Promise Program - eliminate barriers to student success

Structured Academic Pathways - Meta Majors

Guaranteed Admissions and Academic Pathways to Transfer Institutions

Market and align academic pathways with partner high schools

Partner with Bay Area industry for internships and career opportunities (symbiotic relationships)

Create a college-wide climate of equity-mindedness

Professional Development Plan that is inclusive of the college vision and mission and individual PD needs

Innovative, creative and research-based programming to better serve our diverse student population

Sunny Choi, Ruth Miller, Diva Ward, Lizette Bricker

Minimize the financial barrier for transfer students by reducing the time it takes for students to transfer.

Increase participation in multicultural campus events.

Strengthen student support programs focused on student health and wellness.

Increase campus awareness of academic/student services program community involvement.

Grow and promote awareness of campus programs in our surrounding communities.

Increase participation of community partners in the development of our student services and academic programs.

Expand campus programs to serve underrepresented groups.

Increase multicultural awareness training/professional development opportunities for staff, faculty, and students.

24/7 access to campus facilities like library and gym.

Max Hartman, Joanna Dai, Misha Maggi

Promise Pathway- Start at middle school and provide financial and academic support, and career exploration activities to prepare and get the students into college. A guarantee to access to free college. Financial incentives for participation in activities throughout grades 6-12 that are put into a "trust fund" that will pay for Canada College. The measureable outcomes would be increased number of concurrent enrollment, how many enroll, how many are successful. - Margie Carrington

In Service for Change- A service learning co-op career course. An opportunity for non profit organizations and business to get interns and provide college credit for creating change in the community. Measureable outcomes would be number of participants and hours served, and service projects completed, number of participants getting jobs in related fields. -Maria Huning

To reduce barriers to student educational goals (certificate, degree, transfer,) through improved program coordination, an infusion of resources, greater outreach efforts and case management.

Simplify and clarify the the information and process for students to achieve their goals.

Increase student support services that will reduce financial barriers and increase student success and completion in a timely manner.

Identify and address external barriers that impact student success and completion (housing, food insecurities, transportation, legal....)

Develop new and grow existing community relationship designed to address student barriers.

Develop regional relationships with neighboring college districts designed to address common goals.

Plan, develop and provide (staff and fund) an on-campus multi-cultural center

Develop / incorporate effective communication tools to connect to students where they are at and using effective technology

Improve collaboration between student services and instruction

Gloria Darafshi, Jeannie Stalker, Bob Haick, Adolfo Leiva, Soraya Sohrabi

Provide more opportunities for students to learn about campus services and programs.

Increase community events on college campus to highlight college programs and services.

Increase participation in community events to highlight visibility of college.

Increase transparency of housing practices for staff/faculty housing.

Increase the number of units available for staff/ faculty housing.

Develop student housing opportunities and strengthen partnerships with housing programs.

The College Promise Program should include, access to books without cost, as well as the cost of fees being waived for all students and a scholarship for school supplies (computer, software, etc.) and other expenses.

Canada Cody Khan Academy for placement prep/assessment. For students who may get discouraged due to their scores/placement. To improve the success of their placement scores. Will improve completion rates and decrease the follow point in students educational trajectory and improve students retention, completion and success.

Stephen, Luanne, Lucy and Manny

Provide retention services to students by identifying needs caused by specific barriers incurred by students.

Expanding the same services that are offered during the weekdays to students in the evenings, weekends and online students.

Streamlining pathways for students to obtain degree in a more timely manner.

Provide at least two staple events that draw community members, staff and students to the campus each academic year.

Having the college interact and create partnerships with local businesses to provide internship and/or job opportunities with students.

Expand outreach to local 4 year universities where Canada can serve as a "feeder" school.

Collect student feedback on programs/degrees/certificates that are offered at Canada.

Survey local employers on programs/degrees and certificates that are offered at Canada.

Remove external barriers students face such as child care, housing, transportation, health care.

Provide program services that keep students on campus, such as better and healthy food choices.

Expand existing and seek out new partnerships with local businesses and community groups (in addition to job placement, seek financial support such as scholarships, legal support...)

improve relation between high schools and 4 year universities for educational and career pathways.

Detailed organizational chart of student services, easily accessible to students...they will be

Transfer student "boot camp" that includes financial literacy, mentoring, etc....empower students to set realistic goals in regard to transferring

Lists or brochures of Cañada classes offered at facilities off campus... accessible to our students and to the communities

Celeste Kidd, Faye Solair, Rosa Jiminez

Provide students with counseling to assist them to learn and adopt pathways that help them identify and understand the steps they need to take to reach their goals.

Connect student to local organizations related to their field of interest to provide them with clarification of learning opportunities, establishing contact people, mentorship, and additional community resources and referrals.

For students to meet with faculty who can share and provide insight regarding educational and occupational experiences outside of their teaching fields.

students can be taking 6 units and still get full amount of financial aid. SO, have more financial aid support outside of federal financial aid.

