the broadside 4-23-14

$thebroadsideCOCC and OSU-Cascades’ weekly campus newspaper

IndexA&E 10Campus Word 2Clubs & Sports 14Comics 13Editorials 2Features 6Incident Reports 4News 3

www.TheBroadsideOnline.com

April 23, 2014 | www.TheBroadsideOnline.com | www.facebook.com/TheBroadsideOnline | Vol. 61, Issue 18

23%

THIS IS HOW MUCH FUNDING CLUBS ARE LOSING NEXT YEAR (pg. 3)

Junnelle HogenThe Broadside

In the wake of Dr. Patrick Lanning’s removal from the

candidate pool, someone has stepped in as interim

president: Shirley Metcalf, dean of extended learning. On

April 14, the Central Oregon Community College Board of Directors made a unanimous decision to hire Metcalf, as an interim president for the 2014-15 academic year. Metcalf will begin on Sept. 15 and will re-ceive training from the current president, Dr. Jim Middleton. Middleton, who was supposed to retire in July, will stay on longer to train Metcalf.“[Metcalf] will provide great leadership in the short term, and create a really great bridge,” Middleton said.

See INTERIM PRESIDENT, page 4

Board appoints Shirley Metcalf as interim presidentAs the search for a permanent president begins anew, the dean of extended learning will fill

Middleton’s absence

Leaps, bounds in tuition have brought COCC to current price

Student council looking to cut ties with community college student association

Brayan GonzalezThe Broadside

In 1975, students paid only $13 per credit hour: Now you pay $87.

When Central Oregon Community College first opened its doors back in 1949 it saw equal dis-tribution between funding sources, with tuition ac-counting for only 25 percent and state accounting for 50 percent of the overall budget. Now, tuition and state funding have shifted, with tuition now ac-counting for almost half of the same budget. While most years tuition goes up no more than a dollar, in some years tuition has made a jump of $5 in 1991-92 to $6 in 2004-05 and then again in 2010 -11.

See TUITION, page 7


Last year, over $15 grand in student fees went away from the college.

These dues went to the Oregon Student As-sociation and the Oregon Community College Student Association, two organizations that coordinate Oregon schools for student advocacy and training, among other things

In previous years, the Associated Students of Cen-tral Oregon Community College were not members of OSA, while this year they are a part of OSA and OCC-SA. Following the council’s 23 percent budget cut, the current council has recommended that next year, OCC-SA be dropped, according to Kurt Killinger, the director of Legislative Affairs for ASCOCC.

See OSA VS. OCCSA, page 3

As the government contributes less, the college has had to make ends meet

through raising tuition

“For the money, it’s not beneficial to continue investing in membership”

Creativitywithout

CO LOR(pg.s 10 & 11)

Club out of funds for COCC garden (pg. 6)

Disc golf course

DEFUNCT(pg. 14)

Job VACANCIES in Oregon

HIGHER than ever (pg. 5)

40

4020THE DECADE-LONG

PLAN

TO EDUCATE TENS OF THOUSANDS OF OREGONIANS (pg. 8&9)

2 The Broadside | April 23, 2014

Letters to the Editor should be 300 words maximum and due by 5 p.m. Wednesday, a week before publication. Anonymous letters will be printed at the discretion of the news staff. The Broadside reserves the right to withhold publication of letters containing hate speech, erroneous or unverifiable information, attacks on others or other objectionable content. E-mail your letters to [email protected] or drop them off in The Broadside newsroom, Campus Center room 102.

We asked four students on campus what do you do to help your fellow students?

editorials

Campus Word

‘‘‘‘

‘‘‘‘

EDITORIAL CARTOONthebroadsidewww.TheBroadsideOnline.com

COCC is an affirmative action, equal opportunity institution.

Create study groups, and help each other with homework.”

—Rebecca Grey

Provide a class moral support.

—Gabe Swazo

EDITOR-IN-CHIEFScott Greenstone

MANAGING EDITORAndrew Greenstone

ASSISTANT EDITORMolly Svendsen

PRODUCTION MANAGERCooper Malin

MULTIMEDIA EDITORRyan Traughber

PHOTOGRAPHY -EDITORNoah Hughes

NEWS EDITORJunnelle Hogen

FEATURES EDITORBrayan Gonzalez

REPORTERSVera HolidayKarl Dinkel

PHOTOGRAPHERS Perla JaimesCullen TaylorRae Watkins

GRAPHICSEmily Kalei

Jacob Juarez

PAGINATORSJason Miller

ADVISORLeon Pantenburg

2600 NW College WayBend, OR 97701

[email protected]

Pregnant?Pregnant?Pregnant?Pregnant?You are not alone.

We are here for you.

Pregnant?Pregnant?Pregnant?Pregnant?Pregnant?You are not alone.

We are here for you.We are here for you.

O F C E N T R A L O R E G O N

PregnancyResourceCenters

You have choices… Know the facts, understand the risks.

