News Article | April 17, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has announced its list of the best colleges and universities in the state of Washington for 2017. Of the 19 four-year schools that made the list, Gonzaga University, University of Washington, Seattle University, University of Puget Sound and Pacific Lutheran University were the top five institutions. Of the 21 two-year schools that were also included, Edmonds Community College, Shorelines Community College, Renton Technical College, Bates Technical College and Clark College took the top five. A list of all the winning schools is included below. “Washington state’s unemployment rate recently hit a nine-year low, which is great news for people interested in pursuing a college degree,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “Our analysis shows schools going the extra mile for students in terms of career preparation, by providing high-quality programs and resources that are translating into student success in the job market.” To be included on the “Best Colleges in Washington” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional data that includes annual alumni earnings 10 years after entering college, career services offered, availability of financial aid and such additional metrics as student/teacher ratios and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Washington” list, visit: Washington’s Best Four-Year Colleges for 2017 include: Bastyr University Central Washington University City University of Seattle Eastern Washington University Gonzaga University Heritage University Northwest University Pacific Lutheran University Saint Martin's University Seattle Pacific University Seattle University Trinity Lutheran College University of Puget Sound University of Washington-Seattle Campus Walla Walla University Washington State University Western Washington University Whitman College Whitworth University Washington’s Best Two-Year Colleges for 2017 include: Bates Technical College Bellingham Technical College Big Bend Community College Cascadia Community College Clark College Edmonds Community College Everett Community College Grays Harbor College Lower Columbia College Pierce College at Fort Steilacoom Pierce College at Puyallup Renton Technical College Seattle Vocational Institute Shoreline Community College South Puget Sound Community College Spokane Community College Spokane Falls Community College Tacoma Community College Walla Walla Community College Wenatchee Valley College Whatcom Community College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
McFarland J.,Edmonds Community College |
Pape-Lindstrom P.,Everett Community College
Advances in Physiology Education | Year: 2016
Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges. © 2016 The American Physiological Society.
Kisser B.,Andrews University |
Kisser B.,Everett Community College |
Goodwin H.T.,Andrews University
American Midland Naturalist | Year: 2012
Free-ranging, juvenile thirteen-lined ground squirrels (Ictidomys tridecemlineatus) in southwestern Michigan were fitted in late summer or fall with external skin-temperature loggers. Data were obtained the following spring for five males and three females. During the heterothermal period, all squirrels exhibited 1122 prolonged ( x̄= 9.4 d) torpor bouts punctuated by typically brief ( x̄= 14.3 h) arousal bouts, with mean monthly torpor bouts becoming longer and deeper until Feb. and reversing thereafter. Torpor-bout duration increased as minimum skin and soil temperatures decreased. On average, males initiated the first torpor bout later in fall, terminated the last torpor bout significantly earlier in spring and thus spent less time in the heterothermal period than did females. Three males displayed relatively short torpor bouts and long arousal bouts as they approached the end of hibernation. Squirrels gained weight variably in fall and spring, and one female lost 39% of body mass during hibernation. © 2012, American Midland Naturalist.
Dahmen J.L.,Washington State University |
Dahmen J.L.,University of Missouri |
Olsen R.,Washington State University |
Olsen R.,Everett Community College |
And 3 more authors.
Eukaryotic Cell | Year: 2013
Very-long-chain polyunsaturated fatty acids such as arachidonic, eicosapentaenoic, and docosahexaenoic acids, are important to the physiology of many microorganisms and metazoans and are vital to human development and health. The production of these and related fatty acids depends on Δ6 desaturases, the final components of an electron transfer chain that introduces double bonds into 18-carbon fatty acid chains. When a Δ6 desaturase identified from the ciliated protist Tetrahymena thermophila was expressed in Saccharomyces cerevisiae cultures supplemented with the 18:2Δ9,12 substrate, only 4% of the incorporated substrate was desaturated. Cytochrome b5 protein sequences identified from the genome of T. thermophila included one sequence with two conserved cytochrome b5 domains. Desaturation by the Δ6 enzyme increased as much as 10-fold when T. thermophila cytochrome b5s were coexpressed with the desaturase. Coexpression of a cytochrome b5 from Arabidopsis thaliana with the Δ6 enzyme also increased desaturation. A split ubiquitin growth assay indicated that the strength of interaction between cytochrome b5 proteins and the desaturase plays a vital role in fatty acid desaturase activity, illustrating the importance of protein-protein interactions in this enzyme activity. © 2013, American Society for Microbiology. All Rights Reserved.
