1 25 7 https://wsccarchives.org/files/original/f73f68929973935f30f85fc78a5fda80.pdf 4485610e3067c90345ba25bd25e5c7bf PDF Text Text �PHILOSOPHY - HISTORY West Shore Community College was established in March of 1967 in response to a growing need for academic and occupational education beyond the high school level in the area served by the Manistee and Mason Intermediate School Districts and neighboring districts on the west coast of Michigan. Located about nine miles from Ludington and some eighteen miles from Manistee in the lower half of its service area, West Shore as a comprehensive community college is dedicated to the service of the community. The curriculum is designed to provide the first two years of a four-year program for those interested in a bachelor's degree as well as to provide programs in occupational and technical career areas, along with a variety of community services courses. Both innovative teaching techniques and the traditional approaches to learning are practiced. The college district is governed by a seven member Board of Trustees elected at large from the District. It is financed by legislative appropriation, a district-wide tax levy, and student tuition. The administrative organization of the college was started in October of 1967 when the president assumed office; subsequently, other staff members have been selected to assist with the planning and development of the college program and the campus facilities. West Shore Community College faculty now lists twenty-seven full time, over forty part time, and over fifty community service instructors. NEED FOR ARTS AND CAREERS CENTER Original planners foresaw the need to include an Arts and Careers Center and it was designated as Phase Four of the Long Range Development program initiated in 1970. An increase in expected enrollment adds to the urgency of the new construction. Presently, classes in the Arts are hampered by inadequate space, ill designed for such usage, and planned from the first as only a temporary expedient. West Shore Community College must progress in line with the carefully charted campus plan if it is to fullfill its purpose as a vital community educational institution. The need for the college opportunities has been demonstrated beyond expectation. A spirit of enthusiastic achievement predominates the student body as well as the staff and faculty. The active interest and participation of Manistee and Mason County adults, in the arts and careers classes, has produced encouragement for the college age students and a lively competition. Appreciation of the value of these courses by mature students is a stimulus for the younger people in their search for relevance. With the expanded facilities, greater community utilization will be assured. COST AND FINANCING To complete Phase Four of the Long Range Development Program the Arts and Careers Center will cost approximately one and one-half million dollars. The fund raising effort, with a goal of $250,000, added to a government grant of $415,000 and some additional monies, will account for $700,000 of the total. A bond issue of $800,000 will supply the balance. Interest obligations will be reduced by an annual $15,000 provided through government assistance. It is not contemplated that the milage rate will need to be increased for the operating expense of this addition. There is strong evidence that there will be a substantial increase in enrollment as a result of the additional educational opportunities provided. �COMMUNITY UTILIZATION West Shore Community College recognizes community services as one of the purposes of a public community college. If the community college is to contribute to the educational and cultural needs of the students and community, it must provide a comprehensive educational program beyond the formalized classroom instruction. A diversified program of community services has been developed to focus upon the intellectual, recreational, and cultural enrichment of all the people in the community college district. A Community Services Advisory Committee has been established by West Shore Community College to facilitate communication between the various segments of the community and the college. It is envisioned that through the service of this committee the college will be more aware of the needs and interests of the community and be better able to serve as an agent to bring together the total resources of the community. The new Arts and Careers Center will increase community utilization of the college facilities. An Activities Arena otters the opportunity for large business meetings, exhibitions of products, group seminars for area clubs and organizations as well as recreation and athletic games of the college teams. The community is invited to make full use of the swimming pool throughout the year on a scheduled basis. Outdoor sports grounds will be open for public enjoyment and the participation of community teams. It is expected that by the addition of this new campus activity, the people of Manistee and Mason Counties will be greatly benefited and the students of the college given expanded academic facilities. ��LIVING MEMORIAL OPPORTUNITIES LOWER FLOOR PLAN F . APTIVITIFS ARFNA $50 000 G - STORAGE-G-l A - ART nFPARTMFNT t?fl find $10,000 A-2 Studio $8,000 A-3 Office $1,000 A-4 Office $1,000 B-l Office $750 H -POLICE ACADEMY A-1 Studio B • MUSIC DEPARTMENT $750 STORAGE - G-3 UPPER FLOOR PLAN $1,500 STORAGE - G-2 $7,500 $1,000 C- HEALTH & RECREATION DEPARTMENT . . .$7,500 H-l Office 1 - REHABILITATION DEPARTMENT 1-1 Office $6,000 $1,000 $7,500 $1,000 J - DANCE-HANDBALL-GYMNASTICS J-l $4,500 J-2 $4,500 K - SWIMMING POOL $25,000 $3,000 C-l Office $1 000 K-l Women's Locker C-2 Office $1 000 K-2 Men's Locker $3,000 K-3 Office $1,000 K-4 Office $1,000 K-5 Office $1,000 D - LOBBY $5,000 E - RECREATIONAL MANAGEMENT $7,500 K-6 Storage $750 COLLEGE SPACE UTILIZATION Classrooms and laboratories in the Arts and Careers Center will relieve crowded, inadequate areas in the Instructional Media and Technical Centers and provide for the increased enrollment which is clearly indicated. Art workshops in drawing, painting, design, and ceramics will be given sufficient space for improved techniques. Music classes and dancing will have areas designed especially for the best instruction. The nursing courses and law enforcement classes will be improved by facilities appropriate to their needs. There will be a distinct advantage in being able to prepare specifically for these disciplines rather than using present makeshift space. The swimming pool will not only offer recreation, but classes in swimming and lifesaving which is so important in this area. It is planned that the Activities Arena will be used extensively by the community. It will also serve for college assemblies, graduation exercises, physical education classes, and team competitions in basketball and other sports. To meet the responsibilities of a "Comprehensive Community College", the Arts and Careers Center is an urgent requirement carrying forward the fine progress of West Shore Community College. �WEST SHORE COMMUNITY COLLEGE BOARD OF TRUSTEES CATHERINE BESTROM 1973-1979 JACK HAM 1973-1977 LARRY J. BRADFORD 1971 1975 WILLIAM C. WALKER 1973-1979 DONALD A. OLSON 1969-1975 RONALD M. WOOD 1973 1979 E. DEAN RAVEN 1973-1979 WEST SHORE COMMUNITY COLLEGE FOUNDATION BOARD OF DIRECTORS Jack Bernard Onekama, 49675 Ronald Jozwiak Manistee, 49660 Mrs. Morgan Hall Ludington 49431 Robert Pinkerton, Jr. Scottville, 49454 Ralph Reeds Scottville, 49454 Mrs. William Sutter Ludington, 49431 Donald Clingan Ludington, 49431 Mrs. Matt Monton Custer, 49405 Mrs. William Paine Manistee, 49660 Raymond Plank Ludington, 49431 Mrs. Robert Rengo Kaleva, 49645 Oliver DeJonge Ludington, 49431 Mrs. Byron Elder Ludington, 49431 'Mrs. Catherine Mulberry Mrs. Duane Parkes Onekama, 49675 (Deceased) Manistee, 49660 WEST SHORE COMMUNITY COLLEGE ADMINISTRATION JOHN M. EATON, President B.A., College of Wooster; M.A., Michigan State College; Ph. D., Michigan State University CHARLES J. BENSMAN, Dean of Academic and Student Personnel Services B.S., M.A., University of Dayton; Ed. D., Ball State University ROBERT D. BRADLEY, Dean of Campus Services B.A., Alma College; M.A., Michigan State University; Advanced Study at University of Nebraska, Oakland University JOHN SCHWETZ, Dean of Occupational, Adult, and Continuing Services B.S., M.A., Western Michigan University ACCREDITATION West Shore Community College has received full accreditation by the North Central Association as of March 1974. The North Central Association acknowledges that, as a fully accredited institution, West Shore Community College has given evidence of an impressive rate of growth and development. West Shore Community College also meets the requirements of the Bureau of Higher Education Part II of the United States Department of Health, Education and Welfare. CONTRIBUTIONS TO: WEST SHORE COMMUNITY COLLEGE FOUNDATION FUND SCOTTVILLE, MICHIGAN ALL GIFTS ARE TAX DEDUCTIBLE �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 1974-1975 Long Range Development Plan, Phase Four Subject The topic of the resource Includes list of Board of Trustees, Board of Directors for the Foundation, and Administration. Describes need for Arts and Careers Center, community utilization, living memorial opportunities, and space utilization. https://wsccarchives.org/files/original/337956a82a6bb6b453d76bc976d17604.pdf 186bdf51599f541be5ed191976dfa308 PDF Text Text West Shore Community College ACADEMIC AND STUDENT ORGANIZATIONAL CHART & JOB DESCRIPTIONS J U L Y 1973 SERVICES �WEST SHORE ACADEMIC COMMUNITY AND STUDENT COLLEGE SERVICES Enclosed in this report is the organizational chart along with the job descriptions of the personnel involved in the area of Academic and Student Services. Page Dean of Academic & Student Services 1 Director of Instructional Media Center 3 Coordinator of Audio-Visual Services 5 Coordinator of L i b r a r y Services 6 Director of Admissions & Counseling 7 Coordinator of Student Activities and Public Events 9 Student Senate 10 Coordinator of Placement & Financial Aids 11 Coordinator of General Education 15 Divisional A f f a i r s Council 16 Acting Divisional Chairmen 17 Faculty 18 Secretary to the Dean of Academic and Student Services 20 IMC Director's Secretary 21 Admissions/Student 22 Services Secretary Career Development and Placement Secretary 23 �DEAN ACADEMIC & STUDENT SERVICES DIRECTOR DIRECTOR INSTRUCTIONAL MEDIA COOR. AUDIO-VISUAL & PUBLIC RELATIONS ADMISSIONS & COUNSELING COOR. LIBRARY SERVICES COOR. GENERAL EDUCATION DIV. lCOUNCIL SOCIAL SCIENCES SCIENCE & MATH COOR. STU. ACTIVITIES & PUBLIC EVENTS COOR. PLACEMENT & FINANCIAL AIDS STUDENT SENATE COMMUNICATIONS HPER HUMANITIES �WEST SHORE COMMUNITY COLLEGE DEAN OF ACADEMIC AND STUDENT SERVICES Job Description I. THE DEAN OF ACADEMIC AND STUDENT SERVICES SHALL BE RESPONSIBLE TO THE PRESIDENT FOR: A. Supervising all general education c u r r i c u l a r activities. This shall include: 1. 2. Evaluating faculty members through consultations with individual professors and division chairmen. 3. Assigning teacher loads i n consultation with the Division Chairmen, and evaluating the academic program according to the standards established by the College. 4. Serving as co-chairman of the Divisional Council. 5. B. Planning, developing, implementing, and supervising the instructional program to insure that educational objectives are met. Supervising the preparation of the schedule of classes and room assignments. Supervising a l l Student Personnel Services activities. shall include: This 1. Planning, recommending, and administering student personnel policy and supervising the student personnel program including the areas of counseling, admissions, records, testing, orientation, student activities, student conduct, follow-up, placement, financial aids, student government, health, articulation, housing, and research. 2. Evaluating Student Personnel staff members by periodic consultations with individual staff members; encourages self-evaluation of a l l staff. 3. Assist in the preparation of the college catalog as well as other appropriate brochures. - 1 - �Job Description Dean of Academic and Student Services (continued) C. Supervising all IMC activities. This shall include: 1. Providing for the direction and supervision of the Instructional Media Center i n order that its services and materials shall be related to the instructional program. 2. Establishing and maintaining an orderly, but flexible selection procedure for textbooks and other teaching media for the various divisions within the College. D. Supervising in the recruitment and recommendations for employment of competent staff to implement the principles, policies, and procedures of Academic and Student Services as they relate to the overall philosophy and objectives of the College. E. Provide leadership, in-service training and evaluation which w i l l encourage the development and professional growth of Academic and Student Services staff; including approving their participation in appropriate professional meetings, research, and activities. F. Establish and maintain close liaison with all segments of the community served by the College, and working for close relations with the community to seek community resources to supplement the Academic and Student Services programs. G. Serve as a member of the President's Cabinet and other College Councils as seemed appropriate. H. Assist the President and Dean of Campus Services in the preparation of the budget, particularly as related to Academic and Student Service needs. I. Prepares an annual report for submission to the President and such other rfeports as are required by the College or other appropriate agencies. J. Performs other related duties which may be assigned by the President. - 2- �WEST SHORE COMMUNITY COLLEGE Instructional Media Center Job Description Director of Instructional Media The Director of Instructional Media is directly responsible to the Dean of Academic and Student Services for the development and effective operation of the Instructional Media Center. He will also serve as a staff officer to the Academic Dean for other duties and responsibilities as prescribed for this position. This individual: A. As^Tsts the Academic Dean, together with other deans, in planning £fnd organizing the educational programs of the college and to plan and implement the IMC programs and services to support these educational programs. B. Assists the Academic Dean and other staff with instructional development and innovative instruction. C. Develops and implements procedures and processes designed to increase student, staff, and community use of IMC services and facilities. D. Assists the Academic Dean with planning, development and implementation of faculty orientation. E. Develops and recommends requirements and qualifications for new IMC staff. F. Evaluates and makes recommendations in regards to selection, promotion, leaves, and retention - non-retention and tenure of all IMC staff and maintains appropriate records. G. Provides for effective and efficient Instructional Media support to the instructional programs and services of the college through the Coordinator of Library Services and Coordinator of Audio-Visual/ Public Relations. H. Plans, develops and recommends to the Academic Dean the IMC annual budget and executes the adopted budget. I. Evaluates the IMC operations/services and makes recommendations for improvement of these services to college staff, students, and to the community. J. Coordinates and encourages participation in professional development for all IMC staff. - 3 - �K. Coordinates evaluation of gifts/donations to the IMC and acknowledges the receipt of these gifts/donations. L. Provides assistance to campus personnel for preparation and coordination of state/federal funding proposals. M. Performs other duties as requested by campus staff, students, and community citizens as time and budget allow. - 4- �WEST SHORE COMMUNITY COLLEGE Instructional Media Center Coordinator I. Job Description of Audio-Visual Services THE COORDINATOR OF AUDIO-VISUAL SERVICES SHALL BE RESPONSIBLE TO THE DIRECTOR OF THE INSTRUCTIONAL MEDIA CENTER AND SHALL BE RESPONSIBLE FOR: A. Administering and supervising all projects, programs, activities, and staff assigned to the Audio-Visual Department; B. Reviewing the immediate and long-range c u r r i c u l u m organization to plan and budget for selection, acquisition, and maintenance of audio-visual equipment and materials for the entire college staff needs; C. Providing assistance, guidance, and evaluation of the uses of media i n achieving teaching and learning objectives, both for WSCC staff as well as for community education systems; D. Scheduling and supervising Audio-Visual Department personnel; E. Providing for campus photographies, graphics, and other services as needed; F. Studying existing campus facilities and advising for needed improvements in media use, and coordinating the most effective use of media i n plans for future campus facilities; G. Serving as an advisor to the IMC Director for the organization of total IMC development and services; H. Completing other duties such as news releases, printing of publications, posters, evening supervision, as assigned by the IMC Director. - 5 - �West Shore Community College Instructional Media Center Job Description Coordinator of Library Services I. THE COORDINATOR OF LIBRARY SERVICES SHALL BE RESPONSIBLE TO THE IMC DIRECTOR FOR: A. Planning, organizing, and administering all programs and operations of library services; B. Scheduling and supervising staff in the acquisition, circulation, and maintenance processes of all library materials; C. Preparing, recoimiending, and administering budgetary allocations for all phases of library services; D. Providing for suitable catalog holdings of print and non-print media; E. Developing and maintaining handbooks and publications indicating library resources, procedures, and services for campus staff, students, and community citizens; F. Developing library orientation programs for campus staff and students and community clientele; G. Performing other duties as requested by the IMC Director. l e - 5/29/73 - 6- �WEST SHORE COMMUNITY COLLEGE Academic and Student S e r v i c e s Job D e s c r i p t i o n D i r e c t o r o f Admissions and C o u n s e l i n g I. THE DIRECTOR OF ADMISSIONS AND COUNSELING SHALL BE RESPONSIBLE TO THE DEAN OF ACADEMIC AND STUDENT SERVICES AND SHALL BE RESPONSIBLE FOR: GENERAL SUPERVISION AND ADMINISTRATION A. To a s s i s t t h e Dean o f Academic and Student S e r v i c e s i n p l a n n i n g , recommending and a d m i n i s t e r i n g s t u d e n t p e r s o n n e l p o l i c y and s u p e r v i s i n g t h e s t u d e n t p e r s o n n e l program i n c l u d i n g t h e areas o f c o u n s e l i n g , a d m i s s i o n s , t e s t i n g , o r i e n t a t i o n , s t u d e n t a c t i v i t i e s , f o l l o w - u p , placement, f i n a n c i a l a i d s , h o u s i n g , and a r t i c u l a t i o n . B. C o o r d i n a t i o n o f Student Personnel S e r v i c e s w i t h t h e t o t a l e d u c a t i o n a l program and f a c u l t y o f t h e c o l l e g e . C. A s s i s t t h e Dean i n t h e p r e p a r a t i o n o f t h e budget and annual r e p o r t as t h e y r e l a t e t o Student Personnel S e r v i c e s . D. A s s i s t t h e Dean i n t h e development and maintenance o f community r e l a t i o n s . E. Encourage t h e development and p r o f e s s i o n a l g r o w t h o f Student P e r s o n n e l S t a f f t h r o u g h a t t e n d a n c e and i n v o l v e ment o f p r o f e s s i o n a l m e e t i n g s , c o n f e r e n c e s , r e s e a r c h and activities. F. A s s i s t t h e Dean and v a r i o u s c o o r d i n a t o r s i n t h e d e v e l o p ment, c o l l e c t i o n and i m p l e m e n t a t i o n o f s t u d e n t o r i e n t e d r e s e a r c h s t u d i e s and s u r v e y s . ADMISSIONS: A. To develop and implement an admissions program t h a t a c t i v e l y r e c r u i t s s t u d e n t s i n t h e area h i g h schools and o t h e r persons served i n t h e c o l l e g e s e r v i c e area. B. Development and i m p l e m e n t a t i o n o f a program u t i l i z i n g t h e mobile u n i t . COUNSELING AND STUDENT DEVELOPMENT: A. Continued development and expansion o f c o u n s e l i n g s e r v i c e s ; w o r k i n g c l o s e l y w i t h t h e o t h e r members o f t h e Student Personnel S t a f f t o implement c o u n s e l i n g s e r v i c e s t h r o u g h a d v i s i n g , program p l a n n i n g , i n d i v i d u a l and group c o u n s e l i n g , and r e f e r r a l s t o s p e c i a l i z e d a s s i s t a n c e on campus o r t o o u t s i d e agencies. - 7 - �-2Job D e s c r i p t i o n D i r e c t o r o f Admissions & Counseling B. To c o o r d i n a t e v i s i t a t i o n s , a r t i c u l a t i o n p r o c e d u r e s , e v a l u a t i o n o f c r e d i t s t r a n s f e r r e d i n t o West Shore, and o t h e r areas o f i n f o r m a t i o n necessary t o assure t h e c o l l e g e community o f a good w o r k i n g r e l a t i o n s h i p w i t h four-year i n s t i t u t i o n s . C. C o o r d i n a t e a l l t e s t s e r v i c e s used by West Shore Community C o l l e g e t o meet e d u c a t i o n a l needs and r e s e a r c h needs o f the i n s t i t u t i o n . D. P e r f o r m i n g such o t h e r r e l a t e d d u t i e s as may be a s s i g n e d by t h e Dean o f Academic and Student S e r v i c e s . - 8 - �WEST SHORE COMMUNITY COLLEGE Academic and Student S e r v i c e s Coordinator I. THE COORDINATOR OF STUDENT ACTIVITIES AND PUBLIC EVENTS SHALL BE RESPONSIBLE TO THE DIRECTOR OF ADMISSIONS AND COUNSELING AND SHALL BE RESPONSIBLE FOR: A. C o u n s e l i n g : A s s i s t i n g s t u d e n t s , e i t h e r on a group or i n d i v i d u a l b a s i s , who have concerns d e a l i n g w i t h i n f o r m a t i o n s e e k i n g , d e c i s i o n making, o r b e h a v i o r m o d i f i c a t i o n as r e l a t e d t o p e r s o n a l - s o c i a l , e d u c a t i o n a l , or v o c a t i o n a l problems. 