First Year Pathways: Giving Students a Strong Start 3CSN
Presentation at the 2nd Annual LACCD AtD Retreat by Crystal Kiekel, Director of the Center for Student Success at Pierce College; 3CSN College & Career Readiness Coordinator; PIP Facilitator, Jessica Cristo, ADELANTE Director, East Los Angeles College; PIP Facilitator, Andrew Sanchez, Harbor College
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
This highly interactive workshop will focus on the collaboration between a community-based organization and higher education institutions. It will concentrate on how the College Success Foundation – D.C. is bridging the pipeline from their HERO (Higher Education Readiness Opportunity) program for young men into the Achievers Scholarship Program, and how it strategically builds relationships to strengthen programs and the success of underrepresented students in college. Workshop participants will learn best practices for fostering and sustaining effective collaborations to better support underrepresented minority and first generation students, and will walk away with tangible information to apply to their organizations. The workshop will also explore the importance of establishing relations with all involved. Participants will share valuable tips around goal setting, effective communication, and developing creative, non-traditional strategic efforts to reach first generation underrepresented students.
Panel: Community Input on a National Research Council (NRC) Summit on the Changing Dynamics in STEM Education Between Two-Year and Four-Year Colleges and Universities
First Year Pathways: Giving Students a Strong Start 3CSN
Presentation at the 2nd Annual LACCD AtD Retreat by Crystal Kiekel, Director of the Center for Student Success at Pierce College; 3CSN College & Career Readiness Coordinator; PIP Facilitator, Jessica Cristo, ADELANTE Director, East Los Angeles College; PIP Facilitator, Andrew Sanchez, Harbor College
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
This highly interactive workshop will focus on the collaboration between a community-based organization and higher education institutions. It will concentrate on how the College Success Foundation – D.C. is bridging the pipeline from their HERO (Higher Education Readiness Opportunity) program for young men into the Achievers Scholarship Program, and how it strategically builds relationships to strengthen programs and the success of underrepresented students in college. Workshop participants will learn best practices for fostering and sustaining effective collaborations to better support underrepresented minority and first generation students, and will walk away with tangible information to apply to their organizations. The workshop will also explore the importance of establishing relations with all involved. Participants will share valuable tips around goal setting, effective communication, and developing creative, non-traditional strategic efforts to reach first generation underrepresented students.
Panel: Community Input on a National Research Council (NRC) Summit on the Changing Dynamics in STEM Education Between Two-Year and Four-Year Colleges and Universities
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
California's Educational System: A Failing Grade?Geneva Mae Lewis
Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
California ZTC Degrees Panel: Past, Present, and FutureUna Daly
Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
California's Educational System: A Failing Grade?Geneva Mae Lewis
Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
California ZTC Degrees Panel: Past, Present, and FutureUna Daly
Online Teaching Conference 2020: Twenty-six California Community Colleges embarked on a journey to create thirty-four Zero Textbook Cost (ZTC) Degrees to dramatically reduce the financial burden of earning an associate degree or career technical education certificate. More than 20,000 students over three years would benefit from this approach to eliminating the barrier of textbook costs. Data collected from participating colleges show that all students in ZTC pathways did better than those in non-ZTC courses, and that traditionally underserved populations did even better.
With proven results of reducing equity gaps, the Governor has proposed doubling the initial $5 million ZTC program to $10 million in FY21, opening this opportunity to more colleges wishing to leverage ZTCs to increase student achievement and reduce equity gaps. Join us to hear from ZTC champions who led the initiative, supporting the faculty who transformed their courses to lower barriers and improve students learning, and ensuring the sustainability of the program. Consider how to integrate a ZTC approach with your distance education, equity, pathways and other student success-centered initiatives. Learn about how students and librarians are poised to play an essential role in the proposed $10 million grant. Finally, learn the critical steps for success and how to assess your college’s readiness for developing ZTC degrees.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. “Slightlythe population you addedwork with.
California residentsthe people
“That’s more than 1/3 of have to
in California with bachelor’s degrees
between 2005 and 2025
“The status quo is from California. to rely much more on
come going to have 2/3 come
“You’re
aged 25-44:
morally unacceptable.” places.”
fromsuccess of community colleges.”
the other
To meet its growing need for college
“Our whole system
graduates, California will need to
breaks down if produce more of its own.
