cooperatively with those
separate colleges in rural Alaska to offer the distance programs
for rural Alaska. She remarked that she isn't satisfied with
that effort and explained that CRCD campuses target those at the
low end who need to improve their skills to allow them to enter
the teacher education program. Grants are available for this
purpose, she mentioned.
8:22:09 AM
CHAIR SEATON requested that presenters identify programs that
exist to address those occupations for which there are critical
shortages.
8:22:43 AM
REPRESENTATIVE KELLER inquired as to whether there is
collaboration with K-12 for distance learning.
MS. CARROLL specified that such collaboration is addressed via
each campus and the local school district. She noted that Rural
Health Services have a lot of their own tech prep agreements,
although it mostly occurs through such agreements with the local
schools.
8:23:35 AM
REPRESENTATIVE KELLER related his understanding that the use of
longitudinal data for students in Alaska is prevented due to the
lack of standardized reporting in the K-12 arena. He recalled
that the university "has such a good corner on that ... [the
university] started years ago." He asked, "I was just wondering
if as the EED [Department of Education and Early Development]
develops these standards ... if there was some link there." He
mentioned that Commissioner LeDoux and Mr. Hamilton, President,
University of Alaska, are interested.
MS. CARROLL said those were conversations that were held at the
education summit. She further said that she isn't personally
involved with that.
8:24:38 AM
MR. TURNER indicated that the committee packet should include
one-page data information sheets for each campus. He pointed
out that these sheets have the most up-to-date information.
8:25:46 AM
CHAIR SEATON requested that presenters should highlight programs
that need coordination with the legislature.
8:26:33 AM
RICK CAULFIELD, Director, Tanana Valley Campus, University of
Alaska Fairbanks, relayed that the core purpose of the Tanana
Valley Campus is community-driven education with a focus on
workforce development, academic preparation, and lifelong
learning. He further relayed that the Tanana Valley Campus
makes up over 50 percent of UAF's CRCD. This past year the
Tanana Valley Campus graduated 280 students from which he
highlighted graduates Joanne Beck (ph), Ross Benjamin, and Katie
Bellant (ph). In the past, these students may have had to leave
the state to receive training that is now available at the
Tanana Valley Campus. Mr. Caulfield informed the committee that
the Tanana Valley Campus is one of the largest of the community
campuses in the UA system. With the support from the
legislature, the Tanana Valley Campus is in the process of
improving the energy efficiency of the main building, which is
the old, 1962, Fairbanks court house.
8:29:54 AM
MR. CAULFIELD highlighted the critical importance of career and
technical education to the state. He noted that he closely
follows the "Alaska Economic Trends" magazine in order to
identify the jobs that offer the greatest promise for good wages
and good employment opportunities in the next 10 years. The
campuses present today are all about training and educating
Alaskans for these positions. Mr. Caulfield then mentioned
Alaska's aging workforce. He also mentioned that about 20
percent of Alaska's workforce is nonresidents, which he stressed
needs to be curbed. Furthermore, he related that the campuses
share a commitment to reduce the number of nonresidents employed
in Alaska by finding ways to ensure Alaskans have the skills and
training to be able to take those jobs. In Fairbanks there is
specific interest in the proposed gasline. The aforementioned
requires partnerships, and therefore the Tanana Valley Campus is
working closely with the Fairbanks North Star Borough School
District and the Hutchinson Institute of Technology. The
aforementioned is a shared facility in which the community of
Fairbanks invested $23 million to renovate the facility a few
years ago. About two-thirds of the facility is the James T.
Hutchinson High School, which is a career and technical
education magnet school, while one-third of the facility is the
Tanana Valley Campus. This collaboration provides opportunities
for students to take classes at high school and college.
Recalling an earlier reference to Tech Prep, Mr. Caulfield
explained that it's the opportunity for high school students in
Alaska to earn college credits in technical fields while still
in high school. Another advantage of the Tech Prep program is
that the associated fee is much lower than tuition. Therefore,
he said he would encourage young people to participate in these
tech prep agreements when possible.
MR. CAULFIELD then highlighted the partnership the Tanana Valley
Campus has with the trades to provide career academies, bridging
programs. For example, there is the Interior Alaska Career
Academy in which a 40-hour program is offered. This January
prior to the beginning of school a diesel and welding program
was offered through this program. During the upcoming spring
break in Fairbanks, the plumbers and pipefitters in partnership
with the Tanana Valley Campus will offer a similar program for
plumbing and pipefitting in the plumbers and pipefitters
training facility. The program is full and has a waiting a
list. Mr. Caulfield underscored President Hamilton's request to
the legislature to fund the aforementioned types of K-12
bridging programs. He then commended the work of the
commissioner of education, the labor commissioners, and the
president of the University of Alaska for working toward a
common goal. Mr. Caulfield suggested that nearly every Alaskan
needs to attend college of some sort. In closing, he
highlighted the Delta Career Advancement Center, which is a
partnership between the Tanana Valley Campus, the Delta Greely
School District, the Delta Mining Training Center, the Alaska
Works Partnership, and Cooperative Extension Service, a
nonprofit 501(c)(3) that leverages all the resources possible
for workforce development. Therefore, courses in welding, a
civil construction academy, and a certified nurse's aide program
are being offered. He then highlighted the Automotive
Technology Center, and related his pride in the revitalization
of both the automotive technology and diesel heavy equipment
program.
8:37:40 AM
CHAIR SEATON asked whether the welding career academy is full.
MR. CAULFIELD explained that these career academies are 40-hour
sessions for high school students who earn dual credit. In
fact, if students attend two career academies they earn half of
an elective credit in career technical education. He noted that
many of the students are from high schools that don't have
active career and technical education programs. He confirmed
that the career academies are full and have a waiting list.
8:38:53 AM
CHAIR SEATON noted that the committee packet includes written
responses to questions the campuses were asked from the
committee.
