MBF-Chemeketa-10Nov04

Dave Phillips. Pretty passionate about gen ed core and looking at ways to help students make transition between institutions as smoothly as possible. New member of group.

Status of current activities.

Online delivery - distance education - lot of work done in terms of mapping what is currently available - check where gaps may be - gauge what are the distance ed offerings - linked to capacity courses - way to address some of capacity needs that are out there. Where some of the bottle neck courses are - CC bottlenecks parallel those of 5 OUS campuses providing data - writing courses, intro science courses - lower division courses within majors. CC data reflects similar data. Have list of course. Have numbers of sections - small investment could get people thru quicker - do some prioritization of some of those courses - get together on distance ed - some ideas from CIA where capacity in courses and also in distance education. Look at distance delivery - is key program should put out there. Investigate grant funding opportunities - clarify with legislators and governor’s office - may be resources needed for next steps to make an impact.

Pernsteiner. Queston on bottle neck courses - look at time of day, course numbers? Most people listed course - section - sequence. A couple actually had a suggestion where thought time of day would be helpful. At Univ levels didn’t analyse it at that level. Differences between institutions - where issues are and how they are managed. Time of day can be relevant to bottle neck courses.

Accelerated Highschool Courses. Report boiled down to fact that group has not met yet. The oversight group - three working committees - one on aligning highschool exits with entrance requirements. Pilot - Bellvue model - College credit. College life ready. Defining College Ready. What is the product? Dept of Ed is working on definitions. Important for standards. Certified as K-12 system. Dual credit rules provide definition - which high school students are eligible to take college classes. Verify readyness for academic work. College/Life ready. What do you need when you leave college to have next step. What is broad umbrulla. Shape of conversation has changed a lot from getting more courses in the highschools. Do we really need to wait for this piece. Whole issue of partnership and being a good partner. K-12 folks are pretty invested in this approach. Have high level of access in highschools. IB, AP, dual credit do pretty well. This one also involves department of ed. Try to roll it out and keep it within their own systems. Want something positive for students. Isn’t one of the issues - how that relates to working group of State Board of Higher Ed - what is the part we need to be concerned with - what piece of that belongs here. Of the 3. Defining college life ready - would hope Dept Ed process would include OUS & CC perspectives.

Retention. Common approach with baseline data. Begin looking at lower division collegeiate students. Version 6. Discussed by CSSA at August meeting. Retention best practices. Retention data for each CC and OUS to see who is doing what and who is having the most sucess. Building the baseline in the CC. OUS have been doing it for a long time but not CC. Find out what works best for what groups of students and what resources were used to do that. So having some idea of how to target different groups of students - reallocate resources have had. Buliding it off of evidence. What does it take to do that. What we are observing is that instead of looking as isolated - look at broad headings. Have to do something in at least one of those heading. Replace “retention” to “student sucess”. Can’t do that without something in each of the areas.Notion of matrix is inextricable. Can’t just do one thing. So many reasons why students stay in an environment - feel of place -welcoming look from staff. Can’t separate things - have targeted don’t affect overall problem. Try to bring to table - to think of ethos of sucess. Increasing number of students from minority groups - lots of reasons - need lots of interventions - improve climate - need level of intellectual excitement we had when we went to college - pick 3/4 top ones - won’t have effect - have to do lots of things. What stimulates most amount of impact with least amount of resources. How can we export some training or model programs - what would help whole system move forward in whole way. We need to take both short view and also the long view - make post secondary system of Oregon sucessful for more students - what can we continue to do - help us all rise up together. Get foundational data together. Forcus back to this working group - community college students that come to OUS - how sucessful they are - can not focus on GED - we have to focus on that piece of things being a working group of State Board of higher education. Try to reflect the characteristics of many of our students. Support systems for all students.

Student intent - number of CC students do not intend to get a degree. Have to know number of students who intend to do it do so as opposed to students who take a handfull of courses and propose to go back to their jobs. Very difficult to track major code. Come, transfer, decide to drop out. All talked about how to get good data. Want to target students whose goal is associate or 4 year degree. Student’s intent can change while they are at a cc - see OUS university as a possible goal. Helping to clarify the goals of GED - those students won’t ever reach the doors of OUS. Have to work with those students - retain and create sucess for them. Two few go on - but want to raise those numbers. Difficult to measure dual enrolled stsudents - when they transfer. How to represent that sucess. Added systemwide the ability to get more accurate sense of what that volume is.