1. 2. II. Making r e f e r r a l s t o a p p r o p r i a t e i n d i v i d u a l s o r agencies when i t w i l l b e t t e r serve t h e s t u d e n t . A t t e n d i n g t o r e f e r r a l s from a p p r o p r i a t e i n d i v i d u a l s or agencies when r e q u e s t e d . Student Development: A s s i s t i n g w i t h o t h e r s t u d e n t p e r s o n n e l f u n c t i o n s as t h e y r e l a t e t o t h e d e v e l o p m e n t a l p r o c e s s . A. B. C. D. E. III. Job D e s c r i p t i o n o f Student A c t i v i t i e s and P u b l i c Events O r i e n t a t i o n programs Testing services Study s k i l l s T u t o r i a l Services Admissions and R e c r u i t m e n t Student A c t i v i t i e s and P u b l i c Events A. P r o v i d e l e a d e r s h i p t r a i n i n g programs f o r a l l Student Senate members, s t u d e n t r e p r e s e n t a t i v e s t o c o l l e g e c o u n c i l s , and s t u d e n t o f f i c e r s o f c l u b s and o r g a n i z a t i o n s . B. C o o r d i n a t e programming o f a l l s t u d e n t sponsored campus a c t i v i t i e s . A s s i s t w i t h c o o r d i n a t i o n o f a l l p u b l i c events h e l d on campus. 1. Budget 2. S e l e c t i o n 3. S c h e d u l i n g 4. Promotions C. P r o v i d e a s s i s t a n c e and d i r e c t i o n t o t h e Student Senate members i n developing: 1. A y e a r l y budget o f Student Senate funds 2. P u b l i c a t i o n o f handbooks, c a l e n d a r s , p o l i c i e s , and procedures manuals f o r c l u b s , e t c . IV. Other d u t i e s as r e q u e s t e d Counseling. by t h e D i r e c t o r o f Admissions and - 9 - �1 WEST SHORE COMMUNITY COLLEGE ACADEMIC AND STUDENT SERVICES Job D e s c r i p t i o n Student Senate I. THE STUDENT SENATE SHALL BE RESPONSIBLE TO THE COORDINATOR OF STUDENT ACTIVITIES AND PUBLIC EVENTS AND ITS MEMBERSHIP AND FUNCTIONS ARE AS FOLLOWS: A. Membership: Student Senate members i n c l u d e : 1. Four o f f i c e r s ( P r e s i d e n t , V i c e - P r e s i d e n t , Secretary, and T r e a s u r e r ) e l e c t e d i n t h e s p r i n g o f t h e y e a r i n accordance w i t h t h e S t u d e n t Senate c o n s t i t u t i o n . 2. Twenty s e n a t o r s (10 freshmen and 10 sophomores) e l e c t e d i n t h e s p r i n g and f a l l o f t h e y e a r i n a c c o r dance w i t h t h e Student Senate c o n s t i t u t i o n . B. Functions: The r i g h t s and powers o f t h e S t u d e n t Senate as o u t l i n e d i n t h e c o n s t i t u t i o n a r e : 1. I t s h a l l be t h e o n l y s t u d e n t o r g a n i z a t i o n which can r e p r e s e n t and w h o l l y speak f o r t h e s t u d e n t body o f West Shore Community C o l l e g e . 2. Though h a v i n g no v o i c e i n t h e i n t e r n a l a f f a i r s o f any c h a r t e r e d s t u d e n t o r g a n i z a t i o n t h e Senate has t h e r i g h t t o i n t e r v e n e when and i f t h e a c t i v i t i e s o f such an o r g a n i z a t i o n t e n d t o encroach upon a u t h o r i t y l a w f u l l y i n v e s t e d i n t h e S t u d e n t Senate. 3. I t s h a l l have s o l e a u t h o r i t y t o g r a n t o r r e f u s e c h a r t e r s a p p l i e d f o r by a l l s t u d e n t o r g a n i z a t i o n s , a s s o c i a t i o n s , c l u b s , f r a t e r n i t i e s , and s o r o r i t i e s a c c o r d i n g t o p o l i c i e s set herein. 4. I t s h a l l be t h e s o l e s t u d e n t medium f o r recommendations f o r changes i n t h e r u l e s and r e g u l a t i o n s g o v e r n i n g t h e entire college. 5. I t has t h e a u t h o r i t y t o r a i s e revenue f o r i t s f u n c t i o n s . 6. I t s h a l l make a l l laws necessary t o c a r r y o u t t h e a f o r mentioned powers v e s t e d i n t h e c o n s t i t u t i o n . 7. To c r e a t e committees as deemed necessary f o r t h e e f f e c t i v e o p e r a t i o n o f t h e S t u d e n t Senate. 8. I t s h a l l draw up and approve a budget f o r t h e d i s t r i b u t i o n o f s t u d e n t a c t i v i t y funds t o o r g a n i z a t i o n s , c l u b s , f r a t e r n i t i e s , and s o r o r i t i e s under procedures e s t a b l i s h e d by t h e Board o f T r u s t e e s . - 10 - �WEST SHORE COMMUNITY COLLEGE Academic and S t u d e n t S e r v i c e s Job D e s c r i p t i o n C o o r d i n a t o r o f Placement and F i n a n c i a l A i d s I. THE COORDINATOR OF FINANCIAL AIDS AND PLACEMENT AT WEST SHORE COMMUNITY COLLEGE SHALL BE RESPONSIBLE TO THE DIRECTOR OF ADMISSIONS AND COUNSELING AND TO THE DEAN OF ACADEMIC AND STUDENT SERVICES, AND SHALL BE RESPONSIBLE FOR: FINANCIAL AIDS: A. S e r v i n g as the d e s i g n a t e d f i n a n c i a l a i d s o f f i c e r o f t h e C o l l e g e i n d e a l i n g w i t h a l l i n d i v i d u a l s and agencies p r o v i d i n g s t u d e n t f i n a n c i a l a i d s i n t h e form o f s c h o l a r s h i p s , l o a n s , g r a n t s , and w o r k s t u d y monies. B. Develop and r e v i e w f i n a n c i a l a i d a p p l i c a t i o n s and forms used i n t h e a d m i n i s t r a t i o n o f a i d programs. C. E s t a b l i s h o f f i c e r o u t i n e s and procedures t o be used i n m a i n t a i n i n g and s t o r i n g r e c o r d s . D. Review a p p l i c a t i o n s f o r f i n a n c i a l a i d and e v a l u a t e need f o r f i n a n c i a l a s s i s t a n c e . E. S e l e c t a p p l i c a n t s t o whom a i d w i l l be awarded. F. Determine t h e amount o f a i d t o be awarded t o each a p p l i c a n t selected. G. N o t i f y s u c c e s s f u l a p p l i c a n t s o f t h e amounts and t h e forms o f f i n a n c i a l a i d awarded them. H. N o t i f y u n s u c c e s s f u l a p p l i c a n t s as t o why t h e a p p l i c a t i o n s were d e n i e d and suggest a l t e r n a t e means o f m e e t i n g expenses. I. Report t o t h e Business O f f i c e t h e amount and forms o f each award made and a u t h o r i z e t h e disbursement o f f i n a n c i a l a i d funds. J. Counsel p r o s p e c t i v e and e n r o l l e d s t u d e n t s r e g a r d i n g c o l l e g e f i n a n c i a l a i d program. the K. Working c l o s e l y w i t h s t a f f and f a c u l t y t o keep them o f c u r r e n t f i n a n c i a l a i d s b e n e f i t s and p r o c e d u r e s . apprised L. I s s u i n g p u b l i c i t y on t h e f i n a n c i a l a i d s program t o t h e media. M. A c t i v e l y s e e k i n g and c o n t a c t i n g p o t e n t i a l donors t o e x p l a i n t h e a i d program, methods o f g i v i n g , and e n c o u r a g i n g t h e i r f i n a n c i a l support. - 11 - the various �-2Job D e s c r i p t i o n C o o r d i n a t o r o f Placement and F i n a n c i a l A i d s N. Making a p p l i c a t i o n t o p a r t i c i p a t e i n t h e f e d e r a l and s t a t e funded f i n a n c i a l a i d program. 0. Making t h e necessary r e p o r t s t o t h e i n s t i t u t i o n , donors and s t a t e and f e d e r a l a g e n c i e s . P. E s t a b l i s h i n g and c h a i r i n g t h e F i n a n c i a l A i d Committee whose r e s p o n s i b i l i t y i s t o e s t a b l i s h g u i d e l i n e s , p r o cedures and p h i l o s o p h i e s o f t h e f i n a n c i a l a i d program. Q. P u b l i s h a f i n a n c i a l a i d b r o c h u r e w h i c h w i l l be used t o e x p l a i n and promote t h e a i d program. R. P e r f o r m t h e v a r i o u s d u t i e s as r e q u i r e d by t h e v a r i o u s s t a t e and f e d e r a l agencies i n a d m i n i s t e r i n g t h e f i n a n c i a l a i d programs. S. Any o t h e r r e s p o n s i b i l i t i e s a s s i g n e d by t h e Dean o f Academic and Student S e r v i c e s o r t h e D i r e c t o r o f Admissions and Counseling. private JOB PLACEMENT: A. To secure and keep on f i l e a complete r e c o r d o f t h e e d u c a t i o n e x p e r i e n c e , and p e r s o n a l q u a l i f i c a t i o n s o f each person r e g i s t e r e d w i t h t h e Placement O f f i c e . B. To d i s c o v e r and make a v a i l a b l e i n f o r m a t i o n c o n c e r n i n g p o s i t i o n s w h i c h a r e open and f o r w h i c h s t u d e n t s a r e q u a l i f i e d , on o r o f f campus i n c l u d i n g t h e w o r k / s t u d y program. C. To t r a n s m i t c o p i e s o f r e c o r d s t o employing o f f i c e r s a t t h e i r request, or a t t h e request o f t h e candidates. D. To schedule on-campus v i s i t s f o r r e p r e s e n t a t i v e s i n d u s t r y , and e d u c a t i o n . E. To conduct seminars and e d u c a t i o n a l F. To a c t as a c e n t e r G. C o n t a c t i n g p o t e n t i a l employers t o a r r a n g e scheduled r e c r u i t i n g dates i n t h e F a l l . H. A r r a n g i n g f o r s p e c i a l company r e c r u i t e r s a t t i m e s o t h e r t h e scheduled v i s i t a t i o n d a t e s . I. P r o v i d i n g p o t e n t i a l employers w i t h i n f o r m a t i o n c o n c e r n i n g j o b applicants. f o r occupational - 12 - o f business, programs f o r work. placement i n f o r m a t i o n . than �-3Job D e s c r i p t i o n C o o r d i n a t o r o f Placement and F i n a n c i a l A i d s J. C o u n s e l i n g f u l l - t i m e s t u d e n t s on placement o p p o r t u n i t i e s o r problems. K. C o o p e r a t i o n w i t h t h e t e c h n i c a l area f a c u l t y i n t h e s e l e c t i o n o f s u i t a b l e a p p l i c a n t s f o r jobs, o r s u i t a b l e jobs f o r student applicants. L. C o o r d i n a t i o n o f placement c o n t a c t s t o s t u d e n t s and employers. M. Development o f f o l l o w - u p program and Placement O f f i c e . N. C o o r d i n a t i n g t h e r e l a t i o n s h i p s between West Shore Community C o l l e g e and t h e U n i t e d S t a t e s Employment S e r v i c e w i t h a view t o f u l l u t i l i z a t i o n o f t h e m u t u a l c o n t r i b u t i o n each o f t h e s e agencies can make t o t h e v o c a t i o n a l c o u n s e l i n g and occupational adjustment of students. 0. Refer c i t i z e n r y n o t e l i g i b l e f o r the West Shore C o l l e g e P l a c e ment O f f i c e s e r v i c e s t o p r o p e r p u b l i c s e r v i c e a g e n c i e s , such as t h e M i c h i g a n Employment S e c u r i t y Commission. P. P r o v i d e a placement handbook f o r those s t u d e n t s who use t h e placement s e r v i c e s . The placement handbook w i l l a d v i s e s t u dents c o n c e r n i n g such m a t t e r s as l e t t e r w r i t i n g , t h e a p p l i c a t i o n l e t t e r , i n t e r v i e w i n g , p e r s o n a l resume c o n s t r u c t i o n , f a c t o r s t o c o n s i d e r b e f o r e a c c e p t i n g a p o s i t i o n , and e t h i c s p e r t a i n i n g t o placement. Q. N o t i f y c o l l e g e department heads o f j o b o p p o r t u n i t i e s students i n t h e i r r e s p e c t i v e departments. R. Post a l l i n t e r v i e w schedules o f r e c r u i t e r s who are coming t o t h e campus so t h a t s t u d e n t s may s i g n up f o r a p p o i n t m e n t s . S. Recommend forms f o r t h e c o l l e c t i o n o f placement i n f o r m a t i o n and such o t h e r forms as s h a l l be r e q u i r e d f o r t h e p r o p e r c o o r d i n a t i o n o f t h e Placement Program. T. Develop Placement O f f i c e r e g u l a t i o n s t o serve as for a l l students. U. Seminars on placement w i l l be scheduled f o r each department and conducted by t h e Placement O f f i c e r V. The Placement O f f i c e w i l l serve as a r e f e r r a l source f o r t h o s e businesses n o t coming t o t h e campus t o i n t e r v i e w . W. To c o o r d i n a t e , o r g a n i z e , and placement program. - 13 - t o achieve t h e b e s t service an annual r e p o r t o f the for guidelines p u b l i c i z e the high school job �Job D e s c r i p t i o n C o o r d i n a t o r o f Placement and F i n a n c i a l Aids X. -4- Any o t h e r r e s p o n s i b i l i t i e s assigned by t h e Dean o f Academic and Student S e r v i c e s o r t h e D i r e c t o r o f Admissions and Counseling. CAREER DEVELOPMENT: A. P l a n n i n g and a d m i n i s t e r i n g t h e C o l l e g e c a r e e r development program. B. Develop and implement those programs designed t o a s s i s t t h e s t u d e n t i n a r r i v i n g a t an o c c u p a t i o n a l , v o c a t i o n a l , and c a r e e r c h o i c e . C. Counseling D. A d v i s i n g and programming c a r e e r s t u d i e s s t u d e n t s . E. Working c l o s e l y w i t h t h e c o u n s e l i n g s t a f f i n d e v e l o p i n g a t o t a l c o u n s e l i n g program. F. P r o v i d i n g o c c u p a t i o n a l i n f o r m a t i o n and m a i n t a i n i n g u p - t o date o c c u p a t i o n a l f i l e s . G. Developing a "Career Development" course w h i c h may become a p a r t o f t h e C o l l e g e c u r r i c u l u m . Teaching t h e course as a p a r t o f j o b d e s c r i p t i o n , as demand f o r course becomes evident. H. Any o t h e r r e s p o n s i b i l i t i e s assigned by t h e Dean o f Academic and Student S e r v i c e s o r t h e D i r e c t o r o f Admissions and Counseling. s t u d e n t s , a l u m n i , and area r e s i d e n t s . - 14 - �WEST SHORE COMMUNITY COLLEGE Academic and Student Services Job Description Coordinator of General Education THE COORDINATOR OF GENERAL EDUCATIN SHALL BE RESPONSIBLE TO THE DEAN OF ACADEMIC AND STUDENT SERVICES FOR: A. Working i n an advisory capacity with Divisional Chairmen in assisting in the establishment of c u r r i c u l u m p r i o r i t i e s for their division. B. Working with individual faculty members of faculty teams planning new courses which incorporate various learning strategies. C. Assisting faculty members and teams in revising present courses. D. Assisting i n planning and conducting in-service and pre-service faculty orientation for f u l l - and part-time faculty. E. Maintaining professional relations with other educational institutions i n the area of instructional development. F. Making an annual report to the Dean of Academic and Student Services on the state of instructional development at the college. G. Working with the coordinator of occupational studies to see that there is some coordination between the various divisions both technical and academic. �WEST SHORE COMMUNITY COLLEGE Academic and Student S e r v i c e s Job D e s c r i p t i o n D i v i s i o n a l A f f a i r s Council THE DIVISIONAL AFFAIRS COUNCIL SHALL BE RESPONSIBLE TO THE COORDINATOR OF GENERAL EDUCATION AND ITS FUNCTIONS IS AS FOLLOWS: A. The f u n c t i o n o f t h e D i v i s i o n a l C o u n c i l i s t o a d v i s e and a s s i s t t h e I n s t r u c t i o n a l Deans i n the c o o r d i n a t i o n o f a d m i n i s t r a t i v e policies and p r o c e d u r e s . B. Members w i l l be t h e D i v i s i o n a l Chairmen and any o t h e r members d e s i g n a t e d by t h e i n s t r u c t i o n a l Deans. �WEST SHORE COMMUNITY COLLEGE Job D e s c r i p t i o n A c t i n g D i v i s i o n a l Chairman I. THE ACTING DIVISIONAL CHAIRMAN SHALL BE RESPONSIBLE TO THE ACADEMIC AND STUDENT SERVICES DEAN AND SHALL BE RESPONSIBLE FOR: A. A s s i s t i n g t h e Academic and Student S e r v i c e s Dean w i t h academic course r e v i s i o n s and development. B. P r e p a r i n g t h e d i v i s i o n a l schedule o f c l a s s e s and room assignments and c o o r d i n a t i n g t h i s schedule w i t h t h e o t h e r d i v i s i o n a l chairmen. ( S u b j e c t t o t h e Deans approval.) C. P r e p a r i n g t h e d i v i s i o n ' s budget p r o p o s a l . D. A s s i s t i n g i n t h e e v a l u a t i o n o f f u l l - and p a r t - t i m e s t a f f . E. Coordinating t h e i n - s e r v i c e education w i t h other d i v i s i o n a l chairmen. F. S e r v i n g as a member o f t h e D i v i s i o n C o u n c i l . G. C o n s u l t a t i o n w i t h new s t a f f members. - 17 - �WEST SHORE COMMUNITY COLLEGE Job Description Faculty INSTRUCTORS OF WEST SHORE COMMUNITY COLLEGE SHALL BE ACCOUNTABLE TO THEIR RESPECTIVE DEAN AND SHALL BE RESPONSIBLE FOR: A. Giving i n s t r u c t i o n i n accordance w i t h t h e s t a t e d p h i l o s o p h y and o b j e c t i v e s o f t h e c o l l e g e and i n a c c o r d w i t h e s t a b l i s h e d and approved course o u t l i n e s . F a c u l t y members s h o u l d a c q u a i n t a l l s t u d e n t s w i t h course r e q u i r e m e n t s d u r i n g t h e f i r s t week o f each t e r m and p r o v i d e each s t u d e n t w i t h p e r i o d i c evaluations o f h i s progress. B. To meet on t i m e and r e g u l a r l y conduct a l l c l a s s assignments, announce f a c u l t y and/or d i v i s i o n meetings and a s s i g n e d committee m e e t i n g s . C. To schedule and m a i n t a i n 35-40 hours o f on-campus work ( c l a s s e s , o f f i c e h o u r s , committee work, e t c . ) each week. D. To be on d u t y d u r i n g t h e academic s c h o o l y e a r as d e t e r m i n e d by o f f i c i a l a c t i o n o f t h e Board o f Trustees. E. To s t u d y t h e p o l i c y handbook and abide by i t s r e g u lations . F. To keep h i s c r e d e n t i a l s c u r r e n t and on f i l e i n t h e o f f i c e s o f t h e Deans o f I n s t r u c t i o n . G. To m a i n t a i n a c c u r a t e s c h o l a s t i c and a t t e n d a n c e r e c o r d s o f s t u d e n t s e n r o l l e d i n c l a s s e s and submit r e p o r t s a c c o r d i n g t o schedule t o t h e R e g i s t r a r ' s o f f i c e . H. To c o o p e r a t e w i t h a l l t h e s t a f f and a d m i n i s t r a t i o n i n carrying out a l l operative functions o f the college. I. To a s s i s t t h e a d m i n i s t r a t i o n i n a s s i g n e d r e g i s t r a t i o n duties. J. To assume any s p e c i a l d u t i e s a s s i g n e d by t h e Deans o f I n s t r u c t i o n o r t h e i r designated representatives. - 18 - �Job D e s c r i p t i o n Faculty (continued) K. To r e p o r t a l l i r r e g u l a r i t i e s , q u e s t i o n s , o r problems c o n c e r n i n g i n s t r u c t i o n t o t h e Deans o f I n s t r u c t i o n . L. To r e p o r t t o t h e o f f i c e o f Dean o f Academic and Student S e r v i c e s problems i n v o l v i n g s t u d e n t s which need s p e c i a l c o n s i d e r a t i o n f o r o t h e r t h a n academic d e f i c i e n c i e s . M. To e s t a b l i s h o f f i c e hours f o r s t u d e n t c o n s u l t a t i o n and p o s t these hours i n o r d e r t h a t t h e y may be e a s i l y seen by s t u d e n t s . N. To n o t i f y t h e o f f i c e o f Dean o f Academic and Student Services o f a l l students having s c h o l a s t i c or counseling problems. 