AND WE'LL BE LOOKING AT THE CHANCELLOR'S PRIORITIES,
MILESTONES AND MEASURES. DR. RHODES?
>> THANK YOU. IN THE 2020 STATE OF THE
COLLEGE REPORT THAT WAS GIVEN TO THE BOARD IN JULY
OF 20, WE WENT OVER THE SIX CHANCELLOR'S PRIORITIES THAT
ARE THE PRIORITIES FOR THE 2020-2021 FISCAL YEAR IN
ORDER FOR US TO MAKE SIGNIFICANT STRIDES AND
IMPROVEMENT AND TOWARDS ACCOMPLISHMENT OF THE
STRATEGIC PLAN AND THE GOALS OF THE STRATEGIC PLAN.
ON STUNT SUCCESS. AT THE SEPTEMBER 14TH BOARD
MEETING, THEN WE LAID OUT THE MILESTONES AND MEASURES
FOR GOALS NUMBER ONE, TWO AND SIX.
AND THEN IT WAS FOR THIS MEETING THAT WE ARE LAYING
OUT THE MILESTONES AND MEASURES FOR GOALS THREE,
FOUR AND FIVE. SO TODAY I'M GOING TO FOCUS
ON GOALS THREE, FOUR AND FIVE AND WALK THROUGH THOSE
AS TO WHAT WE'RE LOOKING AT AS SPECIFIC MILESTONES ANDTH
MEASURES THAT WE HAVE HOPE TO ACCOMPLISH DURING THIS
YEAR, THIS ACADEMIC YEAR. SO FIRST IS PRIORITY THREE,
WHICH IS TO PROVIDE AN EXCEPTIONAL ONLINE
EDUCATION. AND IF YOU COULD GO TO THE
NEXT SLIDE, THIS IS BROKEN OUT INTO THREE DIFFERENT
AREAS THAT WE'RE LOOKING AT. ONE IS TO -- TALKING ABOUT
PROFESSIONAL DEVELOPMENT. AND IT REALLY HAS TO DO WITH
DELIVERY OF ONLINE EDUCATION WHICH WE WERE FORCED TO MOVE
INTO VERY QUICKLY STARTING VERY QUICKLY IN MARCH.
AND WE WERE MAKING SURE THAT THE FACULTY HAD THE ABILITY
TO DELIVER EFFECTIVE AND EFFICIENT AND RIGOROUS
ONLINE EDUCATION. AND THERE'S A SYSTEM AND A
PRODUCT CALLED QUALITY MATTERS ON TRAINING FACULTY
ON HOW TO DEVELOP CURRICULUM AND HOW TO DELIVER
CURRICULUM IN AN ONLINE MANNER.
AND I'D LIKE CHARLES JUST TO TALK JUST A LITTLE BIT ABOUT
THAT BECAUSE HE'S GONE THROUGH ALL THE MATTERS
TRAINING. >> YES.
IT'S REALLY GOOD. AND THE WHOLE INTENT IS TO
MAKE SURE THAT ONLINE TEACHING AND LEARNING IS
JUST AS INTERACTIVE AND EFFECTIVE AS FACE TO FACE
INSTRUCTION IN THE CLASSROOM.
THERE'S SOME 40 TO 50 STANDARDS THAT ARE LOOKED AT
IN THE WAY YOU DESIGN YOUR COURSE AND DELIVER YOUR
COURSE, MAKING SURE THAT YOU STATE THE LEARNING
OBJECTIVES VERY CLEARLY. YOU CONNECT IT TO WHAT YOU
ARE TEACHING. YOU POINT OUT HOW YOU'RE
GOING TO TEST TO ENSURE THAT THE LEARNING TAKES PLACE.
YOU ENSURE THAT EVERYTHING YOU'RE OFFERING IS
ACCESSIBLE FOR YOUR STUDENTS.
THAT THEY ARE PROPERLY AWARE OF ALL INSTITUTIONAL
PROCEDURES AND POLICIES AND RESOURCES TO HELP THEM IN
TERMS OF TUTORING AND ADVISING, FINANCIAL SUPPORT,
ETCETERA. IT'S REALLY A VERY RIGOROUS
SET OF STANDARDS THAT WERE PUT TOGETHER BY FACULTY
THEMSELVES, AND IT WAS TO COUNTER WHAT WAS A
PERCEPTION, A WIDELY HELD PERCEPTION THAT SOMEHOW ONLY
LEARNING ISN'T AS GOOD AS FACE TO FACE.
AND CERTAINLY IN THE EARLY DAYS OF ONLINE INSTRUCTION
THE SUCCESS RATES FOR STUDENTS WASN'T AS GOOD AS
FACE TO FACE. SO THIS IS A CONCERTED
EFFORT TO MAKE SURE THAT WE'RE DESIGNING IT PROPERLY
AND DELIVERING IT PROPERLY SO THAT STUDENTS CAN HAVE AN
EQUAL CHANCE OF BEING SUCCESSFUL IN OBTAINING
THEIR ACADEMIC GOALS. >> THANKS, CHARLES.
THE SECOND COMPONENT IS TAKING A LOOK AT EQUITABLE
OUTCOMES FOR STUDENTS WHO ARE ENROLLED IN ONLINE
COURSES. AND THIS IS ONE WHERE WE SEE
AND WE'VE GOT TO TAKE A LOOK AT REALLY PRE-COVID AND WHAT
HAPPENED AS A RESULT OF COVID AND HOW DO WE CLOSE
THE DISPARITY GAPS. AND TAKING A LOOK AT
PRE-COVID. SO LAST YEAR SUCCESS RATES,
WHICH MEANS A, B OR C IN THE COURSE, OR PASS, SINCE
DURING THE SPRING SEMESTER AND FALL AND DURING THE
SUMMER WE HAD PASS/FAIL. THAT PRIOR TO COVID WE WERE
SEEING ABOUT A 68% SUCCESSFUL COMPLETION IN
ONLINE COURSES. WE DURING THIS YEAR WITH
UPPING THE NUMBERS OF FACULTY WHO ARE TRAINED IN
QUALITY MEMBERS INCREASED THAT TO 70%, BUT A THRESHOLD
OF 70%. ALSO TAKING A LOOK WHEN WE
DISAGGREGATE THE DATA THAT FOR AFRICAN-AMERICANS IT WAS
56% AND WE WANT TO INCREASE THAT TO 60% FOR HISPANICS.
IT WAS 64, TAKING THAT UP TO 68%, AND FOR OTHERS IT WAS
68% AND TO KNOCK THAT UP TO 70%.
SO GRADUALLY CLOSING THE DISPARITY GAPS BY RACE.
AND ALSO TO INCREASE THE NUMBERS OF DEGREES OR
CERTIFICATES THAT STUDENTS CAN EARN 100% ONLINE AND
CURRENTLY HAVE 28, AND WE'RE GOING TO INCREASE THAT TO AT
LEAST A MINIMUM OF 31, BUT WE SHOULD SURPASS THAT QUITE
SIGNIFICANTLY WITH THE EFFORTS THAT HAVE ALREADY
BEEN UNDERTAKEN DURING THIS YEAR.
THE THIRD AREA IS CLOSE THE DIGITAL DIVIDE.
SO LOOKING AT HOW DO WE PROVIDE THE RIGHT TYPES OF
SERVICES TO STUDENTS TO MAKE SURE THAT THEY CAN LEARN AND
ACTIVELY COMPETE AND ENGAGE IN ONLINE DELIVERY OF
EDUCATION. AND SO WE'VE ALREADY
ESTABLISHED A NEW UNIT WITHIN THE COLLEGE TO
SUPPORT THE TECHNICAL NEEDS THROUGH A CALL CENTER
APPROACH. AND THAT HAS BEEN INITIATED
DURING THE FALL SEMESTER. ALSO DEVELOPING AN AWARENESS
CAMPAIGN FOR TECHNICAL SUPPORT TO MAKE SURE
STUDENTS KNOW HOW TO GET IT, WHERE TO GET IT, A NEW
LOANER LAPTOP EFFORT IS UNDERGOING SO THAT WE CAN
ACTUALLY KICK THATOFF IN JANUARY.
AS YOU'LL RECALL WHEN WE GET HIT WITH COVID LAST MARCH,
WE ORDERED 1,000 LAPTOPS AND 1,000 IPADS AND DISTRIBUTED
THOSE TO STUDENTS. SO THIS IS A CONTINUING
EFFORT TO MAKE SURE THAT OUR STUDENTS HAVE THE RIGHT
TYPES OF RESOURCES, TECHNICAL RESOURCES TO BE
SUCCESSFUL. AND THEN TRACKING THAT AND
TRACKING HOW STUDENTS, WHAT THE BASELINE WAS, LOOKING AT
LAST YEAR AND HOW WE'VE MADE IMPROVEMENTS IN THAT.