Make college free. See CCSF

students must create an ed plan in first semester and have follow up with counselor to go over. This helps students to invest in their education pathway more.

mentorship transition program from highschool to community college

larger scale brown bag (cwa) initiative once a week, dinner/drinks provided in the grove for students to socialize.

Have speaker series for ALL departments

more professional development on racism in America and how it affects students in the classroom

faculty and staff can have access to free language classes outside of ones offered

more access to movies about diversity education

Provide childcare for faculty, staff and students

Provide support for undecided students

Provide a shuttle between smccd campuses

Provide childcare for faculty, staff and students

Provide support for undecided students

Provide a shuttle between smccd campuses

Bring back Kindercaminata or other opportunities for students

Provide a shuttle between smccd campuses

Provide emergency housing for students

Nadya, Sandra, Dega, Stephen

Required Introduction to College course for all incoming students.

Free tuition for all San Mateo County residents.

A required counseling meeting for new students which will explain certificate, AA/AS and transfer requirements. This is a more thorough meeting than the initial counseling contact.

To increase faculty and staff collaboration for the purpose of student retention by establishing events or activities where they discuss and strategize about students.

Cindy Mata, Sandra Rodriguez

Create case management programs (i.e. STEP)-- ID student's needs and address goals

Collaborate with Community Services orgs, such as housing, transportation, food, health care, etc. Break down barriers for learning and completeion

Expand programs at current off-campus sites and create new sites, ie East Palo Alto, Mountain View, East Bay locations. Increase access to progs/services at current off-campus sites ie Job Train, HMB

Collaborate with local high schools to develop clear pathways from hs to CCC through 4 year univ.

Creating new programs related to local industry needs

Collaborate with Community Services Org, such as housing, transportation, food, health care, etc. Break down barriers for learning and completeion

Address equity gaps identfied from recent Equity Plan

More outreach initiatives to under-repped local communities i.e. East Palo Alto. Expand programs at current off-campus sites and create new sites, ie East Palo Alto, Mountain View, East Bay locations.

Increase Housing Benefit for CAN Vet students to level of SKY and CSM-- will increase Vet student population at CAN

Soraya Sohrabi and Nick Martin

To provide for transfer support such as pay for student application fees for those who do not qualify for EOP fee waivers and visit more schools out of the local area and perhaps out of state schools that have WUE (western undergrad exchange).

Provide expanded transportation services to enable student access to day and evening classes, including students from outside of the immediate Redwood City area.

Provide expanded options for shorter-term programs/certifications.

Provide/develop childcare program for childcare services to serve both campus and community.

Increase small business partnerships to enhance campus programs and services.

Faculty Exchange Program - collaborations with other local colleges and/or High Schools

Kathy Kohut, James Aganon, Melissa Alforja

Provide faculty professional development and time to develop or modify Open Educational Resources that can reduce the financial barriers to student persistence. Provide professional development and time for faculty to incorporate Adaptive Learning technology which provides personalized instruction based upon students ability to demonstrate learning outcomes. (also applies to Goal 3)

Establish an Undergraduate Research program that would provide students the ability to learn through conducting research. A UR program can build on the Honors Transfer Program by providing the institutional support for faculty to mentor and engage students with research. Participation in UR has been shown to increase retention, strengthen the pathway to transfer, increase the pipeline of underrepresented students to graduate education, develops critical thinking, creativity, problem solving and intellectual independence that prepares students for the innovation-oriented workforce.

Establish systems by which student use of academic support services is an “opt-out” system instead of “opt-in”. Expand the deployment of peer tutors throughout the college and embed them in lab classes.

Establish a Business Relations department to develop and coordinate external relationships, primarily with industry partners that can provide benefits to the college and our students. Personnel within this department would connecting local businesses with our faculty and our students with the aim of providing financial benefit to the college, internships and employment commitments for certificate/AA degree holding students. A strong internship program would open the door to making our community and institutionally-supported learning lab. The program would establish annual goals for the number of partnerships, internships, graduates hired, and revenue generated. Such a program aligns with District Strategic Goals 2 and 4.

Create a seamless transition from high school to college in which all local high school students begin application process by default unless they opt-out.

Provide institutional support for faculty to meet with high school colleagues to work on curriculum alignment and to better prepare students for the rigor of college courses.

Provide faculty professional development and time to develop or modify Open Educational Resources that can reduce the financial barriers to student persistence. Provide professional development and time for faculty to incorporate Adaptive Learning technology which provides personalized instruction based upon students ability to demonstrate learning outcomes. (listed in Goal 1 as well)

Develop academic pathways that begin in high school transition to college and complete with a degree and/or transfer.

Develop professional experiences with businesses and organizations that provide work and training opportunities for students.

Approach local businesses to build pathways within their employee teams.

Leverage community partnerships to provide practical application of degrees and certificates for our faculty and staff.

Provide on-going professional development opportunities to ensure currency and relevancy in our curriculum and skill set.

Streamline academic and CTE pathways for students for academic and career exploration, and course selection.

Develop a College process for institutionalizing grant programming in order to maintain personnel and facilities to continue supporting student success.

