.

TimestampWhat we are doing well in relation to the categories listed above?How can we improve on what we are doing well at the campus, division, department, or individual level?

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3/9/2012 9:59:19The human services adjunct feels that the structure of the overall program is clear and well defined for students.

Good communications with industry in human services which assist is jobs for Canada graduates.

Sci/Tech is doing a good job of presenting and reviewing evidence

All faculty at our table feel that they have the freedom to experiment in the classroom but not that it is particularly encouraged beyond self-motivation.

A lack of in-fighting between divisions and programs contributes to campus-wide prioritization.
Better communication with adjuncts.
Both providing better information about campus or division wide goals and better channels for communicating classroom level needs to administration.

Counseling occasionally still mis-directs students to classes that are not appropriate for the students goals. Faculty at our table teaching transfer courses would like to have a clear record of what courses are necessary for transfer in appropriate disciplines. Handouts!

Transfer students need better (more realistic) information about available space in the programs they are transferring too.

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3/9/2012 10:15:261. Creation of CIETL. Data for program review. Development of MathJam and WordJam.

3. Meetings like this to discuss data and college goals. Conversations in CIETL

4. A number of our programs lead directly to the 4- yr programs with close collaboration. Strategic scheduling of classes with the divisions and across the divisions. Middle College and CIUS.

5. Internships for a number of programs. Engaged advisory boards for programs with strong community connections for workforce programs. MESA. Beginnings of neighborhood college in conversations with community. There are a number of examples of close community connections, especially with CTE programs.
More full-time faculty and more time and space for team meetings/ all college meetings. Paying adjuncts to attend to get more participation. Encourage more cross department collaboration.

Define a college initiative.

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3/9/2012 10:20:161. Professional development, Trustees Grants, CIETL FIN and paying part-timers to come to professional development/flex days encourage inquiry and experimentation.

2. Not so much. See below.

3. There are multiple groups--IPC, CPC, ASGC, SSPC, CC, BC--and those groups meet regularly. The Basic Skills committee is a good example of a committee that is regularly reviewing and acting on evidence in terms of prioritizing actions and spending funds. The faculty hiring works well; input from Program Reviews is considered and acted on. There is disagreement about whether equipment requisition processes also work well. Some say that Program Review data is considered and needs are regularly met, others think not.

4. Departments have set up sequences for the students that make sense; sequences for the Math and English are listed in the catalog. Counseling staff does an excellent job of communicating these to the students to which they have access.

5. Kathy Lipe and MESA bring in local employers and put them in direct contact with the students. We assume that Amelito Enriques communicates a lot with employers because otherwise he would not get so many grants, and we also assume that Kay O'Neill from Workforce development talks to local businesses.
1. It is sometimes difficult to get new courses approved because of technical objections from the curriculum committee. This stifles innovation. Also, despite the message from Ken O'Donnell, that the CSUs want more innovation, the message we are getting from our articulation officer is that we shouldn't innovate but rather make sure that our CORs match those of the CSUs and UCs EXACTLY. This is both confusing (contradictory messages) and demoralizing because is discourages us from doing what we think is best for our students.

2. Communication and collective decision-making needs improvement. Administration does not communicate well with the faculty and staff about prioritization of initiatives, particularly not with the part-time faculty. Decision-making is too concentrated in the hands of administration; there are not enough action items on shared governance agendas. Administration or committees make decisions non-collaboratively and neither the discussions nor the decisions are generalized; lip service is given to shared governance, but broader input is not incorporated.

3. The multiple groups outlined above do meet, but not all of them seem to have power or authority to make decisions; it seems that decisions are made behind closed doors and not transparently. See number 2 above. Also, in the past year and a half/two years, there has been a proliferation of committees; it is impossible to stay on top of the actions of all of them. Some of us want to go back to the simple committee structure of College Council, Budget and Planning, Academic Senate, and Classified Senate.

4. Because of budget cuts, students do not have enough access to counselors, and there needs to be better communication between other faculty and counselors so that the sequences that have been worked out are clearly communicated to the students. We need more counselors!! It is helpful to have counselors come into the classrooms, and, if this is to happen, we need more counselors!!