Davishahl E.J.,Everett Community College |
Bi X.,Washington State University
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2016
Increasing numbers of engineering students are starting their higher education at a community college with intent to transfer to a four year university to complete their Bachelor of Science degree. To facilitate the transition from community college to junior year university studies, new partnership models have been developed that offer more flexibility to students without sacrificing higher education quality. This paper shares details of a successful partnership between Everett Community College (EvCC) and Washington State University (WSU) to offer the WSU Mechanical Engineering (BSME) degree on the EvCC campus in Everett, WA. Extending the WSU BSME program to a location on the EvCC campus has proven to be very helpful and attractive to students from a variety of backgrounds and life situations that are historically underrepresented in the engineering undergraduate population. Enrollments in both programs have been growing steadily since the inception of the BSME program in fall 2012. Following the success of the BSME program, WSU used a similar model to add an electrical engineering (BSEE) program on the EvCC campus in fall 2014 and plans to start a software engineering (BSSE) program in fall 2016. Close collaborations have been built to leverage the knowledge, skills, and facilities of both institutions to provide a rich student experience with often limited resources. Community college students can enroll in some of the same classes as junior level WSU students before making the transfer, thus gaining exposure to the upper division experience before committing to the WSU program and providing opportunities for social mixing of sophomore and junior level students not typically available to community college sophomores. Collaborative relationships among faculty and students at the two institutions ensure the transition to be as seamless as possible. This paper provides an overview of the governing articulation agreements under which the program operates before sharing details regarding how the two programs align and integrate specific course curriculum, manage logistics such as course scheduling and equipment sharing, and provide overall continuity in the student experience. We also share some initial enrollment demographics data that indicates the program is helping the WSU BSME program extend its reach to serve historically underrepresented student populations. © American Society for Engineering Education, 2016.
Agency: NSF | Branch: Standard Grant | Program: | Phase: FIELD STATIONS | Award Amount: 218.15K | Year: 2013
Everett Community College (EvCC) is awarded a grant to acquire a research vessel to enhance undergraduate research experiences for community college students and other educational partners in the North Puget Sound region. This research vessel provides the platform to conduct basic biological research relevant to two local community college education agendas, leveraging new levels of academic and scientific collaboration. Providing opportunities for students to explore the intersection between research and education while dissecting the biological connections to physical and geological dynamics in an estuary represents powerful teaching and learning.
The vessel will be equipped with a drop down bow for beach landing and swing through davit access for a CTD array and sediment dredge, as well as electronic interface for real-time display of water column profile and benthic surveys. The vessel will expand and enhance the research capacity on longitudinal research conducted by students, increasing research cruises from monthly to weekly, while providing greater research training opportunities for more students. A dedicated research vessel provides flexibility to adjust to weather conditions, allows for anchoring, provides shallow water access for eel grass surveys, increases data collection as well as accessibility, increases collaboration between community colleges, universities and state agencies and provides increased opportunities for community engagement.
Emerging partnerships expand the research opportunities beyond EvCC, through the partner institutions of the Community College Undergraduate Research Initiative. Ongoing partnerships with local universities, state agencies, K-12 institutions and community partners provide rich opportunities for increasing the sense of place and the connection to the local ecosystem which helps students make more informed decisions about the environment in which they live. By providing the tools and access, this vessel represents an innovative platform for teaching and training emerging scientists, many of whom are underserved in STEM fields. For more information visit www.everettcc.edu/orca
Agency: NSF | Branch: Continuing grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 879.73K | Year: 2011
This project is a partnership between Snohomish School District and Everett Community College. Everett Community College will use facilities provided by Snohomish School District to teach Advanced Manufacturing skills. The partnership will better utilize equipment and facilities, allow middle and high school students access to advanced equipment, provide professional development for teachers and engage young students exciting them to study STEM fields. The opportunities provided by the work will increase the number of students from underrepresented groups who study STEM fields and enter the workforce. Since the local need for manufacturing workers, especially in aerospace, is expected to grow a well educated worker is a critical element to the continued success of the Snohomish County and Regional economy and this work will help ensure these workers are prepared.
The project will increase the number of industry certificate holders in the area of advanced manufacturing by 20%, increase the number of associate degree holders with experience in advanced manufacturing by 100% and increase the number of community college transfers to a four-year institution by 15%.
The applied learning/training in the program will increase student scientific literacy and provide more opportunity to be creative and create connections to business and industry making study more relevant and focused. The projects dual enrollment benefits student enrollment and early mentoring and could become a model that can be duplicated nation-wide.
Agency: NSF | Branch: Continuing grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 888.65K | Year: 2013
The Aerospace and Advanced Manufacturing (AAM) program at Everett Community College, consisting of Engineering Technology, Machining Technology, Composites Technology and Welding and Fabrication, are being housed in one location to allow students to experience the different processes that occur in the manufacturing world from the stages of ideation to the final assembly of a product. In each of these programs, students are encouraged to broaden their perspectives by taking electives from the different disciplines in the AAM program. A twelve-credit Manufacturing Cycle Curriculum, leading to a certificate in Advanced Manufacturing Essentials, is to be developed. The Curriculum, required of all AAM students, teaches them the full process and essential job duties of manufacturing from the design phase to quality assurance. Students are expected to work on projects that can be feasibly produced in one program and be able to communicate the issues that occur during manufacturing to students in other disciplines. In addition, the AAM faculty work with faculty in mathematics and English to create AAM-context based modules for developmental courses so that students are prepared for the technical courses. In professional development workshops, high school and community college faculty develop modules to engage high school students in learning the STEM content needed for technical programs.