ONE OF THE THINGS THAT WE CONTINUE TO WORK ON AND LOOK
AT IS HOW DO WE, ONE OF THE GREATEST HURDLES FOR A LOT
OF STUDENTS IS NOT THE HARDWARE, IT IS MORE GETTING
ACCESS TO THE INTERNET. SO HOW DO WE WORK TOWARDS
MAKING THAT AVAILABLE? BEYOND PUTTING IT ON THE
ROOFTOPS OF OUR BUILDINGS SO THAT THEY CAN GET IT IN THE
PARKING LOTS OR GRADUALLY OPENING UP OUR
ACCeleratorS SO STUDENTS HAVE A PLACE TO COME ON TO
CAMPUS TO GET THAT ACCESS, BUT HOW CAN WE WORK MORE AT
A LARGER AND GRANDER LEVEL TO MAKE SURE THAT STUDENTS
HAVE ACCESS TO THE INTERNET. AND HOPEFULLY WE CAN WORK
THROUGH AND THAT'S ONE OF THE CHARGES WE'RE LOOKING AT
GOING TO THE NEXT LEGISLATIVE SESSION WITH IS
HOW DO WE MAKE THIS A STATEWIDE ISSUE AND ALSO A
COMMUNITY-WIDE ISSUE WITHIN THE CITY OF AUSTIN AND
CENTRAL TEXAS, OUR SERVICE AREA.
SO CONVERSATIONS SUCH AS CHARLES JUST HAD ONE
RECENTLY WITH OR NEW SENATOR SARAH ECKHARDT ABOUT HOW WE
CAN MAKE THIS AN ISSUE GOING INTO THE LEGISLATIVE
SESSION. AND WORKING TOGETHER COLLABORATIVE LIVE
TO MAKE THAT EFFORT WITH THE COMMUNITY COLLEGES AND OUR
SISTER UNIVERSITIES. >> WOULD THAT BE FREE ACCESS
OR STUDENT RATE ON AN INTERNET OR ARE ALL THOSE
OPTIONS UP FOR GRAB? >> AT LEAST AFFORDABLE
ACCESS. AND TRYING TO FIND WAYS THAT
EITHER THROUGH SUCH THINGS AS FINANCIAL AID FOR EFFORTS
LIKE THAT, WHICH COULD HELP STUDENTS GET ACCESS FOR A
PERIOD OF TIME WHILE THEY'RE STUDENTS.
BUT BRINGING DOWN THE COST ALSO SO IT'S AFFORDABLE
ACCESS. >> AND GIGI, DID YOU HAVE A
QUESTION? >> I'M GOING TO GO AHEAD AND
ASK ABOUT THIS WHILE WE'RE ON IT.
SO I HAVE TWO QUESTIONS. ONE IS WE'RE GOING FROM
28 DEGREES IN CERTIFICATES TO 31.
IS THERE -- WHAT IS THE THOUGHT PROCESS, ARE THEY
BASED ON WHERE WE ARE NOW? SOME OF THE JOBS THAT WE
USED TO HAVE THAT WE NO LONGER HAVE?
HOW DOES THAT NUMBER RAISE AND HOW DOES IT EQUATE TO
CURRENTLY WITH THE CURRENT SITUATION?
AND THEN MY SECOND QUESTION IS ON THE DEVELOP A PROCESS
TO TRACK STUDENTS, IS THAT SIMILAR TO A CALL CENTER,
WHAT WE HAVE GOING ON NOW WHERE WE'RE ACTUALLY CALLING
OUR STUDENTS? AND MY LAST QUESTION IS ARE
THERE BUDGET ESTIMATES FOR THIS PARTICULAR PRIORITY?
>> SO QUESTION NUMBER ONE IS 28 TO 31.
AND IS IT MORE -- WHAT TYPES OF PROGRAMS OR --
>> WHAT TYPES OF PROGRAMS ARE WE THINKING ABOUT
INCREASING BASED ON WHERE WE ARE NOW?
>> AND ONE OF THE THINGS THAT WE HAVE LOOKED AT IS
HOW MANY OF THE COURSES, ESPECIALLY SINCE WE GOT INTO
COVID, AND ONLINE JUST SKYROCKETED, IS WHAT'S LEFT
THAT CANNOT BE DELIVERED ONLINE PRESENTLY?
ED. SO THE 31 -- SO THE 31 THAT
WAS PUT OUT BACK IN JULY IS-- WE'RE GOING TO FAR
EXCEED THAT BECAUSE MOST PROGRAMS NOW, OTHER THAN
SOME OF THE CTE WHERE YOU HAVE TO COME ON CAMPUS, LIKE
WELDING AND SOME OF THE HEALTH SCIENCES, WHERE YOU
HAVE TO BE IN A FACE TO FACE ENVIRONMENT FOR SOME OF IT,
ALMOST ALL THE OTHER PROGRAMS CAN BE 100% ONLINE.
SO WE BELIEVE THAT WE'RE GOING TO FAR EXCEED THE 31
BECAUSE OF WHAT HAS HAPPENED AS A RESULT OF COVID AND THE
AMOUNT OF TRAINING THAT HAS GONE INTO QUALITY MATTERS.
CHARLES, DO YOU WANT TO ADD ANYTHING TO THAT ONE?
>> NO, DR. RHODES, I THINK YOU SUMMARIZED IT PRETTY
WELL. WE -- WE'LL ESSENTIALLY HAVE
ALL OF OUR ECONOMIC PROGRAMS ONLINE, EXCEPT MAYBE SOME OF
THE SCIENCES WHICH STILL HAVE SOME ON-CAMPUS LAB
COMPONENTS, BUT EVEN WITH THOSE WE ARE MAKING GOOD
PROGRESS FOR VIRTUAL LABS. SO AS YOU POINTED OUT, THIS
WILL GREATLY INCREASE. >> AND THE QUESTION ON
TRACKING STUDENTS WILL BE A COMBINATION, WHETHER IT'S
MONITORING THE CALL CENTER APPROACH, BUT ALSO IN
OUTREACH TO STUDENTS. TO DO FOLLOW-UPS.
SO THROUGH SUCH THINGS SUCH AS EARLY ALERT SYSTEMS LATER
ON AND WHAT WE NEED TO DO AS AN INSTITUTION.
AND THEN THE COST FOR IT IS THESE PROGRAMS WERE
DEVELOPED AND ARE CONTAINED WITHIN THE BUDGET AS FAR AS
CREATING SO THE ONLINE CALL CENTER IS ALREADY CREATED
AND WAS INCLUDED IN THE BUDGET THAT WAS
[INDISCERNIBLE] IN DECEMBER. >> SO WERE THE ORIGINAL
DEGREES [INAUDIBLE]? AND I HAVE ONE LAST
QUESTION, CHAIR? WHAT HAPPENED TO THE LAPTOPS
AND iPADS THAT WE DIDN'T GIVE OUT?
I THINK THAT ONE OF THE MEETINGS WE TALKED ABOUT
THAT WE HAD SOME IN RESERVE THAT WE HAD NOT HANDED OUT.
ARE WE STORING THOSE? >> ANY THAT WERE NOT USED
HAVE BEEN HELD TO BE GIVEN OUT TO STUDENTS DURING THE
SPRING SEMESTER AND MAKE SURE THAT THEY ARE GIVEN OUT
TO EVERYBODY. BUT WE ALSO PROVIDED SOME OF
THOSE TO FACULTY AND STAFF WHO DID NOT HAVE ACCESS FOR
WORKING IN A VIRTUAL ENVIRONMENT.
>> HAVE WE GOTTEN ANY OF THESE BACK THAT WE'VE GIVEN
OUT? >> YES, THEY COME BACK.
>> THEN WE CLEAN THEM AND START ALL OVER.
>> [INAUDIBLE]. FOR THE WHOLE PROCESS.
OKAY. THE PRIORITY FOUR, THIS IS
TO HELP CITIZENS GET BACK TO WORK IS PRIORITY FOUR.
>> I THINK NORA AND STEPHANIE HAD SOME
QUESTIONS. >> OKAY.
SORRY. >> THAT'S OKAY.
>> THANKS SO MUCH, SEAN. DR. COMSTOCK?
>> THANK YOU. WE HAVE A BASELINE ABOUT
INCREASE THE NUMBER OF FACULTY AND STAFF.
A TARGET OF 850. WHAT IS THE BIG TARGET?
I MEAN, THIS IS -- HOW MANY PEOPLE ARE NOT COVERED UNDER
THE 850 THAT IS OUR TARGET. THAT'S QUESTION NUMBER 1.
AND THEN IN TERMS OF ACCESS TO INTERNET, DR. RHODES, I'D
LIKE TO KNOW IF THAT IS GOING TO BE SLOW?
CAN WE TALK ABOUT WHETHER IT'S GOING TO BE SLOW
INTERNET, WHICH IS LIKE WHY BOTHER SOMETIMES?
