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FRONT COVER

theRPgroup the Research & Planning Group for California Community Colleges

October 8 - 10, 2014

Strengthening Student Success

CrossingBoundaries


Shared Responsibility

October 5-7, 2016Hyatt Regency Orange County

C o n f e r e n C e P r o g r a mPresented by the Research and Planning Group

for California Community Colleges (RP Group)

in collaboration with the California Community

Colleges’ Success Network (3CSN), Career Ladders

Project (CLP), and LearningWorks

Wednesday, October 5 Breakfast on your own8:30 – 6:00 Conference Check-In/Information Desk | Grand Foyer8:30 – 6:00 Exhibitor Displays | Grand Foyer9:30 – 11:00 Welcome and Keynote Address | Grand A-D11:00 – 11:30 Coffee Break | Grand Foyer11:30 – 12:30 Breakout Session 112:30 – 1:45 Lunch, sponsored by GradGuru | Grand Foyer 12:45 – 1:00 Conference Announcements and News from Partners

2:00 – 3:15 Breakout Session 23:15 – 3:45 Coffee and Cookies Break, sponsored by Nuventive | Grand Foyer3:45 – 4:45 Breakout Session 35:00 – 7:00 Reception | North Tower Pool Deck

Thursday, October 6 7:30 – 5:00 Conference Check-In/Information Desk | Grand Foyer7:30 – 5:00 Exhibitor Displays | Grand Foyer7:30 – 8:30 Continental Breakfast, sponsored by College Futures Foundation | Grand Foyer8:30 – 10:00 Breakout Session 410:00 – 10:30 Coffee Break | Grand Foyer10:30 – 12:00 Breakout Session 512:00 – 1:30 Lunch, sponsored by eLumen | Grand A-D 12:15 – 12:30 Conference Announcements and News from Partners

1:45 – 3:00 Breakout Session 63:00 – 3:30 Coffee and Brownies Break | Grand Foyer3:30 – 5:00 Closing and Keynote Address | Grand A-D5:15 – 6:45 California Community Colleges’ Success Network (3CSN) Reception | Garden 3 and Patio

Friday, October 7Breakfast on your own8:00 – 9:00 Post-Conference Check-In/Information Desk | Grand Foyer9:00 – 1:00 Post-Conference Workshops (boxed lunch included)

Schedule Overview

INSIDE FRONT COVER

Save the Date — SSSC 2017The 2017 Strengthening Student Success Conference will be held October 11 -13 at the Hyatt Regency San Francisco Air-port, Burlingame, CA. Visit www.rpgroup.org for basic details and periodic updates starting in January 2017.

2017

Strengthening Student SucceSS conference: Shared reSponSibility | oct 5 - 7, 2016 1

2 Conference Information

3 Conference Goals and Strands

4 Speakers

6 Events

Wednesday, October 5

7 Breakout Session I

11 Breakout Session 2


Thursday, October 6




Friday, October 7

31 Post-Conference Workshops

34 Conference Partners, Sponsors, and Exhibitors

44 Acknowledgements

46 Map

Table of Contents

Presented by the Research and Planning Group

for California Community Colleges

(RP Group) in collaboration with 3CSN,

Career Ladders Project (CLP), and LearningWorks


Shared Responsibility

October 5-7, 2016Hyatt Regency Orange County

2 Strengthening Student SucceSS conference: Shared reSponSibility | oct 5 - 7, 2016

Conference Information

Conference Check-In/Information DeskThe desk is staffed at all times during conference hours. Staff can assist with local information and questions about the conference. We have visitor guides, restaurant lists, and area maps available.

Name BadgesPlease wear your name badge, as it is your ticket to sessions and meal functions. You must have a badge in order to participate in all aspects of the conference.

Win Free Conference RegistrationIn your packet, there is a card with an invitation to share your biggest “light bulb” moment during the conference while it is still fresh in your mind. Turn in your completed card at the Information Desk by 3:30 pm on Thursday, October 6, and we will enter you into a drawing for a free registration to the 2017 Strengthening Student Success Conference at the Hyatt Regency San Francisco Airport. The drawing will be held during the Closing and Keynote Address on Thursday. You do not need to be present to win.

Hotel Information and ServicesThere is complimentary Wi-Fi in all public areas. There are hard-wired internet portals throughout the lobby seating areas. Please stop by the Front Desk to obtain your hard wire for complimentary use in these areas. The hotel has a smoke-free policy. The two outdoor swimming pools are heated and offer hot tubs and sun decks. The 24 hour StayFit™ Gym offers both cardiovascular equipment and free weights. The atrium lobby is home to two restaurants. TusCA Restaurant is open for breakfast and dinner and features Tuscan-inspired cuisine with locally-sourced fresh ingredients. OC Brewhouse is open for lunch and dinner with an expansive bar menu, local microbrews, and cocktails.

Check-in time is 4:00 pm. Check-out time is 12:00 pm. PDA check-in is available. Bags may be stored with the front desk staff as needed prior to check-in for a $25/room fee.

Ground Transportation and ParkingWe have negotiated a discounted overnight and day self-parking rate of $8/day. Valet parking is $22/day. SuperShuttle or taxi are your best options for airport transportation unless you plan to rent a car. The hotel concierge is available to assist you with your transportation needs. There is also shuttle service to and from Disneyland® Resort for a fee of $5/day.

Evaluation FormAn online conference evaluation link will be sent to you following the conference. Your feedback is important to us for future planning. We encourage you to take the time to complete the evaluation by Friday, October 21.

Conference Goals and Strands


Strengthen understanding of critical issues that shape student success in California community colleges

Share practical examples of how colleges are helping to improve student success

Apply concepts highlighted at the conference to participants’ own work

Deepen ties to colleagues and build networks with other community college educators

Strengthen connections and collaboration between community college practitioners and K-12, adult education, and higher education partners; students; and other stakeholders

Increase participant capacity to lead, to participate in collaborative leadership, and to support others in growing as leaders

Creating Coherent Pathways Fundamentally rethinking and restructuring how students connect to, enroll in, progress through, and successfully complete their goals, with a focus on the partnerships and pathways that support strong transitions throughout students’ educational journeys; includes providing continuity between departments and divisions, across educational institutions, and among community organizations and employers.

Supporting College ReadinessImplementing innovative approaches (e.g., redesigned basic skills sequences, accelerated options) that transform students’ experience in the courses they take when transitioning to college and the process of placement for those courses (e.g., use of multiple measures).

Learning in the Classroom and BeyondShowcasing specific pedagogical approaches, with particular attention to active learning in the classroom and beyond; includes tutoring, academic support, approaches that address the affective domain, and those that use technology.

Integrating Student Support and InstructionBuilding linkages between student support and instruction to address learner needs at all stages of the educational experience; includes delivering “front door” services, completing meaningful education plans, implementing SSSP plans, and providing ongoing support.

Professional Learning—Building a Culture of Improvement

Designing and delivering opportunities that encourage collegial learning across traditional silos to engender a culture of improvement; includes structures and processes for professional learning, and reflections on and outcomes of these experiences.

Conference Goals

Conference Strands

Developing Leadership at All Levels of the Institution

Addressing larger leadership issues intertwined with vision, direction, and management concerns, such as building common framework for action; includes cases of effective leadership, efforts to develop critical leadership skills, and approaches to

fostering nontraditional leaders.

Civic Engagement and Social Justice

Exploring the mutual benefits that students and colleges gain when they go beyond classroom boundaries; includes courses and extracurricular activities, models for bringing the community to campus, and approaches for promoting quality of life in the community.

Transforming the InstitutionUnderstanding how colleges can simultaneously respond to external accountability requirements and build internal capacity for and commitment to educational transformation; includes integrated planning, Equity Plan implementation, accreditation preparation, and institutional effectiveness initiatives.

Critical Topics for California Community Colleges

Highlighting the intersection of policy and practice, including sessions on design for equity, foster youth, institutional effectiveness, mathematics content across sectors of the educational system, program mapping as part of college transformation, and findings from national programs.

Facilitated Topical Conversations


Speakers

Coming Together for the Next California: Demographic Change, the Future of Work, and Our Shared Future

Wednesday, October 5 | 9:30 – 11:00 | Grand A-D

California is like America on fast forward. Demographic changes, rising inequality, and dramatic economic restructuring that are contributing to social tensions across the country happened in California first. As a result, California is well positioned to provide leadership in finding solutions to our pressing social and economic challenges. What is the future of work that California students of today are likely to face? Community colleges play an increasingly important role in our economic future. How can we lead with new models that can re-energize the California Dream by making equity central to policy and practice? We will explore what these broad demographic, social, and economic trends mean for educational and training paradigms, and discuss the roles that community college leaders can play in shaping our collective future..

Dr. Chris BennerProfessor of Environmental Studies, University of California, Santa Cruz and Executive Director of the Everett Program

Chris Benner is a Professor of Environmental Studies at the University of California, Santa Cruz, and the Executive Director of the Everett Program. His research focuses on the relationships between technological change, regional development, and structures of economic opportunity, focusing on regional labor markets and the transformation of work and employment patterns. Dr. Benner’s recent book, co-authored with Manuel Pastor, is Just Growth: Inclusion and Prosperity in America’s Metropolitan Regions, which helps uncover the processes, policies, and institutional arrangements that help explain how certain regions around the country have been able to consistently link prosperity and inclusion. Benner’s work has also included providing research assistance to a range of organizations promoting equity and expanded opportunity, including the Coalition on Regional Equity (Sacramento), Working Partnerships USA (San Jose), the California Labor Federation, and the Congress of South African Trade Unions, among others. He received his PhD in City and Regional Planning from the University of California, Berkeley.


Speakers

Building a New College: Lessons Learned Thursday, October 6 | 3:30 – 5:00 | Grand A-D

Higher education has never paid more attention to enhancing student success, retention, and graduation than now. Community colleges are currently the focus of unparalleled attention, and support. In higher education circles and state and national agencies, there exists a collective sense that community colleges must raise their game and have higher expectations for their success in serving the students who will define the country’s future. In 2012, the City University of New York (CUNY) opened Stella and Charles Guttman Community College, drawing upon the best practices of other colleges and research findings on student success. From our experiences at Guttman, we will explore: What happens when students follow a guided pathway? When there is no separate developmental work? When there is sustained attention to learning outcomes using an electronic portfolio? What characteristics define this new community college? What elements are transportable to other colleges? What can California community colleges learn from this experience?

Dr. Scott EvenbeckFounding President, Guttman Community College

Dr. Scott Evenbeck joined City University of New York in 2011 as the founding president of Guttman Community College. Previously, Dr. Evenbeck served as professor of psychology and founding dean of University College at Indiana University-Purdue University at Indiana (IUPUI). He joined the IUPUI faculty after completing his master’s degree and doctorate in Social Psychology at University of North Carolina, Chapel Hill. While at IUPUI, Dr. Evenbeck played a major role in key initiatives to support student achievement, including efforts to keep students in college. Long involved in designing, implementing, and assessing first-year experience programs for students, Evenbeck has given more than 100 presentations at academic conferences, and has written articles and chapters on academic achievement and persistence. Dr. Evenbeck also served as a taskforce advisor for the Foundations of Excellence in the First College Year and as a board member of the American Conference of Academic Deans and other national associations. In 2009, the National Learning Community conference recognized him with the lifetime achievement award.


Conference Reception Wednesday, October 9 | 5:00 – 7:00 | North Tower Pool Deck

Join us to unwind and relax following a great day of sessions. Take this opportunity to network with colleagues and vendors in a casual setting. Light hors d’oeuvres provided. No host bar.

