Running head: EDMONDS COMMUNITY COLLEGE FINAL REPORT

Edmonds Community College Final Report

Adriana Jackson, Willa Kurland, and Karina Saunders

Seattle University

SDAD 5590: The American Community College

Dr. Erica Yamamura

March 12, 2018

EDMONDS COMMUNITY COLLEGE FINAL REPORT 1

Executive Summary

Open access institutions that serve diverse student populations are, in general, much more

accessible than attending a four year university. This report provides an analysis and evaluation

of the ways in which Edmonds Community College supports military-connected and

undocumented students. Further, this report offers recommendations to improve and advance

educational equity for these student populations. Methods of analysis include a review of the

literature on undocumented students, DREAMer students, military-connected students, and

veteran students within Washington state, three on-site visits of Edmonds Community College,

and interviews with two stakeholders within student affairs and academic affairs. The on-site

visits will be synthesized in these three themes: student engagement, visibility of student

services, and opportunities for peer support and student led initiatives. Three themes from the in-

person interviews include: stakeholder role to increase student support, students marginalized by

their identities, and an increase to diversity initiatives. The report finds that there are unique

opportunities which exist at Edmonds Community College which can be leveraged to advance

educational equity for specific student populations.

Recommendations include:

1. Use institutional data to inform campus-wide decisions

2. Increase allies and cross collaboration between offices for improved campus structure

through designated committees

3. Improve resources for student-led, student-focused opportunities which advance campus

equity
EDMONDS COMMUNITY COLLEGE FINAL REPORT 2

On-Site Synthesis

In order to further understand Edmonds Community College we each designated our visit

to observe campus through the lens of a particular student type. These student types included a

prospective student, a student looking to get involved on campus, and as a student in crisis or has

an urgent need. Throughout our visits we also focused on the ways in which Edmonds

Community College reflects the local community and their needs.

Preliminary research revealed a commitment to academic excellence, student success,

and community engagement, with a mission of, “Transforming lives through exemplary,

nationally recognized educational and career pathways” (Edmonds Community College, 2018).

It is also important to note that Edmonds Community College enrolls over 10,000 students per

quarter, a high percentage of these students pursue transfer degrees as well as workforce training,

are working towards a high school diploma or GED, and 39% are students of color (Edmonds

Community College, 2018). We also know that student services at community colleges often

serve the student population by headcount versus FTE (full time enrollment), and therefore may

be serving more students than their budget reflects. An analysis of our visits brings forward three

distinct themes that further portray the ways in which Edmonds is able to promote access, equity,

and diversity. These include, student engagement and community development, the importance

of representation and visibility of student services, and opportunities for peer support and student

led initiatives.

Student-engagement and community development

According to Cohen, Brawer, & Kisker (2014), the community college student affairs

profession is rooted in student development theory and focuses on developing affective traits,

facilitating student development, recognition of individual differences and a belief in the power
EDMONDS COMMUNITY COLLEGE FINAL REPORT 3

of the out-of-class experience. However, there is a misconception that community college

students are not involved, and not interested in engaging in student life, and therefore student

services are not as important on community college campuses (Cohen, Brawer, & Kisker 2014).

Through each of our on-site observations, we found this was not true. There were several spaces

on campus that were open, inviting, and had students hanging out. We also found that Edmonds,

a two year college, has many similarities to four-year institutions. In particular, the physical

space highlighted Edmond’s commitment to student engagement and community development.

For example, Edmonds is relatively unique in that there are on campus residence halls.

Rainier Place is one of four spaces dedicated to on-campus housing. Located across the street

from the campus, it is near classrooms and other support services on campus. The Residence Life

Program demonstrates a commitment to community development through programmatic efforts

which support international and veteran engagement within the residence halls. Additionally, in

the Center for Student Engagement and Leadership located in Brier Hall, we found student

actively engaged in the campus community.

Importance of representation and visibility of student support services

Research by Jain (2014) shows that minoritized students are overrepresented on

community college campuses, yet these student experiences can often go unseen. Representation

and visibility of student support services are important for emerging student populations like

military-connected/veteran and undocumented students. In taking a campus tour, the student

ambassador and tour guide made sure to point out resources for military-connected/veteran

students as well as offices that support 1st generation, low-income, and students of color. By

acknowledging these resources during the tour, we noticed that outreach strategies were

promoting resources that students most likely do not know about.