0. To c o u n s e l s t u d e n t s c o n c e r n i n g problems t h e y may p r e s e n t . P. To emphasize t o a l l s t u d e n t s t h e importance o f prompt, r e g u l a r , and c o n t i n u o u s s t u d y . Q. To serve as f a c u l t y a d v i s o r and/or chaperone t o a s t u d e n t o r g a n i z a t i o n when c a l l e d upon. R. To recommend l e a r n i n g media m a t e r i a l and necessary t e x t b o o k s o r media changes i n c o n s u l t a t i o n w i t h t h e Respective Deans. S. To a t t e n d u n i v e r s i t y o r i n d u s t r i a l c l a s s e s , i n s t i t u t e s and seminars i n o r d e r t o s t a y a b r e a s t o f e d u c a t i o n a l and/or i n d u s t r i a l developments and d i s c o v e r i e s . T. To p a r t i c i p a t e i n t h e Commencement Day e x e r c i s e s i n academic d r e s s , u n l e s s p r e v i o u s l y excused by t h e President. U. To a t t e n d and s u p p o r t c o l l e g e sponsored a c t i v i t i e s t o f o s t e r l i a i s o n w i t h h i g h s c h o o l and c o l l e g e t e a c h e r s i n s i m i l a r s t u d y areas To p e r f o r m d u t i e s and assume r e s p o n s i b i l i t i e s as assigned by t h e c o l l e g e a d m i n i s t r a t i o n . V. - 19 - �WEST SHORE COMMUNITY COLLEGE Academic and Student Services Job Description Secretary to the Dean of Academic and Student Services THE SECRETARY SHALL BE RESPONSIBLE TO THE DEAN OF ACADEMIC AND STUDENT SERVICES AND SHALL BE RESPONSIBLE FOR: A. General Office duties as: 1. office organization and upkeep; 2. typing, filing, and operating office machines; 3. opening, placing in p r i o r i t y order, and stamping m a i l with date; 4. sharing peak work loads with other secretaries; 5. handling Dean's dictation and correspondence; and 6. answering office telephone. B. Secretary to one or more committees. C. Preparing and filing with the Business Office the following: 1. expense accounts 2. vehicle requests 3. requisitions 4. reporting completed purchase orders 5. reporting absenteeism (faculty and secretary) D. To assist the Dean in completing the following areas: 1. preparing contractural amounts for faculty for submission to the Business Office; 2. handling academic teacher applications and correspondence and filing of same; 3. supervision of Academic faculty secretary, handling faculty correspondence, and general coordination of all faculty work requests; 4. coordinate room schedules and faculty schedules; 5. assist with the divisional budget; and 6. complete state forms - Department of Education. E. To coordinate lunch and break times with other administrative personnel. F. Performing other duties as assigned by the Dean. - 20 - �WEST SHORE COMMUNITY COLLEGE I n s t r u c t i o n a l Media Center Job D e s c r i p t i o n D i r e c t o r ' s Secretary I. THE SECRETARY SHALL BE RESPONSIBLE TO THE DIRECTOR OF THE INSTRUCTIONAL MEDIA CENTER AND SHALL BE RESPONSIBLE FOR: A. General O f f i c e d u t i e s as f i l i n g , t y p i n g , o p e r a t i n g o f f i c e machines f o r t h e D i r e c t o r and t h e C o o r d i n a t o r . B. R e c e i v i n g , s o r t i n g , and d i s t r i b u t i n g m a i l each day. C. Answering o f f i c e t e l e p h o n e , and h a n d l i n g r o u t i n e correspondence. D. T y p i n g and p r o c e s s i n g o r d e r r e q u i s i t i o n s , and h a n d l i n g a l l budget account t r a n s a c t i o n s . E. Checking i n a l l m a t e r i a l s and equipment f o r L i b r a r y and A-V areas. F. O r d e r i n g and s c h e d u l i n g f i l m r e n t a l s f o r f a c u l t y and staff. G. S c h e d u l i n g use o f A-V equipment f o r f a c u l t y and s t a f f . H. Purchasing s u p p l i e s . I. A d h e r i n g t o p o l i c i e s as adopted by t h e Board o f T r u s t e e s . J. P e r f o r m i n g o t h e r d u t i e s as assigned by t h e D i r e c t o r . - 21 - �WEST SHORE COMMUNITY COLLEGE Academic and Student S e r v i c e s Job D e s c r i p t i o n Admissions/Student S e r v i c e s S e c r e t a r y THE SECRETARY SHALL BE RESPONSIBLE TO THE DIRECTOR OF ADMISSIONS AND COUNSELING AND SHALL BE RESPONSIBLE FOR: A. S e r v i n g as t h e admissions 1. 2. 3. secretary f o r the College. I m p l e m e n t a t i o n and r e f i n e m e n t o f procedures f o r the e f f i c i e n t processing o f a p p l i c a t i o n s f o r admissions; Determination o f a c c e p t a b i l i t y o f applicants, based on C o l l e g e s t a n d a r d s and p h i l o s o p h i e s , and n o t i f i c a t i o n o f a p p l i c a n t s . P e r f o r m i n g those d u t i e s deemed necessary by the admissions c o u n s e l o r . B. Performing s e c r e t a r i a l d u t i e s w i t h i n student personnel s e r v i c e s as deemed necessary. C. P e r f o r m i n g d u t i e s and assuming r e s p o n s i b i l i t i e s as assigned by t h e Dean o f Academic and Student S e r v i c e s . - 22 - �WEST SHORE COMMUNITY COLLEGE Academic and S t u d e n t S e r v i c e s Job D e s c r i p t i o n Career Development and Placement Secretary THE SECRETARY SHALL BE RESPONSIBLE TO THE COORDINATOR OF PLACEMENT AND FINANCIAL AIDS AND SHALL BE RESPONSIBLE FOR: A. Making and r e c e i v i n g t e l e p h o n e c a l l s f r o m s t u d e n t s and employers, answering q u e s t i o n s o r g i v i n g i n f o r m a t i o n about j o b openings o r s t u d e n t s l o o k i n g f o r employment o r Career Development i n f o r m a t i o n . B. T a k i n g d i c t a t i o n and t y p i n g l e t t e r s o f correspondence, t y p i n g placement forms and b r o c h u r e s d e a l i n g w i t h p l a c e ment and j o b i n f o r m a t i o n . C. Keeping a l l r e c o r d s and accounts on annual r e p o r t s f o r t h e CDP O f f i c e . A l s o c o m p i l i n g i n f o r m a t i o n on a l l r e p o r t s i n c l u d i n g m i l e a g e , annual s u r v e y s , and f o l l o w - u p s u r v e y s , m o n t h l y r e p o r t s t o s t a t e . Must be a b l e t o s o r t , f i l e , and r e t r i e v e , check, compute, v e r i f y , and d i s t r i b u t e t h i s data. D. P r o d u c i n g forms and e a r r i n g o u t a l l c l e r i c a l work on f o l l o w up o f s t u d e n t s upon g r a d u a t i o n from West Shore Community College. E. Managing CDP O f f i c e i n absence o f c o o r d i n a t o r and making d e c i s i o n s on r o u t i n e m a t t e r s r e g a r d i n g j o b placement. F. M a i n t a i n i n g t h e Career Development and Placement f i l e s , i n c l u d i n g o c c u p a t i o n a l i n f o r m a t i o n f o r s t u d e n t use. G. S e r v i n g as t h e F i n a n c i a l A i d s s e c r e t a r y f o r t h e C o l l e g e , i n c l u d i n g a l l c l e r i c a l d u t i e s deemed necessary by t h e coordinator. H. P e r f o r m i n g o t h e r d u t i e s as deemed necessary by t h e Dean. - 23 - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Academic and Student Services Organizational Chart & Job Descriptions Date A point or period of time associated with an event in the lifecycle of the resource July, 1973 https://wsccarchives.org/files/original/dd35cb57bbb9477c1d098a490981709f.jpg 4e710f77d3ad33d1b27506246e79fffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data JPEG Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anniversary Seal Source A related resource from which the described resource is derived Library Files Date A point or period of time associated with an event in the lifecycle of the resource 2016-2017 Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context WS3219 50th Anniversary https://wsccarchives.org/files/original/ce8f6b4689d35170dc213175e25a71de.pdf db4d0cff161b40662560322f48842270 PDF Text Text A MESSAGE FROM THE PRESIDENT! Student life at West Shore is oriented to the theme of Service. The Student Senate and its authorized clubs and organizations function as parts of the w h o l e — West Shore C o m m u n i t y College. In this c o m m u n i t y service institution it is intended that the actions and activities of curricular and co-curricular groups w i l l c o m p l i m e n t each other and p r o v i d e opportunities w h i c h w i l l enhance the educational, cultural, physical, and social d e v e l o p m e n t of our college c o m m u n i t y . As citizens of this campus c o m m u n i t y I am sure y o u w i l l f i n d this h a n d b o o k , w h i c h the Student Senate has p r e p a r e d , to be of service and value to y o u . All of the personnel listed in this directory w e l c o m e the o p p o r t u n i t y to serve y o u . Have a Good Year! J O H N M . EATON, President West Shore C o m m u n i t y College 1 �REGISTRATION Once y o u ' v e decided to attend West Shore, your next step is planning an academic p r o g r a m , w h i c h eventually leads to registering for classes. This step by step g u i d e w i l l help y o u k n o w w h a t to d o ! 1. See a counselor or academic advisor. a. Discuss academic p r o g r a m b. Discuss vocational outlook a n d / o r transferability. c. If you have a particular major in m i n d , See a faculty member in that area. 2. Set up a tentative class schedule prior to each registration p e r i o d . a. Check w i t h counselor or academic advisor for specific p r o g r a m requirements a n d / o r transferability. b. Check college catalog for course descriptions and prerequisite courses. c. Check schedule book carefully to avoid time conflicts and overlaps. 3. Register f o r classes prior to each t e r m . a. K n o w w h e n registration occurs. b. Finalize class schedule. Adjust for closed or cancelled classes, or t i m e ' changes. M a k e any other changes. c. Pay tuition and fees. Residents of the College District (Per Unit of Credit) $8.00 Non-Residents Residing in Michigan (Per Unit of Credit) $14.00 Out-of-State Students (Per Unit of Credit) $20.00 For resident students enrolled for 15-18 credits the tuition rate w i l l be $120.00 per t e r m . C o m m e n c i n g w i t h the fall quarter of 1972, all full-time West Shore students w i l l also pay a $7.50 activity fee. Part time students (1 1 credits or less) have the option of paying the fee w h i c h entitles the student to admission to all Student Senate sponsored activities. Student activity fees also prov i d e f u n d i n g for all Student G o v e r n m e n t programs and assistance to Campus Clubs and organizations. Part time students w i l l pay .50 cents per t e r m for I. D. cards. d. Purchase textbooks. DROP and A D D Occasionally, once registration has been c o m p l e t e d , you w i l l f i n d that y o u w a n t to change your schedule — you're dissatisfied w i t h a class, or y o u ' d like to take a class you hadn't t h o u g h t about before. The procedures involved in m a k i n g such changes are called Drop and A d d . a. A class may be added any time d u r i n g the first week of classes. b. A class may be d r o p p e d any time t h r o u g h the last class day of the quarter. The instructor's signature is required on the d r o p f o r m . c. Drop and A d d forms are available in the Student Personnel Services office. 3 �WITHDRAWAL Occasionally, it becomes necessary to d r o p all your classes. In this case, a student is required to see a counselor to be sure all avenues have been e x a m i n e d . The counselor can also p r o v i d e y o u w i t h the proper f o r m s if w i t h d r a w a l is the final choice. TUITION REFUND W h e n you d r o p classes, or w i t h d r a w f r o m school, y o u are e l i g i b l e for refunds under the f o l l o w i n g f o r m u l a : a. 1 0 0 % r e f u n d prior to first day of classes. b. 7 5 % r e f u n d if on the 2 n d and 3rd class day. c. 5 0 % r e f u n d if on the 4th and 5th class day. Student activity fees are non-refundable after the first day of classes. GRADE REPORT A t the end of each quarter y o u w i l l be mailed a copy of your academic progress (grade reports). Final quarter grades are recorded on y o u r permanent record (transcript). A copy of your grade report w i l l also be available in the Student Personnel services office. Grades can be interpreted as f o l l o w s : A - 4 honor points F - 0 honor points B - 3 honor points W - Withdrawal C - 2 honor points I - Incomplete D - 1 honor point Pr - Progress To f i g u r e grade point average, take n u m b e r of credit hours per course X number of honor points earned per course; a d d total and d i v i d e by n u m b e r of credit hours a t t e m p t e d . CLASS ATTENDANCE W e have no specific policy on attending classes. H o w e v e r , w e strongly recommend that y o u acquaint yourself w i t h y o u r instructors personal attendance policy, and also that y o u attend classes regularly. �TUTORIAL PROGRAM 5ometimes other students may p r o v i d e that extra help to insure that y o u meet w i t h success in your course w o r k . A free tutorial service is available to West Shore students in most subject areas. COUNSELING DECISIONS!! DECISIONS!! ACADEMIC A D V I S I N G W h e r e shall I g o ! ? W h a t shall I d o ! ? W h a t can I d o ! ? Professionally trained counselors are available at West to help you resolve some of these decisions. Planning your academic p r o g r a m at West Shore, a n d / o r the transfer institution is an important process. Counselors and faculty are available to assist y o u in this process. ALSO, representatives f r o m other institutions w i l l be visiting our campus to advise students about their programs. Shore " W h a t shall I choose as a major ?" " W h a t courses should I take next y e a r ? " " I w a n t to f i n d a career that suits m e . " " I ' m having t r o u b l e s t u d y i n g . " "I feel very lost and alone." FINANCIAL A I D It does cost money to g o to school . . . but if this factor becomes a b i g s t u m b l i n g block f o r any student w i s h i n g to go t o school, aid is available. Financial aid comes in the f o r m of grants, scholarships, loans, and w o r k . To q u a l i f y f o r most types of financial a i d , students must submit a Confidential statement w h i c h is available in the Student Personnel Services office. PLACEMENT Together, y o u and the counselor can determine the best course of action to deal w i t h your concern: a. b. c. d. e. f. One to one counseling sessions. I n v o l v m e n t in g r o u p counseling. Testing. Information seeking. Tutoring. Referral, etc. A p p o i n t m e n t s are not necessary, but they may save y o u t i m e . C O M M U N I T Y COUNSELING The counseling staff w i l l be available in the e v e n i n g each w e e k for those persons w h o are unable to come to campus d u r i n g the d a y . TESTING Counselors have at their disposal a n u m b e r of tests to complement the individual counseling i n t e r v i e w . A c h i e v e m e n t , Interest, A p t i t u d e , and Personality measurements are all available. H U M A N POTENTIAL SEMINAR This is an o p p o r t u n i t y for g r o u p i n v o l v e m e n t designed to help you realize your potential, by g a i n i n g a better understanding of your strengths and values. This seminar is o f f e r e d each quarter f o r academic credit. 6 NEED A JOB . . . W e have a f e l l o w here w h o keeps his eyes and ears open f o r w o r k opportunities f o r students and graduates of West Shore. The Placement office is located in the Student Personnel Services O f f i c e . VETERANS OUTREACH OFFICE Located on-campus in the Student Services B u i l d i n g . College students w h o are veterans man this office to advise area vets of their V . A . benefits and potentials f o r college t r a i n i n g . CAREER DEVELOPMENT CENTER This office w i l l p r o v i d e u p to date i n f o r m a t i o n about careers, and experiences for students to d o some career exploration and decision m a k i n g . �HOUSING The majority of our students are living at h o m e , and therefore w e have no specific housing units for students. H o w e v e r , the Student Personnel Office does maintain a file of Off-Campus housing available f o r rent. STUDENT SENATE This organization provides a direct link b e t w e e n students, faculty, and administration, and also serves as the hub for all campus activities. The Senate v o t i n g m e m b e r s h i p includes four executive officers, t w e n t y senators (10 f r o m each class) elected at large f r o m the student b o d y , and representatives f r o m active clubs. Student senators serve on the major college councils thus p r o v i d i n g students a voice in the major decisions that affect the college. These councils include the Presidents Cabinet, College A f f a i r s Council, Cultural A f f a i r s Council, and Student A f f a i r s Council. The senators also head various committees w h i c h plan and coordinate college activities. Committees include Intra-murals, cultural events, p r o m o t i o n s , internal affairs, external affairs, and legislative. The Senate holds regular meetings on the first and t h i r d Tuesday of the m o n t h . ALL students are i n v i t e d , and encouraged to attend. Students desiring an issue to be considered b y the Senate should contact a Senator and ask that he sponsor a b i l l . The Senate office is located just o f f the lounge in the Student Services Center. DROP IN A N Y T I M E . . . A copy of the Senate constitution has been included in the back of this h a n d b o o k for your reference. CLUBS W e d o n ' t have many yet, but each year a f e w n e w ones get g o i n g . A l l college clubs operate under the u m b r e l l a of the Student Senate. The Senate must a p p r o v e the Club constitution before a g r o u p can become a recognized club, and receive the privilege of using college facilities and Student Senate monies. Students interested in f o r m i n g a n e w club should contact the Co-ordinator of Student Activities for a " M a n u a l of Procedures." THE PRACTICAL NURSING CLUB This g r o u p is limited to students enrolled in the one year practical nursing p r o g r a m . The club's purpose is social in nature. Activities have included bake sales, and trips to medical facilities. V.O. Since its f o r m a t i o n in 1969, the West Shore vets have been active in various campus and c o m m u n i t y functions. The club w e l comes all students w h o have honorably served in the A r m e d Forces of the United States or an allied country. Contact a Vet if you have any questions about college life at West Shore. The V . O . office is located in the Student Personnel Area. SPANISH CLUB This g r o u p was organized to further an interest in the Spanish language and culture. Every m e m b e r must have at least one year of Spanish. If y o u have an interest in Spanish speaking people, this is the club for y o u . PROTOCOL This g r o u p was f o u n d e d in the spring of 1973 for the purpose of p r o v i d i n g tour guides, hosts, and ushers for various campus activities. They are currently selecting blazers to be w o r n b y members w h e n e v e r serving as a representative of West Shore. M e m b e r s h i p is limited to t w e n t y students w h o are selected in the fall of each year. 9 �BASEBALL CLUB A l t h o u g h c o m p e t i t i v e sports are not a feature at West Shore, students interested in a particular activity may f o r m a club and schedule games p r o v i d e d that activity is not sponsored by intramurals. The Baseball Club was f o r m e d in the spring of 1973 and has been very active. They hold money raising activities in the fall and w i n t e r terms and then b e g i n a busy season of practice and games in the s p r i n g . A l l students interested in p l a y i n g baseball are w e l c o m e . MECHANICAL A N D ARCHITECTURAL DRAFTING CLUB (M.A.D.) One of the n e w e r clubs on campus, M.A.D. was established to f u r t h e r the interest of students in Architectural and Mechanical design. The g r o u p sponsors several f u n d raising activities t h r o u g h out the year and plans one f i e l d t r i p in the spring t e r m . BROADCASTING CLUB This g r o u p hopes to establish a Campus radio station in order to i m p r o v e communication on campus and to p r o v i d e interested students some experience in the f i e l d of broadcasting. JOURNALISM CLUB A t the present t i m e , West Shore offers no classes in journalism. Therefore, the Journalism Club offers students interested in the journalism f i e l d an o p p o r t u n i t y to gain valuable experience. The g r o u p is responsible for the publication of t w e l v e issues of the West Shore Collegian. SCIENCE FIELD TRIP CLUB The main f u n c t i o n of this g r o u p is to further the interest of students in the sciences by planning and partaking in a major science f i e l d t r i p in the late spring. For the past t w o years the g r o u p has made successful trips to Florida. WEST SHORE SKI CLUB This g r o u p had been inactive for the past three years but interested students got thinqs m o v i n g this past year. The Ski Club seeks to promote w i n t e r ski activities t h r o u g h f i l m s , and special rates and tries to sponsor special trips. COLLEGE ACTIVITIES AND EVENTS STUDENT-FACULTY BASKETBALL G A M E The students are still seeking their first victory in the men's portion of this annual event; the w o m e n faculty are likewise seeking their first w i n . This f u n - f i l l e d day takes place d u r i n g the W i n t e r quarter. WINTER FUN DAY This unique day is held d u r i n g the Winter t e r m and is a favorite for all West Shore students. Classes are suspended for the day and students, faculty, administration and staff meet at 8:00 A . M . f o r a delicious pancake breakfast. Following breakfast students break up into small g r o u p meetings to discuss various issues concerning the college and the c o m m u n i t y . The g r o u p then departs for an afternoon of W i n t e r Fun Activities — s k i i n g , ice skating, ski t o u r i n g , snow shoeing, s w i m m i n g , etc. The days activities are free to students h o l d i n g a v a l i d activity card. C O M M U N I T Y SERVICE CLASSES A r e y o u interested in Yoga, W i l d Edibles, Bridge, Chess, Judo, 'etc? A special p r o g r a m of courses is available each t e r m to meet the interest of people in the area, and w h i c h d o not i n v o l v e tests or g r a d i n g . Generally these classes are designed to help people d e v e l o p interest a n d / o r skill in a particular area w h i c h w i l l help fill leisure t i m e w i t h enjoyable and stimulating types of activities. Most meet one e v e n i n g per w e e k for about t w o hours. COLLEGE HOUR You may have noticed that none of our academic classes meet d u r i n g the 11:30 - 12:30 t i m e slot on Tuesday. This t i m e was set aside for Student Senate and Club meetings. DECA One of the fastest g r o w i n g student organizations on the campus, DECA stands f o r Distributive Education Club of A m e r i c a . DECA is a national organization for students interested in the advertising f i e l d . Activities include f i e l d trips, seminars, f u n d raising projects, advertising campaigns, and volunteer service to businessmen in the college district. A n y student enrolled in Business Classes is e l i g i b l e to join DECA. INACTIVE CLUBS There are a n u m b e r of clubs for w h i c h there has been insufficient interest d u r i n g the past t w o years, but w h i c h have authorized constitutions on f i l e . To activate these clubs a student must petition for ten members, and submit a request to the Student Senate t o reactivate. A " M a n u a l of Procedures for Clubs and O r g a n i z a t i o n s " is available in the Student Senate office. Inactive clubs include; Circle K, Speech and Drama, Motorcycle C l u b , West Shore Heavies, and Vehicle (literary magazine). 