Student transfer process. Had small pilot - get student identifier to move and connect with somewhere.

CIA/Provost’s meeting. Had another good discussion - see if are tweaks - things that could be made so have acceptable product (TM) live with. In the discussion in the Provost’s council - important thing was conceptually - need for it - support it in concept - people are hesitant to endores it until faculty input is there. People understand need for something like this as the first step - working toward something to help students toward progress toward degree. Did not get definitive “yes we will go to the end of this” need to have go thru process on campuses that is so important to faculty - conceptually embrace the need for that. Sums up discussion. From Community COllege standpoint - higher ed faculty has discussed this topic more thouroughly - earlier start - lot of conversation going on right now. Higher ed had jump start. The IFS has done hard work for all of us in getting word out - having open discussions held all over the state. Theire constitutency - invited participation from community colleges. Driven by IFS.

The student transfer committee - of JBAC - looked at this yesterday - along with green stuff - made some suggestions to go to JBAC in terms of language of proposal - from standpoint of implementation. Useless if can’t implement it. Know something about implementation issues. Made some additional changes. Elaine will share that with everyone.

Provosts want to work on a preamble to the proposal - not to make technical changes - to set stage - to provide framing - to talk about general outcomes - set stage for it - as that kind of initiative they are working on. Come to Provost’s council first and then to JBAC and then to the summit. Put it in context - juxtoposition with the AAOT - don’t think it is totally new - what is the academic basis for wanting to do this. What do you think you have at the end of it. Could it be available for CC Presidents’s group next week.

Comment on CIA/Provost’s meeting? We talked about many of the outcomes of MBF and moved into a discussion of this goal or outcome. Not only talked about it Thursday but also on Friday. Not unanimity. Lot of agreement but not total. Decided to pass a resolution We endorse the concept of a general education transfer module and role of JBAC to finalize proposal. Believe that JBAC can finish working thru what ever details. Framework of transfer pathways. State goal of persistance towards completion of bacaloriate degree. Must result in sophore standing and be transcriptible. Outcomes based framework. Advising. Choose not to say this is the exact model. Another element is some of CC faculty are still in process of discussing specifics of transfer module. Some of Colleges did not feel comfortable even supporting concept as had not been discussed with their faculty. Mt. Hood and COCC. This is just the beginning - need to be outcomes based - statewide audit system - student can program in coursework and student can get pathway to go to given school. Sophomore standing may be a problem. Nursing program for example doesn’t fit. There is a strong belief that what happened with AAOT - kind of a feeling that they are kind of mercy of. Understand whole history. But same colleges in conversation with consortium - is at odds with those statements. People in room were dealing with the value added to students - may not be how would have gone after - seems to be reasonable path to get to this place. What is the value added. No harm to this. Is value added. How does student walk away with something. Can’t unwrap. Stays together. How do you make sure this has value. Sophomore standing - don’t throw away a year. Does that give you the next step in all the majors. I have taken a step. Fascinating way. Not dictate them are sophomore. Rich conversation. Preference would be everyone had major. But doesn’t work like that. Safetynet to help them sort things thru. Value added for students. Our role is to track progress of this - facilitate continuing conversations. Much will come to a head at the JBAC meeting. Will be beneficial to students. Oregon Transfer Module. OTM. Wordsmithed a whole amount of things. One of science classes should be lab science. Made a lot stronger. Boiled down to something that is pretty useful. Looked at a lot of operational. Recommending those to JBAC. Sustain commitment as this is a first step. Talked about Sophomore standing and ran away from it. Some students don’t do it in their first year. Need to start things in their first year that are not part of this. We stayed away from Sophomore standing. Help orchestrate conversation. Don’t begin with wordsmithing. Hope to have draft by that time. Discuss and endorse JBAC proposal. Recognize group does not have authority to give final approval. Lead to final action by boards etc. Honor faculty process at cc. By winter/spring all will be in place.

Next steps. Have all the information. What is the plan.

Notes taken by Peter B Gilkey. Not Normative.