California Community Colleges’ Success Network (3CSN) Reception (all attendees welcome)

Thursday, October 6 | 5:15 – 6:45 | Garden 3 and Patio

Want an opportunity to connect and discuss innovative ways for improving student success on your campus? Please join us for an opportunity to meet your local 3CSN regional coordinator and community of practice members, who will be there to discuss with you our great opportunities for facilitating student success and network building through 3CSN professional learning. This conference is always such a wonderful venue for reuniting with 3CSN colleagues and building new connections to further strengthen the network. In addition to socializing during this reception, 3CSN hopes you will drop by our table during the conference to chat, pick up a copy of our newsletter, and learn about 3CSN’s professional learning events for 2016-2017. 3CSN is the professional learning component of the California Community College Basic Skills Initiative and supports multiple professional learning opportunities such as Reading Apprenticeship, Habits of Mind, the Threshold Project, the California Acceleration Project, Career Technical Education, and the brand new Learning Assistance Project.

Events


Dual Enrollment and the Toolkit to Get You There

Strand: Creating Coherent Pathways | Room: Garden 3

Participants will identify and address barriers to dual enrollment, ask “burning questions,” and be introduced to a new resource—an online Frequently Asked Questions (FAQ). As a first step in the toolkit development, the FAQ responds to the most urgent questions related to AB 288 implementation and dual enrollment in general. We will highlight promising practices related to providing historically underrepresented students with opportunities to earn college credits while they complete their high school diplomas. The intent of the FAQ, and ultimately the toolkit, is to provide specific, concrete guidance and evidence to interested college administrators, faculty, and staff who are planning to build secondary partnerships to support dual enrollment efforts for this target population. The workshop will help participants in understanding resources available for dual enrollment.

Naomi Castro, Career Ladders Project; Stephanie Rodriguez, El Camino College; Tom Spillman, Mt. San Jacinto College; and Rogéair Purnell, RP Group

Skill Cluster Based Pathways: A Must for Career Technical Education

Strand: Creating Coherent Pathways | Room: Grand Ballroom E

Multiple state-level initiatives call for developing pathways that span high schools and community colleges with a goal of leading to locally relevant, economically sustainable jobs/careers (e.g., DoingWhatMatters for Jobs and the Economy and California Career Pathways Trust). However, to develop industry informed, structured, and coherent K-14 educational programs for career pathways, stakeholders must understand local industry sector needs, including relevant skill clusters that surround them. Deputy Sector Navigators can play a supportive role in convening K12 and community college partners around regional industry sector and employer needs, and contribute to strategy development for addressing industry skill gaps through skill cluster based pathway development. This session will explore successes and challenges associated with leveraging a DSN and include lessons learned from the work of the Advanced Manufacturing 101-Central Valley Initiative.

Gurminder Sangha, College of the Sequoias; and Valerie Lundy-Wagner, Jobs for the Future

Summer Advantage: A Collaborative Model for Building the Future Through College Readiness

Strand: Supporting College Readiness | Room: Garden 4

Norco College, a 2015 Bellwether Award recipient, along with its local school district, developed a unique first-year experience for graduating seniors to address the challenges in connecting incoming students to college and the lack of college-readiness skills. We derived our solution from intensive faculty and administration collaboration to launch Summer Advantage. Students placing below college-level participated in workshops allowing them to demonstrate their true abilities in mathematics and composition. Most students subsequently placed one to three levels higher and demonstrated success in their first-level mathematics and English courses. Students received a Student Education Plan, early registration, guaranteed English and mathematics enrollment their first college year; and conditionally ready students, earning a C or better in their approved senior course, advanced to college-level readiness.

Greg Aycock, Melissa Bader, Diane Dieckmeyer, Monica Green, John Moore, and Jason Parks, Norco College

Breakout Session IWednesday, October 5 | 11:30 - 12:30


Adult-Education College and Career Educational Leadership (ACCEL): From the Coast to the Bay

Strand: Supporting College Readiness | Room: Grand Ballroom G

San Mateo County adult schools and community colleges serve students across the county. Students face academic, cultural, and geographical challenges in transitioning from the Adult Schools to Community Colleges in the region. To address some of these challenges, the Adult-Education College and Career Educational Leadership (ACCEL) collaborative has created a coalition of adult schools, community colleges, and partners throughout the region by creating bridges and providing wrap-around transition support. The presentation will focus on the Career Pathways Bridge concept based on the Minnesota FastTRAC Adult Career Pathways, an innovative strategy that integrates basic skills education, career-specific training, and support services to meet the needs of working adults. Participants will discuss the implementation of these concepts in the collaborations between Cañada College, Sequoia Adult School, and La Costa Adult School.

Gregory Anderson, Jenny Castello, and Anniqua Rana, Cañada College; and Lionel DeMaine, Sequoia District Adult School

Leveraging Prior Learning and Student Competencies to Improve Student Success

Strand: Learning in the Classroom and Beyond | Room: Pacific

Credit for Prior Learning (CPL) and Competency-Based Education (CBE) are increasingly being looked to as strategies to help non-traditional students reach their educational goals, improve their employment outcomes, reduce time to degree, and manage growing educational costs. Yet these strategies remain underutilized, particularly within the California Community Colleges system. Policy barriers at the college, district, state, and federal levels limit the implementation of CPL and CBE strategies. The RP Group, the Counsel for Adult and Experiential learning (CAEL), and Moran Technology Consulting were commissioned by the Los Angeles Area Chamber of Commerce to conduct a sweeping analysis of the CPL and CBE policy landscape. The session will review findings and recommendations that emerged from this research.

Alma Salazar and Paola Santana, Los Angeles Area Chamber of Commerce; and Ireri Valenzuela, RP Group

Moving to Scale: Developmental Math Redesign in the Thousands

Strand: Learning in the Classroom and Beyond | Room: Grand Ballroom F

Santa Ana College has just successfully completed its first full year of full implementation of its developmental math redesign. The presenters will share their redesign process, their successes and challenges of full implementation, and their data viewed through the lens of equity. The department transformed the developmental math sequence by creating two pathways (SLAM and BSTEM)—accelerating Elementary and Intermediate Algebra into a one-semester, six-unit course for each pathway and radically altering the pedagogy of the new classes. Bringing the transformation to scale (50 sections in fall 2015) presented new challenges and impacted measuring success. The presenters will share assessment results including successes and challenges for equity issues.

Lynn Marecek, Lisa McKowan, Martin Romero, and George Sweeney, Santa Ana College


EESI (Extremely Early Support Innovation): Re-envisioning and Garnering Support for an Early Alert System and Beyond

Strand: Integrating Student Support and Instruction | Room: Garden 2

Faculty and administrators from Irvine Valley College (IVC) joined forces to determine how to better support student success. A prior unsuccessful attempt at an early alert system left a general sense of skepticism on campus. Using a collaborative, data-driven approach, IVC’s Leading from the Middle (LFM) team re-envisioned and designed a new system, the Extremely Early Support Innovation (EESI) tool, for use in identifying struggling students across a multi-college district and “nudging” them to engage with support services. Students in need are targeted for timely support at the point in time when they need it, thereby increasing their chances for success. Focusing on the timing and message to students, IVC’s team successfully re-launched this important initiative, including predictive analytics results for incoming students.

Arleen Elseroad, Craig Hayward, Rebecca Kaminsky, and Robert Melendez, Irvine Valley College

Equity Happens in the Classroom: A Professional Development Program for Systemic Change

Strand: Professional Learning: Building Cultures of Improvement | Room: Garden 1

This presentation focuses on a new faculty professional development program at Butte College that addresses equity gaps at the course and classroom level. All of our students come to us with life-changing hopes, dreams, and goals, and we want to believe that all of our students leave our classrooms one step closer to achieving them; but, that is not always the case. System-wide and college-level data suggests that our institutions do not offer the same opportunities to all student groups. We plan to share our program for helping faculty to (1) access data about how different groups of students are performing in their courses, (2) develop processes and tools for inquiring into their own practices, and (3) build a community of support with others who are also seeking to engage in more equitable pedagogical practices to improve outcomes for all of our students, not just some of them.

Monica Brown, Sarah Klotz, Katherine MacKinnon, and Emelia Michels-Ratliff, Butte College

Tools and Processes to Make Your Life Easier: Integration at its Best for Planning

Strand: Developing Leadership at All Levels of the Institution | Room: Salon I

The Institutional Effectiveness Partnership Initiative (IEPI) is ready to showcase key integrated planning practices, processes, and frameworks from across the US. This session will allow you to experience the Professional Learning Network as you’ve never experienced it before. Attend and be ready to participate in guided discussions about the Network’s content and principles and imagine how this work could impact your college’s planning. Share your thoughts on how to keep the Network fresh and re-energized and what else needs to supplement the Network to acknowledge the different cultural contexts of each college (e.g., building community and ownership). Learn how the Partnership Resource Teams are and will be using the Network to address their accreditation needs and their continued focus on improved student success.

Jessica Cristo, Deborah Harrington, and Crystal Kiekel, 3CSN; Theresa Tena, California Community Colleges Chancellor’s Office; Barry Gribbons, College of the Canyons; Barbara McNeice-Stallard, Mt. San Antonio College; Michael Howe, RP Group; and Virginia May, Sacramento City College


How the Community College Can Help to Develop Students’ Civic Outcomes

Strand: Civic Engagement and Social Justice | Room: Salon II

In the 21st century, simply admitting all comers—democratizing opportunity—is not sufficient to remedy the social inequities of our society. Community colleges must also help students develop the civic skills necessary to work toward positive change, both in their communities and in our nation as a whole. This is especially important for community colleges, given their large population of students from groups historically marginalized in the nation’s educational and political systems. This session will provide participants with a better understanding of how they can help to improve the civic outcomes of students at their college.

Carrie Kisker, Center for the Study of Community Colleges; and Mallory Newell, De Anza College

Faculty Diversity Internship Programs: Recruit, Prepare, and Increase Faculty of Color

Strand: Transforming the Institution | Room: Harbor

The demographics of our faculty do not reflect the changing demographics of our student population. For example, the Latino student population increased 18% in the last 15 years, compared to a 5% increase in the Latino faculty population in the same time period. This session reports on a program evaluation of two Faculty Diversity Internship Programs (FDIP), “to enhance the recruitment of qualified persons pursuing the master’s or doctoral degrees, into faculty positions by promoting inclusive efforts to locate and attract qualified graduate students” (Title V, Section 53500). The session will provide information for colleges/districts interested in implementing FDIPs. We will provide an overview of FDIP models, practices, and procedures, as well as benefits and implementation challenges and considerations.

Supinda Sirihekaphong, Cañada College; James Carranza, College of San Mateo; Bridget Herrin, MiraCosta College; and Scott Hoshida, Peralta Community College District

Creating a Culture of Innovation and Collegiality to Serve All of our Students

Strand: Critical Topics for California Community Colleges | Room: Salon VII

Colleges operate most successfully to serve students when there is a culture of mutual respect and collegiality between all constituent groups; but it takes time and focus to create and maintain such a culture. This breakout session, led by the Academic Senate for California Community College (ASCCC), will focus on providing suggestions and fostering conversations around the topic of campus culture.

