Outcomes Understand design principles for sustainable, inclusive decision making structures and oversight bodies related to GP Explore decision-making structures and strategies for connecting GP design teams with shared governance bodies structurally at Bakersfield, College of the Canyons, Mira Costa, Sierra and Skyline Break the mold practice student-centered decision-making and consider its
structural implications at your college Carry back learnings to your GP team! Agenda 9:30 9:35am Welcome! 9:35 9:55am ASCCC presents: Bakersfield, College of the Canyons, Mira Costa structures 9:55 10:15am Deep Dive 1: Sierra College decision making structures
10:15 10:30am Deep Dive 2: Skyline decision-making structures 10:30 10:40am Q & A 10:40 10:50am BREAK 10:50 11:20am Activity: Student-centered design 11:20 11:30am Reflect and debrief 11:30 12:00pm Regional Mixer (in breakout room) ASCCC, Decision-Making and Guided Pathways
Role of the faculty in decision-making codified in Education Code and clarified in Title 5 regulations Consistently ASCCC has reaffirmed shared governance in the context of Guided Pathways ASCCCs role as providers of professional development for faculty and engagement with system partners and the CCCCO Guided Pathways Liaisons ASCCC Academic Academy, September 14-15, 2018
Many breakouts and general sessions at plenaries and institutes on GP Resolutions and Rostrum articles affirming the role of local senates The Local Picture: What do the Faculty Say Locally, most decision-making structures have similar components Faculty reassigned to take on leadership roles A high-level oversight body created specifically for guided pathways leadership that interacts and reports to existing governance structures
Effective design, implementation, and sustainability must rely as much as possible on existing decision-making structures Characteristics of Effective Decision-making Structures Fluid and able to change as the work changes Integrated with existing governance structures (institutionalization of a mature structure is needed)
Communicates the "problem (making and re-making the case) to all in the governance structure and consistently returns to these foundational principles Values and pursues full campus participation High-level leadership is supportive and engaged Supports all those involved in the endeavor Characteristics of an Effective Oversight Body
Has a clearly defined connection to existing governance structures Is inclusive it is critical that traditional silos not be re-created as the college determines how to approach a full-scale guided pathways implementation Has a clearly defined decision making-process Has a clearly defined role and mission Communicates its work to the college as a whole Word from the Field: Bakersfield College
Implementation Taskforce approved by the senate Includes classified, admin and faculty Positions identified by the need and tasks in our plan, with ad hocs as needed Faculty are compensated Senate president on the taskforce and regular reports to constituents Integration into existing decision-making supports transparency Open attitude to try things, assess, and then drop, improve or continue
Word from the Field: College of the Canyons Institutional Effectiveness and Inclusive Excellence Committee (IE)2 Small steering committee and a subcommittee of the College Planning Team (CPT Seven workgroups under (IE)2 Workgroup model promotes cross-functional collaboration and inquiry (IE)2 pays close attention to meeting facilitation to ensure collaboration and the sense that all are heard
Stresses making the case so people feel the calling of the work Effective decision-making grounded in communication Word from the Field: Mira Costa Coordinating group, led by the Dean of Research, Planning, and Institutional Effectiveness (RPIE) Provides recommendations to work groups and final recommendations for implementation to the College Council
Various work groups, organized by guided pathways pillars Workgroups consist of faculty, administrators, classified staff, and student representatives Exploring revitalizing and repurposing a dormant student success committee Current goal to more effectively integrate and institutionalized GP as part of the existing governance structure Resources
Resolution F17 17.02 Local Academic Senate Role in Developing and Implem enting Guided Pathways Frameworks Resolution F17 17.05 Academic Senate Role in Appointing Faculty for Guided Pathways Framework Design and Implementation Resolution F17 17.06 Support for Local Academic Senates in Committing to a Guided Pathways Framework Effective Participation in Governance: Policies and Practices, October 2017 Rostrum
Power in the Collective: Faculty, Collegial Consultation, and Collaboration, Rostrum, April 2017 ASCCC Guided Pathways Resources Website Sierra story The Skyline College
REDESIGN Inclusive Decision-Making Guided Pathways Workshop September 10, 2018 Jessica R. Hurless, [email protected]
If all the knowledge, work, and decisionmaking reside within one group, then you let everyone else off the hook of needing to be a part of the change. - Mustafa Popal Our Design Team serves as the point of integration and communication for all efforts of the
Comprehensive College Redesign. Our Design Process: Focus Groups Flex Days Interviews Forums Surveys
Division Mtgs Class visits Study Sessions Meetings Meetings Consults Our Recommendation
Process: Every System is perfectly designed to achieve the results it gets. - W. Edward Deming and Paul Batalden The Skyline College
REDESIGN Designing Inclusively Q&A 10:30 10:40
BREAK 10:40 10:50 Activity (25 mins) Student Voices & Inclusive Decision Making 1. Individually, take a minute to read the student quote. 2. On the sticky note provided, write down what stood out to you while reading the student quote. What challenges or issues is the student bringing to light?
3. As a table, share out your initial thoughts about the quote and then together determine the student concern you will focus on. Activity (continued) With the concern in mind, and thinking about a Guided Pathways decision-making structure, work as a table to discuss the following questions:
1. How have institutional structures helped to create this student concern? 2. What decision-making steps could your Guided Pathways team take to help address the student concern? (Data/People/Communication/Conversations) 3. Are the members on your Guided Pathways team representative of the necessary voices, experiences, initiatives, resources, etc. to help address the student concern? If not, how could you make it flexible enough to include them?
Reflection and Closing 11:20 11:30am Regional Mixer 11:30am 12:00pm Join the Bay
Area Learning Cluster Q: How is my college using Strong Workforce resources for Guided Pathways (GP)? A: We have Regional Joint Venture (RJV) resources through the Bay Area Community College Consortium http://www.baccc.net. See BACCCs description of an RJV at: https://sites.google.com/a/baccc.net/baccc/swp/2017-18-regional-joint-ventures.
Q: For what kind of activities/expenses are we using our RJV resources? A: Meeting materials, student stipends and release time and/or compensation for CTE faculty and classified staff to participate in GP planning/professional development and design activities. Q: Who at your college typically would need to request/summit the RJV? Where do I get more information? A: Please first contact your colleges liaison to the BACCC, likely your CTE Dean or Strong Workforce Lead in collaboration with the GP lead at your college. Your BACCC lead will then be in touch with BACCC leadership: Rock Pfotenhauer, Chair
[email protected] Kit O'Doherty, Director [email protected] Strong Workforce Program Potential Funding for GP Development The Strong Workforce Program provides funding to colleges, K12 and the region to develop and strengthen pathways that lead to careers
paying livable wages ~$50M annually to colleges and the region ~29M annually to K12 schools Development of career-oriented Guided Pathways eligible for these funds Most of the funding goes directly to colleges. Contact your CTE administrator for more information ~$2M per year from the region for multi-college projects - RJVs
Colleges also crowdfund Regional Joint Ventures See rjv.baccc.net for examples Lunch (Main Room) 12:00 1:00 PM
ReceiptsRequired for expenses greater than $25. (Personal Car Mileage is excluded) Because BPMI has a direct bill arrangement to cover the airline, hotel, and car rental, receipts are not required for these expenses.
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