{"id":275,"date":"2015-05-27T23:41:15","date_gmt":"2015-05-27T23:41:15","guid":{"rendered":"http:\/\/ct-test-wp.taftcollege.edu\/govcouncil\/?p=275"},"modified":"2015-05-27T23:41:15","modified_gmt":"2015-05-27T23:41:15","slug":"governance-council-retreat-april-25-2014","status":"publish","type":"post","link":"http:\/\/committees.taftcollege.edu\/govcouncil\/governance-council-retreat-april-25-2014\/","title":{"rendered":"Governance Council Retreat April 25, 2014"},"content":{"rendered":"
\n

 <\/p>\n

Governance Council Retreat <\/span><\/p>\n

 <\/p>\n

April 25, 2014 <\/span><\/p>\n

Phase 1 Connection: Interest to Application Phase <\/span><\/p>\n\n\n\n\n
Phase #1 <\/span><\/p>\n

Outreach<\/p>\n

STEM: Shafter, Ridgeview, Stockdale, Taft College<\/p>\n

HS staff make a difference<\/p>\n

TC presence at BV, TUHS, & MHS<\/p>\n

Financial Aid<\/p>\n

QFS<\/p>\n

Focus on Gateway Courses<\/td>\n

Phase #2 <\/span><\/p>\n

Anecdotal<\/td>\n<\/tr>\n

Phase #3 (want more data) <\/span><\/span><\/span><\/span><\/p>\n

How to track effectiveness of outreach?<\/p>\n

Need to track those who visit with those who stay<\/p>\n

How do we find students<\/p>\n

How do we track those contacts<\/p>\n

Dual enrollment #\u2019s as those who enter TC<\/p>\n

Workforce needs<\/p>\n

Multiple measure effectiveness<\/td>\n

Phase #4 (what more to do) <\/span><\/span><\/span><\/p>\n

STEM trailer to HS orientation days<\/p>\n

ID to help track<\/p>\n

Exit survey<\/p>\n

Coordination of outreach<\/p>\n

Nancy & Sheri contact TUHS<\/p>\n

Consistency in outreach<\/p>\n

Vision & planning<\/p>\n

HS day on campus<\/p>\n

Human contact<\/p>\n

Robust tutoring program<\/p>\n

Require ed plan<\/p>\n

Tackle them earlier<\/p>\n

Proper placement in classes<\/p>\n

The Goldilocks effect<\/p>\n

Develop working group on multiple measures<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\n
1. Required steps are producing more engaged pre-students prior to enrollment <\/span><\/dd>\n
2. Contact: These were the years of section cuts->less advertising, less recruiting, less outreach. Lack of available courses and higher unemployment. <\/span><\/dd>\n
3. \u201cEnrollment\u201d vs actually in a class \u2013 vs waitlist. Are students shopping for open sections? <\/span><\/dd>\n
4. Alignment of Assessment Tests & cut scores \u2013 do students \u201cshop schools\u201d based on test results & placement? <\/span><\/dd>\n
5. High School Students \u2013 Counselor\/Advisor do onsite \u201cCounseling Days\u201d at high school for college preparation. <\/span><\/dd>\n
6. Connect with AVID students, Oil Tech Academy, etc. to talk to students who are already engaged, but maybe we should focus on those who are not as focused and help them get focused.\u00a0 <\/span><\/dd>\n
7. Be the \u201ccollege of first choice\u201d for high school students. Are we \u201ctelling our story\u201d as to why we should be the \u201ccollege of first choice\u201d for graduating seniors? <\/span><\/dd>\n
8. Incentives for students \u2013 gas voucher, free parking, book rental linked to completion of certain milestones (completion of 6 units). <\/span><\/dd>\n
9. Develop a cohort model and use that as part of our outreach message. <\/span><\/dd>\n
10. Do a 2-3 day program in the dorms the summer after a student\u2019s junior high school year. <\/span><\/dd>\n<\/dl>\n
\n
11. Need more student friendly activities that appeal to students \u2013 commuter college \u2013 difficult. <\/span><\/dd>\n
12. Message: Why go to TC for first two years. Look at what students want when selecting a school \u2013 collect data on what is important to a student when selecting a school. <\/span><\/dd>\n
13. Gather data from current students \u2013 what about Taft works well for you? Then capitalize on that. <\/span><\/dd>\n
14. We need to reach the potential students who want to complete a degree. side by side cost comparison with other schools Cal Poly Taft College $_____ $______ $_____ $______ <\/span><\/dd>\n
15. Capitalize on resources we have with agencies: Chevron TC CSUB Employment tuition reimbursement + defined pathway -> student success for re-entry students <\/span><\/dd>\n<\/dl>\n

