{"id":96,"date":"2013-04-26T22:56:46","date_gmt":"2013-04-26T22:56:46","guid":{"rendered":"http:\/\/ct-test-wp.taftcollege.edu\/govcouncil\/?p=88"},"modified":"2013-04-26T22:56:46","modified_gmt":"2013-04-26T22:56:46","slug":"april-26-2013-annual-retreat-minutes","status":"publish","type":"post","link":"http:\/\/committees.taftcollege.edu\/govcouncil\/april-26-2013-annual-retreat-minutes\/","title":{"rendered":"April 26, 2013 -Annual Retreat- Minutes"},"content":{"rendered":"<p><strong>TAFT COLLEGE GOVERNANCE COUNCIL ANNUAL RETREAT <\/strong><\/p>\n<p>April 26, 2013 9:00 am\u20132 pm Cougar Room<\/p>\n<p>Members Present: \u00a0\u00a0\u00a0\u00a0 Kanoe Bandy, Patti Bench, Sheri Black, Brandy Cramer, Sharyn Eveland, Greg Golling, Sandi Graham, Vicki Herder, Kamala Carlson, Velda Long, Dena Maloney, Brock McMurray, Sonja Swenson, and Tony Thompson<\/p>\n<p>Members Absent: \u00a0\u00a0\u00a0\u00a0\u00a0 Jim Nicholas<\/p>\n<p>Guests: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sam Aunai, Eric B\u00e9rub\u00e9, Darcy Bogle, Geoffrey Dyer, Val Garcia, Shelley Getty, Jessica Grimes, Mariza Martinez, and Susan Vaughan<\/p>\n<p>Facilitator: Dena Maloney\/Tony Thompson Recorder: Greg Golling Timekeeper: Velda Long Minutes: Melissa Blanco<\/p>\n<p><strong>\u201cLESSONS ON STUDENT SUCCESS: PRACTICES AT CHAFFEY COLLEGE\u201d-GUEST SPEAKER, LAURA HOPE <\/strong>Laura Hope, Dean of Instructional Support at Chaffey College led the presentation on the development of the Success Center program for Chaffey College In 1999, Chaffey College embarked on a major initiative called the \u201cBasic Skills Transformation.\u201d The program was initially funded by Partnership for Excellence money. Success Centers were developed to ensure that students move successfully through their course work. Embracing the philosophy that \u201call learning is developmental,\u201d Chaffey College has created an academic support structure designed to foster the critical thinking and reasoning skills and strategies necessary to be successful personally, professionally, and academically. The Basic Skills Transformation incorporated a number of wide-ranging, integrated, and structural changes to revolutionize the educational delivery system of the college. Chaffey College Success Centers don\u2019t just offer academic support; they also facilitate curriculum through supplemental instruction. The Chaffey College Success Center network of services enhances the college learning experience through a \u201clow-risk\u201d environment. All of the programming and activity in the Center is faculty-driven and led. Each Center is led by an instructional specialist who oversees daily learning activities along with apprentices, and the program is coordinated by a full-time faculty member. Success Center research indicates that first-time students benefit most significantly from center services, though all students have access to this essential assistance.<\/p>\n<p>GC Annual Retreat 4\/26\/13 Page 2<\/p>\n<p>The program acknowledges that students at any level and in any discipline should have the opportunity to acquire learning tools that they need to succeed in any learning situation and to achieve a measure of confidence in their learning ability.<\/p>\n<p>The program works with faculty to create activities which introduce the student to difficult concepts and ideas prior to tackling the subject in class; this gives the student a reference<\/p>\n<p>Chaffey College supports eight Success Centers: four on campus and four off campus. On campus, students have access to the Writing Success Center, Language Success Center, Math Success Center, and Multidisciplinary\/Reading Center. The College also offers academic support to students through Multidisciplinary Centers.<\/p>\n<p>The development of Student Success Centers led to the development of Faculty Success Center.<\/p>\n<p>This assist in addressing what happens in the classroom and provides new concepts or ideas in how to deliver learning to their students.