10 1 1 �EVENING ENTERTAINMENT Through the Culture A f f a i r s Council, West Shore sponsors several outstanding lecture-concert presentations d u r i n g the school year. These events are open to the public, but students h o l d i n g v a l i d I.D. cards may purchase tickets at a reduced rate. The Student Senate also sponsors several lectures, concerts and dances to w h i c h students holding an activity card w i l l be a d m i t t e d at no charge. THEATER WORKSHOP PRESENTATIONS For all you aspiring actors, actresses, and technicians, Wes1 Shore has earned a reputation f o r excellence in the theatrical productions. Students may become i n v o l v e d in any of the productions and earn college credit if they so desire. FILM SERIES The Student Senate provides several f i l m presentations d u r i n g the school year w h i c h w i l l be free to students h o l d i n g I.D. activity cards. COFFEE HOUSE In keeping w i t h the college philosophy of c o m m u n i t y involvment, the Student Senate has sponsored several Coffee Houses. The purpose is to p r o v i d e an o p p o r t u n i t y for social interaction b e t w e e n student, faculty, administration, and members of the c o m m u n i t y . The Coffee House is held in the snack bar and includes entertainment and refreshments. 12 THE WEST SHORE COLLEGIAN The college newspaper is initiated t h r o u g h the Director of Public Relations. Students interested in w o r k i n g on the paper and learning some phase of journalism should contact this office. The paper is published f o u r times per year. The Collegian is a g o o d source of i n f o r m a t i o n for activities that occur on campus. J O N DOOR NEWS Communication is often a p r o b l e m in a C o m m u n i t y College. But West Shore's ingenious students have created a w e e k l y bulletin that f e w people fail to see. If y o u w a n t to k n o w what's h a p p e n i n g this w e e k — check the Jon Door. SHORELINE Through the A u d i o Visual d e p a r t m e n t , West Shore sponsors a w e e k l y cablevision p r o g r a m . Students may become i n v o l v e d in all aspects of the p r o g r a m production and can also receive c o m m u n i t y service credit. RECREATIONAL ACTIVITIES A N D EQUIPMENT No . . . w e haven't any competitive sports at West Shore, but w e do p r o v i d e opportunities for recreational activities. The Student Senate has a p r o g r a m of intra-murals w h i c h includes f o o t b a l l , basketball, and v o l l e y b a l l . A l s o , the Student Senate has p r o v i d e d students w i t h e q u i p m e n t f o r their o w n e n j o y m e n t . Baseballs, bats, croquet, tether b a l l , basketballs, voleyballs, etc. can all be checked out to students carrying a student activities card. They are located in Room 104. �FACILITIES THE SNACK BAR Dieters Beware . . . hamburgs, onion rings, french fries, and malt odors fill the air f r o m 9:00 a.m. til 5:00 p.m. M o n d a y — F r i d a y . (Cottage cheese and tuna salad too, but they d o n ' t smell quite so good.) Also open evenings, M o n d a y — T h u r s d a y , as student needs demand. THE CAMPUS BOOKSTORE Textbooks, supplies, beer mugs, sweatshirts, candy, g r e e t i n g cards, play tickets, etc., etc. are all available here. Regular hours are 8:00 a.m. til 5:00 p.m. M o n d a y — F r i d a y . The bookstore w i l l be o p e n evenings d u r i n g registration periods, and as student needs d e m a n d . RECREATION AREAS Room 104 of Student Services houses t w o coin operated pool tables, p i n g p o n g tables, and a universal g y m . Also, the w h o l e outdoors serves as a g r a n d recreation area. Equipment is available in the Student Senate offices and may be checked out to students. CHILD DEVELOPMENT CENTER For Mothers w h o w i s h to take classes, attend meetings, w o r k , etc., here is a place w h e r e y o u can leave your child for as long or short a period as you w i s h . Housed in Building B, the Center is open M o n d a y — F r i d a y f r o m 8:00 a.m. til 5:00 p.m. Fees are 50 cents per hour f o r the first child, and 25 cents per hour for each additional child. STUDY AREAS The Student Services lounge area, the Voc.-Tech. satellite area, the library, as w e l l as e m p t y classrooms all serve as excellent study areas. W h e n weather permits, the outdoor decks are a g o o d place ot get some s t u d y i n g done also. 14 UNIQUE FEATURES AT WEST SHORE The NATURE TRAIL, The LAKE, The REDWOOD DECKS, The OUTDOOR STAGE . . . O u r w o n d e r f u l landscape has lent itself t o the d e v e l o p m e n t of facilities and features that a l l o w students to enjoy their surroundings f u l l y . W h e n w e a t h e r , and Mosquitoes permit, these are popular areas. TENNIS A N Y O N E ? W e have backboards a n y h o w ! They're located N o r t h of the Technical Center. (Advice to the ladies; Never fall f o r a tennis player — To him Love means nothing). SNOW DAYS Some days only a d o g sled can get y o u out to West Shore, and since f e w of those are available, w e occasionally must cancel classes. W h e n w e a t h e r gets w i n t r y , tune in y o u r local stations for class cancellations. �HAVE QUESTIONS? THESE FOLKS WILL HELP YOU! NAME DEPARTMENT LOCATION Dr. Dale S u t t o n * Biological Science I.M.C. 302C NAME DEPARTMENT LOCATION M r . Dave Rondell Biological Voc. Tech. 209 Dr. John Eaton President Student Services M r . Bob Bradley Dean, Campus Services Student Services M r . John Schwetz Dean of Inst.Voc.-Tech. Voc. Tech. Center Dr. Charles Bensman Dean of Academics and Student Personnel Student Services M r . Jerry Hopper Director I.M.C. I.M.C. — Library M r . Bob A r n o l d Accountant Business O f f i c e Mrs. Ruth Thornley Director, Nursing 208 - Voc. Tech. Center Miss Vickey Putney Science I.M.C. 302K Mrs. J u d y Lehrbass Communications I.M.C. 302J Mrs. Rosemary St. J o h n s * Communications I.M.C. 3 0 2 H I.M.C. F M r . Harry C a l d w e l l * Social Science I.M.C. G Social Science I.M.C. H M r . Jack Jeffries Math I.M.C. L Mr. Ron M o u s e l * H.P.E.R. Building D Miss Shari N e u m a n H.P.E.R. Building D M r . Terry L u x f o r d Business Voc. Tech. 201 M r . Jerry Svendor Business Voc. Tech. 202 Mrs. Paula Neski Business-Sec. Voc. Tech. 2 0 6 Humanities-Art I.M.C. 1 Mr. Lowell Curtiss Communications History Mr. Leo T e h o l i z * M r . Bob Harrison Voc. Tech. 205 M r . Bob McCann Student Services Chemistry M r . Harold Berry Director of C o m m u n i t y Service and Public Relations Dr. Raymond Mayer A u t o Lab M g r . Voc. Tech. 211 M r . Tom Ruesink A u t o Tech. Voc. Tech. 211 * D i v i s i o n Chairman Board of Trustees President ZL Dean of Vocational Technical Instruction Snack \ /Support \ Book /Carnpus\ / Bar J [ Store ^Grounds/ I Faculty i Staff 20 Tech 1 ' Bus. Director of Community Service and Public Relations Coordinator of Technical Studies \ Faculty J ( Public 1 > Service Dean of Academics and Student Personnel Coordinator of Academic Studies Child . Dev, 21 �NAME DEPARTMENT M r . Carl Todd LOCATION Machine Tool Voc. Tech. 2 1 0 M r . Harry Luzer Electronics Voc. Tech. 2 1 5 Mrs. W i n n i e Toledo Nursing Voc. Tech. 2 0 8 Mrs. Betty Smith Arch. Drawing Voc. Tech. 213 M r . Rod Danielson Small Engines and Welding Voc. Tech. 2 1 2 M r . Randy Flutur Coordinator o f Counseling and Testing Student Personnel Services Miss M a r y M u r p h y Counselor, Student Activities Student Personnel Services Miss Sandy Krchmer Reference Librarian I.M.C. — Library M r . Dave Masten Coord, of A u d i o Visual I.M.C. Center M r . Vic Burwell Admissions placement, financial aid and career development S.P.S. M r . J o h n Tipton Registration Officer S.P.S. Mrs. Joan Campbell C h i l d Development Center, Director Building B M r . Don Mattox Supt. of Grounds Business O f f i c e Mrs. Diana Stewart Book Store Manager Bookstore Switchboard Student Services Snack Bar Manager Snack Bar Mrs. Chris Harney M r s . M a r g a r e t Nash Try Looking Here Counseling Registrar A.V.- If You Need This: Applications, College Catalogues, Occupational i n f o r m a t i o n , Student Activities, Testing, Counseling, Tutoring, W i t h d r a w a l Transcripts, Vets Info, I.D. Cards, Drop and A d d Admissions, Financial Aid Jobs, Housing, Loans, Scholarships I.M.C. A . V . Equipment, Calculator, Copy Machine Student Senate Recreation Equipment, Student Activities, Grievances, Posting Notices Business O f f i c e Tuition, First A i d Kits Switchboard P.A. Announcements, M a i l 22 DUE PROCESS PROCEDURES The rules and regulations of West Shore are not great in n u m b e r or c o m p l e x i t y . They w o n ' t be a threat to any student w h o strives to w o r k live, and act in a responsible manner. For those students w h o become involved in less-than-acceptable behavior, college procedures p r o v i d e for due process to insure that such persons receive fair and equitable treatment. I F o l l o w i n g are examples of campus conduct w h i c h w i l l place the student in jeopardy of suspension or dismissal f r o m the college. 1. Theft or Damage to College Property. 2. The d i s t r i b u t i o n , use, or possession of alcoholic beverages, or illegal drugs on campus is illegal. The use of alcoholic beverages o f f campus d u r i n g college sanctioned events w i l l be p e r m i t t e d , if the rules and regulations regarding alcohol in the area of activity are f o l l o w e d . The use or possesion of illegal drugs on or off campus is strictly p r o h i b i t e d . 3. Academic Misconduct — Cheating, plagarism, or other f o r m s of academic dishonesty including the acquisition, w i t h o u t permission, of tests or other academic materials. Included are those students w h o aid and abet, as w e l l as those w h o attempt. 4. Disruption or unauthorized interruption of authorized college activities. 5. Disobedience of college officials or designated agents acting in the performance of their duties. 6. Smoking is p e r m i t t e d in all areas unless otherwise designated. Cigarettes are to be placed in containers p r o v i d e d . . . not on floors, w a l k s , or lawns. 7. G a m b l i n g is not p e r m i t t e d on campus. 8. 9. Food and beverages are permitted in designated areas o n l y . Explosives, firearms, and f i r e w o r k s are not permitted on campus unless required by curricular or security needs. �II DRIVING REGULATIONS: 1. Speed limit on campus . . . 15 miles per hour. 2. Driving on campus should be kept to a m i n u m u m . 3. Motor vehicles may not be d r i v e n on campus w a l k w a y s , b e t w e e n b u i l d i n g s , or on any sodded areas. PARKING: 1. Parking is c o n f i n e d to specifically designated areas. (See campus map). 2. Parking is not permitted on r o a d w a y s . 3. Visitors should park in designated areas. 4. Students w h o are physically handicapped w i l l be issued special p a r k i n g permits by the Dean of Student Personnel Services, a l l o w i n g them to park in restricted areas. 5. Care should be taken not to obstruct any other p a r k e d vehicle. 6. ENJOY THE BEAUTY OF N A T U R E . . . B E C O M E A CAMPUS PEDESTRIAN. III RESPONSIBILITY: If a vehicle is f o u n d in violation of these regulations, the person in whose name the vehicle is registered shall be held responsible. The college assumes no responsibility for the loss or d a m a g e to vehicles parked or d r i v e n on campus. IV FINES A N D PENALTIES: The f i n e for the first p a r k i n g offense is $ 2 . 5 0 . Each subsequent offense w i l l be $ 5 . 0 0 , payable at the Business Office w i t h i n (5) business days. Fines not paid after 5 days w i l l be referred to County law enforcement agencies. 24 1. ORDER OF APPEAL: The student should b e g i n w i t h the faculty member w h e r e appropriate. In matters other than academic, the order shall be: 1st: Dean of Academics and Student Personnel Services. 2 n d : Student A f f a i r s Council. 3 r d : President of the College. 2. STUDENT AFFAIRS COUNCIL: The responsibilities of this Council involve the evaluation of student conduct, t a k i n g appropriate action as it relates to campus standards, and hearing student appeals. The Council includes three students, including the President of the Senate, t w o faculty members, a m e m b e r of the Student Personnel Staff, and the Dean of Academic Studies or the Dean of Career Studies, whichever is appropriate. The Dean of Student Personnel w i l l investigate and process all cases i n v o l v i n g violations of campus standards. Should there be sufficient evidence to w a r r a n t a hearing, the Dean w i l l arrange a meeting date. The elements of due process and fair play must be e v i d e n t in all meetings of the Student A f f a i r s Council in order to protect the student's rights. The proceedings of the Council are not open to the public or to the press, and matters discussed are to be held strictly confidential by all attending the m e e t i n g . The proceedings are not to be considered as a trial per se, rather it is an i n f o r m a l meeting of all concerned to ascertain the facts and the t r u t h in the matter so that a just and fair decision may be rendered by the Council. A f t e r hearing f r o m all i n v o l v e d in the case, the Council w i l l deliberate in private and reach a decision. The student w i l l be recalled to the hearing room and the decision reached w i l l then be presented to him by the chairman of the Council. The student w i l l also be notified by f o l l o w - u p letter f r o m the Dean of Student Personnel, w h o w i l l also enter the proceedings in the personnel record of the student, w h e r e appropriate. �C. D. STUDENT SENATE The Secretary 1. Ascertains the presence of a q u o r u m . 2. Performs the duties of the President in the event of the President's and the Vice President's absence. 3. Receives and files all important documents. 4. Maintains the files of the Senate. 5. Takes roll at all meetings. 6. Maintains a permanent record of the minutes. 7. Maintains a list of recognized student organizations and a file of their constitutions. 8. Maintains a list of all Student Senate members. 9. Maintains a list of all unfinished business. 10. Receives and reads all w r i t t e n motions. 11. Ensures that all amendments to the Constitution and its By-Laws are a d d e d . 12. Reads all resolutions and motions upon passage. 13. Attends to all necessary correspondence. 14. Authenticates o u t g o i n g correspondence w h e n delegated b y the President. 15. Notifies committee members of their election or appointment. The Treasurer 1. Maintains complete and accurate records of all financial transactions of the Student Senate and committees, agencies, or other organizations. 2. Determines the authenticity of all bills and accounts charged to the Student Senate. 3. Prepares and submits financial statements at each regular meeting of the Student Senate. 4. Submits a complete financial report at the beginning of each quarter. 5. Acts as chairman of the Budget C o m m i t t e e . 6. The Treasurer shall require a m o n t h l y financial report f r o m each student organization and shall put these in a permanent f i l e . CONSTITUTION ARTICLE I: STUDENT SENATE Section 1. The name of the Student Organization shall be the Student Senate of West Shore C o m m u n i t y College. ARTICLE II: THE STUDENT SENATE EXECUTIVE BRANCH Section 1. A l l executive powers herein granted shall be vested in the Student Senate executive officers, w h o are the President, Vice President, Secretary, and the Treasurer of the Student Senate. Section 2. The f o l l o w i n g shall be the p o w e r s and the duties of the Student Senate Officers: A. The President 1. 2. 3. 4. 5. 6. 7. 8. B. Shall act in concert w i t h the individual standing committee chairman in a p p o i n t i n g their respective committee members. Call and preside at all meetings. Vote o n l y in the event of a fie. Shall serve as a m e m b e r of the Budget Committee. A p p o i n t s all standing committee chairmen. Determines the agenda for all meetings. Determines to w h i c h committee a question should be r e f e r r e d . Shall a p p o i n t a parliamentarian to: a. A n s w e r parliamentary queries. b. Serve as an advisor to the President. The Vice President 1. 2. 3. 4. 5. Performs the duties of the President in the event of the latter's absence. Acts as a general assistant to the President. Should the President resign, be academically disq u a l i f i e d , or r e m o v e d f r o m office, then the duties and title of the President shall d e v o l v e u p o n the Vice President for the remainder of the t e r m to w h i c h the President was elected. Acts as a liaison officer b e t w e e n the President and all standing committees. Serves on the Budget C o m m i t t e e . 26 Section 3. A motion for the removal of an officer of the Student Senate shall be presented d u r i n g the course of a regular meeting of the Senate, discussed t h o r o u g h l y , and then voted upon at the next meeting of the Senate. Three-fourths of the entire v o t i n g m e m b e r s h i p of the Senate must be in favor of the m o t i o n in order to carry it. Section 4. A n y vacancy in Ihe office of the Vice President, Secretary, or Treasurer shall be f i l l e d by a special election of the Student Senate members. Section 5. Qualifications of Elected Officials. A. A n y enrolled student at West Shore C o m m u n i t y College possessing an I.D. card, maintaining a 2.25 average, and carrying at least t w e l v e (12) credit hours shall be eligible to run for the office of the President, Vice President, Secretary, or Treasurer. 27 �B. A scholastic check w i l l be made the first day of each n e w quarter to insure scholastic e l i g i b i l i t y , and if the elected official fails to maintain the said scholastic g r a d e average, that person shall have one quarter to b r i n g grades up to the standard set by the Student Senate. ARTICLE III: STUDENT SENATE MEMBERSHIP Section I. A l l b o n a f i d e registered students of West Shore C o m m u n i t y College w h o have paid a quarterly Student Activities Fee, and w h o have been authorized to carry a student identification card shall be e l i g i b l e to run for the West Shore C o m m u n i t y College Student Senate. A. The Student Senate shall not consist of more than t w e n t y (20) Senators. 1. Consisting of no more than ten (10) f r e s h m e n . 2. Consisting of no more than ten (10) sophomores. B. The Senator: 1. Shall be an elected v o t i n g m e m b e r of the Student Senate. 2. Is r e q u i r e d to attend all regular and special meetings of the Student Senate. 3. Must represent his constituents on all Student Senate issues. C. A l l active clubs w i l l have a d u l y a p p o i n t e d or elected representative to the Student Senate, w h o w i l l e n j o y all the privileges of an elected Student Senator. Section 2. O n l y members of the Student Senate shall be e n titled to: A. Vote in any and all issues presented o n the Student Senate floor. B. A p p o i n t m e n t to chairmanship of Student Senate committees and staffs. Section 3. Reasons for disqualifications other than those pert a i n i n g to Article 2, Section 5 w o u l d be: A. Failure to achieve a 2.00 average at the e n d of a quarter. B. Missing t w o or more consecutive regular meetings o f the Student Senate w i t h o u t an acceptable excuse ARTICLE IV: ELECTIONS Section 1. Nominations of all representatives and officers (President, Vice President, Secretary, Treasurer, and Senators) shall be b y petition carrying a m i n i m u m of t w e n t y f i v e (25) signatures a n d f i l e d w i t h the Student Senate one w e e k prior to the election. Section 5. Five Sophmore Senators w i l l be elected in the Spring t e r m f o l l o w i n g the elections of officers. Five Sophmore Senators w i l l be elected by secret ballot. Students w i l l vote f o r f i v e Sophmore Senators on the ballot. Ten Freshmen and f i v e Sophmore Senators w i l l be elected b y secret ballot vote. Students w i l l vote f o r ten Freshmen and f i v e Sophmore Senators on the ballot. Section 6. A l l Student Senate elections w i l l be held b y popular vote of all e l i g i b l e students. Eligible students w i l l consist of both f u l l and part t i m e students e n r o l l e d at West Shore C o m m u n i t y College. A l l elections w i l l be run w i t h the w i n n e r s d e t e r m i n e d by majority v o t e . ARTICLE V : CLUBS Section 1. N o club or organization shall be recognized by the Student Senate or receive the benefits of college facilities and funds until it has submitted to the Dean of Students and to the Student Senate a list of its officers, its faculty sponsor, and the constitution of its w r i t t e n purposes. Section 2. The constitution or w r i t t e n purposes must be a p p r o v e d by the Dean of Students and the Student Senate w i t h a majority vote of t w o - t h i r d s of the Senate present. V o t i n g shall be required to ratify a charter. Section 3. Each club and organization is responsible for the attendance of its representatives at all meetings of the Student Senate. This representative must be f u l l y i n f o r m e d of the activities and sentiments of his organizatios and be able to speak on its behalf. Section 4. The first and second f u l l weeks of spring quarter w i l l be set aside f o r the purpose of persons w i s h i n g to campaign f o r o f f i c e . (President, Vice President, Secretary, and Treasurer) w i t h the f o l l o w i n g M o n d a y set aside for election d a y . ARTICLE V I : STUDENT SENATE RIGHTS A N D POWERS Section 1. The Student Senate shall have the f o l l o w i n g rights and p o w e r s . A. It shall be the o n l y student organization w h i c h can represent and w h o l l y speak f o r the Student b o d y of West Shore C o m m u n i t y College. B. Though having no voice in the internal affairs of any chartered student organization, the Senate has the right t o intervene w h e n and if the activities of such an organization t e n d to encroach upon authority l a w f u l l y invested in the Student Senate by the Student Senate Constitution. C. It shall have sole authority to grant or refuse charters a p p l i e d for by all student organizations, associations, clubs, fraternities, and sororities according to policies set herein. D. It shall be the sole student m e d i u m for recommendations f o r changes in the rules and regulations governing t h e entire college. E. To raise revenue. F. It shall make all laws necessary t o carry out the aforement i o n e d p o w e r s and any powers vested in this constitution. G. To create committees as d e e m e d necessary f o r the effective operation of the Student Senate. H. It shall d r a w up and a p p r o v e a b u d g e t for distribution of student activity f u n d s to organizations, clubs, fraternities, or sororities under procedures established b y the Board of Trustees. 