John Stanskas, ASCCC/San Bernardino Valley College; and Julie Bruno, ASCCC/Sierra College

Elevating the Noncredit Program Conversation: Turning Conversation Into Action

Strand: Facilitated Topical Conversations | Room: Salon VIII

Over the last few years, the California Community Colleges Chancellor’s Office (CCCCO), state and regional noncredit faculty groups, the ASCCC and Alliance of Californians for Community Empowerment (ACCE) leadership have discussed building a community for professional learning and networking. This interactive discussion session will build on these conversations and explore transitioning courses and programs from credit to noncredit, designing elements for new noncredit course and program offerings, and deepening pathways and alignment of noncredit instruction with employment and credit instruction. Through this conversation, we will collaboratively identify key resources, noncredit practitioners, and effective practices that support the field’s efforts to establish a community of practice (COP). By collectively building the purpose and identifying issues, participants will have the opportunity to influence the COP’s development, ensure its growth opportunities and strategies for scaling promising best practices, and be prepared for action.

Facilitator: Luis Chavez, Career Ladders Project


Breakout Session 2Wednesday, October 5 | 2:00 - 3:15

Sharing Responsibility for Student Success in a Dual Enrollment Course: A Case Study


Dual enrollment can benefit many high school students, including those from populations facing significant barriers to college success. In this session, presenters will share building a successful dual enrollment course using an online hybrid format, which provided course flexibility, student/faculty engagement, skills development, and on-site student support. Research from the Community College Research Center presented in Broadening the Benefits of Dual Enrollment (Hughes, 2012) suggests that success is improved when the college has good relationships and communication channels with high school administration, has identified appropriate courses and well-prepared faculty, and has created clear procedures, protocols, and expectations. Presenters will report on student outcomes and lessons learned from their first two semesters.

Gary Yee, Career Ladders Project; Louise Waters, Leadership Public Schools; and Jayi Thompson, Merritt College

Back on Track to College and Careers: A Framework for Improving Education and Work Outcomes for Older Youth


Approximately 6.5M youth between the ages of 18-25 are disconnected from work and school. Many of these young people left high school without earning a credential. In this session, participants will explore a framework for delivering high quality second chance programming that assists older youth to gain skills and get well-situated in the labor market. Additionally, we will share information on innovative community-based agencies and community college partnerships in which leaders and staff have fully implemented the BOT model, created a pathway through education to good jobs, and improved outcomes for youth.

Krista Sabados, Jobs for the Future

Acceleration at Scale: Ground-Level Work Underway across California


With Equity, SSSP, and Transformation funds, the state is incentivizing colleges to improve completion, narrow achievement gaps, and more effectively support incoming students. This interactive session will feature community colleges that are working with the California Acceleration Project to fundamentally transform remediation in English and math. How are colleges offering only a single level of basic skills instruction? How are new placement policies and curricular models reducing disproportionate impact and enabling more students to begin in transfer-level courses? How are colleges supporting faculty to teach in accelerated pathways? Participants will learn strategies for substantially increasing student completion of transfer-level courses while narrowing equity gaps. They will leave with tools for assessing their own placement and remediation practices and materials to help catalyze local change.

Katie Hern, Chabot College; Kathy Kubo, College of the Canyons; and Myra Snell, Los Medanos College


Leveraging the Senior Year for Math Readiness


As colleges across the state endeavor to strengthen remedial math sequences and improve placement practices, a few are starting to focus on a promising avenue for improving college readiness in math: high school senior year transition courses. Some courses target students who are off-track to become college-ready, offering a fourth-year course designed to prepare them and exempt them from remedial courses. Others go farther, offering dual enrollment credit. While California State University (CSU) has used transition courses for years, only a few community colleges recognize them. And, while some 800 high schools provide courses for brushing up in English, there are almost no offerings in math. With the governor proposing millions of dollars to develop math transition courses, we will hear from faculty who have created such courses and learn about their success to date.

Kathy Williamson, Laney College; Kristin Webster, Los Angeles Trade and Tech College; Pamela Burdman, Opportunity Institute; and Pitt Turner, Sierra College

BYOD (Bring Your Own Device) in the Classroom: Two Tech Tools for Fostering Student Engagement and Administering Formative Assessments


Tired of telling your students to put away their phones? Instead, instruct your students to take them out! The presenter will showcase two user-friendly educational technology tools for engaging students in interactive polls and administering formative assessments of student learning outcomes on their mobile devices: Poll Everywhere and Socrative. These student response systems allow instructors to identify students in need of targeted intervention strategies and to apply data-driven instruction. Through the techniques modeled and examples shared, the presenter will demonstrate the benefits of integrating technology in the classroom to advance equity and student success. This session will also provide tips and helpful resources for getting started and troubleshooting with these technologies. Bring your smartphone, iPad, tablet, or laptop to fully participate in this interactive session.

Maritez Apigo, San Jose City College

Growth Mindset in the Disciplines: A Collaborative Approach to Instructional Innovation


While many educators are familiar with Carol Dweck’s work and understand the value of teaching students about growth mindset, there are few programs that support students and faculty in developing growth mindsets in a strategic, consistent way. This session will share how research from a Faculty Inquiry Group at Fullerton College led to a multi-pronged, campus-wide approach to improving student success focused on growth mindset. Through brief presentations and sample activities, participants in this session will learn about the initiative components, including a multi-disciplinary classroom intervention program, a campus-wide staff development series, and a student-led applied research project. Participants will also learn about how program development was informed by research and professional learning.

Jeanne Costello, Kristine Nikkhoo, and Miguel Powers, Fullerton College


CTE and Student Success: Using Data and Best Practices for Career-Focused Students


Since CTE students comprise 30% of all FTES (with some colleges reaching 60-70%), are there better strategies with Student Equity and SSSP activities to better serve these students? This session will address the following issues: (1) the performance of CTE students, (2) the impact of CTE on the state’s economy, (3) the potential for SSSP to increase the success of CTE students, and (4) possible access barriers facing CTE students. The panel will explore available data and best practices for possible clues and insight and will consist of five individuals who bring unique perspectives to this work: Vice President, Instruction and Students Services; Counseling Dean; Regional Consortia Co-Chair; CTE Dean; and Technical Assistance Provider for Data from the California Community Colleges Chancellor’s Office.

Steven Glyer, California Community Colleges Doing What Matters for Jobs and the Economy; Robyn Brammer,and Omid Pourzanjani, Golden West College; Rick Hodge, Los Angeles Southwest College; and Renah Wolzinger, WestEd

Finding the BIG IDEA: How Attending a Conference Can Drive Institutional Change

Strand: Professional Learning: Building a Culture of Improvement | Room: Garden 1

Have you ever experienced conference fatigue, attending one conference after another and not having anything at your college to show for it? After sending a team to the Strengthening Student Success Conference 2014, Norco College was determined to use that professional development experience to create institutional change. In this presentation, participants will learn how these conference attendees became a college team, sifted through their conference session ideas to narrow their focus, applied their conference take-a-ways to the needs of their college, and ultimately launched their BIG Idea.

Melissa Bader, Diane Dieckmeyer, Monica Green, Ana-Marie Olaerts, and Jason Parks, Norco College

The SLO Revolution: How One Campus Transformed the Culture through Training and Incentive


The Department Student Learning Outcomes (SLO) Facilitator project was a radical attempt to shift the East Los Angeles College campus culture around SLO in preparation for an upcoming accreditation visit. Learn how to cultivate a coalition of faculty-leaders trained to disseminate a consistent message and provide needed clarity about the SLO process.

Rick Crawford, Amanda Ryan-Romo, David Song, and Beatriz Tapia, East Los Angeles College

Education is a Human Right: Creating an Undocumented Student Center at Cañada College


How do we reach out across institutional, societal, and other barriers to identify and support students who live in the shadows, and provide them with an equitable experience in higher education? Our DREAMers Task Force and new Student DREAM Center aspire to do just that. Participants in this session will learn from our journey, research findings, and model of change. We will analyze the experiences of undocumented college students and share the “UndocuCollege Guide and Equity Toolkit” to help you assess and advance support for undocumented students at your institution. Our goals include not only identifying and implementing best practices in supporting students at our respective campuses, but also building a larger consortium of like-minded allies and institutions to advocate for more fundamental change.

Jessica Boyle, Alison Field, and Kristen Parks, Cañada College


Get in. Get through. Get out...on time! A Comprehensive Planning Process for the Development and Implementation of the Skyline College Promise


Promise programs are proliferating across the state and the nation at an accelerating rate. However, not all Promises are made the same. This session will provide detailed insight into the planning process that is being used for the development and implementation of the Skyline College Promise in collaboration with the Career Ladders Project (CLP). Presenters will take attendees on a guided tour through the initial inception of the concept, through the refinement of the components, to the purposeful and structured multiphasic implementation of the Skyline College Promise. Attendees will learn about a process that included development activities, momentum points in the campus conversation, and the critical considerations and decisions that had to be made along the way.

Kris Palmer, Career Ladders Project; Maria Angelica Garcia, Aaron McVean, and Sarah Perkins, Skyline College

Bringing Higher Education Inside: Opportunities and Challenges with Inclusive Excellence for Incarcerated Students


With the passage of SB 1391, California Community Colleges have an unprecedented opportunity to provide higher education inside California’s prisons and jails. This session will share experiences three community colleges have had with their efforts to bring face-to-face college courses inside both prisons and jails. The session will provide an overview of the opportunities and challenges each institution encountered and provide attendees with tips and strategies for implanting their own programs inside.

Audrey Green and Jasmine Ruys, College of the Canyons; Lainey Campos, Cuesta College; and Patrice Milkovich, Southwestern Community College

Backward Design: Insights into Reading, Writing, and Research at SBCC (Film with Discussion)


Why do many of our students come to class without having done their assigned reading? What struggles do our students face when writing and conducting research? How can we help develop our students’ critical thinking skills? Seventeen SBCC instructors from social sciences, arts, sciences, and humanities participated in the development of this film and explored these questions and possible solutions. We will pause the film after each section for discussion. Please join us and join in the conversation and collaboration!

Facilitator: Margaret Prothero, Santa Barbara City College


Breakout Session 3Wednesday, October 5 | 3:45 - 4:45

The C-ID System: New Directions and Opportunities


The Course Identification Numbering System (C-ID) began with faculty developing course descriptors in 20 of the most common transfer disciplines and quickly became an essential component in the Associate Degrees for Transfer. With the development of UC Transfer Pathways, C-ID is again under consideration as the most viable method to improve transfer for our students. Additionally, the C-ID system is growing through the development of Career Technical Education (CTE) course descriptors, which are designed to promote curricular portability, be used as a basis for model curriculum, and assist in preparing students for the workforce. This presentation will focus on the continuing work of CID, including the possibility of C-ID for transfer to the UC and the evolving effort in creating C-ID for CTE.

Robert Cabral, ASCCC/Oxnard College; and Craig Rutan, ASCCC/Santiago Canyon College

General Education: Moving from Smorgasbord to Intentional Choice


Many students do not see general education (GE) as relevant or coherent. Creating general education pathways is one part of an overall college plan to both make GE more relevant to students and empower our majority first generation students from underrepresented backgrounds to attain their academic and personal goals. As part of the Skyline College Promise to students that they will “Get in. Get through. Get out…on time!,” development of the GE pathways complements the guided pathway approach to degree and certificate attainment. The pathways will streamline and sequence the robust selection of GE courses using a thematic approach. This session will present the faculty/administration collaboration in designing, supporting, and integrating a GE pathway blueprint into overall college guided pathways.

