Approved MINUTES - ARCDocs · Earned credit certificate over 18 units, associate degree (Vision Goal Completion Definition) 2,352 . 4,750 (5.1 point increase) · Expanded academic,

ARC Board Room, Student Center, March 28, 2019 American River College Academic Senate Regular Meeting

Approved MINUTES Preliminaries 1. Call to order by President Gary Aguilar at 3:00 PM Present were: Ellen Bowden, Cindi Unmack, Katrina Worley, Laurinda Reynolds, Larry Dumais, Lynn Fowler, Shannon Pries, Gordon Roadcap, Julie Blaney, Erik Haarala, David Austin, Mark Rau, Jacqueline Diclementine, Kate Williamson, Deborah Gale, Amy Gaudard, Andy Halseth, Matthew Register, Glenn Jaecks, Charles Thomsen, Jordan Meyer, Janay Lovering, Alisa Shubb, Gary Aguilar, Tressa Tabares

2. Approval of Agenda: Agenda approved with changes (deletion of item 14 by consensus. ARC FastTrack Online Education Initiative (OEI) Rubric Academy - Local Peer Online Course Review will be on the agenda for the next meeting. In its place, the Senate will discuss changes to the hiring process. 3. Approval of March 14th minutes: Minutes approved by consensus. 4. Introduction of Guests: Bill Simpson, Clarify Program Paths, Sarah Lehman, Students Success Council Co-chair, Dan Crump, Senate Liaison 5. Public Comment Period (3 minutes per speaker): Senator Lynn Fowler shared a flier for a Climate Change Summit to be held at CSUS on April 10th. ARC students are invited and encouraged to intend. Gary will email Senators the flier so that they can help spread the word to students. 6. President’s Report: None Decision (10 minutes maximum per item) 7. Draft Student Equity and Achievement (SEA) Plan (1st Reading)--see attached. Senators were directed to look at the Executive Summary in Question 5 to get an overview of the entire plan. It is really a report to the Chancellor's office of our current

data and the activities we are using to improve that data. Recent changes have already begun to improve our numbers for various metrics. 8. Draft Clarify Program Paths Final Report (1st Reading)--see attached. Senators are asked to share this report with their colleagues and send feedback to Bill Simpson or Gary Aguilar. Gary will send a link to the full report (which is too large to be an attachment ). CPP has completed 54 maps. They are working on ATLAS, a program that will work like Socrates to facilitate ongoing program map building and maintenance (so we don’t have to use paper records or pdfs). There will be a student facing side of ATLAS (so students can drag and drop courses into customizable sample EdPlans), but that work must be coordinated with the district first. Program Review Chair Alisa Shubb suggested that Program Review create a link from Annual Unit Planning to the Program Map too so that faculty could include Program Map updating in their unit plan discussions since both activities need to be done at the same time and since program maps are something that could help inform unit planning. Reports (10 minutes maximum per item) 9. Student Success Council--See attached. Student Success Council Senate Liaison Kate Williamson reported on the last SCC meeting:

● ARC Online 2.0 update ● ELSS update: The committee is coordinating with CPP and again

affirmed that AdAstra will be a tool for scheduling, and will not replace the human voice in scheduling. They are working on the scheduling of non-academic spaces and determining what spaces should be used for what activities/groups and on combining the scheduling and analytic functions of AdAstra.

● Proposed Project Team: Disproportionately Impacted Students ○ 2-year project team ○ Representatives from DI groups ○ Still working on the scope of the team

10. Senate Liaison Reports: No report. 11. Senate Committee Reports: No report.

Discussion 12. Report Out: District Academic Senate a. LRCCD Academic Senate Collegial Consultation Resolution --see attached President Aguilar reviewed the history of the DAS’s concerns about collegial consultation, reminded Senators that the Senate Presidents across the district attended an IBA training with Chancellor King and Vice-Chancellor Jamey Nye, and explained that the resolution came from Sacramento City College’s Executive Team with support from Cosumnes River College’s Executive Team. This is a resolution coming from the DAS, not an individual college, for the purpose of improving or at least documenting the problem of lack of consultation with the Academic Senate. The Senate Executive Team has some misgivings about the purpose and possible results of this resolution (like damaging the relationship between the DAS and the Chancellor), but would like to support their district colleagues in their efforts to improve collegial consultation. Senators had no substantial feedback on the document and in general, supported the Executive Team in their proposed support of this resolution. b. Email usage across the District. How do ARC Senators feel about restricting use to Everyone on Exchange Distribution List? Senators shared the general feeling that it would be better to deal with individuals violating district policy on email use or to write better policy about email use than restrict nearly everyone’s ability to send email to everyone on the exchange. Senators also expressed concern that a technical solution would not work as there are already problems with maintaining distribution lists. 13. Report Out: Executive Leadership Team (ELT) a. Approved: Campus Master Plan, Integrated Planning Guide, MidTerm Accreditation Report, Educational Master Planning Project Team Charter, Strategic Enrollment Management Project Team Charter--These charters will be coming back to ELT once they are finalized. b. New Team: Institutional Professional Development (proposed by the Institutional Effectiveness Council) c. An additional meeting was added for April 8. 14. ARC Faculty Screening and Interview Committees

Faculty discussed the problem of changes in the hiring process not being adequately communicated to faculty before they serve on hiring committees. Although faculty receive training in “hiring the best,” there is no training on the nuts and bolts of being of serving on a hiring committee. 15.Update: AB705 Implementation - Mathematics In response to the AB 705 legislation, the math department has created new accelerated pathways for students to complete their transfer-level math requirement. They are working with the district to create 3 main paths across the district: BSTEM, STATS, and LAMP (the MATH 300 option for liberal arts majors). They have created co-requisite support courses for nearly all of their entry-level transfer-level math offerings. These co-requisite classes are paired with the transfer-level course and taught by the same instructor. Most are 2 units. The philosophy of these classes is to provide students with just-in-time support, opportunities for group learning, growth mindset activities, study skills, and contextualized math problems. They will not re-teach students Algebra II or be traditional lecture classes. Students who need Statistics can be placed into STATS 300 or STAT 300 AND STAT 10 (a co-requisite support course) Students who only need MATH 300 be placed into MATH 300 or MATH 300 AND MATHS 10 (a co-requisite support course) Students who need Business Math can be placed into MATH 340 or MATH 340 AND 45 (a co-requisite support course) OR MATH 342 or MATH 342 AND 45 (a co-requisite support course) The STEM path still requires Algebra II (which can be met in high school with IM3 or advanced algebra) Students can still take classes in the MMLC. Right now, the Math department is working to get the message out to students with fliers, poster, and an email campaign. 16. Items from College Areas for Academic Senate Consideration: None Meeting Adjourned: 5:00 PM

Upcoming Meetings and Events 1. District Academic Senate Meeting: Tuesday, April 2, 3:00 P.M., District Office Main Conference Room 2. ARC Academic Senate Meeting: Thursday, April 4, 3:00 P.M., ARC Student Center Board Room 3. LRCCD Board of Trustees Meeting: Wednesday, April 10, 5:30 P.M., Board Room, District Office 4. Academic Senate for California Community College (ASCCC), Spring Plenary: Thursday, April 11 – Saturday, April 13, Millbrae

2019-2022 Student Equity and Achievement Plan (Template for Planning Purposes Only)

1. In the chart below, enter the three-year goal for each metric based on data for the college’s overall student population and identify activities that support goal attainment.

Metric

Current Baseline Data

for Overall Student

Population

Goal for Overall Student

Population

Activities that support the goal

Access: Successful Enrollment in the Same Community College

33.4%

53.4%

· Pathways outreach and support: To work with feeder high schools to assist students in enrollment at ARC, with targeted outreach to disproportionately impacted student populations · Student Engagement Center: to support new student matriculation, from application to enrollment in first semester at ARC · Achieve@ARC: New Student Experience onboarding support for entering students as they matriculate to ARC Connect Center: Support for new students, from application to enrollment, as they matriculate to the college

Retention: Fall to Spring at the Same College

62.2%

82.2%

· Back on Track – Probation Support · WAC/RAD · Tutoring Support · New Faculty Academy

Transfer to a four-year institution (2016-17 baseline)

2,111

4,677

(5.5 point increase)

· Expanded academic, personal and career counseling/advising for students · Transfer Center support services: workshops, application assistance, university exploration, and transfer educational planning

Completion of both transfer level math and English within the District

4.9%

24.9%

· EOPS Math Success Tutors · Math Learning Center (Natomas) · Student Success in Science and Engineering (STEM) Tutoring Support · Writing Across the Curriculum (WAC) at Natomas Center · WID and WAC at main campus


· Reading Across the Disciplines (Natomas Center)

Earned credit certificate over 18 units, associate degree (Vision Goal Completion Definition)

2,352

4,750

(5.1 point increase)

· Expanded academic, personal and career counseling/advising and support for students Financial Aid

2. In the chart below, enter the three-year goal for each student equity population shown to be disproportionately impacted in each metric and identify activities that support goal attainment.