28 29 Section 2. Delegates f r o m organizations shall h o l d their seats in the Senate f r o m the time of election until the next election in their organization. Section 3. The President, Vice President, Secretary, and Treasurer w i l l take office at the first Student Senate meeting in M a y , w i t h the out-going officers acting as advisors d u r i n g the remainder of the s p r i n g quarter. �ARTICLE V I I : Q U O R U M Section 1. A q u o r u m of the members shall be required t o be present in order to transact business. Section 2. A q u o r u m shall be d e f i n e d as t w o - t h i r d s of the total membership. Section 3. A q u o r u m call can be issued b y the m a j o r i t y those present to w h i c h all contacted members must respond. of ARTICLE V I I I : ORDER OF BUSINESS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Call to order Roll Call Minutes of the previous meeting Reports of the officers Standing C o m m i t t e e reports Special C o m m i t t e e reports Club reports Unfinished business N e w business Announcements Adjournment ARTICLE IX: PARLIAMENTARY AUTHORITY Section 1. Meetings shall be conducted under the rules prescribed in Robert's Rules of Order. Section 2. The President shall have the ultimate authority on all parliamentary questions. ARTICLE X: AMENDMENTS Section 1. A m e n d m e n t s to this constitution may be proposed by any m e m b e r of the Student Senate or by any student or faculty m e m b e r t h r o u g h a m e m b e r of the Student Senate. Section 2. A f t e r consideration b y the Student a m e n d m e n t must be a p p r o v e d b y a t w o - t h i r d s vote. Senate, the Section 3. The a m e n d m e n t shall be r e f e r r e d , b y the Student Senate, to the Constitution Committee. Upon r e v i e w , the a m e n d ment w i l l be returned to the Senate w i t h recommendations. Section 4. The a m e n d m e n t the m o m e n t of its a d o p t i o n . adopted 30 shall go into effect at �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Handbook1975-76.pdf https://wsccarchives.org/files/original/352cf604057a5bd0c588dcec9614f1f2.pdf e49b10a1cc21d5b2d3ec68c67a47b135 PDF Text Text WEST SHORE COMMUNITY COLLEGE LONG RANGE DEVELOPMENT PROGRAM �BOARD OF TRUSTEES Term Expires Mr. Oliver J. DeJonge, Chairman Mr. E. Dean Raven, Vice Chairman Mrs. Dennis E. McCarthy, Secretary Mr. John L. Ham, Treasurer Mrs. Byron Elder. Mr. Jerome J. Mathieu Mr. Donald A. Olson July, July, July, July, July, July, July, 1971 1973 1973 1975 1973 1971 1975 Former Members Term Expired Mr. Barry Bourdo Mr. Bruce Draper Mr. A. Ivan Pelter October 1967 July 1969 July 1969 ADMINISTRATION JANUARY 1970 John M. Eaton, Ph.D. Robert D. Bradley, M.A. James L. Rassi, M.A. John Schwetz, M.A. President Dean of Business Services Dean of Student Personnel Dean of InstructionTechnical Studies WEST SHORE COMMUNITY COLLEGE LONG RANGE DEVELOPMENT PROGRAM �SUMMARY I. HISTORY II. NEEDS OF THE AREA III. THE REGIONAL PICTURE IV. INSTRUCTIONAL PLAN V. PHYSICAL DEVELOPMENT NEEDS VI. PHYSICAL PLANNING OBJECTIVES VII. PHYSICAL PLANNING PROPOSALS APPENDIX �SUMMARY West Shore Community College was established in March of 1967 in response to a growing need for academic and occupational education beyond the high school level in the area served by the Manistee and Mason Intermediate School Districts and neighboring districts on the west coast of Michigan. Located about nine miles from Ludington and some eighteen miles from Manistee in the lower half of its service area, West Shore as a comprehensive community college is dedicated to the service of the community. The curriculum is designed to provide the first two years of a four-year program for those interested in a bachelor's degree as well as to provide programs in occupational and technical areas. Both innovative teaching techniques and the traditional approaches to learning will be practiced. The physical development needs of West Shore as outlined through 1979 include a Student Services Building, Technical-Vocational Center, Instructional Media Center, General Studies Building, an Area Vocational Center, and a Health, Physical Education and Recreation Building with related facilities. Imposing the physical needs of the instructional plan on the site is to be done with the utmost care in the interest of preserving the natural beauty of the site. Toward this goal the concept of a "pedestrian campus" was established very early in the planning process. The automobile is to be relegated to the perimeter of the campus, where its unreasonable demand for space will do little in the way of destroying the maturb woods, open meadow land, and wooded ravine all of which are an inherent part of the campus of West Shore Community College. 1 �I. HISTORY II. NEEDS OF THE AREA Estimated Enrollment West Shore Community College, a public community college, was organized in accordance with Act No. 331 of the Public Acts of 1966 in the State of Michigan and established by a vote of the people on March 6, 1967. The establishment of this college district, comprised of Manistee Intermediate School District and Mason Intermediate School District, represents the culmination of several years of study and dedicated effort on the part of the citizens of the two county area. From the Feasibility Study 1 for the formation of the West Shore Community College, and through the insight provided relative to student, industrial, and business needs in the Area Vocational Education Study,2 it is apparent that the area of Western Michigan to be served by the college can profit from the services of a comprehensive community college. The West Shore Community College District includes the areas inscribed by the boundaries of the Manistee Intermediate School District and the Mason Intermediate School District plus the Walkerville and Weare-Crystal School Districts in Oceana County, on the west coast of the State of Michigan. This 1146 square mile area, plus several contiguous counties and school districts, are currently outside the service area of existing community college districts. In fact, the closest college to any community in the new West Shore Community College District is at least forty-five miles distant. The campus plan calls for a complement of 1,050 fiscal year full-time equated students by 1979. The estimated breakdown of general academic and technical-vocational students is 65% and 35%, respectively. The college district is governed by a seven member board of trustees elected at large from the District. It is financed by legislative appropriation, a district-wide tax levy, and student tuition. The administrative organization of the college was started in October of 1967 when the president assumed office; subsequently, other staff members have been selected to assist with the planning and development of the college program and the campus facilities. This staffing includes: dean of business services, dean of instruction—technical studies, dean of student personnel services, and the director of the instructional media center. On June 10, 1969, the voters of the Walkerville School District and the Weare-Crystal School District approved a referendum to annex to the West Shore Community College District. The population of the college district, according to the 1960 U.S. Census, is 43,086. Demographic studies indicate that college age population (18 and 19 year olds) in the district is expected to average to at least 1,500 young men and women for several years. All measures of potential students, including the number of 18 and 19 year olds, the number of high school graduates, the total high school enrollments, and the student interest—all of which have been documented in the aforementioned studies —indicate that an adequate number of students to operate a community college are available in the West Shore Community College District. By 1978-79, the enrollment of the college can be expected to be about 1,050. 1. 2. 2 S m i t h , M a x S . , Community College Feasibility Study for County Intermediate School Districts of Manistee and Mason. M i c h i g a n S t a t e U n i v e r s i t y , East L a n s i n g , M i c h . , 1 9 6 6 . S m i t h , M a x S . , V o c a t i o n a l - Technical Education Study: West Shore Community College, Mason - Manistee Area. Michigan State University, 1967. The estimated full-time equated enrollment projections have been determined from statistics prepared in the Feasibility Study, enrollment patterns in other beginning community colleges in rural Michigan, and enrollment applications received for the 1969-70 Fall Quarter at West Shore. 1969-70 1970-71 1971-72 1972-73 1973-74 224 (actual) 425 480 535 600 1974-75 1975-76 1976-77 1977-78 1978-79 675 750 850 950 1,050 Note; Enrollment calculations are based upon an equated student representing 46.5 hours per fiscal year. The Area Vocational Education Study presents additional evidence that there is great need for new and expanded programs of occupational education in the Manistee and Mason County area. This need derives from the population to be served, the changing nature of occupations and employment, and the expressed training requirements of employers and the individual aspirations of parents for their children, student educational and occupational goals, and adult interests in continuing education for occupational and personal improvement. The need for a community college exists wherever large numbers of capable students cannot afford to go to college because of the costs of living away from home, the commuting distance, the high tuition, or the entrance requirements are geared to the academic elite. All of these, as well as some other barriers, have been cited in our studies of post-high school educational needs in the West Shore Community College area. Existing Physical Facilities and Enrollments The first classes at West Shore Community College were conducted on a part-time basis in the facilities of the local public school systems. Classes in September, 1968 met in the cities of Manistee and Scottville. Enrollment for the 1968-69 year generated a FTE count of 30.4. West Shore Community College opened full-time classes in the 1969-70 school year in six relocatable buildings located on campus in Victory Township. These provided 4,852 square feet for instructional purposes which, in effect, gave the college eight classrooms. The technical programs, at this time, were housed in a rented facility three miles south of the campus, which provides 4,552 square feet and houses A u t o m o t i v e Technology, Industrial Drafting, Marine Engine Repair, and Machine Tool Technology. The practical nursing course was quartered in the Mercy Hospital of Manistee. The above listed facilities accommodated an opening student head count of 323 which converts to an FTE of 224.322. This may be broken down as 231 college transfer students, 92 career occupational students, plus 48 community and adult education students. A faculty consisting of eighteen full-time and eight part-time instructors comprise the present staff. 3 �MA50N COUNTY LINE III. THE REGIONAL PICTURE Access to Campus The site selected for West Shore Community College is well related to the median point of population as defined by the Community College consultants from Michigan State University. Ten alternative sites in the college District were considered prior to the final selection by the West Shore Community College Board of Trustees. The campus site has excellent access from Sugar Grove Road on the south, and Stiles Road to the west. North-south traffic on U.S. 31 will use Sugar Grove Road for direct access to the campus. When U.S. 31 is relocated to a new alignment in the western section of the two county area, access will be available along Stiles Road north of the campus. A decision has not been reached on the exact location of the interchange, but the new U.S. 31 expressway will provide an improved linkage with the land areas on the north and south edges of the Manistee-Mason County area. The reduction in driving time from the northern townships will be important to the long term development of the Community College and the future growth of this section of Mason County. Manistee & Mason Intermediate School District Access from Ludington, Scottville, Manistee and other communities will be via existing State and County roads. Minor road improvements have been completed to establish comparable linkages to all areas within the College District. Zoning Presently, all land contiguous with the West Shore Community College property is either undeveloped or is being utilized for farming purposes. However, the land along the western side of Stiles Road adjacent to the campus is zoned commercial, residential, or farming while all other land that abuts the college property is zoned residentialfarming. The nature of development that will eventually occur adjacent to the campus will undoubtedly exert a profound effect upon the college. The development of spontaneous and haphazard land use patterns adjacent to the campus could conceivably have a negative effect on both the physical campus environment and the quiet dignity which is normally associated with an institution of higher learning. Consequently, the college should keep itself informed of all land use development proposals in the vicinity and should work with the community in an effort to formulate land use patterns which will be beneficial to all concerned. Although the college has no direct control over the zoning of land outside its boundaries, it can exert a strong influence on zoning decisions which will directly affect the campus environment. 5 �IV. INSTRUCTIONAL PLAN Educational Philosophy The Board of Trustees for the West Shore Community College has approved a series of policies which establish the framework for the organization and operation of the college. The preface to these policies is the educational philosophy for the institution. Some definition of the phrase "comprehensive community college" should be made at this point to explain the comments which follow in the statement of this philosophy of education. "The comprehensive community college" means an educational institution providing, primarily for all persons above the twelfth grade level, within commuting distance, collegiate and non-collegiate level education including area technical-vocational education programs which may result in the granting of diplomas and certificates including those known as associate degrees but not including baccalaureate or higher degrees. An area vocational-education program means a program of organized systematic instruction designed to prepare the following individuals for useful employment in recognized occupations: (a) As a point of departure and as an aid in setting the stage for a report of the educational plan, we believe it important to state and, in some measure, interpret this philosophy. West Shore Community College, as a comprehensive community college, is dedicated to the service of its community. The college shall make education beyond the high school level available to all students interested in, and capable of, benefiting from such a program of higher education. In addition, it shall provide the program and facility for an area vocational school of both secondary school and college levels. The quality and effectiveness of instruction offered by the college is important to all those interested in higher education—students, teachers, administrators, alumni, and the general public. It is the responsibility of the administration of the college to facilitate instruction and lead its staff and students to personal and group fulfillment in their educational endeavors. Free communication, a free flow of ideas and feelings among the administration, the faculty, the students, and the community is essential for the realization of personal and institutional goals. 6 Persons who have completed or left high school and who are available for full-time study in preparation for entering the labor market; (b) Persons who have already entered the labor market and who need training to achieve stability or advancement in employment; (c) Persons enrolled in high school. When programs or courses are provided for persons enrolled in high school, the provision of the programs or courses shall be requested for each of the individuals by the superintendent or his designated representative of the school district in which the person is enrolled. The word "area," in the phrase "area technicalvocational education program," refers to the geographical territory within the district, and whatever territory without the district as is designated as the service area of the district by the state board of education. A community college is eligible to receive such state aid and assistance as may be appropriated by the legislature for the aid and support of junior colleges or community colleges.1 1. 3 9 0 . 8 7 2 General Schools Laws of State of M i c h i g a n . C o m m u n i t y College A c t o f 1 9 6 6 . As a "community college," West Shore Community College will serve the college-age-population in the college district (the Intermediate School Districts of Mason and Manistee Counties, and portions of Oceana and Newaygo Counties), the counties adjacent to the college district, which the State Plan for Higher Education suggests should be a part of the West Shore District or Service area, and those from the State of Michigan and other states in the nation. The main purposes and objectives of West Shore Community College are: The term "comprehensive" implies that education beyond the secondary school should be made available in a v a r i e t y of curriculums— developmental, vocational, technical and transfer, to serve the whole population, not restricting itself to "college age" population, through various kinds of community service activities, including, but not restricted to, the area vocational school. The educational philosophy further states that education at West Shore Community College will be available to all students interested in, and capable of, benefiting from higher education. This commitment to an open admissions attitude and the resultant heterogeniety of the student population in the college suggests a strong responsibility for excellence in teaching. Therefore, the college must recognize its responsibility to modify its systems of communication, instruction, and evaluation to provide environments conducive to desirable learning experiences. A deep concern for individual students is incorporated in the general educational theory at West Shore Community College. Simply stated, this institution's theory of general education is based on a belief that human learning evolves out of the blending of previous experience with new knowledge, skills, and abilities in academic, cultural, or vocational areas. At this point in the development of the college, the administration and the board of trustees have jointly formulated a list of eight purposes and objectives for West Shore Community College designed to promote educational activities and programs which will lead toward the fulfillment of a comprehensive community college. This formalized statement of institutional objectives serves as a guide to policy making, to administration of programs and activities, and to orientation and direction of all personnel concerned with institutional activities. 1. 