President Welcome Pamela T. Luster President, San Diego Mesa - - PowerPoint PPT Presentation
your host Dr. Pamela T. Luster President Welcome Pamela T. Luster President, San Diego Mesa College Rob Fremland President, Academic Senate Trina Larson President, Classified Senate Ava Fakhrabadi President, Associated Student Government
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President
Pamela T. Luster President, San Diego Mesa College Rob Fremland President, Academic Senate Trina Larson President, Classified Senate Ava Fakhrabadi President, Associated Student Government
Welcome
Genevieve Esguerra, Outreach Coordinator Monica Romero, Program Activity Manager, Title V/HSI Grant
Saturday on the Mesa: Jumpstart Your Success
Mesa College’s Multiple Measures Assessment Pilot (MMAP)
Average Success Rate (Fall 2015) for all students in English 101/105 Combined: 71%
Gina Abbiate, Faculty, Math Wendy Smith, Faculty, English Maria Pina, Student
Acceleration
Enrolled in Math 46 Completed Math 46 Enrolled in Math 96 Completed Math 96 Enrolled in Transfer Level Math Completed Transfer Level Math
2817 Students 446 Students
Source: CCCCO Basic Skills Cohort Tracker, Fall 2013 – Fall 2014 cohorts; Students tracked for 3 terms after their initial course enrollment
Mesa’s Traditional STEM Pathway
Intermediate Algebra
using technology
Mesa has offered 34 sections of Math 92
Accelerated Math at Mesa College
Enrolled in Math 92 Completed Math 92 Enrolled in Transfer Level Math Completed Transfer Level Math
753 Students
Source: CCCCO Basic Skills Cohort Tracker, Fall 2013 – Fall 2014 cohorts; Students tracked for 3 terms after their initial course enrollment
166 Students
Students Who Take Accelerate Math Succeed at a Higher Rate
31% Completed Basic Skills Math 73% Complete Transfer Level Math
Source: CCCCO Basic Skills Cohort Tracker, Fall 2013 – Fall 2014 cohorts; Students tracked for 3 terms after their initial course enrollment
70% Complete Transfer Level Math STEM PATH Accelerated PATH 69% Completed Basic Skills Math Increased from 17%
STEM Path vs. Non-STEM Path Comparison
24% 29% 38% 36% 64% 71% 71% 70%
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8
African American Latino Asian/Pacific Islander White STEM Students Accelerated Students
Source: CCCCO Basic Skills Cohort Tracker, Fall 2013 – Fall 2014 cohorts; Students tracked for 3 terms after their initial course enrollment
Completion Rates through Basic Skills by Ethnicity
Enrolled in English 43 Completed English 43 Enrolled in English 49 Completed English 49 Enrolled in English 101/105 Completed English 101/105
1,747 Students 466 STUDENTS
Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2016 cohorts; students tracked for 3 primary terms after their initial course enrollment
Mesa College’s Traditional English Pathway
Accelerated English at Mesa College
Completed English 47A Enrolled in English 47A Enrolled in English 101/105 Enrolled in English 101/105
556 students
Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2016 cohorts; students tracked for 3 primary terms after their initial course enrollment
Students Who Take Accelerated English Succeed Better
263 STUDENTS
Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2016 cohorts; students tracked for 3 primary terms after their initial course enrollment
0% 10% 20% 30% 40% 50% 60%
English 43 English 47A English 43 English 47A English 43 English 47A English 43 English 47A African- American Asian Hispanic White Non- Hispanic
Acceleration Gains by Ethnicity
courses for athletes: English, math, and personal growth.
NOW: Learning Community 101 English 101 & English 31
Thumbs Up from a Student: Maria Pina
Mark Manasse, Instructional Learning Assistance Coordinator
Mesa Tutoring and Computing (MT2C) Services & Learning Assistance Project (LAP)
will do the same for tutors
they will improve themselves AND deliver better services to students
Shared vision of the possible
Tutor/IA Created Video: The Center
Claudia Estrada, Transfer|Career|Evaluations Supervisor Leroy Johnson, Transfer Coordinator Toni Parsons, Curriculum Megan Boquet, ADT Transfer Student, 2016
Champions for Excellence in Transfer
– Course descriptions – Core courses – Sections B and C – 60 unit minimum and maximum
– Work closely with curriculum leadership, especially the articulation officer, to create the degree
curriculum process – Except for expedition at the state level
Birth of an Associate Degree for Transfer (ADT)
degree/certification requirements.
grades.