BEND

541.385.5334MADRAS

541.475.5338PRINEVILLE

541.447.2420REDMOND

541.504.8919

› Services are free and confidential

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In the April 16 issue of The Broadside, we ran an ad from Mid-Oregon credit union announcing a contest that had already ended. The Broadside regrets this error.

RETRACTION:

WELL, THAT DIDN‛T WORK OUT. GUESS I‛LL

HAVE TO START ALL OVER AGAIN.

Graphic by Andrew Greenstone | The Broadside

Provide a relaxing place to learn, and share ideas.

— Marcia Espinoza

Provide healthy eating habits overall.

— Donald Greymer

April 23, 2014 | The Broadside 3

OSA vs. OCCSA, from page 1

“The desire with the restruc-ture of the student government would be to be members of OSA, so we can continue the work statewide,” Killinger said.

The recommendation has found support with the rest of the council as well, according to Taran Smith, ASCOCC advi-sor.

“The council, as I under-stand it, has made the decision that for the money, it’s not ben-eficial to continue investing in membership with OCCSA,” Smith said.

MembershipFor the 2013-2014 school

year, ASCOCC paid $13,444 for membership with OSA, compared to $2,066.14 for membership with OCCSA.

But there is a reason for OSA’s larger price tag, accord-ing to Daniel McCall, the com-munications director for OSA. The organization offers more outlets, according to McCall. OSA “advocates for students at the statewide level,” he said.

Compared to OCCSA, OSA is more involved in legislative aspects, with a full-time state lobbyist and updates on bills. The staff is connected to the COCC campus, providing two to three staff member visits per term, and offering about 300 different trainings.

OCCSA does have a larger membership pool, with 14 Or-egon colleges involved com-pared to OSA’s nine. But even though the participation is greater, OCCSA has only one staff member.

However, OCCSA does have its benefits, according to Barbara Delansky, the advisor for the As-sociated Students of Lane Com-munity College. Like COCC, Lane Community College is cur-rently part of both organizations, and Delansky thinks membership in both organizations is crucial.

OCCSA members are also guided through the process of receiving a non-mandatory certificate, based on trainings that standardize what student governments should be do-ing. While the certification is

available without work through OCCSA, the organization does help in the process. OCCSA directs that information to their members, according to Smith.

“One of the great things about OCCSA is this is more on the advi-sor, administrator role,” Smith said.

What’s next?As ASCOCC maps out the af-

termath of necessary budget cuts, keeping the membership with OSA and dropping OCCSA could be more effective, according to Smith.

“Part of the appeal in going to OSA is recognizing part of the needs and services aren’t being met,” Smith said.

Whether or not OSA will be kept next year is also open to question. OSA works with the Oregon University System board and staff, local university and community college govern-ing boards and the Department of Community Colleges and Workforce Development. That ensures that “students’ voices are heard at the statewide and local level,” according to Mc-Call.

OSA membership offers perks ranging from assistance with statewide vote campaigns to internship programs. Next year, though, OSA membership will still cost over 13 grand.

Due to the council’s budget decreasing, there could even be a struggle of how to pay for OSA, according to Smith.

“Right now the council is still finalizing the budget and looking in that direction. No fi-nal decisions have been made,” Smith said.

(Contact: [email protected])

VS.

“The desire with the restructure of the student government would be to be members of OSA, so we can continue the work statewide.”

-Kurt Killinger, ASCOCC director of legislative affairs

ASCOCC’s proposed budget would cut club funding almost a quarter

Scott GreenstoneThe Broadside

The college’s student government budget for 2014-15 is 23 percent

smaller. This means that stu-dent clubs will also take a 23 percent cut if the proposed budget is approved.

There are two main factors making the Associated Stu-dents of Central Oregon Com-munity College prepare for less funds, according to Alicia Moore, director of Student and Enrollment Services at COCC. First, enrollment is expected to drop five percent, bringing in less student fees than this year. Moore called the process

of predicting enrollment a science with a “little bit of art to it.”

“[Enrollment] af-fects student gov-ernment directly because they oper-ate off of student fees,” Moore said. “Student enrollment has a huge effect on our envi-ronment.”

But student enroll-ment isn’t the major factor bring-ing enrollment down: Most of it is the lack of carryover funds from this year.

In recent years, student gov-ernment has been fiscally conser-vative enough that by the end of the year, they had rollover funds to help with the next year’s bud-get. However, this year, the car-ryover was nearly $50,000 less than ASCOCC had anticipated, Moore said.

This caused the 23 percent cut to be needful, according to Moore.

Impact on clubs

Clubs that host events may be especially affected by the cut. The Latino club hosts three events per year: Day of the Dead, the Latino Dance Fes-tival and Cinco de Mayo, and their budget will be reduced by nearly $500 next year, accord-ing to Amalia Grijalva, presi-dent of the Latino Club.

Though the events are also funded through Student Life,

ASCOCC and the Multicul-tural Program, Grijalva could

see the decreased budget “restricting” the

L a t i n o

C l u b ’ s ability to provide qualit y events.