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In our on-site visits we also learned about the Edmonds Center for Student Cultural

Diversity and Inclusion. Resources available at the center included student led-activities, a

borrowing service for computers, a free textbook library, meditation and prayer space, and an

incentive program for printing. Outside of this office there was a board of information in regard

to immigration policies. The visibility of concern around this topic shows students that this is an

important and valued topic at Edmonds.

We also visited Lynwood Hall, which is home of the Veterans Resource Center (VRC).

Likewise, information was readily available to students and included a New Student Veteran

Checklist, a Community Veterans Resource Page, as well as academic support information. The

Edmond’s VRC addresses Ruman & Hendrick’s (2010) recommendation of “integrating services

and straying away from highly segmented arrangements such as directing students to community

offices for ‘military’ matters and campus offices for ‘student’ matters” which may,

“inadvertently endorse a segmented sense of self among others” (pp. 455).

Opportunities for peer support and student led initiatives

Creating spaces where students can interact with each other and feel comfortable

spending time on campus is important, especially at a community college where a high number

of students do not live on campus. Additionally, peer learning and peer support are an important

part of a two-year college experience.

Edmond’s commitment to student involvement was apparent by the involvement of

student leaders on campus. For example, the outreach ambassador who gave the tour was a work

study student who mentioned that he enjoyed giving back to the campus community. In visiting

the Center for Student Cultural Diversity and Inclusion there was a front desk assistant who was
EDMONDS COMMUNITY COLLEGE FINAL REPORT 5

also a student. They noted that the Center for Student Cultural Diversity offered opportunities to

get involved on campus and they enjoyed meeting students who came into the center.

It is also important to understand that community colleges student services are often

funded through direct grants toward assisting special student groups (Cohen, Brawer, & Kisker

2014). Student employees are often more economical for department budgets, but these positions

allow for further student engagement. In understanding student development theory and research

on peer support, it is clear that these benefit from involvement on campus.

These three themes are representative of our on-site observations and have set a

framework for our interviews and final recommendations that focus on campus organization,

community development, and data-driven results.

Interview Synthesis

Interviews with the Dean of Pre-College, Amy, and the Assistant Director of Community

Engagement and Leadership, Kevin, provide unique windows into the current campus culture,

programs, and initiatives. The following section explores three themes of these interviews, and

discusses how they further one’s understanding of diversity, equity and support for

undocumented students at Edmonds.

Stakeholder role and positional power to increase support for student populations

Literature suggests the development of faculty and staff ally ship supports marginalized

student populations like undocumented students (Chen & Rhoads 2016; Sanchez 2015). Jain

(2010) notes the importance of staff and faculty at community colleges to understand the ways

race and gender impact student leaders at community colleges. Kevin and Amy shared how they

use their roles to expand access and inclusion at Edmonds and increase support for marginalized

students.
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In his role overseeing leadership on campus, Kevin saw that the same few students were

chosen for all of the key leadership positions. These students, he explained, were perhaps easier

to work with because of their past leadership experience. Kevin intentionally decided that he

would hire students who were not as readily categorized as “high-achieving,” but would hire

students who needed a bit more push to see their leadership skills. In hiring a wider range of

students and supporting their development as leaders, Kevin is doing a small part to further

equity on campus. In another example he shared using his lens of equity and diversity to shift

who Edmonds invited to campus for public events and workshops. For example, working toward

a more equitable distribution of opportunity, he intentionally chooses more women-identifying

guests, and people who might not have as much mainstream popularity.

Amy shared her experience advocating for the inclusion of more courses in the Guided

Pathways initiative that would take into consideration the many pre-college level students that

were not yet taking college-level classes. “We are also working with the greater campus on

helping them understand what we do in pre-college and how central our students are to the

greater college. We’re not peripheral.” (A. Personal communication, February 28, 2018). Amy

consistently uses her role to advocate for the awareness of the needs of her pre-college students

on Edmonds campus.