<\/p>\n<p>For such a major transformation, Laura indicated the following must occur:<\/p>\n<ul>\n<li>Evaluate and state what your philosophy is as a college; this goes beyond a mission statement<\/li>\n<li>Must have a shared vision to the idea; not a \u201cbuy in\u201d<\/li>\n<li>Be patient for results; could take years to develop<\/li>\n<li>Need to have leadership\/support in every group to embrace and put forth the idea or concept<\/li>\n<li>Have \u201ccourageous\u201d conversations<\/li>\n<li>Decisions may have to just be made and implemented for the better of the college<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>NEW ACCREDITATION STANDARDS AND STUDENT SUCCESS <\/strong><\/p>\n<p>Eric B\u00e9rub\u00e9 distributed a packet of information which contained the \u201cTaft College\u2019s Dashboard and Key Success Indicators-2013 April 26, 2013\u201d and \u201c2013 Taft College Student Success Scorecard\u201d.<\/p>\n<p>Eric briefly reviewed the \u201cTaft College\u2019s Dashboard and Key Success Indicators-2013 April 26,<\/p>\n<p>2013\u201d report and its contents. The report contains data for five academic years from 2002\/2003 through 2006\/2007. It goes back several years so that trends can be observed and allows the District to monitor<\/p>\n<p>student success and make improvement in areas. The reports list the KSIs for monitoring student achievement and success as follows:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Course success Rates<\/li>\n<li>Retention Rates<\/li>\n<li>Persistence Rates<\/li>\n<li>30 Unit Rates<\/li>\n<li>Remedial Rates<\/li>\n<li>Career Technical Education (CTE) Rate<\/li>\n<li>Completion Rates<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Some concerns were expressed over the accuracy of the data being presented and used to make decision or priorities.<\/p>\n<p>Some of the definitions were unclear to some members such as use of \u201ccollege level\u201d vs. \u201ctransfer level\u201d. How do the definitions fit in with CB21 Coding?<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GROUP BREAK-OUT SESSION <\/strong><\/p>\n<p>(Led by Eric B\u00e9rub\u00e9, Coordinator of Institutional Assessment, Research, &amp; Planning)<\/p>\n<p>The following were the five break-out groups as follows:<\/p>\n<ul>\n<li><strong>Persistence <\/strong>(Geoffrey Dyer, Sonja Swenson, Sheri Black, Brandy Cramer, and Mark Williams)<\/li>\n<li><strong>30 Units <\/strong>(Vicki Herder, Shelley Getty, Darcy Bogle, Sandra Graham, and Brock McMurray)<\/li>\n<li><strong>Completion <\/strong>(Greg Golling, Sharyn Eveland, Patti Bench, Velda Long, and Tony Thompson)<\/li>\n<li><strong>Remedial <\/strong>(Mariza Martinez, Jessica Grimes, Kamala Carlson, and Susan Vaughan)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ol start=\"5\">\n<li><strong>CTE <\/strong>(Sam Aunai, Kanoe Bandy, Val Garcia, Melissa Blanco, and Dena Maloney) Each group were given the following questions for discussion:<\/li>\n<\/ol>\n<ul>\n<li>What key findings, trends or gaps did you observe that appear to be significant for Taft College?<\/li>\n<li>What issues suggested by the data should Taft College explore further?<\/li>\n<li>How could these data impact institutional priorities at Taft College?<\/li>\n<li>What possible policy implications do the data suggest?<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GROUP #1 \u201cPERSISTENCE\u201d FINDINGS: <\/strong><\/p>\n<p>More interest in data that is more recent \u2013 not that meaningful To learn more, examine persistence of more current cohorts The changes in Accuplacer cut scores might impact definitions of \u201cprepared\u201d Cohort are too small Persistence Overall:<\/p>\n<ul>\n<li>2003-2004, 2004-2005 male persistence data inflated by TCI (Also pg. 8, prepared persistence by age 25 to 49)<\/li>\n<li>Persistence from 2002-2003 is relatively stable<\/li>\n<li>Reason for gender difference Oilfield worker demand fluctuates more for males<\/li>\n<li>If straight out of high school, more likely to persist by this definition<\/li>\n<li>Data is not operationally useful-ok as far as it goes, points us in a direction, but to go further, need more recent, detailed data (gap)<\/li>\n<li>How do we know why students aren\u2019t persisting? (gap)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>GC Annual Retreat 4\/26\/13<\/p>\n<p>Page 4<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GROUP #2 \u201c30 UNITS\u201d FINDINGS: <\/strong><\/p>\n<p>Ethnicity results were not relevant and gender numbers difficult to interpret Why has \u201cunprepared\u201d gone up? Economic reasons? Prepared down 7%, more confident so left before complete More prepared leave possibly to finish at BC (assumption) More unprepared students come to TC (assumption) Keep more current historical information to use to predict and make decisions