“We like to provide food, we like to provide childcare, we like to bring organizations and people in to enrich the events,” Grijalva said. “If we want to keep doing all those events at the same level of quality … I

see [the budget cut] potentially being an issue.”


Clubs will feel drop in student government’s budget

23%


PRESIDENT, from page 1

If contract negotiations are successful, Metcalf will be filling the gap opened by the board’s recent decision not to hire any of the three presiden-tial finalists.

The decision was made fol-lowing the discovery that the top pick for the COCC presi-dent position, Dr. Patrick Lan-ning, was on administrative leave from his current em-ployer. On April 9, the board of directors made the decision to not hire Lanning or the other two candidate finalists.

Shirley MetcalfMetcalf had been contacted

by the board of directors about her interest in the role prior to the April 14 announcement.

“I love the college and the community,” Metcalf said. “I’ll make sure to give my heart and soul to this job.”

Metcalf already has experi-ence working at a number of colleges. Starting at Hawaii Community College under the University of Hawaii system, Metcalf has been working in the college sector since 1975. Metcalf was first an instructor, and then received her tenure as a professor in business. In

1994, Metcalf became the dean of outreach for the college, gathering state and legislative support on funding issues.

After living in Hawaii for 30 years, Metcalf moved to Kirk-land, Washington to assume the role of executive vice president for instruction.

Metcalf became the vice president for advancement prior to her switch to COCC, and was a finalist in 2010 when South Seattle Community College was looking for a president.

In 2011, Metcalf came to COCC, where she took over her current role as the extended learning dean.

“I understand instruction at this college,” Metcalf said. “I also understand the non-credit area, because I’m very entrepre-neurial, and like to find ways to apply for grants, find different sources of money.”

As Metcalf prepares to step into the role of interim presi-dent, her goal is to “stabilize,” because of the failed search.

“I wouldn’t apply for the [presidency] position,” Metcalf said. “The college needs some-one who has the experience, credentials and the background … to move it forward until the permanent president can come.”

The futureMeanwhile, COCC’s next

hurdle is deciding who to ap-point as president after Met-calf’s year comes to an end. COCC will be continuing the process of looking for a presi-dent replacement at the begin-ning of the 2014-2015 school year.

“You’re never done until you’re done,” Middleton said. “It was certainly a disappoint-ment that we weren’t able to get things completed in the first round.”

Middleton’s presidency has been extended from July to September to meet with the change in arrangements.

“The finish line moved a little farther down the road, but that’s fine,” Middleton said. “[It’s been] a great pro-fessional and person opportu-nity to provide leadership and be a part of this institution. It’s been a real highlight of my professional career.”

(Contact: [email protected])Photo submitted by Aimee Metcalf

▲Shirley Metcalf, the current extended learning dean for COCC, will be stepping in as the interim president.

The question is no longer “are there jobs available?”; it’s “Will

college alumni find them?”


In a year, job vacancies in Oregon have gone up by more than 10,000.

A recent job vacancy survey the Oregon Employment De-partment found available jobs in Oregon had a peak of 32,700 vacancies during winter 2014, 10,000 more than winter quar-ter of last year.

But while Oregon job-seek-ers now have more available outlets, whether Central Oregon Community College graduates will take advantage of the job market is unknown, according to Alicia Moore, dean of Stu-dent and Enrollment Services.

“What we don’t have in Or-egon is a way to match employ-ment record data with college or university data, to be able to say hard and fast, ‘These students are going into these areas,’” Moore said.

COCC studentsCOCC is limited by privacy

laws to track whether their stu-dents will be finding a workplace in Oregon.

However, COCC employ-ees working directly with students are able to track an-ecdotally whether the college will translate into the Oregon workforce. Career Services Coordinator Tracy Dula said that “the majority of students I work with are looking for jobs in Oregon.”

Career and Tech Education programs at COCC are also able to help integrate students into the Oregon workforce. Each Career and Tech Educa-tion program at COCC – which figures over 25 – has an ad-visory committee made up of industry professionals. That committee works with intern-ship placement, and is able to both get students into local businesses and promote local employment.

New job vacanciesGetting community college

students to fill the increased job vacancies might become important, as Oregon has seen a jump in available jobs requir-ing education or experience beyond high school. As the Job Vacancy Survey found, figur-ing into the top nine sectors of job growth is food prepa-ration, production, and office and administrative support, all of which have areas that could call for community college education, or even the benefits of training at COCC’s culinary school.

Oregon job growth was also seen in personal care and ser-

vice, healthcare practitioners and technical areas, as well as computer and mathemati-cal education. Of these key sectors of Oregon’s job growth, each of the top nine categories saw a boost ranging from 5,000 to 1,000 job vacancies. That spells out a future - and current - need for educated w o r k -ers in t e c h n i -cal areas. According to the survey, Oregon job seekers “have more opportunities, and those opportunities, on average, pay more.”

The future workforce

Although the job market has greater availability for educat-ed workers, Dula says COCC students taking advantage of local job opportunities - would typically already have planned to enter the Oregon workforce.