Metric

Current Baseline Data for

Disproportionately Impacted Student

Population

Goal for Disproportionately Impacted Student

Population

Activities that support the goal

Access: Successful Enrollment

See data sheet below for breakout of DI student groups. Note that the given increase for each group will not only meet the goal for the overall student population as stated above, but will also

· Achieve@ARC: New Student Experience onboarding support for entering students as they matriculate to ARC, with specific supports and outreach targeted to ARC’s disproportionately impacted student populations · Umoja-Sakhu · Puente · PRISE · Foster Youth Expanded academic, personal and career counseling/advising and support for students


close the equity gaps by 40% as outlined in the Vision for Success document

Retention: Fall to Spring

· Achieve@ARC: Targeted case management support and engagement throughout new students’ first year in college designed to increase student retention and success, with specific supports and outreach targeted to ARC’s disproportionately impacted student populations · A2MEND · Black Men of Color Network · STEM/MESA Center · Umoja-Sakhu · Puente · PRISE Foster Youth

Transfer to a four-year institution

· STEM/MESA Center · Equity Action Institute

Completion of transfer level math and English

· WAC/RAD · Co-requisite Support · Equity Action Institute

Earned credit certificate over 18 units, associate degree

· Expanded academic, personal and career counseling/advising and support for students · Financial Aid



3. Outline a process and schedule for evaluating the progress made toward meeting your student equity goals. (500 words

max) ARC’s Office of Institutional Research (OIR) will monitor and report on measurable goal outcomes annually and continuously evaluate programs supported by the College’s Student Equity Plan. These data will include the Student Success Metrics (Access, Retention, Transfer, Completion of Math/English, and Earned an award). The OIR will continue to provide ongoing evaluation of activities by collecting data (quantitative and qualitative), tracking implementation of activities, applying statistical procedures to analyze data, and disseminating research findings via presentations and reports to project managers and the campus community.

4. How will your college ensure coordination across student equity-related categorical programs or campus-based programs? (500 words max)

American River College places our commitment to social justice and equity at the center of our mission. The College has recently undergone a dramatic redesign with the ultimate goal of closing equity gaps and increasing student success. We are implementing Guided Pathways, we are scaling up a case management-based first-year experience program for all incoming students, and we have shifted to a project management-based governance structure that allows for rapid implementation of needed reforms. We have also launched multiple in-depth, equity-focused faculty training programs. In addition to these broad-scale reforms, ARC supports many equity-related programs and we use multiple methods for ensuring coordination amongst both our categorical and campus-based programs. We have also identified areas where we need to improve coordination. The first coordination method we use is centralized supervision. Our equity-related categorical programs are nearly all supervised by the Dean of Student Services, and she is able to facilitate communication and reduce duplication of services by holding regular meetings with categorical program staff. Many of our campus-based programs roll up to our Dean of Equity Programs and Pathways, who is able to facilitate similar coordination for those programs.


Second, the supervising deans and program staff for equity-related programs strategically coordinate as needed. For example, the Dean of Equity Programs & Pathways and the Dean of Student Services regularly communicate and collaborate around equity-related programs. Also, the Dean of Equity Programs & Pathways, the Dean of Student Services, and the Dean of Counseling work with the instructional deans to coordinate our equity-focused learning communities such as the Puente Project. A third coordination method we use is proximity. Our categorical program offices are nearly all located in our Welcome and Support Center, which also houses the Dean of Student Services; this proximity facilitates coordination. Similarly, the offices for many of our campus-based equity programs are located in our Student Center along with the office of the Dean of Equity Programs and Pathways. We also know that there are ways we can improve coordination between our equity-related programs. It would be helpful to have an advisory council whose job it was to look across campus at all equity programs to make sure all our students are being served, provide opportunities for equity program leaders to meet regularly, and help the various programs collaborate strategically to maximize resources and serve students the best we can. There is a particular need for additional coordination, cohesion, and increased resource parity between the equity programs that are more institutionalized and well-funded, such as our categorical or other grant-funded programs, and the campus-based equity programs that arose from grassroots efforts of committed faculty and staff, such as our Umoja-Sakhu learning community and our Native American Resource Center. Every student is unique, so ARC’s goal is to offer layers of support based on student need. Ideally, we will coordinate our equity efforts so that we may filter students into the communities, affinity groups, and support programs that best support their needs and preferences. This way, we make sure the students get the support they need and we avoid duplicating services.


ARC’s EQUITY RELATED PROGRAMS

Categorical Programs Campus-Based Programs

EOPS ● CARE (serves single parents) ● NEXT Up (serves foster youth)

Umoja-Sakhu Learning Community: An Afro-centric learning and support community

DSPS Puente Project: through a Latinx cultural lens and framework, supports educationally underrepresented students to achieve success

CalWorks Native American Resource Center

Veterans Resource Center P.R.I.S.E. Learning Community: Pacific Islander/Asian-American Resilience Integrity and Self-Determination through Education

Financial Aid API Student Connection: supports Asian Pacific Islander students

TRIO ● Journey ● STEM ● Veterans

Beaver Food Pantry

PRIDE Center: Supports LGBTQ+ students

UndocuScholar Resource Connection: Supports undocumented students

UNITE: ARC’s Community & Diversity Center (Universal, eNgaging, Inclusive, Transformative Education): Provides programming around issues of equity and diversity

Level Up First-Year Success Program: First year student support program open to students who have been traditionally underserved in educational environments, such


as foster youth, Undocular Scholars, students of color, and LGBTQ+ students

Achieve@ARC: Case management-based first year experience support program for incoming recent high school graduates

Science Skills Center: provides supplemental academic support for students in science classes

Tutoring: provides supplemental academic support to all students

STEM/MESA Center: Provides support for students in STEM fields.

5. Each college must create an executive summary that includes, at a minimum, the Student Equity goals for each required student group, the activities the college will undertake to achieve these goals, and the resources budgeted for these activities. The executive summary for this plan must also include an accounting of how the Student Equity funding for 2015-16, 2016-17, and 2017-18 was expended and an assessment of the progress made in achieving the identified goals from prior year plans. The summary must also include the name of the college or district official contact for further information. The executive summary must be posted to the college website. Provide a link to your college’s executive summary below:

EXECUTIVE SUMMARY

ARC is currently engaged in a college redesign effort to improve the student experience as well as outcomes for all students. As part of this effort, ARC recently adopted its new Strategic Plan and a redesign of its governance process. We joined Achieving the Dream to assist the college in its efforts to improve efficiency, assess its capacity, and integrate efforts to improve outcomes and equity. We also are part of the California Guided Pathways project, and this is assisting us in our efforts to implement Guided Pathways.


Foundational to this work was the ARC Student Equity Plan work group’s participation in two Center for Urban Education Student Equity Implementation Institutes (Feb 2015 and October 2015). This team examined ARC’s equity data which showed student populations that were disproportionately impacted, particularly African American, Hispanic, and American Indian/Alaska Native students. Also foundational was ARC’s decision in fall 2016 to become an Achieving the Dream (ATD) college. ATD assisted the college with improving student outcomes through a redesign of the college. ARC held 3 college wide summits in the 2016-17 academic year to discuss ways to improve the ARC student experience and to gather input for the college strategic plan. In these conversations, equity emerged as a major theme, as reflected in the college’s new strategic plan, adopted in spring 2017 (see below).



STUDENT EQUITY GOALS FOR REQUIRED GROUPS For the overall student population, we have set our 2021-22 goals as follows: Access, Retention, and Completion each will increase by 20 percentage points; Transfer will increase by 5.5 percentage points and Award will increase by 5.1 percentage points, each of which reflects 10% of the overall student population. The newly adopted strategic plan includes an equity statement to provide an equity lens through which to view the strategic goals and to emphasize the college’s orientation toward reducing the achievement gap by 40% within 5 years and eliminating the achievement gap within 10 years, which is consistent with the Chancellor’s Office Vision for Success. For SEA the college has set its aspirational goals as follows: The goals for DI groups for Access, Retention, and Completion (Percentage Point Gap methodology) were set at an increase of 20 percentage points over the baseline success rate; Transfer and Award (Proportionality Index methodology) goals were set such that 10% of the population will be successful. For the first three, we increased the total group goal by 20 points and closed the equity gap by 40%. For the last two groups (Transfer and Award) we set a goal for each group to reach a success rate of 10% of their population by 2021-22. The college’s historical equity data shows that African American, Hispanic, and American Indian/Alaskan Native students are experiencing disproportionate impact in course completion, degree and certificate completion, and transfer. The State Chancellor’s Office current equity data shows that ARC students from almost all groups are experiencing disproportionate impact in at least one of the student success metrics, as illustrated in the chart below:



ACTIVITIES TO ACHIEVE GOALS Governance Redesign. In Fall of 2015, conversations began based on a growing concern that despite the resources devoted to governance in terms of time and commitment of participants, the current committee structure at ARC had become unwieldy, siloed and was appearing inadequate when it came to responding in a timely and transparent way to new initiatives. Then, in Fall 2016 a group of faculty, classified staff, management, and student representatives were appointed to a governance task force. This task force was charged with affirming those aspects of our institutional processes and governance structures that are working effectively while creating an efficient structure that allows the College to work smarter and adapt to a continually and rapidly changing environment and increase student success. The task force was also committed to building on the strong institutional history of trust based relationships to preserve and further enhance a "participatory leadership culture". Through a college governance task force, the college examined its governance and decision making structure, including its committee structure and functions, planning, reporting and action/implementation alignment with a goal of maximizing institutional effectiveness. The task force produced a proposal for a redesigned governance structure, which was adopted in 2017. The transition to this new governance structure was completed by January 2018. Project Teams. As part of the new ARC governance structure, there are three councils: Student Success, Institutional Effectiveness, and Operations. Project teams for each council are chartered and created annually to achieve targeted goals from the ARC strategic plan to improve student outcomes. During the 18-19 academic year, seven project teams engaged in redesigning the student experience to improve outcomes. The project teams were: Enterprise Level Scheduling Solution (ELSS) Implementation, Clarify Program Paths, Integrated Planning Improvement, Institutional Equity Plan, ARC Online 2.0 (Distance Education Plan), Facilities Master Plan, Wellness Center.