Services Available: <\/span><\/p>\n\n\n\n\n\n\n
*Dedicated Reason<\/td>\n*Grants<\/td>\n<\/tr>\n
High School visits<\/td>\nMiddle schools<\/td>\n<\/tr>\n
Placement tests<\/td>\nSTEM trailer<\/td>\n<\/tr>\n
Career Fairs<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Data Available: <\/span><\/p>\n

\n
\uf0fc High School Data origin <\/span><\/span><\/dd>\n
\uf0fc Placement Data <\/span><\/span><\/dd>\n
\uf0fc Success rate normal vs late start classes <\/span><\/span><\/dd>\n<\/dl>\n

Data Needed: <\/span><\/p>\n

Late enrollment students vs early enrollment<\/p>\n

Other ideas: <\/span><\/p>\n

\n
\uf0fc Targeted outreach to quality students <\/span><\/span><\/dd>\n
\uf0fc Shape TC\u2019s image to attract quality students <\/span><\/span><\/dd>\n
\uf0fc TC bus to Bakersfield (or not) <\/span><\/span><\/dd>\n
\uf0fc Quality programs (Dental, Athletics) <\/span><\/span><\/dd>\n<\/dl>\n

 <\/p>\n

 <\/p>\n

Phase 2: Entry <\/span><\/p>\n

 <\/p>\n\n\n\n\n
Phase #1 <\/span><\/p>\n

Services<\/p>\n

SI tutoring<\/p>\n

Counseling\/Ed planning\/Degree works<\/p>\n

Financial Aid\/EOPS<\/p>\n

Clubs, ASB, PTK<\/p>\n

Office Hours<\/p>\n

Transfer Days<\/p>\n

Career Days\/Center<\/p>\n

Student Worker Programs<\/p>\n

Scheduling across campus<\/p>\n

Library<\/p>\n

IT & ETUDES Helpdesk<\/td>\n

Phase #2 <\/span><\/p>\n

Degree Works<\/p>\n

Banner<\/p>\n

Anecdotal<\/p>\n

User training & support<\/p>\n

Professional Development<\/p>\n

Gas voucher difference<\/p>\n

Underprepared needs<\/td>\n<\/tr>\n

Phase #3 <\/span><\/p>\n

Training topics<\/p>\n

Earlier Intervention<\/p>\n

Evaluate Tutoring<\/td>\n

Phase #4 <\/span><\/p>\n

Enrollment management issues<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Services Available: <\/span><\/p>\n

\n
\uf0fc Counseling, Advising, Orientation, Career Assessment, Assessment testing, Financial Aid, SSS if needed. Job Placement, Ed Plans <\/span><\/span><\/dd>\n
\uf0fc NOT ALL STUDENTS DO THESE THINGS-SERVICES AVAILABLE BUT NOT REQUIRED <\/span><\/span><\/dd>\n<\/dl>\n

 <\/p>\n

Data Available: <\/span><\/p>\n

\n
\uf0fc Ed Plan VS No Ed Plan <\/span><\/span><\/dd>\n
\uf0fc Financial Aid <\/span><\/span><\/dd>\n
\uf0fc Matric flags VS no matric flags <\/span><\/span><\/dd>\n
\uf0fc Tutoring <\/span><\/span><\/dd>\n
\uf0fc Gatekeeper courses-Success by demographics, pre-reqs <\/span><\/span><\/dd>\n<\/dl>\n

What data would be useful in further evaluation: <\/span><\/p>\n

\n
\uf0fc What courses are they seeking tutoring for? New methods for tracking and evaluating the success of the tutoring program <\/span><\/span><\/dd>\n
\uf0fc Data that clearly shows how tutoring is affecting success so that decisions can be made <\/span><\/span><\/dd>\n
\uf0fc Placement effectiveness- proper placement vs success <\/span><\/span><\/dd>\n
\uf0fc How well are placement tests aligned with what is required in HS courses? Further research on placement\/multiple measures. Placement two or three levels below adds more time for students to get discouraged and drop. <\/span><\/span><\/dd>\n
\uf0fc Probation students-interventions that occur-are those students successful based on the interventions provided by Candace? <\/span><\/span><\/dd>\n<\/dl>\n

How can we better support students as they choose and successfully enter a program: <\/span><\/p>\n