Our current grants provide a variety of services, including but not limited to:
Internships
Customized academic supports (e.g. Embedded Peer Instruction)
Professional development
Services for underrepresented students
Academic preparation programs
Transfer support programs
Work-based learning
Dedicated counseling services for specific pathways
Dedicated space and staffing for programs and services

Without a process for institutionalization, the College has no mechanism for continuing or scaling up innovative and successful programs.

Measurable outcome: Defined process with clear criteria for institutionalizing grant programming that is vetted and implemented.

Contact person: Gohar Momjian

Maintain, support, and promote the College's standing as an Hispanic Serving Institution through continued development of services and support systems.

This includes but is not limited to introducing and scaling up the following programs:
Services for underrepresented students
Academic preparation programs
Transfer support programs
Dedicated space and staffing for programs and services
Outreach and enrollment services
Academic preparation programs

Measurable outcomes: Increased access and success rates for Hispanic Students compared to the general student population; Continued standing as an HSI institution.

Contact person: Gohar Momjian

Those who offer office hours should be available when they say they are, and not leave when they feel like it.

Staff and faculty should go through culture sensitivity training and/or go through a program that helps them be more understanding of the student dynamic on campus.

Encourage, if not assign students and/or others to volunteer at nearby nonprofit organizations (second harvest food bank, tutoring others, visiting elderly, etc). as either a class or a graduation requirement.

Encourage students to get involved on campus by having staff and faculty be aware of student clubs, student senate, student programs - because not only is it our responsibility as students to reach out, faculty and staff should be knowledgeable of what is offered as well.

I think this goes back to the first goal - they share some of the same ideals (equity, student diversity, etc).

Have professors attend student senate events and/or collaborate with each other (outside of ASCC) to hold events on campus, as it seems like student senate is the only group raising awareness on campus through events.

promise program(free tuition for recent high school students), including undocumented students. CSM is trying to get it.

more legal clinic hours, finding continual grant sources

more cultural/awareness focus events, ACSS is the only one doing it and it should be a collaboration with the whole campus.

faculty and staff should have cultural/sensibility training

more update and innovative training

support services for helping retention rates for men of color or previously convicted felons

child care support and expanded services for working adults and parents

increase peer mentor services and incentivize time spent at tutoring

a program for waived tuition for newly graduated high school students to incentivize them to come to community college

make sure issues of gentrification and the housing crisis is being addressed by our campus through housing assistance and awareness events

having a task force dedicated to recruiting underserved students into community college who otherwise would not have a college degree

hire more LGBT+ faculty and build a safer and more inclusive campus through representation

have a specific multi cultural center on each campus to ensure diversity concerns are being addressed by a professional

have college sponsored awareness events on marginalized student rights

More tutoring: Assigned /Personal Tutor for the whole academic year

Expand the Transfer Center (Student Assistant, COLTS for the whole year)

Expand Transfer Agreements with other 4-Year Universities (Out-of-State)

Expand the SLAMers program or similar to it

Collaborate with Redwood City International for outreach out of state/nation

Expand the International Student Center

On campus childcare/ daycare - allows adults/parents and students with children to be able to attend school

Public transportation for far away students - allows students to be able to spend more time at school

Promise program/ free tuition - allows anyone to be able to come to school and improve themselves regardless of economic background

housing assistance for students

legal aid for undocumented people in the community

Staff childcare on campus

Clear process for developing educational programs on campus

Sustainability awareness among faculty & sustainable facilities improvements

We should also have more vocational and professional development programs to make sure that everyone is employed and is able to make enough money in this expensive area!

Workshops for career/major explore

Multilingual staffs to help immigrants/international students to understand the services and programs better

Programs that support students of LGBTQ+ community and to enhance other people knowledge about the community

Open meetings for faculties and students to talk about campus issues or concerns

more student body interaction, relative to majors, or career paths. develop relationships with students of the same social cohort.

More Tutoring services on various subjects (i.e ECE), and instructors to hold study groups.

a meeting/program services/forum/space that student can form societies or communities where students can get together and voice out their opinions and problems

announcements in class relevant to the subject matter (i.e ASCC event, internship opportunities, research opportunities).

easily accessible meditation room

24/7 access to the library (i.e. study group for online learning courses)

Child Care center for students who have the responsibility of a child. Students often have to sacrifice their education and classes because they need to stay behind and care for their children. Having that extra help should rise student completion and success rate.

Affordable and free meals for students who cannot/do not have the privilege to cook at home or are struggling to buy food.

Resting center. I see a lot of students around campus falling asleep in the library or on the floor of certain buildings. A lot of the time students do not have time to rest when balancing with work, school, and other responsibilities that are not visible.

Include a diverse set of activist to come to the colleges to further educate and inform students of their rights and options they might have inside and outside of school.

Remind faculty about their jobs and responsibilities they have towards their students such as the code of conduct. Professors have a job when people around them in which are creating an unsafe environment they have to step up and say something.