Neither of the interviews discussed the ways in which they specifically support

undocumented students at Edmonds in their current roles. Kevin indicated that one person on

staff seemed to unintentionally become the go-to on resources for undocumented students. This

gap of staffing support suggests a need to increase their awareness, knowledge, and skills around

this particular population to better use their roles in supporting all student groups on campus.

Both Kevin and Amy could do more to use their positional power to directly support
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undocumented students, perhaps by creating a leadership program to support vocal

undocumented students share their voice on campus or including pre-college advising support

specifically for undocumented students.

Students marginalized by their invisibility

Literature about undocumented students outlines many of the daily burdens and stresses

their immigration status imparts on their lives (Terriquez, 2015; Perez, Cortes, Ramos &

Coronado, 2010). High stress, family financial dependency, stigmatization of legal status, fear of

deportations, fear of separation of family members: these are just a few of the realities facing

undocumented students. Literature recommends that in order to support the success of

undocumented student’s colleges should have well trained staff, implement peer support groups,

and have focused workshops to support mental health (Valenzuela, et al., 2015). At Edmonds,

when asked about support for undocumented students on campus, Kevin responded with the

knowledge that undocumented students did in fact exist at Edmonds, but were invisible. Looking

through publications and posters on campus and asking student staff directly at the Center for

Student Cultural Diversity did not lead to any more information about student support groups or

resources readily available. It seems that despite the knowledge of their presence, little was

happening on campus to support their success. According to on-site visits and interviews, the

college was doing little to directly support this particular student population. Undocumented

students at Edmonds are marginalized by their identity. Staff seemed to know that they existed,

but not enough to know how to support them.

The theme of students marginalized by their identities was also present in our interview

with Amy. In the interview with Amy, we learned that there is a high number of pre-college level
EDMONDS COMMUNITY COLLEGE FINAL REPORT 8

students enrolled at Edmonds. Despite the large number of students, the presence of these

students is often forgotten by the larger campus.

Increase diversity initiatives with skill-based learning

Cultural Diversity Skills are listed as one of four General Education Outcomes at

Edmonds Community College. The outcome states that students will be able to apply and

develop outcomes through their course of study at Edmonds (Edmonds Community College,

2018). The Open-Access mission of community colleges means that diverse student populations

are increasingly able to access higher education (Shannon & Smith, 2006). At Edmonds 39% of

the enrolled students are students of color (Edmonds Community College, 2018). Edmonds,

therefore, should be offering initiatives to increase diversity, but in both interviews we learned

that a stronger initiative is needed.

Kevin shared in his interview the contradictions of diversity efforts on campus. When

reflecting on diversity at Edmonds he shared, “we have diversity sure, the numbers, but what are

we really doing to support diversity? The room gets really silent.” (D. Personal communication,

February 28, 2018). Edmonds in theory is actively promoting and practicing diversity efforts on

campus, but in reality movement towards diverse practices across campus is slow. The Center of

Student Cultural Diversity and Inclusion is located in a prominent part of campus, but it’s a new

space and students are slow to access it. Signs welcoming ALL students are prominent around

campus, but the practice of inclusion is lacking. Kevin shared the story of a black women and

student at Edmonds complaining of the weight of being the only student of color asked to

represent diversity at committee and panel meetings. He mentioned that the same Native

American student is picked every single time to represent the voice of all Native American
EDMONDS COMMUNITY COLLEGE FINAL REPORT 9

students. Further, Kevin shared his frustrations with the diversity initiative stopping at a token

cultural holiday celebration.

Amy shared that the barrier of furthering equity, inclusion and diversity at Edmonds is

educating staff and faculty of the meaning of equity. Furthermore, she notes the need for

Edmonds to practice equitable hiring and increase the representation of staff and faculty that

share backgrounds and identities that parallel the students in attendance. Both Kevin and Amy

allude to the slow process of implementing a stronger action to further diversity at Edmonds.

Community Colleges serve the highest numbers of students of color and high numbers of

students from different ethnic backgrounds (Jain, 2010). From these interviews it seems that

Edmonds is newer to the work of promoting diversity on campus, and could benefit from a skill-

based training that uses Multicultural Competence to go beyond knowledge and awareness.