AND YOU KNOW, ARE WE GOING TO BE ABLE TO TALK ABOUT
THOSE THINGS AND FIGURE OUT WHAT'S POSSIBLE FOR
STUDENTS? AND ALSO WHENEVER WE HAVE
PERCENTAGES, I WOULD REALLY APPRECIATE NUMBERS BECAUSE
THEY DON'T MEAN ANYTHING OR THEY DON'T MEAN ENOUGH TO ME
WITHOUT AN IDEA OF THE NUMBERS THAT I'M TALKING
ABOUT. >> FIRST QUESTION, THE
TARGET OF 850, AND IT'S KIND OF A MOVING TARGET DEPENDING
ON THE NUMBER OF ADJUNCTS THAT WE USE AND HOW OFTEN
AND WHEN DO THEY TEACH. AND CHARLES, CORRECT ME IF
I'M WRONG, BUT I WOULD SAY THAT WE'RE PROBABLY TALKING
ABOUT INCLUSIVE OF ALL ADJUNCTS, WE'RE PROBABLY
TALKING ABOUT SOMEWHERE IN THE NEIGHBORHOOD OF 1400.
>> THAT'S CORRECT. >> OKAY.
AND THEN WHEN WE'RE TALKING ABOUT WHAT WE WOULD WANT TO
TAKE TO THE LEGISLATURE, WE WOULD BE TALKING ABOUT HIGH
SPEED INTERNET AT AFFORDABLE RATES.
SO THAT'S YET TO BE DETERMINED.
>> IT'S BY AUGUST 31ST OF 2021.
SO THIS IS A ONE YEAR. SO THE CHANCELLOR'S
PRIORITIES ARE A ONE YEAR SET OF PRIORITIES.
>> I JUST WANTED TO MAKE SURE I UNDERSTOOD THAT.
I APPRECIATE THAT. >> THANK YOU.
>> I JUST WANTED TO MAKE A COMMENT AND DR. COOK HAS
HEARD ME BEFORE. WE SPOKE ABOUT THIS A COUPLE
OF DAYS AGO. I HAVE FOR MANY YEARS BEEN
SOMEWHAT SKEPTICAL -- CAUTIOUSLY SKEPTICAL, NICELY
SKEPTICAL, BUT SKEPTICAL ABOUT DISTANCE EDUCATION
PRECISELY BECAUSE I THINK THERE IS A RISK THAT SOME
ARE LEFT BEHIND IN THE PROCESS OF, YOU KNOW,
DISTANCE EDUCATION. AND SO I'M REALLY, REALLY
THRILLED, DR. RHODES, AT THE WORK NOT ONLY ARTICULATED ON
THIS SLIDE, BUT THE WORK THAT THE COLLEGE HAS
INVESTED IN DURING COVID AND PRE-COVID TO MAKE SURE THAT
DISTANCE IS WORKING FOR ALL OF OUR STUDENTS THAT, ONLINE
IS WORKING FOR ALL OF OUR STUDENTS AND NOT THOSE THAT
ARE THE EASIEST TO SERVE. AND I REALLY APPRECIATE HOW
YOU'VE BROKEN THAT OUT IN THIS SECTION.
IT FEELS LIKE THE CULMINATION OR IN SOME WAYS
THE ARTICULATION AND THE HIGHLIGHTING OF A LOT OF THE
EFFORTS THAT WE'VE BEEN HEARING ABOUT RECENTLY AND
JUST A COUPLE OF MEETINGS AGO I KNOW YOU TALKED ABOUT
THE GRANT THAT WE JUST SECURED SO THAT THERE IS
THIS TRACKING, THE 24 HOUR TUTORING, SO THERE IS SO
MUCH OPPORTUNITY IN THE ONLINE SPACE FOR WORKING
STUDENTS WHOSE HOURS DON'T LEND THEMSELVES TO, YOU
KNOW, WHAT MIGHT BE IN PERSON CLASSES OR BECAUSE OF
TRANSPORTATION LIMITATIONS, IT'S NOT EASY FOR THEM TO
ACCESS, BUT THEN THOSE SOMETIMES ARE THE SAME
STUDENTS WHO NEED A LITTLE EXTRA HANDLE HOLDING -- HAND
HOLDING, WHETHER IT'S TECHNOLOGY LIMITATIONS, THE
HARDWARE AND THE KNOWLEDGE, WHETHER IT'S OTHER DYNAMICS
THAT HAPPEN ONLINE THAT SOMEHOW, YOU KNOW, DON'T
ALLOW THEM TO GET THE MOST OUT OF THE EXPERIENCE.
I WAS PARTICULARLY THRILLED A COUPLE OF MEETINGS AGO
WHEN YOU ALL DISCUSSED THE WAYS IN WHICH WE WERE
LOOKING AT SOME OF THE COURSES THAT STUDENTS MAY
NOT DO AS WELL AT ONLINE, THOSE CORE COURSES AND
REALLY MAPPING THAT DATA. SO I'LL BE EXCITED TO HEAR
HOW WE DO IN THIS AREA AND I'M THRILLED THAT YOU'VE
KIND OF RAISED IT TO THIS LEVEL AND I HOPE THAT, YOU
KNOW, THROUGH THE COURSE OF THE YEAR WE'LL HAVE A STORY
TO TELL THE COMMUNITY BECAUSE I IMAGINE THAT GIVEN
WHAT OTHERS ARE SEEING IN TERMS OF THE OPPORTUNITIES
THAT ONLINE PRESENTS, WE KNOW THERE HAS BEEN A LOT OF
FOR PROFIT PLAYERS IN THE ONLINE SPACE FOR A NUMBER OF
YEARS, NEW ONES MIGHT COME IN AS WELL GIVEN WHAT
THEY'RE WITNESSING IN COVID AND I'M NOT SURE THAT THOSE
OTHER PLAYERS WILL BE AS CONCERNED WITH THE END USER
AS WE ARE. SO HOPEFULLY AS WE CONTINUE
TO MAKE THESE INVESTMENTS, WE'RE OUT THERE TELLING OUR
STORY IN THE COMMUNITY, BUT I JUST WANTED TO COMMEND YOU
AND DR. BUCHANAN AND DR. COOK AND THE OTHERS WHO
MAKE THIS WORK BECAUSE I THINK THIS IS SUCH
IMPORTANT -- IT'S GREAT TO -- YOU KNOW, THERE HAS
BEEN THIS DISTANCE EDUCATION PUSH FOR A DECADE, MAYBE
LONGER, YOU KNOW, BUT IT'S IMPORTANT TO HAVE THESE SORT
OF THOUGHTFUL MEASURES IN PLACE BECAUSE IT'S NOT A
PANACEA WITHOUT ALL OF THESE SAFEGUARDS AND SAFETY NETS
AND I REALLY WANT TO COMMEND THE TEAM FOR CALLING THAT
OUT AND MAKING THE INVESTMENTS TO MAKE IT WORK
FOR EVERYONE. >> THANK YOU, SEAN.
>> TRUSTEE WALKER. >> SO I HAVE TWO QUESTIONS:
ONE IS PRETTY STRAIGHTFORWARD.
THE QUALITY MATTERS TRAINING, DO THEY ALSO TRAIN
IN HYBRID, ALSO MIXED ONLINE AND IN PERSON?
>> YES, THE QN STANDARDS APPLY TO BOTH HYBRID AS WELL
AS COMPLETELY ONLINE COURSES.
>> AND THEN THE SECOND QUESTION, FOR THE INCREASED
NUMBER OF PROGRAMS AVAILABLE TO STUDENTS ONLINE, HOW WAS
LONG-TERM DEMAND FOR THOSE PROGRAMS ASSESSED?
>> RUN THAT BY ME AGAIN? >> HOW WAS MORE LONG-TERM
DEMAND FOR THOSE ONLINE PROGRAMS ASSESSED?
>> I WOULD SAY IN TODAY'S -- WHAT WE'RE LEARNING FROM
COVID, IT IS GOING TO BE A GROWTH INDUSTRY.
AND SO I THINK THE DEMAND WILL CONTINUE TO SKY ROCKET
ACTUALLY. >> WAS THERE A SURVEY OR AN
ASSESSMENT OR ANYTHING DONE TO -- VERSUS ALL OF US WOULD
THINK THAT NECESSARILY BUT HOW DO YOU KNOW WHAT'S GOING
TO SOAR AND WHAT KIND OF PROGRAMS ARE PEOPLE GOING TO
WANT TO COME BACK TO IN PERSON?W DID WE DETERMINE THAT?
>> THAT ONE IS A HARD ONE TO PREDICT.
>> DR. RHODES, COULD I OFFER A COMMENT HERE?
>> YOU BET. >> OUR GOAL IS TO OFFER ALL
OF OUR PROGRAMS IN MANY DIFFERENT FORMATS, WHATEVER
THE LEARNER MAY PREFER AND CHOOSE.
WE WANT TO OFFER THEM ONLINE SYNCHRONOUSLY, ONLINE
ASYNCHRONOUSLY, HYBRID, TOTALLY ONLINE, TOTALLY
FACE-TO-FACE, THERE IS A NEW MODEL THAT IS GAINING
TRACTION AROUND THE COUNTRY CALLED HY-FLEX WHERE PEOPLE
CAN ACTUALLY GO BACK AND FORTH BETWEEN IN PERSON AND
ONLINE AS THEIR CIRCUMSTANCES AND DESIRES
MAY LEAD THEM. SO THE IDEA IS THAT ALL --
EVERYTHING WE DO, ALL OF OUR PROGRAMS, ALL OF OUR
SERVICES WE WANT TO BE FULLY AVAILABLE ONLINE AS WELL AS
FACE TO FACE. THAT'S THE GOAL.