we don’t
make community
Dennis Jones
colleges work.” NCHEMS
Sacramento
2.7 million February 19, 2013
2.16 million
black and Latino
Das Williams
Chair, CA Assembly Committee
on Higher Education
3. 46% 23%
all all
students students
Six-year
Six-year transfer
graduation rates
rates among
for full-time first-
degree seekers
time freshmen 40% 14%
students of students of
color color
Source: CSU Graduation Initiative and
CCC Student Success Task Force
4. Lower Division
Major Prep
General
Education
60 transferable units
2.0 Grade Point Average
30 units of GE
Eligibility GE Breadth or IGETC
American Institutions
Oral Communication
Written Communication
Quantitative Reasoning
Critical Thinking
5. Lower Division
Major Prep
Impac
CAN
LDTP
SB 1440 Reform (STAR) Act
Student Transfer Achievement
• perfect 60+60
for the community colleges:
• start with GE (39 units)
• add 18 units lower division major preparation
for the state universities:
• grant admission priority
• finish in two years’ worth of coursework
6. Lower Division
Major Prep
112 CCCs
23 State Universities
X 23 CSUs
X 25 majors
64,400 degree pathways
112 Community Colleges
7. Lower Division
Major Prep
Transfer Model
Curriculum
23 State Universities
25 degree pathways
112 Community Colleges
8. two frameworks for articulation
course-to-course:
degree-to-degree:
Associate Degree
for Transfer
10. General
Education
integrative
engaging
purposeful
calstate.edu/app/compass
11. General Education
Certification
English Communication A
Math & Quantitative Reasoning B4
Arts & Humanities C
Social Science D
Science (including lab) B1-3
Self-Development E
12. Sources of General Education (48 units total)
prior learning at the
baccalaureate level
(“pass-along”) certifying
California Community College
* other CCCs or four-years (“sending institution”)
* military and other training
* external exams (AP or IB) 39 lower-division units
up to 39 units
California State University (“receiving institution”)
nine upper-division units
16. what we have what we want
reach hook
employability
17. CSU Chancellor’s General Education Advisory Group
2007-2008 revision of Executive Order on GE Breadth
Article 1 Applicability
Article 2 Pathways to Meet Requirements
Article 3 Premises
Article 4 Distribution of Units
Article 5 Transfer and Articulation
Article 6 Implementation and Governance
20. Graduation Rates by Ethnicity and
participation in High-Impact Practices
Source: CSU Northridge
Institutional Research 68%
65%
August, 2010 63%
55%
49%
38%
0 1 2 0 1 2
Latino/a not Latino/a
21. Chico First-Year Persistence
Town Hall Meeting first-time full-time freshmen
2010 86% 84% 91% 93%
with Town Hall Meeting
2009
2008
80% 74% 85% 80%
2007 white students
students of color
William Loker
Dean, Undergraduate Education
2006
Source: Institutional Research, CSU Chico
22. A better transfer curriculum will:
* foreground the essential learning
outcomes -- what we want students
to know and be able to do
* take full advantage of local
expertise, opportunities, and
high-impact practices
without sacrificing access and
portability.
Thanks for having me here, and thank you for your attention to what we all care about. During these remarks I’ll be connecting some ideas that we don’t always think about together, and I’ll try to leave time for Q and A. If more questions or reactions cross your mind later, then I hope you’ll stay in touch. You can see links to the reading that influences me, and contact me via my [click] blog at this address, which I’ll put up again at the end.The main point I want to make is that student success and transfer curriculum are intertwined in ways we don’t always recognize, or take full advantage of.And the need to change that feels increasingly urgent. You can probably think of some telltale signs of your own, but I’ll share this one, from --
[Information on this slide is from the Ventura County Star, “Lawmakers Told California Is Lagging in Higher Education,” 2/20/2013.]-- a hearing in Sacramento last month. The National Center for Higher Education Management Systems is one of those consulting and data-driven groups that periodically testifies to legislators about how we’re doing.In his remarks, Jones began with [click] a point about how our state has been relying on others to educate our workforce. And he points out that we [click] can’t keep doing so. Now note that he’s talking about my segment and not yours – these are bachelor’s degrees. But then he makes an interesting point.Our need to produce more degrees will be complicated by demographics. We can expect [click] another 2.7 million people at one of the critical periods of life where college helps, and [click] nearly all of those newcomers will be in ethnic groups that higher ed has had the [click] hardest time serving.And they’re the people who are likelier to begin with you than with me.Leading Jones to this [click] conclusion. Get it? If you want more baccalaureate degrees, then you need success at the community colleges. It’s a subtle point, but at least [click] one person in the audience got it. Here’s what he said to a [click] reporter afterward. We’ve heard that before. And he said [click] this.I’d like you to think for a moment about those --
-- students, the ones we share. In the last couple of years, both our segments have launched high-profile efforts to improve the rates at which students who start with us actually finish. I’ll share our [click] baseline numbers first. They aren’t pretty.Overall, our students were graduating within six years at a rate of [click] 46%, with an additional penalty for [click] those in the fastest-growing demographic groups.In the community colleges – against, systemwide, and not just the LACCD – the [click] rate of transfer after six years of trying, just among those saying they intended to, was even [click] lower, with another [click] penalty for Latinos and blacks.Now you and I know better than our critics just what we’re up against, in terms of student preparation, inadequate funding, and events beyond our control. But this is not who we want to be.And becoming who we want to be will mean working together. Because most of your students come to you saying they want a bachelor’s degree some day, and 60 percent of the CSU’s graduates began at a California Community College.So I’m going to talk about that transfer pipeline, in terms of students and curriculum, toward identifying with you ways that we can improve it. I’ll begin with the most basic step --