Instead this training would move towards giving faculty and staff the skills they need to

implement a more comprehensive plan of furthering access, equity and diversity across

Edmonds. Pope et al., suggests “if we want a campus to become multiculturally sensitive, a

place where all individuals have the opportunity for success...we must be willing to make

interventions that challenge our institutions and our profession” (p. 27, 2004).

Individuals at Edmonds are doing their part to increase equity and inclusion on campus

within the roles they have. However, student groups are often still marginalized by their

identities without strong cross-campus collaboration programs or initiatives to support their

direct needs. Despite a facade of diversity, Edmonds can do a lot more to both further and

support diversity on its campus, and, in doing so, stop tokenization. More awareness, knowledge,

and skills are needed to bridge campus siloes and give staff a stronger ability to support the
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whole student body. Hiring practices for staff, faculty, and student workers need to be adjusted to

reflect more equitable hiring.

Recommendations

As Edmonds Community College faces changes in administration, exploring the need for

student-driven initiatives, while continuing to adapt to the needs of college students, it is

necessary for administrators to use literature to inform practices on campus. Understanding the

unique dynamics which exist on campus, Edmonds college will be able to take large

recommendations, often found at many community colleges, and tailor recommendations to fit

specific student populations and institutional goals. In the following paragraphs, three

recommendations, supported by the literature, will be explored. These recommendations focus

on the altering the campus organization, focusing on community development, and using data-

driven results to advance educational equity for undocumented and military-connected students.

Recommendations include increasing cross-collaboration amongst offices to improve campus

culture, develop student-led services, and use current data to inform decisions made on Edmonds

Campus.

Use institutional data to inform campus-wide decisions

A review of the literature on undocumented students suggests that there is a lack of

reliable data that focuses on students attending community colleges (Teranishi et al, 2017)

Similarly, national level data on student veterans have been difficult to collect, analyze and

interpret due to poor collection methods and errors in identifying students (Cate et al., 2017).

Across the literature, recommendations for both populations include an increase in data

collection and streamlined process for tracking students. Although there may be many challenges

to collecting data, including cost, student participation, and limited sets of data, it is necessary
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for institutions to continue to track students to inform institutional practices. At Edmonds

Community College, this recommendation can be narrowed to using institutional data which is

already available to best inform current practices on campus. An example of this

recommendation is Guided Pathways. Guided Pathways is an initiative created to streamline the

process for all college students by creating academic pathways which support students’ interests

to enter a specific career. At the state level, the Washington State Achievement Council (2017)

recognizes that, “more than three-quarters of job openings in 2023 will require at least some

education beyond high school, with two-thirds of all openings requiring at least a year of

college” (pp.13).

To meet the needs of students and improve programmatic efforts, the institution must

take into consideration how data drives the climate of the community and depicts the needs and

wants of students. Further, in order to show the need for appropriate services, assessment of

undocumented students should be continuous, utilizing multiple types of data collection methods

(Valenzuela et al., 2015). Recognizing that data may create challenges for students with certain

identities, making campus an unwelcoming and unsafe place to be, there are ways in which the

institution can create processes that capture the experiences and needs of their students while

being privy to the danger in capturing too much information. In order to advance educational

equity, and improve Guided Pathways using the information collected to inform these policies.

As Amy highlighted, one way the Pre-College office has taken the initiative to use data to drive

practices is by way of using the data from Pre-College office to advocate for additional class

within the Guided Pathways model. As it stands, many of the classes created in Guided Pathways

limits the options for students who begin their academic career at levels lower than college-

ready; consequently, this limits availability and hinders students from staying on a path that is
EDMONDS COMMUNITY COLLEGE FINAL REPORT 12

timely. Expanding upon the initiative by Pre-College Unit, Edmonds Community College can

use data to critically look at Guided Pathways and use the limited information they have about

military-connect students and undocumented students to improve the student experience and

academic achievement.