8:40:26 AM
CLARA JOHNSON, Director, Interior-Aleutians Campus, University
of Alaska Fairbanks, highlighted that although the Interior-
Aleutians Campus is located in Fairbanks it serves an area the
size of France. This large area encompasses 11 separate school
districts, several state government areas, and 3 regional Native
corporations. Furthermore, the Interior Aleutians Campus has
Alaska Native-Serving Institution (ANSI) status. She noted that
the Interior-Aleutians Campus provides service through six
borough centers, which she reviewed. For instance, the campus
is in partnership with the Aleutians School District, and
therefore as part of the lease agreement the district provides
space for the campus in the school district buildings.
8:42:22 AM
MS. JOHNSON informed the committee that the Interior-Aleutians
Campus represents about 5 percent of UAF's students with almost
500 students enrolled for credit. Since 2004, the Interior-
Aleutians Campus has graduated 50 students a year with
certificates and credentials. She noted that 55 percent of the
students are Alaska Natives and 60 percent of them are older.
The campus offers about 1,800 credit hours. She explained that
the Interior-Aleutians Campus programs were developed through
federal funding, the Title III ANSI status. She then reviewed
some of the programs that are in partnership with K-12
institutions, such as the Trio and Upward Bound programs. She
expressed the hope to expand the aforementioned programs to more
of the school districts. There is also a six-week summer
program that is being lead by Howard Luke, a respected elder
from the Interior, who has run the Gaalee'ya Spirit Camp for 20
years. This camp works with young people struggling with
substance abuse, suicide, and academic failure. Last summer 30
students attended the camp, of which 2 received a 4.0 this year,
12 held B averages, and all are in school. She mentioned that a
U.S. Department of Housing and Urban Development (HUD) grant
will finance the renovation of the aforementioned camp. Next
summer the camp will be open to 50 students. Ms. Johnson
related that the Interior-Aleutians Campus has 16 separate MLAs
and dual credit agreements. She noted that the campus allows
students to take extra courses in order to graduate from high
school.
8:45:31 AM
MS. JOHNSON highlighted that the Interior-Aleutians Campus has
made mathematics a priority and treated it as a gateway to
careers. The graduation rate illustrates that once students are
successful in math, they can do other things. She then related
that over the past 15 years the Interior-Aleutians Campus has
worked with the Rural Human Services program, which is designed
to provide culturally appropriate training for village-based
counselors. She continued to describe the degree programs
offered, including the Educator: Para-Professional degree that
offers training as a teacher's aide. Other programs offered are
as follows: Rural Nutrition Services, Travel Management,
Construction Trades Technology, Veterinary Science, and Alaska
Tribal Technical Assistance Center. She noted that since 2003
480 students in the Interior and the Aleutians have completed
their 7,000 credit hours in the Construction Trades Technology
program. Ms. Johnson noted that there is a newly approved
Associate of Science degree with which four individuals will
graduate this May. The aforementioned degree is the first
stepping stone to individuals becoming involved in math,
science, and engineering degrees. She further noted that the
first two graduates of the Veterinary Science program will
graduate this May.
8:49:04 AM
MS. JOHNSON related that for the fiscal year (FY) 2010 budget
the Tribal Management, Construction Trades Technology, Rhodes
Scholar, and the Alaska Tribal Technical Assistance Center
programs have been identified for expansion. Although those
budget requests didn't make it through, Ms. Johnson asked for
the committee's support for those programs.
8:50:29 AM
REPRESENTATIVE KELLER asked whether students sometimes move
between the education centers in the Interior. He further asked
if specific facilities are necessary for some of the training
being offered.
MS. JOHNSON related her belief that programs that allow students
to remain in their community should be developed. For example,
with the Construction Trades Technology program the instructor
goes to the community with which the campus has partnered to do
a [housing] project. For the Associate of Science people are
being grouped and brought to hubs, which is why students are
staying in the adult dormitories in Galena. These types of
classes occur throughout the region in various realms.
8:52:34 AM
MS. JOHNSON, in response to Chair Seaton, clarified that
although most students [in the Interior Aleutians Campus] are
women, the Construction Trades Technology has attracted Alaska
Native men.
8:53:35 AM
LINCOLN SAITO, Director, Chukchi Campus, University of Alaska
Fairbanks, said that Chukchi is part of a web that allows
students to remain in their village and receive instruction from
across the state via distance learning. Not moving out of the
village is key, he stressed, making distance education
imperative. He highlighted that 51 percent of the students
attending the Chukchi Campus are over the age of 40. Therefore,
these students are parents who can take advantage of the social
network in the village and remain in their current job while
attending college. Mr. Saito clarified that he is talking about
students becoming teachers, nurses, and other key community
workers who stay in the village. The rural campuses are
necessary to support the endeavor of keeping rural Alaskans in
Alaska. Mr. Saito emphasized his support for Mr. Hamilton's
proposed budget because it allows people to stay in the region.
He then related that the Northwest Arctic School District has
been discussing a magnet school and has also had discussions
with the Chukchi Campus. Furthermore, the Department of Labor &
Workforce Development (DLWD) and the Alaska Technical Center
have worked closely with the Chukchi Campus in the hopes of
doing a drill rig mining program. Such opportunities attract
programs that allow residents to seek an education at home. The
university budget helps things continue because whatever is done
for any of the partners helps the campus partner with it. Mr.
Saito characterized the regional campuses as a vital link.
8:59:54 AM
REPRESENTATIVE KELLER asked if the students attending the
Chukchi Campus are able to transfer credits to other campuses
and/or university programs within Alaska.
MR. SAITO specified that the community/regional campuses are
part of the larger university system. In fact, the main
university institutions make sure that the regional campuses
offer gatekeeper classes in math and English.
9:01:10 AM
CHAIR SEATON recalled that transferring credits from regional
campuses to the main campus has been an issue in the past. Has
that remained a concern, he asked, or are classes more
integrated to allow full transferability?
MR. SAITO opined that the key is advising students such that
they know which credits are transferable and which are not. He
noted that there are some programs that do not transfer and are
only good for the certificate not the Bachelor's program.
9:03:40 AM
CHAIR SEATON related his understanding that not every advisor
focuses on the transferability of credits. He then related his
understanding that there is documentation as to which credits
are transferable and which are not, which he presumed students
are advised to review.