Data on race, gender Possibly cut classes, wait list so didn\u2019t complete Doesn\u2019t change priorities Restructure Student Services-student success indicators, follow-ups, interventions Student Guides\/peers Mandatory Success Classes Focus on student success and intrusive interventions Focus on the data, data collection Actions that will increase student success Set priorities based on data Repackage course into new degree certificates<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GROUP #3 \u201cCOMPLETION\u201d FINDINGS: <\/strong><\/p>\n<p>Lack of clarity of the definition of \u201ccollege level\u201d and \u201ctransfer\u201d Prepared Cohorts numbers are too small for significance, generally lower than the state average Need to follow-up on \u201cprepared\u201d students Overall trend is increasing in completion rates. Retention and persistence rates are good. Get better data that makes sense to Taft College-Alumni database\/Foundation.Create certificate in Allied Health<\/p>\n<p>&nbsp;<\/p>\n<p><strong>GROUP #4 \u201cREMEDIAL\u201d FINDINGS: <\/strong><\/p>\n<p>Low numbers represented<\/p>\n<p>What constitutes a cohort?<\/p>\n<p>What is the minimum required sample size of a cohort for reliable outcomes?<\/p>\n<p>What % of remedial students represented in \u201cremedial rate\u201d is represented in \u201cunprepared\u201d<\/p>\n<p>completion rate?<\/p>\n<p>What % of 1<sup>st <\/sup>time students who place into remedial courses take them?<\/p>\n<p>How many students who repeat courses are still successful in meeting the completion rate?<\/p>\n<p>Question the validity of the data?<\/p>\n<p>Required all student to take Accuplacer<\/p>\n<p>Implement an expiration date of one semester<br \/>\nLimit multiple measures<br \/>\nNo self-placement<br \/>\nIncrease collaboration between faculty counselors<br \/>\nEncourage FIGs (discipline-specific)<\/p>\n<p><strong>GROUP #5 \u201cCTE\u201d FINDINGS: <\/strong><\/p>\n<p>Sizeable group for CTE programs<\/p>\n<p># of students decreasing in the program, but % increasing in completion<\/p>\n<p>Does not include WESTEC?<\/p>\n<p>Significant difference between male and female completions rates<\/p>\n<p>Would like to see breakdown of the data by part-time and full-time; daytime vs. nighttime<\/p>\n<p>Assumption: Males receiving jobs prior to completing the program or males already working in<\/p>\n<p>the field<\/p>\n<p>&nbsp;<\/p>\n<p><strong>OTHER <\/strong><\/p>\n<ul>\n<li>During the exercise, many of the members agreed the data was far too old to make decisions or policies-not very meaningful<\/li>\n<li>They also felt the definitions were not accurate or clear<\/li>\n<li>Many members wanted more detailed data<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>EVALUATION OF THE RETEAT: <\/strong><\/p>\n<p>Eric will send out a link for the GC members to evaluate the retreat via email<\/p>\n<p><strong>RETREAT ENDED: <\/strong>2:00 pm<\/p>\n<p>Respectfully submitted by:<\/p>\n<p>Melissa Blanco<\/p>\n<hr \/>\n<p><a href=\"http:\/\/ct-test-wp.taftcollege.edu\/govcouncil\/wp-content\/uploads\/sites\/27\/2015\/05\/04-26-13-GC-Retreat-Minutes.pdf\" class=\"mtli_attachment mtli_pdf\">04-26-13-GC-Retreat-Minutes<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>TAFT COLLEGE GOVERNANCE COUNCIL ANNUAL RETREAT   April 26, 2013 9:00 am\u20132 pm Cougar Room  Members Present: \u00a0\u00a0\u00a0\u00a0 Kanoe Bandy, Patti Bench, Sheri Black, Brandy Cramer, Sharyn Eveland, Greg Golling, Sandi Graham, Vicki Herder, Kamala Carlson, Velda Long, Dena Maloney, Brock McMurray, Sonja Swenson, and Tony Thompson  Members Absent: \u00a0\u00a0\u00a0\u00a0\u00a0 Jim Nicholas<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[8,7],"tags":[],"class_list":["post-96","post","type-post","status-publish","format-standard","hentry","category-8","category-minutes"],"_links":{"self":[{"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/posts\/96"}],"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=96"}],"version-history":[{"count":0,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/posts\/96\/revisions"}],"wp:attachment":[{"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/media?parent=96"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/categories?post=96"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/committees.taftcollege.edu\/govcouncil\/wp-json\/wp\/v2\/tags?post=96"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}