These project teams are aimed at improving ARC student success outcomes, including milestone achievement, first term course success rates, fall to spring persistence rates, reduction of unit accumulation, completion of degrees, certificates, and transfer, and closing equity gaps. ARC is actively engaged in redesigning the student experience, including the early “front door” experiences of our students, developing clear and supported pathways for them to achieve their educational and employment goals. Guided Pathways. As part of the California Guided Pathways project, we are focused on creating clear pathways for students. In alignment with the California Guided Pathways project, our goal is to provide students with the following: 1) Programs that are fully mapped out and aligned; 2) Proactive academic and career advising; 3) Responsive student tracking systems; 4) Structured onboarding processes; 5) Instructional support and co-curricular activities; 6) Redesigned and integrated basic skills classes. Below are the ARC project teams and activities related to the implementation of Guided Pathways.

Program Paths Student Success Project Team. The ARC program paths student success project team is creating clear and coherent academic and career pathways within established areas of interest that serve as a supportive foundation for ACHIEVE (described below). The Clarify Program Paths team is responsible for creating and implementing areas of interest and establishing and implementing clear and coherent academic and career program paths in the form of program roadmaps. There are currently 93 programs with at least one approved roadmap, 16 more waiting for the team’s final approval, and another 55 in progress. The college is on track to attain our goal of mapping all of the top-10 and ADT programs by the end of the spring 2019.

Achieve@ARC. This program is designed to provide all new students with a comprehensive onboarding experience before starting college to help students “start right.” Through dedicated success teams, all Achieve@ARC students are provided with case management support and interventions, targeted, “just in time” communications, and student engagement activities throughout their first year. In summer of 2018, ARC identified 1,489 students for Achieve Success Team case management. In total, 683 students participated in a new 2-day Achieve@ARC onboarding experience (5 sessions held), which included campus tours, academic workshops, connecting with their Success Team, and activities to connect them with ARC. An


additional 806 students participated in the Achieve Canvas Site. A success case management model was used for Achieve@ARC students. Each success team (serving 500 students each) included 2 counselors, 1 Success Coach, and a Clerk. Achieve students included several disproportionately impacted populations (African American 6%; Pacific Islander 5%, Hispanic Latino 29%, Asian-American 6%, Multi-Race 7%, Filipino 5%, and White 33%). Basic Skills Educational Redesign. As a result of AB705 legislation, both the Mathematics and English departments at American River College redesigned their basic skills curriculum. In Mathematics, prior to Fall 2019, developmental students would have taken one, two, possibly even three, developmental mathematics courses prior to reaching a college-level course. The amount of time students spent learning new mathematical content, practicing mathematics problems, and receiving support from faculty before Fall 2019 will be reduced from 5-10 units (270-540 student learning hours) of prerequisite content to 2 units (108 student learning hours) of corequisite support from Fall 2019 on. Additionally, the ARC English Writing and Reading Departments radically overhauled their basic skills curricula and significantly reduced the length of the course sequence which kept so many students from achieving their stated goals. The faculty also created courses that included targeted, just-in-time support for those students who needed it. The English and Reading departments collaborated to restructure the sequence of classes so that all students were placed directly into transfer-level English. Students with a grade point average of 2.9 or above were placed directly into ENGWR 300 (college writing), and those with GPAs below 2.9 were placed into ENGWR 300 with 3 units of corequisite support. That support included a new 2-unit course attached to ENGWR 300 (ENGWR 94), and two half-unit courses from our Writing Across the Curriculum and Reading Across the Disciplines programs. Specifically, the departments reduced a course sequence that potentially required students to pass five classes before entering ENGWR 300 to placing them directly into the two versions of ENGWR 300 mentioned above. Previously, many students were required to pass ENGRD 14, 15, and 116 before entering ENGWR 50 and then ENGWR 101, which led them to


ENGWR 300. Faculty are continuing to monitor student outcomes in the new sequence in order to gauge how we might best support students in this new environment.

Learning Communities and Student Support. Learning communities at ARC are another strategy aimed at supporting our disproportionately impacted populations.

Umoja-Sakhu Learning Community. Umoja-Sakhu is an Afro-centric learning and support community. The Umoja-Sakhu Learning Community (USLC) at ARC is specifically designed to increase the retention and success rate as well as the graduation and transfer rates of African ancestry students. With emphasis on topics relevant to the African American experience, the curriculum focuses on improving reading, writing, self-discipline and critical thinking skills. Program counselors also provide assistance with the personal issues that often hinder African American students in an educational setting.The Umoja-Sakhu motto is to be "intentional and deliberate" in providing students with a variety of tools and resources which help them in achieving their goals. Instructors, counselors and program staff also use community building strategies to enhance students' learning potential.

Another learning community is the Puente Project. The Puente Project's mission is to increase the number of educationally underrepresented students who enroll in four-year colleges and universities, earn degrees, and return to their communities as leaders and mentors to future generations.Puente combines culturally relevant accelerated instruction, intensive academic counseling, and mentoring by members of the community. Puente students (aka Puentistas) work closely with their counselor, English instructor, and mentor to prepare for transfer to four-year colleges and universities.

Native American Resource Center. The Native American Resource Center is an academic support program based on the Native American Principles of Balance. The program seeks to address the challenges inherent in "walking" in both the traditional tribal and western academic worlds. Four points of emphasis (inspiration, discipline, wisdom, and creation) include linked classes, classroom presence of elders/tribal leaders, and the integration of personal community study and social activities.

ARC PRIDE Center. PRIDE is committed to serve the diverse LGBTQIA+ community on campus. The Pride Center is also dedicated to emphasizing intersectional LGBTQIA+ identities, especially those who have been historically underrepresented


and disenfranchised. The Pride Center affirms the need for a space to share and disseminate information, challenge and dismantle negative stereotypes, and serves to facilitate dialogue about marginalized orientations, gender identities, and intersex people in a non-judgmental atmosphere. The center is committed to advocating for improvements in campus climate regarding trans and queer issues and student success. These goals will be accomplished through research, educational trainings, programs, and direct services to students.

U.N.I.T.E. (Universal Engaging Inclusive Transformative Education). U.N.I.T.E. creates collective spaces in which student, staff, faculty, and administrators share lived realities, stories, and histories as equity education for the campus community. Additionally, U.N.I.T.E. provides a welcoming and inclusive environment that engages in brave dialogue about diversity, social justice, and equity. We offer support, advocacy, and leadership opportunities for and about disproportionately impacted communities. All programs for U.N.I.T.E. focus on critical consciousness and analytical thought, social justice education within the community, student equity, seamless educational pathways, and cultural empowerment and enrichment for the ARC community. A major focus of U.N.I.T.E. is to promote a better understanding and awareness of the everyday student experience through collaborative partnerships across the campus community.

Professional Development. Professional development academies aimed at improving faculty knowledge about student equity and developing strategies to improve outcomes for disproportionately impacted student populations have been created and implemented.

New Faculty Academy (NFA). NFA is an inclusive first year experience that is required for all new faculty members. It introduces faculty to critical information, resources, and support for their teaching, professional development, campus service, research, outreach efforts and overall student success.

ARC Equity Action Institute (EAI). EAI is a two-semester cohort experience designed for full-time faculty members who want to improve disproportionately impacted student population success rates at American River College. In this institute faculty establish a foundation to understand equity and its intersections by focused development of individual equity, institutional equity, and educational equity. In collaboration with other faculty, faculty support each other as they engage in reading,


reflection, dialogue, group work, and other transformative processes that deepens practitioner development around our racial and other identities and expands our ability to use their teaching and learning tool kits to address the needs of our underserved students. They also grow the skills necessary to be Equity Coaches and provide resources to faculty members.

Diversity in the Classroom: A Reaching and Learning Institute. Diversity in the Classroom is a professional development series created to address the professional development needs of ARC and Los Rios Community College District faculty. Because the ARC commitment to social justice and equity is affirmed in the ARC mission and vision statement, this Institute offers an opportunity to deepen all faculty's understanding of social justice and equity in the classroom and in the workplace.

Measuring Effectiveness.

STUDENT SUCCESS METRICS AT A GLANCE

Fully Onboarded

Fall to Spring Persistence

Transfer English & Math

Degree, Certificate,

Transfer

Avg. Units at Degree

Improved & Equitable

Student Experience

Campus Climate

Governance Council

& Project Team Evaluations

Guided Pathways x x x x x x x

Achieve@ARC x x x x x Basic Skills Redesign

x x

Learning Communities

x x x x x x Faculty

Professional Development

x x x


RESOURCES BUDGETED AND ASSESSMENT Resources Budgeted.