Cheryl Ajirotutu, Michael Cross, Carla Grandy, Aaron McVean, and Karen Wong, Skyline College

Upgrade: A Redesigned Workshop for Students in Academic Difficulty


College of the Canyons, in collaboration with the RP Group, is nearing the end of a one-year evaluation project focused on its new Upgrade workshop for students in academic difficulty. In addition to helping students understand their academic standing, this workshop helps them analyze challenges that affect their academic success and identify cognitions and behaviors that affect their efforts. At the end of the workshop, students leave with a personal action plan that includes potential solutions to help them get back on track. This session will provide an overview of the development of the Upgrade workshop, its curriculum, and the evaluation of this new workshop, including institutional data, student surveys, and focus group results. Lastly, we will share action plans developed as a result of the evaluation efforts.

Chelley Maple, Daylene Meuschke, and Preeta Saxena, College of the Canyons; Darla Cooper, RP Group


Improving Assessment and Placement in Developmental Math, English, and ESL: Lessons from a Research-Practitioner Partnership


Improving assessment and placement (A&P) policy is a key way to improve student success in community colleges. For over five years, researchers at the University of Southern California have partnered with the Los Angeles Community College District (LACCD) to examine A&P policies for developmental education. We will present key findings from this research, highlighting studies that evaluate placement policies, validate academic and non-cognitive multiple measures, and investigate diagnostic tools and data. We will also present preliminary results of a NSF-funded research-practitioner partnership that allows us to track high school students through the LACCD and therefore to examine how high school transcript information can improve A&P policy. We will conclude by discussing the short- and long-run implications of placement decisions for students in developmental math and ESL courses.

W. Edward Chi, Tatiana Melguizo, Federick Ngo, and Elizabeth Park, University of Southern California

A Holistic Approach to Transforming Education at Cuyamaca College


Acceleration, concurrent-enrollment support models, and placement policies allowing significantly more students to enroll in transferable English and math courses are quickly becoming the norm at Cuyamaca College. Last year, instructional and student services faculty, administrators, and support staff worked together, holistically, to implement these three high-leverage strategies in our English, math, and ESL programs. This fall every student identified as underprepared for college-level work enrolled in: (1) transferable English or math with concurrent-enrollment support, or (2) a single-semester preparatory course in English or math to prepare them for college-level work in the spring. Similarly, ESL faculty implemented an accordion model and reduced seven layers of ESL courses to five. We will share design elements of these programs and discuss development and implementation strategies.

Guillermo Colls, Lauren Halsted, Scott Herrin, Terrie Nichols, and Pat Setzer, Cuyamaca College

Are SLOs Really Working? Validating Student Learning Outcomes Assessment Research


Based on a literature review of available studies on trends and practices in assessment of student learning outcomes and a review of accreditation reports from a sample of colleges doing outcomes assessment, this presentation dives into the question of the validity of student learning outcomes as an effective research method upon which to drive institutional and program change. Of particular focus will be the practice of disaggregating data, including student learning outcomes data, and the conversations surrounding this aspect of the research. This presentation is based on a joint project between the RP Group and members of the Academic Senate for California Community Colleges’ Accreditation and Assessment Committee.

Randy Beach, ASCCC; Jarek Janio, Santa Ana College; Mike Howe, RP Group; and Kelly Cooper, West Valley College


Proactive Registration: A Collaborative Basic Skills Initiative Breaking Down Barriers to Persistence and Retention


The goal of this workshop is to provide participants with a case study that integrates student support and instruction to break down the barriers students enrolled in basic skills courses face while registering for their next semester. Proactive Registration is a registration model that delivers front-door services designed to enhance the registration process for basic skills students by providing wrap-around support such as admission and records, financial aid, new and ongoing campus resources, counseling, and much more. This model integrates and strengthens the collaboration between student support and instruction to transform the student experience and meet the objectives of our Basic Skills Initiative, Student Equity Plan, and Student Success and Support Program.

Patricia Guevarra, Monica Reynoso, and Julian Taylor, Cañada College

3CSN’s Learning Assistance Project: A Statewide Community of Practice


The coordinators for the Learning Assistance Project (LAP), a community of practice for learning assistance (e.g., tutoring and supplemental instruction) within the California Community College system, will present observations from a 2015 statewide survey on learning assistance. Presenters will also discuss ways to get involved with LAP for ongoing professional learning, tutor training, and increasing the visibility and integration of learning assistance on campus as a fundamental aspect of student success. The session will be interactive, with opportunity for discussion and network building. LAP is supported by the California Community Colleges’ Success Network (3CSN) to promote student success through practitioner-driven professional learning.

Daniel Pittaway, Coastline Community College; Crystal Kiekel, Los Angeles Pierce College; and Mark Manasse, San Diego Mesa College

A Collaborative Approach to Student Success


San Diego Miramar College has developed a guiding planning model built upon two national and statewide initiatives (Student Support (Re)defined and Completion by Design). The framework focuses on the student educational experience, targets fostering success factors in students, and encourages redesign for continuous quality improvement. Within the framework, student success is addressed in a systemic and integrated manner. Through panel presentations and across multiple venues, managers, faculty, staff, and students collaboratively dialogue and analyze both quantitative and qualitative data, and design and implement action items to increase student success. Furthermore, the model has been introduced and discussed in classrooms. Students are encouraged to proactively monitor, analyze, and understand their educational experiences and hold themselves accountable for their success.

Naomi Grisham, Daniel Miramontez, Gerald Ramsey, and Xi Zhang, San Diego Miramar College


The Minority Male Initiative: A Campus-wide Approach to Equity and Inclusion


“Colleges can better serve men of color by implementing effective educational practice for all students, while also emphasizing campus diversity, cultural competence, and other strategies for reducing stereotype threat” (The Center for Community College Student Engagement, 2014). “Data doesn’t lie.” Overwhelmingly, the students whose success rates are the most compromised are male students of color. This session is designed to assist participants in approaching equity and inclusion through an intentional, institution-wide focus that is led by listening to students and utilizing faculty leadership. Student Equity is more than new money for community colleges; it is an imperative to address disparity and disproportionality.

Jeff Archibald, Francisco Dorame, Marcell Gilmore, Ulavale Matavao, and Audrey Yamagata-Noji, Mt. San Antonio College

Disaggregating Data: A Toolkit to Improve Outcomes and Effectiveness


The quest to enhance equity often begins by evaluating performance among subgroups of students. The Institutional Effectiveness Partnership Initiative’s data disaggregation project team is developing an online resource center to assist practitioners in disaggregating the performance of various subgroups of students. Topics covered in the resource center include access, course success, disproportionate impact, progression to college-level work, performance on student learning outcomes, transfer, and employment. Session participants will learn how to access the resource center and will hear case studies from colleges that have successfully disaggregated student learning outcomes (SLO) and employment outcomes. In addition to the subgroups referenced in student equity plans, other perspectives on creating subgroups will be explored in interactive exercises using fundamental data disaggregation techniques that are accessible to all college stakeholders.

Rick Fillman, City College of San Francisco; Giovanni Sosa, Crafton Hills; Carolyn Holcroft, Foothill College; Craig Hayward and Lisa Wang, Irvine Valley College; and Cathy Hasson, San Diego Community College District

EPI: Structured Pathways for Student Success Continued – Pilot Experience and Lessons Learned


In 2015, the CCC Technology Center introduced the Education Planning Initiative (EPI) to the RP community. This session will follow-up with progress, lessons-learned, and perspectives from our pilot colleges. As a statewide initiative aimed at student success, the EPI program challenges our assumptions and expectations about organizational change, revealing important lessons and tools for supporting our students, faculty, and staff.

David Shippen, CCC Technology Center; and Ireri Valenzuela, RP Group


Breakout Session 4Thursday, October 6 | 8:30 - 10:00

Addressing Student Inequity with Coherent Pathways


Recent research on student pathways and academic performance has produced findings that have great potential to improve college equity strategies. Research has estimated that as much as 70% of the gap observed at the time of degree completion can be explained by three systematic effects: (1) initial placement level in the developmental math and English sequences, (2) course enrollment patterns with regard to their chosen program, and (3) overall academic performance. In this session, we will review these findings and pair them with specific strategies that intervention college research has shown are effective strategies targeting these three domains.

Gregory Stoup, Contra Costa Community College District

Cllaborative for Successful Career Pathways (ACCEL AB104): A “Web Coding Bootcamp” Partnership between Cañada College, JobTrain, Sequoia Adult School, and SparkPoint


Cañada College, JobTrain (its community-based workforce development and training partner), Sequoia Adult School, and SparkPoint (a financial education center) have collaborated to pilot a “Web Coding Bootcamp” class designed to provide training and support services to low-income students seeking to transition to high-paying jobs and/or college. The program (now funded by ACCEL [AB 104]) has proven to be an effective collaboration leveraging the expertise of each organization and providing career pathways for students who traditionally do not have a pathway to the technology field. During this interactive workshop, attendees will participate in a think-pair-share segment where they will develop worksheets designed to guide them on how to develop a similar collaborative. We will discuss planning, recruitment, enrollment, marketing, completion metrics, and lessons learned, and the breakout will wrap up with an opportunity for questions and answers.

Julie Lamson, and Adolfo Leiva, SparkPoint at Cañada College; Rogéair Purnell, RP Group; and Lionel DeMaine, Sequoia District Adult School

Implementing Co-Requisite Models at Four California Community Colleges: Lessons from the Field


Nationally, co-requisite models have taken center stage for increasing completion of college math and English and decreasing troubling equity gaps in the attainment of these outcomes. While these models have not yet been widely used in California, many colleges are beginning to develop and implement co-requisite models. Early adopters from four California community colleges—Butte College, Cuyamaca College, San Diego Mesa College, and Solano Community College—will share how they built support and navigated the processes for bringing co-requisite models in math or English to their campuses. Materials used along the way will be shared, including course outlines. Participants will have the opportunity to develop strategies for implementing co-requisite models within their own contexts.

Leslie Henson, Butte College; Tammi Marshall, Cuyamaca College; Wendy Smith, San Diego Mesa College; and Josh Scott, Solano Community College


OUR Students: Developing and Implementing a Shared Responsibility for Student Success


From using multiple measures while redesigning curriculum in basic skills to partnering with groups like the NAACP to improve dialogue with parents, Kern County educational leaders are working in innovative ways to remove barriers to access and degree attainment. Engaged in an aggressive student success agenda, which creatively leverages our strong partnerships and knowledgeable human resources, all are committed to the intensive K-16 curriculum alignment work that will support student degree completion for all students while meeting the needs of our unique labor market. In this session, participants will learn how Bakersfield College, the Kern High School District, and the Kern Community Foundation have led the way for transformational change through a distributed leadership approach that is aligned and grounded in connectivity.

Kimberly Bligh, Lesley Bonds, and Sue Vaughn, Bakersfield College; and Kristen Beall and Vickie Spanos, Kern Community Foundation

What Am I Going to Do in Class? Pedagogy in Action in the Accelerated Writing Classroom


As colleges implement innovative programs to increase completion rates in basic skills sequences, changes in curriculum and pedagogy are needed to help students achieve their completion goals. This also requires a shift in teaching strategies, grounded in the reality of the classroom, that allow more students to prepare for transfer-level courses in a shorter timeframe. In this session, presenters will take attendees step-by-step through the first unit in an accelerated writing class to illustrate how these pedagogical principles manifest in the classroom. Attendees will participate in hands-on activities illustrating the stages of the instructional cycle, including assignment preview, at-home and in-class reading activities, and writing workshops to see how instructors can shift their teaching strategies to increase student success in the basic skills classroom.