2. To provide a program of general education which encompases the common knowledge, skills and attitudes needed by each individual to be effective as a person, a member of a family, a worker, and a citizen in our democratic society. To assist students in orienting themselves to adult and college life by providing a program of counseling which enables the student to discover his aptitudes and interests, and assists him in the choice of a vocation. A strong well-planned program of student personnel services involving students in counseling and self-evaluation in vocational, academic, and social activities is one of the most important aims of the college. 3. To provide educational opportunity in several occupations for those students who wish to prepare for immediate employment upon completion of the program. The programs will be designed to enable students to achieve occupational competence and to provide them with opportunities for achieving skills for living in a contemporary society. The programs offered in career studies are designed to prepare men and women for employment upon completion of two years of education, or less, rather than to satisfy the course requirements essential for transfer to a four-year college or university. 7 �Curriculum 4. To offer the lower division studies which may be used in transfer to other institutions of higher education for the purpose of securing a bachelor's degree. Students may enroll in West Shore Community College in one of many courses of study. It is the purpose of the college to present as broad a curriculum as possible in order to meet both community and regional needs and also to give the general, specialized, and technical training so necessary in our society. 5. To provide for the educational needs of mature and receptive adults. Continuing education is essential to many facets of survival in our society. The comprehensive nature of the West Shore Community College philosophy of education provides encouragement to both the institution and its adult students. 6. To make available community services for the enrichment of the lives of the citizens of the college district through lectures, forums, plays, concerts, art exhibits, and other cultural activities. As a community college, West Shore Community College wishes to extend its educational services to the needs of the entire college service area. Community service is that phase of the educational program which provides educational, cultural, and recreational services over and beyond the regular curriculum. 7. 8 To provide a program of guided studies which will enable students in need of developmental work to pursue studies appropriate to their individual needs and to promote honors study programs for students with superior academic capabilities. Another facet of the "comprehensive community college" is the guided studies program which can unite curricular programs with the needs of individual students as identified through counseling and testing activities. The student who is disadvantaged because of cultural and environmental factors, and the superior student who can benefit from independent study and other forms of advanced study, should be served through planned programs of instruction. 8. To cooperate with other schools and colleges, with civic groups, with educational foundations, and with private individuals and corporations in any proper endeavor likely to result in an educational advantage to the citizens of the college and the community. The college will maintain lines of communication and cooperation with other institutions in the state. Articulation with the secondary schools and the colleges and universities will allow students greater ease and security in transferring from one institution to another. Citizens advisory committees, educational foundations, and other interested parties can contribute to the educational planning and financial support of college programs. Since West Shore is a community college, certain attributes, common to community colleges, will be found in this college. First, low cost to the student is achieved by the very fact that the college is dedicated to teaching without carrying on research and writing, which is so necessary to a university. Consequently, community college instructors are hired as full-time teachers. Second, since West Shore will remain a relatively small community college, as indicated in the projection of student enrollment, the student body will necessarily be an intimate student body with a common core of academic subjects scheduled for both day and evening students. Finally, it is reasonable to expect that no program will enjoy more prestige than another. Certainly the administration will not favor one program at the expense of another. As an institution of higher education dedicated to the comprehensive community college concept and the accompanying concern for excellence in its program of instruction, West Shore Community College is making plans for operation and development of its educational program. The development of the educational program at West Shore Community College will be dedicated to the establishment of a climate for education which will have a learner-centered approach, an approach which will allow each student an opportunity to secure educational guidance and intellectual achievement commensurate with his interests and abilities. In some instances, the incorporation of the learner-centered approach and its implications for individualized study will involve innovational program designs. Where the development of the educational program suggests new instructional program designs, care will be exercised to see that course objectives are meaningful and educationally sound. Attention will be directed to the learner and learning. The skillful teacher will be considered the medium through which learning takes place, and he will be encouraged to utilize educational facilities, technical devices (tapes, films, laboratories, television, learning resource center materials, programmed instruction), and time to the best advantage he can devise in relation to stated course objectives. The occupational programs at West Shore have been instituted on the basis of findings of an Area Vocational Study and the diligent deliberations of numerous advisory committees. These local advisory committees provide sensitivity to the pulse of local business and industry in their needs for trained personnel. The initial occupational offerings at the college are in areas that are common to many community colleges. As time progresses, programs will be developed that will be unique to West Shore. Throughout the planning and development of these programs we must recognize the fact that West Shore will cooperate with the other institutions in the northwestern portion of the lower peninsula to assure that needless duplication of occupational programs, high or low cost, will not occur. The Instructional Media Center at West Shore Community College will provide multi-media to students and faculty who are involved in a mutual learning-teaching process accomplished by the means best suited to their needs. Students will be provided with study carrels, listening and film viewing areas, and open study spaces. Through the use of media (books', pamphlets, periodicals, newspapers, tapes, films, filmstrips, microfilms, slides, transparencies, video tapes, etc.) innovative as well as traditional approaches to learning may be practiced. The use of media may also provide for a systems approach to learning in selected curriculums. �Area Vocational School Enrollment Estimates 1969-70 V. PHYSICAL DEVELOPMENT NEEDS 8 (actual) 1970-71 1971-72 30 40 1972-73 50 1973-74 60 1974-75 Program Enrollment Estimates It is estimated that the campus will serve a fiscal year full-time equated enrollment of 1,050 students by 1979. Half of these students may be enrolled in the technical-vocational curriculum with an area vocational school population of approximately 100-150 students by the year 1975. Enrollment Estimates* 1969-70 1971-72 1972-73 1973-74 224 (actual) 425 480 535 600 1974-75 1975-76 1976-77 1977-78 1978-79 675 The estimated full-time equated enrollment projections have been determined from statistics prepared in the Feasibility Study, enrollment patterns in other beginning community colleges in rural Michigan, and enrollment applications received for the 1969-70 Fall Quarter at West Shore. 1970-71 750 850 950 1,050 1969-70 1970-71 1971-72 1972-73 1973-74 18 (actual) 25 32 39 45 1974-75 1975-76 1976-77 1977-78 1978-79 55 60 65 70 75 Estimated enrollment, i.e., aggregate of enrollment count for the three regular quarters and summer school, by subject matter groups and occupationcentered programs are as follows: 1969-71 A. B. C D. E. 1971-73 1973-75 1975-77 1977-79 400 750 1,150 1,450 1,750 300 185 325 525 560 345 610 980 865 535 800 1,500 1,000 600 950 1,800 1,200 750 1,100 2,050 0 0 0 20 0 10 30 20 20 40 30 30 50 40 40 90 25 20 120 50 40 140 50 50 160 50 60 180 50 90 60 100 180 260 330 EDUCATION Communications & Language Health, Physical Education and Recreation Humanities & Fine A r t s Science & Mathematics Social Sciences OCCUPATIONAL EDUCATION** 1. Agriculture & Natural Resources I I . A p p l i e d & Graphic A r t s I I I . Apprentice Programs I V . Business & Office Occupations V . Health Care Occupations V I . Personal Services V I I . Trade & Technical Occupations * * T h e g r o u p i n g in I t h r o u g h V I I is t h e same as used i n p r o j e c t i o n b y the Bureau of Higher E d u c a t i o n . 10 1976-77 1977-78 1978-79 100 100 100 100 A list of programs proposed for West Shore Community College and their probable inception dates may be found in the appendix. Existing Facilities and Enrollment Full-Time Instructional Personnel Estimates • E n r o l l m e n t calculations are based upon an equated student representing 46.5 quarter hours per fiscal year. GENERAL 1975-76 80 Student Services Center 26,020 gross square feet To provide instructional and administration spaces for the initial year of operation, West Shore Community College will serve area needs for post-secondary education, through the construction of an educational facility designed as unit I of a long-range campus plan. This facility will provide temporary spaces for instruction of both technical and academic programs and allow for the housing of student service and administrative activities of this new institution. The instructional uses of this facility will be moved to other buildings as the campus is developed and the Students Services functions, food services, student activities, and campus bookstore will be expanded to accommodate the student population. The temporary instruction spaces provided in this facility are designed to accommodate the anticipated enrollment of the first year of operation (224 F.Y.E.S.). However, the planning for student service, counseling and administrative spaces of this facility have been done anticipating an eventual full-time equated enrollment of 1,050 students, thus when converted to its projected permanent use, this facility will serve the entire campus through its spaces allotted to Student Service and Student Personnel activities. The student Services Center is planned to facilitate a quick and inexpensive change from a multipurpose building in 1969-70 to a student u n i o n administrative office complex during the 1970's. Special Features 1. The Student Services Center is planned to service the entire campus population as it grows to a student body of 1,050. 2. Food service areas are to be designed to accommodate instruction "lab" spaces for students in the Hospitality careers program. 3. One wing of the building will be designed to accommodate all administrative functions, including student personnel, bookstore, and registration facilities. 4. The instructional services division accommodations will include a seminar room for use by instructional planning committees, general administrative and advisory groups, and a community services meeting room. 5. Student lounge and activity areas will incorporate facilities for dancing, games, and student government offices. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this copy is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on the copy will vary from the exact square feet in the building as a natural result of architectural planning. 11 �Technical-Vocational Center 25,952 gross square feet In an effort to provide instructional and learning spaces for vocational education programs designed to meet the needs of the West Shore Community College area, it is proposed that a TechnicalVocational Center be constructed on the college campus as a part of the second phase of the development of the institution. The facility is necessary in order to provide permanent spaces for certain occupation centered programs and to allow for expanded curricular offerings to students in the community college and high school students who will participate in the area vocational center programs established for their benefit. Because of the unique nature of the programs and services to be provided in the Technical-Vocational Education Center, there are no facilities near the campus, or in the communities of the college district, which could meet adequately the educational objectives to be accommodated by this facility. For the first year of operation, the technical-vocational courses will be in temporary housing leased for this purpose. Special Features 1. A satellite Instructional Media Center will be the hub of this building. 2. The lab areas will radiate from the hub. 3. The Instructional Media Center will also serve the faculty by providing tutorial spaces and work areas. 4. All lab spaces will be open and so any individual space may be enlarged without interfering with other spaces. 5. Outside service areas, such as parking for the auto lab, will be between two shop wings thus requiring less fencing and also removing these areas from sight. 7. The three general classrooms in this building may be used not only for technical instruction but for general studies as well. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this page is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on this page will vary from the exact square feet in the building as the natural result of architectural planning. Instructional Media Center 28,203 gross square feet In order to provide students, instructors, and citizens of the West Shore Community College service area with an Instructional Media Center facility commensurate with their needs and in keeping with the service function of the college, it is proposed that the third phase of construction include an Instructional Media Center (library) which will serve a projected student body of 1,050 F.T.E. students. The proposed structure will incorporate a large group instruction area, temporary classroom space, and faculty offices in addition to the multi-purpose space essential to the operation of a college library and instructional media center. Flexibility will be the key to space utilization in the Instructional Media Center and many of the accommodations planned for future library and Instructional Media Center uses will be used initially as classroom and office spaces. As the college population grows, as new instructional programs are introduced, and as the library collection grows, this facility will be converted to more complete use as an Instructional Media Center (library). Special 6. The existing trees on the campus provide an excellent background against which this center will be placed and also provide screening and wind shelter for the necessary service drives and areas to the rear of the building. 12 Features 1. This building will serve the entire campus as a library and instructional media center with books, periodicals, reference materials, audiovisual aids, seminar rooms, reading rooms, and individual study carrels. 2. A large group instruction facility with rear screen projection, demonstration platform, fine arts and humanities exhibition capabilities will serve the student body and related community service program activities. 3. A group of faculty offices designed to accommodate the personnel from the divisions of humanities and fine arts, communications and foreign languages, and social sciences will be a part of this structure. 4. Convertible general classroom space will consume a portion of this building in the first years of its use with consideration for the incorporation of a planetarium in a portion of the convertible area. Note: A copy of the space utilization page from the Capital Outlay Program statement as submitted to the Bureau of Higher Education may be found in the appendix. It must be kept in mind that this page is part of the original educational specifications furnished to the architect. Therefore, the spaces shown on this page will vary from the exact square feet in the building as the natural result of architectural planning. Health, Physical Education & Recreation 25,000 gross square feet It is the philosophy of West Shore Community College, as set forth in Board Policy No. 3003.1, that in the area of athletics every college-age student (with certain exceptions) be required to accumulate three (3) credits (one year) in physical education activities. The physical education program will stress the participant carry-over sports rather than spectator sports. The activities that will be offered initially will be summer and winter outdoor and indoor sports which are available through the facilities found in neighboring communities. As can be seen in the campus plan, a Health, Physical Education and Recreation building is planned in the fourth phase of campus development. This building will provide instructional spaces for recreation activities, physical education classes, and intramural sports. The topography of the campus suggests many outdoor sports and recreation activi- ties such as a beginner ski slope, skating pond, archery, tennis, golf, curling, a skeet range, fish ponds and plots for use in conservation and agricultural classes. A small bore rifle and pistol range will also be available for use in conjunction with law enforcement programs. Today one of the growing employment fields is that of the public service occupations including careers in the parks and recreation management fields. Accordingly, an important part of the total program at West Shore Community College will be a curriculum in parks and recreation management. It is envisioned that portions of the eastern 200 acres of the campus will be used as an outdoor laboratory for instruction in the parks and recreation field. Note: The space designated is merely an estimate at this time, while the educational specifications, for this building, are being developed. General Studies Buildings # 1 - 25,000 square feet #2 - 30,600 square feet To this point, the buildings proposed for the West Shore Community College campus provide mainly for the facilities required by the TechnicalVocational studies program and the Instructional Media Center. Within the Technical-Vocational Center and the Instructional Media Center are classrooms which will be incidental to their-programs until the full-time, equated enrollment reaches 525 students. Up to that time, it is intended that these classrooms will fulfill the needs of the academic and general studies. In 1972-73, when the equated enrollment exceeds 575, it will be necessary to provide separate buildings to house laboratory and studio space for all the academic subjects. It is anticipated that the academic classroom facilities may very well be housed in two separate buildings. These buildings will accommodate a number of laboratories, studios, and classrooms to serve the needs of a wide range of courses from communications through the humanities and into mathematics and the exact sciences. Space will be provided for all the normal classroom activities as well as special activities in the area of fine arts. It is expected that these two buildings together will contain a total of 55,600 square feet. 13 �locate an area vocational center somewhere north of the City of Manistee. The first academic classroom building will be constructed to meet the needs of the campus population in the humanities, communications, science mathematics and social sciences. Both added student stations and faculty office accommodations will need to be expanded as the student population reaches a full-time equated student enrollment of 575-600. The Area Vocational Center will provide shops, laboratories,- and classrooms to facilitate such programs as auto mechanic instruction, an advanced secretarial program, commercial food preparation, business studies, and others. Note: The space designated is merely an estimate at this time, while the educational specifications for this building are being developed. Housing Facilities Area Vocational Center Facilities Some of the secondary school districts located in the northern portion of the West Shore Community College district have neither the enrollment nor the resources available to adequately provide the vocational training that is so essential for today's youth as they move away from their educational years into their productive years. The schools make a very good start in several exploratory areas but are unable to give the depth of instruction that is needed. The area vocational unit of the college, by combining the