>> THEN THAT BEGS THE QUESTION, IF I MAY,
DR. COOK, HOW ARE WE GOING TO KNOW HOW TO PREDICT HOW
MUCH BRICK AND MORTAR WE NEED IF WE'RE DOING SORT OF
THE -- WHICH I AGREE WITH NEEDLESS TO SAY -- I LIKE IT
WE'RE PERSONALIZING LEARNING, BUT IT'S HARD TO
PREDICT HOW MANY BRICK AND MORTAR ROOMS YOU NEED AND
WHAT SIZE YOU NEED BECAUSE YOU DON'T KNOW IF SOMEBODY
IS GOING .COM IN THAT WEEK OR NOT COME IN THAT WEEK.
IT'S A TOUGH DEAL. >> EXACTLY.
AND I THINK IT GOES BACK TO OUR CONVERSATION LAST MONTH
ABOUT THE ACADEMIC MASTERAN. I THINK OUR CAMPUSES WILL
LOOK VERY DIFFERENT IN THE FUTURE, INSTEAD OF BEING
JUST THE TRADITIONAL CLASSROOMS, THEY'RE GOING TO
BE MORE FLEXIBLE SPACES WHERE WE CAN ACCOMMODATE
WHATEVER IS NEEDED, WHETHER IT'S TUTORING, FINANCIAL
AID, WHETHER IT'S A SUPPORT CENTER WHERE MENTAL HEALTH
COUNSELING IS NEEDED, THEY ARE GOING TO BE MUCH MORE
SERVICE-FOCUSED AS OPPOSED TO THE TRADITIONAL STAND AND
DELIVER CLASSROOM FOUNDATION.
>> I THINK WE'LL SEE MORE OF THE CAREER AND TECHNICAL
EDUCATION SPACES THAT ARE NECESSARY, SO ESPECIALLY,
YOU KNOW, UNDER THE WORKFORCE MASTER PLAN THAT
WAS DEVELOPED FOR CENTRAL TEXAS, IS TAKING A LOOK AT
HEALTH CARE WHICH, YOU KNOW, FOR HEALTH CARE WE NEED SOME
VERY SPECIALIZED FACILITIES AND GROWTH OF THOSE
FACILITIES AS WE SEE MORE NURSES AND HEALTH CARE
PROVIDERS ARE RETIRING AND EXITING; BUT ALSO IN THE I.
T. INDUSTRY AND IN ADVANCED MANUFACTURING, YOU KNOW,
WE'LL HAVE BASICALLY OUR FIRST MAJOR ADVANCED
MANUFACTURING SPACE IN PHASE II OF HIGHLAND.
BUT THAT IS A GROWTH INDUSTRY IN CENTRAL TEXAS
THAT REALLY DIDN'T EXIST TO ANY EXTENT TEN YEARS AGO,
BUT IT'S GROWING FAST. AND THEN THE SKILLED TRADES,
I THINK WE'RE GOING SEE A MUCH HIGHER DEMAND FOR
EDUCATION AND TRAINING IN THE SKILLED TRADES, WHICH
REQUIRE SOME VERY SPECIFIC HIGH TECH DELIVERY OF SPACE.
>> BUT CONTRASTING THAT YOU CAN TAKE AN ENGLISH COURSE
ONLINE AND YOU CAN PAY X FOR TAKING THAT COURSE AT UT OR
YOU CAN PAY Y TAKING IT FROM US.
SO WE'LL SEE MORE OF THOSE KIND OF THINGS STAY THE
ONLINE PROCESS, DON'T YOU THINK?
>> THEN I'LL MOVE TO PRIORITY 4.
HELP CENTRAL TEXANS GET BACK TO WORK.
AND WE'VE BROKEN THIS UP INTO THREE DIFFERENT AREAS
ALSO. ONE IS -- WE'VE TALKED A LOT
ABOUT OUR NEW CAREER SCHOLARS PROGRAM WHICH IS A
MODIFICATION OF THE PROMISE SCHOLARSHIP THAT YOU HEAR A
LOT ABOUT ACROSS THE COUNTRY.
WE ARE PILOTING A FIRST DOLLAR, SO REGARDLESS OF
WHETHER THE STUDENTS' QUALIFIED FOR PELL GRANTS OR
NOT, THEY ARE GUARANTEED THIS AWARD AS LONG AS THEY
MEET THE REQUIREMENTS OF BEING A FULL TIME STUDENT
AND KEEPING THEIR GRADES UP. WE STARTED THIS PILOT THIS
YEAR, THIS FALL WITH 256 AND AS YOU MAY RECALL, WE HAVE
TWO DIFFERENT COHORTS OF STUDENTS, ONE IS A COHORT
ABOUT HALF OF THOSE STUDENTS ARE THOSE WHO ARE DIRECT OUT
OF HIGH SCHOOL. THE OTHER HALF OF THOSE
STUDENTS ARE THOSE THAT HAVE BEEN OUT OF SCHOOL FOR SOME
PERIOD OF TIME AND HAVE BEEN UNEMPLOYED OR UNDER EMPLOYED
AND MAY HAVE SOME COLLEGE CREDIT, BUT NO CREDENTIAL --
WORKFORCE CREDENTIAL. SO TO GUARANTEE THEM A
PATHWAY WITH A GUARANTEED DOLLAR TO CONTINUE AND
RECEIVE THEIR ASSOCIATE DEGREE, THEN WE'RE IN OUR
FIRST -- COMPLETING OUR FIRST SEMESTER OF THAT WITH
256 STUDENTS. OUR GOAL IS THAT BY NEXT
FALL WE WILL HAVE 500 STUDENTS IN THAT PLAN.
ALSO WHAT WE SEE IN OUR FALL TO SPRING PERSISTENCE RATE
FOR ALL STUDENTS IS 79%. FOR THIS COHORT OF STUDENTS
WHO ARE IN THIS PROGRAM, WE WANT TO SEE AT LEAST AN 85%
FALL TO SPRING PERSISTENCE RATE.
OUR FALL TO FALL PERSISTENCE RATE FOR ALL STUDENTS ACROSS
THE COLLEGE HAS BEEN 56% FOR THIS COHORT.
WE WANT TO SEE A 75% PERSISTENCE RATE WITH THIS
ADDITIONAL CLIP MOVING THEM ON.
AND THE OTHER IS THAT WE'RE GOING OUT, REACHING OUT TO
COMPANIES TO ACTUALLY BECOME CAREER SCHOLARS PROVIDERS.
WE HAD TWO, WE NOW HAVE THREE, BUT OUR GOAL IS BY
THE END OF THE YEAR TO HAVE FIVE DIFFERENT COMPANIES WHO
ARE ACTUALLY GIVING MONEY FOR SPECIFICALLY TO HAVE
CAREER SCHOLAR PROGRAMS IN THEIR NAME.
THE SECOND AREA HERE THAT WE'RE LOOKING AT IS TO
EXPAND ENROLLMENT IN BACHELORS DEGREES PROGRAMS.
AS YOU'LL RECALL IT WAS IN THE 75TH LEGISLATURE --
LEGISLATIVE SESSION THAT WE RECEIVED THE ABILITY TO
OFFER BACHELORS DEGREES. OUR FIRST UP AND RUNNING WAS
THE RN TO BSN. WE STARTED WITH 23 STUDENTS
IN THAT FIRST COHORT, ALL OF WHOM GRADUATED WITH THEIR
BACHELOR OF SCIENCE IN NURSING.
OUR SECOND DEGREE PROGRAM STARTED A YEAR AGO, FALL,
AND THAT WAS IN SOFTWARE DEVELOPMENT.
AND SO OUR GOAL HERE IS THAT BY THE END OF THIS YEAR
WE'LL HAVE 158 COMPLETERS BETWEEN THE BSN AND THE BAS
IN SOFTWARE DEVELOPMENT. WE ALSO ARE IN THE PROCESS
OF PUTTING TOGETHER OUR THIRD -- AND WE'RE ONLY
AUTHORIZED THREE BACHELORS DEGREE PROGRAMS -- OUR THIRD
WILL GO TO THE TEXAS HIGHER EDUCATION COORDINATING BOARD
AND IT WILL BE A BAS IN ENGINEERING TECHNOLOGY,
WHICH KIND OF FOCUSES ON ADVANCED MANUFACTURING AND
MANAGEMENT OF ADVANCED MANUFACTURERS.
SO THAT IS OUR GOAL TO GET THE THIRD APPROVED.
I WILL ALSO TELL YOU THAT WE'RE PUTTING PLANS TOGETHER
TO GO BACK INTO THE LEGISLATIVE SESSION TO ASK
THAT THEY ALLOW MORE THAN THREE BACHELORS DEGREE
PROGRAMS THROUGH ACC. THE THIRD AREA UNDER THIS
PRIORITY 4 IS TO GROW SHORT-TERM CREDENTIAL CAREER
PATHWAYS. AND SO IN THE SPRING, WE
ACTUALLY IN THE 13CE PROGRAMS THAT WE IDENTIFIED
AS DEMAND PROGRAMS OF FAST TRACK, SO LESS THAN SIX
MONTHS TRAINING PROGRAMS AND IT COULD BE AS MUCH AS -- AS
SHORT AS A MONTH. WE HAD 246 STUDENTS WHO WERE
IN THAT PROGRAM DURING THE SPRING.