9:06:34 AM
DEBORAH MCLEAN-NELSON, Director, Bristol Bay Campus, University
of Alaska Fairbanks, began by showing the committee a photo of
the main Bristol Bay Campus in Dillingham, but noted that there
is also a site in King Salmon. The Bristol Bay Campus partners
with the Southwest Alaska Vocational Education Center to provide
services in the King Salmon area. There is also a learning
center in Togiak. Ms. McLean-Nelson informed the committee that
in the past five years, the Bristol Bay Campus has experienced a
40 percent increase in its headcount as well as an increase in
Alaska Native students to 62 percent. Furthermore, the number
of males has increased from 37 percent to 42 percent. She
related that the number of younger students, 30 years or
younger, has increased to 50 percent. She attributed the
aforementioned to the marketing campaign touting the ability to
stay and save at the Bristol Bay Campus. Furthermore, 85
percent of the students attending Bristol Bay Campus receive
scholarships from community entities that provide tuition,
books, and fees. These scholarships also include transportation
from the villages to one of the main centers. She highlighted
that the Bristol Bay Campus is contributing to rural economic
development, per the workforce development that includes
training in welding.
9:08:18 AM
MS. MCLEAN-NELSON relayed that the Bristol Bay Campus partners
with the Bristol Bay Housing Authority, the Alaska Housing
Finance Corporation, Alaska Works, and the Southwest Alaska
Vocational Education Center to train for the weatherization and
home energy raters program. The Bristol Bay Campus also
partners with the Tanana Valley Campus for certified nurse aide
training. In fact, last year 9 received their state
certification and this year there are 15 students in training.
She highlighted that the Bristol Bay Campus is developing strong
community leaders in partnership with the Bristol Bay Native
Association, Bristol Bay Native Corporation, Bristol Bay Area
Health Corporation, and the Bristol Bay Economic Development
Corporation. The campus informs rural and Alaska Native
students regarding natural resource development, land
management, and economic opportunities.
MS. MCLEAN-NELSON highlighted that the Bristol Bay Campus works
with public education, home schools, and alternative education
programs as evidenced by the fact that the campus served 137
students under the age of 18 in the fall of 2008. For example,
th
Sidney, a 17-year-old Alaska Native in 12 grade in Dillingham
whose goal is to be an engineer has earned 40 credits toward a
science degree. She reviewed the various classes that Sidney
has taken, including the electric car conversion course and an
environmental studies course during which he is learning how to
convert fish oil into biodiesel fuel. She then highlighted 15-
year-old Brittany, an Alaska Native, whose goal is to become an
art teacher. Brittany has taken classes in traditional Native
crafts and recently related her experience with small business
development via selling ivory carvings. Ms. McLean-Nelson
informed the committee that the Bristol Bay Campus is partnering
with Shell Oil and Avant-Garde Learning Foundation to develop
Alaska Native and rural teachers.
MS. MCLEAN-NELSON concluded, "In Bristol Bay, it is clear that
if we educate one, we educate all. Our graduates remain in our
communities. They become leaders in education, business, and
health care. And with the continued help from the legislative
body, we will continue to 'grow our own' across the state."
9:11:44 AM
REPRESENTATIVE KELLER pointed out that the overview document for
the Bristol Bay Campus specifies that only one-third of its
students are pursuing a degree, which he opined seems low.
MS. MCLEAN-NELSON explained that one-third of 250 students would
be approximately 200 students and the region only serves 7,000
students. She characterized it as a good percentage of the
students. She clarified that most of the students pursuing
degrees receive Associate's, Bachelor's, or Master's degrees.
In further response to Representative Keller, Ms. McLean-Nelson
noted that the Bristol Bay Campus has a certified nurse aide
program and is working on an environmental studies certificate.
She clarified that the degrees students at the Bristol Bay
Campus receive are associate degrees, which require 60 credits,
or a Bachelor's degree, which requires 120 credits. In response
to Chair Seaton, the statistics don't include those students
pursuing a certificate.
9:13:12 AM
SUSAN BAIRD, Assistant Director, Kuskokwim Campus, University of
Alaska Fairbanks, began by informing the committee that the
Kuskokwim Campus serves a 57,000 square mile region, which is
about 7,000 square miles larger than the country of Greece. The
campus provides educational services to the 25,000 people living
in the City of Bethel and the 46 villages and 57 tribes. The
Kuskokwim Campus educational services range from Adult Basic
Education (ABE) to Associate's, Bachelor's, and Master's
degrees. The campus also has a strong community outreach
program, she noted. The Kuskokwim Campus has the only dorm in
rural Alaska, which houses 38 of the campuses 67 full-time
students. The 276 part-time students of the Kuskokwim Campus
take courses on campus and in their home communities via
distance education. She noted that spring enrollment for 2009
has increased by 17 percent from the spring 2008 enrollment.
Furthermore, the distance education program has increased. In
fact, the ABE program, for the first time ever, has a wait list.
Ms. Baird attributed the aforementioned to the current economic
situation in the villages and the recognition of the need to
receive further education. However, she mentioned that the
Kuskokwim Campus hired a Native Alaska recruiter to go into the
village high schools to help students with registration and
advising. The Kuskokwim Campus service area covers six school
districts and the campus actively provides dual credits classes
with those school districts. This year, the focus with dual
credits was mainly on health and early childhood education. She
noted that high school students in the Bethel area are taking
physics, anthropology, pre-calculus, calculus I and II.
MS. BAIRD pointed out that the Kuskokwim Campus, like all rural
campuses faces serious challenges due to the economic downturn
and the continuing high cost of fuel. For example, the campus's
utility expense has increased 50 percent over the last year.
Furthermore, the budget cuts to the Technical/Vocational
Education Program may result in the loss of an Allied Health
faculty position, which is the individual who provides much of
the pre-nursing and nursing programs. She noted that deferred
maintenance has become more expensive while the renewal and
restoration fund has decreased. The possible discontinuation of
the Title III program will negatively impact the successful
Emerging Scholars Program, which directly contributes to student
success and retention. The good news, she emphasized, is that
the Kuskokwim Campus is healthy and moving in a positive
direction. She thanked the legislature for its $4 million
appropriation to replace the roof, install exterior siding, and
to help the campus become more energy efficient.
