Saturday, July 20, 2019
The RP Group

 SSSC19 Post-Conference Workshops

Read more about our workshops, below, and register for a workshop, here.

Intersegmental Pathways: K12-16 Partnerships and Guided Pathways

Many community colleges have worked with K-12 and four-year partners for years to improve transition points where institutions historically lose students. As we undertake Guided Pathways redesign, how can we build upon earlier work to strengthen student pathways such as dual enrollment, bridge programs, and strong student supports? Where do our intersegmental partnerships go from here?

Join us for this interactive workshop, designed to help you advance your own intersegmental work in the context of Guided Pathways, featuring three partnerships:

  • Bakersfield College will talk about how they came to enroll more high school students than perhaps any other college in the state, and how they have integrated early college into Guided Pathways.

  • Hartnell College will talk about how their accelerated CSin3 (Computer Science BS in three years) partnership with area school districts and CSU Monterrey Bay laid the foundation for partnerships across the Salinas Valley.

  • Long Beach partners (Long Beach Unified School District, Long Beach City College, and CSU Long Beach) will talk about their work over three years on building six broad pathways across all three institutions and aligning math and English.

Lelsey Bonds, Bakersfield College; Naomi Castro and Amanda Amal Issa, Career Ladders Project; Aimee Arreygue, California State University Long Beach; Jackie Cruz and Laurencia Walker, Hartnell College; and Lizzette Villegas, Long Beach City College

Supporting Academic Writing through Deeper Reading and Metacognitive Conversation

Writing pathways have been transformed due to AB 705 (California Community Colleges) and Executive Order 1110 (California State Universities). However, transforming curriculum and pedagogy to meet the requirements of AB 705 and EO 1110 to achieve student success requires more than just structural reform. It requires that educators build knowledge about best practices and bring that knowledge to bear in new courses, programs, and practices. It also requires more conversation across disciplines about the reading and writing expectations students will encounter, and most importantly, it requires more opportunities for disciplinary knowledge sharing and relationship building.

This workshop will invite educators into rich inquiry and dialogue about reading and writing, and it will draw on Reading Apprenticeship routines with an added focus on writing – fostering attendees’ comfort with metacognitive conversation about writing and the connections between reading and writing as complementary problem-solving activities. When we build on students' underestimated strengths as readers and problem solvers and create instructional opportunities for "apprenticing" them into discipline-specific academic literacies, we can create engaged, equitable learning environments that also support robust disciplinary learning.

Kelan Konig, 3CSN/California State University Northridge; Nika Hogan, 3CSN/Pasadena Community College; and Members of the 3CSN Reading Apprenticeship Project and Integrated Reading and Writing Learning Community 

DATA: A Four Letter Word for Middle Leadership

Collecting and understanding data are must-have skills for 21st-century leaders, no matter what level they serve in an organization. Yet, they are skills that continue to be underdeveloped. Community colleges are complex and multi-layered institutions that require leaders to understand what questions need to be asked, what evidence to gather, and how to interpret the answers to those questions. This post-conference workshop will help participants without institutional research background dive deep into collecting useful information to help their institutions respond to the needs of students, faculty, staff, administrators, and community members. Using easy-to-understand modules developed by the RP Group, facilitators from the Leading from the Middle (LFM) Academy will guide participants through a process for data collection, analysis, and dissemination on campus. You will leave with planning tools and experience in data disaggregation to make data actionable on your campus and create more equitable outcomes for students.

Giovanni Sosa, Moreno Valley College; Benjamin Gamboa, San Diego Miramar College; Rachel Antrobus, The RP Group/College of Alameda; and Rebecca Wong, West Valley College

Critical Reflection for Praxis: Engaging in the Heart and Mind Work of Equity

California community colleges are experiencing profound change; in the name of equity, we are undergoing structural transformations, such as Guided Pathways and AB 705, to address the opportunity gaps that have plagued higher education. How do we build our personal capacity to realize the promise of these institutional changes?

In this session, participants will engage in critical reflection to prepare for the praxis (on-going reflection in action) needed to achieve equity. We will activate our minds in service of equity through text-sets and an equity audit of our practice. We will activate our hearts in service of equity through community-building and story-telling. We will activate mind and heart in the service of equity through dialogue and bearing witness to each other and the student experience.

Participants will leave with a reflective practice, a deeper understanding of the role one’s critical reflection and action play in equity work, and a commitment to bringing the heart and mind work of equity, and the critical reflection and action, into their equity praxis.

Vanson Nguyen, 3CSN/ College of Alameda; Sarah Sullivan, 3CSN/Mission College; Lauren Servais, Regional Coordinator, 3CSN/Santa Rosa Junior College; and Members of 3CSN’s Equity Project

Keeping the Student Experience Central in Institutional Redesign: Student Support (Re)defined + Guided Pathways

Seeking ways to better understand your students’ experience to inform your college’s Guided Pathways redesign priorities, including determining what issues to address, questions to ask, and evidence to gather? Or, are you ready to dig into improving a specific aspect of the student experience such as onboarding or meta-majors?