Rebecca Kaminsky and Summer Serpas, Irvine Valley College

Resourcing Success: Stop Comparing Autos to Airplanes


What would happen if we stopped comparing online courses to on-ground courses? This is the time for our system to devote attention to the ability for faculty and institutions to use the resources necessary to make online learning more successful. This session will focus on the Online Education Institute’s (OEI) attention to developing effective practice and resources for online learners in the CCC system. Presenters will share access to a variety of resources that are available to all colleges and can significantly reduce the cost of success resourcing your online course and program development. Participants will experience and be able to critique the resources developed by the OEI. Participants will leave with actual resources that they can implement immediately and will also understand how to effectively assess their online program effectiveness. Bringing laptops is recommended but not required.

Jory Hadsell, Barbara Illowsky, Patricia James, and Bonnie Peters, CCC Online Education Initiative


Trauma-Informed Practices for Foster Youth Scholars: Integrating Support Between Instruction and Student Support Services


Please join us for an informative and interactive session that will focus on Trauma-Informed Practices. Vitally important to student success, these practices are foundational to creating an atmosphere and learning opportunities in which students can thrive. This workshop will cover the principles and application of ‘Trauma Informed Care’ in a college setting, with a special focus on foster youth—a student population that is particularly affected by historical traumas. We will discuss strategies for incorporating these practices into both classroom and student service settings, along with practical tips for managing secondary trauma as knowledgeable and compassionate practitioners.

Devon Werble, John Burton Foundation; and Gabrielle Ridley, Orange Coast College

Creating an Interdisciplinary and Intersegmental Faculty Community of Practice


The California Faculty Collaborative is an interdisciplinary and intersegmental community of practitioners committed to finding ways to create equity-minded curricular, pedagogical, and assessment practices that help all students succeed and that are relevant, intentional, authentic, coherent, and transparent. Open to all community college and university educators, it has evolved from a partnership between the Community Colleges’ Success Network (3CSN), the California State University, and the Association of American Colleges and Universities, and is anchored in regional professional learning workshops and an interactive online hub. Participants will learn about local projects inspired by our collaborative work, experience sample workshop activities, see a demonstration of the hub site, and hear about future Collaborative learning opportunities.

Christina Chavez-Reyes, California State Polytechnic University, Pomona; Kimberly Costino, California State San Bernardino; Debra David, California State University Chancellor’s Office; Miguel Powers, Fullerton College; and Ann Foster, Santa Rosa Junior College

Leading from the Middle: Engaging Resistance


What forms of resistance have you encountered in your work to improve your school or program? Despite the friction that resistance often creates, education researcher and theorist Michael Fullan recommends that change agents seek to engage resistance rather than surround themselves only with colleagues who agree with them. This interactive Leading from the Middle session will explore ways to understand the roots of resistance—why colleagues in the educational setting might respond to the possibilities of innovation and change as they do. Participants will explore ways to reframe resistance and the strategic approaches to engage resistance rather than dread it.

Anniqua Rana, Cañada College; and Rebecca Wong, West Valley College


Connecting Community and Community College


Students can be lifted to success through the interests, supports, and investments of their communities. Through ongoing educational partnerships, human resource networks, and comprehensive student-centered learning opportunities, the staff of the Hoopa Career and Technical Education Program (HCATEP) have achieved consistently high levels of student success at the College of the Redwoods Klamath-Trinity Instructional Site. This presentation highlights the processes of sustaining community through student engagement, integrating services for all students, and honoring the community’s voice in postsecondary education. By promoting students’ success, we facilitate their contributions to a sustainable local community. HCATEP staff and students will share their successes, challenges, and hopes for continuously improving community-driven postsecondary educational services.

Alissa Leigh, California Center for Rural Policy; Erika Chase, Jolene Gates, Scherane Kinney, Jessica McCovey, Melissa Ruiz, and Caw-Tep Sylvia, HCATEP

Learning from Our Students: Equity Focus Groups


Cabrillo College wanted to learn more about the experiences of students from groups where disproportionate impact had been found. Many felt that database-derived metrics alone were insufficient to gather the depth of students’ experiences. We also wanted to incorporate the six success factors from Student Support (Re)defined into our services and equity planning. Therefore, we invited the RP Group to conduct focus groups with our students to collect information that could be used to improve our services. The students’ feedback immediately resulted in service changes and provided a solid foundation for our Student Equity Plan. Presenters will engage participants in a discussion of their current uses of qualitative and quantitative data and how powerful student voices can be in moving from research to action.

Terrence Willett, Cabrillo College; Natalia Cordoba-Velasquez, Hartnell College; Darla Cooper, RP Group

Using the New Professional Learning Network to Advance Professional Development


The Chancellor’s Office-led Institutional Effectiveness Partnership Initiative recently launched an online clearinghouse known as the Professional Learning Network—a one-stop site to effective practices, trainings, and other resources for faculty, staff, administrators, and trustees. Come see a demonstration of this new technology, and see how the portal can help you and your college reach your educational goals.

Jeff Spano, California Community College Chancellor’s Office; Michelle Pilati, Rio Hondo College; and Michelle DuBreuil, TTIP-South



Designing Effective Pathways: Levers for Achieving Community College Equity and Completion Goals


This presentation will introduce participants to the research and practice for designing pathways that support student completion, including components such as early career exploration and entry into programs of study, streamlining course sequences, default program maps, and proactive and integrated supports. Participants will discuss specific inquiry strategies and tools that can help bring faculty and administrators together to identify how college structures impose barriers to student completion for any given program of study. Participants will learn from the experience of two California community colleges (Berkeley City College and Pasadena City College) that have begun creating structured pathways and will discuss how to utilize the specific opportunities on their campuses to make pathway design part of equity and completion agendas. Presenters will detail how mapping course sequences completed by cross-functional teams of faculty—combined with faculty inquiry on students progress in specific pathways—can lead to effective streamlining of course requirements and learning outcomes to improve equity and completion.

Tram Vo-Kumamoto, Berkeley City College; Mina Dadgar, Career Ladders Project; and Salomon Davila, Pasadena City College

Getting to Best Processes: Notes from a High School-College Collaboration


In 2015, Butte College (BC) began a collaboration with the Oroville Union High School District (OUHSD) as a pilot for a comprehensive K12 partnership with three goals: (1) prepare students for college-level math and English, (2) establish college-going expectations, and (3) accelerate progress of students through college using dual enrollment. This panel describes early outcomes of this project, including a scalable process to ensure quality dual enrollment courses aligned with project goals, a multiple measures placement pilot in English, and placement test preparation in math. Participants will learn how process changes are being supported by ongoing curriculum alignment and outreach efforts. Panelists from both BC and OUHSD will share methods used to ensure a collaborative approach based in shared responsibility for increasing college completion.

Monica Brown, Kelly Fredericks, Santy Gray, Leslie Henson, Les Jauron, Tessa Miley, and Debbie Reynolds, Butte College; and Stephen Brown, Oroville High School


Elevating College Readiness with California’s Diverse Population Through Middle and Early College High Schools


The California Coalition of Early and Middle Colleges (CCEMC) is the only coalition in California dedicated to strengthening and supporting Early and Middle Colleges throughout the state. CCEMC will present a dynamic, informational, and interactive presentation including: early and middle college high school history and demographics, dual enrollment best practices, diverse school models, student results, and the future of dual enrollment. Attendees will have an opportunity to engage in rich dialogue centered on dual enrollment successes and challenges with CCEMC leaders and practitioners across California.

Jill Marks, Gateway to College; and Sherry Balian, Middle College High School at San Joaquin Delta College

Multiple Measures Assessment Project: The Opportunity and Adversity of Increasing Placement Accuracy


The Multiple Measures Assessment Project (MMAP) team’s analysis shows how high school performance data provide a superior ability to predict which students are highly likely to succeed at college in math, English, ESL, and reading. Interactive exercises will demonstrate how disjunctive placement (assigning the highest placement from either the test or the multiple measures) works with the test to reduce underplacement error and improve outcomes for groups tracked in our Student Equity Plans. More accurate placement of students at the MMAP pilot colleges increased throughput and reduced the number of developmental education semesters required, all while maintaining success rates in transfer-level classes. Learn about the positive outcomes achieved by colleges implementing disjunctive multiple measures and their strategies for meeting common challenges to changing placement practices.

Terrence Willett, Cabrillo College; Mallory Newell, De Anza College; John Hetts and Ken Sorey, Educational Results Partnership; Loris Fagioli and Craig Hayward, Irvine Valley College

Developing Student Non-Cognitive Abilities in Support of More Equitable Outcomes


Interest in non-cognitive factors has been propelled in recent years by compelling results from a number of national studies, which have shown that proper short-term interventions targeting students’ non-cognitive development promote higher levels of academic performance and connect student performance to future goals. Furthermore, evidence is increasingly turning to non-cognitive factors to explain differences in student performance by race/ethnicity and gender. This session will introduce people to the new evidence and practical interventions to supporting great equity in outcomes.

Marilyn Sargent and Gregory Stoup, Contra Costa Community College District

Creating a Cohesive, Learning-Centered Tutorial Program


SBCC’s tutorial program has received national recognition for its forward-thinking approach to tutoring and tutor training, which are closely connected to the RP Group’s Student Support (Re)defined study’s six success factors that support student achievement. Tutor training has helped make practice more consistent across disciplines and more visible to students, tutors, and faculty. This session will provide an overview of the organization of our tutoring services and key topics in our seminar-based training program. Our method encourages the formation of a community of tutors, who learn about, discuss, and apply foundational skills and current learning theory to their practice. The goal of this session is to help you build upon your existing model and implement new strategies to create a cohesive, learning-centered tutorial program appropriate to the needs of your campus.

Barbara Freeman and David Wong, Santa Barbara City College


Designing a Summer Scholars Institute – Get In. Get Through. Get Out...On Time!


Summer programs serve an important role in preparing students for the rigors of college-level courses, as well as teaching them about how to successfully navigate the culture of higher education. The Skyline College Summer Scholars Institute provides first time students with a transformative college preparatory summer that enables them to excel as college students and reach on time goal completion. This unit-bearing program is a key access component in Skyline College’s Promise that students will “Get in. Get through. Get out...on time!” This session will provide detailed insight into the collaborative process that instruction and student services undertook in the development and implementation of the summer institute that serves multiple measures for placement in college-level English and math courses in the academic year.

Chanel Daniels, Luis Escobar, Maria Angelica Garcia, Mary Gutierrez, and Michael Stokes, Skyline College

Teaching to Students’ Strengths


Currently, high quality faculty professional development programming provides a wide array of knowledge about student learning and development such as action research based in the classroom, learning styles, multiple intelligences, and teaching in culturally relevant ways. This session will review a case study of a three-year professional development program culminating in a yearlong institute with a cohort of faculty willing to engage in using the Educational Strengths Assessment (ESA), which is based in critical pedagogy and using culturally relevant frames of reference in teaching. This workshop will review the basic construct of ESA and how it is designed to identify student strengths for both the student and faculty member. Once strengths have been identified then faculty can adjust their teaching methods to foster more student success. Session participants will engage in exercises that are presented to cohorts during an initial four-day institute—which sets the context for the rest of the year, and discuss how they might implement any portion of the case study or activities.

Jacquelyn Reza, De Anza College; and JuanCarlos Arauz, E3 (Education, Excellence, Equity)

Leading from the Middle: Failing Miserably/Failing Successfully


The process of change at institutions is neither simple nor linear; failure in some form is an inevitable part of that process. Because failure feels personal, we can be intimidated into believing its totality. In fact, it is not always easy to know if the barriers we encounter or bruises we endure are permanent obstacles or if they are, counter-intuitively, markers of progress. Leading from the Middle examines this phenomenon with Academy participants. Come to this interactive session led by practitioners in failure (and successes, too) to explore different lenses on the experience sometimes identified as failure.