Social training for professors so they can not only recognize but be able to talk about important issues that might be affecting students,

Increase funding for tutoring in STEM Center and Language Arts. It is an investment in students, that will probably increase retention and graduation rates.

Have Professors from all subjects encourage their students to become tutors. I have been in a few classes where math Professors encouraged us to become tutors. This has developed me as a student, and helps students on campus.

To build better relationships with near by K-12, have more field trips so that students can see the resources our wonderful campus has to offer.

More advertisements for upcoming scholarships or grants

A series of events were you welcome all the freshman students to our college to build relationships between them.

create a program where students get the opportunity to explore and discover the 4 year Universitie's educational ambiance around the area.

Child care center/program for parents that are taking classes at Cañada.

A quiet meditation room for religious and meditational purposes.

Faculty and staff learning opportunities for technological services

Enhance enrollment strategies that lead to increase enrollment or maintain enrollment

Collaboration among instruction, student services, and budget office to create support for enrollment efforts

Offering Themed Courses—providing a seasonal or topical theme to traditional course to offer an alternative presentation and to promote excitement and draw in new interest. As an example: one university offered a themed version of the introductory chemistry course which met all the traditional needs but did so in the context of beer production. The chemistry of beer has been a success and doubled enrollment in introductory chemistry at that campus.

Improved Transportation Options—work to create new options for students to commute to campus from different communities adjacent to Cañada. Address concerns about the cost, availability, and schedules of existing options.

Coordinate curriculum between high schools and Cañada. Work to effect a collaborative curriculum that stitches together and creates a more effective K-15 learning pathway.

Integrate cultural awareness into existing opportunities for faculty and staff to development. Including events, training, and other development opportunities.

Help people learn how to be better teachers. Provide educational opportunities about the skill of teaching so the wonderful content experts we collect can also be great teachers.

Communities of practice, a collecting of folks in a particular discipline to share ideas and methods of how they create learning experiences.

Reconsider relevance of many part of our curriculum. As we add new topics, consider alternative context to present existing topics and/or break those existing topics into separate courses or even retire them from the program.

Lorena Silva & Nick DeMello

Clear pathway instruction and direction

Connection to academic counseling- SEP

Connect students to relevant Retention Specialist

Bring specific community organizations to our campus

Advisory board and labor market informs curricular design

Trauma informed college (training)

Academic/Career Pathway theme: Establishment and implementation of meta-majors pathways to increase student completion of GE patterns and lower division majors coursework and reduce student major switching (which causes a financial burden on students and increases time to completion).

Adult education sector: Create community education initiative (in parallel with Canada recruiting efforts) to familiarize potential future students on what it means to be a college student (e.g., time commitment/management, study skills, logistical navigation). This will support not only recruitment of students to campus, but retention of the students that we recruit.

Professional Development: Provide professional development opportunities to faculty (e.g. ongoing Flex Day sessions) which address disconnect between educational/social background of most of our faculty (white, 4-year college educated, privileged) and educational/social background of many of our students (POC, community college students, less privileged). This will allow for the creation of ongoing programs and initiatives that more appropriately address actual student needs, rather than student needs as perceived by faculty (this could be assessed by surveying faculty on perceived student needs and students on their actual needs, and then surveying years later, after PD program has been in place).

Katie Schertle, Dani Behonick

The Proactive Retention Initiative: The college will examine the processes and practices of retaining students. This will require a change in campus culture, an increase in collaboration and will help to reduce redundancy for students and college. (The goal would be to establish a new set of expectations which include: Stable Registration dates, an expectation that the campus will organize and participate in proactive registration activities, employ research-based retention practices in follow-ing up with students.)

Initiative to improve the knowledge base of college staff and faculty about the student population and the communities they are part of. Do we know who our students are? What are systematic challenges they face? What are various strengths and assets that we could tap into? What are the most appropriate resources to refer and connect them to?

The Proactive Retention Initiative: The college will examine the processes and practices of retaining students. This will require a change in campus culture, an increase in collaboration and will help to reduce redundancy for students and college. (The goal would be to establish a new set of expectations which include: Stable Registration dates, an expectation that the campus will organize and participate in proactive registration activities, employ research-based retention practices in follow-ing up with students.)

Initiative to involve college practitioners in the college planning process through a coherent professional learning program. As college professionals we are part of a specific field of human development. We can make ongoing professional learning and participation in improvement processes an expectation of employment. Other professions do not 'assume competence', but expect practitioners to engage with, and contribute to a growing body of knowledge about the profession.

Sarita Lopez, Chialin Hsieh, Michael Hoffman, Anniqua Rana

We need a childcare center; our students, faculty, and staff should not have to put their educations and careers on hold because they have children. The impact of this initiative would be measurable by counting days of class/work not missed because childcare has fallen through (as frequently happen) and Ss who are able to complete their courses of study more efficiently.

We also need a free shuttle to take students, faculty, and staff from Sequoia Station to campus (at least). The impact of this initiative would be measurable by counting students, faculty, and staff not late to work who would otherwise be.