“My experience is that students choose to work in Oregon because that is where they live,” Dula said.

Eighty-six percent of COCC students are

from Deschutes, Crook and Jefferson counties, and of the remaining 14 percent, some students are still from other Oregon counties. That means

that over 86 percent of the current COCC students

should be more likely to meet the demands of

Oregon job vacan-cies. And accord-

ing to Dula, ev-ery student she

has worked with has been fairly up-front in determining

whether they will work in Or-

egon.While COCC’s way of

tracking student employ-ment may not form an up-front percentage, students should be seeking out Or-egon jobs, according to survey. The average wage for the vacancies is about 75 cents per hour over the norm, and 65 percent of the available jobs are ca-tering to stable, full-time employment.

“Employers are having more difficulty finding the workers they need,” the survey recapped.


More job vacancies available for COCC grads, survey says

Graphic by Andrew Greenstone | The Broadside


Molly SvendsenThe Broadside

For the first time since the college began, Campus Public Safety had a badge pinning ceremony for new officers. The

four officers who received their campus safety badges at the April 11 event were Adam Neider, Don Doughty, Brian Hamlin and Chris Schiller.

Seth Elliot, Central Oregon Community College’s Campus Public Safety supervisor, started the event by recognizing the time and effort devoted to the department by the officers.

“There are many changes to policy and training in our field,” Eliot said. “Our officers have to translate that into action every day. They don’t do that because they have to or because

COCC has to … they do that because they want to do this profession.”

COCC president Jim Middleton recognized the officers as students’ “first contact” when coming to the campus.

“It is not security or the police force; its public safety ... its really not just student safety but beyond into public safety,” Middleton said. “[CPS] officers represent what this campus is.”

The badges CPS officers wear are a “commitment to the campus, community and continual development,” Middleton said.

The badge pinning ceremony was the culmination of hundreds of hours of training and successfully passage of all that training, according to Jim Bennett, Campus Public Safety coordinator.


Officers earn campus security badges

Photo by Ryan Traughber | The Broadside

4/7/2014

4/7/2014

4/7/2014

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4/15/2014

Traffic Violation

Found Property

Found Property

SusPerson

SusPerson

Sex Registrant

Auto Theft

Hit and Run

Found Property

SusPerson

Policy violation- Alcohol

Theft-Attempt

Theft-Attempt

Disturbance

Policy Violation- alcohol

Injury

Injury

Hit and Run

Parking Lot

Barber Library

Boyle Ed Center

Barber Library

CAP Center

Campus Public Safety

Boyle Ed. Center

College Way

Health Careers Building

Campus Services

Juniper Res. Hall

Pioneer

Pioneer

Pence

Off campus

Boyle Ed. Center

Mazama

Cascades

Subject causes a disturbance after receiving a traffic citation

Found property on the Bend campus

Found property on the Bend campus Reports of a suspicious person on the Bend campus

Subject causes a disturbance on the Bend campus

Reports of a sex offender registering for classes with COCC

Reports of an auto theft from the Bend campus

Reports of a hit and run on the Bend campus

Found property on the Bend campus.

Reports of a trespass on the Bend campus

Reports of an alcohol policy violation on the Bend campus

Reports of a theft attempt on the Bend campus

Reports of a theft on the Bend campus

Large disturbance on the Bend campus multiple officer response requested

Reports of a alcohol policy violation on the Bend campus

Reports of an injury on the Bend campus

Reports of an injury on the Bend campus

A hit and run is reported on the Bend campus

COCC incident reports, April 7 to April 15Incident Date Classification LocationSynopsis

Earn an Oregon State University degree in Bend. Choose from 18 majors and 30 minors

and options, including OSU-Cascades signature programs. Take small classes, get

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▲ Campus Safety officers reading the oath of office during the April 11 badge pinning ceremony.


features

How to Make the Best List of Job References Submitted by Tracy Dula, Career Services Coordinator

While employers may have different standards in judging the value of what refer-ences say, it's always a safe bet to rely on people who will speak about you in glowing terms. Here are some tips for compiling your list according to US News & World Report.

Use one page. You don't want to overwhelm employers with pages of names. Debo-rah Brown-Volkman, founder and president of career coaching company Surpass Your Dreams, advises using three or four references that fit on one page. Tailor the list with names relevant to the job you're applying for.Supervisors carry more weight. The testimony of a current or former boss makes for a worthy evaluation of your skills. If you were fired from a job, particularly one with relevant skills, consider including this boss as a reference. Explain that the individual won't have positive things to say, and state that you wish to offer someone else who will. Co-workers can be good references, but they may not always have the same credibility.Family and friends could be viable options. If there's a "professional connection" then it's perfectly legitimate. "If you worked at a family business, then you have to put a family member," Brown-Volkman says.Don't discount professors or summer job supervisors. If you just graduated from high school or college, you may have a short or nonexistent work history – leaving you with a thin bench of possible references. Professors who can vouch for you and your work as a student are suitable substitutes. And don't exclude a manager from a summer job.Choose those who will shower you with praise. Ideally, you want your references to say great things about you. They should detail your appeal as a hardworking go-getter who has the hard and soft skills necessary to excel at the job being offered.Remember to be courteous to your references. Individuals willing to champion your cause during the interview process deserve both your consideration and gratitude. Here are some ways to do that:

1. Don't let them be blindsided.2. Rotate your references.3. Show appreciation, and keep them in the loop. For job search assistance, call the CAP Center at 541-383-7200 to schedule an appointment with the Career Services Coordinator.