9:16:45 AM
MS. BAIRD related that the Kuskokwim Campus has a strong
community outreach program of which she was particularly proud
of the business development courses at the cultural center. The
aforementioned [courses] resulted in seven winners at the Alaska
Marketplace, which she recalled was more than any other region.
The Kuskokwim Campus, she noted, has one of the only ethnobotany
certificate programs in rural Alaska. The Kuskokwim Campus also
offers a Bachelor's degree in Yup'ik language and studies and is
developing several new certificate programs. Ms. Baird informed
the committee that the campus's main partner in workforce
development is Yuut Elitnaurviat, Inc., which provides a lot of
the vocational training. In fact, the Kuskokwim Campus is
starting a certified nursing assistant (CNA) program with about
20 students and a personal care attendant (PCA) program, both of
which are in high demand in the area due to the existence of the
large health corporation located in the area. The campus is
also exploring the possibility of a core drilling program. A
Trio program, a summer talent search, will bring in 600 students
from the villages to receive a taste of college. The
aforementioned is a very successful program. She noted that the
Kuskokwim Campus also has a strong ANCEP program that provides a
summer science program at Nunivak Island for which students
receive six credits. The campus also has a UAA nursing faculty
on campus who [provides services] to the nursing students. This
December the first cohort graduated and a new cohort of about 15
nursing students began. The Kuskokwim Campus, she related, is
also part of the Dental Health Aid Training Program, which is
one of the first in the U.S. In December four students
graduated from the aforementioned program. The Kuskokwim Campus
also has a National Science Foundation (NSF) grant that helps
with bridging classes in the summer in order to help students
get their gateway classes, particularly math classes, and
participate in afternoon internships with businesses and receive
tutoring in the evening. The aforementioned is a really
successful program.
9:19:15 AM
CHAIR SEATON inquired as to the definition of ethnobotany.
MS. BAIRD explained that ethnobotany is the study of native
plants and how they are used for medicinal and herbal science.
9:19:37 AM
CHAIR SEATON asked if the dental health aid program is located
solely at the Kuskokwim Campus or is spread throughout the
university system.
MS. BAIRD clarified that the dental health aide program is
provided by Yuut Elitnaurviat, Inc., and the Kuskokwim Campus is
part of the consortium that helps with that. The dental health
aids can only practice in Alaska as the American Dental
Association [will not recognize the effort]. The need for
dental care in the villages is great and is being met by these
aides.
9:21:40 AM
LEE HAUGEN, Director, Northwest Campus, University of Alaska
Fairbanks, highlighted that the Northwest Campus has been very
busy in the last several years addressing students' needs
through distance delivery, village-based courses, and community
courses in Nome. The Northwest Campus serves the Bering Strait
region and the Seward Peninsula, an area the size of Indiana.
The campus also has learning centers in Shishmaref, St.
Michaels, Unalakleet, and Savoonga. Ms. Haugen then drew
attention to the overview document for the Northwest Campus.
She pointed out that the Northwest Campus serves a region of
about 9,000 people of which about 4,000 are available to come to
college and 20 percent of those individuals enroll at the
Northwest Campus. The aforementioned, she opined, speaks highly
of the region and its interest in postsecondary education. Ms.
Haugen characterized the Northwest Campus as a partner with the
UA system, and therefore it utilizes many of the campuses to
support the programs at the Northwest Campus. In fact, 20
percent of the population attending the Northwest Campus seek
degrees and use other UA campuses and regional campuses to
attend courses. Therefore, the Northwest Campus is virtually
serving the entire system with a third of its population. The
aforementioned, she noted, demonstrates the connectedness of the
campuses.
MS. HAUGEN then discussed the outreach the Northwest Campus does
with K-12 institutions. The Northwestern Alaska Career and
Technical Center (NACTEC) serves regional rural students in two-
to three-week sessions during which the students travel to Nome
to work in career development. In fact, last year the Northwest
Campus partnered with NACTEC for dual credit and will do so this
year as well in the areas of legal careers, aviation, field
biology, emergency trauma training, certified nurse assistant
training, early childhood education, welding, and carpentry.
The campus also offers a Tech Prep program with the Nome public
schools. She highlighted that the Northwest Campus is also
deeply involved in dual credit with the Bering Strait School
District in which courses, such as math, developmental studies,
and digital fluency, are taught during the regular high school
day.
9:25:38 AM
CHAIR SEATON inquired as to the meaning of digital fluency.
MS. HAUGEN explained that the Northwest Campus utilizes so much
distance education the campus purports a powerful level of
student support. There is a lot involved with students who
attend school digitally. In the past, three days prior to a
course, students would receive the applications and become
familiar with them so that they could attend a course via a
computer and/or telephone. She announced that the
success/completion rates of the courses are above 90 percent,
which she attributed to the aggressive student support system
that's in place. Additionally, the Northwest Campus offers a
variety of summer camps, an idea originally proposed by the city
and school districts. The summer camps are for high school
students in the region who are interested in careers in natural
resources. Returning to her overview, Ms. Haugen informed the
committee that the Northwest Campus graduates 30-50 students per
year from the ABE/GED programs. Those students are potential
students of the Northwest Campus in the next semester.
MS. HAUGEN emphasized that only about 13 percent of the
Northwest Campus students pay their own way. Everything the
Northwest Campus offers is sponsored by its partners, whether
it's the health corporations, the school districts, etcetera.
In the partnership, the Northwest Campus offers the facilities
and the instruction and the partners pay the tuition or the
travel, all of which results in a better educated population.
Some examples of the partnerships and the campus's ability to
respond to local and regional demands are the CNA program. In
fact, the Northwest Campus had eight certified nursing assistant
students pass the state exam.