A writing center with a full-time coordinator and paid faculty involvement. The impact of this initiative would be measurable through increased student success in writing across the curriculum.

College marketing should include Humanities, Social Sciences, and Visual Arts programs (unlike recently produced films that focus exclusively on STEM). The impact of this initiative would be measurable in the form of increased enrollment in Humanities, Social Sciences, and Visual Arts and greatly increased morale on the part of a large portion of the faculty.

The re-institution of CIETL as a focus of staff and faculty-planned and implemented of staff and faculty professional development. This initiative would be measurable in terms of more staff and faculty participating in and enthusiastic about professional development.

Upgrading older classrooms and offices with smart technology

More support and resources for the honors program including smaller stand-alone classes

More connections with community to foster internships, volunteer opportunities, and career development

More collaboration with other colleges (CSM, Skyline)

Have evening hours for student support services (DRC, Sparkpoint, Counseling).

Increase legal clinic hours and DREAM Center coordination hours to ensure continued access for all students regardless of immigration status.

Transportation shuttles and childcare.

Increase outreach so that other departments are more accessible and visible to the community.

Additional satellite campuses (one on the coast, North Fair Oaks, and EPA)

Connections with CBOs in community (internships)

DREAM Center coordination

Increase in ACES projects (more accessible/ choices for time)

Increase in cultural sensitivity training

Increased resources for language equity (DRC accommodation, counseling); academic tutors who are trained in tutoring students with learning differences

Expand DREAM Center (Hire staff, provide books, longer hours- Legal Clinic)

Expand GE Pathways - establish transfer paths with 4-year

Green lanes for bikes - off pavement walking paths - signed w (natural) history.

Culinary classes. Cafe / commons.

Expand sustainability initiative - CTE, curriculum development, energy & waste

Expand Student Center - Multicultural Center - Prayer & Meditation space

In service of Goal 1, create a music performance program. All programs are required to have an AAT degree, and all music AAT degrees require ensemble performance experience. This would require hiring an additional full time faculty member. The program could be oriented towards commercial music; this would also support the CTE value of individual courses (such as a course on sound editing and mixing software); additionally, evidence from other institutions suggests this is attractive to male students, helping with gender balance. Courses would serve students of all majors, as shown by the high level of interest in music of STEM students.

To keep students engaged on campus, create an informal performance space for music, spoken word and theater. Measurable: number events, attendance; secondary or indirect effects such as formation of performance-oriented clubs, increase in numbers of performance majors; also a positive impact on Goal 2.

In service of Goal 2, Community Connections, establish a performance and lecture series that integrates the arts, career and equity issues. Measurable: number of events; attendance at events; survey of awareness of events. Include transportation to the main campus for these events, or repeat events at remote sites.

5-year public art program, including an annual mural creation process, and additional sculptures. Measurable: number of artworks; surveys of student awareness; number of media articles about our campus as a center of public art.

Child care center: it would be highly beneficial to students, faculty and staff; lack of child care is a huge barrier facing our students in their studies--it keeps them from being successful, from persisting in their courses, and in continuing their courses. Also, faculty and staff would have access to local care, which is crucial. Finally, it would strongly support our ECE students in their practicum.

ESL/SPAN Intercambio: Expand a program that Rebekah Taveau and Sarah Harmon have started, that gets Spanish-speaking ESL students and Spanish-learning students interacting in an authentic dialogue and projects within the respective courses. This is a project that would highly benefit the students beyond the linguistic side; it would get them communicating with a different sector of the campus community, enrich their cultural knowledge, increase motivation for learning the languages and cultures, and promote meaningful language learning. We have been doing this on a very small scale, but it could be expanded--and even beyond our two departments. The success of the program could be measured via student outcomes and student reports. Financial support would go to coordination as well as promotion of events to students.

It would be a great idea to make more connections to local businesses in an obvious way--sponsorships for a variety of events that we have; for public displays of art, music, dance, and theater; for events that will directly benefit the students, the campus community, and the entire community. We need to make people want to come here for more than just an odd class or two; we want people to make Cañada a focus of the community, period! This need to be a job for administration; faculty and staff should not be responsible for this.

Outreach opportunity through outside contracted theater events; increased awareness/ communication method for letting campus community know about diverse theater events

Scale up the GE Pathways effort to include additional paths and more participation of faculty and students.

Revise early-morning class times to accommodate students who have child-care or other responsibilities early in the morning.

Establish a child-care center to address the logistical and financial obstacles faced by students with children. / Different Initiative: Offer more financial literacy to students about state funding vs. federal funding in an effort to increase applicants to the DREAM Application.

Expand counseling services and curriculum to educate new students about the college culture and its expectations.

Bring back the cross-disciplinary project that had one book being read by the entire college community ("One Book, One Community").