\n
\uf0fc More robust tutoring program <\/span><\/span><\/dd>\n
\uf0fc Making an Ed Plan required during their first semester so they have a path to follow <\/span><\/span><\/dd>\n
\uf0fc Tutoring needs to be revamped to make it more beneficial to students. <\/span><\/span><\/dd>\n
\uf0fc Maybe having remedial students be required to attend some kind of learning\/tutoring lab??\u00a0 <\/span><\/span><\/dd>\n
\uf0fc Consistent evaluation of existing services. What is working well, what isn\u2019t? <\/span><\/span><\/dd>\n<\/dl>\n
\n
\uf0fc Purposeful allocation of resources <\/span><\/span><\/dd>\n
\uf0fc Create faculty driven mentoring sessions for students interested in specific career paths <\/span><\/span><\/dd>\n
\uf0fc Could also do the same idea with classified staff-mentoring sessions <\/span><\/span><\/dd>\n
\uf0fc Focus efforts and resources on those first 2 semesters to get the \u201cgatekeeper\u201d students through their first 15-30 units so that they have more of a chance and motivation to follow through and finish <\/span><\/span><\/dd>\n
\uf0fc Positive information at the beginning-very important. Show them they have the help they need-don\u2019t be afraid to ask for it. <\/span><\/span><\/dd>\n
\uf0fc Early intervention by faculty when students show they might be struggling- refer to various services that may be beneficial to them. <\/span><\/span><\/dd>\n
\uf0fc Students have different personalities and need guidance\/support in different ways. Focus on those particular strengths of the student <\/span><\/span><\/dd>\n
\uf0fc \u201cUniversal\u201d gradebook? Triggers at certain levels\/grades so a flag is sent up to show when students may need services <\/span><\/span><\/dd>\n
\uf0fc Affective Domain- Helping them understand they have it within themselves that they can succeed. Assess for confidence. Strategies and interventions are out there to help those students who may lack the confidence in themselves to succeed. Can develop cohorts with these students. Building confidence together-taking classes together-be successful together. <\/span><\/span><\/dd>\n
\uf0fc Make Financial Aid information a bigger piece of Orientation. Make sure students understand they can apply for financial aid no matter what their income might be. If they don\u2019t apply they\u2019ll never know what they could receive-including scholarships. <\/span><\/span><\/dd>\n
\uf0fc Online \u201ced plans\u201d for every major\/program\/certificate. Make it plain and simple what courses lead to what and make sure it\u2019s all accessible online and clear and precise. <\/span><\/span><\/dd>\n
\uf0fc Develop workgroup on multiple measures and how they\u2019re used and are they used effectively? <\/span><\/span><\/dd>\n
\uf0fc Student Success class mandatory when? <\/span><\/span><\/dd>\n<\/dl>\n

 <\/p>\n

Additional Ideas: <\/span><\/p>\n

\n
\uf0fc Education efforts on front end of what is matriculation and how important it is <\/span><\/span><\/dd>\n
\uf0fc Ed plan required at the beginning for athletes-athlete population is very successful. <\/span><\/span><\/dd>\n
\uf0fc Ed Plan being required in 1st semester would be tremendously helpful for financial aid <\/span><\/span><\/span><\/dd>\n
\uf0fc Workshops\/sessions first few days of school for different disciplines\/divisions. Let students get to know their instructors, bond with other students, and feel comfortable as they start their courses. <\/span><\/span><\/dd>\n
\uf0fc Is tutoring center generating apportionment for non-credit FTES <\/span><\/span><\/dd>\n
\uf0fc Faculty need to be present at \u201cCollege Night\u201d <\/span><\/span><\/dd>\n
\uf0fc Club-website design-students updating the website based on information they receive from all over campus <\/span><\/span><\/dd>\n<\/dl>\n