BUDGET AT A GLANCE

BSI ALLOCATION

SSSP ALLOCATION

SEP ALLOCATION

SEA INTEGRATED (BSI/SSSP/SEP)

2015-16 $205,008 $4,883,843 $2,526,502 N/A

2016-17 $271,793 $4,850,276 $2,491,736 N/A

2017-18 $894,440 $4,712,173 $2,500,038 $8,106,651


Assessment. The integrated BSI, SSSP, and SEP allocations support our student success project teams, our redesign efforts, and our student success strategies and activities. The college is making significant progress toward achieving its student equity goals. A new strategic plan with a specific focus on equity was adopted and a new governance process was redesigned to implement our equity-focused strategic plan. The student success project teams are now established and a major redesign (in a scaleable model) of the student experience was delivered to the first cohort of 1489 students in fall 2018 in our Achieve@ARC program. In Fall 2019, this cohort number will increase to 2500 Achieve students, and in Fall 2020 all new incoming students will be Achieve students (cohort of 3500). Additionally, 88 new full time faculty (4 cohorts) participated in the New Faculty Academy, 50 faculty (3 cohorts) participated in the Equity Action Institute, and 51 faculty (3 cohorts) participated in the Diversity in the Classroom: A Reaching and Learning Institute. We have a project team focused on equity and another on professional development. These teams will lay the foundation for us to have a coordinated professional development program for faculty, staff, and administrators and will help us meet our student equity goals. Additionally, a project team on disproportionately impacted student groups is being formed and will provide its recommendations for improving outcomes for our disproportionately impacted groups in spring 2020.

6. Identify one individual to serve as the point of contact for your college (with an alternate) for the Equity Plan and provide the following information for that person:

Point of Contact: Name Dr. Lisa Aguilera Lawrenson Title Vice President of Instruction Email Address [email protected] Phone 916-484-8412


Alternate Point of Contact: Name Dr. Adam Karp Title Dean Planning, Research, and Technology Email Address [email protected] Phone 916-484-8307

Approval and Signature Page College: District: Board of Trustees Approval Date: We certify the review and approval of the 2019-22 Integrated Plan by the district board of trustees on the date shown above. We also certify that the goals, strategies, and activities represented in this plan meet the legislative and regulatory intent of the Student Equity and Achievement program and that funds allocated will be spent according to law, regulation, and expenditure guidelines published by the California Community Colleges Chancellor’s Office. Chancellor/President Date Email Address


Chief Business Officer Date Email Address Chief Instructional Officer Date Email Address Chief Student Services Officer Date Email Address President, Academic Senate Date Email Address


ClarifyProgramPaths(2018‐19)

Status Report By the end of the spring 2019 semester, the team will have met all of its deliverables. The team also has several recommendations to continue the work beyond the timespan of the project.

Deliverables 1) An updated list of areas of interest (names, definitions, included programs) for the 2018‐

19 academic year submitted to the Student Success Council. The list was submitted to the council on Sep. 14, 2018.

2) An updated list of the top 10 programs in each area of interest submitted to the Student Success Council. The list was submitted to the council on Sep. 14, 2018.

3) A work plan and timeline for the project submitted to the Student Success Council. A work plan/timeline for the project was submitted to the council on Sep. 28, 2018.

4) Roadmaps for the top 10 programs submitted to the Student Success Council. Current status (as of 3/15/2019):

Total Maps Complete Maps In Progress

Top 10 Programs 73 51 22

Remaining ADTs 10 5 5

For the programs whose maps are still in progress, draft versions of maps are in the being finalized and will be completed by the end of the semester.

There are currently 166 completed program roadmaps. A list of approved roadmaps for each program, with links to the maps, can be found on the CPP website.

All approved roadmaps will be available on the new college website once it goes live. 5) A proposal to create a new Academic Senate committee submitted to the Academic

Senate. The Academic Senate reviewed a proposal to create a Program Paths Committee on

Oct. 25. The proposal had its first reading on Nov. 8 and its second reading Dec. 13. It was approved by the Senate and is being implemented this semester with assistance from the Clarify Program Paths project team.

6) A proposal to create or purchase software for maintaining program roadmaps submitted to the Student Success Council. The team recommends using Atlas to create and maintain program roadmaps. See

the recommendations section below for more details.

Recommendations 1) The team recommends that the college adopts Atlas as its program roadmap

maintenance and publishing tool. The team also recommends the college adopts Atlas for publishing roadmaps, both in printable form and on the ARC website.

2) The team recommends that the college incorporates program roadmaps into the HighPoint Degree Planner software being implemented by the district, assuming that the software can be adapted to work with roadmaps. Ideally, program roadmaps would be the starting point for creating individualized educational plans.

3) The team recommends that the college provides professional development for faculty and staff to show them how to use areas of interest and program roadmaps as part of their jobs.

4) The team recommends that the college integrates program roadmaps and areas of interest into the other Guided Pathways redesign work being done at the college. This could include using program roadmaps during initial counseling sessions with new students and organizing orientation sessions based on students’ initially expressed area of interest. It could also include outreach to feeder high schools to get students exploring career and major options prior to entering college.

5) There is building momentum for district‐wide collaboration on Guided Pathways implementation, to create a consistent student experience across the district. The team recommends that the college use its recent experience implementing Guided Pathways to help the district create meaningful and useful design principles that would work for all four colleges.

6) There are a number of ongoing, program‐paths‐related duties that need to be assigned to someone at the college. The team recommends that the college consider creating a Guided Pathways Coordinator position, whose duties would include: chairing the Program Paths Committee acting as the college‐level administrator of Atlas assisting in the coordination of Guided Pathways efforts within the college, including

making sure the college website adheres to Guided Pathways design principles acting as the college’s liaison for districtwide Guided Pathways implementation and

coordination maintaining up‐to‐date Career Coach and CCCApply connections to our areas of

interest and program roadmaps working with the Virtual Education Center to create and maintaining program

roadmaps for fully online programs

3/19/2019

Clarify Program Paths – Bill Simpson

• Should have top 10 programs and ADTs program maps done by graduation.

• 166 maps, live on website program roadmaps

o "Req," "GE" etc. will be clickable in website. Will have Assist API.

When click on course/GE Area will have other suggested options for students

o Counseling and instruction input in every map (notes, etc.)

o Will help students with Financial Aid to determine which courses will count for their

program of study

o When done will have over 200 maps, and will be linked on website.

o Academic Senate is working on creating program paths committee.

o Question about courses getting left out of maps - Bill has spreadsheet to track courses

being used, does have SLO requirement for equity/diversity and makes sure at least

one in map. Once more maps are done, will review to make sure courses are spread

out. Already discussed with departments prospect of balancing. Depends on

scheduling availability of courses, and will work with Kale and leveraging Ad Astra to

work with that.

o Ben Barber, merged with Online 2.0 website to create Atlas, which is now going to be

used across the district. Ben is trying to architect Atlas to work for each campus’

needs.

Atlas - Still work in progress and only for faculty part is built out. Drag and

drop to build maps; automatically adds up units; can add map notes. While

creating, only department/editors can see, and then Bill can publish so it’s

visible to other departments. Can click to get info about courses to add to

https://sites.google.com/a/apps.losrios.edu/clarify-program-paths/home/completed-program-roadmaps

maps. Will link to pre-recs. Still working on adding in details for various

idiosyncrasies - like only offered in Spring, etc.

o New Ingeniux website wasn't laid out with guided pathways in mind. So had to do

customization to make it work - Will link to program maps, but doesn't right now

because still being built.

Program overview webpage (example)- degrees/certificates and courses pulls

from Socrates. Can't link to roadmap from degrees, etc. page. So on overview,

links to roadmap page - still being built.

Hoping that over summer will be able to connect resources on website.

o Achieve Welcome Survey - needs assessment online. Will report what program they

want in this survey. Would like to incorporate information on areas of interest pulled in

from website. Will be coordinating support around areas of interest.

Achieve goal is to catch early to help even those that are undecided. But for

financial aid do need to decide (can't be undeclared)

Can we coordinate in CCC Apply? - since each Los Rios campus has different areas

of interest can't incorporate into CCC Apply

• Summer and Fall 2019 - program paths committee chair (Bill) - finalize top maps, website

(with Atlas), Bill will finalize directions for process for maps (manual).

• Socrates and Atlas – not fully automated and will need committee and departments to be

reviewing regularly.

• In next few weeks will finalize final report

• Available as soon as we can get data integrity worked out. Goal by next catalog have website

and Atlas working for staff and students.

ARC Online 2.0 – Marsha Reske and Daniel Gilbert-Valencia

http://services.ingeniux.com/losriosv10arc/x10769

http://services.ingeniux.com/losriosv10arc/academics/programs-and-majors/accounting

• Last SSC meeting was first read, but we just used this meeting to gather input, and then next

SSC meeting will be 2nd reading.

• Team appreciated our feedback from last time, and had reviewed SSC feedback. We further

clarified and discussed some of our suggestions from last time which will be incorporated.