Yolanda Valenzuela, Lisa Palmer, and Katie Schertle

Provide free or low-cost child care to students

Monitor campus scheduling changes to ensure that Canada students always have ability to take required classes every semester on campus despite low enrollment in that semester, rather than diverting students to CSM or Skyline

Establish a program that matches faculty mentors to students pursuing careers in that faculty member's area of study

Establish Canada as a certification hub for the community for Frist Aid, CPR and other health certifications

Establish partnerships with other four year colleges
to establish joint programs in tutoring and mentoring of students

Establish a way to connect students with Canada alumni who would volunteer to mentoring and meet with or advise current students on career development.

Faculty/Staff Child Care provided on campus to attract top faculty and staff

Establish an interdisciplinary program in Sports Performance that involve the Athletics, Kinesiology, Health Services and STEM departments, allowing a magnet program in this cutting edge area and providing internship opportunities

Establish Canada athletics as a destination for post high school students as a center of excellence

Collaborate with local businesses to create more certificates for hands-on skills that react to demands of workforce.

Expand programming, like the TLC program, that helps to support instructional equipment such as textbooks, laptops, wireless routers, etc., for students.

Collaborate with local businesses to create more certificates for hands-on skills that react to demands of workforce.

Create a climate that promotes health and wellness on campus, such as walking paths, loaner bikes, and healthy food.

Collaborate with local businesses to create more certificates for hands-on skills that react to demands of workforce.

Expand programming, like the TLC program, that helps to support instructional equipment such as textbooks, laptops, wireless routers, etc., for students.

Create a climate that promotes health and wellness on campus, such as walking paths, loaner bikes, and healthy food.

Diana Tedone, Diva Ward, Ana Miladinova, Dina Zidan

Have administrative and student support services that are consistent with class scheduling, i.e., half of our courses/students attend evening classes, but employee work schedules (other than faculty) do not meet the needs of evening students.

Child care facility on campus: lack of facility impacts all (students and employees), but it disproportionately impacts low income students. Additionally, a child care facility would be an asset for our ECE programs.

Service Learning: provide support for service learning projects that are part of current courses, expand opportunities to other courses.

Before bringing in new initiatives, make sure there's adequate funding and staffing for what we are CURRENTLY expected to do. This includes salaries that are commensurate with the cost of living in the area for all employees.

Establish monitoring and check in and counseling system with students who have more than 45 transferable units and are still matriculating and show no steps toward completing a degree or transfer to a four-year

Work with four year colleges to establish guaranteed admission programs besides the UC TAG and CSU service area guarantees that may not guarantee admission to all majors.

Improve the college's interaction with elementary school academic and athletic programs in the area to establish community links and support the educational mission of the local Peninsula public school system

No Class cancellations in a CTE pathway

Cañada College administrative leaders must support CTE programs and CTE professors. They are the experts and require time to build relationships with the community.

Technology needs For CTE programs specifically building 13

Stronger student alumni organization.

More accelerated degree tracks and/or late-start options.

Counseling to be more informed of correct degree pathways.

To invest in connecting directly with big Silicon Valley companies to get students internships or jobs. Embracing online technical training programs (like Udacity), and integrating them into college programs.

Community Report night/gatherings ala back to school night.

More community advisory boards.

Stronger student alumni organization.

Faculty reunion program, something fun.

Wanda Nalls, Anne Nicholls, Jonna Pounds, Jonathan Wax

Mandatory new student orientation

Dedicated academic counselors for targeted programs

Create ladder programs from community organizations to Canada College

In house professional development certificate (online teaching certificate)

Build community outreach within the departments and the college, and then the greater community

Involve the community, both outside and inside the college.

Facilitate instructional and college wide meetings.

Have counselors help students reach their goals by explaining or directing students on how they should plan their classes according to their time schedules of jobs. some students become overloaded with classes and homework that they are set up not to succeed. They need for their instructors to be available for help to them when they do not understand what it is they are to do.

Establish a child development center to (a) provide childcare services to financially challenged students and (b) to provide educational opportunities to ECE students

Provide no cost transportation options for underserved students in the community, including a direct shuttle from the Menlo Park satellite campus to the main campus.

Provide free tuition to Redwood City, Menlo Park and East Palo Alto residents.

Technology literacy workshops for students. Many students need help with
things like Word Office programs, Google Drive, etc. We can measure outcomes through pre and post surveys.

Maker-Space in library that is open to all students, help support fashion, interior design, engineering, and art. We can measure outcomes through surveys, focus groups, usage statistics, and individual interviews with faculty.

More resources and equipment for DRC students in library and learning center. We can measure outcomes through surveys, focus groups, and usage statistics.

Maker-Space in library that is open to all students, help support fashion, interior design, engineering, and art. This will enrich programs that benefit the community. We can measure outcomes through surveys, focus groups, usage statistics, and individual interviews with faculty.

Technology literacy workshops for students. Many students need help with
things like Word Office programs, Google Drive, etc. We can measure outcomes through pre and post surveys.

Meditation space on campus. Students need a quiet and private place to de-stress, pray, and nap. We can measure outcomes through surveys, focus groups, and usage statistics.

Maker-Space in library that is open to all students, help support fashion, interior design, engineering, and art. This will enrich programs that benefit the community. We can measure outcomes through surveys, focus groups, usage statistics, and individual interviews with faculty.