We also need more reliable follow-up; we often have good initiatives but there is no structure in place, or safety net, to make sure that the initiatives are carried out to the end. Release time for faculty to coordinate programs could help this. All sequences should be published in the schedule and/or catalog.

5. If these conversations are happening, many of the people at our table are not benefiting from it, because they are not communicated to us. We hear about employers generally--how they want critical thinking skills and the ability to work in groups, etc.--but specific information about the needs of specific local employers are not communicated. Also, some people from the community who normally access the college for personal development and might be employers are starting to feel alienated by the focus on transfer, which alienates them.

Also, sometimes when the information IS available (for example, through meetings on campus), we don't have the time to attend them; this ties back to prioritization--there are SO MANY meetings, all of which are presented at an equal priority level; the campus leadership needs to focus its priorities and communicate them more clearly to the faculty and staff. One way to accomplish this would be to pay people to do the things that are deemed particularly important.

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3/9/2012 10:21:161. CIETL promotes actionable inquiry, new areas in international programs, new grants in CEO, sustainable programs, peer mentorship beating the odds program, Math Jam, Word Jam, Trio, women in engineering program, Veteran Rsource Opportunity Center, counselors in the classrooms, HSI grant opportunities to strengthen counseling & orientation, info days preview days for middle school and high school, kindercaminata, student equity committee, evening classes and expanded student services for evening students, more access to health and wellness, psychological services expansion,

2. Strategic directions in educational master plan, focusing in at various meeting levels, going through priorities for hiring, vehicle of shared governance to make it intentional, measure G allocation sections in student services and innovative programs, access minutes on inside Canada, prioritization of facilities & planning, intentional beautiful design of campus.
3. Ditto to 2 response
4. Hiring articulation person, curriculum committee in coordination with articulation officer, counselors engaged in conversation about AAT & AST, math jam & word nam to gt through developmental courses, ESL streamlining courses, DRC assistance to help students navigate successfully, culture of instructors have changed to promote success and opportunity,
5. Sill can work on that. some great examples thus far: catherine frazier, and Cathy lipe successfully connects students with industry, bob Haick with career services
-sustain successful areas in STEM and MESA, expand services such as into arts and humanities, Word Jam for instance or ESL Jam,
-intrusive advising and case management based on disciplines
-tap into great community resources of bilingual partners, businesses, opportunities
-expand community outreach, reach into our coast side and bayside communities, build Neighborhood College
-engage students in participatory action research to critically examine their involvement in research, planning, and implementation of programs
-bob Haick working on internships, connecting with business industry
-expand veterans services considering influx of vets going to college, expand psych services
-link more with foundation, build with alumni for support, build sustainable programs
-invite business people at the roundtable/discussion on what the industry needs are,
build advisory committee
-discipline learning community, meet all professors, having a division open house,
-expand financial literacy, those who don't qualify for grants
-expand center for enterprenual opportunities
-expand peer mentor programs and peer connections
-expand psych services due to heightened mental health & wellness needs
-investigate possibility of support groups
-personal connections to intrusively advise and support students, focusing on retention and building navigational capital

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3/9/2012 10:22:38Members of the Table
Michelle Mendoza – Counseling Services
Ron Trugman – Business
Karen Olesen- Counseling Services
Jo’an Rosario-Office of Instruction
Lucy Nolasco- Financial Aid
Kathy Haven – ESL
Lorraine Barrales-Ramirez - EOPS


#1
• We continue to do experimentation in outreach to the community in a variety of programs.
• Developing programs that continue to recruit and meet the outgoing changing needs of the community.
• At the Vet Center (still in its developmental stage) is providing outreach to veterans to meet their needs such as resources for housing and benefits that they may not be aware of
• Try to bring the vets to community colleges
• International program – recruiting more students
• As a group, we are unaware of any “rewarding actionable inquiry”

#2
• College does have intent in its priorities, but there needs to be more INTIAL communication and input in the collaboration of creating and prioritizing those initiatives.