9:28:44 AM
MS. HAUGEN highlighted that the High Latitude Range Management
Program is specific to the Northwest Campus region and is
designed for range management and animal husbandry. She
explained that the Northwest Campus has been working with the
reindeer herders to produce U.S. Department of Agriculture
(USDA) certified reindeer meat. To that end, last year USDA
grants were used to purchase a portable slaughter plant that
will provide training in certified meat cutters and
slaughterers. The aforementioned would result in USDA certified
meat, a value-added product. She then highlighted the Applied
Business Program, which addresses the need for office employees.
This program trains students in the villages. In fact, last
year 230 students attended the program from eight villages.
9:30:59 AM
MS. HAUGEN noted she also does community engagement to keep the
campus connected with the 15 villages with which the campus
works via distance education. The most successful program the
Northwest Campus has done in the last two years has been the
International Polar Year Program for which a speaker series was
utilized. She relayed that last year over 717 people listened
in to the speaker series. In addition to the speaker series on
science, there will be a speaker series using arts and crafts.
The aforementioned illustrates that communities in the region
are looking to the Northwest Campus for information and
education.
MS. HAUGEN then turned to budgetary matters and informed the
committee that the Northwest Campus has been flat-funded for the
last decade. However, the campus has more students and is
reaching out more. The current increases in funds are being
used for the rising fuel and energy costs. In closing, Ms.
Haugen highlighted that the Northwest Campus, a small campus on
the Seward Peninsula, is able to have such an impact on its
constituents that they come to the campus for education
throughout their entire life. She related pride that the
Northwest Campus is part of the UA system and can offer services
from its home base.
9:33:02 AM
JEFF JOHNSTON, Director, Sitka Campus, University of Alaska
Southeast (UAS), characterized the Sitka Campus and the
Ketchikan Campus as regional campuses of the University of
Alaska Southeast. The Sitka Campus and the Ketchikan Campus are
bound by a six-year plan by which a schedule of classes was
established in order to ensure that there's no overlap,
competition, or offering of the same classes. Therefore, the
campuses offer a fairly well-defined course sequence for
students and the individual campuses.
9:34:39 AM
CHAIR SEATON asked if the Sitka Campus also utilizes courses
offered through UAF via the distance program or would UAS have
to develop its own course for use by the Sitka Campus.
MR. JOHNSTON answered that the Sitka Campus is integrated
throughout the university system. Therefore, although the Sitka
Campus may offer a course, if demand warrants students may take
courses from other rural college campuses. The courses are
transferable. The best example is the pre-nursing curriculum in
which anatomy, English, and math courses are readily available
via distance education.
9:35:41 AM
MR. JOHNSTON, continuing his presentation, related that the main
mission of the Sitka Campus is the community campus mission
guided by an education consortium that consists of the Southeast
Alaska Regional Health Consortium (SEARHC), both high schools,
and a variety of local citizen support groups. The core of the
Sitka Campus is the general education requirements it offers
because the campus's main mission is to prepare students to
continue on for four-year degrees. The general education
requirements makeup about half of all the courses delivered by
the Sitka Campus. Mr. Johnston informed the committee that the
Sitka Campus partners with the Ketchikan Campus to offer an
associate degree by distance; courses from the six-year plan are
coordinated between the two campuses. As with all the campuses,
the Sitka Campus has invested heavily in career and tech
education with the welding and construction courses. In fact,
10 of Sitka's welding students are in apprenticeships. He noted
that the construction program is unique in that it focuses
mainly on women in construction.
9:37:35 AM
MR. JOHNSTON further noted that the Sitka Campus partners with
the Alaska Law Enforcement Training Academy in Sitka. Just
recently the Sitka Campus has worked out a transfer agreement
with the new human services course at UAF such that all 15 of
the justice courses [at the Sitka Campus] will transfer into the
human services program at UAF. Furthermore, Joe Masters, the
new commissioner of the Department of Public Safety, was part of
the Sitka Campus advisory group for law enforcement. Mr.
Masters is reviewing ways to increase education opportunities
for the Alaska State Troopers. He opined that the troopers will
train in Sitka and once they transfer around the state, they can
avail themselves of the opportunities from UAF and UAA.
9:38:13 AM
MR. JOHNSTON, focusing on continuing education, characterized
the continuing education offerings at the Sitka Campus as
robust. He highlighted that the Sitka Campus offers harbor
master training as a noncredit. Enrollment is approaching 75
and four of the eight modules are completed. He explained that
this training is funded by a Title III grant to work with the
community. Everything from cash register training to emergency
medical technician (EMT) administrator training has been
offered. The Sitka Campus is the distance health campus, and
therefore offers a CNA program that's funded by a Denali grant
which is available at a distance to students. After completing
the book work students came to Sitka to perform their practicum,
which is funded by DLWD. The Community Wellness Advocate (CWA)
Program for rural areas is ongoing in cooperation with SEARHC.
The two largest efforts of the Sitka Campus are the health
information management and distance pre-nursing curriculums.
9:40:05 AM
CHAIR SEATON asked if the harbor master program is a certificate
or is it a program that allows individuals to work with the
cities in an effort for the individual to work up the ladder.
MR. JOHNSTON informed the committee that the West Coast Harbor
Masters Association sponsors the program and provides the
certification. As soon as all eight modules are completed, the
program will fit in under the workforce credential, which is a
non credit, continuing education course that leads to an
industry-recognized certificate. The student will earn a
documented workforce credential from the university upon
completion of the eight-course module. In further response to
Chair Seaton, Mr. Johnston confirmed that the modules are all
distance education modules. In fact, one of the modules is of a
simulated oil spill in which the trainee has to determine the
course of action and cause of the spill. In even further
response to Chair Seaton, Mr. Johnston specified that the Health
Information Management program is a certificated and degree
program. Although it's a national program, the Sitka Campus has
taken the lead in offering the program via distance. He noted
that often the graduates aren't realized because the students
study enough to be able to take the certification exam and
become a certified coder without actually completing the
university's full curriculum.
9:42:30 AM
CATHY LECOMPTE, Director, Ketchikan Campus, University of Alaska
Southeast, provided photographs of various buildings of the
Ketchikan Campus. She noted that through a Title III grant, the
Ketchikan Campus in partnership with the Annette Island School
District has been able to open educational outreach centers in
the Annette Island School and the Craig Community Association
Building. Both centers are staffed with individuals who can
help students get enrolled in courses. Although courses aren't
held in these locations, the Ketchikan Campus partners with the
community if it needs a place to meet or hold a course.