Cap Corner

Take economics with Tom Carroll and he will tell you there’s no such thing as a free

lunch. I.e., somebody had to pay for that hummus vegetable wrap you’re eating. But if you think creatively and put in a little extra work, you can make sure the person paying for that meal isn’t you.Visit a club. The Latino Club, the American Association of Uni-versity Women, the First Nation Student Union and Truth Seekers all have pizza or other food at their meetings.

Volunteer for an outreach event. OSU-Cascades and COCC open the campus to students from high schools and even middle schools with events like College 101 and Mosaic. Go to JumpStart. JumpStart has events at the beginning of ev-ery term where there’s free coffee, sometimes free shaved ice and free lunch catered by local restaurants.Work at The Broadside! Jour-nalists are great at scavenging for food. Click on the ‘Jobs Listing’ tab on thebroadsideonline.com.

Four ways to get a FREE lunch at COCC

Forgot your lunch at home? Don’t despair.

Graphic by Jacob Juarez | The Broadside

Karl DinkelThe Broadside

Fewer students are doing course evaluations than ever before, but the course evaluations that are completed have never been better.

Four years ago, it was required that 70 percent of students in each class complete student evaluations. At that time, the evaluations were completed on pa-per. However, the classes didn’t always have the nec-essary number of students attend class to complete the evaluations which caused a shift to the current online evaluation system.

After switching methods, the participation de-creased to under 50 percent, according to Barbara Klett, who works in the Academic Computing Sup-port for COCC.

However, even though the number of completed evaluations has significantly dropped, the quality of those completed is high. This is due in part because students are putting more written input and critique into their evaluations, according to Klett.

“We are grateful [students] fill out evaluations,” Klett said. “I love knowing the students and hearing their concerns.”

Increasing the number of course evaluations com-pleted is a critical next step, according to Klett.

Each term, Klett compiles the results of student

course evaluations and then instructional deans eval-uate how individuals professors can improve or af-firm current teaching methods. Professors aren’t the only ones who read course evaluations. Department chairs, deans and even the vice president of adminis-tration have the opportunity to review student course feedback.

Personal impact on professorsCOCC communication professor Jon Bouknight

believes course evaluations help him recognize areas of personal improvement.

“I like to see areas I can improve in my comments,” Bouknight said.

Bouknight said his student evaluations have changed his personal views and lead to higher quanti-ties of personal interaction with students. To encour-age student participation in the evaluations, Bouk-night shows his previous terms student evaluations to his classes.

Though they are an important piece, course evalu-ations aren’t the only factor considered in instructor performance evaluations, according to Bouknight. Other factors considered include peer evaluations, correspondence and consistency.


QUANTITY VS. QUALITY: How much power do your evaluations have?Student “evals” help to improve

classroom experiences and teaching strategies

Graphic by Cooper Malin | The Broadside


Quick and easy recipes for the thrifty student

Vera HolidayThe Broadside

As a student on a college budget, finding time to cook can be a challenge. Meals in a mug seeks

to bring readers creative and nutritious meals armed with only a microwave and a mug.

In a pinch to get out the door but craving a home-cooked meal? Don’t have the time or the stove to cook? With this recipe, a few ingredients and a little effort you can have a delicious breakfast in no time.

Ingredients:2 oz of cream cheese1 Tbsp of sour cream1 egg¼ tsp vanilla½ tsp lemon juice3 Tbsp sugar

Directions:1. Soften cream cheese and sour cream by stir-ring with a fork in microwavable mug for about 30 seconds. 2. Add egg and mix well.

3. Add lemon juice, vanilla and sugar, mix for about 45 seconds or until most of the lumps are gone. 4. Microwave on high for about two minutes and 30 seconds, stirring at 30 second intervals until one minute. 5. Place in the refrigerator until you are ready to eat it. 6. Top with whipped cream, chopped nuts or fresh fruit and enjoy.


Grocery list:

Milk: $0.89- $5.00Vanilla: $3.00-$500 Eggs: .89-$3.00Cream cheese: $1.99-$4.00Lemon: $1.27 per poundLemon juice: $2.28-$3.39Strawberries: $4.18 per poundSliced almonds: $4.89Whipped cream: $ 2.99

Photo illustration by Vera Holiday | The Broadside

Dessert

Cheesecake in a mug

Photo illustration by Vera Holiday | The Broadside

Meals in a mug

▲ Instead of buying lemon juice you can buy a lemon, cut it in half and squeeze the juice in to the ½ teaspoon.

▲ The cheesecake will puff up while in the microwave, but will lower while cooling down in the refrigerator.