#3
• We need to meet and streamline our processes for our services (focusing on student services)
• More communication/collaboration at all levels and meeting as a complete division during the semester (again focusing on student services).

#4
• While pathways are clear and coherent for students, we could always have more improvement such as considering programs that provide more vocational and work related skills.

#5
• In Business, there are advisory committees where there is considerable communication with employers.
• Departments are reaching out to the community and employers in their retrospective areas.
• Departments are able to see their effectiveness by having continual (annually) business and contact with organizations.
• Surveys should be considered to gather data more effectively.


See above responses. We discussed all aspects in our posting above.

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3/9/2012 10:26:343. Discussions happen widely and successfully -- Student equity, governance commitees, etc.

4. Alignment of degree pathways is going well, but still a work in progress.

5. Employee advisory board meetings are working in community outreach. Bringing employers to classrooms works, but could be better supported.

3. Focus on SLOs has improved communication amoung faculty, allowed for better review of programs and data.
4. Many commitees, but not great coherence between groups. More communication and documentation would be nice. Information is not necessarily being shared.

1. Experimentation happens but needs more encouragement through promotion, advertising, perhaps monetary rewards. Making resources more accessible, make sure faculty knows where to find them.

1./2. Experimental activities should be connected to the priorities of the college and communicated to the overall college community.

4. Make the pathways accessible to faculty and students -- they are not well known or easily found. They also need to be regularly (once a year) updated.

5. President led conversations with employers. Visibility at high levels is important.

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3/9/2012 10:27:401) Experimentation
a) Web access working well
b) support for innovation/inquiry-based teaching
c) $$ available for professional development
d) new approach to program planning & evaluation (SS 6 team approach)


2) Prioritizing
a) multiple meetings on college "vision"
b) multiple meetings on SLO's
c) CPC - constant conversations on priorities
d) educational master plan
e) CIETL

3) Multiple Group Reviews
a) departmental SLO review
b) oversight
c) review of evidence for WASC accreditation
d) monthly budget review (college dist)
e) this meeting
f) team - 6 program review approach
4) Pathways
a) ECE certificate program
b) chemistry class sequence; MESA
c) common SLO's for core courses amongst CA comm. colleges.
d) finalization of English AA
e) articulation officer
5) Converstions with employers
a) Chem dept >>>>>> ACS, local industry
b) Val (ECE) >>>>>>local comm. groups
c) work development center
d) New career center (bldg. 5)
e) chem department actively working with local farmers on sustainable farming project.
1) training disconnect
balance - assoc. degrees vs. certificates and technical training
flaws in data/readouts, better documentation of students who succed but don't complete.

2) pathways for non-traditional students
(1 course, professional development) students - how do we count 1 course students?

3) our agenda vs their agenda (our definition of success versus students definition)
-division/departmental definitions of "success"

-our goals for them vs. their goals for them

-more interdepartmental "jam" sessions

4) Preplanning and promoting flex day agendas

5) Continue incentives for adjuncts to attend Flex days

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3/9/2012 10:27:50For number #1, group feels that there is lots of inquiry and experimentation but few extrinsic rewards especially for part time faculty. Part-time faculty to take advantage of rewards that are available.There are few instrinsic rewards for this style of restrictive SLOAC. Large proportion of faculty are part-time and therefore are not rewarded for doing extra activities like participating in honor programs and/or for developing new projects. Group feels we are doing well in areas #2 and #3. There are many faculty groups who review grants and decide which new grants to pursue. Many programs have strong program reviews including how to grow programs and/or split programs. The college has very strong instructional and academic leadership.We found that we have a problem with #4. Regarding accessibility, (only certain students can take certain courses at certain times). We need academic courses onSaturdays. On the positive side of #4, we have begun to make changes so that classes meet vocational and transfer students.Vocational programs schedule their courses very well around students needs as compared to academic programs. In area #5 the group felt that we are doing well in outreach for vocational and science programs. In other programs there needs to be more reciprocity of needs/skills/understanding of evidence.1. Give faculty more leeway to structure programs that they create. Consider extrinsic rewards for adjunct faculty.
4. We need more Saturday classes.
3. Committees do a great job at communicating recommendations. What is missing is the power and/or authority to implement the recommendations.