Increase allies and cross collaboration between offices for improved campus structure

through designated committees

An analysis of the interviews, paired with insight regarding campus structure and culture,

demonstrate the interplay of politics and governance structures and their consequent impact on

student experience. Edmonds Community College’s governance structure most aligns with

Manning’s (2013) Bureaucratic Model, characterized by a maintenance of power and authority

through top-down hierarchy with an aim to increase campus efficiency. The result of the top-

down nature of Edmonds is an environment which creates offices that work in silos. The campus

environment trickles down to students exemplified through the student-advisor model which

creates individual which creates singular relationships with one individual on campus. A result of

using this mode, as Manning (2013) states, is the institution, “fails to take into account the

human element within organizations” (pp. 122). Considering military-connected students,

literature urges institutions to trained staff on specific areas related to veterans as opposed to

individual people and offices being singular points for information. O’Herrin (2011) notes that

for military-connected students, “one of the biggest frustrations voiced is the daunting and

unfamiliar bureaucracy of higher education.” When considering the issues that plague

undocumented students, often times complex changes in policies will impact the ability to

disseminate accurate information to students and the larger campus. With multiple factors

considered, it is recommended that Edmonds Community College increase cross collaboration to

EDMONDS COMMUNITY COLLEGE FINAL REPORT 13

break the silo structures of office culture. To accomplish this, the creation of committees that

experience cross-trainings and work collaboratively on campus-wide programs and initiatives is

recommended. With the increase in office collaboration, a continued conversation about the

needs of student populations, particularly military-connected and undocumented students, will

occur and address the need that Terriquez (2015) highlights, as a need for programs and practices

that look at the whole student’s needs. An example which can be adapted to meet the needs and

campus environment of Edmonds Community College is the DREAMzone project. The project,

“DREAMzone, has trained over 2,000 participants, which is recognized for its innovative

approach to addressing global challenges and societal needs” (Cisneros, 2016). Through training,

cross-collaboration and working through the difficulties that are presented in the bureaucratic

operations of an institution, the impact of improved campus climate may be achieved.

Improve resources for student-led, student-focused opportunities

When considering the plethora of experiences that students face on community college

campuses it is necessary to understand the ways in which their experiences impact their ability to

navigate higher education. To advance educational equity on the Edmonds campus, it is

necessary to develop communities which understand unique student populations to create more

specific programming and communities while promoting these services through appropriate

channels of communication. Literature suggests that both military-connected students and

undocumented students share the sentiment that minimal resources exist for students to navigate

the community college arena. Along with minimal resources exist barriers including transition

and acclimating to academic expectations in the American community college system. The

enrollment of both populations has increased. With over 660,000 veterans and 215,000 service

members enrolled in undergraduate education, it is the task of institutions to meet these needs
EDMONDS COMMUNITY COLLEGE FINAL REPORT 14

with adequate and appropriate resources (Radford, 2009). Military-connected students face

challenges of transition which include but are not limited to understanding the processes of

enrolling, using their veteran education benefits, and transferring course credits (Rand

Corporation, 2010). A report by the Winston Group (2008) highlighted the view of one veteran

experiencing transition sharing, “Really, the military doesn’t prepare you for the exit. You

probably have on day and that is where they sit there and say this is out there. You do something

for 20 years in the military and now you come into the civilian sector- you have to deprogram

yourself to work in that environment of the civilian world (p.7).

Similarly, undocumented students face challenges of finding resources available to them

in Washington state (Contreras, 2009) and affording school, amongst other challenges outside of

school. According to Terriquez (2015), 80% of undocumented students interviewed stopped out

due to the affordability of school, twice as many as their U.S Citizen counterparts. Both

populations highlight the need to understand Schlossberg’s Transition Theory (as cited in Evans,

2008) defined as “any event, or non-event that results in changed relationships, routines,

assumptions and roles” (pp. 110). The use of Transition Theory and the four areas of Situation,

Self, Support, and Strategies to inform the improvement of resources. When specifically

considering community colleges and the role Edmonds plays in supporting these groups of

students, institutions should take opportunity to learn from these students to advance educational

equity on campus. Through an increased improvement in resources for student-led, student-

focused opportunities, students are given the opportunity to voice their opinions and make

helpful additions to supports available to them. Simultaneously, Edmonds should be weary of

relying too heavily on students to teach staff and faculty but should instead be given space an

opportunity for dialogue, recognizing the multiple responsibilities students have. A result of
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empowering students and creating spaces for conversations that directly impact institutional

practices, diverse backgrounds and a multitude of narratives will be depicted.