students and resources of the several school districts, will provide the additional training necessary to insure the students a better chance to achieve successful business or industrial career placement during their productive years. The college district Vocational Study indicates the number of students that will be in the secondary school population during the period 1969-75. Referring to a study made in Kent County by a Kent County school administrator, it may be determined that 15% of the students would attend an area vocational school. Basing our figures on this percentage factor, it appears that the college should provide a vocational school capable of serving 300 students in four to five basic service areas. The location of the Area Vocational Center must be convenient to the area high schools. The present campus will adequately serve the southern portion of the college district but several schools in the northern areas of the district might find the driving distance too great for daily transportation of students. Therefore, it may be desirable to 14 The philosophy of the Board of Trustees of West Shore Community College regarding housing is in conformity with that of the State Plan for Higher Education, which states, "that the presence of a residence hall at a community college is contradictory to the fundamental principle underlying the community college concept as a commuting institution." However, there may be circumstances under which a residence hall is appropriate. At such time that circumstances may justify a residence hall on campus, the Board of Trustees will want to consider the construction of such housing to serve the requirements of students from within or from outside the college service area. The campus is large enough to accommodate housing in the event that circumstances require it. Although not shown graphically on the Long Range Development Plan map, it is anticipated that it would be located immediately east of student parking lot "C." Future Expansion Funding Technical-Vocational Center The funding for construction of the several phases of campus development will be met through a combination of local, state and federal resources. Phase I of construction, the Student Services Center, is being constructed entirely with local funds gained through a $750,000 bond program. Full-time enrollments (based on the projections of the 18 and 19 year old population 1969-79) should reach 1,050 by 1978-79. In order to accommodate the additional student body and faculty personnel, additional technical-vocational spaces will be needed. These spaces will be used not only for the post-secondary teaching courses and the adult evening classes but also for the area vocational center offerings. This construction will provide additional spaces for Technical-Vocational units that will be added to meet the growing enrollment at the college. It is anticipated that this addition will provide space for auto-body repair, fluid power instruction, heavy equipment repair shop, law enforcement, data processing, civil technology, graphics, conservation, and food services. Phase I I , the construction of the TechnicalVocational Center and Phase I I I , the Instructional Media Center, will be financed through a 1.5 million dollar bond supported by local tax revenues, capital grants from the Michigan Legislature, and Higher Education Facilities Act monies granted the college under Title I of the United States Office of Education. It is also expected that subsequent phases of construction will be supported through local funds augmented by state and federal grants. Instructional Media Center Eventual F.Y.E.S. enrollment (based on projections of the 18 and 19 year old population 1969-79) will be at least 1,050. The eventual capacity of the book collection is between 75,000-100,000 volumes. In order to accommodate the additional student body, faculty personnel, and increased book collection, additional seating space and shelving space will be necessary. The development of the educational program at West Shore Community College is geared to the incorporation of new instructional media such as video-tape and instructional television, with possible eventual inclusion of computer-assisted instruction. A fully developed tele-communications center of this magnitude will also require additional space. The Instructional Media Center addition will be a single story structure of approximately 8,300 square feet designed to accommodate all of these expansion needs. Included also will be additional seminar and group study rooms. Suqtv- Grove Read 15 �VI. PHYSICAL PLANNING OBJECTIVES Site Characteristics The 370 acre site selected for West Shore Community College is indicative of the outstanding natural beauty which is common to western, central Michigan. It is endowed with heavy stands of pines, mature hardwoods, gently rolling meadow land, and a beautifully wooded ravine with a creek running down to the South Branch of the Lincoln River. The most outstanding single asset of the site is the wooded ravine which runs north and south dividing the campus into two distinct land units. Starting near Sugar Grove Road, it runs in a northwesterly direction and opens on the South Branch of the Lincoln River Valley. The dramatic change in elevation created by this ravine provides exciting views of the creek as it meanders down to the river. The greater portion of the site east of the ravine is composed of gently rolling, open meadow land. To the west is a smaller rolling meadow bordered on the west side by a large plantation of pines and on the north by a heavy stand of mature hardwoods. The rolling topography provides the area with a sense of enclosure and separation from Sugar Gove Road to the south. Site Analysis �Development Concept Very generally, the site breaks down into three possible zones of development: the two areas of open meadow land and the ravine slopes. The recommended approach to the campus development exploits the aesthetic advantages offered by the ravine and the excellent deciduous tree cover which occupies the land sloping toward the South Branch of the Lincoln River. This concept is structured around two very important premises: 1. In the interest of preserving the natural beauty of the site, the campus should be devoted to the pedestrian. 2. In order to take best advantage of this beauty, most development should relate directly to the ravine. �VII. PHYSICAL PLANNING PROPOSALS OlM*fV£ infer/or *>ludenf 'Services Sdg. fauin6 Building Organization The total complex of buildings focuses on a "campus green" around which the campus is organized. Each of the buildings has been located with respect to its function, and the total complex is tied together by a strong, well-ordered pedestrian walkway network. Such a network is essential to a well organized "pedestrian campus." vietu (Urn \m iops — ' 1%d6S+riouA tualH "let-race allows vietu Wo rcwme — Student Services Center - ravine relationship Instructional Media Center Student Services Center The Student Services Center is located very near the geographic center of development and is oriented toward the ravine. Here it is within an easy five minute walking distance from all other buildings where it can effectively serve both the administrative needs of the college and the social needs of the student body. The lounge and dining room, interior spaces which serve the "leisure time" activities of the student, are positioned so that they receive full benefit of the views into the ravine. Technical-Vocational Center Pedestrian Circulation 20 The Technical-Vocational Center is located to the west of the "campus green" with its shops and outdoor service yard oriented away from the campus interior. The pine plantation to the west of the building helps to screen the auto storage and service area from view. Room for expansion of this facility has been provided immediately to the north. Oriented to the public and located with relation to the major campus vehicular circulation system is the Instructional Media Center. This facility serves both the campus and related community service program activities. From an academic standpoint, this is probably the most important building on the campus and as such should establish the visual image of West Shore Community College. Its location makes this possible. Health, Physical Education & Recreation Building and Facilities The facilities will be located on the east side of the ravine near the pedestrian bridge. The open meadow there provides space for open field games (soccer, baseball, track, tennis, etc.) and a physical education and recreation building. Both are within an easy five minute walking distance to the Student Services Building at the center of the campus development. The greater portion of the 200 acres to the east of the ravine will be devoted to outdoor sports and recreation activities such as skating, archery, golf, skeet shooting, conservation and agricultural classes as well as serving as an outdoor laboratory for courses in parks and recreation management. 21 �Circulation and Parking St*)* Grose Opxt Madato General Studies Buildings Vehicular penetration into the site is from both Sugar Grove Road on the south and Stiles Road on the west. The major campus circulation pattern consists of one loop road which connects these two entry points to the campus. All parking lots and dropoff points are served from this major vehicular circulator. The visual attention of the motorist entering the campus by way of Sugar Grove Road or Stiles Road is focused on the Instructional Media Center and the major point of arrival adjacent to it where visitor parking is available. This major "point of arrival" is intended to serve as a reception point for the visitor to the campus. Here busses will stop to allow groups (school classes, community clubs, etc.) to disembark as they arrive to visit the planetarium or attend a lecture or other community oriented program in the Instructional Media Center. The "point of arrival" is convenient also for visitors who are destined for the administrative offices in the Student Services Center. Mowd t 6nffer Ra«tmq i fftrfaw| Lot "C" Vehicular Circulation Two building groups housing general academic classroom space have, like the Student Services Building, been given choice physical environments. One is located on the wooded slope which orients toward the South Branch of the Lincoln River Valley. The other occupies the ravine slope to the southeast of the Student Services Building. Because of the slope of the land, these buildings could be a two story-split level design. The main entrance could be at the upper level on the uphill side of the slope with the lower level opening onto the ravine. i A pedestrian bridge links the two open meadows near the Student Services Building. This link is strategically located in that it is near the geographic center of development and, as such, provides easy access to the athletic facilities to the east. Access to potential future college development to the east would also be convenient. •cOa S E C T I O N L C O N N O NCftTH s Q g PPOM S U S A R G R O V E R P Student Parking In keeping with the initial premise that West Shore Community College should be a pedestrian campus, three large student parking lots are provided on the perimeter of the building zone. Each of these lots is, to a large degree, visually screened from the major vehicular circulator. Lot " A " accommodates approximately 205 cars and is tucked into the pine plantation on the west side of the Technical-Vocational Center. Lot " B " is located in the extreme southwest corner of the site. This facility will handle about 280 cars. Located just east of the Sugar Grove Road entrance is Lot " C " which accommodates about 320 cars. The total parking count for student parking Lots " A " , " B " , and " C " is 805 cars. Based on a 2 to 1 parking ratio of students to cars, the number of parking spaces required to serve 1,500 students is 750. The 55 car excess in these lots will be spaces assigned to faculty, staff, or visitor use. Faculty, Staff and Visitor Parking Immediately north of the Sugar Grove Road entrance student parking lot is a faculty, staff, and visitor lot which will accommodate about 140 cars. This in conjunction with the 30 visitor spaces available at the visitor arrival point brings the total designated faculty, staff, and visitor parking count to 170 spaces. Based on the ratio of one parking space for each 6 2/3 students, the anticipated 1978-79 head count enrollment of 1,500 students would require 225 spaces for the faculty, staff, and visitors. The total number of parking spaces (students and faculty, staff and visitors) required to serve the anticipated enrollment of 1,500 by the year of 1978 would be 975. Lot " D " and the 30 spaces at the visitor arrival point provides a total of 170 faculty, staff, and visitor parking spaces. The apparent 55 car deficiency in this category is made up by the "assigned" faculty, staff, and visitor spaces in Lots " A " and " C . " 22 23 �APPENDIX Utilities All utilities necessary to serve the college are convenient to the campus. Storm drainage, fresh water and sanitary sewage will be handled within the confines of the campus while natural gas and electric power are available from sources outside the site. Sanitary Sewage Storm water will be picked up in catch basins and carried to nearby streams or the Lincoln River by means of an underground storm sewer system. Water The source of all water will be from wells on the site. The initial 6 " well provides 150 to 200 gallons of water per minute and will serve the first two buildings to be built. It is planned that each well station will be provided with a hydrant and storage tank the capacity of which will be sized to allow local fire departments to replenish their water supplies for fire protection. Storm Drainage With good porous soil available, a septic tank with tile fields will be used for waste disposal for each building. Natural Gas Gas will be brought to the site from a transmission line located about two miles away in the vicinity of Groth Road and Victory Corner. The gas loads were tabulated for buildings being constructed at this date, and estimated for future buildings. The gas service was sized at 4 " with a capacity for 40,000 square feet which would serve approximately ten buildings. The mains were routed to serve the five units presently planned and a physical education unit located across the stream and east of the proposed five units. The gas will serve as fuel for the boilers, hot water heaters, heat treat furnaces, science room burners, incinerator, kitchen equipment, and miscellaneous student teaching aids. 24 Electric Power Capital Outlay Program Statement for Technical-Vocational Education Unit An electrical substation is being built on the western edge of the campus adjacent to Stiles Road. The electrical service to the campus is accomplished by extending primary underground electrical cables from the substation to a primary switchgear enclosure centrally located between the b u i l d i n g s . The voltage delivered will be 12470/7400 volts with metering at the substation. Two services will be installed with one of the services being a spare. From the switchgear enclosure individual services will be extended to each building through an underground distribution system. Within the buildings, transformers will supply 120/208 volts single phase, 208 or 480 volts three phase. This system is of a capacity to accommodate a total of twenty-five buildings of a size similar to Unit # 1 . Technical-Vocational Center Space Allocations Space Description No. of Rooms Station Units Per Room Number of Student/Reader Office Stations Square Ft.* Allowance Per Station Assignable Area in Square Ft. Laboratories w/Equipment and Material Storage Areas Auto Drafting Chemical Welding Mach. Tool Office Mach. Business Business Electrical Nursing Agriculture Sub Totals 1 1 1 1 1 1 1 1 1 1 1 20 15 20 15 18 20 20 20 20 20 15 11 20 15 20 15 18 20 20 20 20 20 15 195 63 78 101 129 45 41 66 60 45 68 203 3,900 950 1,566 1,520 2,320 900 816 1,311 1,200 906 1,024 16,413 Instructional Media Center Library Program Cntr. 1 1 Sub Totals 2 Lecture Halls Classrooms 1 2 Sub Totals 3 50 14 46 14 25 25 60 40 25 40 50 1,150 350 1,500 13.5 20 90 538 1,016 1,554 Offices Divisional Chairman Secretary Workroom Faculty: Single Double 1 1 1 150 100 136 150 100 136 9 1 86 144 772 144 Sub Totals 13 Auxiliary Service Spaces 1,302 3,331 Grand Total - Square Feet 24,100 *The assignable area is an exact figure while the square foot allowance is rounded off to eliminate fractions. 25 �Capital Outlay Program Statement for Student Services Building Capital Outlay Program Statement for Instructional Media Center Unit Student Services Building Space Allocations Instructional Media Center Space Allocations Space Description No. of Rooms Station Units Per Room Number of Student/Reader Office Stations 250 40 17 18 Square Ft.* Allowance Per Station 250 80 17 18 Assignable Area in Square Ft Classrooms Lecture Hall Classrooms Classroom Workshop - Drama 1 2 1 1 Sub Totals 5 15 15 55 55 365 3,250 1,200 957 1,080 6,487 Space Description No. of Rooms Sub Totals 1 3 1 1 1 1 1 1 1 105 7 105 21 25 108 2,625 324 38 38 25 1 4 121 2 1 1 5 4 Dean Counselors Student Act. (1 (1 (1 (1 Square Ft. Allowance Per Station Dir. Lounge Act. Stu. Govt. 2 5 1 150 75 2 1 150 75 2 50 50 200 2 200 10 100 100 150) 25) 57) 80) 15 168 12 Sub Totals 12 1 12 12,526 12 Total Assignable Area 64 8,320 (Snk. Bar (1 Dining Room (5 Kitchen Aux. Spaces 11) 174) _2 18 21.3) 1,065 2,202 1,740 1,069 15,096 495 Business Services Dean Accounting Bookstore Aux. Spaces 1 2 2 2 2 2 4 100 60 200 240 560 1,926 2,926 484 Offices Faculty 200 500 7 Food Service Sub Totals 4 Assignable Area in Square Ft. i Sub Totals 4,742 373 908 328 900 950 892 Number of Student/Reader Office Stations Student Services Library-IMC Main Reading Area Study Rooms Book Stacks & Reference Circulation Processing Periodicals Ref. Area A-V Listening A-V Op. Offices (library - A-V) Station Units Per Room 768 768 19,781 Future Expansion This building is planned for possible expansion in two directions. Instructional Services Dean Seminar Aux. Spaces 2 1 Sub Totals 3 4 25 100 23.5 400 588 915 1,903 29 President and Board of Trustees President Bd. of Trustees Dir. of Community Services Aux. Spaces Sub Totals *The assignable area is an exact figure while the square foot allowance is rounded off to eliminate fractions. 