Benjamin Gamboa, Crafton Hills College; Robert Gabriner, Leading from the Middle Academy (RP Group); and Rose Asera, RP Group


Giving Back the Problem: Umoja Student Leadership


James Baldwin told America that the problem of racial antagonism was not his problem, stating, “I give you your problem back.” The question posed in this session, particularly in regards to the disproportionately impacted status of so many African-American students across our system, is how do we work with our Black students in a way that empowers them to give this problem back to our institutions. Umoja’s student leaders are engaging instructional departments, campus committees, and traditional institutional efforts in student services to promote a dialogue and new practices that will begin to unhinge this perennial problem being bestowed upon our students. In this session, we will share our Black Student Leadership initiative including the course as well as strategies, challenges, and lessons learned.

Tommy Reed, Chabot College; Donna Colondres, Karlos Carter, and Tom deWit, Umoja Community

CTE Data Unlocked: Tools that All Practitioners Can Use to Analyze Employment and Equity Data


This session will help you understand ways to look at long-term student success—from completion to post-college outcomes—and provide you with tools that will help you look deep to better understand whether various student groups are hitting key milestones. Using hands-on exercises, you will learn how to find, understand, and use information that is available through statewide data tools like the Student Success Scorecard, Data Mart, and the LaunchBoard. You will leave with a suite of resources, including videos and guides, which can help you apply this information in contexts like program review, planning, and accreditation. Note: this session is intended for faculty, deans, and student services professionals, not just researchers!

Ryan Fuller, California Community Colleges Chancellor’s Office; and Kathy Booth, WestEd

IEPI - An Innovative Approach to Improving Institutional Effectiveness and Student Success


Hear the latest update on the Institutional Effectiveness Partnership Initiative (IEPI) including progress to date, what’s on the horizon, and IEPI training opportunities focused on increasing student success. In addition, attendees will learn about proposed changes to the Framework of Indicators for Year Three, initial results of the “colleagues helping colleagues” Partnership Resource Team (PRT) approach, and an update on the IEPI Toolkit.

Jeff Spano and Theresa Tena, California Community Colleges Chancellor’s Office; Barry Gribbons, College of the Canyons; Andrew LaManque, Foothill College; and Matthew Lee, Institutional Effectiveness Partnership Initiative



CTE Student Employment Outcomes Survey Goes Statewide: Come Learn the Benefits and Requirements of Participation


The California Community College CTE Outcomes Survey (CTEOS) started as a grassroots effort when CTE deans collaborated to collect employment outcomes and other information not available elsewhere, both for program review purposes and for accountability and program promotion. Participation has grown from 15 colleges in the pilot year to 113 this year as the CTE Data Unlocked Initiative is covering the costs of participation for all California community colleges. Year after year, the survey shows that students who earn nine or more CTE units and leave community college report an income boost as a result of their courses and training, regardless of whether they completed a degree or certificate. In this session, you will learn about benefits to survey participation, and what is required of each college.

Virginia Rapp, El Camino College; Craig Hayward, Irvine Valley College; Julius Sokenu, Moorpark College; and KC Greaney, Santa Rosa Junior College

Building an Effective Transfer Pathway for Nontraditional Students


How can colleges design effective pathways for diverse student populations? Recognizing that different types of students have different needs, this session addresses the need to move beyond a “one-size-fits-all” approach and develop customized pathways for disproportionately impacted student groups. Faculty and staff will share how the College for Working Adults (CWA) implemented a successful transfer pathway for nontraditional students at Cañada College. The CWA is a part-time evening program that offers a pathway for students to complete up to three associate’s degrees and transfer within three years. In this interactive session, participants will explore strategies for designing an effective transfer pathway, including maximizing transferable credits in a structured curriculum plan, using a cohort model to build community, and providing wraparound services to support retention and success.

Kristen Parks and Christopher Rico, Cañada College

Effective Collaboration Across Disciplines: Using Expertise to Avoid Inappropriate Placement into English Courses


This session focuses on practical ways to improve equitable outcomes for students who may be first-generation college students, language minorities, or other at-risk groups: (1) English Language Learners who need academic ESL, not developmental English; (2) K12 US-educated students with a foreign language in the home who need developmental English, not ESL; (3) students who will benefit from some level of instruction in a noncredit environment. At many colleges, these placements create a ‘turf-war’ with student support and instruction at odds about how to direct these students who are at-risk. However, at Cypress College, there is an interdisciplinary program that directs students to the most appropriate English sequence, fosters active collaboration among English/reading, ESL, and counseling faculty, and results in consistently high basic skills/ESL Scorecard success.

Lani Golay, Sarah Jones, and Kathy Wada, Cypress College


Transforming Math at Cuyamaca College (sans Laplace)


At Cuyamaca College, the longest pathway through transferable math consists of two courses. Math at two or more levels below transfer is no longer offered. Instead, students identified as underprepared enroll in: (1) Intermediate Algebra with concurrent-enrollment support, (2) an accelerated preparatory course for Statistics, or (3) a transferable math course with concurrent-enrollment support. Furthermore, in these courses students study math in a student-centered learning environment with contextualized remediation and where the focus of activity shifts from the teacher to the learner. We’ll describe our transformation process, the college-wide impact, and our next steps (hint: content-area and CTE disciplines are involved). Additionally, we’ll share instructional and other materials and lead hands-on activities where participants develop strategies for transforming their own programs.

Dan Curtis, Scott Eckert, Tammi Marshall, Terrie Nichols, and Lamia Raffo, Cuyamaca College

Contextualized Teaching and Learning: New Insights on Practice and Scaling


Contextualized teaching and learning (CTL) is an instructional strategy that brings basic skills (reading, writing, and mathematics) and occupational/technical content together. Learning comes alive as compelling, relevant, and meaningful with real-life and work-based subject matter. CTL benefits from faculty collaboration across disciplines that contributes to: increased student basic skills gains, accelerated learning, improved critical thinking and problem-solving skills, improved engagement and motivation, improved course progression and success, and improved persistence and college completion. This session will feature developmental education and career technical faculty from Laney and Skyline Colleges discussing how they are innovating and implementing CTL, tapping Adult Education and Basic Skills resources to co-teach, and seeing benefits for students. Career Ladders Project will present findings from the newly released brief, Career Advancement Academies: Insights into Contextualized Teaching and Learning, co-published with evaluator Equal Measure, based on interviews from five California community college CTL implementers.

Kristina Palmer, Career Ladders Project; Elizabeth Maher, David Hasson, and Alina Verona, Skyline College

Curricular and Pedagogical Innovations in Developmental Mathematics: Collaborative Improvement in the Carnegie Math Pathways Network


The Carnegie Math Pathways network engages faculty in over 50 colleges across the country in collaborative improvements of curriculum and pedagogy. In this session, we will share three instructional innovations: (1) curricular tasks and lessons designed to promote students productive struggle, (2) instructional strategies supporting collaborative learning using rich mathematical tasks, and (3) contextualization of pathways lessons into particular disciplines-specific contexts. Participants will learn about the research underlying these innovations, participate in instructional demonstrations, and develop plans for implementing these innovations in their own teaching. We will also share the iterative process through which teams of faculty teaching Statway and Quantway collaboratively designed, developed, tested, and revised these curricular improvements and pedagogical practices and routines.

Michelle Brock, American River College; Scott Strother, Carnegie Foundation for the Advancement of Teaching; and Scott Guth, Mt. San Antonio College


Powerful Pathways: Integrated Counseling and Instruction Supporting Student Success


Pathways are an increasingly popular strategy for supporting student success. While many colleges strive to integrate student services and counseling into instructional pathways, counseling has had varying degrees of integration across institutions. With the availability of Student Success and Support Program (SSSP) and Student Equity funds, this is an opportune time to embed student services such as counseling into career pathways. In preparation for a longer, post-conference workshop, this interactive presentation will provide samples of how various colleges have combined counseling services and career pathways to create essential and powerful partnerships.

Katherine Bergman and Luis Chavez, Career Ladders Project; and Audrey Green, College of the Canyons

Telling Our Stories and Cultivating Professional Community


Professional community is a vital component of professional learning. Yet, we sometimes fail to consider how difficult it is to cultivate respect and trust. Participants will explore how telling stories about our professional lives can foster professional community. We will learn how stories can cultivate professionalism by: motivating individuals and institutions to change, creating community by sharing our vulnerabilities, focusing our attention on positive changes, and helping us discover our own and our students’ motivations. Telling our stories can be the difference between conventional professional development (i.e., one-shot workshops on instructional skills and teaching strategies) and professional learning (i.e., long-term relationships of appreciation, commitment, support, and professional respect).

Alan Razee, Fresno City College

The Heart of AEBG: Essential Pathways through Exemplary Collaborations


This presentation will focus on the Adult-Education College and Career Educational Leadership (ACCEL) consortium (San Mateo County), which, having fulfilled expectations of the AB 86 legislation, is now implementing the charge and opportunity of the Adult Education Block Grant (AEBG). ACCEL, a coalition of adult schools, community colleges, and partners throughout the region, has already piloted a number of collaborations, one of which has resulted in the first new Adult School founded in California as a result of AB 86. Other pilots underway include ECE, Coding, and workforce development pathways. Participants will examine and discuss the key components of the consortium’s success and identify ways in which these strengths can be used to forge partnerships and collaborations among educational, community, and workforce collaborators.

Gregory Anderson and Anniqua Rana, Cañada College; and Tim Doyle, San Mateo Adult School

Reframing Equity Through Curriculum


English instructors from Chabot College will present innovative classroom units with specific scaffolding strategies, including texts used in class and during group activities. The instructors will hold an active workshop in which attendees will be shown how instructors bring students’ lives into the classroom, as well as how instructors can help students to use their lives to think critically and to promote the habit of thinking metacognitively. These units will ask participants to keep in mind the skills students need to complete their college goals and help instructors to determine the rigor needed to prepare students for transfer and beyond.

Mark Anderson, Marcia Corcoran, Monique Williams, Barbara Worthington, and Stephanie Zappa, Chabot College


Designing a Completion Initiative: One College’s Response to Low Completion Rates


In 2015, Norco College launched a Completion Initiative in which the college examined data and discussed radical ideas from community colleges across the country that are also struggling with low completion rates. This interactive presentation will highlight the challenges the college has faced in implementing a Completion Initiative to address its low completion rates, especially focusing on its lowest performing groups: African Americans, African-American males, Hispanics, part-time students, and older students. The Completion Initiative involves college-wide structural changes such as the creation of meta majors, faculty advisement models, college-to-career linkages, and the development of clear and directed pathways for students. Presenters will share strategies they are implementing, the excitement of moving into uncharted waters, and the difficulty of moving their institution in a new direction.

Greg Aycock, Melissa Bader, Peggy Campo, Diane Dieckmeyer, Monica Green, and Jason Parks, Norco College

CCCAssess: From Pilot to Implementation


Representatives from CCCAssess and the pilot colleges will give an update on implementation of this new assessment system. Participants will learn about the steps necessary to transition to CCCAssess and will hear about challenges the pilot colleges have faced and how they were addressed. All college staff and faculty are strongly encouraged to attend to learn about how this important project will help to ensure appropriate student placement and increase student retention and completion rates.

Jennifer Coleman, Butte College; Chris Graillat, California Community Colleges Chancellor’s Office; and Marina Aminy, Saddleback College

What Do We Mean When We Talk About Leadership?