Diana Tedone-Goldstone, Marie Varelas, Chris Burns, Carlos Luna, Tessa Noriega

Have a copy center on campus for students. Many students have special copy needs for large projects (like interior design), color copies, etc.

Make parking policies clearer for students, staff, faculty, and the general public.

Better way-finding for campus map. The campus can be hard to navigate. More visible numbers on buildings, maps, and names of buildings.

Make parking policies clearer for students, staff, faculty, and the general public.

Better way-finding for campus map. The campus can be hard to navigate. More visible numbers on buildings, maps, and names of buildings.

Have a copy center on campus for students. Many students have special copy needs for large projects (like interior design), color copies, etc.

Diana Tedone-Goldstone, Marie Varelas, Chris Burns

Further develop and research GE Pathways in collaboration with ACES Inquiry groups. This would enable us to combine efforts toward meaningful, relevant, and culturally responsive teaching and other shared goals. (Lisa Palmer, Rebekah Sidman-Taveau)

Link honors and ACES to develop and enhance program and support faculty in their work. This would contribute to the quantity and quality of honors projects.(Lisa Palmer, Rebekah Sidman-Taveau)

Multi-campus degree programs. Example: there is student interest in a commercial/popular music program, and, sprinkled across the 3 campuses, there are enough resources (classes, performance ensembles, equipment) to support such a program. However, no individual campus could currently support a program. Faculty on each of the 3 campuses are interested in cooperatively creating a program. Pilot cross-district degree programs, including music. This also supports Goal 1, as it will allow students to pursue academic and career goals not currently available.

Hybrid distance education within the district. Could a telepresence/virtual classroom extension be shared across the campuses? For example, it would be quite hard to enroll 20 students in a second semester music theory course here; CSM and Skyline offer their courses despite low enrollments. If there was a live face-to-face section offered at Skyline, it could be offered via Skype or some system (perhaps in the Learning Centers) at CSM and Cañada. Benefit to Cañada students – students could complete an AAT in music without having to drive up and down the peninsula . . . (also serves Goal 1)

Launch a Film Studies & Film production program; a cross-disciplinary effort, involving English, Theater, Music, Digital Arts and Animation.

Development – create significant private and corporate donor programs (separate from grants) to support student engagement with the arts (creation and documentation of art, films, music, theater performances; attendance at Bay Area arts events; supporting a performance & lecture series) and other activities (student honors research, student honors travel); additional facilities and equipment support (grand piano, art supplies, film screening room; informal performance space, etc.). Seek major donations for more than just scholarships.

Improved website informational architecture so as to facilitate communication across the various groups. Special focus should be placed on engaging faculty, staff, and administrators and informing about the various functions of the different sections of the campus community.

Improving professional development initiatives to create mentorships among faculty, to encourage participation of all faculty in the standard aspects of campus community service.

Academic Senate Governing Council

PATHWAYS + HOMESCHOOL GROUP OUTREACH ------(This actually applies to all of the goals, but I will just submit it once)

A growing number of well-educated African American parents are keeping their kids out of public schools in favor of homeschooling due to the overwhelming effect of systemic racism in public schools (data available upon request. Seriously, Black children are suspended and expelled at rates exponentially higher than white children, the history books used by public schools sometimes refer to slaves as 'immigrants' and countless other examples exist of aggressions micro and macro which Black children experience in public schools). As a result, there is a growing number of students nearing college age who have been homeschooled and it would be advantageous to their development if they could find a transitional educational place where they could get the additional skills they need to be successful in college and in life.

This initiative could work twofold: part 1 would have professors from various disciplines reach out to the homeschooling networks to offer services to make sure these homeschooling networks are receiving the support they need for their students to be successful. Part 2 would involve having cohorts of these students take classes together that would be on a pathway created specifically for them. While other students would be allowed to take the classes as well, this pathway would allow for designated classes to be geared specifically toward their unique needs and goals. Specifically, the focus would be on the empowerment of African American students specifically. For example: An American History class could cover the usual American History topics, but with special perspective on the role of African American history. Outside of studies of the Civil War, Jim Crow and the Civil Rights movement, traditional (white) American History often overlooks the contribution of Black citizens. The history of Black Americans is also the history of America, as HBCUs around the county have demonstrated time and again. In fact, it should be fairly simple from a curricular standpoint to reach out to HBCUs and adopt some of their standards when it comes to instruction which is specifically geared toward Black students.

As a small school which is interested in pathways (specifically the aspect which allows for classes to be tailored to work together to support a student's meta learning by having the classes be interrelated), we have the agility to be able to come up with classes specifically tailored to this pathway if we have a cohort of students who can fill it. If we establish the relationship with the homeschooling groups in our area, we can potentially get enough interest to sign up entire cohorts to go through the program together. They can, of course, also take other classes, but having a base where they feel comfortable, welcomed and (for lack of a better way of saying it) 'the norm', means they can safely explore places where they might be more in the minority without it being a big deal because the support is still there for them in their primary path classes.