ELSS

• (As mentioned above) coordinating with program pathways, but won't have every program

with a map.

• Intention is to create schedule - but will not be computer generated, will still have human

input and tool (Ad Astra) will help with decision making.

• Made progress on scheduling for nonacademic functions such as permissions of who can

schedule rooms. Don't want ability for others to use rooms that doesn't fit in with area. Can

then share when ready.

• Working with vendor to combine schedule and analytics into one interface.

• Transition to strategic enrollment management (SEM) - Ad Astra will begin to produce weekly

enrollment reports for Fall 2019 semester. For a while will be hybrid of different systems.

Disproportionately Impacted (DI) Students - Proposed Project Team

What would the scope of this project team be? What should the committee membership be

comprised of? What would a two-year plan look like?

• Will have charter(s) and report to SSC.

• Two year project - stagger which groups we target (based on DI).

• Bring together representatives (faculty, staff, students) from DI groups across the campus to

identify needs for our campus.

Resolution: Creating Accountability for Collegial Consultation on Academic and Professional Matters WHEREAS, on January 14, 2019, the four college Senate Presidents, the LRCCD Academic Senate President, the LRCCD Chancellor, and the LRCCD Vice Chancellor of Education and Technology engaged in a facilitated discussion using the Interest Based Approach (IBA), and in doing so agreed upon specific ways of improving collegial consultation processes based on AB 1725, which requires that faculty make recommendations to the local board or designee with regard to academic and professional matters (otherwise known as the “10+1”), and Title 5 regulations, as codified in LRCCD Board Policies and Regulations , which contain specific 1 2

language delineating how collegial consultation with faculty regarding academic and professional matters should occur; WHEREAS, for some academic and professional matters, local boards should “rely primarily upon” faculty, such that “the recommendations of the senate will normally be accepted, and only in exceptional circumstances and for compelling reasons will the recommendations not be accepted. If a recommendation is not accepted, the governing board or its designee, upon request of the Academic Senate, shall promptly communicate its reasons in writing to the Academic Senate”2 For the remaining academic and professional matters outlined in the 10+1, local boards and Academic Senates need to “reach mutual agreement,” and if they fail to reach mutual agreement, “existing policy shall remain in effect except in cases of legal liability or fiscal hardship. The local board may act, after a good faith effort to reach agreement, only for compelling legal, fiscal, or organizational reasons” ; 3

WHEREAS, the LRCCD Academic Senate is very concerned that the voices from the Governor’s office, the legislature, and the state chancellor’s office have been having a much more powerful effect on our district-level decision-making processes than the voices of the Los Rios Community College District (LRCCD) Academic Senate or our local college Senates, and that the LRCCD Chancellor’s Office has not consistently been engaging in collegial consultation with the LRCCD Academic Senate as outlined by Title 5 and LRCCD Board Policies and Regulations; RESOLVED, the LRCCD Academic Senate expresses to the LRCCD Chancellor, the Vice Chancellor of Education and Technology, and the Los Rios Community College District Board of Trustees its ongoing commitment to the collegial consultation process regarding academic and professional matters; RESOLVED, the LRCCD Academic Senate urges the LRCCD Chancellor, the Vice Chancellor of Education and Technology, and the LRCCD Board of Trustees to work with the LRCCD

1 LRCCD Board Policy P-3412, http://www.losrios.edu/general_counsel/Policies/P-3000/P-3412.pdf 2 LRCCD Board Regulation R-3412, http://www.losrios.edu/general_counsel/Regulations/R-3000/R-3412.pdf 3 Title 5 § 53203(d)(2)

http://www.losrios.edu/general_counsel/Policies/P-3000/P-3412.pdf

http://www.losrios.edu/general_counsel/Regulations/R-3000/R-3412.pdf

Academic Senate to jointly reaffirm in writing our legal, ethical, and values-driven commitment to collegial consultation on academic and professional matters; and RESOLVED, the LRCCD Academic Senate urges the LRCCD Chancellor and Vice Chancellor of Education and Technology to continue to work with the LRCCD Academic Senate to develop and implement a system of mutual accountability with clear and measurable criteria to ensure that collegial consultation on academic and professional matters is occurring consistently; and RESOLVED, the LRCCD Academic Senate recommends that the LRCCD Academic Senate Executive Council, using the above-stated mutually agreed upon criteria, provide a report at least once a semester to the District Academic Senate documenting the status of collegial consultation between the LRCCD Chancellor’s Office and the LRCCD Academic Senate.

PROJECT CHARTER

2018-2019 Educational Master Plan Project Charter V.1 March 1, 2019 1 | P a g e

Project Team: Educational Master Plan Project Type: Planning Project Duration: Spring 2019-Fall 2019 (1 year) Sponsoring Council: Student Success Council PROJECT BACKGROUND AND NEED (Why is the project necessary?) American River College is actively working towards the four major goals specified in its most recent strategic plan and intends to make substantial progress by 2021. However, the college does not currently have an articulated long-range planning document to chart the course for the next decade or more. In order to serve its mission and fulfill its commitment to social justice and equity, it is necessary to develop an educational master plan that can envision the future of the institution and anchor a variety of integrated planning processes. Once completed, the content would serve as a navigational tool to ensure all other plans are headed in the same general direction.

PROJECT PURPOSE AND SCOPE (What is the project expected to encompass? What are the boundaries?) As the most long-range and comprehensive of American River College’s planning processes, the ARC Educational Master Plan is expected to assess the current state of the institution, project its likely future, and propose how it should develop in order to serve its mission effectively. During the planning cycle, the project team will intentionally examine the college’s context, environment, and effectiveness. Based on analysis of the data, the team will identify key priorities/themes and develop a long-term vision for the future which can then provide direction for all other planning processes.

Plans of this type typically explore topics such as:

Reflection on the college mission Context of post-secondary education (national, state, regional, and local) External and internal environmental scans Enrollment and program growth forecasts Stakeholder perceptions and interests Institutional strengths, opportunities, and challenges Key priorities or themes to address Vision of the future

o Assumptions and implications for other planning processes o Alignment of instruction and support services with future needs of students/community o Infrastructure and institutional support necessary to provide anticipated instruction and services o Suggested approaches for realizing the vision

The charge of the project team is limited to the planning process including steps such as assessment, analysis, envisioning the long-range future, and developing a written planning document. Actual implementation of the educational master plan is beyond the scope of work.

PROJECT CHARTER


PROJECT OBJECTIVES (What is the project expected to achieve?)

Successful completion of this project is intended to achieve the following objectives:

1) Assess the current state and projected future of ARC a. Review existing various data sources to inform the educational master planning process; data sources

are likely to include the LRCCD Environmental Scan conducted in 2016 b. Gather input from stakeholders and new data as needed to supplement existing data c. Explore the national, state, and local educational and labor market context to better understand the

changing landscape as well as the likely future of learning and work d. Conduct analysis such as enrollment forecasts, SWOT/SOAR, etc. e. Consider the data and research in light of the institution’s mission and its commitment to social justice

and equity 2) Based on the assessment, identify the key trends that require vigilance. 3) Respond to the key trends by creatively envisioning and defining an agile long-range vision for the college that

will serve as a navigational compass for the college as a whole (i.e., relevant to instruction, student services, and all other areas). One possible way of presenting this information would be to arrange the vision around strategic priorities or themes.

4) Develop a draft educational master plan that covers the period of 2019-2031*

*Timeline based on schedule proposed in draft integrated planning guide

PROJECT DELIVERABLES (What items will be produced during the project?)

Deliverables to be completed and/or submitted for approval:

1) By early May 2019, an initial working draft of the ARC Educational Master Plan (2019-2031) which includes, but is not limited to:

a. Executive summary b. Key trends that require vigilance c. Agile, long-range vision for ARC

2) By September 2019, a final draft of the ARC Educational Master Plan (2019-2031) which includes, but is not limited to:

a. Executive summary b. Key trends that require vigilance c. Agile, long-range vision for ARC

SUCCESS INDICATORS (How will success be measured or determined?) The project will be considered successful when:

1) An assessment of current state and projected future of American River College has been completed that considers internal and external factors

2) The college has creatively envisioned the future. 3) A draft educational master plan is proposed that is aligned with the Institutional Equity Plan (once adopted) and

is considered through established governance channels 4) The adopted plan is available to the college community as a navigational guide for integrated planning processes All of these indicators can be thoroughly accomplished through completion of the stated project objectives.

http://www.losrios.edu/strategic-plan/_files/uploads/env-scan-sac.pdf

PROJECT CHARTER


PROJECT ASSUMPTIONS (What conditions are believed to exist?) The project team was authorized based on the following assumptions: American River College does not currently have an articulated long-range planning document (i.e, educational

master plan), so the planning process will not rely on updates to previously written materials. The content of the educational master plan is expected to address topics of institutional importance and be relevant to all areas of the college. Recommendations should be both aspirational and viable.

The college must strive for agility in order to quickly adapt to a rapidly changing environment. Considering this reality, ARC’s Educational Master Plan should serve as a compass providing a general direction rather than specifying exact steps along a prescriptive route. The educational master plan should be overarching and “big picture” in nature and is not intended to be used an implementation plan.