The project funds career coaches to assist high school students and their parents to become aware of technical careers and pathways that include community college. The project also funds a Navigator position to guide at-risk community college students to appropriate services. The evaluation measures the effectiveness of these strategies to recruit, retain and place AAM students and determines their preparation for the requirements of the workplace.
Worker productivity requires that workers not only have technical operation skills, but a broader understanding of how their task relates to both the quantity and quality of the final product. Workers knowledge of the full manufacturing cycle puts their work in context of not only what they do, but why they do it and how their work relates to the companys purpose. The idea of the AAM program is to have the different departments work together to ensure that students understand the entire manufacturing and life cycle processes.
Agency: NSF | Branch: Standard Grant | Program: | Phase: Transforming Undergrad Bio Ed | Award Amount: 99.49K | Year: 2013
An award has been made to Everett Community College to organize a program of self assessment for life science departments as part of the mission of the Partnership for Undergraduate Life Science Education (PULSE). In September 2012 the PULSE partners (HHMI, NIH, and NSF) appointed 40 Vision and Change Leadership Fellows to stimulate transformative changes in undergraduate life science education as recommended in the Vision and Change report. Fellows were selected from two-year colleges, liberal arts colleges, comprehensive universities and research universities. The Fellows have organized into working groups with the overarching goal of helping departments transform their programs in a national effort to increase student learning of core concepts, increase student retention in the sciences, and prepare all students to be more curious and scientifically literate citizens.
The current award is to begin testing a comprehensive set of rubrics developed by the Taking the Pulse Working Group. The Vision and Change report contained a number of recommendations for improving undergraduate life sciences education but did not furnish an implementation strategy. The rubrics that have been developed will serve as a blueprint for departments to evaluate their own progress in adopting recommendations in the areas of curriculum development, faculty support, student engagement and inclusivity, assessment, infrastructure, and the campus climate for change. The working group also plans to pilot a certification program to both motivate departments to adopt Vision and Change recommendations and to reward departments that have enacted Vision and Change principles. The initial draft set of rubrics has been posted on the www.pulsecommunity.org website under the provisional title: Taking the PULSE Vision and Change Rubrics 1.0 and rubrics will be updated as more departments field-test them at all institution types. Results from the Taking the PULSE project will be posted on the PULSE website and shared with the life sciences community at professional meetings.
This project is being funded jointly by the Directorate for Biological Sciences and the Directorate of Education and Human Resources, Division of Undergraduate Education as part of their efforts to support Vision and Change in Undergraduate Biology Education
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 649.96K | Year: 2017
Despite the positive outcomes that are associated with summer bridge programs, research shows these results fade as students move away from the initial intervention and advance through the college experience. This project at Everett Community College in Washington is guided by a desire to understand to what extent providing an intensive summer bridge program from high school to community college combined with high-touch student support services, including faculty mentoring, impacts the enrollment and success of low income students with promising academic talent. The model draws from the evidence-based literature to create a holistic educational approach focused on student retention and completion outcomes in science, technology, engineering, and mathematics (STEM) fields of study. Through targeted recruitment activities, the program will seek to increase STEM enrollments of underrepresented populations including women and students of color. In an effort to create an equitable access to education, the project will contribute to the knowledge base and investigate outcomes to understand if the program is working as expected, how it is working, and for what types of students. Through a comprehensive dissemination plan, the broader STEM community will benefit from a better understanding of when and why students are retained in or leave these programs, including those who successfully transfer on time or transfer before they graduate from community college
The program will combine a college readiness approach through an intensive summer bridge with student support strategies based on TRIO strategies to improve enrollment, retention, college success, and graduation or transfer. It will capitalize on the boost and immediate positive outcomes from summer bridge programs and couple the intervention to TRIO and related high-impact practices. Summer bridge activities will focus on academic coursework gains and provide non-cognitive skill training related to different education conditions and fixed and growth mindsets to assure that beginning students have the tools needed to succeed in their fall classes. The STEM TRIO program provides additional support that includes strong transfer and career pathway planning, consistent check-ins to re-assess individual needs, and early warning for academic performance. All scholars are assigned to faculty mentors who assist the students to develop academic plans and meet with them regularly to review progress. Experiential learning (internships, special projects, and/or connection with professional organizations) is part of the pathway for all students. The project will engage 60 unduplicated STEM Scholars who are low income, high school seniors demonstrating promising academic talent and seek a degree in physics, chemistry, computer science, engineering or mathematics. A mixed method data collection plan will yield a rich set of results to improve the program intervention and the collegiate instructional experience and document student outcomes. Outcomes data will be disaggregated by groups (i.e., income, race/ethnicity, gender, first-generation status, and other defining characteristics) so that the leadership team, in concert with the internal researcher and external evaluator, can make informed decisions about the intervention, program improvements, and student outcomes and overall impact.