2 25 2 9 2 9 150 65 300 588 75 150 885 13 1,923 TOTAL 21,848 27 �Proposed Instructional Programs Year '69 70 71 72 73 74 Enrollment Expectations (FYFTE) 224 425 480 535 600 675 Auto Technologist Machine Tool Technologist Marine Engine Repair Drafting Business Management Business Accounting Secretarial Studies Practical Nursing Industrial Chemistry Tech. Distributive Education Law Enforcement Teachers Aide Recreation & Camp Management Cooperative Education Welding Electronics Auto Body Repair Drafting Architectural Industrial Supervision Community Services Hotel-Motel-Restaurant Management Data Processing Community Services Civil-Surveying Secretarial-Medical Conservation-Environmental Control Heavy Equipment Repair Fluid Power Technology Graphic-Comm. Art Conservation Game Management Civil-Highway Hospitality-Food Preparation 28 x x x x x x x x x x x x x x x x x x x x x x x x x x WEST SHORE O x x x x x LONG RANGE DEVEU x �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Long Range Development Plan, 1970 Description An account of the resource Describes history of the college and future plans for academic programs and buildings. https://wsccarchives.org/files/original/5f5a61ee19e5064a2f6410079acaba45.pdf 8dd0320a7d8842972dd4e8d8ad758970 PDF Text Text W E S T SHORE COMMUNITY C O L L E G E Scottville, Michigan �Welcome t o t h e N a t u r e T r a i l . We hope you w i l l e n j o y y o u r walk a l o n g t h e trail. This l e a f l e t i s designed to help you u s e t h e t r a i l t o i t s i n t e n d e d p u r p o s e , w h i c h i s , t o l e a r n a l i t t l e about t h e n a t u r a l v e g e t a t i o n found h e r e and some o f the r e l a t i o n s h i p s of the v e g e t a t i v e types. The t r a i l i s about 1/4 m i l e l o n g , w i t h a number o f d e s i g n a t e d s t o p s o r stations. The map on t h e f a c i n g page shows t h e l a y o u t o f t h e t r a i l and where t h e s t a t i o n s a r e l o c a t e d . The number of s t a t i o n s a r e few w i t h r a t h e r e x t e n s i v e d e s c r i p t i o n s a t each. We f e l t t h i s would g i v e you a chance t o l o o k a t a s p e c i f i c a r e a and l o o k f o r s i m i l a r i t i e s and d i f f e r e n c e s a s you w a l k between s t a t i o n s . The t r a i l i s l a i d o u t i n an i r r e g u l a r c i r c l e and w i l l end v e r y c l o s e t o t h e b e ginning. �NATURE TRAIL STATION I T h i s a r e a i s a s m a l l s t a n d o f young Red P i n e t h a t was p l a n t e d f o r e i t h e r wind break p r o t e c t i o n or p o s s i b l e y f o r timber p u r p o s e s . The l o w e r b r a n c h e s on t h e s e p i n e s have n o t y e t s t a r t e d t o d i e o f f even though t h e under growth under t h e t r e e s i s m o s t l y gone. Note t h e number o f n e e d l e s p e r bundle on t h e Red P i n e s and a l s o n o t e t h e amount o f e a c h y e a r s growth. Under e a c h p i c t u r e o f e a c h s t a t i o n w i l l be a l i s t o f p l a n t s which a r e easy to observe a t or near these r e s p e c t i v e l o c a t i o n s . STATION I : RED PINE SCOTCH PINE SUMAC ( s t a g h o r n ) �NATURE TRAIL STATION I I T h i s s t a t i o n i s j u s t i n s i d e t h e woods and i t i s i n a young hardwood s t a n d . I t i s more o r l e s s a t r a n s i t i o n zone between some p i n e p l a n t i n g s and t h e Decidous f o r e s t . We w i l l f i n d f a i r l y l a r g e Beech h e r e , some C h e r r y S u c k e r s from a C h e r r y t h a t was c u t down, some W i t c h H a z e l and some l o g s t h a t a r e l a y i n g h e r e decomposing. T h e r e i s a l s o a B a r b e r r y Bush h e r e t h a t was p l a c e d h e r e by man t h r o w i n g i t o u t o r i t c o u l d have been t r a n s p o r t e d h e r e by w i l d l i f e . I n t h e f a l l you c a n s e e c o n s i d e r a b l e l e a f l i t t e r and you w i l l n o t i c e q u i t e a canopy o v e r h e a d b u t t h e r e a r e b r e a k s i n t h e canopy w h i c h a l l o w f o r s u n l i g h t t o come t h r o u g h , t h a t i s why t h e young s a p l i n g s a r e growing a s much a s they h a v e . SUGAR OR HARD MAPLE SOFT (red) MAPLE WITCH HAZEL BEECH ASH RED PINE CHERRY (Wild B l a c k ) BARBERRY �NATURE TRAIL STATION I I I Here we have a snag s t i c k i n g up t h a t w i l l p r o b a b l y be worked o v e r by Woodpeckers. We have a Golden B i r c h v e r y l a r g e f o r t h i s s p e c i e s o f t r e e ; we have a number of r a t h e r mature Maples and a v e r y b e a u t i f u l Beech t h a t i s on t h e s o u t h o f where t h e s t a t i o n w i l l be. T h e r e a r e b r e a k s i n t h e canopy c a u s e d by removing t i m b e r s i x (6) or e i g h t (8) y e a r s ago w h i c h h a s s t i m u l a t e d t h e undergrowth t o a g r e a t e x t e n t a s y o u w i l l notice. GOLDEN BIRCH ASH HARD MAPLE BEECH IRONWOOD (Hophornbeam) CHERRY S P I C E BUSH �NATURE TRAIL STATION I V J u s t b e f o r e meeting t h e o l d p a r t o f the t r a i l , s e v e r a l l a r g e o p e n i n g s i n t h e canopy may be s e e n . They o b v i o u s l y have been t h e r e f o r some t i m e , a s s e v e r a l o f the w i l d B l a c k C h e r r y t r e e s a r e 15 f e e t h i g h , and appear t o be 8 t o 10 y e a r s o l d , or o l d e r . The b r u s h h a s been s t i m u l a t e d b e c a u s e o f t h e b r e a k i n t h i s canopy. T h e r e i s some Ironwood, and j u s t back on the t r a i l , t h e r e i s a v e r y l a r g e Ironwood or Hophornbeam. T h e r e a r e remnants o f stumps t h a t a r e b e i n g decayed by f u n g i t h a t we c a n o b s e r v e and numerous snags and dead Elm t r e e s , w h i c h d i e d from t h e Dutch E l m disease. B l a c k b e r r y and E l d e r b e r r y , and s c a t t e r e d f e r n s may be o b s e r v e d . BRACKET FUNGI IRONWOOD CHERRY BEECH MAPLE (hard) �NATURE TRAIL STATION V S t a t i o n V i s on the b r i d g e . As one l o o k s s o u t h , t h e r e a r e two m a g n i f i c e n t Ash t r e e s on both s i d e s of t h e r a v i n e . T h e r e i s a Beech t h a t ' s r i g h t a t the b r i d g e showing a number o f d i f f e r e n t k i n d s of lichens. F o l i o s e , c r u s t o s e and moss a r e o b s e r v a b l e . T h i s might be a good p l a c e t o p o i n t o u t t h a t t h e n o r t h s i d e o f the t r e e i s n o t a l w a y s the one t h a t has t h e growth on i t . The b r i d g e goes a c r o s s a s l i g h t r a v i n e , and one might t h i n k t h a t t h i s c a r r i e s water i n the s p r i n g only. There a p p a r e n t l y a r e s p r i n g s up i n t h e r a v i n e w h i c h keep t h i s a r e a wet a l l y e a r around. T h e r e a r e a number o f mosses and f e r n s t h a t a r e q u i t e observable along t h i s r a v i n e , which i n d i c a t e s t h a t t h e s o i l i s going to be m o i s t a l l y e a r around. Note: This i s a good b i r d w a t c h i n g ASH BEECH HEMLOCK LICHENS ( s m a l l g r a y - g r e e n t r u n k of Beech) MOSS FERNS on location. �NATURE TRAIL STATION V I S t a t i o n V I i s located i n a climax f o r e s t where we have Beech and Maple a s o u r major t y p e s o f t r e e . There a r e some Hemlocks s c a t t e r e d h e r e and t h e r e . As y o u look a t t h e f o r e s t , you w i l l n o t i c e , f i r s t o f a l l , t h e h i g h canopy t h a t shades o u t a l a r g e p o r t i o n of t h e s u n l i g h t . I f you a r e h e r e on a r e a l warm sunny day, y o u w i l l l i t e r a l l y be a b l e to f e e l t h e d i f f e r e n c e a s you w a l k i n t o t h e f o r e s t b e c a u s e o f t h e s h a d i n g e f f e c t . The h u m i d i t y w i l l be h i g h e r and t h e t e m p e r a t u r e w i l l be l o w e r . You w i l l a l s o s e e t h a t t h e ground i s green t o a l a r g e e x t e n t . These a r e young s a p l i n g s , both Beech and Maple. I f you look c l o s e l y , a l t h o u g h t h i s p a r t i c u l a r s p o t does n o t show i t d r a m a t i c a l l y , t h e r e i s a m i d d l e l a y e r where t h e r e a r e t r e e s f i f t e e n to t w e n t y - f i v e f e e t t a l l and might be c a l l e d " s t a n d - b y s " a s soon a s one o f t h e o t h e r t r e e s i s e i t h e r c u t down o r blown down, one o f t h e s e t r e e s i n t h e m i d d l e l a y e r w i l l be a v a i l a b l e t o f i l l t h e gap. T h i s a r e a h a s been t i m b e r e d . I t h a s been s e l e c t i v e l y c u t t a k i n g t h e b e s t mature t r e e s and l e a v i n g t h e younger ones t o c o n t i n u e t h e f o r e s t p o p u l a t i o n . I t w i l l p r o b a b l y be a n o t h e r f i v e t o t e n y e a r s b e f o r e a n o t h e r c u t t i n g c a n be made. You c a n s e e some p i o n e e r p l a n t s i f you l o o k a t t h e edge o f t h e f o r e s t t o t h e s o u t h , w h i c h i s d o w n h i l l , you w i l l s e e a paper b i r c h . There a r e a l s o Aspen, w h i c h a r e q u i t e mature, and w i l l be r e p l a c e d by t h e c l i m a x t y p e v e g etation. MATURE CLIMAX DECIDUOUS FOREST MAPLE BEECH HEMLOCK GOLDEN BIRCH WHITE (paper) BIRCH Note: 3 growth l a y e r s , Ground-Mid-Upper s t o r y (canopy) �NATURE TRAIL STATION V I I At the foot of the h i l l a s m a l l feeder stream p a r a l l e l s the t r a i l . This feeder s t r e a m i s t h e one t h a t f l o w s from t h e l a k e on t h e campus, and, o f c o u r s e , i t f l o w s a l l y e a r around. B e c a u s e o f t h e bottom r e l e a s e of t h e l a k e , i t has a very c o l d temperature, and we have found a Red A l g a e h e r e t h a t i s not o f t e n found i n f r e s h w a t e r . Here we're g o i n g t o g e t i n t o lower l a n d t h a t was a t l e a s t p a r t o f t h e f l o o d p l a i n for t h e south branch of t h e L i n c o l n R i v e r , and a t c e r t a i n t i m e s i t i s p o s s i b l e t h a t i t can s t i l l f l o o d t h i s a r e a . There a r e a v a r i e t y of plants here. There i s both Witch H a z e l and A l d e r c l o s e by. T h e r e a r e a l s o T h o r n a p p l e , a young E l m t h a t h a s n ' t been h i t y e t by Dutch E l m d i s e a s e , and a S p i c e Bush ( i f you b r e a k a l e a f o f f and t a k e a w i f f you s u r e g e t t h a t one q u i c k ) . WITCH HAZEL ALDER THORNAPPLE (Hawthorn) ELDERBERRY BLACKBERRY FERN (Cinnamon) ELM �NATURE TRAIL STATION V I I I Walking on t o s t a t i o n I X , you w i l l n o t i c e q u i t e a few l i m b s and l o g s t h a t c r i s s c r o s s the r i v e r . This i s a d i f f i c u l t p l a c e t o f i s h due t o a l l t h e o b s t r u c t i o n s , but t h a t i s where t h e f i s h a r e ( s i n c e t h e o b s t r u c t i o n s make a good h a b i t a t both f o r growing food and a p l a c e t o h i d e a s w e l l ) . As you come o u t i n t o t h e c u t f o r t h e power t r a n s m i s s i o n l i n e s , one c e r t a i n l y s h o u l d be aware o f and be a b l e t o s e e v e r y e a s i l y t h e i n f l u e n c e o f man. I f you l o o k d i r e c t l y s o u t h a l o n g t h e power l i n e s you c a n s e e t h e very d i s t i n c t c u t through t h e f o r e s t . A v e r y s h a r p d e m a r k a t i o n from one type o f h a b i t a t t o a n o t h e r i s a good i n d i c a t i o n t h a t man was i n v o l v e d i n c h a n g i n g t h e natural habitat. A n a t u r a l demarkation of h a b i t a t would o c c u r a t t h e edges o f l a k e s and s t r e a m s . A more n a t u r a l change o f h a b i t a t can a l s o be s e e n by l o o k i n g n o r t h a l o n g t h e power l i n e s . Along t h e s l o p e a g r a d u a l change i n v e g e t a t i o n s i z e i s e v i d e n t . Such a g r a d u a l change i s r e f e r r e d t o a s plant succession. REED CANARY GRASS ELDERBERRY VIRGIN'S BOWER OSIER DOGWOOD ELM (dead m o s t l y ) ASH Note: Another good b i r d w a t c h i n g location. �NATURE TRAIL STATION I X At t h e w e s t s i d e one c a n look a c r o s s t h e r i v e r and s e e a n i c e L i n d e n o r B a s s wood t r e e and i n t h e w a t e r ( s o u t h b r a n c h o f t h e L i n c o l n R i v e r ) one c a n s e e t h e w a t e r cress. I n t h e f a l l water-cress i s very l u x u r i a n t and t h i s i s a n e x c e l l e n t p l a c e f o r i n v e r t e b r a t e s which a r e important i n fish^growth. Water-cress i s very e d i b l e and l o t s o f p e o p l e l i k e t o u s e t h i s a s an a d d i t i o n t o any g r e e n s a l a d . I t ' s v e r y tasty. Going on from s t a t i o n I X , one c a n o b s e r v e a v i n e t h a t i s growing i n v a r i o u s p l a c e s along the path here. I t has very s c a r l e t r e d b e r r i e s , and i s c a l l e d N i g h t shade (a member o f t h e p o t a t o f a m i l y ) . I t i s a v e r y p o i s o n o u s p l a n t , and c h i l d r e n s h o u l d be warned n o t t o e a t t h e s e p r e t t y b e r r i e s . BASSWOOD ( L i n d e n ) NIGHTSHADE POKEBERRY SPICEBUSH WILLOW GOLDEN ROD MULLEN WEED WATERCRESS Man's i n f l u e n c e on e n v i r o n m e n t �NATURE TRAIL STATION X J u s t before the samll bridge c r o s s i n g t h e seep a r e a , you w i l l f i n d Cinnamon F e r n , S p i c e Bush, J a c k i n t h e P u l p i t , A l d e r t r e e s and some S t i n g i n g N e t t l e s . One might l i k e t o a v o i d S t i n g i n g N e t t l e s . J u s t on t h e o t h e r s i d e o f t h e b r i d g e t h a t you c a n s e e i s t h e l a r g e s t l i v i n g E l m t r e e t h a t we a r e aware of on t h e n a t u r e t r a i l . Why i t ' s s t i l l a l i v e i s d i f f i c u l t to say s i n c e i t i s r i g h t beside a dead one. I t may be r e s i s t a n t t o t h e Dutch Elm d i s e a s e . T h e r e i s an O s i e r Dogwood h e r e , d i r e c t l y o p p o s i t e a f a i r l y l a r g e Ash t r e e . T h i s Ash t r e e , i n c a s e you hadn't n o t i c e d p r e v i o u s l y , i s one o f t h e t r e e s t h a t h a s a compund l e a f . You c a n l o o k a t t h e l e a f s t r u c t u r e w h i l e you're o u t h e r e . ALDER OSIER DOGWOOD CINNAMON FERN ELM ( L i v i n g ) HEMLOCK BEECH S P I C E BUSH (break a l e a f ASH & smell) �NATURE TRAIL STATION X I A g a i n t h i s i s an i n t e r e s t i n g s t a t i o n where t h e r e i s an opening i n t h e canopy w h i c h p e r m i t s growth o f a l a r g e number o f b r a c k e n f e r n s . T h e s e f e r n s grow v e r y t h i c k and w i l l o f t e n occupy an a r e a o f l a n d f o r as much as 10 t o 15 y e a r s . Even though t h e y a r e f r a g i l e t h e y keep t h e s u n l i g h t from g e t t i n g i n and a l l o w i n g o t h e r p l a n t s t o grow. T h e r e ' s a l s o a n i c e Hemlock a t t h i s point. The Hemlock h a s been one o f t h e major t i m b e r t r e e s o f t h e p a s t i n making M i c h i g a n an i m p o r t a n t f o r e s t p r o d u c t s t a t e . I t ' s i n t e r e s t i n g t h a t t h e Hemlock a t one t i m e was more i m p o r t a n t f o r t h e b a r k t h a n f o r i t s wood and they o f t e n would remove o n l y t h e b a r k from t h e l o g s and throw away the r e s t of the l o g . On t h e o t h e r s i d e o f t h e r i v e r i s a g i g a n t i c Red Maple. T h i s t r e e i s o f l i t t l e economic v a l u e and you w i l l n o t i c e t h a t dead b r a n c h e s h e r e and t h e r e i n d i c a t e t h e t r e e i s f u l l y mature, and w i l l n o t l i k e l y l i v e many more y e a r s . "WILD BLACK" CHERRY BLUE BEECH GOLDEN BIRCH BRACHEN FERN HEMLOCK MAPLE (hard) �NATURE TRAIL STATION X I I We a r e g o i n g t o s t o p down by t h e river. This i s kind of a demonstration site. T h i s i s t h e south b r a n c h o f t h e L i n c o l n R i v e r w h i c h i s i n p r e t t y good s h a p e , with the exception of vast q u a n t i t i e s of sand b e i n g d e p o s i t e d . Two d i f f e r e n t t y p e s o f , what we c a l l , s t r e a m improvement d e v i c e s have been c o n s t r u c t e d . The two t h a t appear to have l o g s f a s t e n e d t o them a r e c a l l e d d e f l c t o r s and they tend t o keep t h e w a t e r toward t h e m i d d l e o f t h e r i v e r t o p r o v i d e a deeper, more r a p i d f l o w . These a r e s p l i t l o g d e f l e c t o r s , w h i c h have a two t o t h r e e i n c h opening a l l t h e way a l o n g them underneath the s u r f a c e of the water. This prov i d e s a p l a c e f o r c e r t a i n i n s e c t s and o t h e r c r u s t a c e a n s t o grow and c a n a l s o s e r v e a s a p r e s e r v e f o r food growth f o r t h e f i s h . S i n c e we do have t r o u t i n t h e s t r e a m , t h i s makes an i d e a l p l a c e f o r young f i s h t o h i d e from t h e b i g g e r f i s h . Although t h i s p o r t i o n o f t h e r i v e r h a s enough f a l l e n t r e e s and o t h e r d e b r i s i n i t , we have made numerous a d d i t i o n s such a s t h i s u p s t r e a m where i t was q u i t e b a r r e n . You • w i l l n o t i c e t h a t t h e stream has a c o n s i d e r a b l e amount o f shade w h i c h i s v e r y i m p o r t a n t for a t r o u t stream. (This i s because water t e m p e r a t u r e i s q u i t e c r i t i c a l f o r t r o u t . ) The other type o f d e v i c e which i s r e f e r r e d t o as a " r a f t " (although i t doesn't f l o a t ) , w i l l cover a p o r t i o n o f the stream with water flowing beneath i t , T h i s d e v i c e s e r v e s a number o f p u r p o s e s . I t w i l l shade a p o r t i o n o f t h e s t r e a m w h i c h t e n d s t o c o o l w a t e r and p r o v i d e a h i d i n g place f o r the f i s h . ( L a r g e ) HARD MAPLE ( L a r g e ) SOFT MAPLE ASH HAWTHORN ALDER Note: (south o f r i v e r ) (north o f r i v e r ) R i v e r improvement devices �NATURE TRAIL STATION X I I I At t h e t o p o f t h e h i l l we have a n o t h e r T h o r n a p p l e o r Hawthorn t r e e . One o f t h e i n t e r e s t i n g t h i n g s you might f i n d i s an i n s e c t impaled on some o f t h e s p i n e s . The i n s e c t d i d n o t j u s t f l y on t h e r e a c c i d e n t l y , i t was p l a c e d t h e r e by a b i r d c a l l e d a S h r i k e I t i s a s o r t o f s t o r a g e p l a c e f o r t h e i r food. R i g h t b e s i d e a l a r g e t h o r n a p p l e you w i l l n o t i c e a Scotch Pine w i t h green branches growing r i g h t down t o ground l e v e l . In a c o n i f e r o u s f o r e s t t h e growth h a b i t o f p i n e s i s very d i f f e r e n t . B r a c k e n f e r n s a r e abund a n t i n t h i s l a r g e open a r e a b u t a l o n g t h e edges o f t h e o p e n i n g B l a c k C h e r r y and Maple a r e b e g i n n i n g t o grow up above t h e f e r n canopy. As we go from t h i s opening t o t h e parking l o t n o t i c e the gradual t r a n s i t i o n from open f i e l d t o a b r u s h y c o n d i t i o n t o the coniferous f o r e s t . T h i s i s a v e r y good place to observe b i r d s , e i t h e r i n s i d e the brush area or out a t s t a t i o n X I I I . S q u i r r e l s r a b b i t s , and d e e r a r e seen i n t h i s a r e a . P a r t r i d g e s have a l s o been s e e n a t t h i s station. SCOTCH PINE CHERRY (Wild B l a c k ) BRACKEN FERN ALDER HARD MAPLE WITCH HAZEL Note: T r a n s i t i o n Zone from open to f o r e s t . field �NATURE TRAIL STATION X I V T h i s a r e a w o u l d be c a l l e d " s c r u b " l a n d by some p e o p l e and " s h r u b " l a n d b y others. T h i s i s a t r a n s i t i o n zone t h a t w i l l e v e n t u a l l y be a c l i m a x f o r e s t . One t h i n g t h a t w o u l d be a p p r o p r i a t e t o o b s e r v e h e r e i s t h e l a r g e amount o f v e g e t a t i o n g r o w i n g on t h e f o r e s t f l o o r o r t h e " s h r u b land" f l o o r . Notice t h a t there i s a greater v a r i e t y o f p l a n t s . T h e r e a r e many A l d e r t r e e s h e r e , and i f y o u w i l l l o o k o n t h e w e s t s i d e o f t h e s t a t i o n , y o u w i l l see numerous one t o t h r e e i n c h A l d e r t r u n k s c o m i n g o u t o f t h e g r o u n d . Many o f t h e t r e e s i n t h i s area a r e o f t h i s type. There i s a l s o an a p p l e t r e e h e r e and w h e t h e r i t was p l a n t e d by man o r a c c i d e n t a l l y c a n n o t be d e t e r m i n e d . H a w t h o r n e , B i r c h , and many M a p l e s a p l i n g s are j u s t g e t t i n g s t a r t e d a t t h e s t a t i o n . When t h e r e i s an o p e n i n g o r b r e a k i n t h e c a n o p y , t h i s w i l l p e r m i t t h e t r e e s t o grow more r a p i d l y ; t h e Maples w i l l p r o b a b l y t a k e o v e r a t some t i m e i n t h e f u t u r e . There have been f i v e d i f f e r e n t s p e c i e s o f f e r n s i d e n t i f i e d i n t h i s p a r t i c u l a r area. T h i s a r e a has been c h a n g i n g v e r y r a p i d l y the past 3 o r 4 years. The t r e e s a r e b e g i n n i n g t o f o r m a dense canopy w h i c h i n t u r n i s r e d u c i n g t h e amount o f s u n l i g h t w h i c h reaches t h e f o r e s t f l o o r . The r e d u c t i o n o f l i g h t i s i n h i b i t i n g t h e p l a n t g r o w t h and t h e g r o u n d l e v e l w i l l soon b e g i n t o l o o k more open. ASPEN OR POPPLE APPLE ( d o m e s t i c ) ALDER WITCH HAZEL CHERRY (Wild B l a c k ) BLACKBERRY 5 o r 6 S P E C I E S OF FERN HAWTHORN ELM �NATURE TRAIL STATION XV The p i n e s h e r e r e p r e s e n t two d i f f e r e n t species. The ones c l o s e s t t o you a r e Red P i n e and l o o k i n g t o t h e e a s t you w i l l n o t i c e t r e e s w i t h d a r k e r t r u n k s and n o t q u i t e s o s c a l e y bark. I f you were t o g e t up h i g h e r where you c o u l d examine t h e n e e d l e s , y o u would f i n d t h a t they a r e i n f i v e s ; and t h e n e e d l e s o f t h e t r e e s c l o s e s t you a r e i n two 1 s . The o n l y p i n e t r e e w i t h n e e d l e s i n groups o f f i v e i s t h e White P i n e " Therefore, t h e t r e e s t o t h e e a s t o f t h e t r a i l a r e White P i n e and t h o s e a t t h e t r a i l and t o t h e w e s t a r e Red P i n e . As you look t o t h e w e s t , you w i l l n o t i c e t h r e e o r more l a r g e t r e e t r u n k s — t h e s e a r e Aspen o r P o p l a r and a r e r a t h e r mature t r e e s . They a r e P i o n e e r p l a n t s and were p r o b a b l y h e r e a t t h e time t h a t t h e p i n e s were p l a n t e d . These p i n e s were p l a n t e d a s s e e d l i n g s a p p r o x i m a t e l y t h i r t y y e a r s ago. One o f t h e f e a t u r e s t o n o t i c e i s t h e s c a r c i t y o f v e g e t a t i o n on t h e f l o o r o f t h e f o r e s t . T h i s i s t y p i c a l o f a c o n i f e r o u s f o r e s t where v e r y l i t t l e v e g e t a t i o n grows b e n e a t h t h e p i n e s . RED PINE WHITE PINE BACK IN TO WEST ( b i g ) ASPEN NORTH - WHITE BIRCH �NOTES NOTES r �WEST SHORE COMMUNITY COLLEGE P.O. BOX 277 SCOTTVILLE, MICHIGAN 49454 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nature Trail Brochure Subject The topic of the resource A guide to the stations of the nature trail. https://wsccarchives.org/files/original/04c9489c3d65c4135180f6ca47f1f0c6.jpg 0da4d7f779799d63ab4798602b29cb78 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Public Relations Description An account of the resource Anything created by the Public Relations office, or created by the college for the purpose of promotion to external stakeholders. Some of these materials are also for internal use. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data JPEG Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Photomosaic Description An account of the resource A large picture made up of smaller pictures, this photomosaic highlights two of our graduates while bringing together pictures from the history of West Shore. Source A related resource from which the described resource is derived Library files Date A point or period of time associated with an event in the lifecycle of the resource 2016-2017 Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context WS3220 50th Anniversary