Students can take courses via distance, become registered, learn
about financial aid information, and receive advisor services.
The Ketchikan Campus services include academic preparation
courses and testing for the GED. The Ketchikan Campus also
provides an Associate of Arts degree locally as well as via the
distance program. The campus supports students in the community
who take courses from UAS, UAA, and UAF via technology. The
growth in technology is shocking, she remarked. Almost every
course taken requires some sort of technology.
MS. LECOMPTE pointed out that the Ketchikan Campus provides all
of the workforce development in the Ketchikan region. In fact,
there is an assistant director of workforce development whose
job is to determine industry needs in the community and work to
maximize resources and partner when possible to provide
workforce development. Currently, the Ketchikan Campus is a
site for the UAA nursing program, and therefore there's a
classroom dedicated to that in the technology center. The
campus also has a welding program and a construction academy in
partnership with the local builder's association. The Ketchikan
Campus also offers a CNA program, a nine-credit course, for
which there is a wait list. The Marine Transportation Program
for the region is located in the Ketchikan Campus where all the
training for the Alaska Marine Highway System (AMHS) is
performed. The training includes a radar and bridge simulator.
The campus has invested in software that allows students to
navigate the waters in Southeast. The Ketchikan Campus also has
the program head for the Regional Fisheries Technology Program
and is partnering with local fish hatcheries in order to train
technicians. The campus is close to an articulation agreement
with the UAF School of Fish so that those completing the
fisheries technology program can take their associate degree and
move into the Bachelor's of Fish, which is in Juneau and
Fairbanks.
MS. LECOMPTE noted that the Ketchikan Campus works closely with
the Ketchikan Gateway Borough School District for the Tech Prep
program. The campus also provides the high school welding
program, which is part of the construction academy. The goal is
to work within the region to develop the Tech Prep agreements in
order that students can start classes in high school and
continue a career path with the university. The aforementioned
is done with the fisheries technology program and the welding
program. The campus is also working with the local schools
regarding marine transportation. The theory is that if a high
school senior can take a basic safety training class and a crowd
management class, he/she can work for AMHS.
MS. LECOMPTE highlighted that the headcount and credit hours at
the Ketchikan Campus have increased, which she attributed in
part to the growth in distance delivery. The Ketchikan Campus
has grown from 5-6 courses of distance education in 2002 to 40
distance education courses today. An additional Title III
supplemental grant will allow continued growth of services, such
as student services, financial aid, advising, and other
services.
9:51:23 AM
BARBARA BOLSON, Director, Kodiak College, University of Alaska
Anchorage, opined that the community colleges and regional
campuses are a very exciting place to be as they are able to
improve lives on a daily basis. She related that people are
starting to realize the value of the programs offered by
community colleges and rural campuses. Furthermore, it's a more
economical avenue as travel costs increase and Lower 48 schools
become more competitive and expensive. However, there are
economic downturns in certain parts of the state, which is
evidenced [in decreased] enrollment statistics. The
aforementioned, she noted, may come in to play in Kodiak,
although new programs, such as the nursing program, are
experiencing great success. She related excitement with regard
to the seamless transition of Kodiak College's mission. In 2006
the college had 126 student-credit hours in dual credit classes,
which has increased to 786 this year. The aforementioned
illustrates the real interest from high school students who want
to jump start their career. The number of ABE graduates has
increased from 85 in 2006 to 150 at the end of this year. Ms.
Bolson said that Kodiak College has reviewed innovative ways of
taking the services to those who need them. Kodiak College
serves Kodiak Island, the largest island in the U.S. She noted
that there are seven rural villages on the island and the
college is involved in some unique relationships with them as
well as partnership agreements with the K-12 district.
Recently, the virtual simulated welder, a portable unit, has
been taken to the villages to offer welding classes to high
school students. In response to Chair Seaton, Ms. Bolson
offered to provide the committee with the demo DVD of the
welding classes.
9:58:35 AM
MS. BOLSON informed the committee that this year Kodiak College
taught its first class on a U.S. Coast Guard Ship. The class
illustrated the type of innovation staff is utilizing to reach
students as students were able to all log on at the same time as
the instructor or download podcasts of the lectures from the
ship. Furthermore, the partnership opportunities help with the
delivery of courses as well. She related her appreciation for
the entrepreneurial opportunity to make such innovation happen.
Ms. Bolson then related that despite the size of the Kodiak
College, it has produced two American Association of Community
College New Millennium Scholars in the last three years.
Moreover, Kodiak College's student services and learning center
staff have received an award from the National Institute of
Staff and Organizational Development for excellence in student
services and for creation of a seamless transition from high
school. She noted that Kodiak College staff actually went to
the high school to enroll students in recognition of how over
worked high school counselors are with tasks beyond college
preparation. In fact, this year the Kodiak College is
introducing local fifth graders to the program "I'm Going to
College" in which they attend three classes. These students
will work with the nursing students and use a simulator man as
part of the course and will also attend a physics class and math
class as well as use the simulated welder. The hope with the
program is to plant seeds about a future at college.
10:02:19 AM
CHAIR SEATON said he is encouraged by the penetration of college
classes into the K-12 system, especially for the student who
masters the [secondary level] material and becomes bored.
Bringing the college credit opportunities into the high school
may alleviate some aspect of that, he opined. He lauded efforts
to continue to keep students engaged and change the education
model to one that's content driven rather than time driven, but
noted that the public may need some education about changing the
model of education.
10:07:34 AM
MS. BOLSON referred to the book "Good To Great," which discussed
having the right people in the right positions for things to go
in the right direction. She likened the current situation to
"the perfect storm" in which there's the right university
president, commissioner of education, and principals as well as
the right community colleges and community college leaders
[addressing this situation].
10:08:13 AM
CHAIR SEATON noted that he was impressed with President
Hamilton's presentation regarding reaching down into the K-12
system. Although funding cuts may make this difficult, he
stressed the need to continue these types of activities.