I feel like this is an incredible opportunity to do something entirely new, something that has a measurable success, is a multi-year project, and that is desperately needed at this moment in our history as a country. Even though we will need to reach beyond our immediate community to establish ties to these homeschooling groups, it will benefit our community as well as our school to make these paths available to students in our area. It is absolutely win-win-win for the school, for the students and for our community.

p.s. for more information or for links to data regarding this, please contact Hyla Lacefield at lacefieldh@smccd.edu

Construct classrooms with capacity for two-way interactive video conferencing. Faculty can teach on campus and simultaneously see and interact with students at off-campus locations (East Menlo Park, NFO, Coastside) as well as at sister colleges for enrollment sharing-purposes. This would reduce transportation barrier and better connect the campus with off-site locations.

Increase opportunities for working adults by expanding CWA to include CTE and science degree pathways.

Create annual 1-2 week summer academies focussed on great teaching, educational leadership, equity, etc. Each year a new cohort of faculty and staff will be trained and can serve as mentors for the next year's "students".

Create a network of college-certified coaches to be local experts in assessment, active learning strategies, classroom technology, customer service, effectiveness in leading meetings, team-building.

Create a mentorship program for both faculty and staff to develop leadership.

Develop and implement a comprehensive college-wide approach to enrollment management and student retention. Explanation: We need to discuss as a college why our enrollment continues to decline, what we have done/are doing about it, who needs to be involved, promote our most successful programs, and invest in programs/services that will bring in students and keep them here.

Engage community businesses to validate current programs and identify new program areas. Explanation: We have so many tech companies in RWC now, and we do not seem to be connected with them at all. Our city has changed considerably in the last 5 years, and the college programs have not. We need to examine how our community is changing.

Improve employee morale and engagement. Explanation: Our campus morale and employee engagement is low, and we need to invest resources into making ALL employees feel valued, important contributors to the college mission.

Develop and improve cross-department communication. Explanation: The college has many silos and communication between departments does not work well much of the time. We need to develop a way to get rid of our silos and 'us vs. them' mentality and work together.

Build an on-campus Child Development Center to serve the academic needs of the ECE/CD and Education students as well as many other majors who will ultimately be working with children. This lab should be considered in budget and planning as any other lab is considered ... a cost of offering a program. Would we send our chemistry students to Target to get their Chemistry Lab experience? Would be send out students to Wikipedia to get their research experience? No - we provide Chemistry labs and a Library! This lab would serve a unique population of students ... primarily women in under -served populations. It is unjust to expect omit this critical lab experience for this population.

Build an on-campus Child Development Center to support low income students with the child care support that they need to come to campus and be successful.

Build an on-campus Child Development Center to serve the academic needs of the ECE/CD and Education students as well as many other majors who will ultimately be working with children. The early childhood education industry is large and an important part of the economic stability of the region. Our obligation to the for-profit, not-for-profit and governmental agencies that provide early childhood education services is that we will graduate students who are ready and able to work as teachers in child care programs.

Build an on-campus Child Development Center to serve the academic needs of the ECE/CD and Education students as well as many other majors who will ultimately be working with children. In addition to serving students, a Child Development Center would serve the staff and faculty who are struggling to make ends meet in this high cost region. While the District has been forward thinking in creating low =cost housing opportunities for staff and faculty. A CDC would help to defray the high cost and lack of availability of high quality early childhood education programs.

I propose that the college invest in developing a Dramatic Writing Program through the Theatre Arts Department, that would include writing for the stage, the big screen, and television. No other such program exists in any community college on the peninsula (possibly in the Bay Area, or even California), and could be a major outreach tool for Canada. This would also serve Goal 2 to generate more connection with the community. We need to create exciting, career-oriented courses that could inspire the community to come to us. Anna Budd

Anna Budd, mecklerd@smccd.edu

Strategic Initiative: Establish a dedicated space, resources, and program of activities for ongoing campus-wide professional learning.

Measurable Outcomes:
Needs assessment during the Spring of odd years
Year-long programming (calendar of events) based on data from needs assessment data
Space, resources, and funding that support the programming and campus needs
Increase campus response of Strongly Agree to Q17 on the Participatory Governance Survey by 3% each year the survey is distributed

Contact Person: Erin Moore

Strategic Initiative: Implement an ongoing college-wide professional learning program that engages campus constituents while creating opportunities for innovative practices that promote student success.

Measurable Outcomes:
Expanding and coordinating Communities of Practice with a minimum of 60 different employees participating
A minimum of 3 inter-departmental networking opportunities each academic year with a minimum of 30 different employees participating
Career & personal growth and learning resources for employees
Collective attendance minimum of 90 different employees (outside of Flex Day)
On a 3-point Liker-type scale, feedback on all professional learning opportunities will indicate that the sessions are average to meaningful (2.5 average)

Contact person: Erin Moore

Professional Learning Committee: Chrissy Kincer, Chantal Sosa, Mallory Stevens, Michelle Marquez, Erin Moore