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3/9/2012 10:27:50For number #1, group feels that there is lots of inquiry and experimentation but few extrinsic rewards especially for part time faculty. Part-time faculty to take advantage of rewards that are available.There are few instrinsic rewards for this style of restrictive SLOAC. Large proportion of faculty are part-time and therefore are not rewarded for doing extra activities like participating in honor programs and/or for developing new projects. Group feels we are doing well in areas #2 and #3. There are many faculty groups who review grants and decide which new grants to pursue. Many programs have strong program reviews including how to grow programs and/or split programs. The college has very strong instructional and academic leadership.We found that we have a problem with #4. Regarding accessibility, (only certain students can take certain courses at certain times). We need academic courses onSaturdays. On the positive side of #4, we have begun to make changes so that classes meet vocational and transfer students.Vocational programs schedule their courses very well around students needs as compared to academic programs. In area #5 the group felt that we are doing well in outreach for vocational and science programs. In other programs there needs to be more reciprocity of needs/skills/understanding of evidence.1. Give faculty more leeway to structure programs that they create. Consider extrinsic rewards for adjunct faculty.
4. We need more Saturday classes.
3. Committees do a great job at communicating recommendations. What is missing is the power and/or authority to implement the recommendations.

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3/9/2012 10:28:021. honors program; inquiry -- conversatons with other departments in past couple of years, part of SLO process. rewarding experimentation in that it is being allowed to happen. other rewards?
-puts effort into teaching practices -- CIETL
-tech support good
-responsive with creating committees
-college beginning to reward teaching initiatives w/ release time, grants etc. full backing for learning community w/ time and money faculty led innovation
-conversations across departments
-communication w/ admn greatly improved
-research w/ results that are communicated to us (Greg)
- MESA and support to students in STEM
- CIETL very inclusive for adjuncts (and support for today)
-superior faculty members
-Phi Beta Kappa faculty leaders
-Mike Stanford's tutoring efforts
-time for these discussions on Flex Days, promoting interaction
-equipment budget; good supplies for labs; renting space innovative, kudos to Janet Stringer
-supported field trips
-new programs such as CWA
-support for developing DE; hiring Ricardo
-personalized support to students through small classes
-dedicated staff personalized support and connection with students
-planning councils
-number of recent faculty hires
-College Learning Outcomes
-excellent well-defined path programs like RadTech on the same campus as liberal arts transfer programs
- when ranking hiring positions; more specific justifications needed from planning groups
- CIETL needs more money; facutly advisory board should have full control of budget, such as designation of release time
- create a HSS center like MESA. space and resources for tutoring in writing, etc.
- bring in Diane Ravitch and CSU rep perspective similar to Ken O'Donnel position
- we should share specific student work and our assessments with colleagues within and across departments; share writing assignments with examples of how they are assessed; could lead to discussion of prerequisites
- more sharing of teaching practices in the classroom; sharing topics/issues across classes (comm skills, etc); collegial obseravation unrelated to faculty evaluation
- more sharing of how to get students to a proficient level
- part-time limited to 66% load, but effectively paid at 30% rate
- need better support (pay, space) part-timers to share work on committees
- CWA developed by part-time faculty on donated time
- need to improve efficieny of counseling; need more conselors. counseling appts SHOULD NOT be scheduled during class time
- long way to go on making pathways clear to students
- need to do better at innovative curriculum and manage conflicts with TMC restrictions; address conflict transfer v. innovation
- rethink English placement tests

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3/9/2012 10:28:161. At this point, faculty has to take the initiative to take part in inquiry and experimentation. However, the entire campus is not always aware of the accomplishments that are made across different disciplines. There is no system in place to recognize faculty (i.e. similar to classified nominations) for their ongoing accomplishments. Having a formal system would encourage faculty participation.