Phase 3 Progress <\/span><\/p>\n\n\n\n\n
Phase #1 <\/span><\/p>\n

Services<\/p>\n

Ed Plan<\/p>\n

Job Placement<\/p>\n

Resume Help<\/p>\n

Dress for Success<\/p>\n

Interview Help<\/p>\n

Soft Skill training from Career Center<\/p>\n

Internships<\/p>\n

College Central Network<\/p>\n

Comprehensive Ed Plan<\/p>\n

Transfer Degrees<\/td>\n

Phase #2 <\/span><\/p>\n

Earlier grad check<\/p>\n

Require counseling<\/p>\n

Appt. w\/30 degree applicable units<\/p>\n

Holds for registration<\/td>\n<\/tr>\n

Phase #3 <\/span><\/p>\n

Excessive units as roadblock to completion<\/p>\n

Contact Points & Progress Points<\/p>\n

Create exit student surveys<\/p>\n

Use degree works to identify needed coursework<\/p>\n

Study our Children\u2019s Center student priority<\/p>\n

Other funding sources:<\/td>\n

Phase #4 <\/span><\/p>\n

Create internships<\/p>\n

Internship budget for programs\/division<\/p>\n

Perkins?<\/p>\n

Build career planning in the programs<\/p>\n

Career assignment embedded in courses<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\n
\uf0fc What happens between year 2 and 3? <\/span><\/span><\/dd>\n<\/dl>\n
\n
o Major courses <\/span><\/span><\/dd>\n<\/dl>\n
\n
\uf0fc How may have Ed. Plans? <\/span><\/span><\/dd>\n
\uf0fc What are student outcomes for sociology courses and those that are not t college level <\/span><\/span><\/dd>\n
\uf0fc What student support strategies are needed for those students who are below ENGL 1500 so they can become successful? <\/span><\/span><\/dd>\n
\uf0fc How involved are counselors\/advisors in Tutoring\/SI? <\/span><\/span><\/dd>\n
\uf0fc Have some kind of event as a milestone trigger, e.g. \u2018taken 2 out of 5 core classes\u2019 for a response (personal) from faculty to student. <\/span><\/span><\/dd>\n<\/dl>\n

Services Provided: <\/span><\/p>\n

\n
\uf0fc Same as entry <\/span><\/span><\/dd>\n
\uf0fc MAPP <\/span><\/span><\/dd>\n
\uf0fc Online tutoring? <\/span><\/span><\/dd>\n<\/dl>\n

Data Available: <\/span><\/p>\n

\n
\uf0fc Same as entry <\/span><\/span><\/dd>\n
\uf0fc PR data <\/span><\/span><\/dd>\n
\uf0fc Scorecard data <\/span><\/span><\/dd>\n
\uf0fc Transfer data <\/span><\/span><\/dd>\n<\/dl>\n

Data needed: <\/span><\/p>\n

\n
\uf0fc Same as entry <\/span><\/span><\/dd>\n
\uf0fc Transfer data <\/span><\/span><\/dd>\n<\/dl>\n

Other Ideas <\/span><\/p>\n

\n
\uf0fc Online tutoring <\/span><\/span><\/dd>\n
\uf0fc Online other services <\/span><\/span><\/dd>\n
\uf0fc Boost tutoring program \u2013 on campus <\/span><\/span><\/dd>\n
\uf0fc Replicate successful programs (Athletics, Dental Hygiene) <\/span><\/span><\/dd>\n
\uf0fc Barriers: $$$, childcare, transportation, enrollment management, qualified faculty to offer courses at different times, family responsibilities, motivation. <\/span><\/span><\/dd>\n<\/dl>\n

 <\/p>\n

 <\/p>\n

Phase 4 Completion <\/span><\/p>\n

\n
\uf0fc How many students satisfy requirements but don\u2019t get AA? Prior to transfer <\/span><\/span><\/dd>\n
\uf0fc What steps are taken getting students ready? <\/span><\/span><\/dd>\n<\/dl>\n
\n
o Get a \u201cclose\u201d email @ 45 units from graduating <\/span><\/span><\/dd>\n<\/dl>\n
\n
\uf0fc Can we schedule classes better to facilitate? <\/span><\/span><\/dd>\n
\uf0fc Rename\/remake office\u201d hours as \u201cstudent\u201d hours <\/span><\/span><\/dd>\n
\uf0fc Transfer Bridge Program w\/CSUB <\/span><\/span><\/dd>\n<\/dl>\n

Services Available: <\/span><\/p>\n

\n
\uf0fc Degree Audit <\/span><\/span><\/dd>\n
\uf0fc Student list 45 units (mail, personal contact, etc.) text email <\/span><\/span><\/dd>\n
\uf0fc Tutoring, counseling, etc. <\/span><\/span><\/dd>\n<\/dl>\n

Data Available: <\/span><\/p>\n

\n
\uf0fc Tons \u2013 just ask <\/span><\/span><\/dd>\n<\/dl>\n

Other Ideas: <\/span><\/p>\n

\n
\uf0fc Check on students w\/45 units <\/span><\/span><\/dd>\n
\uf0fc Evaluate policy on holds <\/span><\/span><\/dd>\n
\uf0fc ID barriers to see where we can have an effect <\/span><\/span><\/dd>\n
\uf0fc Create scholarships <\/span><\/span><\/dd>\n
\uf0fc Create \u201cculture of completion\u201d STATS, Finite math <\/span><\/span><\/dd>\n
\uf0fc Personalized tutoring for student struggling in one class <\/span><\/span><\/dd>\n<\/dl>\n