AS YOU KNOW, WE TALKED TO THE BOARD ABOUT CUTTING IN
HALF THE COST OF THOSE PROGRAMS AND SO WE HAVE DONE
THAT. OUR GOAL IS TO HIT 500
STUDENTS BY MAY OF 2021. WE HAVE IDENTIFIED AN
ADDITIONAL 14 PROGRAMS THAT WE'RE GOING TO DO THE SAME
THING. WE'RE GOING TO REDUCE THE
COST OF THOSE PROGRAMS AND CUT THOSE IN HALF.
AND THOSE ARE IN SUCH THINGS AS THE I. T. FIELD, IN THE
HEALTH SCIENCES FIELDS, AND IN MANUFACTURING AND
EDUCATION.SO WE'RE MOVING FORWAN THOSE ADDITIONAL 14 PROGRAMS
TO OPEN THOSE UP IN THE SPRING SEMESTER AT HALF THE
COST. AND THESE ARE C. E.
PROGRAMS. THE OTHER PART OF THAT IS
WHEN YOU OFFER CE PROGRAMS, YOU WANT TO TRY TO MAKE SURE
THAT SOME OF THE COMPETENCIES THAT THEY ARE
ACQUIRING CAN TRANSLATE INTO A CREDIT PROGRAM.
AND SO OF THOSE FIRST 12 PROGRAMS THAT WE IDENTIFIED,
FIVE OF THOSE WE'VE ALREADY IDENTIFIED ARTICULATION OF
COMPETENCIES TO CREDITS IN THE CREDIT PROGRAM THAT BY
THE END OF THIS YEAR WE ARE GOING TO INCREASE THAT UP TO
AT LEAST 10 THAT WILL BE ARTICULATED INTO CREDIT
PROGRAMS. SO SOME OF THOSE
COMPETENCIES THEY'VE EARNED WILL CONVERT INTO CREDIT
HOURS IN A CREDIT PROGRAM. ANY QUESTIONS ON THAT AREA?
>> Chair: YES, SEAN. TRUSTEE HASSAN.
>> THANK YOU. DR. RHODES, FOR THE
ARTICULATION OF THE CE CREDITS INTO SORT OF -- THE
SORT OF MORE STANDARD WORKFORCE PROGRAMS, DOES
THAT OPEN UP ANY FUNDING AT EITHER THE STUDENT LEVEL OR
AT THE INSTITUTIONS LEVEL FOR THOSE STUDENTS?
MY UNDERSTANDING BEFORE IS THAT CERTAIN PROGRAMS THAT
IF YOU LOOKED AT IT, IF YOU LOOKED AT THE SUBSTANCE OF
THE COURSE ITSELF, CLEARLY ALLOWED SOMEONE TO EITHER
GET A JOB OR TO GET A HIGHER PAYING JOB, STILL DIDN'T
QUALIFY FOR CERTAIN FUNDING STREAMS BECAUSE THEY WERE CE
AND NOT CONSIDERED CREDIT COURSES.
DOES DOING THIS OPEN UP SOME OF THOSE FUNDING STREAMS AND
CAN YOU ELABORATE ON THAT A LITTLE BIT?
>> YEAH, ONE OF THE THINGS THAT WE'RE WORKING ON AT A
NATIONAL LEVEL THROUGH AACC AND ACTUALLY THE STATE
LEVEL, TOO, IS BECAUSE STUDENTS IN THE CE PROGRAMS
DON'T QUALIFY FOR PELL GRANTS.
>> RIGHT. >> AND SO SHORT TERM
TRAINING IS A HOT TOPIC NOW. >> YEP.
>> BECAUSE OF COVID-19, AND IT IS -- I WOULD SAY IT'S
GROWING IN ATTENTION. I'LL ALSO HAVE TO TELL YOU
THAT MANY OF THE UNIVERSITIES -- NOT ALL --
BUT MANY OF THE UNIVERSITIES ARE OPPOSED TO THAT BECAUSE,
YOU KNOW, THERE IS A FIXED PIE AND IF YOU OPEN IT UP TO
MORE STUDENTS AND ESPECIALLY THROUGH CONTINUING
EDUCATION, THAT THE THOUGHT IS IT'S GOING TO SHRINK
THEIR SHARE OF THAT PIE. AND THIS IS ONE OF THE
OUTCOMES I THINK OF COVID-19 IS IT HAS OPENED THE EYES OF
THE NEED OF HAVING SHORT-TERM TRAINING FUNDED
BY SUCH THINGS AS PELL GRANTS.
>> RIGHT. >> WE ARE, AS AN
INSTITUTION, WE'RE USING SOME OF OUR TPEG TO ASSIST
STUDENTS WHO ARE IN CE SO THAT THEY CAN QUALIFY FOR
SOME FUNDING IN ADDITION TO THE FACT THAT WE'RE REDUCING
THE COST IN THESE NOW 26 PROGRAMS IN HALF.
>> Chair: IS THAT IT, SEAN? >> JUST ONE MORE.
AND I WAS THINKING ABOUT THE PELL GRANTS.
I APPRECIATE DR. RHODES YOU SPEAKING TO THAT.
HOW DO THE FAST TRACK CAREERS INITIATIVE -- HOW
ARE THEY DIFFERENT -- I GUESS THAT TOP ROW FROM THE
BOTTOM ROW, FROM THE -- IS THE BOTTOM ROW ABOUT
INDIVIDUAL CE'S AND THE TOP IS MORE ABOUT THE STACKABLE
ONES? OR CAN YOU JUST ELABORATE A
LITTLE BIT ON THE DIFFERENCE BETWEEN THE ARTICULATION AND
THE LAST ROW AND THE FAST TRACK CAREERS IN TOP ROW.
>> SO ONE OF THE THINGS THAT I'LL ADD TO THAT IS WE WERE
SUCCESSFUL -- WE APPLIED FOR AND WERE ONE OF SIX
INSTITUTIONS CHOSEN TO WORK WITH WHAT'S CALLED EDUCATION
DESIGN LAB. AND IT'S SPECIFICALLY FOR
THAT PURPOSE. IT IS TO WORK TOGETHER
DURING THIS YEAR TO LOOK AT HOW WE CAN MAKE THESE
ARTICULATED PROGRAMS FROM CE INTO CREDIT.
>> RIGHT. >> AND MAKE SURE THAT THESE
ARE INDUSTRY-RECOGNIZED CREDENTIALS AND
CERTIFICATIONS. SO ACTUALLY THIS MORNING I
WAS ON A CONFERENCE CALL WITH THAT GROUP OF FIVE
OTHER COMMUNITY COLLEGES AROUND THE NATION THAT ARE
WORKING SPECIFICALLY ON THAT PROJECT TO MAKE THAT HAPPEN.
AND THEN THE SHARE [INDISCERNIBLE] PROMISING
PRACTICES. >> HOW SHOULD WE THINK ABOUT
THE DIFFERENCE BETWEEN THAT AND THE FAST TRACK CAREERS?
>> THAT'S WHAT WE'RE FOCUSING ON IS THE FAST
TRACK CAREERS. >> IT IS THE FAST TRACK
CAREERS. >> YES.
YES. SO WE'RE ACTUALLY USING SOME
OF THOSE AS OUR SAMPLE IN THE STUDY, AND IN MOVING
FORWARD. >> OKAY.
>> Chair: DR. COMSTOCK. >> THANK YOU VERY MUCH.
I NEEDED TO UNMUTE, THANK YOU.
I'M VERY EXCITED ABOUT THIS SIMPLY BECAUSE I THINK I'VE
ALWAYS SEEN IT AS A PATHWAY, AS A PLACE WHERE PEOPLE CAN
START, AND THEY CAN DECIDE FROM THERE WHERE TO GO AND
IT ALSO ALLOWS THEIR FAMILIES TO SEE THEM
STARTING THAT EDUCATION PROCESS AND LITTLE KIDS GET
TO SEE -- FAMILIES ARE STUDYING TOGETHER.
I LOVE THAT IDEA. BUT A QUESTION I HAD ABOUT
IT, DR. RHODES, WAS LANGUAGE -- THERE ARE TWO
QUESTIONS: ONE OF THEM IS LANGUAGE, ARE WE GOING TO BE
ALSO TRYING TO OFFER THESE COURSES IN OTHER LANGUAGES?
AND LIKE SPANISH AND MAYBE VIETNAMESE AND THERE COULD
BE OTHER APPROPRIATE LANGUAGES.
AND THE OTHER ONE IS SCHOLARSHIPS, I BELIEVE WE
NOW HAVE SOME SCHOLARSHIPS IN THE FOUNDATION THAT CAN
BE APPLIED TO CONTINUING EDUCATION.IS THAT ALL CORRECT?
>> THAT'S CORRECT. THAT'S CORRECT.