2. The college is doing a better job of assigning strategic directions (i.e. EMP).

3. Many groups on campus are constantly reviewing evidence to make decisions to improve student success and access. For example, tutoring, Learning communities, pathways. The college as a whole does a great job of collecting data.

4. Pathways are available for some departments (i.e. ESL, Basic Skills, and CWA). These are successful across campus.

5. College information is shared across the community.
1. There is no system in place to recognize faculty (i.e. similar to classified nominations) for their ongoing accomplishments. Having a formal system would encourage faculty participation.

2. Ongoing review of the process

3. Continue reviewing evidence to implement appropriate changes. Provide opportunities to share important data across disciplines (i.e. increased sharing). It would be great to have increased cohesiveness amongst departments and campus-wide.

4. Not consistent amongst all departments. Leadership needs to exist to be able to make important changes (i.e. importance of cohesion). Additional resources are needed to be able to effectively make changes (i.e. faculty, resources, and staff).

5. Increased collaboration between college and campus community (i.e. local businesses). Need to connect our college programs to jobs/careers to increase student interest and success rates.

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3/9/2012 10:28:181: Campus is supportive of experimentation in content delivery. Innovative instruction methods are supported by department heads. Constant innovation is encouraged. Student services constantly innovating.

2: We are beginning. Today is a good example of prioritizing initiatives and putting the learning outcomes at the forefront of our thinking.

3:

4: We don't do this very well

5: We're doing this a little, but need to be much better at it.

4:
1: Arrange for cohorts of students to share information and work together. Schedule meetings w/faculty during office hours as a group.

2:

3: Get faculty more involved in reviewing and providing input into results. Provide more background data.

4: We can be much better at this. Clearer pathways for students (and faculty) to student's desired outcomes. Define and publish a path for students to follow to achieve desired outcome, whether skill building, certificate, degree, or transfer. Faculty doesn't always know what pathways to completion are.

5: Guide students toward transfer opportunities that will give them the greatest chance of success in their chosen field. De-emphasize those that may not provide the skills that they will need for success.

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3/9/2012 10:29:223. We have multiple group review of new curriculum ideas (departmental and curriculum committee); however, that can stifle innovation and experimentation.

It depends on the scale of the project.
We have very strong shared governance.
If 3 means open-ended brainstorming discussions, we don't really do that.
CIETL is a good start; it has a central location, continuity and consistency.
We have only 2.75 FT tenured counseling faculty, but they manage to do a good job of dealing with student needs (academic and emotional support). Counseling does manage to do quick intervention and help.
Counselors are beginning to use completion and intrusive support as 'anchor points.' Providing support from the beginning.
Department does a decent job of intentional prioritization, although the dean may not communicate it well.
Evidence-rich conversations do happen within P.E.
Shared governance is strong.
Experimentation and taking risk depends on the department. In P.E., different instructors/disciplines can and do allow differing levels of flexibility. Some programs are huge and need structure.
We have conflict with transfer-model curriculum; curriculum committee tends to be discouraging to experimentation.
We don't want more committees to help us figure out what to to; we want to put our evidence and time into work with students.
A lot of effort put into a project (designing a field house) but then no feedback or response from the president or VP.
4. Since last year, SS is moving in the right direction in streamlining information to new students. Also revamping website to clarify information. Getting new software that improves communication with students and with counselors 24/7.
We're targeting an orientation to the men's soccer team; but we also want to be able to provide regular support.
4. Clear pathways in science (MESA); provides constant support and mentorship. Academic pathway is laid out in the schedule and catalog. Also there is an electronic newsletter to all students (scholarships, internships, speakers, club meetings, mentorships, etc.). Brings science students to the MESA center; effective learning center. Has a FT person (Cathy Lipe) as well as supportive faculty to make it function well.
Our student athletes graduate at a higher rate than our general population and other ccs because coaches know the resources and send students to them.
The college president in addition to Kay and Raj connect with the community; making connections with employers.
Counselors are proud of work they do with faculty
We have almost too many deliberative bodies relative to FT faculty.
We are so small that multiple meetings almost stifles discussion.
Often we are so bogged down with being in meetings that we don't have a effective non-f-2-f meetings.
We could be doing a better job of having open free-flowing discussion. How?
Happy hours would be a good idea.
Improve timely feedback and communication from administrators.
CIETL offer more brown bag, enticing, coffee-pot type informal exchanges.
Perhaps we could have more opportunities--CIETL is almost always empty. Maybe we could get a coffee bar in there so people would stop by, grab something, and chat.
We feel like we're trying to do too much sometimes.
Let's try to hone in on a few things and do them well (quality over quantity).
Administrative revolving door--we keep getting advised to try things that worked somewhere else.
We get told to focus on SLOs etc. Why? Evidence that this helps anything?
We should focus on a few things that we think we could improve.
Lack of staffing is an issue.
We need more time to spend with students, each other.
We think person-to-person communication is valuable.
We need a writing lab akin to the MESA center.
We need to do even more connecting students (athletes) to available resources.
We need updates about what people like Ray, Kay, and Jim are doing in the community.
We should integrate counseling (careers, resumes, etc.) more into curriculum.
Improve communication about all of the resources that are available to students.