The plan, once adopted, will act as both a springboard and informational resource to other integrated planning processes. It should be relevant to and influence future integrated planning processes including program review and focused plans on the following topics:

o Distance education o Employee development and retention (human resources) o Facilities (physical resources) o Strategic Enrollment Management o Sustainability o Technology

Any process used to develop an educational master plan will include opportunities for stakeholder input from beyond the project team.

The timeline for the educational master plan has been aligned to accreditation cycles and is specified in the draft integrated planning guide as 2019-2031. It is expected that insights gleaned from program review and other planning processes may necessitate updates to the educational master plan before it expires, so there is also a scheduled opportunity to review and update the plan in 2023-24.

A full environmental scan will not be conducted for this planning process since Los Rios CCD conducted a full environmental scan in 2016. The project team may supplement this scan with additional data as needed.

The planning process should consider system-wide priorities specified in the Vision for Success published by the Chancellor’s Office of the California Community Colleges.

The planning process will need to explore recent external pressures and trends such as the changing funding formula, the trajectory of the Online Education Initiative (OEI), and the creation of the California Online Community College as well as the future of work and learning.

The work of the team will range from concrete to abstract. While the planning process should be informed by known data, it is essential that forward-thinking innovation and creativity are components of envisioning a future that is unknown.

The content, style, and format of the plan should be concise and accessible to the average person (not written for an academic audience).

http://www.losrios.edu/strategic-plan/_files/uploads/env-scan-sac.pdf

https://foundationccc.org/Portals/0/Documents/Vision/VisionForSuccess_web.pdf

PROJECT CHARTER


PROJECT RISKS, CONSTRAINTS, OR DEPENDENCIES (What factors might impact the project? How might the project intersect with the internal or external environment including other projects?) The project team should be aware of the following known risks, constraints, and/or dependencies: Any long-range plan will be aligned to the overarching framework of the Institutional Equity Plan which is

currently in progress and is expected to be completed by the end of Spring 2019. The educational master plan is expected to inform ARC’s focused plans which cover the topics of distance

education; employee development and retention; facilities; strategic enrollment management; sustainability; and technology. It can also guide program review, annual unit planning, and subsequent strategic plans.

Strategic enrollment management planning is also expected to occur in Spring-Fall 2019. Both planning processes should coordinate plan content related to enrollment management to ensure that the final drafts do not contain conflicting information.

The funding formula for California Community Colleges is changing, so there may be fluctuations in future revenue trends that cannot be predicted by historical data.

In general, Los Rios is experiencing growth in online course enrollments and decline in face-to-face enrollments. The move to Guided Pathways may influence course-taking patterns. As a result, historical course enrollment

trends may be less predictive of future course enrollment levels. The higher education environment and the world of work are both changing extremely rapidly. Long-term

planning in this environment requires output that provides flexible, adaptable guidance rather than a fully defined strategy.

OTHER CONSIDERATIONS (What are the anticipated implications related to equity and inclusion; research and data; district policies and regulations; district and/or college-wide practices; college-wide cross-functional relationships; and resource needs such as staffing, workload, technology, and space/facilities?) It is likely that this type of long-range planning could have implications for all of the areas listed above which will be better understood once the work involved in envisioning the future of the college is underway. Some considerations include:

Potential benefits of working with Los Rios sister colleges in a more coordinated way to leverage the strengths and resources of each college to serve the needs of students

Likelihood that there will be resource needs related to technology in order for ARC to keep up with and prepare students for the rapid technological advances in the world of work

Various implications related to equity and inclusion in response to alignment of the Educational Master Plan to the Institutional Equity Plan

Need for additional data and stakeholder input beyond what is currently available

PROJECT CHARTER


PROJECT TIMELINE/KEY MILESTONES

Month(s) PROJECT PHASE FOCUS/MAJOR TASKS January 2019 Initiation Project initiation and charter development

February 2019 Preparation

Project planning; team scheduling; initial research and discovery; preparation for kickoff

March-May 2019

Team-Based Work Conduct assessment and analysis; identify priorities, issues, and/or themes; envision future of ARC; develop draft plan; initial working draft to be completed by early May

June-July 2019 Preparation of final draft

Lead/co-lead refines the draft based on input received from the Student Success Council, Academic Senate Leadership, and President’s Executive Staff; opportunity for formatting and development of diagrams or other aids suggested to assist with readability

August-Sept. 2019

Team-Based Work Team reviews the refined version and suggests any additional edits; final draft completed by late September

October-Dec. 2019 Formal Review Review and adoption of deliverables through governance processes December 2019 Closure Celebrate the project team’s work and archive artifacts of the project

Planned Governance Flow of Deliverables

Meeting Date Council/Constituency Group Desired Outcome May 7, 2019 Student Success Council

Feedback on the Initial Working Draft

n/a – draft routed via email in mid-May

President’s Executive Staff and Academic Senate Leadership

Informal feedback on the Initial Working Draft

September 27, 2019*

Academic Senate

1st Reading 2nd Reading

October 2019 – See groups Review by other constituency groups: - Associated Student Body (10/3*) - Classified Senate (10/9*) - Management Team (10/9*)

Any suggested changes provided to project lead and IEC chair/co-chair

October 10, 2019* Academic Senate

1st Reading 2nd Reading - Recommendation to the IEC

October 15, 2019* Student Success Council

1st Reading 2nd Reading

November 4, 2019* Executive Leadership Team 1st Reading 2nd Reading

November 19, 2019* Student Success Council Council

1st Reading 2nd Reading – Recommendation to the ELT

December 2, 2019* Executive Leadership Team 1st Reading 2nd Reading

*Dates above are tentative as the meeting schedule for 2019-20 has not yet been confirmed.

PROJECT CHARTER


Standard Description of Project Stages Project Stages Description

Initiation Activities leading to the authorization and chartering of a project team Preparation Activities which occur once a team is authorized and can be conducted independently to plan,

schedule, and setup the project (project management steps) Team-Based Work Activities which occur in a collaborative environment in which the project team works based on

the scope of the charter Formal Review Activities by which deliverables are submitted to the sponsoring council for formal approval; may

involve a sequence of governance review including ELT and/or other entities; formal review may result in acceptance of the deliverables; request for the project team to revisit the design/refinement stages; or abandonment of the project

Closure Activities to celebrate the success of the project and archive the artifacts of the work completed

PROJECT ORGANIZATION, ROLES, AND RESPONSIBILITIES

Role Responsibilities Project Leads

Prepares, leads, and follows up on meetings (see details of the Role of the Chair in the ARC Governance Framework) Communicates the project to various stakeholders, and when appropriate, solicits feedback on draft deliverables

through informal review processes Submits the final deliverables to the sponsoring council for approval

Project Steward (may be one of the leads or a separate individual)

Manages the project on behalf of the sponsoring council Drafts the charter in consultation with the sponsoring council’s chairs Conducts preliminary research to gather information on promising practices, product options, or other relevant

materials to inform the project Develops a work plan based on the charter to organize, sequence, and schedule the work of the project team within

the available time frame Reports progress to the sponsoring council Maintains and archives project documentation at the conclusion of the project Assists the project leads as needed

Team Members

Participates in all project meetings and activities Supplies valuable knowledge and perspective (often based on the individual’s responsibilities or role at ARC) May be assigned specific project tasks to complete outside of project meetings Assists with the “heavy lifting” that is required to accomplish the project deliverables

Note Taker Serves as the primary note taker for all scheduled meetings using IGOR, the Institutional Governance Online Repository, as the notes archive

Reserves conference rooms and other facilities as needed; makes arrangements as needed for room layout, media, supplies, and other details

Schedules meetings and participants (including invited guests) via Outlook; updates schedule when necessary to keep participants informed of meeting times and locations

Assists with compiling agenda packets; distributes information to members in preparation for and during meetings Assists with coordination of events such as kickoffs, summits, or study sessions

External Consultant (optional)

Provides expertise and assistance from an external (non-ARC) perspective

Executive Sponsor (optional)

Large, high-impact projects only: Champions the project from the executive level to secure buy-in and ensure viability Communicates project purpose and vision Allocates appropriate resources to support effective development, execution, and institutionalization Maintains awareness of project status and helps mitigate risk Mediates conflicts and facilitates dialogue to resolve project issues Assumes other responsibilities as appropriate based on the project scope

Please see Appendix A for a complete roster of the membership for each specified role.

PROJECT CHARTER


PROJECT STAKEHOLDERS (Who has a vested interest in the project? Who will it impact?) Sponsoring Council Project Team (including leads and members) Project Steward Academic Senate Associated Student Body Classified Senate PES Management beyond PES Instruction Student Services Administrative Services Specific departments or other entities: all college areas due to overarching nature of this plan COMMUNICATION PLAN (How will information be shared with the stakeholders?) Based on the previously stated stakeholder list, the general plan for sharing project information is as follows:

Communicated By Audience Frequency Purpose Project Steward Sponsoring Council Monthly Regular update of project status

Forward Motion College Monthly Brief updates on project work

Note: The communication plan above should contain more items, but needs input from the lead. Conflict Resolution Any matter of significance which cannot be resolved by the project leads may be referred to the appropriate administrator (typically the chair of the sponsoring council) or to the President’s Executive Staff (PES). Any significant change in charter scope will require approval of a revised charter by the Executive Leadership Team (ELT).