I'M GOING TO HAVE TO DEFER ON THE LANGUAGE PIECE.
I DON'T KNOW, CHARLES, IF YOU CAN TALK A LITTLE BIT
ABOUT THAT. >> I THINK HECTOR HAS DONE
SOME PRELIMINARY WORK IN THAT REGARD AND SEEMS LIKE
IT WAS AUTO MECHANICS AND AIR CONDITIONING THAT HE WAS
LOOKING AT AS EITHER A BILINGUAL TYPE INSTRUCTION
OR SPANISH LANGUAGE -- IS THAT MIKE COMING ON SCREEN?
>> MIKE AND GRETCHEN ARE ON THE SCREEN.
>> DOWE FURTHER INFORMATION THAT?
>> WE DON'T DO THAT BROADLY, BUT WE ORDINARILY DO THAT, A
LOT OF INSTRUCTION IS IN SPANISH AND PART THAT HAVE
DEPENDS ON THE CLASS AND WHO IS ENROLLED IN IT AND THOSE
SORTS OF THINGS. IT'S BEEN LARGELY IN SKILLED
TRADES WHERE WE'VE DONE MOST OF THAT.
ALTHOUGH WE HAVE DONE IT AT TIMES -- WE HAVE SORT OF
CONJOINED SOME OF THE THESE COURSES WITH SOME OF OUR
ADULT ED ESL AND WE'VE DONE THAT -- AND ADMINISTRATIVE
ASSISTANT AND CNA AND WE HAVE A PRECEDENT FOR DOING
THAT. SO WE'LL ABSOLUTELY BE
LOOKING AT THAT AS WE GET FURTHER INTO THIS IN THE
SPRING, TOO, AND AS WE DO OUTREACH TO POPULATIONS
WE'RE TRYING TO GET INTO THESE PROGRAMS.
>> Chair: I DO ALSO HAVE A QUESTION.
I ABSOLUTELY TOTALLY SUPPORT CUTTING THE COST OF THESE
PROGRAMS BY 50%, I'M JUST WONDERING HOW THAT IMPACTS
OUR BOTTOM LINE AND DO WE HAVE SOME SUPPLEMENTAL FUNDS
THAT IS SUPPLEMENTING THAT OR ARE WE STILL COVERING OUR
COSTS? HOW DOES THAT WORK?
AND WILL WE KEEP THOSE PROGRAMS AT THOSE NEW COST
LEVELS? >> THE RATIONALE FOR THE
HALF PRICE CUT WAS TO DOUBLE THE ENROLLMENT SO THAT IT
WOULD BE REVENUE NEUTRAL. >> Chair: I UNDERSTAND
THAT. >> WE ARE EMBARKING ON QUITE
A MARKETING CAMPAIGN TO MAKE SURE WE GET THE WORD OUT.
OUR ENROLLMENT IS UP TO ABOUT 350 SO WE'RE NOT UP TO
THE LEVEL WE NEED IT TO BE, BUT WE'RE EXPANDING THE
MARKETING TO HOPEFULLY GET TO THAT STAGE.
WE DO GET STATE FUNDING FOR THESE COURSES, THESE
WORKFORCE COURSES AND WE DO GET SOME GRANT FUNDING AS
WELL. SO WE DON'T SEE IT IMPACTING
THE BUDGET AS YET. >> Chair: SO IT MAY BE
SOMETHING THAT WE KEEP IN TERMS OF NOT JUST DURING
THIS PANDEMIC COVID, BUT WE KEEP THESE COURSES AT THIS
LEVEL? >> IT'S A LITTLE BIT OF A
PILOT ON KIND OF MARKET DYNAMICS, BUT JUST TO ADD TO
CHARLES IS WHEN WE DID SOME OF THE ANALYSIS, WE FOUND
THAT MORE TIMES THAN NOT WE ACTUALLY HAD EMPTY SEATS.
SO, AGAIN, THE HOPE OR THE STRATEGY IS, IS THAT THROUGH
PRICING WE CAN FILL EMPTY SEATS, WOULD EAR NOT ADDING
COST, WE WOULD JUST BE ADDING STUDENTS AND MAY
ACTUALLY COME OUT IN SOME OF THESE COURSES -- WE MAY COME
OUT AHEAD EVEN WITH THE LOWER PRICES IF WE CAN GET
THE DEMAND TO FILL THE SEATS.
>> I THINK THE MARKETING IS GOING TO HELP A LOT.
MARKETING. BECAUSE PEOPLE DON'T KNOW
ABOUT THESE PROGRAMS. >> AND DR. COMSTOCK, TO YOUR
POINT, WE ALSO BELIEVE THESE ARE GREAT ON-RAMP TYPE
PROGRAMS.RE ATTRACTING A POPULATION WHO PREVIOUSLY
PERHAPS DIDN'T CONSIDER COLLEGE OR FELT THAT COLLEGE
WAS BEYOND THEIR MEANS, AND THIS IS A GREAT WAY,
ESPECIALLY AS WE ARTICULATE AND CAN PROVIDE SOME CREDIT
FOR PRIOR LEARNING, THIS IS A GREAT WAY THEY WE CAN
POSSIBLY ULTIMATELY INCREASE THE CREDIT ENROLLMENT AS
WELL. >> Chair: YES, GIGI.
>> ON THE LAUNCH PHASE, THE EARLY ALERT SYSTEM, IT SAYS
IT'S COMPLETED AND IT'S GOING TO BE DISAGGREGATED BY
RACE AND ETHNICITY. CAN WE ALSO DO THAT BY ZIP
CODE? AND WHEN WE WILL BE ABLE TO
SEE THAT REPORT? >> THAT'S ON PRIORITY 5 AND
I'LL GET TO THAT. >> OH, I'M SORRY.
>> THAT'S OKAY. >> I WAS JUST EXCITED ABOUT
THAT. >> Chair: SO ARE WE READY
TO MOVE ON TO PRIORITY 5? ARE WE FINISHED WITH THE
PRIORITY 4 QUESTIONS? GRETCHEN, ANYTHING TO ADD?
EVERYTHING OKAY? >> NO, I THINK THAT IT'S
BEEN WELL COVERED. THANK YOU.
>> Chair: THANKS. >> CHAIR MCRAVEN, CHANCELLOR
RHODES, I HAVE SOME COMMENTS.ARD THERE WAS A LOT OF
CONVERSATION ABOUT MARKETING AND I JUST WANTED TO
EMPHASIZE THAT MYSELF, MIKE AND BRETT HAVE BEEN TALKING
ABOUT HOW TO INCREASE OUR COMMUNICATION WAS STUDENTS
AND ALSO PARDON THE EXPRESSION HAVE A LITTLE OLD
SCHOOL WITH NEW SCHOOL IN TERMS OF BEING ABLE TO ADD
THE VIRTUAL AS WELL AS BEING ABLE TO ALLOW STUDENTS TO
MAIL IN INFORMATION ABOUT THEMSELVES IN DIRECT MAIL
AND PROVIDE MORE INFORMATION ABOUT THE PROGRAMS AND HAVE
MORE CONSISTENT COMMUNICATIONS.
SO WE'VE BEEN WORKING REALLY HARD AS A TEAM WITH CE
PROGRAMS AS WELL AS DIRECTLY WITH MIKE AND BRETT SO WE
CAN UP THAT MORE AND DEVELOP SOME MORE CONSISTENT
COMMUNICATIONS AS WELL AS DYNAMIC WAYS IN WHICH
STUDENTS OR PROSPECTIVE STUDENTS CAN PROVIDE MORE
INFORMATION SO WE CAN SHARE THEIR INTERESTS AND BE ABLE
TO SUPPORT THEM DIFFERENTLY. AND AGAIN, THAT GOES BACK TO
HAVING THAT APPLICATION ASSISTANCE ON CAMPUS BECAUSE
FOR PROSPECTIVE STUDENTS, THEY ARE NOT GETTING LOANER
IPADS AND LAPTOPS YET, SO WE WANT TO SUPPORT THEIR NEEDS.
I JUST WANTED TO MAKE MURRAY SHARED THAT.
THANK YOU. >> Chair: STEPHANIE, DID
YOU HAVE A FOLLOW-UP COMMENT?
>> I JUST WANTED TO SHARE THAT I ACTUALLY DID GET A
PIECE OF MAIL. I BELIEVE IT WAS ACTUALLY
BILINGUAL ABOUT THE FAST TRACK PROGRAMS AT MY HOUSE.
IT WAS GREAT TO RECEIVE. SO GOOD WORK.
>> DID YOU ENROLL? (LAUGHTER)
>> Chair: SEAN, IS THAT A POTENTIAL ACC STUDENT YOU'RE
WANTING TO HAVE HIM LISTEN TO THIS?
THAT'S PRETTY CUTE. OKAY, PRIORITY 5.
>> SO PRIORITY 5 IS INCREASE COURSE SUCCESS RATES THROUGH
INNOVATION IN TEACHING AND LEARNING.AND THIS ALSO IS BROKEP
INTO THREE DIFFERENT COMPONENTS.