EDMONDS COMMUNITY COLLEGE FINAL REPORT 16

References

Cate, C.A., Lyon, J.S., Schmeling, J., & Bogue, B.Y. (2017). National Veteran Education

Success Tracker: A Report on the Academic Success of Student Veterans Using the Post-

9/11 GI Bill. Student Veterans of America, Washington, D.C.

Chen, A. C., & Rhoads, R. A. (2016b). Yan lau and harvey S. rosen. Review of Higher

Education, 39(4), 515-542.

Cisneros, J., & Lopez, A. (2016). DREAMzone: Educating counselors and human service

professionals working with undocumented students. Journal for Social Action in

Counseling & Psychology, 8(2), 32-48.

Cohen, A.M., Brawer, F.B., & Kisker, C. (2013). The American community college (6th

edition). Thousand Oaks, CA: Jossey-Bass.

Contreras, F. (2009). Sin papeles y rompiendo barreras: Latino students and the challenges.

Harvard Educational Review, 79(4), 610–632.

https://doi.org/10.17763/haer.79.4.02671846902gl33w

Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college:

Theory, research, and practice. San Francisco, CA: Jossey-Bass.

Jain, D. (2010). Critical race theory and community colleges: Through the eyes of women

student leaders of color. Community College Journal of Research and Practice, 34(1),

78- 91.


Manning, K. (2013). Organizational theory in higher education. New York: Routledge.

O’Herring, E., (2011). Enhancing veteran success in higher education. Association of American

Colleges & Universities, 13(1). Retrieved from https://www.aacu.org/publications-

research/periodicals/enhancing-veteran-success-higher-education
EDMONDS COMMUNITY COLLEGE FINAL REPORT 17

Pérez, W., Cortés, R. D., Ramos, K., & Coronado, H. (2010). 'Cursed and blessed': Examining

the socioemotional and academic experiences of undocumented Latina and Latino college

students. New Directions for Student Services, 2010(131), 35-51. doi:10.1002/ss.366

Pope, R L., Reynolds, A.L., & Mueller, J.A. (2004). Multicultural competence in student

affairs. San Francisco, CA: Jossey-Bass.

Radford, A. (2009). Military service members and veterans in higher education: What the new

GI Bill may mean for post-secondary institutions. Retrieved from

Rand Corporation, (2010). Military Veterans’ experiences using the post-9/11 GI Bill and

pursuing post-secondary education. Retrieved from https://rand.org/

content/dam/rand/pubs/monographs/2011/RAND_MG1083.pdf

Ruman, C.B, & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone

deployments. The Journal of Higher Education, 81(4), 431-458.

Sanchez, R. E. C., & So, M. L. (2015). UC Berkeley’s undocumented student program: Holistic

strategies for undocumented student equitable success across higher education. Harvard

Educational Review, 85(3), 477,526,530

Shannon, H.D., & Smith, R.C. (2006). A case for the community college’s open access mission.

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Teranishi, R. T., Suárez-orozco, C., Suárez-orozco, M. (2017). Immigrants in community

colleges. Future of Children, 21(1), 153–169.

Terriquez, V. (2015). Dreams delayed: Barriers to degree completion among undocumented

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Appendices

Appendix A: On Site Observations

Date/Time of Area(s)/Event(s) Observed
Observation

Adriana Monday, February 5th, Residence Hall, Lynwood Hall, Veteran Resource
at 11:00am Center, Cafeteria: Student Event on Recycling

Karina Monday, February 5th, Center for Student Cultural Diversity and Inclusion,
at 12:30 pm Mountlake Terrace Hall, Library,

Willa Friday January 26th, at Campus Tour, including:

10:30am Admissions
Student Life

Appendix B: Interviews
Date/time of Interviewee Interviewee Current Stakeholder
Interview Name (Actual) Name Position Group
(Pseudonym)

Karina February 26 Intentionally Kevin Assistant Staff

1:00 pm private Director Administrator

Adriana February Intentionally Amy Dean Academic

28th, 8:30am private Administration