Sunday, December 4, 2022
The RP Group

 2022 Post-Conference Workshops

Friday, October 7, 2022 | 9 am – 12 pm | $160 for RP Group members and $195 for non-members

Choosing to attend one of our post-conference workshops is an excellent way to cap your conference experience, or you can register for a workshop separately. Workshops last three hours and include a continental breakfast.

2022 Workshop Options

  • AB 705 Meets Student Support (Re)defined Six Success Factors

  • Dual Enrollment Students: Where Are They Now?

  • New Strategies for Supporting Undecided Students

  • Texts, Tasks, and Talk: Equity in STEM Through Metacognitive Conversation

  • Through an Equity Lens: Redesigning Counseling in the California Community Colleges

  • Through the Gate Meets Guided Pathways: Redesigning the Student Supports Around Experiences of Transfer

Click here to register. Details on each workshop are listed below.

So, you have been tracking enrollment and success in your English and math courses, but equity gaps continue to persist? Now what? This workshop is designed for researchers, English, math, and/or ESL faculty and will focus on action planning based on the evaluation of your AB 705 efforts and address the following questions:

  • How does your campus ensure learning is taking place?

  • How does individual faculty variation contribute to student success and equity?

  • How does faculty attitudinal measures affect student success?

Linking research from The RP Group’s Student Support (Re)defined, the Six Success Factors will be used as an example for contextualizing the action planning related to AB 705 evaluation efforts.

Participant Learning Outcomes:

  • Have ample opportunities to learn from other colleges having conversations and dialoguing about faculty effects and their role in student success.

  • Learn about recent research on attitudinal beliefs and how they impact outcomes.

  • Gain a better understanding of how the Six Success Factors can be used to ensure learning through individual faculty exploration of their outcomes.

Presenters: Steve Schessler and Terrence Willett, Cabrillo College; Gio Sosa, Crafton Hills College; Mallory Newell, De Anza College; Jesus Limon-Guzman and Carrie Marks, Sacramento City College

Dual enrollment, which allows a student to enroll in both high school and college at the same time, has long been acknowledged as a powerful acceleration strategy for college completion. National and state research has made a clear and compelling case that students in dual enrollment have strong post-secondary outcomes in terms of degree attainment and time to degree completion and that students of color and low-income students actually gain the most from the experience.

Kern Community College District, home of one of the largest and most diverse dual enrollment programs in the state, has asked “what happened?” to former dual enrollment students. Earlier research at Bakersfield College found that former dual enrollment students were more likely to pass transfer-level math and English, a trend found across all racial and ethnic groups. Has dual enrollment reduced or closed equity gaps? What else can we learn about former dual enrollment students? And where are they now? Join us in a session to learn how we approached these questions and how your college might, too. Bakersfield College and Career Ladders Project colleagues will share the quantitative and qualitative methodologies they utilized in this study. Participants will be invited to bring their available data and will work on a plan to replicate the study so they, too, can discover what positive influences their dual enrollment programs are having on former students.

Participant Learning Outcomes:

  • Understand the qualitative and quantitative methodologies used in the Kern Community College dual enrollment project that investigated the impact of “early college” opportunities.

  • Explore the potential of replicating the Kern Community College dual enrollment project to examine participants’ own college dual enrollment programs with a specific focus on equity in outcomes and success.

  • Explore participants’ own data and utilize colleagues in the room as thought partners in planning their own studies.

Presenters: Kylie Campbell, Craig Hayward, and Sooyeon Kim, Bakersfield College; Naomi Castro and Laurencia Walker, Career Ladders Project

Community college educators play a vital role in supporting students who are undecided or uncertain about their educational and career goals. They help these students gain the self-awareness, knowledge, critical thinking/inquiry skills, and experiences that provide clarity and instill initiative in their career exploration journeys. This post-conference workshop will explore models and best practices for embedding the career exploration process throughout the entire campus — beyond counseling and career services ——and providing opportunities for career and major exploration as part of ongoing Guided Pathways implementation.

In this workshop, participants will develop a new or improved understanding of the process that students experience when engaging in career discovery, understand the benefits of pivoting the focus from the “decision” to the process, identify opportunities for students to engage in self-reflection as part of the career development process, and examine the impact on students of the language used in talking about major/career exploration.