ONE IS FOR THOSE OF US THAT WENT THROUGH COLLEGE AND HAD
THE OPPORTUNITY TO HAVE SOME EXPERIENCE -- WORKING
EXPERIENCE WHILE YOU'RE TAKING THE COLLEGE COURSES,
MAKES FOR A BETTER STUDENT EXPERIENCE AND GIVES THEM
GREATER EXPOSURE TO KNOW WHAT'S GOING TO BE WHEN THEY
GRADUATE AND GET INTO THE WORKFORCE.
AND SO THE FIRST AREA, EXPAND OPPORTUNITIES FOR
EXPERIENTIAL LEARNING AND READINESS, THROUGH SERVICE
LEARNING, APPRENTICESHIPS OR CLINICALS, HOW CAN WE INFUSE
MORE OF THAT EXPERIENTIAL LEARNING INTO THE PROGRAM
THAT WE'RE OFFERING. AND SO LOOK AT WHAT WE HAVE
NOW, WE HAVE 45 COURSE SECTIONS THAT UTILIZE ONE OF
THOSE TYPES. AND OUR TARGET IS THAT BY
THE END OF THE YEAR, WE'LL HAVE 54 DIFFERENT COURSE
SECTIONS UTILIZING ONE OF THOSE TYPES OF ALTERNATIVES.
IN THE SECOND PIECE OF THIS IS INCORPORATE HIGH IMPACT
PRACTICES IN ALL PROGRAMS. AND HERE WE'RE TRYING TO
MAKE SURE THAT SUCCESSFUL COURSE COMPLETION -- THIS IS
NOT PERSISTENCE FALL TO SPRING, WE'RE REALLY TALKING
ABOUT CAN THEY SUCCESSFULLY COMPLETE THE COURSE THEY ARE
TAKING? AND WE'RE TAKING A LOOK AT
THE SUCCESS RATES IN THE HIGH ENROLLMENT ENTRY LEVEL
COURSES. IS WHERE WE'RE GOING PUT THE
FOCUS ON. SO WHAT ARE THE TEN MOST
HIGH ENROLLMENT COURSES THAT WE HAVE AT THE COLLEGE, AND
HOW CAN WE FOCUS ON THOSE AND INCREASE THE SUCCESS
RATES? AND SO WHAT WE'RE LOOKING AT
IS THE BASELINE FOR ALL STUDENTS IS 71% COMPLETION
RATE IN THOSE HIGH ENROLLMENT PROGRAMS.
WE WANT TO MOVE THAT UP TO 73% BY THE END OF THIS YEAR,
AND YOU CAN SEE THE DIFFERENTIAL IN
AFRICAN-AMERICAN AND HISPANIC AND WE WANT ALL
THREE TO BE THE SAME, 73% BY THE END OF THIS YEAR.
SO WE ALSO HAVE AN INTERNAL TEACHING AND LEARNING
ACADEMY, AND WE HAVE 64 OF OUR FACULTY THAT HAVE BEEN
TRAINED THROUGH THAT AND WE'LL INCREASE THAT TO 77 BY
THE END OF THE YEAR. WE ALSO HAVE -- MAINLY AS A
RESULT OF OUR NEW CHIEF DIVERSITY OFFICER, LARRY
DAVIS, WE'RE DOING A LOT OF WORK IN CULTURAL
PROFICIENCY, AND EMBEDDING THAT WITHIN THE TEACHING AND
LEARNING CURRICULUM. 150 FACULTY HAVE BEEN
TRAINED IN THAT, AND BY THE END OF THE YEAR, 225.
AND THEN WE'VE GOT SOME COURSE REDESIGN PROJECTS IN
LOOKING AT HOW TO MORE EFFECTIVELY INCREASE THE
DELIVERY OF THAT EDUCATION THROUGH REDESIGN.
AND SO LOOKING AT GOING FROM 352 SECTIONS THAT HAVE
ALREADY BEEN REDESIGNED AND UPPING THAT TO 422 BY THE
END OF THE YEAR. NOW, GIGI, YOUR QUESTION ON
THE THIRD PART IS THE LAUNCH OF THE EARLY ALERT SYSTEM --
>> Chair: RICHARD, CAN WE HOLD JUST A SECOND.
I THINK DR. MINK HAS A QUESTION ON THAT SECTION.
>> YES, I WAS JUST WONDERING WHEN YOU SAY THAT THE
FACULTY HAVE COMPLETED THE ACADEMY OR THEY'VE COMPLETED
THE TRAINING, AND THEN AT THE BOTTOM THE COURSE
REDESIGN -- DOES THAT MEAN IT'S BEEN REDESIGNED BASED
ON THE PRINCIPLES OF THE ACADEMY AND CULTURAL
PROFICIENCY OR REDESIGNED IN WHAT WAY, RICHARD, OR
CHARLES? >> TRUSTEE MINK, YOU'RE
RIGHT ON TARGET. IT MEANS THAT THEY HAVE
APPLIED THE TECHNIQUES THEY HAVE LEARNED, WHETHER IT BE
CULTURAL PROFICIENCY, ACTIVE AND COLLABORATIVE LEARNING,
RESEARCH, WHATEVER HIGH IMPACT PRACTICE THAT THEY
ARE WANTING TO SPECIALIZE IN, SO TO SPEAK, THAT
THEY'VE INCORPORATED EFFECTIVELY IN THEIR
SYLLABUS IS THE CAPSTONE FOR THE TEACHING AND LEARNING
ACADEMY. >> DOES PART OF THIS INCLUDE
SOME OF THE ADDING MORE EXPERIENTIAL LEARNING?
IS THAT PART OF THE LEARNING ACADEMY AS WELL?
>> YES, IT IS. THANK YOU.
>> Chair: IS THAT IT, BARBARA?
NORA, DO YOU HAVE -- >> YES, I DO, REALLY
QUICKLY, FOLLOWING UP. I WANTED KNOW WHAT THE
LIMITING FACTOR IS IN TERMS OF GETTING MORE FACULTY
THROUGH COMPLETING THE TEACHING AND LEARNING
ACADEMY AND DOING THE OTHER THINGS, WHAT ARE OUR
LIMITING FACTORS ON THAT? BECAUSE IT'S A SMALL NUMBER
THAT WE'RE PUTTING THROUGH THEM.
>> WELL, THE ACADEMY WAS ONLY CREATED THIS PAST YEAR.
SO THIS IS JUST OUR FIRST YEAR COMPLETIONS AND IT WAS
AN APPLICATION PROCESS. GOING FORWARD, WE'RE
ENCOURAGING ALL BRAND NEW FACULTY TO TAKE PART IN IT.
WE'RE OFFERING PART OF IT IN THEIR ACTUAL ONBOARDING
PROCESS, BUT THE SMALL NUMBER JUST RELATES TO THE
FACT THAT IT'S A YOUNG PROGRAM.
>> THIS WAS MORE OF A PILOT YEAR TO GET IT UP AND
RUNNING. >> Chair: OKAY, I DON'T
THINK THERE ARE ANY OTHER QUESTIONS.AN MOVE ON.
>> SO, GIGI, YOUR QUESTION HAD TO DO WITH THE
COMPLETION OF THE EARLY -- PHASE I OF THE EASTERLY I
LETTER SYSTEM. AND CHARLES, I'M GOING TO
HAVE YOU RESPOND ON THIS ONE.
>> AND ACTUALLY, I SEE SHASTA COMING ONLINE.
I WOULD LIKE FOR HER TO TALK ABOUT IT.
SHE'S BEEN LEADING THIS EFFORT.
>> THANK YOU, DR. COOK. ABSOLUTELY.
SO WE DO HAVE -- WE'VE ALREADY STARTED THE EARLY
ALERT SYSTEM, AND I THINK I WAS ABOUT TO SAY CHAIR
BRYANT -- TRUSTEE BRYANT, WE DO HAVE THE REPORT
DISAGGREGATED BY RACE AND ETHNICITY AND I'M HAPPY TO
SHARE THAT SO THAT YOU ALL CAN HAVE THAT AND SEE THAT
REPRESENTATION AND I'M HAPPY TO SHARE IT NOW.
SO WE HAVE ABOUT 92 FACULTY THAT ARE PARTICIPATING AND I
DON'T WANT TO CALL IT A PILOT BECAUSE WE PLAN TO
KEEP THIS GOING. SO IN THE INITIAL PHASE I OF
EARLY ALERT, WHICH GIVES US ABOUT 302 SECTIONS, AND OUT
OF THAT THAT IMPACTS ABOUT 6300 STUDENTS. AND SO WITH
THAT THERE ARE 43% OF THOSE STUDENTS ARE HISPANIC, SO
ROUGHLY 2700 STUDENTS HAVE IDENTIFIED AS BEING
HISPANIC.WE HAVE ANOTHER 38% OFE STUDENTS, SO 2,400, A LITTLE
OVER THAT, ARE WHITE. AND 8% OF THE STUDENTS THAT
ARE PART OF THE SECTIONS THAT ARE IN EARLY ALERT,
ABOUT 8% ARE STUDENTS WHO IDENTIFY AS BLACK.
SO ABOUT 480 STUDENTS, A LITTLE BIT MORE THAN THAT.