TUITION, from page 1

“If we go back 10 or 15 years, we see that the state contribution was around 40 to 50 percent, but as the years go by we have seen those numbers change to the 13 percent it is today,” said Alicia Moore, dean of student and enrollment services. Moore, who has been at COCC for 18 years, says she is constantly working with the board to keep cost down and allow for new ways to restructure the budget. “There are 17 community colleges in Oregon, and several of them have already crossed over the $100 mark. Our board is giving us the directive to strive to be in the lower third of all Oregon’s community colleges,” Moore said.Recently COCC’s campus leadership proposed a one dollar tuition increase, recognizing there were costs that needed to be met.This proposed increase would only generate around $180,000 in revenue, but upon examination the board voted against it, according to Moore, choos-ing instead to “look at the different budgets in the school and see if we [the board] could reassign some dollars,” all with tuition cost in mind. “The greatest increases we’ve had have definitely been over the last 10 years,” said Ron Paradis, di-rector of community relations. In 1991, when Paradis started his job at COCC, tu-ition was at $24. He too recognizes the attributing factors to the increase. “The bigger increases we see are the result of our state funding and how it has changed so dramati-cally over the years,” Paradis said.But the good news, according to both Moore and Paradis, is that property tax money has been his-torically stable.

“Not only is tax money more stable, but we believe our state money will go up, hopefully,” Paradis said.According to Moore, COCC’s prices will continue to be less when compared to the tuition prices of the big universities in Oregon.

“When we combined tuition and fees, COCC’s price is two thirds the cost of an university and have been at the lower percentile of Oregon’s com-munity colleges,” Moore said.

(contact [email protected])

Graphic by Emily Kalei | The Broadside

In 1975, students paid only $13 per credit hour. Now you pay

$87Wh

at

happene

d?


College left to own devices to fulfill 40-40-20Molly SvendsenThe Broadside

Oregon is looking to make sure 80 percent of Oregonians have higher education by 2025, but is leaving it up to colleges to figure out how to get there. In 2011, Oregon Legislature passed

Senate Bill 253 with the ambitious goal of increasing higher education in Oregon. This bill calls for 40 percent of Oregonians to hold a bach-elor’s or advanced degree, 40 percent to have an associate’s degree or a meaningful postsecondary certificate and all adult Oregonians to hold a high school diploma by the year 2025.

“Overall, the goal of 40-40-20 is to shift the focus from input to outcomes,” said Di Saunders, director of communication and public affairs at the Oregon University System. “It is a stretch goal. Everyone is in the process of moving toward that goal.”

Previously, funding for higher education was determined based on enrollment numbers. However, after the State Board of Higher Educa-tion went through the recession, their budget was cut, causing a shift in focus.

“After that, the board didn’t have funds to cover enrollment,” Saun-ders said. “It was decided on at that point that we would move to look at graduates and fund for graduates.”

This newer system has advantages, according to Saunders. Colleges have now turned to focus their attention on getting students a degree.

“[40-40-20] is real and is top of mind for many, but it goes back to funding,” Saunders said. “At the state level we can now fund for graduates instead of enrollment and those are often widely varying numbers.”What COCC is doing

Locally, Central Oregon Community College has already begun to take steps toward an outcome-based educational model, according to COCC president Jim Middleton.

“We have seen mild growth already,” Middleton said. “Part of that is linked with the past enrollment increase producing more graduates.”

COCC has their “feet grounded in all three parts of 40-40-20,” ac-cording to COCC president, Jim Middleton.

“A significant number of students nationally take coursework at a community college,” Middleton said. “We will continue to offer a low cost pathway to the OSU-Cascades degree than if all the courses are taken at the university. We think we offer a great savings and ease of transfer.”

The college is currently looking at automatic rewarding that would work with internal students and partner universities. Currently the only way students get their degree is to apply for it. If students have all the credits to graduate but don’t apply to do so, they currently don’t receive their degree.

“We’re now trying to set up software systems so when students do cross the threshold there is that automatic rewarding system in place,” Middleton said.

This could also affect students who are close to an associate’s degree to move to the university, pick up those courses at the university and then still receive their degree from the community college.

The college has also been increasing their concurrent enrollment part-nership with local high schools, which takes current high school stu-dents into college classes. Part of this is done under the dual-enrollment program where COCC certifies the high school teacher and they teach college classes to students at the high school as part of their high school teaching assignment.

Additionally, several high schools are doing advanced diploma pro-grams, where students stay in high school for five years and the fifth year is the first year of their college experience that is paid for by the school.

“That’s one of the major initiatives that gives students a real bridge to college-level learning while still in high school,” Middleton said.

COCC is also trying to expand outreach to “less traditional” stu-dents, according to Middleton. Nationally, the college rate for Native Americans and Hispanics is lower than Caucasians and Asians. COCC is encouraging more enrollment and graduates in these minorities through the Native American student program and Latino program. COCC is also seeking to do orientation and create support groups, as well as provide outreach about financial aid.