10:09:12 AM
DENNIS CLARK, Director, Matanuska-Susitna College, University of
Alaska Anchorage, began by informing the committee that last
th
year marked the Matanuska-Susitna College's 50 anniversary. He
related that over the past three years, the Matanuska-Susitna
College has tried to increase the number of full-time faculty.
To that end, 40 percent of the students at the Matanuska-Susitna
College are served by full-time faculty, which has mainly been
accomplished by reallocating resources. He then informed the
committee that one-year-and-a-half ago the Matanuska-Susitna
College started a workforce development program, which he opined
may be the college's saving grace in the long run. By the end
of next year the workforce development program should be self
supporting. A few years later, he said he anticipated that the
workforce development program will return a lot of funds to the
college for other programs. Mr. Clark highlighted that the
Matanuska-Susitna College is working with some of the Anchorage
corporations and Native corporations to provide specific
services. Although there are a lot of contracts in place, the
[downturn] in the economy has resulted in the cancellation of
several of the contracts. However, he expected that to turn
around.
MR. CLARK highlighted that much work has been done to develop
several new programs at the Matanuska-Susitna College. The
Paramedic Program will likely serve the greatest need. The
Paramedic Program will begin in the fall. In fact, a full-time
faculty member was hired for that program. He related that the
Paramedic Program was funded by the Matanuska-Susitna Borough,
which provided the Matanuska-Susitna College $100,000 a year to
keep the program alive. The [Paramedic Program] wants to add
$100,000 a year for use by other programs. He then highlighted
the work the Matanuska-Susitna College is doing with the
Matanuska-Susitna Borough School District to develop the 5-14
th
track. The 5-14 places students in 5 grade in a career in
which they may be interested and moves them through the career
and technical high school and into college. Therefore, at the
th
end of the 14 year, such students will have an Associate's
degree. The first programs will likely be the aviation and
veterinary assistance.
10:13:09 AM
CHAIR SEATON inquired as to whether the 5-14 program is a time-
based program or a knowledge-based program.
MR. CLARK opined that since the college will be working with the
career and technical high school, many of the final pieces will
occur concurrently. Therefore, those who have the knowledge may
graduate at the end of high school.
CHAIR SEATON said he was pleased that the 5-14 program doesn't
just require students to attend college for two years,
regardless of the student's competency. He highlighted the
difficulty with the teacher education field that requires five
years of education, which may result in individuals choosing a
four-year degree in order to have the potential to earn a wage a
year earlier rather than spend another year in college.
10:15:21 AM
MR. CLARK remarked that although all the details of the 5-14
program haven't been worked out, he believes in competency-based
education. He related his understanding that the school
district staff also believe in competency-based education.
CHAIR SEATON pledged his support for bringing momentum to the
[competency-based] approach.
10:16:32 AM
MR. CLARK, returning to his overview, informed the committee
that the Matanuska-Susitna College is working on a renewable
energy program with an occupational endorsement, which he
intended to have in place this fall semester. The
aforementioned program is offered in partnership with the Alaska
Center for Energy and Power from UAF, the School for Natural
Resources and Agricultural Science from UAF, and the Alaska
Community for Recycling Solutions. In fact, Monday a wind
energy coordinator started work at the Matanuska-Susitna
College. This position will serve the state, and therefore
coordinate efforts for energy training, especially in wind and
diesel hybrid systems. A wind turbine, he noted, is necessary
to make the aforementioned program successful. In response to
Chair Seaton, Mr. Clark clarified that the wind turbine would be
a utility scale 100 kilowatt generator. Such a wind turbine
costs about $500,000. The program, he explained, will cover
home use and the utility scale. He then returned to the
veterinary assisting program is growing. The curriculum
documents for the veterinary program are being put together now
for the fall semester. Although the college has been offering
veterinary technology for some time, this is the first program
which would allow a student to go to work upon completion of the
program.
MR. CLARK then informed the committee that one of the Matanuska-
Susitna Borough's priorities is the Valley Center for Art and
Learning, which would house a university and borough library as
well as a 1,000 seat auditorium. He characterized it as a full
performing arts center. Although this item wasn't in the
governor's budget last year or the University of Alaska Regents'
budget this year, the Matanuska-Susitna Borough is pushing it.
10:20:38 AM
REPRESENTATIVE KELLER inquired as to the size of the
experimental farm.
MR. CLARK answered that the experimental farm is about 1,000
acres. In further response to Representative Keller, Mr. Clark
related his understanding that there's a lot more land than just
the land on which the experimental farm and the college sit. He
recalled that the borough has said the Matanuska-Susitna College
owns over 20,000 acres in the borough.
REPRESENTATIVE KELLER characterized the property owned by the
Matanuska-Susitna College as an asset to the Matanuska-Susitna
Valley as well as the state. The potential that exists is huge,
and hopefully the university will fully utilize that property,
he said.
10:22:11 AM
CHAIR SEATON stated appreciation for the community network that
exists and stressed the need for continued interaction and
collaboration between campuses/colleges.
10:23:31 AM
DOUG DESORCIE, President, Prince William Sound Community
College, University of Alaska Anchorage, informed the committee
that the main campus of Prince William Sound Community College
(PWSCC) is located in Valdez and other campuses are located in
Glennallen and Cordova. Mr. Desorcie highlighted that PWSCC is
unique in that it's independently credited by the Northwest
Commission on Colleges and Universities and is the only
independent community college in the University of Alaska
system. The PWSCC serves 44,000 square miles throughout Prince
William Sound and the Copper Basin region. As of the fall 2008,
the headcount for PWSCC totaled about 1,100 students and
generated just under 4,000 credits.
MR. DESORCIE highlighted that PWSCC has a CNA program that works
with the local hospital as well as a nursing program with UAA.
He related pride in the dual credit program with the Valdez High
School. The program began in 1995 and charges $25 for a three-
credit course. Currently, over 23 courses are running this
spring for which over 260 students are enrolled. These programs
are also available in Glennallen and Cordova. Additionally,
PWSCC's ABE and GED programs are essential to the success and
mission of PWSCC. The PWSCC serves 156 students, full-time and
part-time, in the following 14 communities: Valdez, Cordova,
Tatitlek, Whittier, Glennallen, Copper Center, Tazlina,
Chistochina, Slana, Nabesna, Mentasta Lake, Kenny Lake, Chitina,
and McCarthy.