ABOUT 5% ARE ASIAN, SO 320 STUDENTS WHO HAVE SHARED
THAT THEY IDENTIFY AS REPRESENT 2018 MORAYS, ABOUT
4%, SO 250 STUDENTS AND THEN STUDENTS WHO SELECTED OTHER
OR DID NOT DISCLOSE, ABOUT 2%.
SO A LITTLE OVER 100 STUDENTS.
SO IT'S A BIG WIDE VARIETY OF STUDENTS BEING IMPACTED
BY THIS. SO WE'RE GOING THROUGH THAT
PROCESS. WHAT WE WERE MOST INTERESTED
IN IN THIS PHASE I WAS TO BE ABLE TO UTILIZE THE TOOLS WE
ALREADY HAVE AS A COLLEGE. SO WE'RE UTILIZING THE BLACK
BOARD RETENTION CENTER. WE HAVE LEARNED A LOT IN
THAT PROCESS IN TERMS OF WHAT THAT PARTICULAR TOOL
CAN AND CAN NOTE DO, BUT THAT WAS THE POINT.
WAS TO BE ABLE TO HAVE THE VOICES OF OUR FACULTY, WHICH
STARTED THIS PROCESS, SO WE HAD THAT EVEN BEFORE WE
ENGAGED INTO HAVING AN EASTERLY I LETTER PHASE I TO
BE AUTOMOBILE TO SEE WHAT ARE THEIR EXPECTATIONS OF
SUCH A TOOL AND ALSO OUR ADVISERS, THAT WAS
IMPORTANT, BECAUSE THAT IS A COLLABORATION BETWEEN BOTH
GROUPS. TO WORK AS A TEAM AND AS
VILLAGE TO SUPPORT THEIR STUDENTS EARLY ON, AND SO WE
CAN IDENTIFY THROUGH A SATISFACTION SURVEY THAT YOU
SEE DOWN THERE AROUND FEBRUARY 2021 BASED ON OUR
EXPERIENCE WITH THIS TOOL, THE ALERTS THAT HAVE
HAPPENED THUS FAR TO KNOW WHAT DO WE WANT IN A VERY
ROBUST, COMPREHENSIVE SYSTEM TO BETTER SUPPORT ALL OF OUR
STUDENTS AT THE COLLEGE. AND SO WE HAVE A MEETING I
BELIEVE THIS WEEK, IT'S DEFINITELY IN DECEMBER IS
OUR EARLY ALERT COMMITTEE. WE MEET ONCE A MONTH,
SOMETIMES MORE THAN THAT, WHEN WE'RE TRYING TO GO
THROUGH SOME SOLUTIONS AND WORK THROUGH THAT, SO WE'LL
BE ABLE TO SHARE A WHOLE LOT MORE IN TERMS OF THE IMPACT
FOR FALL AND BE ABLE TO SHARE THAT BACK WITH YOU AS
WELL. AND THEN AS YOU'RE
INTERESTED, I CAN ALSO SHARE EMBEDDED TUTORING AS WELL,
BUT I WANTED TO MAKE SURE I SHARED THE INFORMATION ABOUT
EARLY ALERT. DID I MISS ANYTHING,
DR. COOK? >> NO, THANK YOU.
>> IS THERE ANYTHING THAT YOU CAPTURED THAT YOU WERE
SURPRISED BY IN THE EARLY ALERT SYSTEM?
WHAT DID YOU SAY -- OH, MY GOD, WE HAD NO IDEA THAT WAS
HAPPENING?OR THAT'S OVER -- [INDISCERNIBLE] -- THAT'S
OVER REPRESENTED? WHAT WAS THAT?
>> TRUSTEE BRYANT, DO YOU MEAN IN TERMS OF THE ALERTS
THAT WERE SUBMITTED? >> YES.
>> SO I'LL LEARN THAT THIS MONTH IN THE REPORT, SO MY
APOLOGIES. I'LL BE ABLE TO PROVIDE
THAT.I WILL SAY WE WANTED -- ONE OF THE ISSUES THAT THE
FACULTY WANTED TO MAKE SURE THAT WAS REPRESENTED IN THE
ALERT AS WELL AS OUR ADVISERS WAS NOT JUST WHAT
WAS HAPPENING IN TERMS OF THE ACADEMIC PIECE FOR THE
STUDENTS, BUT ALSO OTHER THINGS THAT ARE IMPACTING
THE SUCCESS OF THE STUDENTS THAT MAY NOT BE A PART OF
THE DELIVERY OF INSTRUCTION. SO I'LL MAKE SURE I GET THAT
INFORMATION BACK AS SOON AS WE HAVE IT.
MY APOLOGIES. >> THANK YOU.
I'M EXCITED ABOUT THAT. THAT'S GOING TO TELL US A
LOT. >> AND FOLLOWING UP WITH
SHASTA JUST OFFERED STUDENTS SAID THEY MISSED THE SOCIAL
ASPECT OF BEING TOGETHER WITH THEIR PEERS AND
STUDYING TOGETHER WITH THEIR PEERS.
SO WE'RE PLANNING TO FIGURE A NEW WAY OF OFFERING
STUDENT STUDY GROUPS AND SUPPORT GROUPS AS WELL.
>> BREAKOUT ROOMS ARE ZOOM. OKAY, ANY MORE ON THAT?
>> JUST IN CONCLUSION, YOU KNOW, WE HAVE THE SIX
DIFFERENT PRIORITIES AND WHAT WE'RE PLANNING TO DO IS
ON THE JANUARY 11TH BOARD MEETING, WE WILL BRING BACK
PROGRESS REPORT ON GOALS 1 AND 6.
WHICH 1 IS REDUCE EQUITY GAPS, AND 6 IS FOSTER A
SAFE, PHYSICAL AND CULTURAL ENVIRONMENT.
THEN AT THE BOARD MEETING ON MARCH THE 2ND, WE'LL BRING
BACK A PROGRESS UPDATE ON PRIORITIES 2 AND 3.
2 IS MODERNIZE ACC'S TECHNOLOGY RESOURCES.
3 WE TALKED ABOUT TODAY IS PROVIDE AN EXCEPTIONAL
ONLINE EDUCATION. AND THEN AT THE BOARD
MEETING ON MAY THE 3RD, WE'LL BRING BACK PROGRESS
UPDATE ON PRIORITIES 4 AND 5 THAT WE TALKED ABOUT TODAY.
AND THEN AT THE BOARD WORK SESSION IN AUGUST, WE'LL
BRING ALL SIX BACK WITH OUR SUMMARY RESULTS.
>> Chair: IS THAT INFORMATION IN OUR PACKET
HERE? AM I JUST NOT TURNING THE
RIGHT PLACE? >> I'LL MAKE SURE YOU HAVE
IT. >> Chair: IT WOULD BE GREAT
IF WE ALL HAD THAT SO WE KNOW HOW THIS WILL ROLL OUT
OVER THE NEXT FEW MONTHS AND FEW SESSIONS.
THAT WOULD BE GREAT. OKAY, LET'S SEE, ANY FINAL
QUESTIONS -- YES, STEPHANIE. >> THANK YOU, CHAIR.
I JUST WANTED TO THANK DR. RHODES AGAIN FOR PUTTING
THESE ANNUAL GOALS INTO MILESTONES AND MEASURES.
I KNOW THAT'S SOMETHING THAT WE'VE TALKED ABOUT FOR
AWHILE AND I JUST THINK IT'S REALLY GOING TO HELP US TAKE
A LOOK BACK NEXT SUMMER AND SEE WHERE WE'RE AT AND WHERE
WE STILL HAVE ROOM TO IMPROVE AND I JUST KNOW THAT
PROBABLY COMING UP WITH THESE METRICS TOOK QUITE A
BIT OF EFFORT. SO THANK YOU TO YOU AND YOUR
TEAM FOR DOING THAT AND FOR PROPOSING THE CALENDAR AND
SHORING THAT WITH US. NAN, I THINK IT IS JUST THE
VERY TOP OF THE PRESENTATIONS.
IT'S REALLY HELPFUL FOR ME AS A BOARD MEMBER JUST TO
KNOW WHEN WE CAN EXPECT TO GET UPDATES AND FOR UPDATES
TO BE SO REGULAR SO THAT WE'RE NOT HEARING ABOUT THIS
NOW AND THEN NOT HEARING AGAIN UNTIL AUGUST OR UNTIL
THE BOARD RETREAT OR WHENEVER ELSE.
SO I JUST REALLY WANTED TO THANK YOU FOR THAT EFFORT
AND I LOOK FORWARD TO HEARING MORE IN THE COMING
MONTHS. >> Chair: ALL RIGHT,
THANKS. >> THANK YOU, STEPHANIE.
AND YOU'RE RIGHT. IT'S GREAT TEAM EFFORT.
SO A LOT OF PEOPLE HAVE BEEN WORKING VERY HARD ON THIS
AND I JUST WANT TO THANK THEM AND MANY OF THEM ARE
HERE IN THE AUDIENCE TODAY.
>> OKAY THE NEXT ITEM IS DISCUSSION/POSSIBLE ACTION, STUDENT SUCCESS.