“If there are aren’t a lot of individuals in your family who’ve gone to college before and have experienced the joys and challenges of fi-nancial aid … that can be daunting,” Middleton said. “Part of success is demystifying that process.”The residence hall, advisors and orienta-tions bring the numbers up

Another part of overall student success is peer support groups—high and middle school students spending weeks in the summer at ac-cording to Middleton, which 2015’s new residence hall will support.

“Data shows that students who are in a well maintained student housing setting outperform those who aren’t,” Middleton said. “Part of what we can do with new housing is look at what programs would be successful summer programs.”

These programs would be for high school and middle school students and would encourage higher education earlier in students educational ex-perience.

Academic software GradTracks is another tool for reaching 40/40/20. GradTracks was implemented a few years ago and allows students to check progress on degrees and closely monitor achievement. It is also beneficial for students considering switching degrees, according to Middleton.

“This helps students not take courses that don’t count and additionally helps to assess how big of a challenge it would be if they decided to shift to a different degree,” Middleton said.

Another crucial part of moving to a graduate-based model is having academic advisors, according to Middleton.

Getting tens of thousands of Oregonians through college isn’t easy, and the state

government is only giving guidelines

4020

of Oregonians over 25 have some college education, but no degree

of Oregonians over 25 have a bachelor’s degree or higher 27%29.3%

Info taken from census.gov 2008-2012


College left to own devices to fulfill 40-40-20“A lot of success is based on getting better information out to

students and assisting advisors as they work with advisees to get them to the finish line,” Middleton said.

All COCC advisors complete extensive training, according to Middleton, and many of the advisors are also faculty members in that department. Middleton believes faculty advising is one of the college’s strengths in moving toward student outcomes.

“Faculty know the program, they know the disciplines and frankly, they know the students better than if you had a separate counseling system,” Middleton said.

The implementation of Bobcat Orientation, launched full scale for the first time in fall 2014, has also been encouraging early suc-ces. This is a day-long program for new students the Friday before term starts.

“This really tries to get students started on the right track the first week and demystify that experience,” Middleton said.

Currently, the college is working on the freshman experience program. Students who reach the 15 and 30 credit plateaus have a much higher percentage of making it to the finish line, according to Middleton. The freshman experience program looks at imple-menting academic, personal and study skills support for students in their first year.

There are currently also learning communities where there is a cohort of students taking two or more sources that have a bridge in content and those are meshed as one section with a teaching team.

“That creates deeper peer bonding between students and en-riches the depth of understanding, which ultimately leads to suc-cess,” Middleton said.Funding for success

Saunders believes campuses need to be able to react quickly to company needs to keep Oregon graduates in Oregon.

“If Oregon organizations all the sudden need more engineers, our colleges need to be able to step up and meet that need so we can keep more of our graduates here and those companies then won’t have to hire from outside the state,” Saunders said.

Funding is a “large” part of how colleges will achieve this, ac-cording to Saunders.

For the 1999-01 biennium, OUS received $755 million, this is the same amount they received for the current biennium. The same amount of funding with more students in the educational arena is not sustainable long term but colleges have “learned to do more with less,” according to Saunders.

“With fewer funds, there are a lot of things universities can’t focus on that they would like to,” Saunders said.

One of those focuses is increasing financial aid. Currently there are many donors that contribute to the financial aid pools at uni-versities to make up for the lack of state funding, according to Saunders.

OUS is currently moving toward a decentralized model. This means the OUS will now have the Higher Education Coordinating Commission be the higher education voice and the current OUS Chancellors office will no longer exist.

Moving to a decentralized model will allow people who are leaders in the industry and who have that knowledge “be a more integral part of the financial process,” according to Saunders.

“This model has been tested and works successfully,” Saunders said.

In 2012, Oregon universities ranked number one in the nation for the fastest percentage increase in enrollment for a five-year period.

“To meet the 40-40-20 goal, we need to really work hard. Ev-eryone is pointed at the same place and it is a very united effort,” Saunders said. “It is attainable, we need to accelerate action on getting Oregonians in colleges and then make sure institutions are meeting the needs of students and the workforce.”


“Overall, the goal of 40-40-20 is to shift the focus from input to outcomes.”

—Di Saunders, director of communication and public affairs at Oregon University system

40

40of Oregonians over 25 have only a highschool diploma

of Oregonians over 25 have some college education, but no degree 24.8%

Photos by Noah Hughes | The Broadside


arts & entertainment

Paul Bennett

COCC Fine Arts & Communication

These images were made by COCC students in a Black and White Basic Design class. One of the key goals of the class is to give students an opportunity to explore the vocabulary of design. This was done

through specific projects tailored to develop skills in understanding such things as repetition, values, positive/negative shapes, line quality, patterns, texture, organic/geometric forms, perspective, overlapping forms, scale, symmetry/asymmetry, unity, variety and balance. Cultural and historical references that use such design elements were also an integral part of the class. The students were also given a midterm with the theme of the “Day of the Dead” and a final on the subject of “Abundance.” Students were required to interpret these projects in their own creative way, write a paper explaining their ideas and what design elements they used and do a class presentation.