– District Evaluator reviews academic record based on the major petitioned for; – Graduation evaluation is mailed confirming final coursework needed; – Degree/certificate mailed 3-4 months after semester ends.
– approximately 708 students Petitioned for an ADT degree in 2015-2016.
Petition for Graduation (must be submitted to Evaluations) Due
Students transferring to a CSU in the upcoming Spring and completing an ADT Oct Students transferring to a CSU in the upcoming Fall and completing an ADT Feb
Process for obtaining an Associate Degree for Transfer (ADT)
Mesa top for transferring grads
College recognized for helping students advance
Gary Warth |June 2, 2016 “Before my first semester at Mesa I switched my major to psychology. My EOP counselor suggested that I choose the ADT pathway…I decided to pick the ADT path because I would only have needed a couple of courses to get an Associate Degree. I was not a local in San Diego which made getting an ADT the best option for me when considering which university to apply to.”
Student Testimonial: Manuel Gonzalez
“…As a newly single mother, I felt that I needed to further my education in order to be successful in life… Mesa's ADT program very clearly
the academic requirements …It allowed me to be competitive as a transfer student whose prior education was from an out of state school…I think that for students who are overwhelmed by the transfer process, the ADT makes it an easy to follow guide to educational success.”
Student Testimonial: Megan Boquet
Monica Romero, Program Activity Manager, Title V/HSI Grant Mohammed Ebrahimi-Fardooee, Assistant Professor, Mathematics
Curriculum Redesign Institute
Disciplines
Agenda
Science
23 Faculty from 13 Disciplines
Participant Testimonial: Mohammed Ebrahimi-Fardooee, Faculty, Mathematics
New Faculty Institute
Leslie Shimazaki Dean, Arts and Humanities Andrew J. MacNeill Dean, School of Humanities Acting Dean, School of Learning Resources and Academic Support
– Faculty Evaluation Process – Student Success and Equity – Outcomes and Assessment – Integrated Planning – Promising Classroom Practices – District Tour – Community College 101 – Other
New Faculty Institute
– Mesa’s Amazing Race – Speed Dating for Mentors – Monthly Workshops – Networking Sessions
New Faculty Institute
– Building community – Integrating curriculum that is relevant – Showing that we believe in and support the success of students and faculty
New Faculty Institute
New Faculty Institute Video
ClassiCon 2016
Classified Staff
Johanna Aleman
SS Technician Student Success & Equity
Angie Avila
Senior Secretary Student Development
Ginger Davis
Vice President Classified Senate
Students
Gabriel Gonzalez
Student Veterans Organization
Brittani Kaigler
Student Ambassador
Jazmine Lahbabi
Honors Student
Bryce Washington
Student Athlete
Narrator & Troubadours
Trina Larson
President Classified Senate
Neil Bhatia
Instructional Assistant College Tech Services
Alan Goodman
Instructional Assistant Music
CLASSICON 2016
CLASSIFIED STAFF
CLASSICON 2016
HOW CAN
PUT EQUITY INTO ACTION RETHINK
DEFICIT
THINKING
FOCUS ON STRENGTHS, AN EQUITY MINDSET
MEETING EACH OTHER WHERE WE’RE AT CLASSICON 2016
CLASSIFIED STAFF
CLASSICON 2016
CLASSIFIED STAFF
CLASSICON 2016
ACHIEVER LEARNER RELATOR INPUT DEVELOPER
CLASSIFIED STAFF
CLASSICON 2016
CLASSIFIED STAFF
we can understand ourselves and
STRENGTHS rather than deficits. we change a long history of inequity. we can rethink what we do from the perspective of strengths and equity.
AS INDIVIDUALS… AS TEAMS… AS A COLLEGE…
CLASSICON 2016
CLASSIFIED STAFF
Reframe interactions with students: Emphasize what we CAN do for them rather than what we CANNOT do. Create pathways to bridge gaps between departments, first, through job shadowing and between staff and students through new opportunities for connection and mentorship. Complete processes as students do to better understand their experiences. Walk in their shoes, mindful of how policies are likely to impact them as a paramount concern. Intercede on behalf of students to cut the red tape. Participate in ongoing professional development - "flex.”
PROPOSED MISSIONS
CLASSICON 2016
CLASSIFIED STAFF
“Ultimately, the goal is to re-focus
success and completion rather than focusing on the job as it relates to an individual's position at the institution.”
CLASSICON 2016
“All of our jobs combine collectively to affect a student’s trajectory.”
Rachelle Agatha, Vice President Administrative Services Taj Krumholz, Administrative Technician, Administrative Services Bijan Izadi, Student Logan Oakley, Student