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3/9/2012 10:33:09#1 Feel encouragement is their at department level. Many existing programs listed. Confused on what reward means.

#2 Feel this is being done. Should we add student services to strategic directions? Do we want a single initiative that is publicized everywhere?

#5. Radiology works closely with employers to make sure training is applicable. They also do internships. What about programs where the outcome is a four year college? Can we speak with them?
#3 Make evidence clearer. Many in our group unsure what this point meant. Make evidence more accessible, user friendly, and synthesize it. For example "how are students doing in next level class?" Need to have data synthesized so we are not wading through it. Need component so we can weigh in on it and give our own comments.

#4 Give a track and have students need to opt out of it so forced to make choice. Worried that single pathways will not address all students desires. Discourages students own investigations and we become factory like. Maybe have strict pathways for basic skills students so that they finish basic skill competencies. Recognize this may discourage students to continue. need to find balance.

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3/9/2012 13:30:38Cañada College is having a resurgence of life with vibrant Center for Life and Leadership Student Activities that include faculty and staff
Cañada is meeting the global market economy trend with its recruitment of foreign students
Cañada Campus rennovation has pulled the campus together
Cañada is creating clear pathways by offering classes that are transferrable to CSU and UC colleges
Cañada College faculty and staff welcome new students and community members by providing committed, friendly support services
Advertise campus activities more effectively on Twitter and PennTV and in County Journal publications
Create Campus Learning Symposiums
Create campus cafe learning/working environment in the new Grove (cafeteria), bringing in outside established food vendors to generate revenue for the college and attract community members to visit campus to meet and participate in campus resources with Subway Sandwich/Salads, Panda Express, Celia's, Mountain Mike's Pizza--similar to Stanford University Food Court Model--that would also provide expanded student employment opportunities and donate food towards a Food Bank for needy students
Pursue a business partnership with a commercial health club like Equinox Health Center Business Partnership to build a new swimming pool/work out center
Create a shuttle service between Cañada College, CSM, and Skyline College to provide more opportunity for students to take classes at all 3 campuses and get an energy-saving grant to fund the shuttle as part of a more sustainable community
Establish a Campus Film Festival
Establish business partnerships with local Venture Capital firms for the Center for Entrepreneurship
Invite more local politicians to speak on campus in a monthly lunch-time speaker series

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3/12/2012 8:12:491. Rewarding, actionable inquiry & experimentation; CIETL; social justice work; some departments do a lot of experimentation, others do not.
2. Dr. E as one example, grants; starting conversations on our priorities & importance of structured pathways
3. Need to do more in this area; we need scheduled times to focus on this with clear agendas, timelines & action plans
4.Clear pathways & coherent structures; connection to UC, CSU, give enough info to students to help them achieve their goals.
5. Evidence-rich conversations with employers. Academic programs need to connect to the needs of employers.
At every planning meeting, IPC,SSPC, CPC, have one area that discussed in depth. Questions asked, groups providing ideas, and then an action idea is determined.