Participant Learning Outcomes:

  • Create an action plan to  understand how all college stakeholders can engage students in the career development process.

  • Discover new ways to support all students — both decided and still exploring — through ongoing career exposure and self-reflection.

  • Explore research-backed frameworks and successful models that engage students in clarifying their path, staying on the path, and ensuring learning occurs (Guided Pathways pillars).

Presenter:  Joanna Zimring-Towne, 3CSN/Los Angeles Community College District

In a community of practice bridging the California Community College and the California State University systems, biology, chemistry, physics, engineering, and math faculty are using a powerful framework for teaching and learning — the Reading Apprenticeship framework — to disrupt the status quo and accelerate the pace at which STEM faculty adopt culturally relevant and high-intensity active learning techniques. This post-conference workshop allows participants to experience some professional learning activities that support faculty as they learn to design and facilitate text-based, inquiry-based, active, and culturally responsive lessons driven by metacognitive conversation that can be offered in any teaching modality. The workshop will also share the design of the intensive, online, ten-month professional learning course that is the cornerstone of the community of practice, tour the growing repository of text-based STEM learning activities, and demonstrate how learning community participants are empowered to work as change agents in their departments, on their campuses, and beyond.

 Participant Learning Outcomes:

  • Gain experience identifying and leveraging their own expertise reading the texts of their discipline, in order to better support students’ disciplinary reading and problem-solving.

  • Practice using an equity lens to build on learners' strengths and to differentiate instruction.

  • Plan, execute, and reflect on text-based lessons that engage students in metacognitive inquiry.

Presenters: Nika Hogan, 3CSN/Pasadena City College; Linda Zarzana, American River College; Emily Magruder, CSU Chancellor’s Office; Theresa Martin, College of San Mateo; Erica Seubert, College of the Canyons

Improving the student counseling experience has emerged as a key focus on campuses engaged in Guided Pathways redesign. Colleges have taken varied approaches in rethinking and reimagining counseling. For such efforts to be truly transformative, counseling faculty need to be engaged in meaningful and deep conversations about rethinking counseling through an equity lens. In this post-conference workshop, a panel of counselors and student services administrators will share their redesign stories and how they’ve found a way forward. Join us in this lively session and come ready to consider how your campus might reimagine and strengthen counseling services grounded in equity.

Participant Learning Outcomes: 

  • Identify what it means to center equity in counseling practices.

  • Discuss approaches to centering equity in counseling taken by several different colleges and understand key learnings from their redesign processes.

  • Consider approaches that align with local efforts and begin to construct action plans for catalyzing change on participants’ own campuses.

Presenters: Luis Chavez, Cristina Sandoval, and Michelle Simotas, Career Ladders Project; Heather Oshiro, Chabot College; Teresa Aldredge, Cosumnes River College; Wendy Stewart, MiraCosta College; Armando Duran, Pasadena City College; Val Martinez Garcia and Teresa Quilici, West Hills College Lemoore

How can we redesign the supports around students’ transfer experiences using the four factors from the Transfer Capacity-Building Framework and students’ transfer trajectories?

Join us in this workshop to learn more about The RP Group’s Through the Gate transfer research and the practical applications of the findings to improve students’ transfer experiences. Come hear how Crafton Hills College has redesigned its students’ transfer experiences within a Guided Pathways framework. 

This workshop is designed for transfer center leads and/or staff, counseling leads and/or counselors, career leads and/or staff, and Guided Pathways liaisons. Attendees will engage in a group activity mapping out the transfer-related supports and services the college provides based on students’ transfer journey and then complete a re-envisioning of students’ pathways based on the research and resources provided.

Participant Learning Outcomes:

  • Learn about the transfer trajectories for students and the factors that support or hinder their transfer success.

  • Learn about how one college redesigned their transfer supports using guided pathways and lessons learned from the Through the Gate research.

  • Engage in redesign work for their institution based on the Through the Gate research findings and the spotlighted college to reimagine transfer in the context of their guided pathways efforts.

Presenters: James Grabow and Mariana Macamay, Crafton Hills College; Alyssa Nguyen, The RP Group