Leadership can take many forms. Community college educators have opportunities to be leaders both in positions with formal responsibilities and in collaboration with colleagues on strategic efforts to strengthen students’ education. Some educators actively seek leadership roles; others come to leadership reluctantly. Leadership programs may provide a structure for educators to shape their own development. What does it mean to learn and grow as a leader? Join us in a conversation to reflect on your experience and discuss how community college educators can grow in different dimensions of leadership.

Facilitator: Rose Asera, RP Group


Post-Conference WorkshopsFriay, October 7 | 9:00 - 1:00

Beyond Financial Aid: How Colleges Can Support the Success of Low-Income Students

Room: Salon II

Colleges across the country are focusing more intensely on improving student success and completion, especially for low-income students. In California, low-income students have been included as one of the student populations that colleges must examine in their equity plans. Research shows that even after receiving financial aid, many low-income students have a significant unmet financial need that can hamper their ability to continue and complete their educational goals. Institutions can mitigate this unmet need by integrating a wide range of supports that enable students to address the broader spectrum of financial hardships—nutrition, housing, transportation, childcare, as well as financial, tax, and legal services—while providing greater academic supports. To demonstrate how institutions can weave expanded financial supports into their success efforts, this workshop will introduce the Beyond Financial Aid toolkit, which provides a clear framework for action, supported by research and literature, translated through five practical institutional strategies, and illustrated by two-year and four-year institutional and system examples from across the country. Attendees will receive ample time to engage with a self-assessment instrument, designed to help gauge and organize current college efforts as well as identify strengths and opportunities to offer these much-needed supports. Community college practitioner teams are encouraged to attend.

Priyadarshini Chaplot, Lead Author, Beyond Financial Aid; and Heather Bettini, Director, SparkPoint Marin Center

Forward-looking Accreditation: Facilitating Conversations, Building Teams, Designing Solutions

Room: Garden 2

Accreditation has pivoted from a retrospective look at academic quality to a more forward-looking approach to creating learner-centered cultures. This workshop is for anyone whose role is to set new directions under the current standards by facilitating, guiding, and/or participating in college work groups. Using the 2014 accreditation standards expectations as our setting, this session will introduce simple, effective tools to build teams, facilitate conversations, capture evidence, and design solutions—tilting the college in the direction of making straightforward, small changes that will produce bigger effects. Ultimately, we anticipate these resources and changes will support more effective decision-making for the college and ourselves.

Robert Pacheco, Learn3r.net; and Fred Trapp, Long Beach City College (retired) and Cambridge West Partnership


Dual Enrollment: Forging California Community College (CCC) and Secondary Partnerships to Effectively and Authentically Serve Underrepresented Students

Room: Harbor

This workshop is designed for secondary and postsecondary partners launching new or expanding and strengthening existing dual enrollment programs, with a particular focus on engaging students from underrepresented groups. Participants will help shape the agenda by sharing the key questions they have about dual enrollment implementation, particularly through K12 and CCC collaborations. Participants will (1) learn about relevant research, (2) discuss implementation challenges and barriers, (3) share promising practices and models, and (4) review legislative guidelines. Small group activities will provide an opportunity to identify ways to accelerate students’ academic outcomes and to ensure legislative compliance. Special attention will be paid to similarities and differences for AB 288 CCAP and non-AB 288 partnerships. Bring your team to launch or strengthen your dual enrollment efforts!

Naomi Castro, Career Ladders Project; Rogéair Purnell, RP Group; and Sara Lundquist, Santa Ana College

Equity in Action: Integrating Counseling to Support Student Success

Room: Garden 3

With the recent availability of Student Success and Support Program (SSSP) and Student Equity funds, many post-secondary institutions are evaluating the impact of support systems and counseling services within their institutions. Career pathways also have been shown to be a particularly effective strategy for increasing student success, especially when paired with comprehensive, wraparound support. In this workshop, we will (1) focus on the integration of counseling within colleges and in pathway design, (2) explore evidence for the role of support services in equitable student success, and (3) discuss emerging and promising practices with an interactive panel of K12 and community college practitioners from California Career Pathways Trust (CCPT) sites. Empowered by work session activities and an exchange of ideas with the interactive panel, participants will develop their own college action plans for integrating counseling services into pathway development. Join us with your team to identify effective elements of design, planning, and implementation that will inform student equity plans and future work. The goals of the workshop are to facilitate effective partnerships that lead to the integration of support services and pathways, and to improve strategies for building counselor leadership in pathway development.

Katherine Bergman and Luis Chavez, Career Ladders Project; Stephanie Feger, Coast Community College District; Audrey Green, College of the Canyons; and Armando Duran, Pasadena City College

Implementing Institutional Redesign: Levers for Achieving Equity in Completion

Room: Pacific

A growing body of evidence suggests that dramatic increases in community college completion and transfer rates will require fundamentally altering the student college experience. Required systems changes may include: restructuring the college outreach and intake processes, redesigning the overall structure of the degrees and certificates offered, helping students select a broad field of interest, clarifying program course sequencing, and integrating student supports. In recent years, some community colleges across the country and in California have begun to put these principles of redesign into practice and some are beginning to show increases in credential attainment and transfer rates, including a closing of the “achievement gap” by demographic group, while others have learned about planning for change by creating the infrastructure, culture, and processes that support institutional transformation. This session will include the following components: (1) synthesis of the research on barriers to student completion and presentation of successful models of college redesign, including development of “structured” or “guided” pathway; (2) direct input from college leaders nationally and statewide involved in college redesign work about their successes, challenges, and lessons learned; (3) small group discussions on how to best utilize existing opportunities and structures at each college to leverage redesign; and (4) the sharing tools that can provide a good picture of the current barriers to student completion and inform the redesign effort through student voices and institutional data.

Sonya Christian, Bakersfield College; Linda Collins, Mina Dadgar, and Kris Palmer, Career Ladders Project; Scott Evenbeck, Guttman Community College at CUNY; and Regina Stanback Stroud, Skyline College


Lessons in Leadership: How a Networked Community of Practice Model Builds the Faculty and StaffCapacity Needed to Foster Institutional Transformation

Room: Garden 4

What do Aspen Prize nominees Pasadena City College, Fullerton College, Citrus College, and Coastline College have in common? How about nationally emulated professional development initiatives, including the California Acceleration Project, the Reading Apprenticeship Project, and the Association of American Colleges and Universities (AAC&U) Faculty Collaboratives Project? All have built their centerpiece student completion efforts with training, ongoing support, and technical assistance from the networked leadership model pioneered by California Community Colleges’ Success Network (3CSN). Join us for an interactive session in which the research base for 3CSN’s approach to community and capacity building will be detailed, and key strategies for creating a cadre of community college professionals to seed, scale, and sustain high-impact student success practices will be shared. Participants will practice developing a theory of change, creating network maps that build engagement and ownership for implementation across the institution, designing a data inquiry and evaluation plan, and planning the professional learning necessary to overcome resistance and cultivate a culture of innovation.

Erik Armstrong, College of the Sequoias and 3CSN; Jessica Cristo, East Los Angeles College and 3CSN; Donna Cooper, Fresno City College and 3CSN; Jeanne Costello, Fullerton College and 3CSN; Deborah Harrington, Los Angeles Community College District and 3CSN; Crystal Kiekel and Eddie Tchertchian, Los Angeles Pierce College and 3CSN; Mark Manasse, San Diego Mesa College and 3CSN; Lauren Servais, Santa Rose Junior College and 3CSN; and Arnita Porter, West Los Angeles College and 3CSN

Cultivating a Growth Mindset

Room: Garden 1

California Community Colleges’ Success Network’s (3CSN) Habits of Mind initiative focuses on the importance of academic dispositions and attitudes for college success and completion. Integral to cultivating these dispositions and attitudes is a Growth Mindset, the belief that ability and intelligence can be developed. Hundreds of curious faculty members throughout California have attended workshops and trainings to learn more about adopting Growth Mindset and Habits of Mind practices in their programs, classrooms, and services. This session provides a forum to learn more about the groundbreaking research surrounding mindsets and the supporting neuroscience. To demonstrate what these approaches look like in action, we will showcase several Growth Mindset practices implemented by talented community college faculty. Join us to gather new ideas, ask questions, contribute to a growing knowledge base, and network with like-minded educators.

Jan Connal, Cerritos College and 3CSN; Miguel Powers, Fullerton College; and Mary-Jo Apigo, West Los Angeles College


Conference Partners

The California Community Colleges’ Success Network (3CSN) promotes the achievement of equity-minded college completion, whether that is completion of a sequence of foundational courses, a certificate, a degree or achievement of transfer status. Funded by the statewide BSI Professional Development grant, 3CSN builds student success initiatives through networking and provides face-to-face and web-based technical assistance to community college professionals. 3CSN also collects resources on effective practices and helps build the capacity of local colleges to use research-based innovations to improve student outcomes.

770 Wilshire Boulevard | Los Angeles, CA 90017 | 213-891-2014 | www.3csn.org

The Career Ladders Project (CLP) aims to strengthen student achievement, educational and career advancement for Californians through research, policy, and strategic assistance to community colleges and their partners. CLP leads large-scale initiatives and works with education and employer partners to create seamless transitions from high school to college, build guided pathways, engage in college redesign and improve post-secondary and career outcomes. CLP works with reform-minded partners and policy makers to expand successful approaches and implement systemic policy changes that support effective practice and student success.

678 13th Street, Suite 200 | Oakland, CA 94612 | 510-268-0566 | www.CareerLaddersProject.or

LearningWorks funds, facilitates, and publishes research and policy recommendations to improve community college student success. LearningWorks identifies and disseminates practitioner-informed recommendations for change at the system, college, and classroom level, infusing these recommendations with state and national insights.

678 13th Street, Suite 103 | Oakland, CA 94612 | 510-496-5391 | www.LearningWorksCA.org

The RP Group promotes excellence by using data and evidence to improve the lives of all community college students. We strengthen the ability of California community colleges to discover and undertake high-quality research, planning, and assessments that improve evidence-based decision-making, institutional effectiveness, and success for all students. Grounded in our roots as a professional association for researchers and planners, the RP Group operates today as a nonprofit, non-partisan organization providing practitioner-focused research, evaluation, professional development, planning, and technical assistance services.

1102 Q Street, Ste. 4800 | Sacramento, CA 95811 | 510-527-8500 | www.rpgroup.org

http://3csn.org

http://www.LearningWorksCA.or

http://www.rpgroup.org


b r o n z e S P o n S o r S

Conference Sponsors & ExhibitorsLocated in the Grand Foyer, our sponsors and exhibitors will be available to answer questions and showcase useful resources on Wednesday, October 5 between 8:30 am – 6:00 pm, and Thursday, October 6 between 7:30 am – 5:00 pm. These companies provide important revenue to the conference and help us maintain the lowest possible registrations fees. We encourage you to stop by and explore their services.

eLumenJoel Hernandez CEO3325 Broadway Street NE Minneapolis, MN [email protected]

eLumen is the leading curriculum and assessment management platform for America’s community colleges.

G O L D S P O n S O r

College Futures FoundationShawn WhalenSenior Program Officer1 Front StreetSan Francisco, CA 94111415-287-1824swhalen@collegefutures.orgwww.collegefutures.org

Our goal is to increase the rate of bachelor’s degree completion among students who are low-income and have historically low rates of college success.