MR. DESORCIE related that PWSCC is facing some economic
challenges in the community. He explained that the populations
of Valdez and Cordova are decreasing while utility costs are
increasing. However, PWSCC is partnering with the City of
Valdez in order to develop economic development opportunities.
He then turned attention to PWSCC's capital budget priorities,
including the PWSCC Wellness Center that is in desperate need of
upgrades. It opened in 1998 and the facility is open to the
community, students, and staff. Mr. Desorcie then highlighted
that in May 2008, PWSCC opened the Whitney Museum that displays
over 1,000 pieces of Alaskan wildlife and Native artifacts that
were gifted. In closing, Mr. Desorcie pointed out that even in
the current economic times, the City of Valdez voted to increase
the amount of funding from $634,731 to $700,000, which is the
highest in the university system. He thanked the City of Valdez
for its local support.
10:30:40 AM
REPRESENTATIVE KELLER asked if a representative from the
experimental farm will be presenting today.
MR. TURNER clarified that the experimental farm is part of UAF
and isn't a regional campus.
10:31:15 AM
GARY TURNER, Director, Kenai Peninsula College, University of
Alaska Anchorage, informed the committee that the Kenai
Peninsula College has the following four locations with the
specified headcount: the Kenai River Campus - 1,438, Anchorage
Extension Site - 94, Resurrection Bay Extension Site - 49, and
the Kachemak Bay Campus - 422. He further informed the
committee that almost 60 percent of the Kenai Peninsula
College's students are seeking a degree, which is an increase
over the last few years. Mr. Turner pointed out that although
the Kenai Peninsula College serves its regional students, many
of the students don't really attend the campus as they attend
classes via distance education. Those students who don't attend
the campus do come to the campus to utilize support services,
the library, the computer laboratory, financial aid, the
Learning Center, and tutors. Since these students pay tuition
to the campus from which the course is offered, the community
campus serves these students with relatively little money to pay
for the support services. The aforementioned is a challenge for
all the campuses.
10:34:28 AM
MR. TURNER also pointed out that although campuses are providing
accommodations for handicapped students, those students are
taking more courses via distance education. For instance, for a
student with a hearing impairment, the college has to provide
interpretive services. Mr. Turner characterized this as an
unfunded mandate to the university and thus the funds to provide
the services are taken out of the operating budget. He informed
the committee that the Kenai Peninsula College has a hearing
impaired student, which will cost the college $9,000 to support.
10:35:42 AM
MR. TURNER informed the committee that virtually all the
students within the Kenai Peninsula Borough can take Kenai
Peninsula College courses and receive dual credit. In fact,
virtually every three-credit course offered by the college is
dual credit. High school seniors pay $43 per credit to take
courses at the Kenai Peninsula College and can take up to 18
credits a year due to the borough funding. He anticipated that
borough funding would amount to about $620,000, which provides
funding for the Jump Start program as well as other programs.
The college is really engaged in the ABE and GED programs. With
regard to contact hours, the Kenai Peninsula College had over
5,000 contact hours with yet-to-be college students. The
college is also very involved in workforce development. The
hope, he related, is to obtain additional faculty for the
process technology program, which is a high demand job.
However, the funds for the aforementioned program didn't make it
in the governor's budget. The student success coordinator is an
important position at the Kachemak Bay that also didn't make it
in the governor's budget.
10:37:38 AM
MR. TURNER informed the committee that the Kenai Peninsula
College was recently awarded an almost $2 million Title III
grant, which the college intends to use to enhance the distance
education program and technology enhanced student services. He
explained that two years ago, the Kenai Peninsula College
started working hard on distance education. Currently, the
college has 45 distance courses and 645 students taking distance
courses. In the fall, 65 distance courses are scheduled. Every
year there's about an 80-100 percent increase in the number of
students throughout the state taking distance courses. In
closing, Mr. Turner highlighted that the Kenai Peninsula College
offers the following unique programs that no one else offers:
industrial process instrumentation, mechanical technology,
digital arts, petroleum certificate, and a corrections program.
He then noted that the college also offers an elementary
education degree.
10:40:04 AM
CAROL SWARTZ, Director, Kachemak Bay Campus, Kenai Peninsula
College, University of Alaska Anchorage, opined that the
economic challenges that have been mentioned earlier are
impacting the campuses and the communities' access to higher
education and continuing technical education. Furthermore,
facilities are old and need maintenance or replacement, and some
campuses, like the Kachemak Bay Campus, are trying to build core
physical infrastructure. Moreover, some of the facilities can't
handle the upgrades necessary to have the technology required to
provide quality education. She then turned to the partnerships
with the local school districts, the local health care
industries, the construction industries, and the oil and gas
industries. She noted that in Homer there is increased demand
in welding, but the facilities aren't available to meet the
demand.
CHAIR SEATON related his satisfaction that the university and
the regional campuses have focused on health care fields,
specifically nursing, due to the projections that those fields
will be under employed. He mentioned the incentives for those
in rural Alaska to go into these fields.
10:44:56 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 10:45 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Interior-Aleutians Campus student letters.pdf |
HEDC 3/4/2009 8:00:00 AM |
|
| Ketchikan Campus.pdf |
HEDC 3/4/2009 8:00:00 AM |
|
| University of Alaska system regional campus overview.pdf |
HEDC 3/4/2009 8:00:00 AM |
|
| University of AK Fairbanks Regional Campuses.pdf |
HEDC 3/4/2009 8:00:00 AM |
|
| University of AK Anchorage Regional Campuses.pdf |
HEDC 3/4/2009 8:00:00 AM |
|
| University of AK SouthEast Regional Campuses.pdf |
HEDC 3/4/2009 8:00:00 AM |
|
| Northwest campus flyer.pdf |
HEDC 3/4/2009 8:00:00 AM |