The RP Group’s Student Support (Re)defined study offers a useful framework for student-centered inquiry and design, drawing on what ~900 California community college students said they need to succeed. This workshop will show how colleges can act on the factors students indicated were critical to their success through Guided Pathways adoption and share stories from colleges using Student Support (Re)defined to initiate change. We will demonstrate how Student Support (Re)defined can provide a structure for identifying (1) differences between what your college intends and what students actually experience, and (2) where to focus your redesign work to bridge that gap. We will feature new resources recommending data points, student voices activities, and systems/process maps to help you design with the student in mind. Participants will leave with action steps for applying these resources to advance your Guided Pathways work—no matter where your college is in your adoption process. 

Darla Cooper, Kelley Karandjeff, Kathy Molloy, and Rogéair Purnell-Mack, The RP Group

Anatomy of Integrated Support for Student Success

As colleges work to ensure that students can explore opportunities, choose a major, and attain their goals, they are finding that these Guided Pathways redesign elements depend on colleges integrating supports when and where students need them. Colleges are moving away from requiring students to understand what services on campus can support them toward a model where colleges proactively identify students’ needs and connect them with resources.

As colleges dive deeper into their redesign work, they are encountering questions like:

  • What does it take to integrate student supports throughout Guided Pathways redesign? 

  • How does this approach strengthen orientation, maintain momentum, and ensure completion?   

  • How can colleges center this work on equity and ensure that redesign serves students of color, first-generation students, and low-income students?

  • How does a campus begin and sustain this deep and wide work?

This workshop will feature practitioners from four colleges who will share how their campuses scaled more proactive and integrated support for all students. Participants will assess their own colleges’ services through ecosystem mapping to identify where they could better integrate support into students’ journeys. 

Luis Chavez, Michelle Simotas, and Julian West, Career Ladders Project; Amy Navarez, Chaffey College; Cynthia Olivo, Pasadena City College; Angélica Garcia, Skyline College; Valentin Martinez, West Hills College Lemoore

AB 705 and ESL: Preparing for Fall 2020 Implementation

With a later implementation date for credit ESL, colleges have focused their AB 705 efforts on math and English, but fall 2020 is rapidly approaching. Join the MMAP Research Team for a discussion of emerging research that can guide your approach to AB 705 requirements for credit ESL. We will share our latest analysis of credit ESL course sequences and throughput to transfer-level English (TLE), successful transitions from Adult Ed or noncredit programs to TLE, and when students do (and should) enter non-credit versus credit ESL coursework. This session will feature what the research says about what placement options maximize completion of TLE within three years and for which students, and will showcase colleges already changing their credit ESL programs to comply with the AB 705 guidelines. This interactive session will inform the work of ESL faculty, as well as all administrators, support staff, and researchers supporting credit ESL programs through the transition.

Craig Hayward, Bakersfield College; Terrence Willett, Cabrillo College; Alice Perez, California Community Colleges Chancellor’s Office; Mallory Newell, De Anza College; John Hetts, Educational Results Partnership; Terra Morris, The RP Group

How Design Thinking Can Further Guided Pathways on your Campus: The Inspired, The Transformative and The Practical

As colleges work to transform into student-ready institutions, we need to take the perspective of our students. Design thinking enables cross-functional teams to do this in innovative ways. It helps teams take risks, practice empathy, unleash creativity, and build comfort with ambiguity and revision. Design thinking can help groups collaborate to solve problems and manage change while staying engaged and deepening their relationships with each other. 

Guided Pathways design team leads from Chaffey College and Skyline College will share stories of how they have embedded elements of design thinking into Guided Pathways inquiry and design on their campuses, and they will talk about what they have learned supporting other colleges in design thinking. 

Workshop participants will follow a simulated design cycle with specific stories and resources. The bulk of the experience will involve a hands-on, extended, immersive design lab where participants will develop an expanded framework for Guided Pathways. Consider bringing a specific challenge from your own Guided Pathways work that would benefit from viewing through a student lens! You will walk away with renewed thinking and a plan for inspired, concrete actions.

Note: CLP has also submitted a shorter, sampling version of this session submitted a conference session. Participants should sign up for either the shorter session OR the post-conference session. Though the content will be similar, there will time for deeper engagement and experiential work in the post-conference session.

Chase Fischerhall and Sia Smith-Miyazaki, Career Ladders Project; Jessica Hurless, Career Ladders Project/Skyline College; Misty Burrell, Chaffey College; and Mustafa Popal, Skyline College

Leadership 101: Building Capacity for Change Across our Institutions

Acting alone, leaders cannot generate change. Rather, leaders activate change by partnering and galvanizing their community. They create conditions for change through modeling and holding spaces for community members to be engaged and empowered.

Every aspect of campus change, from department meetings to curriculum committees to workshops and institutes, is a learning opportunity that can contribute to relationship building, knowledge building, and capacity building – if effectively facilitated. After a decade of providing ongoing and sustained professional learning opportunities for educators to increase and support their own and their students’ capacity, 3CSN has gotten serious about this kind of facilitation. Recognizing the importance of facilitation in all change efforts, in 2018 we launched a Facilitator Learning Community (FLC) as a year-long intensive learning experience for participants in our annual summer institute (aka BSILI).

Join us for an interactive session facilitated by members of the FLC and focused on how we can use research-based principles about how people learn to more effectively facilitate change, build stronger relationships, establish trust, and create community, coherence, and ownership across the campus for robust and intentional student pathways to success.

Kim Costino, 3CSN/California State University Dominguez Hills; Jessica Cristo and  Deborah Harrington, 3CSN/Los Angeles Community College District; Diana Bonilla-Hein, 3CSN/ Los Angeles Mission College