PROJECT CHARTER


APPENDIX A: PROJECT MEMBERSHIP

PROJECT TEAM Name of Participant Role at the College

Project Lead Frank Kobayashi AVP, Workforce & Economic Development

Project Co-Lead Gary Agular Design & Engineering Faculty, Academic Senate President

Members

Note Taker

OTHER ROLES Project Steward*

External Consultant(s) n/a

Executive Sponsor (high-impact projects only)

*May be one of the project leads or a separate individual

PROJECT CHARTER

2018-2019 Strategic Enrollment Management (SEM) Project Charter: March 1, 2019 1 | P a g e

Project Team: Strategic Enrollment Management Project Type: Planning Project Duration: Spring 2019-Fall 2019 (1 year) Sponsoring Council: Student Success Council PROJECT BACKGROUND AND NEED (Why is the project necessary?) American River College (ARC) does not have an existing enrollment management plan or clearly articulated enrollment targets. Like many other districts across the state, Los Rios has experienced an overall enrollment decline in recent years. However, ARC has realized growth in certain segments such as online education and apprenticeship.

The college is in the midst of multiple changes that could impact future enrollments. First, the implementation of guided pathways is expected to result in better outcomes for students, but will also change course taking patterns. Second, the college has joined the Online Education Initiative (OEI) and is developing a more extensive presence for its Virtual Education Center. Finally, the college is implementing various technologies which can support enrollment management (e.g., ELSS and SEL), but has not had the opportunity to intentionally consider how these technologies might be leveraged to support a cohesive strategic enrollment management strategy.

In order to bring various efforts together, ARC needs a strategic enrollment management (SEM) plan that holistically addresses enrollment management across the institution. The SEM plan would serve as a reference on the current state of ARC’s enrollment activities and supply an actionable implementation structure for the recruitment, enrollment, and retention strategies that are necessary to achieve and maintain optimum enrollment levels in support of the college mission.

According to the Institutional Effectiveness Partnership Initiative (IEPI), the operational definition of SEM for the California Community Colleges is:

“Within California Community Colleges, SEM is a shared responsibility. Student success is central to all related planning, practices, and processes. The purpose of SEM is to:

• Establish comprehensive student enrollment goals that are aligned with the college’s mission and strategic plan. • Promote student success by improving access, engagement, persistence, and completion. • Ensure fiscal stability and viability by optimizing enrollments and integrating SEM into the college financial planning,

budgeting, and allocation processes. • Offer quality and relevant programs with clear educational pathways, course offerings, and appropriate student support. • Implement strategies that lead to equitable access and outcomes. • Create a data-rich environment to inform decisions and evaluate strategies. • Design and implement communications and marketing with internal and external stakeholders to increase understanding of

SEM and to meet SEM goals. • Increase collaboration among departments across the campus to support the enrollment program.”

Source: https://visionresourcecenter.cccco.edu/ask/topic/sem/sem-operational-definition

https://visionresourcecenter.cccco.edu/ask/topic/sem/sem-operational-definition

PROJECT CHARTER


PROJECT PURPOSE AND SCOPE (What is the project expected to encompass? What are the boundaries?)

This project would develop a SEM plan that assesses existing enrollment management practices and is intended to cultivate optimum enrollment levels in alignment with the college’s mission and strategic plan. The planning process would utilize strategic enrollment management methodology to holistically align efforts across all stages of the student life cycle to simultaneously foster student success. It may recommend approaches, propose implementation timelines, or suggest next steps. Plans of this type typically explore topics such as:

Historical, projected, and optimal enrollment levels (targets) College image and brand Marketing and communication efforts Existing and potential enrollment streams Recruitment and outreach efforts Admission and front-door services Affordability and financial assistance efforts Program and service offerings Competitors and competitive advantage Partners and transition points (K-12, higher education, and employer) Enrollment policies, practices and procedures Student retention and completion Technologies which support enrollment and enrollment management Training and professional development Guiding principles and common definitions related to enrollment management Research and communication of information relating to strategic enrollment management Strategic enrollment management through the lens of equity and social justice

The charge of the project team is limited to the planning process including steps such as assessment, analysis, strategy design, and developing a written planning document. Actual implementation of a strategic enrollment management plan is beyond the scope of work.

PROJECT OBJECTIVES (What is the project expected to achieve?)

Successful completion of this project is intended to achieve the following objectives: 1) Gather resources to inform the planning process such as existing data on ARC enrollments and enrollment

management efforts, promising practices from other institutions, existing regulations and CCCCO materials (e.g., new funding formula), and other relevant research

2) Assess the current state of ARC enrollment management practices and efforts 3) Establish clear enrollment targets (goals) through 2025 4) Using what is learned through assessment and gathered resources, define a SEM strategy that:

a. focuses on student success across the entire life cycle while also providing a viable means of achieving the established enrollment targets

b. coordinates efforts across the institution and creates synergy to promote effective enrollment management at every stage (outreach, admission/onboarding, enrollment, retention, completion)

5) Develop a draft strategic enrollment management plan that covers the period of 2019-2025*

*Timeline based on schedule proposed in draft integrated planning guide

PROJECT CHARTER


PROJECT DELIVERABLES (What items will be produced during the project?)

Deliverables to be completed and/or submitted for approval:

1) Draft Strategic Enrollment Management Plan (2019-2025) which includes, but is not limited to: a. Brief assessment of current state b. Clear enrollment targets (goals) through 2025 c. Enrollment management strategy that is designed to achieve the targets and that is aligned to the

college mission and strategic plan; at minimum, the strategy should address: i. Prospective student outreach, recruitment, and admission

ii. New student onboarding iii. Financial aid and registration iv. Course offerings and pathways v. Academic and employment needs of the community

vi. Engagement, retention, and student support through goal completion vii. Marketing and communication

viii. Technological tools ix. Fiscal considerations (relationship of enrollment to revenue, budget, allocations) x. District strategic plan goals

d. Scheduling development process that is a coordinated, shared institutional responsibility e. Scheduling management guidelines f. Recommended activities and timelines designed to work towards implementing the strategy g. Anticipated costs and resource needs h. Potential funding mechanisms, partnerships, or support recommendations

SUCCESS INDICATORS (How will success be measured or determined?) The project will be considered successful when:

1) An assessment of current enrollment management efforts has been completed 2) A strategy for future enrollment management across the student lifecycle has been developed that is grounded

in strategic enrollment management (SEM) principles 3) A draft strategic enrollment management plan is proposed and considered through established governance

channels 4) The adopted plan is available to serve as a roadmap for college-wide enrollment management efforts 5) A coordinated scheduling process is produced

All of these indicators can be thoroughly accomplished through completion of the stated project objectives.

PROJECT CHARTER


PROJECT CHARTER


PROJECT ASSUMPTIONS (What conditions are believed to exist?) The project team was authorized based on the following assumptions: ARC’s mission, strategic goals, and commitment to social justice and equity are central to this work. Strategic enrollment management requires collaboration across traditional silos and throughout the entire

student life cycle. It involves more than academic scheduling and section management. It will be necessary to view this project through a multi-faceted lens that considers face-to-face and online

components; main campus, virtual, and center locations; various avenues to college access including the working learner and apprenticeship; as well as emerging opportunities. The college must strive for agility in order to quickly adapt to a rapidly changing environment.

Academic scheduling will reflect a manifestation of the guided pathways work that is based on programs rather than individual courses. Planning should address consistent processes for how academic schedules are built, block scheduling, and cross-discipline coordination.

The transition to areas of interest/program pathways will require a reallocation of FTE to ensure students are able to get the classes they need to complete pathways in a timely manner.

Flexible learning options, multiple entry points, and other methods that challenge the status quo should be explored in pursuit of a “Students First” approach that meets students where they are and eliminates institutional barriers to goal completion.

Outreach, recruitment, engagement, and student retention efforts should also be addressed in a manner that is aligned with the ARC Redesign.

The project should contend with the issue of scheduling and managing enrollments with incomplete information at critical moments, while also responding to Los Rios productivity goals and enrollment guidance.

Aligned with ARC’s Redesign, the plan may recommend moving away from past practice and reallocating resources in a manner that can holistically foster student success through effective enrollment management.

The timeline for the plan has been aligned to accreditation cycles and is specified in the draft integrated planning guide as 2019-2025. Future plans would follow a seven-year cycle.

The content, style, and format of the plan should be concise and accessible to the average person (not written for an academic audience).

PROJECT CHARTER


PROJECT RISKS, CONSTRAINTS, OR DEPENDENCIES (What factors might impact the project? How might the project intersect with the internal or external environment including other projects?) The project team should be aware of the following known risks, constraints, and/or dependencies: The draft plan will need to be aligned to the overarching framework of the Institutional Equity Plan which is

currently in progress and is expected to be completed by the end of Spring 2019. Educational master planning is also expected to occur in Spring-Fall 2019. Planning for strategic enrollment

management should coordinate with the other project to ensure that the final drafts do not conflict. This project (as well as future implementation of the plan) is likely to be dependent upon access to timely data

through a “data on demand” system that would be easily accessible to the project team and other employees; Platinum Analytics, CCCApply application statistics, student service metrics, retention/completion statistics, and/or other source data may also inform thinking related to enrollment management across the entire student experience

Coordination with districtwide enrollment management and pathway delivery discussions may be needed. In general, Los Rios is experiencing growth in online course enrollments and decline in face-to-face enrollments. The move to Guided Pathways may influence course-taking patterns. As a result, historical course enrollment

trends may be less predictive of future course enrollment levels. The higher education environment and the world of work are both changing extremely rapidly.