Basic design BETWEEN

THELINES

EXPLORES

▲Danny Jumper

▲Danny Jumper, “The Spire”

▲Debbie Bolf

“


Students go BACK TO THE BASICS to study BUILDING

BLOCKS of design

▲Cody Jenkins, “Surrounding the Man” ▲Katie Culbertson, “La Iluminaciòn de la Vera”

▲Katie Culbertson, “The Stranger”

▲Max Warbington, “Deeps”


comics

ALRIGHT GHOST,

PREPARE TO DIE!

RUDE.I WAS TRYING TOBE NICE ABOUT

THIS...

...BUT I THINK I SHOULDLET MY FRAT BROTHERS

HELP ME OUT HERE.

Copyright 2014 Noah Hughes | The Broadside Contact: [email protected]

14 The Broadside April 23, 2014

clubs & sportsp

Scott GreenstoneThe Broadside

The disc golf course is now defunct as con-struction begins on a new residence hall, but even after construction its future is doubtful.

There are no plans yet to rebuild it, according to

Gordon Price, director of Student Life, and while it is offline, disc golfers will have to go off-campus to practice.

Central Oregon Community College’s nine-hole disc golf course goes directly through the planned residence hall site, so parts of it had to be dismantled. It will stay dismantled at least un-til the residence hall is finished in 2015, accord-

ing to Price.The course will not

be expensive to replace, according to Price: If all baskets and concrete pads are replaced the whole thing wouldn’t even cost $10,000.

When they removed the parts of the course, Price said it wasn’t in very good condition any-way. When and if they rebuild the course, the college will have to fac-tor for what Price calls “environmental degra-dation,” both to the con-crete around the course, which is cracked, and the wooded area it was located in.

But the college isn’t even sure they will re-build the course.

“The first question is ‘do we bring it back?’” Price said. “Then if so, how do we redesign it?”

If the college does rebuild the course, they would want to work with local groups to design it, including the Central Oregon Disc Golf Club and possibly COCC’s disc golf club.

The Bobcats disc golf club would be happy to help redesign the course, according to Preston McKinney, club treasurer.

“We agree that we understand the reasons be-hind closing the course, and we’re willing to help design and build the new course if possible,” McKinney said. “We believe that its important to have a safe, proper, well-designed course on cam-pus for several reasons: to help the team practice, to encourage positive morale at the school, and for scouting for new team members.”

The Central Oregon Disc Golf Club is of the opinion that COCC should think about rebuilding sooner, according to Ryan Lane, interim events coordinator for the club.

“COCC should relocate the course to another location on campus or help fund another option near campus,” Lane said.


Residence hall construction puts disc golf course

College has no plans to replace

Photo by Rae Watkins | The Broadside

Noah HughesThe Broadside

Before the garden club can grow anything on campus, a seed of a different sort must be sown: money. Central Oregon Community College’s garden club is build-

ing a campus garden, but still needs funds to purchase plant-ing soil and materials for a fence, according to Lisa Barnett, COCC student and founder of the garden club.

The Associated Students of Central Oregon Commu-nity College provided $14,000 for the project, and another $40,000 was gathered through donations, but at this time the club has capped out their resources. Still dealing with the cost of the existing materials and the services of Green Thumb Landscaping, Barnett hopes to turn to other sources to gain the funds.

“We’re trying to find a way to raise the money from just about anyone,” Barnett said. “We plan on making a Kick-starter page as well.”

The garden club hopes the benefits of the project will out-weigh the cost. The garden would serve as an outdoor learn-ing lab for students and decrease food insecurity by providing fresh produce for ASCOCC’s food bank. The campus garden would also be handicapped friendly, according to Barnett.

“We will have ramps for wheelchairs,” Barnett said. “When completed, it will be the most handicapped accessible garden of this type in the area.”


Campus garden takes root, struggles to bloomGarden club has reached the end

of their donated budget

“ OFFLINE”

▲ Crews remove trees to make room for the residence hall.

Photos by Hoah Hughes | The Broadside

▲Green Thumb landscaping was hired to install the foundations for the campus garden.

▲Planting beds still need soil.


ADVERTISEMENTS

It’s That Time Again…Fifth Annual Paint the Deschutes!!

Paint the Deschutes is a community service project put on by the students of COCC and OSU Cascades. Headed by the Juniper Residence Hall Staff, Paint the Deschutes provides free house painting for one local family in need of assistance. This year, the program is hoping to have more than fifty volunteers to help in their efforts. The 5th annual Paint the Deschutes will take place on Friday, May 16th. All volunteers will receive food, raffle prizes and a free T-shirt for putting in their time. Professional painting skills are NOT required.

If you would like to volunteer this year, contact Megan Bernard at [email protected] or by calling 541-383-7593. You can also find pictures, updates on the project and ways to get involved with Paint the Deschutes on Facebook at www.facebook.com/pages/paint-the-Deschutes.


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the broadside 4-23-14

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