Summary: Group Report Out <\/span><\/p>\n

Human Touch:<\/p>\n

\n
\uf0d8 Faculty online <\/span><\/span><\/dd>\n
\uf0d8 Change mindset \u2013 faculty office hours = student hours <\/span><\/span><\/dd>\n
\uf0d8 Non-major contact, e.g. weightlifting <\/span><\/span><\/dd>\n
\uf0d8 1st 3 weeks <\/span><\/span><\/span><\/dd>\n
\uf0d8 Entry = affective domain ->night resources <\/span><\/span><\/dd>\n
\uf0d8 Faculty-driven mentoring groups <\/span><\/span><\/dd>\n
\uf0d8 Faculty role in \u201cstudent success\u2019 issues <\/span><\/span><\/dd>\n
\uf0d8 \u201cRecruiting your commitments\u201d <\/span><\/span><\/dd>\n
\uf0d8 Triggers \u2013 D coach, AD, . . . <\/span><\/span><\/dd>\n
\uf0d8 Connection \u2013 engagement \u2013 Web = head\/heart <\/span><\/span><\/dd>\n
\uf0d8 Intel-Response <\/span><\/span><\/dd>\n
\uf0d8 Clubs, groups, cohorts . . . oh my! <\/span><\/span><\/dd>\n
\uf0d8 @45 units -> email, SARS, letters <\/span><\/span><\/dd>\n
\uf0d8 Personal connection <\/span><\/span><\/dd>\n
\uf0d8 If working how to evaluate? <\/span><\/span><\/dd>\n
\uf0d8 Concierge services <\/span><\/span><\/dd>\n
\uf0d8 D.L. students \u2013 make it a focus <\/span><\/span><\/dd>\n
\uf0d8 More \u201ctouch\u201d right away <\/span><\/span><\/dd>\n
\uf0d8 Everyone having effect <\/span><\/span><\/dd>\n
\uf0d8 Progress checks \u2013 orientation \u2013 exit orientation <\/span><\/span><\/dd>\n
\uf0d8 Elevating conversation on student success <\/span><\/span><\/dd>\n
\uf0d8 Coordinating what we do <\/span><\/span><\/dd>\n
\uf0d8 F2F communication <\/span><\/span><\/dd>\n
\uf0d8 Mindset changes \u2013 silos \u2013 mix it up <\/span><\/span><\/dd>\n
\uf0d8 Creative mix <\/span><\/span><\/dd>\n
\uf0d8 The little things matter \u2013 look up, say \u201chi\u201d <\/span><\/span><\/dd>\n
\uf0d8 Can\u2019t assume enrollment processes are working <\/span><\/span><\/dd>\n<\/dl>\n
\n
\uf0d8 Branding \u2013 being first choice <\/span><\/span><\/dd>\n
\uf0d8 \u201cPhysics\u201d students on BC campus <\/span><\/span><\/dd>\n
\uf0d8 HS day on campus \u2013 all clubs <\/span><\/span><\/dd>\n
\uf0d8 HS open house \u2013 Saturday <\/span><\/span><\/dd>\n
\uf0d8 At assessment \u2013 Ask students <\/span><\/span><\/dd>\n<\/dl>\n
\n
\uf0d8 Priorities \u2013 the \u201cquick\u201d fixes <\/span><\/span><\/dd>\n
\uf0d8 Categorize <\/span><\/span><\/dd>\n
\uf0d8 Do things that will make a difference (build into evaluation) <\/span><\/span><\/dd>\n
\uf0d8 What can we do early? <\/span><\/span><\/dd>\n
\uf0d8 Ask the students so they know you care <\/span><\/span><\/dd>\n
\uf0d8 Make it systemic & routine (purposeful commitment) <\/span><\/span><\/dd>\n
\uf0d8 Remove institutional barriers <\/span><\/span><\/dd>\n
<\/dd>\n<\/dl>\n<\/div>\n
\n

2014.04.25-Retreat-Notes1<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

  Governance Council Retreat   April 25, 2014 Phase 1 Connection: Interest to Application Phase Phase #1 Outreach STEM: Shafter, Ridgeview, Stockdale, Taft College HS staff make a difference TC presence at BV, TUHS, & MHS Financial Aid <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[9],"tags":[],"class_list":["post-275","post","type-post","status-publish","format-standard","hentry","category-additional-material"],"_links":{"self":[{"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/posts\/275"}],"collection":[{"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/comments?post=275"}],"version-history":[{"count":0,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/posts\/275\/revisions"}],"wp:attachment":[{"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/media?parent=275"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/categories?post=275"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/tags?post=275"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}