OTHER CONSIDERATIONS (What are the anticipated implications related to equity and inclusion; research and data; district policies and regulations; district and/or college-wide practices; college-wide cross-functional relationships; and resource needs such as staffing, workload, technology, and space/facilities?)

The funding formula for California Community Colleges is changing, so there may be fluctuations in future revenue trends that cannot be predicted by historical data. There are also strategic considerations on how the goals of the Vision for Success and related funding implications might influence enrollment management activities and supporting institutional practices (e.g., methods to promote AB 540 awareness).

The team is encouraged to consider potential benefits of working with Los Rios sister colleges in a more coordinated way to leverage the strengths and resources of each college to serve the needs of students

It is likely that there will be a need for new or redeployed resources to bring the plan to life Various implications related to equity and inclusion in response to alignment of the Strategic Enrollment

Management Plan to the Institutional Equity Plan

PROJECT CHARTER


PROJECT TIMELINE/KEY MILESTONES

Month(s) PROJECT PHASE FOCUS/MAJOR TASKS January 2019 Initiation Project initiation and charter development

February 2019 Preparation

Project planning; team scheduling; initial research and discovery; preparation for kickoff

March-May 2019

Team-Based Work Conduct assessment and analysis; identify priorities, issues, and/or themes; envision future of ARC; develop draft plan; initial working draft to be completed by late April for preliminary discussion with Student Success Council in May

June-July 2019 Preparation of final draft

Lead/co-lead refines the draft based on input received from the Student Success Council; necessary alignment to the Institutional Equity Plan occurs; opportunity for formatting and development of diagrams or other aids suggested to assist with readability

August-Sept. 2019 Team reviews the refined version and suggests any additional edits; final draft completed by late September

October-Dec. 2019 Formal Review Review and adoption of deliverables through governance processes December 2019 Closure Celebrate the project team’s work and archive artifacts of the project

Planned Governance Flow of Deliverables

Meeting Date Council Desired Outcome May 7, 2019 Student Success Council Preliminary discussion of the initial draft for

feedback from SSC October 7, 2019* Student Success Council 1st Reading

2nd Reading October 21, 2019* Student Success Council 1st Reading

2nd Reading - Recommendation to the ELT November 4, 2019* Executive Leadership Team 1st Reading

2nd Reading December 2, 2019* Executive Leadership Team 1st Reading

2nd Reading *Dates above are tentative as the meeting schedule for 2019-20 has not yet been confirmed. Note: It is possible that the content of this plan may intersect with 10+1. If so, Academic Senate Review could be scheduled on 9/26 and 10/10. Standard Description of Project Stages

Project Stages Description Initiation Activities leading to the authorization and chartering of a project team Preparation Activities which occur once a team is authorized and can be conducted independently to plan,

schedule, and setup the project (project management steps) Team-Based Work Activities which occur in a collaborative environment in which the project team works based on

the scope of the charter Formal Review Activities by which deliverables are submitted to the sponsoring council for formal approval; may

involve a sequence of governance review including ELT and/or other entities; formal review may result in acceptance of the deliverables; request for the project team to revisit the design/refinement stages; or abandonment of the project

Closure Activities to celebrate the success of the project and archive the artifacts of the work completed

PROJECT CHARTER


PROJECT ORGANIZATION, ROLES, AND RESPONSIBILITIES

Role Responsibilities Project Leads

Prepares, leads, and follows up on meetings (see details of the Role of the Chair in the ARC Governance Framework) Communicates the project to various stakeholders, and when appropriate, solicits feedback on draft deliverables

through informal review processes Submits the final deliverables to the sponsoring council for approval

Project Steward (may be one of the leads or a separate individual)

Manages the project on behalf of the sponsoring council Drafts the charter in consultation with the sponsoring council’s chairs Conducts preliminary research to gather information on promising practices, product options, or other relevant

materials to inform the project Develops a work plan based on the charter to organize, sequence, and schedule the work of the project team within

the available time frame Reports progress to the sponsoring council Maintains and archives project documentation at the conclusion of the project Assists the project leads as needed

Team Members

Participates in all project meetings and activities Supplies valuable knowledge and perspective (often based on the individual’s responsibilities or role at ARC) May be assigned specific project tasks to complete outside of project meetings Assists with the “heavy lifting” that is required to accomplish the project deliverables

External Consultant (optional)

Provides expertise and assistance from an external (non-ARC) perspective

Executive Sponsor (optional)

Large, high-impact projects only: Champions the project from the executive level to secure buy-in and ensure viability Communicates project purpose and vision Allocates appropriate resources to support effective development, execution, and institutionalization Maintains awareness of project status and helps mitigate risk Mediates conflicts and facilitates dialogue to resolve project issues Assumes other responsibilities as appropriate based on the project scope

Please see Appendix A for a complete roster of the membership for each specified role.

PROJECT CHARTER


PROJECT STAKEHOLDERS (Who has a vested interest in the project? Who will it impact?) Sponsoring Council Project Team (including leads and members) Project Steward Academic Senate Associated Student Body Classified Senate PES Management beyond PES Instruction Student Services Administrative Services Specific departments or other entities: COMMUNICATION PLAN (How will information be shared with the stakeholders?) Based on the previously stated stakeholder list, the general plan for sharing project information is as follows:

Communicated By Audience Frequency Purpose Project Steward Sponsoring Council Monthly Regular update of project status

Forward Motion College Monthly Brief updates on project work

Note: The communication plan above should contain more items, but needs input from the lead. Conflict Resolution Any matter of significance which cannot be resolved by the project leads may be referred to the appropriate administrator (typically the chair of the sponsoring council) or to the President’s Executive Staff (PES). Any significant change in charter scope will require approval of a revised charter by the Executive Leadership Team (ELT).

PROJECT CHARTER


APPENDIX A: PROJECT MEMBERSHIP

PROJECT TEAM Name of Participant Role at the College

Project Lead Kale Braden AVP, Instruction and Learning Resources

Project Co-Lead

Members

Note Taker

OTHER ROLES Project Steward*

External Consultant(s)

Executive Sponsor (high-impact projects only)

*May be one of the project leads or a separate individual

Current version as of May 15, 2018

PROJECT INITIATION REQUEST TOPIC:

Project teams may be used when a work group is needed to develop plans, design conceptual models, or execute previously developed items. Prior to requesting a new team, the council should consider whether the potential project has all of the following characteristics:

Is strategic in nature and falls within the scope of the charge of the sponsoring entity Has broad implications for the college and needs to be considered from multiple perspectives Is not easily contained within the responsibilities of a single department or job function Requires significant effort that is expected to extend a minimum of one semester Results in one or more specific, tangible deliverables Has potential to solve an existing problem, enhance the student experience, or improve institutional effectiveness Is considered as a priority for consideration based on the council’s professional judgement

SPONSORED BY:

PROPOSED DURATION: NEW - NEXT ACADEMIC YEAR ONLY (one-year charter)RENEWAL – Extend existing project team for another academic year EXPEDITED/OTHER – Please specify the intended length of time:

REQUESTED BY/THROUGH (INITIATOR): Identify the person(s), group(s), or dialogue that led to this request.

RATIONALE (BUSINESS CASE):

1. Why is a project team needed?Briefly describe the intended goals, opportunities, potential benefits, or expected deliverables that could be accomplished through the work of a project team. Make the case for why time and effort (institutional resources) should be committed to this project.

2. Why is this the right time?Briefly describe the conditions which prompted this request and any associated mandates (legal requirements), deadlines, or timing considerations. If this work is a prerequisite for other work, please note what items are dependent upon finishing this project.

3. Are there any specific concerns?If the project is intended to solve a problem, briefly describe any concerns, risks, or challenges not already described above.

Current version as of May 15, 2018

Response from the College President

Project team authorized by the President

Not authorized – see feedback below

Team Composition (to be completed by College President)

Project Team Leads*: Lead

Co-Lead Constituency

(Constituency group asked to appoint co-lead and notes on desired qualifications/perspective)

Project Steward*:

The project steward role applies project management skills and techniques to enable effective project operation and closure. It may be assigned to one of the leads or be a separate individual. Designation of this role could require a constituency-based appointment.

External Consultant (non-ARC expertise):

Team Members – small group of who can commit to all meetings and project activities; actual size of teams will vary by project; a rough estimate of a small team size is 4-8 people in addition to the project leads

Recommended positions or roles to include based on knowledge and responsibilities:

Anticipated number of appointments including co-lead, project steward, and team members:

______ Students ______ Classified Staff ______ Faculty ______ Management

*For further information, please see the defined task list in the document titled What is the Difference Between the Leadand Steward Roles?