S i lv e r S P o n S o r S B r o n z e S P o n S o r S

Institutional Effectiveness Partnership Initiative (IEPI)Barry GribbonsDeputy Chancellor, Santa Clarita Community College District26455 Rockwell Canyon RoadSanta Clarita, CA [email protected]

IEPI advances innovation and effectiveness for California community colleges through professional development, free technical assistance, performance indicators, and reviewing system policy, procedures, and practice.

NuventiveScott JohnsonVice President of Sales9800 B McKinght Road, Suite 255

Pittsburgh, PA 15237877-366-8700650-455-4011sjohnson@nuventive.comwww.nuventive.com

The Nuventive Performance Management Suite supports a learning culture that maximizes individual contribution to institutional success through data-informed, goal-aligned performance.

GradGuruCatalina Ruiz-HealyCEO/Founder1150 25th Street, Suite 120San Francisco, CA [email protected]

GradGuru is an award-winning app that helps students keep track of academic and financial aid deadlines, guides them through critical milestones, and encourages and rewards them for behaviors proven to lead to academic success.

mailto:[email protected]

http://www.elumen.info


http://www.collegefutures.org


http://www.canyons.edu


http://www.gradguru.org


Conference Sponsors & Exhibitors

E x h i b i to r s

BVT PublishingChad PetersonTextbook Specialist410 Hemsted Drive, Suite 100Redding, CA [email protected]

BVT publishes quality, affordable textbooks for the college market. Our top selleing textbook in student success is College Success: A Consise Practical Guide.

California Acceleration ProjectKatie HernDirector1102 Q Street, Suite 4800Sacramento, CA [email protected] www.chabotcollege.edu

CAP is a faculty-led professional development network supporting colleges to transform remediation to increase completion and equity.

CCC Confer – Palomar CollegeMichelle MusacchiaClient Services Manager365 South Rancho Sante FeSan Marcos, CA 92078760-744-1150, Ext [email protected]

We offer web conferencing solutions, funded by the CCCCO, for the 113-college, California Community Colleges system since 2001.

Civitas LearningDaniel WebbDirector, Strategic Partnerships100 Congress Avenue, Suite 300 Austin, TX 78701202-344-5070dan.webb@civitaslearning.comwww.civitaslearning.com

Civitas Learning is the student success platform for higher education. We partner with leading colleges and universities to help students learn well and finish strong.

ConexEDTracy GorhamCEO132 S. 600 E., Ste. 2014Salt Lake City, UT [email protected]

ConexED is a trusted Academic Communication System that replicates on-campus style face-to-face office appointments and classroom meetings offered fully online and 100% FERPA & ADA compliant.

EdunavJudy EinsteinRegional Director11215 Mount Crest Place Cupertino, CA [email protected]

Edunav is a leading developer of student academic planning and optimization software for colleges and universities. We help institutions develop personalized, optimal pathways to graduation.

LEARN3R.NETFree assessment tools, resources and materials

PACH3.COProgram Design and Evaluation Learner-Centered Innovation & Strategy Accreditation & Accountability Support

Link-Systems International, Inc.Dale SixMarketing Coordinator4515 George Road, Suite 340 Tampa, FL 33634813-674-0660, Ext. 213813-674-0040 dsix@@link-systems.comwww.link-systems.com

Link-Systems is the only company offering a complete suite of interoperable solutions that addresses the entire life cycle of students, with an overt focus on the bottom line: student success and retention.

Pearson SmarthinkingKindra MerrillSenior Account Implementation [email protected]

Smarthinking: Expert online tutoring with proven results.

TaskstreamRachel StrumVice President of Sales71 W. 23rd StreetNew York. NY 10010212-868-2700 [email protected]

Advancing effective assessment to improve student learning and institutional quality. We provide exceptional training, consultation, and ongoing support for all users

Located in the Grand Foyer, our sponsors and exhibitors will be available to answer questions and showcase useful resources on Wednesday, October 5 between 8:30 am – 6:00 pm, and Thursday, October 6 between 7:30 am – 5:00 pm. These companies provide important revenue to the conference and help us maintain the lowest possible registrations fees. We encourage you to stop by and explore their services.

Coastline Community College

i n - k i n d s u p p o r t


http://www.bvtpublishing.com


http://www.chabotcollege.edu


http://www.cccconfer.org


http://www.civitaslearning.com


http://www.conexed.com


mailto:dsix@@link-systems.com

http://www.link-systems.com


http://www.pearson.com


http://www.taskstream.com


Fostering educational and career advancement for Californians

CareerLaddersProject

For more details and info please visit our website:

www.careerladdersproject.org

Join our listserv, and follow us onFacebook and Twitter.


V i s i t w w w. l e a r n i n g w o r k s c a .o rg

to j o i n o u r m a i l i n g l i s t

a n d w e’ l l n o t i f y y o u w h e n

n e w p u b l i c a t i o n s a re ava i l a b l e .

Research, pract icesand pol iciesthat can makea di f ference in student success

linking knowledge, policy and practice


!!!!!

Networked Activities Regional Networks & Professional Learning Hubs throughout the state

Meetings, Sharing, Workshops

Communities of Practice

Reading Apprenticeship Habits of Mind Threshold Learning Assistance CTE

!

Online Professional Development Courses Reading Apprenticeship* Habits of Mind

!

Learning in Networks for Knowledge Sharing (LINKS): Building Communities of Innovation

!BSILI - Week long leadership seminar (June

1 -1 ): Train community college professionals on inquiry methods, program evaluation and curricular redesigns that help transform their campuses.

!

Sponsor Student Completion events Strengthening Student Success Conference

AACU Faculty Collaborative FTLA - Faculty Teaching & Learning Academy

!!

* can get professional development and/or college credit though CSU

!!!!!

Connect with us online @

3csn.org

!

To register online for all 3CSN

events, visit http://3csn.org/201 1 events/

!!!!

3CSN is an initiative of the California Community Colleges’ Chancellor’s Office


Quality. Authenticity. Equity. Collaboration.

Promoting excellence by using data and evidence to transform the lives of all community college students.

Be a part of the conversation! Visit us at www.rpgroup.org and engage with us on and .

http://www.rpgroup.org


Student Success is DEMANDING—and impacts EVERYONE.

You know that you have a lot to do: curriculum development and approval, outcomes

assessment, program review, accreditation... Only eLumen can help you manage these

in one, integrated system that also connects with your SIS and LMS. By truly allowing you

to close the loop, you can make burdensome processes sustainable,

and engage your faculty at their level and on their

terms. eLumen allows you to accomplish what you

need to do: so that you can focus on what you want

to do. Contact us today at elumenconnect.com

Real-world, student-centered progresssounds pretty good. Let’s make that happen.


GradGuru is a smartphone application that supportsstudent success with:

• Campus-specific academic, transfer, and financial aid deadlines

• Tips for staying on track

• Rewards for taking action

• Ability to target and message custom groups such as EOPS, Veterans, and more.

It’s easy to get started:

• Up and running in 6 to 8 weeks

• No need for IT

• SSSP, Equity, and Title V-qualifying purchase

GradGuru is a 501(c)(3) ax-exempt organization

We are grateful to have the support of the following organizations:

Need help keeping your students on track to completion?


thank you Many thanks to the dedicated and talented people who helped shape, plan and implement this conference.

Conference Co-LeadsRose Asera, RP GroupAdore Davidson, RP Group

Steering Committee Rose Asera, RP GroupLuis Chavez, Career Ladders ProjectLinda Collins, Career Ladders Project/

LearningWorksJeanne Costello, Fullerton College/3CSNAdore Davidson, RP GroupAnn Foster, Santa Rosa Junior College/3CSNRobert Gabriner, San Francisco State University/

RP GroupDeborah Harrington, Los Angeles Community

College District/3CSNKelley Karandjeff, RP GroupBarbara McNeice-Stallard, Mt. San Antonio

CollegeNga Pham, Rancho Santiago Community

College DistrictAlketa Wojcik, MiraCosta College/RP Group

Program CommitteeNga Pham, Rancho Santiago Community College District, Chair

Gregory Anderson, Cañada CollegeMary-Jo Apigo, West Los Angeles CollegeRose Asera, RP GroupCarlos Ayon, Fullerton CollegePhyllis Braxton, Los Angeles Harbor CollegeNaomi Castro, Career Ladders ProjectErin Charlens, San Diego City CollegeLuis Chavez, Career Ladders ProjectLinda Collins, Career Ladders Project/Learning WorksDonna Colondres, Chaffey CollegeDonna Cooper, Fresno City College/3CSNJeanne Costello, Fullerton College/3CSNMina Dadgar, Career Ladders ProjectKristen Fong, Cerritos CollegeRobert Gabriner, San Francisco State UniversityEileen Haddad, Cypress CollegeDeborah Harrington, Los Angeles Community College District/3CSNScott Hoshida, Berkeley City CollegeMary Huebsch, Santa Ana CollegeKelley Karandjeff, RP GroupCrystal Kiekel, Pierce College/3CSNMark Manasse, San Diego Mesa College/3CSNBarbara McNeice-Stallard, Mt. San Antonio CollegeRogéair Purnell, RDP Consulting/RP GroupLauren Servais, Santa Rosa Junior CollegeRegina Stanback-Stroud, Skyline CollegeKaneesha Tarrant, Los Angeles Trade Technical CollegeIreri Valenzuela, RP GroupAlketa Wojcik, MiraCosta College/RP GroupRebecca Wong, West Valley College

Event Staffing & Support MeetingWise | www.meetingwise.net

Adore Davidson, RP Group

Lila Tavelli, RP Group

Claire Stallard, Citrus College

Brochure DesignTraverso Santana Design | traversosantana.com

http://www.meetingwise.net

http://traversosantana.com

http://www.traversosantana.com


notes

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RD

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GARDEN3

GARDEN2

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NORTH TOWER POOL


GRAND BALLROOM

GR

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HA

LL

A

B

C

D

E

F

G

A

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CHAPMAN AVENUE

Map of Hyatt Regency Orange County



MENS

WOMENS

DELI

MENS

SELFPARKING

NORTHTOWER


GIFTSHOP

HA

RB

OR

BO

ULE

VA

RD

TusCA

OC BREWHOUSE

STARBUCKS®

WOMENS

MENS

WOMENS

LOBBY

FRONTDESK

IMPERIALROOM

REGALROOM


ROYALBALLROOM

RO

YA

L B

ALL

RO

OM

HA

LL

PLA

ZA

TE

RR

AC

E

TE

RR

AC

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OY

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REGISTRATIONDESK

GA

RD

EN

FO

YE

R

SOUTHTOWER


GARDEN4

GARDEN3

GARDEN2

GARDEN1

NORTH TOWER POOL


GRAND BALLROOM

GR

AN

D B

ALL

RO

OM

HA

LL

A

B

C

D

E

F

G

A

B

C

D

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CHAPMAN AVENUE


BACK COVER

FLOOR PLANSecond Floor

PACIFIC ROOM

HARBORROOM

HERMOSASUITE

HUNTINGTONSUITE

SALON I

SALON II

SECOND FLOOR (NORTH TOWER)

SALON III SALON IV

SALON V

LAGUNA SUITE

MALIBU SUITE

SALON VI

SALON VII

ELEVATORS

SALON VIII

SECOND FLOOR (SOUTH TOWER)

VALENCIA

GRANADA

SEVILLE

MADRID

BARCELONA

RECEPTION

AREA

COMMODORE

BOARDROOM

BALC

ON

Y

MEN

WOMEN

therpgrouparchive.rpgroup.org/system/files/sssc16 program_2.pdf · dr. scott evenbeck founding...

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